ACADEMIC PROGRAMS

The school counselor provides students and their parents information regarding academic programs to prepare for higher education and career choices.  Effective in 2004-2005, most ninth graders will be required to enroll in the Recommended High School Program or Distinguished Achievement Program. 

Students and their parents are encouraged to discuss the options with the teacher or counselor to ensure the student completes all work required for the course or grade level.

ADMISSION

A student (or the student’s parent) seeking enrollment in the District for the first time or following attendance in another Texas district, out-of-state attendance, private school attendance, or admission through a bona fide foreign exchange program, should contact the principal.

ASSEMBLIES

A student’s conduct in assemblies must meet the same standard as in the classroom.  A student who is tardy or who does not abide by District rules of conduct during an assembly shall be subject to disciplinary action.

ATTENDANCE

Regular school attendance is essential for the student to make the most of his or her education--to benefit from teacher-led and school activities, to build each day’s learning on the previous day’s, and to grow as an individual.  Absences from class may result in serious disruption of a student’s mastery of the instructional materials; therefore, the student and parent should make every effort to avoid unnecessary absences.  Two state laws, one dealing with compulsory attendance, the other with attendance for course credit, are of special interest to students and parents.  Each is discussed in the following sections:

Compulsory Attendance

The state compulsory attendance law requires that a student between the ages of 6 and 18 must attend school and District-required tutorial sessions unless the student is otherwise legally exempted or excused.  A student who voluntarily attends or enrolls after his or her eighteenth birthday is required to attend each school day.  However, if a student 18 or older has more than five unexcused absences in a semester, the District may revoke the student’s enrollment.  The student’s presence on school property thereafter is then unauthorized and may be considered trespass.

School employees must investigate and report violations of the state compulsory attendance law.  A student absent from school without permission from any class; from required special programs, such as additional special instruction (termed “accelerated instruction” by the state) assigned by the grade placement committee and basic skills for ninth graders; or from required tutorials will be considered in violation of the law and subject to disciplinary action.

A school-aged student’s deliberately not attending school may also result in assessment of penalties by a court of law against both the student and his or her parents.  A complaint against the parent may be filed in the appropriate court if the student:

·         Is absent from school on ten or more days or parts of days within a six-month period in the same school year, or

Is absent on three or more days or parts of days within a four-week period.

Attendance for Credit

To receive credit in a class, a student must attend at least 90 percent of the days the class is offered.  A student who attends fewer than 90 percent of the days the class is offered may be referred to the attendance review committee to determine whether there are extenuating circumstances for the absences and how the student can regain credit.

The District Attendance Committee will meet regularly to review student attendance and make recommendations for appropriate action to the District Administration.  In determining whether there were extenuating circumstances for the absences, the attendance committee will use the following guidelines:

·         All absences shall be considered in determining whether a student has attended the required percentage of days.  If make-up work is complete, absences for religious holy days and health care appointments shall be considered days of attendance for this purpose.  [See policy FEB.]

·         For a migrant student enrolling after school begins, only those absences after enrollment will be considered.

·         In reaching consensus about a student’s absences, the committee will attempt to ensure that its decision is in the best interest of the student.

·         The committee will consider whether the absences were for reasons over which the student or the student’s parent could exercise any control.

·         The committee will consider the acceptability and authenticity of documented reasons for the student’s absences.

·         The committee will consider the extent to which the student has completed all assignments, mastered the essential knowledge and skills, and maintained passing grades in the course or subject.

·         The student or parent will be given an opportunity to present any information to the committee about the absences and to talk about ways to earn or regain credit.

The student or parent may appeal the committee’s decision to the District’s Board of Trustees by filing a written request with the Superintendent in accordance with policy FNG.

The actual number of days a student must attend in order to receive credit will depend on whether the class is for a full semester or for a full year.

Please note:

·         Students with questionable absences will be reported to the Nacogdoches County Juvenile Probation Office or the Precinct IV Justice of the Peace.

·         A student absent from school for any reason, other than for a documented health care appointment or to attend the funeral of a relative, will not be allowed to participate in school-related activities on that day or evening.

·         When a student must be absent from school, the student—upon returning to school—must bring a note, signed by the parent, that describes the reason for the absence. A note signed by the student, even with the parent’s permission, will not be accepted unless the student is 18 or older.

