Issued Date:  11/01/95

 

The Board approves the following broad-based instructional goals for students:

• To acquire the knowledge and attitude necessary to achieve and maintain good physical and mental health;
• To develop the skills necessary to function as a self-directed person;
• To develop the capacity to cope with change through an understanding of the arts, humanities and scientific processes;
• To know the principles involved in making moral and ethical choices;
• To develop the basic skills of reading, writing, computation, spelling, speaking and problem solving;
• To develop a positive attitude toward learning as a lifelong endeavor
• To learn to identify personal talents and interests, make appropriate career choices, and develop career skills;
• To acquire knowledge and to develop career skills;
• To acquire knowledge and to develop skills in the management of personal and public resources necessary for meeting obligations to self, family and society;
• To learn to act in a responsible manner;
• To learn of the rights and responsibilities of citizens of the community, state, nation and world;
• To learn to understand, respect and interact with people of different cultures, generations and races.

Issued Date:  07/23/02

 

All classrooms and learning centers shall be equipped with an evenly-proportioned, wide assortment of teaching tools, textbooks, workbooks, audio-visual equipment selected to meet the students’ needs. Textbooks and instructional materials should provide quality learning experiences for students.

A list of textbooks and instructional materials used by the schools shall be revised annually by building administrators under the direction of the Director of Schools and shall be made available to the Board and professional staff as a reference.Textbooks and/or instructional materials shall be available for inspection by parents/guardians upon request.¹  The Director of Schools shall develop procedures for inspection of materials and distribute these procedures to each principal.

___________________________

Legal Reference:

1. 20 USCA 1232h (a); TCA 49-6-7003

Issued Date:  11/01/95

 

The state curriculum shall be followed.

Under the leadership and direction of the Director, a unified curriculum shall be developed within the statewide curriculum framework for the school system in each subject area, grades K-12, and presented to the Board for adoption.^1,2

Teachers in each school shall participate in the system-wide development of the curriculum in their appropriate subject areas. Assignments for curriculum development in the elementary grades will be made by the principal.

The curriculum will be revised and updated regularly through in-service programs and curriculum planning sessions, with changes subject to approval by the Board.

At least one copy of the complete curriculum shall be placed in each school. Teachers shall be given a personal copy of the portion which pertains to their area of teaching. New teachers shall be given an appropriate copy and briefed on its content in relation to the total curriculum.

Experimentation with newer concepts of curriculum design, scheduling, and instructional techniques is encouraged but must have prior approval of the principal. An experimental program requires the approval of the Director, the Board, the Commissioner of Education and the State Board of Education.²

A course may become a permanent part of the school program after three (3) years of operation upon approval of the State Board of Education.²

IMPLEMENTATION

The primary responsibility for the effective operation of the curriculum program and activities shall be delegated to the Director.

The school principals shall be responsible for administering the established instructional programs and for the development and supervision of a coordinated plan for the improvement of instruction in their schools.

________________________

Legal References:

1. TCA 49-1-302.
2. TRR/MS 0520-1-3-.05(2).
    

Issued Date:  08/26/99

Rescinds:  11/01/95

Issued:  11/01/95

 

The Board shall not discriminate on the basis of sex, race, national origin, creed, age, marital status in its educational programs or activities.

Curriculum material utilized shall reflect the cultural and racial diversity present in the United States and variety of careers, roles and life-styles open to women as well as men in our society. One of the objectives of the total curriculum and teaching strategies is to reduce stereotyping and to eliminate bias on the basis of sex, race, ethnicity, religion and disability. The curriculum shall foster respect and appreciation of the cultural diversity found in our country and an awareness of the rights, duties and responsibilities of each individual as a member of a pluralistic society.¹

The course of study in the schools shall include those subjects required by the Legislature and Tennessee State Board of Education as follows: reading, writing, spelling, arithmetic, English, geography, hygiene, sanitation, music, drawing, black history and culture, physical education, and free enterprise. Specific topics required in the schools include: nature of alcoholic drinks, narcotics and smoking of cigarettes and their effect upon the human system; history of Tennessee and its Constitution; history of the United States and its Constitution; displaying of the American flag; highway safety; and defensive driving.²

The Board reserves the right to add additional courses and to amend the content of prescribed courses as experience and the process of curriculum development indicate the desirability of such change.

________________________

Legal References:

1. 34 CFR § 8106.34

2. TCA 49-6-1001 through 49-6-1205

Issued Date:  07/23/20

Rescinds:  06/22/06

Issued:  11/01/95

Students in grades 9-12 shall complete a unit of lifetime wellness, a planned program to promote a lifelong process of positive lifestyle management that seeks to integrate the emotional, social, intellectual and physical dimensions of self for a longer, more productive, and higher quality of life, as a requirement for graduation.¹

Participation in marching band or interscholastic athletics shall not be substituted for this requirement.²

ROTC I is a perquisite for ROTC II, then ROTC II can be substituted for Lifetime Wellness.

The following topics shall be included as part of the lifetime wellness course to help students reach the specified goals in the curriculum framework:

1.    Disease prevention and control;
2.    Safety and first aid;
3.    Mental health;
4.    Nutrition;
5.    Substance use/abuse
6.    Sexuality and family life;
7.    Personal fitness and related skills
8.    Dating violence

 

Issued Date:  06/10/99

Rescinds:  11/01/95

Issued:  11/01/95

 

Summer School shall be organized and operated as a part of the public school program, shall be under the control and management of the Board, and shall comply with rules and regulations of the State Board of Education.¹

The summer school program, subject to annual approval by the Board, shall provide opportunities for remedial instruction at the elementary level, review and limited regular courses at the secondary level, and special programs funded by the state and/or federal grants.

Students who have a cumulative grade point average of at least 2.0 or its equivalent may take courses required for graduation for the first time during a summer school session upon the recommendation of the principal of the school which the student regularly attends.

No more than two (2) units shall be earned during any summer school session. Minimum State Board of Education contact hours shall be maintained to receive credit.

All summer school classes shall meet on school property, and any exceptions must be approved by the Board. The library, laboratories, and other facilities shall be made available to all students enrolled in the summer school program.

The Board shall annually determine the tuition rates.

___________________________

Legal Reference:

1. TRR/MSS 0520-1-3-.03 (7) (a).

Issued Date:  07/25/13

Rescinds:  11/01/95

Issued:  11/01/95

 

REMEDIAL INSTRUCTION

The remedial program will concentrate mainly on improvements of reading and math skills for the most educationally needy students. Various materials will be used to supplement the work being done in the classroom.

Instructional assistants will assist students in reading and math, working under the direction of the regular classroom teacher.

HOMEBOUND INSTRUCTION

The Homebound Instruction Program is for students who, because of health impairments, are unable to attend the regular instructional program. The program consists of three (3) hours of instruction per week¹ provided by a certified and properly endorsed teacher.

To qualify for the Homebound Program, a student must have a health impairment of sufficient seriousness to anticipate that the student will be absent for a minimum of ten (10) consecutive school days. The student must be certified by an appropriate health care provider as being health-impaired and unable to attend the regular instructional program. The homebound teacher will conduct the IEP Team meeting and will develop an IEP for the student.

HOMEBOUND PROGRAM FOR PREGNANT STUDENTS

The homebound instruction program for pregnant students shall consist of three (3) hours of instruction per week for a period of six (6) weeks.²

The student’s physician shall recommend, in writing, the six-week period for which the student shall be eligible for homebound instruction.

A homebound instruction program for longer than the six (6) week period shall only be provided to a student who is certified in writing by her physician as having health complications arising from the pregnancy that prevents her from returning to regular classes.

___________________________

Legal References:

1. TCA 49-10-1102.
2. TRR/MS 0520-1-2-.10

Issued Date:  10/26/17

Rescinds:  7/11/96

Original Issued:  7/11/96

 

The Board acknowledges that the school district must provide equal educational opportunities for all students in the district.  No student shall be admitted to or excluded from any program or extra-curricular activity based on the student’s surname or English language (EL) status.¹  Further, if the inability to speak and understand the English language excludes a student from effective participation in the district’s educational programs, the district will take appropriate action to provide the student with equal access to its programs.

LANGUAGE INSTRUCTION EDUCATION PROGRAM (LIEP)

Students who are English Learners will be identified, assessed and provided appropriate services through a language instruction education program developed and implemented by the Director of Schools meets the following objectives:²

1. Appropriately identifies language minority students through the use of a Home Language Survey.    The building administrator shall develop procedures to ensure that all new students complete a Home Language Survey.
2. Appropriately identifies students with limited English proficiency in a timely, valid, and reliable manner.
3. Determines the appropriate instructional environment for students with limited English proficiency.
4. Implements an effective language assistance program for English learners that is educationally sound and proven successful.
5. Annually assesses the English proficiency of English learners and monitors the progress of English learners in order to determine their readiness for the standard instructional environment.
6. Monitors the progress of students who have exited the language instruction education program (LIEP).

PARENTAL NOTIFICATION ³

Parental involvement will be encouraged, and parents will be regularly informed of their child’s progress.⁴

Parents of English learners shall be given notice of, and information regarding, the student’s identification for participation in the language instruction education program (LIEP) no later than thirty (30) days after the beginning of the school year, or within the first two weeks of a student being placed in an LIEP.  At a minimum, the notice will include the following:

1. The reasons for the identification of the student as an English learner;
2. The student’s level of English proficiency, how the level was assessed, and the status of the student’s academic achievement;
3. Methods of instruction used in the program, methods of instruction used in other available programs, and how they differ;
4. How the program will meet the educational strengths and needs of the student, as well as how the program will specifically help the student reach English language proficiency and meet academic standards;
5. Specific exit requirements for the program, including the expected rate of transition to a standard instructional program classroom, and the expected rate of  graduation from high school;
6. How the program meets the objectives of an English learner with an Individualized Education Program (IEP); and
7. Information pertaining to parents’ right to withdraw the student from the program or choose another program or method of instruction if available.

_____________________________

Legal References:

1. Elementary and Secondary Education Act, as amended by ESSA (Pub. L. 114-95), §1112(e)(3)(D)
2. Elementary and Secondary Education Act, as amended by ESSA (Pub. L. 114-95); § 3113(b)(3)(B)
3. Elementary and Secondary Education Act, as amended by ESSA (Pub. L. 114-95); § 1112(e)(3)(A)
4. Elementary and Secondary Education Act, as amended by ESSA (Pub. L. 114-95); § 1112(e)(3)(C)

Issued Date:  07/25/13

Issued:  11/01/95

 

The Board shall provide access to a free appropriate public education to all children with disabilities ages 3-21, inclusive, residing within the jurisdiction of the school system. The plan for implementation of appropriate instruction and special education services shall be in accordance with the current Rules, Regulations, and Minimum Standards of the State Board of Education¹ and state², and federal³ law.

The Board shall develop and periodically update a local plan for providing special education services for students with disabilities.  Specifically, the Board assures that:

1.   All children with disabilities living within the school system have available to them a free, appropriate public education which emphasizes special education and related services to meet their unique needs; and

 2.   The rights of children with disabilities and their parents are protected.

The plan shall aim toward meeting the following objectives:

1.   To carry out a comprehensive screening and assessment plan emphasizing the early identification and evaluation of students with disabilities.

2.   To use the IEP team for reviewing assessment, formulating programming, and determining placement for every student with disabilities, including review of proposed suspensions when appropriate, in accordance with the State Board of Education Rules, Regulations, and Minimum Standards.

3.   To ensure that placements are made which educate children with disabilities with non-disabled students to the maximum extent appropriate in the schools they would normally attend if not disabled and with age­ appropriate peers.

4.    To provide each child with disabilities an individual educational program (IEP) specifically designed to meet his/her unique needs.

5.    To provide continuing evaluation of each child's  progress, including at least annual review of his/her IEP and complete re-evaluation at least every three (3) years;

 6.    To ensure that procedural safeguards required by state and federal laws are adhered to; and

 7.    To involve parents of children with disabilities in a meaningful dialogue with school personnel which will begin with initial referral and continue throughout the student's educational career.

 _____________________________         

Legal  References:

1. TRR/MS 0520-1-3-.09.

2. TCA 49- 10-101 et. seq.

3. PL 94- 142; Section 504 of the Rehabilitation on Act of 1973. (Note: 504 of the Rehabilitation Act of 1973 has been interpreted by the courts to include individuals with contagious diseases).

Issued Date:  02/27/03

 

The policy of the Warren County School District is to provide a free appropriate public education (FAPE) to all students with disabilities ages 3-21 who are entitled to special education and related services. It is our intent to assure that the instructional needs of all students receiving services pursuant to the Individual with Disabilities Education Act (IDEA) are being met. The BEP formula was used as guidance for special education class size in determining class size policy for all special education classes in our district.

To the maximum extent appropriate, students with disabilities eligible for special education services shall be educated with students who are non-disabled. However, special classes, separate schooling or other removal of students with disabilities from the regular education environment shall occur only if the nature or the severity of the disability is such that education in regular classes cannot be achieved satisfactorily with the use of supplementary aids and services.

A continuum of services shall be available to meet the needs of students with disabilities who are eligible for special education and related services.

Monitoring class size will occur periodically to ensure compliance with our district’s policy.

Issued Date:  07/23/09

Issued:  11/01/95

The following guidelines shall be followed in administering the student activities program:

1. The Board shall initially approve each specific extracurricular activity so that proper support and supervision may be assured.
2. Student participation in any school sponsored activity which makes it necessary for a student(s) to miss any part of his/her regular scheduled academic class period shall be kept to a minimum.
3. The principal, after obtaining the recommendation of the faculty and the Director of Schools, shall determine which clubs and organizations will be permitted.
4. All student activities must have the approval of the principal.
5. Student activities occurring before or after regularly school hours must be under the supervision of the principal or his/her certified designee.
6. Secret organizations shall not be operated in any school.
7. A student shall not be required to attend a school-sponsored student activity that is scheduled at a time which conflicts with religious practices.
8. School-sponsored student activities during vacation periods shall be restricted to regular schedule athletic programs and major events which cannot be schedule otherwise.
9. Student groups shall not participate in state or national activities which are not listed as approved activities by regional accrediting associations or state and national principals’ associations without the approval of the Director.
10. A student on out-of-school suspension or alternative school shall not be permitted to participate in school-sponsored activities. (This includes any and all practices).
11. Activities which restrict participation because of race, color, religion, sex, disabilities, or national origin are forbidden.
12. Activities sponsored by outside groups or agents will be approved only if they are co-sponsored by the school.

