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Previously Assigned Work

Previously assigned work includes but is not limited to reports, projects, homework, and term papers which were assigned when the student was present.  Previously assigned work should be completed on the day the student returns to school unless an administrator has determined this would make it an unreasonable expectation of the student. (Make-up work is defined as work assigned on a day the student is absent and is not to be confused with previously assigned work.)

Teachers have the discretion to require students who were present prior to the date of the test administration, but absent on the date of the administration, to make up the missed test on the first date the student returns.  Credit will only be awarded if the required excuse is submitted within five days and the absence is deemed an excused absence.  (Previously assigned work should be completed on the day the student returns to school unless an administrator has determined this would make it an unreasonable expectation of the student.

Make-Up Work

1. To make up daily assignments, test, or major projects the absence is classified as either an excused absence or a pre-approved absence.

2. For an unexcused absence, students can make-up a test or major project only.

3. The student makes arrangements to make up work with the class teacher within five (5) days after returning to school.  If the teacher is out on leave, the student’s time to make arrangements is extended by the number of days that the teacher is out on leave.  All work must be made up within five (5) days after the last absence unless a principal had determined there are unusual circumstances which would justify a longer time or the awarding of an incomplete for the course. 

No make-up work is to be graded until after an absence has been determined to be excused.
 

MATERIALS

Students will be expected to have textbooks, notebook paper, and pencils at all times for use in class.

PARENT/GUARDIAN RIGHT-TO-KNOW

The parents or guardians of any student who attends a school within the Emanuel County School System may request information regarding the professional qualifications of the student’s classroom teacher, including a description of the professional certificate held by the teacher for the grade levels and subject areas in which the teacher provides instruction, whether or not the teacher is teaching under a provisional or probationary certificate issued by the Georgia Professional Standards Commission, and information regarding the educational background of the teacher, including a description of the teacher’s undergraduate degree and major and graduate degrees, if any, with graduate fields of study or additional certification areas.  Parents may also request information regarding any paraprofessionals working with the student’s teacher or teachers and the qualification of such paraprofessionals.  Any requests for the qualifications of the teacher or paraprofessional should be submitted in writing to the Principal of the school which the child attends and should be delivered by regular mail or personally to the Principal or any Assistant Principal of the school which the student attends.

MULTI-TIERED STUDENT SUPPORT (MTSS) 

This team is at least made up of classroom teachers at each grade level and looks at each child identified as needing extra interventions through the Pyramid of Intervention in order to meet his/her educational goals.  This team is responsible for writing the education plan including the Tier 2 Intervention Plan.  The team is also responsible for working with teachers to implement the plan, which will include appropriate progress monitoring.

STUDENT SERVICES

Emanuel County Schools Special Education Programs currently provide services for students ages 3 through 21. A continuum of services and delivery models are available in order to help students meet specific individual goals and objectives. Skills, abilities and attitudes needed for success in the community and society are the key focus of our special programs. Emanuel County Schools are dedicated to the notion that all students can learn. We strive to provide the best education possible for every student in his or her home school. 

Emanuel County Schools Special Education Programs follow federal and state guidelines, rules and regulations. A committee team approach is used when making educational decisions regarding the most appropriate environments and services for each individual. Interagency, interschool and intra-school collaboration provides a community approach as we strive to help students reach their potential.

ACADEMIC PROMOTION, PLACEMENT AND RETENTION POLICY

Definitions

  1. Accelerated instruction – challenging instructional activities that are intensely focused on student academic deficiencies in reading and/or mathematics.  This accelerated instruction is designed to enable a student who has not achieved grade level, as defined by the Office of Education Accountability, to meet grade-level standards in the shortest possible time.
  2. Additional instruction – academic instruction beyond regularly scheduled academic classes that are designed to bring students not performing on grade level, as defined by the Office of Education Accountability, to grade level performance.  It may include more instructional time allocated during the school day, instruction before and after the school day, Saturday instruction, and/or summer/inter-session instruction.
  3. Differentiated instruction – instructional strategies designed to meet individual student learning needs.
  4. Grade level – standard of performance, as defined by the Office of Education Accountability, on a Georgia Milestone Assessment.
  5. Placement – the assignment of a student to a specific grade level based on the determination that such placement will most likely provide the student with instruction and other services needed to succeed and progress to the next higher level of academic achievement.
  6. Placement committee – the committee established by the local school principal or designee to make placement decisions concerning a student who does not meet expectations on the Georgia Milestone Assessment.  This committee shall be comprised of the principal or designee, the student’s parent or guardian, and the teacher(s) in the content area(s) in which the student did not achieve grade level on the Georgia Milestone Assessment.
  7. Promotion – the assignment of a student to a higher grade level based on the student’s achievement of established criteria in the current grade.
  8. Retention – the re-assignment of a student to the current grade level during the next school year. 