Note:  Students in grades 6-12 are required to get an admit slip from the office after any absence.   Students must get their admit slips as soon as they arrive at school after an absence.  Students who fail to get an admit slip, or are tardy to class because they wait until the bell rings to get their admit slip, will be assigned to lunch detention.

·         Work and tests assigned or scheduled before the date(s) of a student’s absence will be due on the date the student returns to school.  A student will be responsible for obtaining and completing make-up work in a satisfactory manner and within the time specified by the teacher.  A student absent for any reason should promptly make up specific assignments missed and/or complete additional in-depth study assigned by the teacher.   For any class missed, the teacher may assign the student make-up work based on the instructional objectives for the subject or course and the needs of the individual student in mastering the essential knowledge and skills or in meeting subject or course requirements.  A student who does not make up assigned work within the time allotted by the teacher will receive a grade of zero for the assignment.  The grade for make-up work after an unexcused absence shall be reduced by 20 percent.

·         When a student’s absence for personal illness exceeds five consecutive days, the student shall present a statement from a physician or health clinic verifying the illness or other condition requiring the student’s extended absence from school.  The attendance committee may, if the student has established a questionable pattern of absences, also require a physician’s or clinic’s statement of illness after a single day’s absence as a condition of classifying the absence as one for which there are extenuating circumstances.

·          

DAEP or In-school Suspension Makeup Work:  A student removed to a Disciplinary Alternative Education Program (DAEP) during the school year will have an opportunity to complete coursework needed to fulfill the student’s high school graduation requirements before the beginning of the next school year. The District may provide the opportunity to complete the coursework through any method available, including a correspondence course, distance learning, or summer school. The District will not charge the student for any method of completion provided by the District. [See policy FOCA.] A student removed from the regular classroom to in-school suspension or another setting, other than a DAEP, will have an opportunity to complete before the beginning of the next school year each course the student was enrolled in at the time of removal from the regular classroom. The District may provide the opportunity by any method available, including a correspondence course, distance learning, or summer school. [See policy FEA.] Students and their parents are encouraged to discuss options with the teacher or counselor to ensure the student completes all work required for the course or grade level.  

·         A student with an unexcused tardy to school or to class will be assigned to lunch detention.  A tardy student is missing part of a school day.  Repeated instances of tardiness will result in more severe disciplinary action and may be reported to the Nacogdoches County Juvenile Probation office or the Precinct IV Justice of the Peace. 

·         A parent wishing to withdraw a student from school must present a signed request to the principal stating the reason for the withdrawal and the effective date.  A student under 18 may be withdrawn from school only by a parent. The school requests notice from the parent at least three days in advance so that records and documents may be prepared. A withdrawal form may be obtained by the parent from the principal’s office.   On the student’s last day, the withdrawal form must be presented to each teacher for current grade averages and book clearance; to the librarian to ensure a clear library record; to the clinic for health records; to the counselor for the last report card and course clearance; and finally, to the principal. A copy of the withdrawal form will be given to the student and a copy placed in the student’s permanent record.   A student who is 18 or older, who is married, or who has been declared by a court to be an emancipated minor, may withdraw without parental signature.

Driver License Attendance Verification:  To obtain a driver license, a student between the ages of 16 and 18 must annually provide to the Texas Department of Public Safety a form obtained from the school verifying that the student has met the 90 percent attendance requirement for the semester preceding the date of application.  The student can obtain this form from the principal or assistant principal. 

A STUDENT WHO MUST LEAVE SCHOOL DURING THE DAY MUST BRING A NOTE FROM HIS OR HER PARENT THAT MORNING.    A student who becomes ill during the school day should, with the teacher’s permission, report to the school nurse.  The school nurse will then attempt to notify the student’s parent.

Perfect Attendance:  In order to earn an award for perfect school attendance, a student must have not been tardy for school or class, must not have left school early (with the exception of school-related activities or documented health-care appointments), and be present for every day of class (or meet the requirements for health care appointments or observance of religious holy days).

Exemptions:  Students who have no unexcused absences and who meet the following requirements will be exempt from semester exams:

                No more than 2 excused absences with an average of 90 to 100.

                No more than 1 excused absence with an average of 80 to 89.

                No absences with an average of 70 to 79.