Issued Date:  06/25/09

Rescinds:  08/09/01

Issued:  08/09/01

 

No person shall, on the basis of sex, be excluded from participation in, be denied the benefits of, be treated differently from another person or otherwise be discriminated against in any athletic program of the school. Equal athletic opportunity shall be provided for members of both sexes.

Interscholastic athletics shall be administered as a part of the regular school program and shall be the principal’s responsibility which shall include coordination with the WCHS head coaches of each sport. Principals shall ensure that school regulations regarding participation in a sport are reasonable. Scheduling for athletic events and practices are to be done, in accordance with program guidelines established and approved by the Board of Education, at school level with the principal/designee having the final approval of all schedules. The head coaches will coordinate and recommend appropriate guidelines to the board after consulting with the principals. Athletic schedules shall be filed in each school principal’s office. The principal or his/her designee must accompany athletic teams on trips. Transportation of team to athletic games is approved by the Board, provided the team’s school reimburses the Board for mileage. Bylaws of the Tennessee Secondary School Athletic Association shall regulate the operation and control of secondary athletics.²

There shall be a complete annual physical examination of every student prior to his/her participation in interscholastic athletics.³ Cost of the examination shall be borne by the parent/guardian of the student. These records shall be on file in the principals’ office. It shall be the responsibility of the parent(s) or guardian(s) to provide health and hospitalization insurance for all students participating in interscholastic athletics.

No principal or teacher of any school under the control of the Board shall dismiss his/her school or any group of students for the purpose of permitting them to practice or play baseball, football, basketball or any similar game within the regular school hours of any school day of the week without written permission from the Director. This does not prevent the inclusion of regular physical training lessons in the daily school program.⁴

Students shall not be disqualified from participation on a school athletic team solely on the basis of participation in another sport except where the season overlaps by more than two (2) weeks.

Seniors who move out of their school area, but who wish to continue attendance in the original school may continue to participate in athletics. The Board specifically forbids the recruitment of students in any fashion.

Participation in interscholastic athletics or marching band shall not be substituted for the lifetime wellness graduation requirement.⁵

Coaches and other employees of the school district shall not encourage, permit, condone, or tolerate hazing activities as part of the athletic program.⁶

____________________________

Legal References:

1. Title IX, Education Amendment of 1972, 20 U.S.C. §1681, et. seq; 34CFR§ 106.41
2. TRR/MS 0520-1-2-.08 (1)
3. TRR/MS 0520-1-3-.08 (2) (b)
4. TCA 49-6-1002
5. TRR/MS 0520-1-3-.05 (6)(e)(2)(ii)
6. TCA 49-6-120

Issued Date:  06/23/16

Rescinds:  09/25/14

Issued:  11/01/95

 

Students shall establish residence for athletic purposes as of September 30 of the school year in which the student first enters the fifth grade. If the student changes schools after the September 30 date, the student will be eligible to participate in interscholastic athletics only by joint approval of the transferring principal and the receiving principal.  In the event that the two principals cannot reach agreement that the student may participate in interscholastic athletics upon transfer, an appeal may be made to the Athletic Director who shall review the specific facts and circumstances and determine if, and under what conditions, the student may participate in athletics at the receiving school. If participation in athletics is allowed, any unresolved discipline matters shall follow the student and shall be implemented at the new school. The decision of the Athletic Director is final.

The Director of Schools shall be responsible for developing procedures for implementation of this policy.

If a student changes schools because their school does not offer an end of course preparatory class, he/she will not lose their eligibility status even though no bona fide change of residence has occurred. The student shall remain in the end of course preparatory class the entire year in which the exemption was granted.

IMPLEMENTATION GUIDELINES

1. All schools will submit rosters of all athletic teams that participate in the Association to the Athletic Director when the rosters are known and before the team plays its first regularly scheduled game. The rosters will denote which grades in which the students are enrolled.
2. The Athletic Director /designee will verify all rosters and send copies of all rosters to each school in the association. Only these students will be allowed to participate.
3. Students who move into a new school zone will provide proof of that move to the Athletic Director. Once the move is verified, these students will be verified as eligible and their names will be sent to all schools as roster additions.
4. Any protests concerning use of ineligible players will be made to the Athletic Director who will make all eligibility rulings/forfeiture rulings.

Issued Date:  04/22/10

Rescinds:  08/13/98

Issued:  08/13/98

 

The following policy shall apply to all schools that participate in the Warren County Elementary Athletic Association:

A parent/guardian must complete the school insurance form or sign waiver.

Any athlete receiving an “F” in any subject on their report card must sit out until the  mid-nine weeks report is issued and a “D” or better grade has been shown on the mid-nine weeks report in that subject. If no improvement is shown on the mid nine-weeks report, then that student will sit out until the next report card.

Mid nine-weeks reports can help you become eligible, but cannot make you ineligible. It is incumbent upon the athlete to produce his report as it can help him. It can also alert the coach that an athlete is at risk of failure and ineligibility.

If an athlete becomes ineligible to play, that means that he/she cannot dress out and compete in games. He/she may be included in practice sessions, conditioning or even coach orchestrated study groups.

Athletes that are suspended from school are ineligible to practice or play for those days of suspension. They are not allowed to attend any school functions on our campus. Serious consideration will also be given to student dismissal from the team.

All federal laws will supersede all board policies in determining athletic eligibility.

Issued Date:  11/01/95

 

The Board of Education shall provide adequate physical education and recreational facilities for boys and girls.

All boys and girls in the secondary schools are urged to participate in intramural activities. Programs to acquaint pupils and parents with intramural activities shall be held in each school. Special efforts will be made to develop programs that will be interesting and varied enough to appeal to most of the pupils.

School facilities required for an intramural program should reserved for these activities whenever needed, and outside agencies or groups desiring to use school facilities for their own recreation programs should receive consideration after the school program has been met.

 Issued Date:  11/01/95

 

An Adult Education Program shall be provided to enable students and out-of-school youth 17 years of age (no one under 17 is allowed to attend) and over to meet high school graduation requirements and receive a high school diploma.¹

The board will appoint a member of the staff to coordinate, plan and develop the program.

Written parental permission and the approval of the admissions committee is required for students 17 years of age.

There is an admission committee for 17 year olds. No one under 17 years of age can attend except in extenuating circumstances approved by the Director.

Issued Date:  11/01/95

 

In forming class groups, many factors must be taken into consideration. Consideration of merely one factor, regardless of what it is, gives little assurance that boys and girls will find success in their assigned classrooms.

The following factors must be considered in forming class groups:

1.  The individual child

A.  Chronological age
B.  Mental ability
C.  Past academic success
D.  Social and emotional structure
E.  Physical maturity
F.  Scope of interests and special talents

2.  The teacher

A.  Experience and training
B.  Instructional strengths and weakness

3.  The class

A.  Spread of interest and abilities
B.  Balance of boys and girls
C.  Emotional compatibility
 

STUDENT PLACEMENT PROCEDURE

(K-8)

The principal will, at the respective school, have the responsibility for the placement of students. The placement procedure will be as follows:

1.  Sort student records into appropriate categories:  i.e., academic performance, discipline record, male/female, retention records, etc. Place these groups of records on a table with each category in a different stack. The records in each category should be in no particular order with no name or identifying marks visible. At this point, the different category stacks will be kept together and then stacked into one large stack. (Note:  This will assure that all teachers will end up with an equal number of students).
 
 2.  Teachers assigned to the respective grade level will, in turn, take the top record. This process will continue until all students have been assigned and each teacher has an equal number of students from each category. (As far as possible, the next teacher in line to receive a student from a particular category will be noted by the principal. The next student placement will be assigned to teachers in this order. A list of students in each teacher’s room will be prepared after the assignments are made. Teachers will not exchange students.  Split Grade Note:   In a situation where there are enough students in a grade for two or more classrooms, but one of them is a split class, the student placement procedure will include another category so as to prevent a student from being in a split classroom in the school system two years in succession. Split-grade classes will have a lesser number of students; i.e., in the case of a class with 40 students, the regular class may have 25 while the split class may have only 15. Student Retention Note:  If a student has been retained and a teacher draws a former student, that student’s record will be re-entered in the draw. Teacher Reassignment Note:  If a teacher is reassigned to a higher grade and draws a student she/he had the previous year, that student’s record will be re-entered in the draw.

3.  Students registering after this process has been completed will be placed with a teacher in the order established in Step 2 above, or as deemed appropriate by the principal to fill in a class where students have left school.

 4.  The principal will move a student from one teacher to another only in special circumstances.  ll such moves will be documented and records maintained by the principal which describe the reason for the change. The parent will meet with the principal and teachers involved before any change is made. Reports will be issued to the Director.

Issued Date:  03/26/09

Rescinds:  11/01/95

Issued:  11/01/95

 

All classes shall be under the control of the Board and shall comply with the laws of the State of Tennessee and the Rules and Regulations of the State Board of Education.

KINDERGARTEN AND ELEMENTARY PROGRAMS

Students will be placed by means of random draw.

SECONDARY PROGRAMS

A high degree of selectivity and guidance for admission to certain electives and advanced courses shall be practiced.  These courses include but are not limited to:  Physics, Chemistry, Higher Mathematics, and Advanced English.  In addition to the prerequisite course requirements for admission to these advanced subjects, aptitude and achievement records shall be used by counselors as a basis for guidance.

In some instances both students and parents may insist that students be admitted to courses for which they are unprepared either in aptitude or achievement on the expectations that such students will follow professions that will require these specific courses as preparation.  Such pupils shall be advised of the high degree of industry and achievement that will be required and of the possibility of failing the course under consideration.  Students entering the ninth (9th) grade beginning with the 2009-10 freshman class and thereafter shall be enrolled in courses as advised by counselors consistent with the course guidelines passed by the Board of Education.  After the ninth (9th) grade year flexibility will be used by counselors to enroll students in the best course of study to meet their academic goals and needs.

Issued Date:  07/25/13

Rescinds:  06/26/13

Issued Date:  11/01/95

 

The policy of the Warren County School District is to ensure that students with disabilities placed in the general education classroom are provided a free appropriate public education (FAPE). It is our intent to assure that the instructional needs of all students are met. This policy is to establish equitable and educationally sound placement of all students including students with disabilities in every classroom. Our school district will utilize the state’s BEP formula in determining class size for all classrooms.

To ensure the provisions of a free appropriate public education (FAPE) according to state law and the Individuals with Disabilities Education Act (IDEA) are being met, our school district proposes the following:

1. Education placement decisions for all students, including students with disabilities shall be made based on the instructional needs of the students;
2. Provide joint staff development and training for General Education and Special Education teachers (models, strategies and interventions) for maintaining an inclusive classroom;
3. Facilitate interactive planning sessions with Special Education and General Education teachers as well as paraprofessionals regarding each student’s IEP;
4. Training for General Education teachers on modifications and accommodations to the IEP;
5. All students in the general education classroom should have access to the standard textbooks and instructional materials used in the class; alternative or supplemental materials are provided as needed;
6. Provide resources and supports supplemental aid and material for students to progress in the general curriculum and be successful in the general education classroom. (e.g. Assistive technology devices and services, paraprofessional support, adaptations in the classroom;
7. Provide the technical assistance needed to General Education Teachers in order to address the needs of individual students, and
8. Training for paraprofessionals is provided to ensure that they acquire the knowledge and skills necessary to assist students in the general education classroom.

Classes shall be limited to the following maximum sizes:¹

    Grade Level               Average                         Maximum Class Size

            K-3                  20 students                             25 students

            4-6                  25 students                             30 students

           7-12                 30 students                             35 students

      Vocational            20 students                             25 students     

 

The Board may allow class size limits to be exceeded in such areas as keyboarding and instrumental and vocal music classes if in its judgment the effectiveness of the instructional programs in these areas is not impaired.²    

SPLIT CLASSES

The Board may establish split-grade classes as it deems necessary, except for the purpose of meeting class size limits. The average class size for split-grade classes will be the maximum size allowed in regular classes of the same grade levels.¹

_____________________________

Legal References:

1. TCA 49-1-104.
2. TRR/MS 0520-1-3.03 (3) (b).

Issued Date:  07/27/00

 

Kindergarten students will be allowed up to seven days “phase-in” before beginning instructional year.

Issued Date:  06/18/13

Rescinds:  03/17/11

Issued:  07/11/96

 

The Warren County Board of Education designates the Director of Schools,Assistant Director for Teaching/Learning, Career Technical Education Director, Federal Programs Director, Special Education Director, Professional Development Director, Testing Director, and each respective building principal and/or assistant principals as the appropriate administrators to receive, distribute, review, and keep secure and confidential the teacher effect data for each teacher in his/her school scheduled to receive such data.

DISTRIBUTION AND SECURITY

1. Upon receiving teacher effect data packages, the Director shall distribute the data packages to the respective school Principal for further distribution.  Upon receiving the teacher effect data packages the school Principal will sign a roster at the central office.

2. Each building Principal will schedule a private meeting with each teacher receiving a teacher effect data report annually. Upon receiving his/her teacher effect report, the teacher shall sign and date a teacher roster, prepared by the Director or designee, verifying receipt of the report and that a conference was held to discuss and explain the report. The signed teacher roster will be returned to the central office when all teacher data reports have been distributed and conferences held.  During the conference with the Principal the Principal will review the teacher effect data, outline his/her expectation for the teacher, and will provide any resources and action plans for improvement if needed.