 

GRADING SYSTEM (Kindergarten)

0/ND = Not yet Demonstrated
1/BG = Beginning
2/EM = Emerging
3/DV – Developing
4/DM = Demonstrating
5/EX = Exceeding

 

GRADING SYSTEM (Grades 1 - 12)

90-100 A
80-89 B
70-79 C
69 and below F

S Satisfactory
N Needs Improvement
U Unsatisfactory

 

GRADE DISTRIBUTION

  1. Kindergarten - Standards
  2. Grades 1-2 - 40% Classwork/Homework, 50% Chapter Test/Quizzes, 10% Unit Tests/Performance Tasks
  3. Grade 3 -5 - 50% Classwork/Homework, 40% Chapter Test/Quizzes, 10% Unit Tests/Performance Tasks
  4. Grades 6-8 - 40% Classwork/Homework, 40% Quizzes/Projects, 20% Unit Tests/Chapter Tests
  5. Grades 9 - 12 - 25% Classwork/Homework, 25% Quizzes/Lab Work, 30% Tests, 20% 1st or 3rd 9-week exam/Midterm/Project

NINE-WEEKS HONOR ROLL/STAR HONOR ROLL

Students that have a grade of A in every subject for the nine-weeks grading period will be awarded Star Honor Roll.  To be included on Honor Roll for the nine- weeks grading period a student’s grades must average to a 90 or above AND the student can have no grade lower than an 80 for that grading period in any subject.  When averaging grades for the nine-weeks the average will not be rounded up.

YEARLY STAR HONOR ROLL AND YEARLY HONOR ROLL

Yearly Star Honor Roll- A student is recognized for yearly star honor roll if they have all A’s on their report card in every subject for each of the grading periods. (Middle School and High School use grading periods 1-3 to determine awards.) Yearly Honor Roll is awarded when a student’s grades for the year average to a 90 or above AND the student has no grade lower than an 80 for any grading period in any subject.  When averaging grades for yearly honor roll the average will not be rounded.

CRITERIA FOR PROMOTION

I. CRITERIA FOR PROMOTION IN KINDERGARTEN

  1. Students shall be expected to continuously achieve at a rate commensurate with their ability for achievement.
  2. Grade placement decisions shall be made on an individual basis.  Written documentation of evidence (Tier 2 minutes, Tier 3/Student Support Team minutes, Individual Education plan, or Individual Assistance Plan) which supports the individual retention decision shall be on file in the student’s permanent record.
  3. Promotion decisions for students with Individual Education Plans will be recommended by the IEP Placement Committee.
  4. The local system shall assess each student’s readiness for first grade.  Said readiness assessment shall include data obtained from multiple sources including, but not limited to the Georgia Kindergarten Inventory of Developing Skills (GKIDS) as published, Early Intervention Program (EIP), report card,  teacher recommendation based on classroom performance, as well as other data such as Measures of Academic Progress (MAP).
  5. Placement decisions shall be made on an individual basis.  
  6. Written documentation of evidence (Tier 2 minutes, Tier 3/Student Support Team minutes, Individual Educational Plan) which supports the individual retention decision shall be on file in the student’s permanent record.  The information obtained by the Georgia Kindergarten Inventory of Developing Skills (GKIDS), Early Intervention Program criteria, and report card shall be used as part of the required written documentation.  The student’s parent/guardian shall be notified of the final placement decision.
  7. The local school system shall assure that the following requirements are met.
    1. All kindergarten students defined in Rule 160-3-1-.01 except those students exempted by criteria specified in their Individualized Education Program shall be assessed using the GKIDS and/or other state approved measures during their kindergarten year.  Students entering kindergarten prior to March 1 shall be assessed with the total GKIDS.  Students entering on or after March 1 shall be assessed with as much of the GKIDS as the system determines is appropriate.
    2. Only certified teachers who are responsible for the entire class and who have been trained in the use of the Georgia Kindergarten Inventory of Developing Skills (GKIDS) shall administer the assessment.
    3. All children shall be administered the GKIDS according to the established guidelines and procedures found in the Georgia Kindergarten Inventory of Developing Skills (GKIDS) Assessment Guide.
  8. Parents/Guardians of students not making grade level progress shall be notified in writing by the end of the marking period in which the student’s progress indicates that promotion may not be attained.

 