ACADEMIC LETTERJACKETS

To be eligible for an academic letter jacket, a student must participate in UIL Academic Contests for a minimum of two years.  A Senior who competes in a UIL Academic Contest for the first time in his/her

senior year of high school and advances to regional competition is eligible for a letter jacket.  To be eligible for a jacket, all students must meet the requirements of the UIL sponsor.

ATHLETIC AWARDS AND HONORS

The University Interscholastic League (UIL) limits the awards any participant may receive.  A participant may receive one major award worth no more than $60 during his/her school career.  A participant may also receive one minor award worth no more than  $8 during each year of participation.  Anything  given which is exchangeable, wearable, or consumable is considered an award.  In the case of a violation of these limits, the individual participant, his/her school, and the UIL activity sponsor may all be subject to penalties from the UIL.

Major Award---Letter jacket:  In order for a student to earn a Letter jacket, he/she must meet the following requirements

Team Sports (Basketball, Baseball, Softball):

·         The student plays on the Varsity Team as a regular player for two years.

·         A Senior who plays on the Varsity Team for the first time his/her senior year and is also selected to the All District team may earn a jacket.

 Individual Sports (Cross Country, Tennis, Golf, Track)

·         The student competes for at least two years at the Varsity level

·         A Senior who plays at the Varsity level for the first time his/her senior year and advances to Regional Competition is eligible for a Letter jacket.

Cheerleaders

·         Students must complete two years of cheerleading at the Varsity level.

A student who participates in any sport at any level for 4 consecutive years will be eligible for a letter jacket. 

Note:  A student who quits a sport or cheerleading, or is dismissed from a team, loses that year as a qualifying year for a Letter jacket and is also not eligible for any other awards for that season.  Athletes or cheerleaders who are ineligible twice during a season lose that year as a qualifying year for a letter jacket.  A cheerleader who does not meet the requirements of the sponsor loses that year as a qualifying year for the jacket.

Minor Awards  (Chenille Numbers, Patches, Bars, Stripes):                  A student may receive one minor award for each year of participation.  Participants at the junior varsity level have a choice of numbers or a bar.  Varsity level participants receive a bar.  Cheerleaders at the high school level receive numbers and a stripe the first year and a stripe for each following year of participation. 

BUSES OR OTHER SCHOOL VEHICLES

The District makes school bus transportation available to all students.  This service is provided at no cost to students.  Further information may be obtained by calling Chireno I.S.D. Superintendent Wes Jones @ 362-2132.  Students are expected to assist district staff in ensuring that buses remain in good condition and that transportation is provided safely.  When riding in District vehicles, students are held to behavioral standards established in this handbook and the Student Code of Conduct.  Students must:

·         Follow the driver’s directions at all times.

·         Enter and leave the bus or van in an orderly manner at the designated bus stop nearest home.

·         Remain seated.

·         Keep books, feet, and other objects out of  the aisle of the bus.

·         Not deface the bus, van, or its equipment.

·         Not extend head, hands, arms, or legs out of the window, nor hold any object out of the window, nor throw objects within or out of the bus or van.

·         Not smoke or use any form of tobacco or any other prohibited substance.

·         Observe usual classroom conduct. Unruly conduct, including the use of obscene language, will subject the student to disciplinary action.

·         Upon leaving the bus or van, wait for the driver’s signal before crossing in front of the bus.

A student who behaves inappropriately on a school bus is risking the safety of every person on the bus.  Misbehavior on a school bus will generally be handled in the following manner:

                Step 0:  Warning by the bus driver.

                Step 1:  Warning by the principal and notice to the parent.

                Step 2:  Removal from the bus for one day.

                Step 3:  Removal from the bus for three days.

                Step 4:  Removal from the bus for a semester.

A serious offense may result in immediate removal from the bus, immediate assignment to In-school Suspension (ISS), or other  punishments as  provided in the Student Code of Conduct.

When students ride in other District transportation, seat belts must be worn at all times.

CAFETERIA SERVICES

The District participates in the National School Lunch Program and offers to students nutritionally balanced breakfasts and lunches daily.   Free and reduced-price lunches are available based on financial need.  Information about a student’s participation is confidential.  See or call Mrs. Charlene Nichols to apply (936 362 2132).

CAREER AND TECHNOLOGY EDUCATION PROGRAMS

Chireno ISD offers career and technology education programs in Agriculture, Business, and Family/Consumer Science.  Admission to these programs is based on grade level of students and any course prerequisites.  Information about these programs may be obtained from the counselor.