3. Teacher effect data shall be kept on file for no longer than five (5) years. Five- year old teacher effect data will be disposed of by shredding in a secure environment.

APPLICATION

The following guidelines will be used in applying teacher effect data in formal teacher evaluation.

1. A student must have been present for one hundred fifty (150) days of classroom instruction per year or seventy-five (75) days of classroom instruction per semester before that student’s record is attributable to a specific teacher.

2. The estimates of specific teacher effects on the educational progress of students will not be a public record, and will be made available only to the specific teacher, the teacher’s appropriate administrators as designated by the local board of education and school board members in accordance with TCA 49-1-606. 

3. The estimates of specific teacher effects may also be made available to the state board approved teacher preparation programs of individual teachers.  The estimates made available to the preparation programs shall not be personally identifiable with a particular teacher.

4. The teacher effect data may be used as one of the multiple data sources used by the  school administration in structuring responses to questions contained in the Teacher Conference Guide, particularly in the areas of Planning and Evaluation with emphasis on the use of student data to analyze the effectiveness of the curriculum as well as the instructional strategies used in the classroom.

5. The teacher effect data may be used as one of multiple data sources used to structure the teachers Future Growth Plan at the conclusion of the evaluation.

6. A Summative Conference is to be completed using the approved rating scales/rubrics for scoring as outlined in each of the approved state model for teacher evaluation.

______________________________

Legal Reference:

1.  TCA 49-1-606 (b)

Issued Date:  11/01/95

 

SELECTION

The selection of textbooks shall be completed according to the laws and policies required by the State of Tennessee and the State Textbook Commission. The responsibility for textbook selection rests with the local textbook selection committee subject to approval by the Board.^1,2  The Director shall establish a procedure for providing the citizens of the community an opportunity to examine proposed textbooks prior to final adoption,³ including public notice of time and location at which textbooks may be examined.

DISTRIBUTION

The materials clerk shall be designated by the Board to be responsible for the purchase and distribution of textbooks in each school. The principal shall be responsible for seeing that each student receives the required textbooks at no cost to the student.²

CARE OF TEXTBOOKS

Textbooks are property of the Board and shall be returned at the end of the school year, upon completion of the course or upon withdrawal from a course or school.³ Parents are to sign an agreement stating they will be responsible for the textbooks received and used by their children.

The following reimbursement schedule shall be used as a guide for collecting fines for lost or destroyed books:

            Age of Book                                   Amount Collected

              1-2 years                                100% of replacement cost

              3-4 years                                 75% of replacement cost

         5 or more years                           50% of replacement cost

The Board shall approve and periodically review a schedule of fines for damaged books, In cases where the book is damaged to the extent it is not longer usable, the amount collected shall conform to the reimbursement schedule for lost books.

If, after hearing the student’s explanation and other investigation as necessary, the principal determines that there has been willful loss or damage of the textbook, he/she shall assess the appropriate fine and notify the parents in writing.

The principal may include with the notice a provision stating that failure to pay the fine imposed within a reasonable time may result in the impositions of one or both of the following sanctions:

1. Refusal to issue any additional textbooks until restitution is made; and
2. Withholding of all grade cards, diplomas, certificates of progress, or transcripts until restitution is made.

The principal may waive the assessment of fines when in his/her judgment the student is the victim of uncontrollable circumstances and not responsible for the damages.⁴

___________________________

Legal References:

1. TCA 49-6-2207.

2. TCA 49-3-310 (4) (A).

3. HJR 42, TN Public Acts of 1981

4. TCA 49-3-310 (4) (B).

Issued Date:  11/01/95

 

The Board will seek to provide a wide range of instructional materials¹ on all levels of difficulty, with diversity of appeal, and the presentation of different points of view and will provide procedures for review and reconsideration of allegedly inappropriate instructional materials.

OBJECTIVES OF SELECTION

In order to assure that instructional materials are an integral part of the educational program, the following selection objectives are adopted:

1. To provide materials that will enrich and support the curriculum and personal needs of the students, taking into consideration their varied interests, abilities and learning styles.
2. To provide materials that will stimulate growth in factual knowledge, literary appreciation, aesthetic values and ethical standards;
3. To provide a background of information which will enable students to make intelligent judgments in their daily lives;
4. To provide materials on opposing sides of controversial issues so that the students may develop under guidance the practice of critical analysis.
5. To provide materials which realistically represent our pluralistic society and reflect the contributions made by these groups and individuals to our American heritage;
6. To place principles above personal opinion and reason above prejudice in the selection of materials of the highest quality in order to ensure a comprehensive media collection appropriate for all students.

The principal of each school shall annually appoint a committee of teachers to determine how to spend the pooled amount of the second $100 given to each teacher in the school.²

______________________________

Legal References

1. TRR/MS 0520-1-3-.07 (2).
2. TCA 49-3-351 through 49-3-362.

Issued Date:  11/01/95

 

The Board support principles of intellectual freedom inherent in the First Amendment of the Constitution of the United States and expressed in the Library Bill of Rights of the American Library Association.

Because opinions differ, there may be questions concerning some instructional and library materials despite the quality of the selection process. If a complaint is made, the following procedure is to be followed:

1.  Inform the complainant of the selection procedures and make no commitments.
2.  Request the complainant to submit a formal “Request for Reconsideration of Instructional Materials”.
3.  Inform the principal (and other appropriate personnel).
4.  Keep challenged materials available for use during the reconsideration process.
5.  Upon receipt of the completed form, the principal requests review of the challenged materials by an ad hoc materials review committee within fifteen (15) working days, and notifies the appropriate supervisor and Director that such review is being done.
6.  The review committee is appointed by the principal, and includes certificated library media personnel, representatives from classroom teachers, one or more parents, and may include one or more students.The review committee shall take the following steps after receiving the challenged materials;

A.  Read, view or listen to the material in its entirety;
B.  Check general acceptance of the material by reading recognized and evaluative reviews;
C.  Determine the extent to which the material supports the curriculum;
D.  Complete the appropriate “Checklist for Reconsideration of Instructional Materials”, judging the material for its strength and value; and
E.  Present recommendation to principal for further action and to the Director for purposes of information.

7.  If the complainant desire further action after receiving the recommendation of the committee and the decision of the principal, an appeal may be made to the Board.

Issued Date:  11/01/95

 

In order to define the fair and reasonable use that employees may make of copyrighted work for educational purposes without the permission of the copyright owner and to reduce the risk of copyright infringement, the Board shall require the following:

1. All employees shall adhere to the provisions of the United State Code regarding the copying and/or the use of copyrighted materials;¹
2. In the case of computer software, the ethical and practical problems caused by computer software piracy shall be taught in all computer courses;
3. The Director shall establish specific regulations regarding the copying, distribution and use of copyrighted materials for instructional purposes; and
4. The principal of each school shall establish practices which will enforce this policy at the school level.

_________________________________

Legal Reference:

1. Title 17 of the U.S.C.A.

Issued Date:  11/01/95

 

Materials developed as part of regular employment are equally the properties of the school system and the employee.

School-owned equipment, including computers, may be used for developing and writing programs that will be used as part of the instructional program or for administrative purposes. The school system shall maintain full use of all educational or administrative materials, software, manuals, and related materials developed by school system employees during which time they are being compensated. No other compensation to the school system shall be required.

The Director shall ensure that a contractual agreement shall be executed between the employee and the Board when requested by the Board and/or the employee.

Educational materials created by the employee during the employee’s leisure hours when the employee is not fulfilling contractual duties to the school system are the property of the employee.

Issued Date:  11/01/95

 

All contracts with instructional assistants shall be for non-teaching positions. Instructional assistants may be involved in the instructional program only if they are under direct supervision of a certified teacher.¹

In addition, the Board authorizes principals to assign instructional assistants to the non-instructional supervision of students without direct supervision of certificated teachers. These duties may include but are not limited to:

1. lunchroom duty;
2. bus duty;
3. recess or playground duty;
4. before or after school duty; or
5. other non-instructional duties.²

The Board shall provide liability insurance comparable to the insurance coverage of certificated employees.²

___________________________________

Legal References:

1. TCA 49-2-203 (a) (1).
2. TCA 49-2-203 (b) (6).

Issued Date:  11/01/95
 
 
The Director shall establish guidelines for both instructional and non-instructional use of computers. When computers are placed in individual schools, instructional usage shall receive priority.The Director shall develop a procedure for:

1. Purchasing hardware and software which maximize the possibility of software within the school system;
2. Evaluating proposed computer programs;
3. Reporting on the effectiveness of computer programs being used;
4. Sharing information on effective computer applications within the school system; and
5. Maintaining all computers.

The Director shall periodically present to the Board a summary of computer applications within the school system and their effect upon the system.

Issued Date:  06/28/12

Rescinds:  10/27/11

Issued:  08/22/96

 

Warren County Schools recognizes that internet and other new technologies will shift the manner in which information is accessed, communicated, and transferred. These new technologies will alter the nature of teaching and learning. Access to the internet will allow pupils and employees to explore databases, libraries, Internet sites, bulletin boards and the like while exchanging information with individuals throughout the world.  Warren County Schools supports access by pupils and employees to these information sources and the potential they have to enhance students’ educational experiences, but it reserves the right to limit in-school use to materials appropriate to educational purposes.

Warren County Schools also recognizes that the internet will allow pupils access to information sources that have not been pre-screened by educators using School System approved standards. While technology will make its best efforts to monitor use of school computer networks/computers, the School System cannot monitor users at all times and cannot guarantee that users will not access inappropriate materials. The School System therefore adopts the following standards of conduct for the use of computer network/computers, including electronic mail communications, and declares unethical, unacceptable and illegal behavior in violation of these standards, and said behavior will serve as just cause for taking disciplinary action, limiting or revoking network access privileges, and/or instituting legal action.

Warren County Schools provides access to computer network/computers for educational purposes only, and, for employees, for purposes related to job performance. Warren County Schools retains the right to restrict or to terminate access to the computer network/computers at any time, for any reason. Warren County Schools retains the right to have district personnel monitor network activity, in any form necessary, to maintain the integrity of the network and to ensure its proper use.

Definitions

For the purposes of this policy, the following definitions shall apply:

1. Computer Network/Computers consist of any school managed or owned computer equipment or systems, including, but not limited to, networks, hard drives, servers, peripherals, printers, networking systems, devices, all electronic documents, video, voice and data networks, routers, storage devices, and classrooms equipped with such.  Computer Network/Computers shall also include electronic communications which shall be defined as and include the use of information systems in the communicating, posting, or obtaining of information or materials by way of electronic mail, bulletin boards, Internet, or other such electronic tools.

2. User is any individual, with or without authorization, who utilizes the District’s computing system from any location.

Standards for Use of Computer Networks

It is understood that computer networked services are provided exclusively for educational purposes.  Educational purposes are those that are related to or necessary to prepare for or to complete lessons or classroom assignments, and, for employees, those purposes related to job performance.  Users will adhere to the standard of conduct required in the classroom and will follow the regulations posted in the computer lab.  Users are prohibited from engaging in the following conduct and shall be subject to discipline and/or legal action for such conduct:

1. Using the computer network/computers for illegal activities or in support of illegal activities.  Illegal activities are defined as activities which violate federal, state, and local laws or regulations.

2. Using the computer network/computers in a way that violates existing District policy.

3. Using the computer network/computers for obscene purposes or to obtain or transmit obscene materials.  Obscene materials are those that appeal to the prurient interest, depict sexual conduct in a patently offensive way, and lack serious literary, artistic, or scientific value.

4.Using the computer network/computers to send or display lewd, indecent, or vulgar speech or materials.

5. Using the computer network/computers to send or display harassing, demeaning, or offensive speech or materials.

6. Using the computer network/computers to engage in activities that could materially or substantially interfere with the operation of the school, the school’s educational mission,  or other students’ rights.

7. Using the computer network/computers to violate copyrights, trademarks, an individual’s right of publicity, any form of intellectual property, license agreements, or other contracts.

8. Displaying any personally identifiable information about students including name, address, photographs, social security number, or other personal characteristics that would make the student easily identifiable without obtaining prior parental consent.

9. Users may not forward or post chain letters or engage in "spamming". Spamming is sending an annoying or unnecessary message to a large number of people.

10. Students will not download files unless approved by their teacher.

11. Using the computer networks/computers in a manner that:

a. Intentionally disrupts network traffic or crashes the network;

b. Degrades or disrupts equipment or system performance.  Examples of conduct that degrade or disrupt equipment or system performance include, but are not limited to, the following activities: tying up shared computing resources for excessive game playing or other trivial applications; sending unnecessary or excessive mail or messages; printing of excessive copies of documents, files, images or data; deliberately running grossly inefficient programs when more efficient choices are available; creating, sending, or forwarding electronic chain letters;

c. Uses the computing resources of the school district for political or commercial purposes, financial gain, or fraud;

d. Steals data or other intellectual property;

e. Gains or seeks unauthorized access to files of others or vandalizes the data of another user;

f.  Forges electronic mail messages or uses an account owned by others;

g. Invades the privacy of others.  Users will not use the network to obtain private information about others, post private information about another person, or re-post a message that was sent to them privately without permission of the person who sent the message;

h. Posts anonymous messages;

i. Possesses any data which is in violation of this policy; and/or

j. Engages in other activities that do not advance the educational purposes for which the computer network/computers are provided.

k. Uses outside software without the prior approval of the school’s technology coordinator or system administrator.

Users will be personally charged for any unauthorized costs incurred in their use of the computer network/computers and held responsible for any damages caused by their intentional misuse of the computer network/computer equipment.

Users are required to report any evidence of a violation of these rules to school authorities and employees are expected to ensure to the best of their abilities that students use the computer network/computers in accordance with this policy.

The District will fully cooperate with any local, state or federal agency in any investigation concerning or relating to misuse of the District’s computer network/computers.