II. CRITERIA FOR PROMOTION IN GRADES 1-8

  1. Students shall be expected to continuously achieve at a rate commensurate with their ability for achievement.
  2. Grade placement decisions shall be made on an individual basis.  Written documentation of evidence (Tier 2 minutes, Tier 3/Student Support Team minutes, Individual Education plan, or Individual Assistance Plan) which supports the individual retention decision shall be on file in the student’s permanent record.
  3. Promotion decisions for students with Individual Education Plans will be recommended by the IEP Placement Committee.
  4. Standards for Promotion Grades 1-3 A student shall demonstrate satisfactory progress in both reading and mathematics on grade level.  Satisfactory progress will be determined by the yearly averages of 70 or above in each of these two subjects and achievement at or above grade level in reading and mathematics using the state adopted Georgia Milestone Assessment in appropriate grades, as well as other data such as Measures of Academic Progress (MAP).
    In Grade 1 specifically, the student is also expected to demonstrate mastery of the Georgia Standards of Excellence for language arts and math with little or no assistance.
  5. Standards for Promotion Grades 4-5 A student shall demonstrate satisfactory progress in both reading and mathematics on grade level plus one of either science or social studies.  Satisfactory progress will be determined by the yearly averages of 70 or above in reading, mathematics, and in science or social studies and grade level achievement in reading and mathematics using the state adopted Georgia Milestone Assessments, as well as other appropriate data such as Measures of Academic Progress (MAP).
  6. Standards for Promotion Grades 6-8 Students shall demonstrate satisfactory progress in all four academic subjects:  Reading/Language Arts, Mathematics, Science, and Social Studies.  Satisfactory progress will be determined by the yearly averages of 70 or above in 3 out of 4 core content classes and grade level achievement in reading and mathematics using the state adopted Georgia Milestone Assessments as well as other data such as
    Measures of Academic Progress (MAP).  Students must also maintain a 70 or above average in two of four connection courses if they are 18 week courses, or four of the eight connection courses if they are 9-week courses.

 

III. PROMOTION CRITERIA AND PROCEDURES FOR GRADES 1-8

  1. Each school principal shall distribute student data from the Georgia Milestone Assessment to teachers prior to the beginning of each school year.  Each teacher shall use data to focus instruction on identified student academic performance in grades 1-8 as appropriate.
  2. The school principal or designee shall annually notify parents or guardians that placement or promotion of a student into a grade, class, or program will be based on the academic achievement of the student on Georgia Milestone assessments and other criteria established in this policy.
  3. Parents/Guardian of students not making grade level progress shall be notified by the end of the marking period in which the student’s progress indicates that promotion may not be attained.
  4. Each school principal or designee shall review data such as Measures of Academic Progress (MAP) for each student in grades 1, 2, 4, 6 or 7 who does not achieve grade level reading and mathematics on applicable sections of the Georgia Milestone Assessment in appropriate grades and/or who do not achieve a yearly average of 70 or above in the relevant academic areas.  In addition, he or she will review data for students in grades 3, 5, or 8 whose promotion/retention decision is not based on failure of a state-required Georgia Milestone Assessment (See Additional Requirements for Grades 3, 5, and 8, Part V.)  For applicable students, he or she will establish a team of at least the parent and teacher that shall:

 

  1. Determine whether each student shall be retained or promoted based on a review of the overall academic achievement of the student.  Achievement data should include Measures of Academic Progress assessments (MAP) and could include other available data such as grades, informal reading inventories, other skills assessments, and standards checklists as well as the student’s Georgia Milestone Assessment performance;
  2. Review existing Tier 2 intervention plan;
  3. Convene the grade level Response to Intervention (RTI) Team within the first 5 weeks of the following school year to develop and implement an accelerated, differentiated, or additional instruction plan for each student who does not achieve grade level reading and mathematics on the applicable sections of the Georgia Milestone Assessment; and
  4. Develop a plan of continuous assessment during the subsequent school year in order to monitor the progress of the student (progress monitoring.)
  1. Students shall be tested in accordance with requirements specified in State Board Rule 160-3-1-.07 Testing Programs – Student Assessment.
  2. For students receiving special education or related services, the Individualized Education Plan Committee shall serve as the placement committee.

 

IV. ADDITIONAL REQUIREMENTS FOR GRADES 3, 5, AND 8.

  1. Requirements in these sections shall apply to students in 3rd, 5th, and 8th grades.
  2. Promotion of a student shall be determined as follows:
  • No third grade student shall be promoted to the fourth grade if the student does not achieve grade level reading on the Georgia Milestone Assessment and meet promotion criteria established in this policy.
  • No fifth grade student shall be promoted to the sixth grade if the student does not achieve grade level reading and mathematics on the Georgia Milestone Assessment and meet promotion criteria established in this policy.
  • No eighth grade student shall be promoted to the ninth grade if the student does not achieve grade level reading and mathematics on the Georgia Milestone Assessment and meet promotion criteria established in this policy.
  • The school principal or designee may retain a student who achieves grade level reading and mathematics on the Georgia Milestone Assessment but who does not achieve a yearly average of 70 or above in the academic areas as defined in this policy.  (See Section IV of this policy)

 

REPORT CARDS

Report cards will be issued at the end of each nine (9) weeks, with progress reports being issued at the midpoint of each nine (9) week period.  See system calendar for specific dates.

PLAGIARISM

Plagiarism, as defined by Merriam Webster’s Collegiate Dictionary, Tenth Edition, as “to steal and pass off the ideas or words of another as one’s own without crediting the source,” will not be tolerated.  Plagiarism will be treated as a cheating infraction and will warrant appropriate disciplinary consequences.