The District will take steps to ensure that a lack of English language skills will not be a barrier to admission or participation in any educational and career and technology program.  It is the policy of Chireno ISD. not to discriminate on the basis of race, color, national origin, sex, or handicap in its vocational programs, services, or activities as required by the Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Education Amendments of 1972; and Section 504 of the Rehabilitation Act of 1973, as amended.    For further information, contact the Title IX Coordinator, Jamie Parmer, at 936 362 2132, or the Section 504 Coordinator, Jamie Parmer, at 936 362 2132.

CLASS RANK/TOP TEN PERCENT:  High School

High school graduates who are ranked in the top ten percent of their graduating class are eligible for a period of two years following their graduation for automatic admission to Texas general academic universities and colleges.  Students and parents should see the school counselor for further information about how to apply and the deadline for application.   The school counselor can also provide information to students and/or their parents regarding early graduation.  Students who graduate early will be ranked with the students graduating in that year, but will not be eligible for valedictorian, salutatorian, or historian honors.  (See “Other Scholarships and Grants” at the end of this section.)

Class ranking for students graduating in 2005 and 2006 will be determined by the students’ grade average in all subjects (excluding PE and/or athletics) and the high school program followed by the student.  Students who complete all the requirements of the Distinguished Achievement or Chireno Honors High School Program will be ranked first, followed by those students who complete the requirements for the Chireno Recommended High School Program, followed by those students who complete the Chireno Minimum High School Program, followed by students who complete the requirements for their  Individual Education Plans which have been approved by an ARD committee.    Students who graduate in 2007 or later will be ranked the same way, but will not have the Chireno Honors High School Program as a program choice.

The valedictorian of the graduating class in 2005 and 2006 shall be the student in the Distinguished Achievement  or Chireno Honors High School Program who has the highest grade average (excluding PE and/or athletics).  The salutatorian  of the graduating class in 2005 and 2006 shall be the student in the Distinguished Achievement or Chireno Honors High School Program who has the second highest grade average (excluding PE and/or athletics).  The historian of the graduating class in 2005 and 2006 shall be the student in the Distinguished Achievement or Chireno Honors High School Program who has the third highest grade average (excluding PE and/or athletics). 

To qualify for valedictorian, salutatorian, or historian, a student must have been enrolled in Chireno High School in the first five school days of the first six weeks of  his/her junior year and must then complete both the calendar year for the junior year and the calendar year for the senior year.  If there are no students in the Distinguished Achievement or Chireno Honors High School Program for the years 2005 and 2006, the students in the Chireno Recommended High School Program who have the highest grade averages (excluding PE and/or athletics) will be recognized as valedictorian, salutatorian, or historian.  [Example:  Only one student completes the Distinguished Achievement High School Program.  The valedictorian would be that student and the salutatorian and historian positions would be filled by the top two ranking students who complete the Recommended High School Program.]

Chireno Honors High School Program

All Chireno ISD students are encouraged to set worthy education goals and to have high expectations for their achievement.  Students who plan to attend a college or university after high school graduation are encouraged to take courses that will help prepare them to be successful at that level; these courses are found in the Chireno Honors High School Program.

Students who wish to earn valedictorian, salutatorian, or historian honors in 2005 and 2006 must pass any state mandated tests, meet the enrollment requirements,  and earn 26 credits in the following courses:

1 credit in English I

1 credit in English II

1 credit in English III

1 credit in Honors English IV  (or in the course designated by the District as Honors English IV)

1 credit in Algebra I

1 credit in Algebra II

1 credit in Geometry

1 credit in Pre-calculus

1 credit in Integrated Physics and Science

1 credit in Biology

1 credit in Chemistry

1 credit in Physics

1 credit in U.S. History,

1 credit in World History

1 credit in World Geography

½ credit in Government

1 credit in Spanish I*

1 credit in Spanish II*

½ credit in Health

½ credit in Economics

1 credit in Fine Art

½ credit in Speech

1 credit in Computer Science I or a technology based course approved by the state --The preferred course is

                 Computer Science I

1½ credits in Physical Education or Athletics

2½ credits in elective courses (including athletics)

plus 1 credit from the following:    Spanish III*

                                                       AP Statistics

                                                       Social Studies Advanced Studies

                                                       Computer Science II

Requirements for the Chireno Recommended High School Program, the Chireno Minimum High School Program, and the State Distinguished Achievement High School Program can be obtained from the counselor.