Aside from this policy, use of the computer network/computers by students and employees will be governed by the District’s existing policies and, for employees, the existing Collective Bargaining Agreement specifically as it relates to professional conduct.

Filtering

As required by law and in recognition of the need to establish a safe and appropriate computing environment, the District will use filtering technology to prohibit access, to the degree possible, to objectionable or unsuitable content that might otherwise be accessible via the Internet.

E-MAIL

Users with network access shall not utilize district resources to establish electronic mail accounts through third-party providers or any other nonstandard electronic mail system. All data including e-mail communications stored or transmitted on school system computers shall be monitored. Employees have no expectation of privacy with regard to such data. E-mail correspondence may be a public record under the public records law and may be subject to public inspection. Teachers/Staff will be provided with a district provided email account through our Internet Provider.  This e-mail account should only be used for educational purposes related to your assigned job. Students will not be provided ENA email accounts.  They are only allowed to use an external filtered e-mail account.  These accounts will be monitored by a teacher or an administrator within the school that the student attends. This will be provided to grades 5-12.

Disciplinary Action for Violation of Acceptable Use Policy

Any violation of District policy and rules may result in a loss of District-provided access to the Internet.  Violations may result in additional disciplinary action, including suspension and expulsion.  When applicable, law enforcement agencies will be contacted regarding potential illegal activities.  Specifically, individuals violating this policy shall be subject to appropriate discipline which could include, but which is not limited to,

a.  Use of network only under direct supervision;

b.  Suspension of network privileges;

c.  Revocation of network privileges;

d.  Suspension of computer privileges;

e.  Revocation of computer privileges;

f.  For students, suspension or expulsion from school;

g.  For employees, letters of reprimand, increment withholding, loss of employment; and/or

h.  Legal action and prosecution by the authorities.

Standards for the Promotion of Online Safety for Students

While the Internet offers a variety of opportunities to enhance students’ educational experiences, there are certain risks associated with the Internet created by other users.  Students are required to adhere to the following guidelines regarding safety.  Any individual who fails to adhere to these guideline will have his/her network privileges revoked.

1. Users are prohibited from disclosing personal information such as addresses, phone numbers, pictures, or the name and location of the school without the permission of a teacher and a parent.

2. Users are obligated to disclose to a teacher or parent any information or electronic messages which

make them uncomfortable.

3. Users shall never meet in person with someone they have met online without first receiving permission from a parent.  Warren County Schools does not condone such meetings and strongly suggests that they do not occur.

4. Users shall report any security problems, such as a gap in system or network security, to a teacher or system administrator.

5. Users shall set a password for their account to protect it from unauthorized use.  The password should be difficult to guess and should be changed on a regular basis to assure the continued security of the account.  Users should never divulge their passwords and will be held accountable for the consequences of intentionally or negligently disseminating this information.

6. All teachers will attend an in-service yearly (whether it be provided online or a system wide in-service speaker) providing training on Internet Safety.

7. Teachers will integrate Internet Safety into the instruction of students using the iSafe curriculum which provides videos, activity sheets and curriculum plans for Internet Safety. Instruction will provide an education for minor about appropriate online behavior, including interacting with other individuals on social networking websites and in chat rooms, cyberbullying awareness, and response.

8. An orientation to Internet Safety will be provided to the parents/guardians through Internet Sites linked from our District Website, Parent/Teacher Conferences, and seminars provided by our local phone company.

9. The board shall provide reasonable public notice of, and at least one (1) public hearing or meeting per school year to address and communicate its internet safety measures.

Privacy

Individuals should have no expectation of privacy with respect to their files on Warren County Schools provided computer network/computers.  All data stored or transmitted or accessed by users, including E-mail, can and will be monitored by the Administration.

Due Process

In the event there is an allegation that a student has violated the Acceptable Use Policy, that student will be provided with a written notice of the alleged violation and an opportunity to present an explanation before a District administrator or School Administrator.  A hearing will be provided when required by District policy or the applicable statutes and regulations governing discipline of students.

Employee violations of the Acceptable Use Policy will be handled in accordance with District policy and the current Collective Bargaining Agreement.

Intellectual Property and Plagiarism

Because certain works found on the Internet are protected by copyright, trademark, and other forms of intellectual property, employees will either request permission from the owner of the intellectual

property rights prior to using any materials obtained on the Internet, or the employee will consult with the administration to determine whether the materials may be used without receiving permission based on certain exceptions to intellectual property rights as set forth in the relevant laws.  Teachers will instruct students to adhere to the same guidelines.  Users will be held personally liable for any of their own actions that violate another party’s intellectual property rights.

District policies on plagiarism will govern the use of materials accessed through the Internet.  Teachers will instruct students as to the definition of plagiarism and the proper method to cite to materials.

The employer retains exclusive rights of ownership of work prepared by an employee within the scope of his or her employment.

The district web site is a “closed forum” for district use only, to be used for the sole purpose of transmitting information to the public.

Responsibility for Damage Suffered

The Warren County School District makes no warranties of any kind, expressed or implied, for the Internet access it provides.  The District will not be responsible for any damage users suffer including, but not limited to, loss of data or interruption of service.  The District will also not be responsible for the accuracy or quality of the information obtained through or stored on the system.  Warren County Schools will not be responsible for financial obligations arising from the unauthorized use of the system.

Review

Every two years this policy will be reviewed by a panel selected by the Warren County Schools Technology Department and revised if necessary.

Consent Requirement

No student or employee shall be allowed to use the District-provided computer network unless they have filed an executed consent form with the principal.  Guests to the school must also sign a consent form.  Consent forms are available from the main office.  Anyone using the system without first executing a consent form will be deemed to have consented to the principles embodied in this policy.

Warren County School District

Student Acceptable Use Policy Agreement Form

 

The following must be completed by all Students prior to any use of Technology Resources.

1. I acknowledge that I have received, read and fully understand the Warren County School District’s Acceptable Use Policy.
2. I understand that use of the District’s “technology resources”, such as the District’s computers, network, e-mail, website and Internet access is designed for educational purposes only.
3. I agree to immediately report any misuse of the District’s technology resources to a teacher or the principal of the school where the infraction occurred, or where I am based.
4. I understand that my violation of Warren County School District’s Acceptable Use Policy may result in the restriction, suspension or cancellation of access privileges and may result in other disciplinary action, civil liability or criminal prosecution by the appropriate authorities.
5. I certify that the information contained in this form is true and accurate.
    

 

Student Signature:  ______________________________ Date: ______________

 

Parent Signature: ________________________________ Date: _____________

(If under 18 years of age)

 

Home Address: _________________________________________________________________

 

Home Phone Number: _____________________

 

Homeroom Teacher’s Name:  ___________________________

 

NOTE:  This policy applies to all student(s) who are provided with e-mail, network, or Internet access by the Warren County School District.

 

Warren County School District

Staff Acceptable Use Policy Agreement Form

 

The following must be completed by all Staff prior to any use of Technology Resources.

1. I acknowledge that I have received, read and fully understand the Warren County School District’s Acceptable Use Policy.
2. I understand that use of the District’s “technology resources”, such as the District’s computers, network, e-mail, website and Internet access is designed for educational purposes only.
3. I agree to immediately report any misuse of the District’s technology resources to an administrator or the principal of the school where the infraction occurred, or where I am based.
4. I understand that my violation of Warren County School District’s Acceptable Use Policy may result in the restriction, suspension or cancellation of access privileges and may result in other disciplinary action, civil liability or criminal prosecution by the appropriate authorities.
5. I certify that the information contained in this form is true and accurate.

 

 

Staff Signature:  ________________________________________ Date: ______________

 

Staff Name Printed: ____________________________________

(Please Print)

 

Home Address: ______________________________________________________________

 

Home Phone Number: _____________________

 

School or Department: ________________________________

 

NOTE:  This policy applies to all employees, volunteers, substitutes, student teachers, interns, contractors, and any other person, who is provided with e-mail, network, or Internet access by the Warren County School District.

Issued Date:  11/01/95

 

COMMUNITY RESOURCE GUIDES

An inventory of community resource people, agencies, and establishments which have potential to enhance teaching and learning shall be conducted for each school and kept current to assist in instructional planning.

USE OF COMMUNITY RESOURCE PERSONS

The Board recognizes the value of community resource persons in the educational program and authorizes the use of such persons with approval of the principal and the Director of Schools.

Issued Date:  7/27/17

Rescinds:  11/19/09

Issued:  11/01/95

 

Field trips designed to stimulate student interest and inquiry and to provide opportunities for social growth and development are considered appropriate extensions of the classroom.

To be educationally beneficial, a field trip requires thoughtful selection, careful advance preparation of the class, and opportunities for students to summarize the experience at the conclusion of the trip. To this end, teachers and principals will be expected to consider the following factors in selecting field trips: 

1. Value of the activity to the particular class group or groups;
2. Relationship of the field trip activity to a particular aspect of classroom instruction;
3. Suitability of the activity and distance traveled in terms of the age level;
4. Mode and availability of transportation; and

The following guidelines shall be followed in planning and conducting field trips and excursions:

1. Any teacher desiring to take a group of students on an educational field trip must obtain advance approval of the principal;
2. The trip must have a definite purpose and reflect careful planning. Students should be prepared by general class discussion and/or research.
3. If bus transportation is required, the principal of his/her designee shall make the necessary arrangements. A fee will be charged to the school for mileage when school system buses are used;
4. Signed parental permission forms must be obtained for every student making an off-campus trip beyond the immediate vicinity of the school. The principal shall ensure that these forms are kept on file for the remainder of the school year. The form for parental permission must include: purpose, date, time of departure and return, travel plans, destination, number of chaperones, personal expense involved, rules of conduct and penalties for violation, and other facts necessary for parents to be fully informed. This information is to be completed by the school before the form is signed by the parent.
5. Overnight educational trips and chaperones must be approved by the principal and the Director in advance. These groups must be accompanied by at least one regular staff member and others from the school who are appropriate for adequate supervision and shall be responsible for student conduct while away. There must be at least one female and one male chaperone if the trip is for a mixed group; Before participating in any overnight trip, all sponsors, coaches and chaperones shall review and be familiar with their responsibilities under WCBOE policy JCADDD Prohibition of Hazing.
6. Students shall not be penalized for participating in approved school-sponsored trips and activities. Teachers shall permit students to make up class assignments missed because of a trip activity;
7. All accidents that occur on a school-sponsored trip must be reported by the teacher to the principal immediately upon returning to school. Serious accidents involving personal injury must be reported immediately to the principal and/or Director. An emergency shall be dealt with promptly by the teacher or other members of the school staff by taking appropriate action, including sending the student to the hospital or summoning medial aid or ambulance. In cases where it is necessary to send the student to the hospital, reasonable effort must be made to notify the parents;
8. Any school-sponsored trip not meeting the “educationally beneficial” criteria as defined in this section must have prior approval of the Director or his/her designee; and
9. Any school-sponsored trip which is both out-of-state and overnight must have prior approval by the Director of Schools and shall have approval from the county’s insurance carrier stating that the out of state trip is fully insured under our insurance policy.
10. Prior to any field trip, a complete listing of all students participating must be reviewed and signed by the school nurse.  The nurse shall alert the teacher of necessary medical precautions and provide necessary instruction or nursing support for the trip.  No trip shall be taken without proper authorization from the school nurse. 
11. Fees to cover costs for field trips taken during any part of the instructional day or as a requirement for any course for credit may be requested, but not required, of any student.
12. Vehicles designed to transport more than ten (10) passengers, including the driver are considered a bus and shall meet school bus structural standards. Such vehicles, including specialty buses, vans and other ‘nonconforming’ vehicles, not meeting the FMVSS requirements for student bus transportation shall not be used as student transportation to and from school related events or field trips. A passenger van designed to carry more than ten (10) persons shall not be used to transport students.
13. Any use of private vehicle to transport students for school related events or excursions must be in compliance with WCBOE policy EDAE Private Vehicles.

Issued Date:  11/01/95

 

The Board endorses a volunteer program in the schools¹ and authorizes principals to develop a volunteer program for each school.

All volunteers must be approved by the principal and shall serve under the supervision and direction of the professional personnel of the school to which they are assigned. Volunteers shall assist professional personnel in the performance of their teaching and administrative responsibilities. They may not teach but may reinforce skills taught by the professional staff.

The principal shall identify appropriate tasks for volunteers and shall be responsible for planning and conducting orientation programs and regular in-service training sessions.

Volunteers shall serve without compensation, but shall be insured by the Board against loss or damage in the performance of their duties.

The principal shall ensure that appropriate recognition of volunteer services is made annually.

______________________________

Legal Reference:

1. TCA 49-6-7001.

Issued Date:  05/23/13

Rescinds:  09/27/07

Issued:  06/24/99

 

INTRODUCTION

The purpose of a School Support Organization (SSO) is to provide financial and other support for a school, a school district, a program or other activity.  The relationship between the school and the SSO envisions collaboration to provide additional funds to supplement a school or a specific program in order to enhance the opportunities available to students.

While an SSO is an independent and separate legal entity from the school, the Board of Education shall maintain authority over the SSO’s ability to affiliate with a school or program.

Therefore, the Director may enact procedures to suspend or revoke the authorization of any school support organization for failure to abide by the policies and procedures regarding school support organizations.

COMPLIANCE WITH SCHOOL SUPPORT ACT OF 1997

Only a group or organization that has entered into a written cooperative agreement with the Board may use the name, mascot or logo of a school or the school district to solicit or raise money, materials, property, securities, services, or other things of value.

A civic organization operating concessions or parking at school-sponsored events is not a school support organization subject to this policy.

REPORTING AND RECORDS

The director or the director’s designee shall annually post a list of organizations that are recognized as school support organizations.

Any forms, annual reports, or financial statements submitted shall be open to public inspection as a public record.

PROCEDURES

The director shall create procedures to oversee the relationship between the Board and any school support organization. These procedures shall include, at a minimum, the following:

1. Any agreement between the Board and a school support organization shall be in writing and signed by the director or the director’s designee and an authorized agent of the school support organization seeking authorization. This agreement shall contain, at a minimum, the following  provisions:

a. An agreement to abide by any policies and procedures regarding school support organizations;and,

b. An agreement to indemnify the Board, the director and all other agents of the local education agency for the actions of the school support organization.

2.  Prior to entering into any agreement, a school support organization shall submit the following to the director or the director’s designee:

a. Documentation confirming the school support organization’s status as a nonprofit organization, foundation, or a chartered member of a nonprofit organization or foundation;

b. A written statement of the goals and objectives of the group or organization;

c. The principal contact telephone and address, as well as the telephone number, address, and position of each officer of the group or organization; and,

d. A copy of the school support organization’s written policy specifying reasonable procedures for accounting, controlling, and safeguarding any money, materials, property, securities, services, or other things of value collected or disbursed by it.

3.   The principal shall designate a date prior to the beginning of the regular school year for the school support organization to submit a form to the director or the director’s designee which verifies the information previously provided by the school support organization is correct or, if the information is no longer correct, that date shall be the deadline for any corrections.

4.   The principal shall designate a date after the end of the school year, by which time the school support organization shall provide a detailed statement of receipts and disbursements to the applicable school principal or, if no school principal is applicable, to the director or the director’s designee.

5.  The school support organization shall abide by all applicable Federal, State and local laws, ordinances and regulations in its activities.

6.   The school support organization shall maintain a copy of its charter, bylaws, minutes, and documentation of its recognition as a nonprofit organization.

7.   The school support organization shall maintain financial records for a period of at least four (4) years.

8.   The school support organization shall operate within the applicable standards and guidelines set by a related state association, if applicable, and shall not promote, encourage or acquiesce in any violation of student or team eligibility requirements, conduct codes or sportsmanship standards.

9.   The school support organization’s officers shall ensure that school support organization funds are safeguarded and are spent only for purposes related to the stated goals and objectives of the organization.

10. The school support organization shall obtain the approval of the director or the director’s designee before undertaking any fundraising activity that utilizes any property or facilities owned or operated by the local education authority.

The director of the director’s designee shall consider, at a minimum, the following when approving or denying a request by a school support organization  to engage in a fundraising activity:

a. Whether the fundraising activity, as scheduled, conflicts with the fundraising activity of the school district or an individual school within that district; and,

b. Whether the fundraising activity is consistent with the goals and mission of the school or school district.

11. The school support organization shall provide access to all books, records, and bank account information for the school support organization to officials of the local school board, local school principal, or auditors of the office of the comptroller of the treasury upon request.

12. A school representative cannot act as a treasurer or bookkeeper for a school support organization, or be a signatory on the checks for a school support organization. A majority of the voting members of any school support organization board should not be composed of school representatives.

CONCESSIONS AND PARKING

The principal of a school may agree to allow an authorized school support organization to operate and collect money for a concession stand or parking at a related school academic, arts, athletic, or social event on school property without the prior approval of the director or director’s designee. Any money payable to the school pursuant to the agreement with the principal will be considered school support group funds and not student activity funds if the school support organization provides the school with the relevant collection documentation required by the student activity funds manual produced by the State.

ACTIONS CONSISTENT WITH THE SUPPORT OF SCHOOLS OR PROGRAMS

An SSO, through its members, is expected to act in a cooperative and collaborative manner in support of the school or program with which it is affiliated.  An SSO shall not attempt, by its policies, actions or funding practices, to dictate decisions that properly belong to a coach, sponsor, athletic director, principal or director, including but not limited to decision regarding employment of coaches/sponsors, club rules, schedules, participation, discipline, playing time, uniforms or equipment. 

An SSO, through its members, shall not disrupt or threaten to disrupt the orderly operation of school or extracurricular activities; act or threaten to act in a manner that is counter to the school or program, as a whole or to any individual including a sponsor, coach or other representative of the school or program. 

The principal of the school may temporarily suspend or revoke the authority of any SSO whose actions are disruptive or detrimental to the school or program and/or violate any aspect of this policy. The principal may further recommend long term suspension or revocation of the SSO to the Director of Schools.   

____________________________

Legal Reference:

1. Public Chapter 326 (2007)

Issued Date:  05/24/18

Rescinds:  09/22/05

Original Issued:  07/15/04

The Warren County Board of Education supports the concept that parental and family involvement in schools is essential if the school district and parent are to work together to improve the quality of education for all students.

GENERAL EXPECTATIONS FOR ALL SCHOOLS

The school district shall be governed by the statutory definition of parent involvement as cited in the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA), and shall carry out programs, activities and procedures in accordance with this definition.¹

The Board shall implement the following as required by federal and state legislation:²

•    The school district will put into operation activities and procedures for the involvement of parents in all of its schools

Programs, activities and procedures will be planned and operated in coordination with other federal and state programs and with meaningful consultation with parents.

Opportunities for voluntary participation of parents in the educational and teaching process at the school in which the parent has a child enrolled may include, but not be limited to chaperoning a field trip; assisting in the library, computer lab or on the playground; helping with a craft, party or project in the classroom; acting as a classroom monitor for state assessments; reading to a class; assisting with school wide positive behavior incentives; organizing or participating in fundraising activities,  recycling activities, or campus beautification activities; participating in parent-teacher groups, site-based decision making teams, booster activities or  parent advisory committees expressing ideas and concerns by responding to surveys or other information gathering devices, attending or helping out at athletic or other extracurricular events.

•     The school district shall incorporate activities and strategies that support this district wide family and community engagement policy into its Planning Process and shall provide the coordination, technical assistance, and other necessary support to assist individual schools with planning and implementing parental engagement activities.

•     The district plan shall include procedures by which parents may learn about the course of study for their children and have access to all learning materials.

•     The district plan shall include strategies for parent participation in the district's schools which are designed to improve parent and teacher cooperation in such areas as homework, attendance, discipline, and higher education and vocational opportunities.

•     If the school district's plan is not satisfactory to the parents, the school district shall submit any parent comments with the plan when the school district submits the plan to the State Department of Education.

•     To the extent practicable, the school district and its schools shall provide full opportunities for the participation of parents with limited English proficiency, parents with disabilities, parents experiencing homelessness and parents of migratory children, including providing information and school reports in an understandable and uniform format and including alternative formats upon request, and, to the extent practicable, in a language parents understand. The district shall work with parents in evaluating and potential revision of this policy to identify barriers to participation and improve the quality of schools

•     The school district shall appoint a Parent Advisory Council that will annually assess, through consultation with parents, the effectiveness of the Family and Community Engagement Program and determine what action needs to be taken, if any, to increase parental and community participation. In order to accomplish this, each advisory council shall be composed of representatives from parents of students in elementary, middle and high schools, community business leaders, a member of the school board, and representatives from the school district.

•     Every school district shall ensure Title I schools are in compliance with the Every Student Succeeds Act.

The Director of Schools shall develop procedures necessary to accomplish the goals of this policy.

______________________
Legal Reference:
1PL 114-95 Every Student Succeeds Act of 2015
2PL 114-95 Every Student Succeeds Act of 2015;  TCA 49-6-7001; State Board of Education, Tennessee Parent/Family Involvement Policy 4.207

 

Issued Date:  03/15/18

Rescinds:  05/25/17

Issued:  01/28/99

 

UNIFORM GRADING SYSTEM

Subject-area grades shall be expressed by the letters “A”, “B”, “C”, “D”, and “F”, with corresponding numerical values.
 
 
                        A…………………………93-100
                        B………………………….85-92
                        C………………………….75-84
                        D………………………….70-74
                        F…………………………..Below 70¹

No grades are to be carried over to the next 9 weeks and no grades can be over 100.

 Conduct shall be marked as follows:
 
                        E…………………………...Excellent
                        S……………………………Satisfactory
                        U……………………………Unsatisfactory
 
Conduct grades are based on behavior and shall not be deducted from scholastic grades.
 
In grades K-8, attendance records will not be used in determining the awarding of grades or the passing of a course or promotion or retention.²
 
Plus and minus evaluations are not to be added to letter grades. Grades are not to be changed once recorded on an official school record. If an erroneous grade has been recorded, the correction must be made on a new record.
 
Grades given at the end of each nine (9) weeks’ period will be determined from daily work, homework, written assignments and tests. Each teacher will accumulate an appropriate number of grades for each nine week period to effectively determine student progress curriculum (at least 4). The teacher will weigh the value of grades given for various assignments and tests within the applicable period in computing the grade. This procedure will enable the teacher to allow for individual student differences in the grading process. Any assignments and tests required of a student must be considered in the computation of his grade.
 

UNIFORM GRADING SYSTEM - WEIGHTING FOR ADVANCED COURSEWORK⁷

In order to encourage students to enroll in advanced coursework, student grades which will be used for purposes of application for postsecondary financial assistance administered by the Tennessee Student Assistance Corporation will be weighted in advanced classes in order to account for the difficulty of the coursework. 

Effective for the 2017/18 school year, student s taking advanced coursework shall receive the addition of percentage points to the grades (both quarter grade and semester exam grade) used to calculate the semester average as follows: 

Honors Courses:  Shall include the addition of 3 percentage points to the grades used to calculate the semester average.

Local and Statewide Dual Credit Courses, Capstone Industry Certification- Aligned Courses and Dual Enrollment Courses:  Shall include the addition of 4 percentage points to the grades used to calculate the semester average.* 

Advanced Placement: Shall include the addition of 5 percentage points to the grades used to calculate the semester average.*

*In order to receive the additional percentage points for a weighted advance course, a student must take a cumulative exam which shall consist of an AP exam, an industry certification test, a state or local dual credit cumulative exam or a final semester exam. Each instructor teaching an advanced course shall insure that an alternative semester exam is available for each advanced course and is given to any student who chooses not to participate in AP or Industry Certification testing.  

PROGRESS REPORTS

Progress reports showing student’s grades will be continually available for parents’ access and review on Skyward parent portal.  The Skyward portal shall be updated by each classroom teacher to show current student progress at least weekly. However, a report of a student’s current updated progress will be sent home at least one (1) time during each 9 week period for parent review and comment.  
 
SEMESTER GRADES -SEMESTER TESTS AND STATE-MANDATED TESTS
 
If applicable, semester grades will be determined by an average of grades for each of the nine-week periods/semester. Each school will determine the use of the semester exam to fit its education goals/needs. If an exam is determined to be used, the semester grade will be calculated with each nine weeks period, counting 40% and the semester exam counting 20% of the grade. If the exam is not used, each nine weeks will count 50% of the semester grade. A final grade in TCAP tested subjects 3-8 or in any course requiring an EOC shall consist of the average between two semester grades plus the appropriately weighted TCAP/EOC exam score, if applicable. 
 
If used, the semester exam grade can be based on an actual test or an alternative testing method as determined by the principal of the school. The final grade of the year will be determined by averaging the two (2) semester grades plus TCAP or EOC scores, if applicable.

The work of a student whose grades are satisfactory but are withheld because of failure to complete the required work shall be reported as incomplete (I). If the incomplete is not removed in the time designated by the teacher, it will then become an “F”.
 
For school year 2016-17, TCAP scores in grades 3-8 and EOC exams will compose 10% of the student’s final grade.  For school year 2017-18 and subsequent years, TCAP and EOC exams will compose 15% of the student’s final grade. The Director of Schools or designee will be responsible for determining methodology for and translating raw TNReady (TCAP and EOC) scores to a 100-point grading scale to include in a student’s grade^5,6. The school district retains the option to exclude a student’s TCAP, EOC or other equivalent state assessment test scores from a student’s final grades if the district does not receive the scores at least five instructional days before the end of the school year.⁴  
 
The Director of Schools shall have the authority to establish and operate ungraded and/or unstructured classes in grades K-3.⁵ 
 
_______________________________

Legal References:

1.    TRR/MS 0520-1-3-.05 (3) (b).
2.    TCA049-2-203 (b) (7).
3.    TCA 49-1-302.
4.    TCA 49-1-617
5.    Public Chapter 256
6.    HB 309/SB 1198
7.    Tennessee State Board of Education Uniform Grading Policy 3.301

Issued Date:  01/28/16

Rescinds:  07/22/10

Issued:  01/31/02

 

Scores earned in state mandated end of course exams will be factored into the student’s grade at a percentage determined by the State Board of Education.¹

Students are not required to pass any one (1) examination, but instead must achieve a passing score for the course average in accordance with the State Board of Education’s uniform grading policy.

Students who are absent from an EOC (end of course) examination will receive a “0” until the EOC exam has been completed.

For summer administration, students may be required to present a photo ID for admission to the testing session.

All students enrolled in an EOC course must take the EOC exam in accordance with State Policy.

Students who fail an EOC course but pass the EOC examination must repeat the course and retake the EOC exam.

The State assigned numerical scores, as appropriate, will be used in averaging the semester grade.  When not provided, appropriate conversion scores for the various forms will be utilized in converting the EOC exam score to a numerical score to be used in calculating the semester average.

___________________________________

Legal Reference:

1. TCA 49-1-302(2)

Issued Date:  09/24/15

Rescinds:  08/22/13

Issued:  11/01/95

Student progress reports shall indicate the students’ conduct, attendance and academic progress and other information necessary to communicate effectively with the parent.

REPORT CARDS

Report cards shall be provided at least once every quarter, approximately 9 weeks, during the school year. Report cards shall be electronic and/or in writing and shall be uniform for all reporting periods during each school year.¹  Each report card will be signed or otherwise acknowledged by the parent(s)/guardian(s) and returned promptly to school. A notice of when report cards will be issued will be posted on the district website and sent to the local news agencies in order to notify parents/guardians.