*Students who transfer from another District may substitute three years of another qualified language for Spanish I, II, and III.  Students who do not earn three credits in a language other than English will not qualify for the State Distinguished Achievement High School Diploma.

Beginning with the freshman class of 2003-2004, class ranking will be determined by the students’ grade average in all subjects (excluding PE and/or athletics) and the high school program followed by the student.  Students who complete all the requirements of the Distinguished Achievement High School Program and have earned a minimum of 26 credits will be ranked first, followed by those students who complete the Recommended High School Program and have earned a minimum of 26 credits, followed by students who complete the requirements for their Individual Education Plans which have been approved by an ARD committee.   The valedictorian, salutatorian, and historian shall be the highest ranking students in the Distinguished Achievement High School Program.   If valedictorian, salutatorian, and historian positions cannot be filled from the Distinguished Achievement High School Program, the highest ranking graduates who complete the Recommended High School Program will fill the honors positions.  [Example:  Only one student completes the Distinguished Achievement High School Program.  The valedictorian would be that student and the salutatorian and historian positions would be filled by the top two ranking students who complete the Recommended High School Program.]

NOTE:   Changes in course requirements are currently being considered by the State Board of Education.  Decisions from the SBOE could result in changes to graduation requirements , and thus to the courses a student who aspires to achieve valedictorian, salutatorian, or historian honors must take. 

Distinguished Achievement Program

Students who wish to earn valedictorian, salutatorian, or historian honors in 2007 and subsequent years, must pass any state mandated tests, meet the enrollment requirements,  and earn 26 credits which include the following courses and advanced measures to complete the State Distinguished Achievement Program:

1 credit in English I

1 credit in English II

1 credit in English III

1 credit in Honors English IV  (or in the course designated by the District as Honors English IV)

1 credit in Algebra I

1 credit in Algebra II

1 credit in Geometry

1 credit in Biology, AP Biology, or IB Biology

2 science credits—1 each from two of the following three areas:

1.        Integrated Physics and Chemistry (IPC)

2.        Chemistry, AP Chemistry, or IB Chemistry

3.        Physics, Principles of Technology I, AP Physics, or IB Physics

(Students on the Distinguished Achievement High School Program are encouraged to take courses in       biology, chemistry, and physics to complete the science requirement.)

1 credit in World History Studies

1 credit in World Geography Studies

1 credit in United States History Studies Since Reconstruction

½ credit in United States Government

½ credit in Economics (with emphasis on the Free Enterprise System and its benefits)

1 credit in Spanish I*

1 credit in Spanish II*

1 credit in Spanish III*

1 ½ credits in physical education (including Foundations of Personal Fitness, ½ credit)  Students may not

                earn more than two credits in physical education toward state graduation requirements.

½ credit in Health**

½ credit in Speech (Communication Applications)

1 credit in Technology Applications** (Computer Science I is the preferred course.)

1 credit in Fine Arts

4 ½ credits in Elective Courses – All students who wish to complete the Distinguished Achievement High

                School Program are encouraged to study each of the four foundation curriculum areas (English

                language arts, mathematics, science, and social studies) every year in high school.

4 credits of Advanced Measures**

*Students who transfer from another District may substitute three years of another qualified language for Spanish I, II, and III.  Students who do not earn three credits in a language other than English will not qualify for the State Distinguished Achievement High School Diploma.

**Information about qualifying courses for these credits can be obtained from the counselor.

Other Scholarships and Grants

Under the Early High School Graduation Scholarship Program, the state provides students who complete the Recommended or Advanced (Distinguished Achievement) High School Program may earn financial credits in varying amounts to apply toward college tuition.  The amounts depend on the number of consecutive months in which the student completed graduation requirements and the number of early college credits earned and may be used at public or private Texas higher education institutions within the state.    The counselor can provide additional information about meeting the program.

Students who have a financial need according to federal criteria and who complete the Recommended High School Program or Distinguished Achievement Program may be eligible under the TEXAS Grant Program for tuition and fees to Texas public universities, community colleges, and technical schools, as well as to private institutions. [For further information, see the counselor and policy EJ.]