PROGRESS REPORTS

Progress reports showing student’s grades will be continually available for parents’ access and review on Skyward parent portal. The Skyward portal shall be updated by each classroom teacher to show current student progress at least weekly.  An interim report of a student’s current updated progress will be sent home at least one (1) time during each 9 week period for parent review and comment.

PARENT CONFERENCES

In addition to the regular progress reports, principals and teachers are encouraged to confer with parents on the educational progress of their children throughout the school year. Parents are encouraged to contact teachers should they have questions or concerns over their child’s educational progress.  Email is a preferred method for contacting teachers during the school day as it allows instructional time with students to remain uninterrupted by phone calls. Scheduled meetings or phone calls can also be utilized when appropriate.

Teachers shall consult with parents of students who are working at an unsatisfactory level or whose performance shows a marked or sudden deterioration. Parents shall be notified in writing by the teacher as early in the school year as possible if the retention of a student is being considered. Parents shall be informed of the possible retention of a student and requested to participate in a conference regarding the possible retention at least one (1) week before the second semester parent/teacher conference date as designated in the school calendar.

DESIGNATED PARENT/TEACHER CONFERENCE DATES

At least two (2) times during the school year, conferences shall be scheduled in which parents and teachers may discuss any pertinent problems or other matters of concern regarding the development and education of each student. These scheduled conferences shall not use any portion of the 180 days of classroom instruction.²  The Director shall be responsible for scheduling and coordinating system wide conferences.

Conferences shall be physically accessible to all students, parents and/or guardians.³

__________________________________

Legal References:

1. TRR/MS 0520-1-3-.05 (3) (a); TCA 49-6-901.
2. TCA 49-6-7002; TCA 49-6-3004.
3. Public Law 101-36; U.S.C. 12101

Issued Date:  08/23/18

Issued:  08/23/18

All student transcript alterations made after a grade and credits earned have been posted to the transcript shall be made in accordance with the district policy governing student transcript alterations and shall be supported by documentation providing an explanation of the reason for the transcript alteration and evidence that the student has earned the grade reflected in the altered transcript.

Retaliation against an employee who brings unauthorized transcript alterations to the attention of school officials shall not be tolerated.

Any person who intentionally makes an unauthorized student transcript alteration may be subject to disciplinary action, including, but not limited to, revocation of a professional educator license or certification issued by the department of education, and may be subject to prosecution for falsification of educational or academic records under § 39-14-136. Any employee who retaliates against an employee who brings unauthorized transcript alterations to the attention of school  officials may be subject to disciplinary action, including but not limited to termination.

Legal Reference:
T.C.A. 49-50-1101

Issued Date:  11/01/95

 

Homework shall be assigned to reinforce and strengthen specific areas of interest and opportunities. It must never be given for punishment. All homework shall be received by the teacher making the assignment and credit given for the student’s efforts.

Homework assignments shall take into consideration individual differences of students such as health, ability, home conditions, and educational resources at home. Homework shall not require the use of reference materials not readily available in most homes, school libraries or the public library.

Homework shall not be in continuing conflict for time with the home and other community agencies having primary responsibility for certain aspects of the student’s development.

All extra-credit work which does not directly relate to course content must be approved by the principal.

Issued Date:  01/23/20

Rescinds:  10/25/18

Issued:  11/07/98

POLICY IHC
CLASS OF 2019 & 2020 CLASS RANKING

Class rank shall be reported as follows:
Valedictorian
Salutatorian
Top Ten Percent in Alphabetical Order
 
A weighted grading scale will be used to determine class rank.

Under this system, all the following rules will apply:
1.    Advanced Placement, Joint or Dual Enrollment, select National Industry Certification and Statewide Dual Credit will receive quality points as follows:
            A= 5, B=4, C=3, D=2, F=0
2.   Honors courses will receive quality points as follows:
            A=4.5, B=3.5, C=2.5, D=1.5, F=0
3.   All other classes will be unweighted and receive quality points as follows.                                  
            A=4, B=3, C=2, D=1, F=0
No grades are to be carried over to the next 9 weeks and no grades can be over 100.

Class rank is completed at the end of seven (7) semesters for purposes of graduation distinction.  Final rank is completed at the end of 8 semesters and is recorded on the student’s permanent record.  Students who are tied are given the same rank.

Only courses completed in the 9th, 10th, 11th, 12th grades or at the Adult High School will be counted in computing G.P.A./R.I.C.

AVAILABILITY OF COURSES OFFERED:  Regular education classes shall maintain at least twenty (20) students and vocational education classes shall maintain at least seventeen (17) students or the class can be canceled by the Administration of the Warren County School District. Exceptions to this policy shall be made when necessary in order to comply with any applicable federal/state law/guideline or when the Director and Principal agree that such exceptions should be made. Any class that does not meet the required number of students for two consecutive years may be abolished.

Issued Date:  1/23/20

Original Issued Date:  10/25/18

POLICY IHCA
CLASS RANK AND GRADUATION RECOGNITIONS - BEGINNING CLASS OF 2021

GPA CALCULATION
Beginning with the class of 2021 an unweighted grading scale will be used for the calculation of GPA for graduation recognition.  The following scale will be used:
A = 4    B = 3    C = 2    D = 1    F = 0
CLASS RANK
Beginning with the class of 2021, WCHS will not rank students other than to identify the Valedictorian and Salutatorian.  The Valedictorian and Salutatorian will be determined by meeting all the following criteria:
(1)    4.0 Cumulative Unweighted GPA
(2) Completion of, or enrollment in, 4 Honors Courses AND 10 Advanced Courses *
(3) Highest overall ACT composite score of those seniors having met the above two criteria.

GRADUATION RECOGNITIONS
WCHS shall not rank students numerically, instead for the purpose of academic recognition, WCHS will use the following Latin System:
SUMMA CUM LAUDE
Students will be recognized as Summa Cum Laude having met all of the following criteria:
(1) 4.0 Cumulative Unweighted GPA    
(2) Completion of, or enrollment in 4 Honors Courses AND 10 Advanced Courses *
(3) Minimum 21 ACT Composite Score
MAGNA CUM LAUDE
Students will be recognized as Magna Cum Laude having met all of the following criteria:
(1) 3.75-3.99 Cumulative Unweighted GPA
(2) Completion of, or enrollment in 4 Honors Courses AND 7 Advanced Courses*
(3) Minimum 21 ACT Composite Score
CUM LAUDE
Students will be recognized as Cum Laude having met all of the following criteria:
(1) 3.5-3.74 Cumulative Unweighted GPA
(2) Completion of, or enrollment in 3 Honors Courses AND 5 Advanced Courses *
(3) Minimum 21 ACT Composite Score

GRADUATE WITH HONORS
Students will be recognized as graduating with Honors having met all of the following criteria:
(1)    Cumulative Unweighted GPA of 3.0
(2)  Score at or above all of the subject area college readiness benchmarks on the ACT or equivalent score on the SAT.   

GRADUATE WITH STATE DISTINCTION
 Students will be recognized as graduating with state distinction having met all of the following criteria:
(1)    Cumulative unweighted GPA of 3.0

(2)    Complete at least ONE of the following:
Earn a nationally recognized industry certification
Participate in at least one of the Governor’s Schools
Participate in one of the state’s All State musical organizations
Be selected as a National Merit Finalist or Semi-Finalist
Attain a score of 31 or higher composite score on the ACT
Attain a score of 3 or higher on at least two advanced placement exams
Successfully complete the International Baccalaureate Diploma Program
Earn 12 or more semester hours of transcripted postsecondary credit

 GRADUATE WTH WORK ETHIC STANDARDS
Students earning 20 points on the Career Readiness Diploma Standard checklist will be recognized as graduating with work ethic standards.

_____________________________________________________________________________________________
_____________________________________________________________________________________________

All other recognitions at graduation must receive written approval from the WCHS Executive Principal.

*Advanced Courses include the following: AP Courses, Joint or Dual Enrollment Courses, State Dual Credit Courses, and select National Industry Certification Courses
No grades are to be carried over to the next 9 weeks and no grades can be over 100.
Only courses posted to the high school transcript will be calculated in a student’s GPA.
Students attending Warren Academy or the VIP during their 12th grade year will not be eligible for academic recognition at graduation.

Time Frame:
Valedictorian, Salutatorian and academic recognitions will be determined at the end of the 7th semester for the purpose of graduation recognition.
Calculations necessary for the determination of Valedictorian, Salutatorian, Cum Laude, Magna Cum Laude, and Sum Cum Laude will be completed no later than three weeks after the end of the 7th semester.
The Executive Principal is responsible for the following:
1.    All high school teaching staff have accurately reported 7th semester grades on all students by the end of the 7th semester.
2.    The Data Entry office have completed the necessary input of credits to ensure accurate and up to date transcripts no later than one week after the end of the 7th semester.
3.    The Data Entry office have ensured that the set up within the high school software system reflects accurate and up to date credits and GPA calculations no later than one week after the end of the 7th semester.
4.    The Data Entry office will provide accurate and up to date transcripts to the guidance office no later than one week after the end of the 7th semester, sorted by unweighted GPA.
The Guidance office is responsible for the following:
Upon receipt of accurate and complete 12th grade transcripts sorted by unweighted GPA, the school counseling staff will review the transcripts for the determination of Valedictorian, Salutatorian, Cum Laude, Magna Cum Laude, and Sum Cum Laude students based upon the above stated criteria.
The names of these students will be submitted to the Executive Principal for release no later than three weeks after the end of the 7th semester.
The school counseling staff will also be responsible for surveying the eligible 12th grade students for the acknowledgement of Honors, Distinction, and Work Ethic Standards.  These determinations will be made in April of the 8th semester.  Many of these recognitions require 8th semester data to determine eligibility.

Appeals Process:
In the event of an appeal, the following protocol will be followed:
1.    The student and/or parent will request verification of a student’s academic status from the high school guidance office. The office will provide a verbal explanation and a written  copy of the student’s high school transcript, test scores, and any additional supporting documents relative to academic recognition, as well as a copy of the board approved policy relative to rank in class. Transcripts and test scores of other students are confidential and will not be provided.  If a student and/or parent is in need of additional verification, they will be directed to the executive principal.
2.    The guidance office will provide the executive principal copies of transcripts, test scores, and supporting documents for all students identified as receiving academic recognition.  If the student in question was not identified as receiving academic recognition a copy of their transcript and supporting documents will also be given to the executive principal.  All requested information will be provided in order that he/she may provide additional verification as requested to the student and/or parent.
3.    In the event that a student and/or parent require further verification the documents provided to the executive principal will also be provided to the Director of Schools.  Any additional documents requested will also be provided in order that he/she may provide additional verification as requested.

Issued Date:  03/15/18

Rescinds:  09/24/15

Issued:  11/01/95

 

Students will normally progress annually in sequential order from grade to grade. The professional staff will place students at the grade level best suited to them academically, socially and emotionally. Retentions may be made when, in the judgment of the teacher, such retentions are in the best interest of the students. Decisions to retain are subject to review and approval of the principal after consultation with the teacher.
 
1. Promotion (K-8)

a. The academic program implemented in each school shall be designed to help students attain and demonstrate learning proficiency and help students meet the requirements for promotion to the next grade.  
 
b. Promotion to the next grade level shall be based on the successful completion of required academic work and/or a demonstration of satisfactory progress in each of the relevant academic areas.  
 
c. Pursuant to T.C.A. § 49-6-3115, a student in the third (3rd) grade shall not be promoted to the next grade level unless the student has shown a basic understanding of the curriculum and the ability to perform the skills required in the subject of reading as demonstrated by the student's grades or standardized test results. However, such student may be promoted if the student participates in a District-approved, research-based intervention prior to the beginning of the next school year.  
 
d. Schools shall identify students who demonstrate difficulty in achieving the requirements for promotion to the next grade level and therefore may be considered for retention.  
 
e. Factors used to identify students who may be considered for retention shall, at a minimum, include: 

i. The student’s ability to perform at the current grade level;  
ii. The results of local or state assessments, if applicable;  
iii. The overall academic achievement of the student;  
iv. The student’s chance for success with more difficult material if promoted to the next grade; 
v. Attendance; and  
vi. Social and emotional maturity.

f. If a student is considered for retention, the school shall notify the student’s parent or guardian within fifteen (15) days of identification and develop an individualized promotion plan to help the student avoid retention. All promotion plans shall include evidence-based promotion strategies and shall be tailored to the student’s learning needs. Each promotion plan shall also include expectations and measurements that can be used to verify that a student has made sufficient progress to be promoted to the next grade level. 

Evidence based promotion strategies may include:  
 i. Special education services for students who qualify based on state and federal guidelines;   
ii. Response to Instruction and Intervention (RTI2) to address deficits in student learning;  
iii. Modification and personalization of curriculum and instruction; 
iv. Extended learning time beyond the regular school day or school week; 
 v. Individual or small group tutoring; or  
vi. Other personalized programming to augment the individual student’s classroom learning and instructional experiences.

g. A copy of a student’s promotion plan shall be provided to his or her parent or legal guardian, and the school shall offer to hold a parent-teacher conference to discuss the promotion plan.  
 
h. A student who demonstrates sufficient progress with the strategies included in his or her promotion plan during the school year shall be promoted to the next grade level and shall be enrolled in a summer reading or learning program, if available.  
 
i. If a student is not making progress on his or her promotion plan, the promotion strategies shall be modified to support the student in the goal of promotion to the next grade level.   
 
j. If a student has not demonstrated sufficient progress on his or her promotion plan by the end of the school year to be promoted to the next grade level, the student shall be enrolled in a summer reading or learning program, if available. LEAs shall make every effort to ensure summer reading or learning programs are accessible to all students. If a student is enrolled in a summer program, a decision for retention may be made after completion of a summer program but shall be made and communicated to the student’s parent or guardian at least ten (10) days prior to the start of the next school year. If a student is not enrolled in a summer program, a decision for retention shall be made and communicated to the student’s parent or guardian at least thirty (30) days prior to the start of the next school year. Parents and guardians shall also be notified of their right to appeal a retention decision pursuant to local board policy.

2.  Retention (K-8)

a. Retention shall be considered only when it is in the best interest of the student. Retention decisions affecting a student receiving special education services shall be made in consultation with the student’s Individualized Education Program (IEP) team and in accordance with the provisions of the IEP. 
 
b. If a retention decision has been made, the school shall develop an individualized academic remediation plan for the retained student prior to the start of the next school year. The academic remediation plan shall be designed to help the retained student attain and demonstrate learning proficiency and shall include at least one (1) of the following strategies:

i. Adjustment to the current instructional strategies or materials; 
ii. Additional instructional time; 
iii. Individual tutoring outside of school hours; 
iv. Modification to the student’s classroom assignment to ensure the student receives instruction from a highly effective teacher; or  
v. Attendance or truancy interventions.

c. A copy of the academic remediation plan shall be provided to the student’s parent or guardian within ten (10) days of development of such plan.  
 
d. A student shall not be retained more than once in any grade.   
 
e. Retention shall not:

i. Be used without an academic remediation plan that includes strategies and enhancements that are different from the previous year;  
ii. Be used as a punitive or disciplinary measure; 
iii. Be based solely on English language proficiency; or  
iv. Be based solely on a student’s social and emotional maturity.

f. The progress of a retained student shall be closely monitored and reported to parents a minimum of three (3) times during the school year of retention. 
 
g. The Director of Schools shall keep an annual record of each student who is retained.  

CARNEGIE UNIT REQUIREMENTS FOR GRADES  9-12
 
In order to be promoted to the next grade, students must complete and/or accrue the prescribed number of credits (Carnegie units) per grade level designated by the Board of Education¹ and the State of Tennessee.

5 credits (Carnegie units) or more at the end of the 9th grade
11 credits (Carnegie units) or more at the end of the 10th grade
15 credits (Carnegie units) or more at the end of the 11th grade
Credits required for graduation (Carnegie units) or more at the end of the 12th grade

Credits (Carnegie units) include the passing of required courses as set forth by the Board and the State of Tennessee.

Teacher Led Parent Conference for Students Failing a High School Course

A high school teacher of record shall notify a student’s parent or guardian as soon as possible in any quarter when a student is failing a course and no later than one week before each scheduled parent-teacher conference. The teacher will conference with the parent or guardian and discuss the student’s progress, strategies to help the student succeed and opportunities for Grade Recovery Intervention and/or Credit Recovery. Parents and students can also find more detailed information about Grade Recovery and Credit Recovery in the WCHS student handbook, Policy IHEA, or by contacting the school counselor.  

______________________________

Legal References:
 
1.    TCA 49-2-203 (b) (7).
2.    TRR/MS 0520-1-3-.05 (3) (b).
 

Issued Date: 02/22/18

Rescinds:

Issued: 02/22/18

 

Credit recovery is a course‐specific, standards-based extended learning opportunity for students who have previously been unsuccessful in mastering the standards required to receive course credit or earn promotion. Credit recovery programs, in general, have a primary focus of helping students stay in school and graduate on time. Warren County Board of Education formally adopts the following standards for credit recovery including admission and removal, instruction, content and curriculum, and grades for credit recovery at the high school level.

Admission and Removal

a. Students shall not be admitted or enrolled in credit recovery courses unless all of the following are true:

1. The student’s parent or legal guardian gives written consent for the student to enroll in the proposed credit recovery course. Parents/guardians should be informed that not all postsecondary institutions will accept credit recovery courses for credit and that the NCAA Clearinghouse will not accept credit recovery courses for credit.

2. The student has previously taken an initial, non-credit recovery section of the proposed course. Credit recovery is designed to be a remediation option for students, and a credit recovery course shall not be the first time a student is exposed to the course content.

3. The student mastered at least fifty percent (50%) of the course standards as evidenced by the course grade in a non-credit recovery section of the course or a diagnostic assessment. Students who mastered below fifty percent (50%) of the course standards as evidenced by the course grade in a non-credit recovery section of the course or a diagnostic assessment, must re-take the course.

b. If a student is seeking to recover credit for the first semester of a two (2)-semester course, the student may not receive the full credit for the course until they have enrolled in and passed the second semester of the course and taken any applicable End of Course examinations.

c. The high school principal shall have authority to impose additional requirements for admission to and removal from credit recovery programs including but not limited to attendance, discipline, availability of coursework, availability of space, appropriate progress, and grades.

d. Students enrolled in credit recovery courses shall be tracked and designated as directed by the Tennessee Department of Education.

Instruction

a. Students enrolled in any credit recovery courses shall be assigned to a teacher of record.

b. Credit recovery teachers of record shall be endorsed and certified in any content area(s) for which they oversee credit recovery courses.

c. Credit recovery teachers of record shall be responsible for reviewing initial student diagnostic results; assisting in determining appropriate goals, coursework, and assignments for students; working closely with credit recovery facilitators on class content and instruction; and reviewing final student work.

d. Credit recovery facilitators may be responsible for day-to-day oversight and facilitation of credit recovery programs, under the guidance of the credit recovery teacher of record.

e. Credit recovery facilitators shall receive training pertaining to the credit recovery course organization, online instruction management, and related technology.

f. All credit recovery courses shall align with Tennessee’s current academic standards for the relevant course content area, as approved by the State Board of Education and provide instruction differentiated to address individual student growth needs based on diagnostic assessment or End of Course data.

g. Credit Recovery content may be delivered through instructional technology.

Content and Curriculum

Students in Credit Recovery programs:

1. Shall complete a course standard-specific diagnostic to determine standard-specific goals;

2. Shall meet individual standard-specific goals in a flexible time frame as established by identified student need;

3. May be required to complete additional assignments as directed by the high school credit recovery policy and credit recovery teacher of record; and

4. Shall master all individualized standard-specific goals and assignments as established by the diagnostic process and the credit recovery teacher of record, in order to earn credit.

Grades

a. Students passing credit recovery shall receive a grade of seventy percent (70%).

b. The student transcript shall denote that the credit was attained through credit recovery.

c. The original failing grade may also be listed on the transcript, but shall not factor into the students GPA, in accordance with the State Board of Education’s Uniform Grading Policy 3.301.

___________________________________

Legal Resource:

Tennessee State Board of Education High School Policy 2.103(7) (a-c)

Issued Date:  10/25/18
 
Rescinds:  4/24/14
 
Original Issued:  11/01/95

A high school diploma will be awarded to students who (1) earn 22 units of credit as required by the State Board of Education, and (2) have satisfactory records of attendance and conduct.   All such records shall be kept on file with Warren County School District.

STUDENT LOAD   All students in grades nine (9) through twelve (12) shall be enrolled each semester in subjects that will produce a minimum of seven (7) units of credit for graduation per year. A student who meets all graduation requirements as established by the State of Tennessee and the Warren County Board of Education may graduate early (fewer than eight (8) terms in attendance) by meeting the guidelines for early exit to post-secondary under the “Move On When Ready” Act and WCSD Policy IHFAAA (Early Graduation from High School).  Hardship cases may be appealed by the student to the director of schools with further appeal to the Board.¹

COURSE REQUIREMENTS: The program of studies and the pattern of courses which shall be required of all students in grades nine (9) through twelve (12) shall be in accordance with the Rules and Regulations of the State Board of Education and the Board of Education.

ALL STUDENTS SHALL MEET THE FOLLOWING READY CORE REQUIREMENTS2:
English    4 credits                                                                       Mathematics            4 credits
Science    3 credits                                                                      Social Studies           3 credits
Health, Physical Fitness &Wellness  1.5  credits                      Personal Finance     0.5 credits
Area of Focus  3 credits

COURSE REQUIREMENTS WAIVABLE IN LIMITED CIRCUMSTANCES2
Foreign Language  2 units in the same language                        
Fine Arts        1 credits
Because foreign language and/or fine arts courses are generally required for entrance to universities, these courses are required of all students except in the very limited circumstances where (1) the student is not planning to attend a university, and (2) such waiver is requested in order to enhance the student’s elective focus².  

CONSIDERATION OF 8TH GRADE CLASSES FOR CREDIT A student passing Algebra I in the 8th grade may choose to accept one (1) elective math credit toward graduation. This credit will not affect math requirements for graduation since students must take one (1) math course during each year of high school. Nor will the final grade of this 8th grade elective be considered for GPA.

DIPLOMAS AWARDED
REGULAR DIPLOMA will be awarded to students who meet the minimum requirements of graduation by (1) earning all required units of credit plus other elective credits for a total of at least 22 units of credit, (2) having satisfactory records of attendance and conduct and (3) taking any required state exit exams.

SPECIAL EDUCATION DIPLOMA may be awarded at the end of their fourth year of high school to students with disabilities who have (1) satisfactorily completed an individualized education program and (2) have satisfactory records of attendance and conduct, but have not met the graduation requirements for a regular education diploma.³

SPECIAL RECOGNITION AT GRADUATION
Beginning with the Class of 2017,  GRADUATION “WITH MERIT” will be awarded to students who meet the minimum requirements for graduation and attain ALL of the following;
*Successfully complete at least 4 honors level courses;
*Successfully complete either 2 advanced placement course or 1 advanced placement course             
& 1 dual enrollment course or 2 dual enrollment courses; and
*Attain a cumulative GPA of 3.0

GRADUATION “WITH HONORS” will be awarded to students who meet the minimum requirements for graduation and score at or above all of the subject areas readiness benchmarks on the ACT or equivalent score on the SAT.²   

GRADUATION “WITH DISTINCTION” will be awarded to students who meet the minimum requirements for graduation; attain a cumulative B average and complete at least ONE of the following:
*Earn a nationally recognized industry certification;
*Participate in at least one of the Governor’s Schools;
*Participate in one of the state’s All State musical organizations;
*Be selected as a National Merit Finalist or Semi-Finalist;
*Attain a score of 31 or higher composite score on the ACT;
*Attain a score of 3 or higher on at least two advanced placement exams; or
*Successfully complete the International Baccalaureate Diploma Programme
*Earn 12 or more semester hours of transcripted postsecondary credit²

Beginning with the Class of 2017, GRADUATION “WITH HIGHEST MERIT” may be awarded to students who meet the minimum requirements for graduation and attain ALL of the following:

*Successfully complete at least 6 honors level courses;
*Successfully complete either (1) at least 5 advanced placement classes or (2) 3 advanced  
placement classes plus 12 or more hours of dual enrollment;
*Attain a cumulative GPA of 3.5 or higher; and
*Attain a score of 28 or higher composite on the ACT

All other recognitions at graduation must receive written approval from the WCHS Executive Principal.
Legal References:
1.  TRR/MS 0520-1-3-.03(6)
2.  Tennessee State Board of Education policy 2.103
3.  TRR/MS 0520-1-3-.03(6)(2)(a)

 

Issued Date:  07/27/00

Rescinds:  11/01/95

 

Only students who have met all graduation requirements on the day of graduation may participate in graduation activities. If extenuating circumstances exist at any school, the matter shall be presented to the Board prior to graduation activities.

Students are expected to participate in all graduation activities. Graduation apparel shall be determined by the administration of each school and shall be the personal expense of each student, except for students who are eligible to receive free or reduced price lunches.² In such cases, the school shall assume responsibility for payment of fees, provided, however, that the school shall not be responsible for the expenses of graduation apparel if it consists only of the students’ personal clothing. All other graduation expenses shall be the responsibility of the Board.

Graduation ceremonies shall be physically accessible to all students, their parents and/or guardians, and other interested citizens.³

Students who do not wish to participate in graduation activities shall make this known to the school principal at least five (5) days prior to the day of graduation. Non-participating students will receive their diplomas, or certificates, from the principal’s office on the day following graduation ceremonies.

There shall be no sponsorship of a baccalaureate service or other activity which is religious in nature by the Board or its employees, and no school funds, including paid staff time, will be used for such activities.⁴

GRADUATION DRESS CODE

The graduation ceremony is intended to be a time of formality and accomplishment. In an effort to compliment this ceremony, the student must adhere to the following graduation dress policy:

1. No decorations, drawings or attachments are allowed on the cap and gown;
2. No excessive jewelry will be worn;
3. It is recommended that males wear white shirts, dark slacks, and dress shoes;
4. It is recommended that females wear light colored dresses and light colored heels/flats;
5. The principals will be given the discretion as to what constitutes appropriate attire.

Failure to abide by this policy will result in the student being removed from the graduation line-up and their diploma will be awarded later.

______________________________

Legal References:

1. TCA 49-6-405.
2. TCA 49-2-114.
3. Public Law 101-36; U.S.C. 12101
4. Lee v. Weisman. 505 U.S. 112 S. Ct. 2649, 120L. Ed 467 (1992)

Issued Date:  07/27/00

 

Graduation for Warren County High School shall be held on school days 175-180. Actual date is to be determined by the principal.

All elementary graduations shall be held the last full week of school and compulsory attendance will be enforced until the last day of school.

Issued Date:  07/25/13

 

A student who meets all graduation requirements as established by the State of Tennessee and the Warren County Board of Education may graduate early (fewer than eight (8) terms in attendance) by meeting the guidelines for early exit to post-secondary under the “Move On When Ready” Act.

THE CRITERIA FOR EARLY EXIT TO POST-SECONDARY EDUCATION

Beginning with the 2012-2013 school year, a public school student may complete an early high school graduation program and be eligible for unconditional entry into a public two (2) year institution of higher education or conditional entry into a public four (4) year institution of higher education, if the student meets the requirements of this section.¹

Each student desiring to complete an early graduation program shall indicate to the high school principal the student’s intent prior to the beginning of the ninth (9th) grade or as soon thereafter as the intent is known.  The intent shall be indicated on a form provided by the Department of Education and signed by the parent.