CLASS RANK:  Junior High School - The valedictorian for eighth grade graduation will be the student who has the highest grade average, excluding PE and/or athletics, for sixth, seventh, and eighth grades.  The salutatorian for eighth grade graduation will be the student who has the second highest grade average, excluding PE and/or athletics, for sixth, seventh, and eighth grades.  The historian for eighth grade graduation will be the student who has the third highest grade average, excluding PE and/or athletics, for sixth, seventh, and eighth grades. 

CLOSED CAMPUS

Chireno ISD is a closed campus.  All visitors to the campus must come to the office and check in with the administration for permission to visit any area or speak to any student or teacher on the campus.  Vendors selling to or delivering to the cafeteria or ag shop may go directly to those areas.  Parents, community members, or other parties delivering equipment to the ag shop for repair or picking up purchases from the ag department may deal directly with the teacher in charge of the ag department.

A student is not to leave the campus during the lunch period unless the parent of the student checks out his/her child in the office and drives the student from the campus.   Notes and phone calls will not be accepted as parental permission to leave the campus during the lunch period.

CLUBS AND ORGANIZATIONS

Student groups (such as the athletic teams, student council, FFA, FHA, etc.) may establish rules of conduct--and consequences for misbehavior--that are stricter than those for students in general.  If a violation is also a violation of school rules, the consequences specified by the school shall apply in addition to any consequences specified by the organization.  All student groups must be sponsored by a Chireno ISD faculty or staff member; any other sponsors must be approved by the Board.

COMMUNICABLE DISEASES

To protect other students from contagious illnesses, students infected with certain diseases are not allowed to come to school while contagious. If a parent suspects that his or her child has a communicable or contagious disease, the parent should contact the school nurse or principal so that other students who might have been exposed to the disease can be alerted.

 The school nurse or the principal’s office can provide information from the Texas Department of Health regarding these diseases.

Parents of a student with a communicable or contagious disease should phone the school nurse or principal so that other students who might have been exposed to the disease can be alerted.

Bacterial Meningitis

State law specifically requires the District to provide the following information:

What is meningitis?    Meningitis is an inflammation of the covering of the brain and spinal cord.  It can be caused by viruses, parasites, fungi, and bacteria.  Viral meningitis is most common and the least serious.  Bacterial meningitis is the most common form of serious bacterial infection with the potential for serious long-term complications.  It is an uncommon disease, but requires urgent treatment with antibiotics to prevent permanent damage or death.

What are the symptoms?   Someone with meningitis will become very ill.  The illness may develop over one or two days, but it can also rapidly progress in a matter of hours.  Not everyone with meningitis will have the same symptoms.

Children (over 1 year old) and adults with meningitis may have a severe headache, high temperature, vomiting, sensitivity to bright light, neck stiffness or joint pains, and drowsiness or confusion.  In both children and adults, there may be a rash of tiny, red-purple spots.  These can occur anywhere on the body.

The diagnosis of bacterial meningitis is based on a combination of symptoms and laboratory results.

How serious is bacterial meningitis?    If it is diagnosed early and treated promptly, the majority of people make a complete recovery.  In some cases it can be fatal or a person may be left with a permanent disability.

How is bacterial meningitis spread?     Fortunately, none of the bacteria that cause meningitis are as contagious as diseases like the common cold or the flu, and they are not spread by casual contact or by simply breathing the air where a person with meningitis has been.  The germs live naturally in the back of our noses and throats, but they do not live for long outside the body.  They are spread when people exchange saliva (such as by kissing; sharing drinking containers, utensils, or cigarettes).

The germ does not cause meningitis in most people.  Instead, most people become carriers of the germ for days, weeks, or even months.  The bacteria rarely overcome the body’s immune system and cause meningitis or another serious illness.

How can bacterial meningitis be prevented?   Do not share food, drinks, utensils, toothbrushes, or cigarettes.  Limit the number of persons you kiss.

While there are vaccines for some other strains of bacterial meningitis, they are used only in special circumstances.  These include when there is a disease outbreak in a community or for people traveling to a country where there is a high risk of getting the disease.  Also, a vaccine is recommended by some groups for college students, particularly freshmen living in dorms or residence halls.  The vaccine is safe and effective (85-90 percent).  It can cause mild side effects, such as redness and pain at the injection site lasting up to two days.  Immunity develops within seven to ten days after the vaccine is given and lasts for up to five years.