For early graduation and unconditional entry into a public two (2) year institution or conditional entry into a public four(4) year institution, a student shall:

1.  Achieve a benchmark score as determined by the State Board of Education for each subject area in which end-of-course examinations are administered.

2.  Successfully complete eighteen (18) credits to include:

a.  English I,II, III, and IV;
b.  Algebra I and II;
c.  Geometry;
d.  United States History;
e.  Two (2) courses in the same foreign language;
f.  One (1) course selected from the following;

i.   Economics;
ii.  Government;
iii. World Civilization; or
iv. World Geography;

a.  One (1) course selected from the following;

i.  History and appreciation of visual and performing arts; or
ii. A standards-based arts course, which may include studio art, band, chorus, dance or-  Other performing arts;

a.  Health;
b.  Physical Education;
c.  Biology;
d.  Chemistry;

3.  Have a cumulative grade point average of at least 3.2 on a 4 point scale.
 
4.  Score on either the ACT or the SAT at or above benchmarks set by the Tennessee higher education commission for mathematics and English;
 
5.  Obtain a qualifying benchmark score as determined by the State Board of Education on a world language proficiency assessment approved by the Board; and
 
6.  Complete at least two(2) courses for the following types of courses;

(a) AP
(b) IB
(c) Dual Enrollment; or
(d) Dual Credit

The courses specified in subsection © may be dual enrollment or dual credit courses, AP or IB courses, or standard courses for which high school credit is granted.  Selected courses, as determined by the State Board of Education, may be complete at the middle school level.

A student in the early graduation program under this section qualifies for unconditional admittance to all public two (2) year institutions of higher education.  A public four (4) year institution may accept a student who completes the early graduation program.

A student pursuing early graduation under this section is exempt from additional graduation requirements established by the State Board of Education.  A student who completes the early graduation program shall be awarded a high school diploma. 

Under subsection(c), the State Board of Education and the Tennessee high education commission shall set the required benchmarks at scores that demonstrate exemplary high school performance and are indicative of an ability to perform college level work.

A student who meets the requirements of the early high school graduation program shall be eligible for a Tennessee HOPE scholarship, provided that the student meets all nonacademic requirements for the scholarship.²

EARLY GRADUATION DETAILS

1. The student’s official date of graduation will be the last day of the term in which he/she meets all graduation requirements.
2. As a graduate, he/she will forfeit the right to participate in student activities (i.e. sports, prom etc. except as a guest or to the same extent that the general public can participate in such events).
3. The student will be permitted to participate in graduation ceremonies at the end of the school year provided that he/she participates in practice activities as required by the school.

__________________________

Legal References:

1. T.C.A.  49-6-8303 “Move On When Ready Act”
2. T.C.A. 49-6-8305

Issued Date:  11/01/95

 

The Board shall provide for a system wide testing program which shall be periodically reviewed and evaluated. The purposes of the program shall be to:

1. Assist in promoting accountability;
2. Determine the progress of students;
3. Assess the effectiveness of the instructional program and students learning;
4. Aid in counseling and guiding students in planning future education and other endeavors;
5. Analyze the improvements needed in a given instructional area;
6. Assist in the screening of students with learning difficulties;^1,2
7. Assist in placing students in remedial programs;³
8. Provide information for college entrance and placement; and
9. Assist in educational research by providing data.

The Director shall be responsible for planning and implementing the program, which includes:

1. Determining specific purposes for each test;
2. Selecting the appropriate test to be given;
3. Establishing procedures for administering the tests;
4. Making provision for interpreting and disseminating the results;
5. Maintaining testing information in a consistent and confidential manner; and
6. Ensuring that results are obtained as quickly as possible, especially when placement in a special learning program might be necessary.

In addition to such achievement tests as required by the Board and the State Board of Education,⁴ an appropriate vocational aptitude test will be administered to each high school student prior to graduation and will be used in assisting students in making tentative occupational goals and exploring career opportunities.

Other tests may be given as requested by students, teachers or parents when approved by the principal.

Any test directly concerned with measuring student ability or achievement through individual or group psychological or psychometric tests shall not be administered by or with the knowledge of any employee tests shall not be administered by or with the knowledge of any employee of the system without first obtaining written consent of the parents or guardians.

Results of all group tests shall be recorded on the students’ permanent records and shall be made available to appropriate personnel in accordance with established procedures.⁵

____________________________

Legal References:

1. TCA 49-10-108.
2. P.L. 94-142.
3. ESAE, Chapter I
4. TRR/MS 0520-1-3-.03 (9) (a) (b)
5. TCA 10-7-504; 20 USC 1232 (g).

Issued Date:  11/01/95

 

Annually, the Board of Education will designate a System Testing Coordinator who shall be responsible for administering, monitoring and maintaining security of all tests to be administered within the school system. The principal of each school shall serve as or designate a Building Testing Coordinator who shall be responsible for the administrating, monitoring and maintaining security of all tests given in his/her school.

Testing coordinators, test administrators and proctors shall be required to sign a statement that the security measures and testing procedures were followed.¹

The Director of Schools shall report within 24 hours a breach of security to the State Department of Education Office of Accountability and any testing irregularity to the Division of State Testing. In any class, grade, and/or school where a security breach is strongly suspected or verified, central office staff will be present during subsequent administration of tests for a period of two years.

DUTIES OF THE SYSTEM TESTING COORDINATOR

1. Determine testing dates for the school system.
2. Prior to each test administration, discuss with each Testing Coordinator appropriate test administration and security procedures.
3. Immediately upon receipt of test materials, verify that the quantities of materials received by the system correspond with the quantities of materials shipped from State Testing.
4. After verification, ensure that all test materials are stored in a locked area which is inaccessible to unauthorized personnel until time for distribution to schools.
5. Verify the quantities of test materials following the conclusion of test administration.
6. Review the reports of all testing irregularities and/or security breaches and make the necessary investigation.
7. Report findings of testing irregularities and/or security breaches to the Director of Schools.
8. Return all materials to State Testing no later than one week following completion of testing.

DUTIES OF THE BUILDING TESTING COORDINATOR

1. Develop a school schedule for testing within the announced test dates.
2. Meet with all test administrators and proctors to review testing procedures and security.
3. Utilize test administrators/teachers/proctors in all appropriate testing efforts and screen and assign on the basis of least bias potential. No test administrator/teacher/proctor will be assigned to a grade with a student family member.
4. Train test administrators/teachers/proctors to conduct the following duties:  assist in completing demographics, ensure that each student is on the appropriate page in the test booklet or appropriate section of the answer sheet, monitor during testing, and distribute and collect materials.
5. Immediately upon receipt of test materials, verify that the quantities of materials received by the school correspond with the quantities of materials received from the System Testing Coordinator.
6. After verification, ensure that all test materials are stored in a locked area which is inaccessible to unauthorized personnel until time for distributing to students.
7. Ensure that tests are not reviewed by either students or teachers prior to administration.
8. Ensure that test materials are not left unattended unless they are secured.
9. Distribute test booklets to test administrators.
10. Ensure that tests are administered according to the testing schedule and directions provided.
11. Ensure that administration materials and test items are not paraphrased, copied or reproduced in any manner.
12. Upon completion of testing each day, employ a secure method whereby all scratch paper, test booklets, and/or answer sheets are collected and returned immediately to a designated, supervised area.
13. Secure all materials at the end of each testing sessions after verifying that each students’ testing materials have been collected.
14. Destroy all scratch paper.
15. Report all testing irregularities and/or security breaches to the System Testing Coordinator.
16. Return all materials to the central office the next school day following the completion of testing at each school.

DUTIES OF THE TEST ADMINISTRATOR/TEACHER/PROCTOR

1. Ensure that test materials are not left unattended unless they are secured.
2. Ensure that administration materials and test items are not paraphrased, copied, or reproduced in any manner.
3. During testing sessions, do not permit students to use notes, reference materials, or any kind of foreign language translation devices.
4. Provide scratch paper for appropriate subtests. Following testing, collect and return scratch paper to the Building Testing Coordinator.
5. Free the room in which the test is to be administered of reference materials such as maps, instructional posters, or bulletin board materials which contain information likely to aid students on the test.
6. Assist students in completing demographics, ensure that each student is on the appropriate page in the test booklet or appropriate section of the answer sheet, monitor during testing, and distribute and collect materials.
7. Monitor students closely during testing sessions to prevent copying and other forms of cheating.
8. Do not review student responses following testing.
9. Verify quantities of test material following each test administration.
10. Report all testing irregularities and/or security breaches to Building Testing Coordinator.

___________________________

Legal Reference:

1. TCA 49-1-607.

Issued Date:  11/01/95

 

The purposes of evaluation of instruction will be:

1. To indicate instructional strengths and weaknesses;
2. To provide information needed for future planning;
3. To provide data for public information;
4. To show the relationship between achievement and the school system’s stated goals; and
5. To assess the suitability of the instructional program in terms of community requirements.

A continuing evaluation will be conducted at the school and system-wide level. The needs indicated by this evaluation will be listed on a priority basis and school improvement programs will be aimed at meeting these needs. Supervisors of the various instructional programs will report to the Board annually.

Issued Date:  11/01/95

 

The discussion of issues in the classroom which are politically, philosophically or socially controversial shall be relevant to the subject matter being taught, related to educational objectives, appropriate for the age and maturity of students, and shall not materially or substantially disrupt or threaten to disrupt the discipline of the school.

To ensure that controversial issues are presented and discussed fairly and objectively and with instruction as their goal, the following guidelines shall be observed:

1. All personnel will seek to create an atmosphere in which differences of opinion can be voiced without fear and hostility and with mutual respect for all viewpoints.
2. Teachers will encourage students to withhold judgment and to avoid making of conclusions until all relevant and significant facts have been assembled, critically examined, and checked for accuracy.
3. Teachers will seek to develop in students a sense of responsibility for their beliefs, opinions, attitudes and actions;
4. Teachers shall place major emphasis upon “why” and “how” to think rather than “what” to think; and
5. If the subject matter being taught involves conflicting opinions, theories, or schools of thought, the teacher will allow differing sides of an issue to be explored in order to help students develop their own critical faculties.

Issued Date:  03/23/95

 

Parent(s) may request that a student not be required to read a book, use certain materials, or participate in an activity. If the request to the teacher is denied, then a written request may be submitted on the appropriate form to the principal.

No student who is granted such a request shall be penalized academically for his/her failure to participate in an activity, read a book or use certain materials.

The final decision concerning the use of controversial materials shall rest with the Board.

Issued Date:  11/01/95

 

No religious belief or non-belief shall be promoted by the school system or its employees, and none shall be belittled. All students and staff members shall be tolerant of each others views. The school system shall use its opportunity to foster understanding and mutual respect among students and parents, whether it involves race, culture, economic background or religious beliefs. In that spirit of tolerance, students and staff members shall be excused from participating in practices which are contrary to their religious beliefs.

RELIGIOUS HOLIDAYS

Observance of religious holidays¹ shall be as follows:

1. The several holidays throughout the year which have both a religious and a secular basis may be observed in the public schools;²
2. The historical and contemporary values and the origin of religious holidays may be explained in an unbiased and objective manner without sectarian indoctrination;
3. Music, art, literature and drama having religious themes or basis are permitted as part of the curriculum for school-sponsored activities and programs if presented in a prudent and objective manner and as a traditional part of the cultural and religious heritage of the particular holiday;
4. The use of religious symbols that are part of a religious holiday are permitted as a teaching aid or resource, provided such symbols are displayed as an example of the cultural and religious heritage of the holiday and are temporary in nature. These holidays include Christmas, Easter, Passover, Hanukkah, St. Valentine’s Day, St. Patrick’s Day, Thanksgiving and Halloween; and
5. The school district’s calendar shall be prepared so as to minimize conflicts with religious holidays of all faiths.

 ________________________

Legal References:

1. Florey V. Sioux Falls, 619 F. 2nd 1311 (1980); Everson v. Board of Education, 330 U.S. 1, 91 L. Ed. 711,67S. Ct. 504; Committee for Public Education v. Nyquist, 413 U.S. 756, 788 37 L. Ed, 2nd 948, 93 S. Ct. 2955, 2973 (1973); Lemon v. Kurtzman,  403 U.S. 602, 614, 91 S. Ct. 2105, 2112, 29 L. Ed. 2d 745 (1971).
2. TCA 49-6-3016.

Issued Date:  8/25/16

Rescinds:  11/1/95

 

Educational content which consists of religious themes shall be presented in a factual, objective, and respectful manner in accordance with the following guidelines:

1. Religious themes may be a part of the curriculum for school-sponsored activities and programs provided it is essential to the learning experience in the various fields of study and is presented objectively;

2. The inclusion of religion shall be for educational purposes only;¹

3. The emphasis on  religious themes should be only as extensive as necessary for a balanced and comprehensive study of the curriculum. Such studies shall never be used to proselytize, establish, foster, or demean any particular religion, religious tenets, or beliefs; and¹

4. Student-initiated expressions to questions or assignments which reflect their beliefs about a religious theme shall be accommodated.

____________________________________

Legal Reference:

1. Public Acts of 2016, Chapter No. 660

Cross References:

Basic Curriculum Program 4.20                                                     

Staff Rights & Responsibilities 5.600

Issued Date:  11/01/95

 

There shall be no school-sponsored or school-directed public prayer at any school-sponsored or school-directed activity¹, but a period of silence² shall be observed.

The teacher of the first class of each day shall call the students to order and announce that a moment of silence is to be observed. No other action shall be taken by a teacher other than to maintain silence for the full time.

There shall be no sponsorship of a baccalaureate service or other activity which is religious in nature by the Board or its employees, and no school funds, including paid staff time, will be used for such activities.³

____________________________

Legal References:

1. Lee v. Weisman,  505 U.S. 112 S. Ct. 2649, 120 L. Ed. 2d 467 (1992)
2. TCA 49-6-1004.
3. Hum v. McNair, 258 S.C. 97, 187 S.E. 2d 645 (1972)