What should you do if you think you or a friend might have bacterial meningitis?   You should promptly seek  medical attention.

Where can you get more information?   Your school nurse, family doctor, and the staff at your local or regional health department office are excellent sources for information on all communicable diseases.  You may also call your local health department or Regional Texas Department of Health office to ask about meningococcal vaccine.  Additional information may also be found at the web sites for the Centers for Disease Control and Prevention:  www.cdc.gov and the Texas Department of Health:  www.tdh.state.tx.us. 

Meningitis Bacteriana

¿Qué es la meningitis?    La meningitis es una inflamación de las membranas que recubren el cerebro y la médula.  Puede ser causada por virus, parásitos, hongos y bacterias.  La meningitis viral es la más común y la menos grave.  La meningitis bacteriana es la forma más común de una infección bacteriana grave con la posibilidad de complicaciones graves a largo plazo.  Es una enfermedad poco común, pero requiere de tratamiento inmediato con antibióticos para prevenir daño permanente o la muerte.

¿Cuáles son los síntomas?   Las personas con meningitis se sienten muy enfermas.  La enfermedad se puede desarrollar en uno o dos días, pero puede progresar rápidamente en cuestión de horas.  No todos los que tienen meningitis tienen los mismos síntomas.

Los niños (mayores de 1 año de edad) y los adultos que padecen de meningitis pueden tener un fuerte dolor de cabeza, fiebre alta, vómito, sensibilidad a las luces brillantes, rigidez en el cuello, dolores en las articulaciones, somnolencia o confusión.  Tanto en los niños como en los adultos se puede presentar un sarpullido de pequeños puntitos rojos o morados.  Pueden aparecer en cualquier parte del cuerpo.

El diagnóstico de la meningitis bacteriana se basa en una combinación de síntomas y resultados de análisis de laboratorio.

¿Qué tan grave es la meningitis bacteriana?   Si se diagnostica y se sigue un tratamiento a tiempo, la mayoría  de las personas se recuperan por completo.  En algunos casos puede ser fatal o algunas personas pueden resultar con alguna discapacidad permanente.

¿Cómo se contagia la meningitis bacteriana?   Afortunadamente ninguna de las bacterias que causas la meningitis es tan contagiosa como las que causan enfermedades tales como un resfrío o gripe común, y no se contagian por contacto casual o por estar respirando el aire en donde ha estado una persona con meningitis.  Los microbios viven por naturaleza en la parte de atrás de nuestra nariz y garganta, pero no pueden vivir mucho tiempo fuera de nuestros cuerpos.  Se contagian cuando la gente intercambia saliva (por ejemplo al besarse, usando un mismo vaso, cubierto o cigarrillo).

A la mayoría de las personas el microbio no les causa meningitis.  En cambio, la mayoría de la gente se  convierte en portadora del microbio durante varios días, semanas o incluso meses.  Es muy raro que la bacteria supere el sistema inmunológico del cuerpo y cause meningitis u otra enfermedad grave.

¿Cómo se puede prevenir la meningitis bacteriana?   No comparta las comidas, las bebidas, los utensilios, los cepillos de diente o los cigarrillos.  Limite el  número de personas a las que besa.

A pesar que hay vacunas para algunas otras cepas de la meningitis bacteriana, sólo se usan en circunstancias especiales, por ejemplo cuando hay un brote de la enfermedad en una comunidad o para las personas que van a viajar a un país donde hay un alto riesgo de contagiarse esta enfermedad.  También, algunos grupos recomiendan esta vacuna a los estudiantes universitarios, particularmente a los estudiantes de primer año que viven en residencias universitarias.  La vacuna es segura y efectiva (85-90%).  Puede causar leves efectos secundarios, como enrojecimiento y dolor en el lugar donde se colocó la inyección que pueden durar hasta dos días.  Hay que esperar de 7 a 10 días después de recibida la vacuna para desarrollar inmunidad y ésta dura por 5 años.

¿Qué tiene que hacer si cree que tiene meningitis bacteriana o piensa que algún amigo la puede tener?   Hágase ver por un médico lo antes posible.

Para más información    La enfermera de su escuela, su médico de familia y el personal de la oficina del departamento de salud local o regional tiene mucha información sobre las enfermedades contagiosas.  También puede llamar a su departamento de salud local o a la Oficina Regional del Departamento de Salud de Texas para preguntar sobre la vacuna contra el meningococo.  En los sitios de la red mundial (Web) también se puede encontrar más información sobre los Centros para el Control y Prevención de Enfermedades:  www.cdc.gov  y el Departamento de Salud de Texas:  www.tdh.state.tx.us.

COMMUNICATION BETWEEN HOME AND SCHOOL

Good communication between home and school regarding a child’s education is more than a “plus”;  it is essential for the student to make the most of the opportunities provided.  School communication starts with information documents such as this handbook, progress reports and report cards, student work for parents to review and sign, and continues into interaction--such as messages and phone calls from teachers, and school open houses or back-to-school nights.  Communication might also include requests for conferences--initiated by the school or the parent--to discuss student progress, to find out more about the curriculum and how the parent can support learning, to head off or resolve problems, etc.  A parent who wants to schedule a phone or in-person conference with a teacher, counselor, or principal should call the school office at (936) 362 2132 or (936) 362 2912 for an appointment.  Generally a teacher will be able to meet with parents or return calls during his or her  conference period, although other mutually convenient times might be arranged as well.

COMPLAINTS BY STUDENTS OR PARENTS

Usually student or parent complaints or concerns can be addressed simply—by a phone call or a conference with the teacher.  For those complaints and concerns that cannot be handled so easily, the District has adopted a standard complaint policy at FNG(LOCAL) in the District's policy manual. A copy of this policy may be obtained in the principal's or Superintendent's office.

In general, the student or parent should first discuss the complaint with the campus principal.  If unresolved, a written complaint and a request for a conference should be sent to the Superintendent.  If still unresolved, the District provides for the complaint to be presented to the Board of Trustees.

COMPUTER ACCESS:  ACCEPTABLE USE AND CODE OF CONDUCT

To prepare students for an increasingly computerized society, the District has made a substantial investment in computer technology for instructional purposes.  Use of these resources is restricted to students working under a teacher’s supervision and for approved purposes only.  Students and parents will be asked to sign a user agreement (separate from this handbook) regarding use of these resources; violations of this agreement may result in withdrawal of privileges as well as in other disciplinary action.  Students  are not permitted to use e-mail while using District technology; students and parents should be aware that (e-mail) using District computers is not private and may be monitored by District staff.

CONDUCT

Applicability of School Rules  As required by law, the District has developed and adopted a Student Code of Conduct that prohibits certain behaviors and establishes standards of acceptable behavior—both on and off campus—and consequences for violation of the standards.  Students need to be familiar with the standards set out in the Student Code of Conduct, as well as campus and classroom rules.

To achieve the best possible learning environment for all students, the Student Code of Conduct and other campus rules of behavior will apply whenever the interest of the District is involved, on or off school grounds, in conjunction with or independent of classes and school-sponsored activities.  The District has disciplinary authority over a student in accordance with the Student Code of Conduct.

Academic Dishonesty / Cheating / Plagiarism  Academic dishonesty--cheating or plagiarism--is not acceptable.  Cheating includes the copying of another student’s work--homework, class work, test answers, etc.--as one’s own.  Cheating also includes allowing one’s work to be copied.  Plagiarism is the use of another person’s original ideas or writing without giving credit to the true author.  A student found to have engaged in academic dishonesty will be subject to loss of credit for the work in question, as well as disciplinary penalties, according to the Student Code of conduct.

Corporal Punishment   Corporal punishment—spanking or paddling the student—may be used as a discipline management technique in accordance with the Student Code of Conduct and policy FO(LOCAL) in the District's policy manual.

Disruptions

In order to protect student safety and sustain an educational program free from disruption, state law permits the District to take action against any person—student or nonstudent—who:

·         Interferes with the movement of people in an exit, an entrance, or a hallway of a District building without authorization from an administrator.

·         Interferes with an authorized activity by seizing control of all or part of a building.

·         Uses force, violence, or threats in an attempt to prevent participation in an authorized assembly.

·         Uses force, violence, or threats to cause disruption during an assembly.

·         Interferes with the movement of people at an exit or an entrance to District property.

·         Uses force, violence, or threats in an attempt to prevent people from entering or leaving District property without authorization from an administrator.

·         Disrupts classes while on District property or on public property that is within 500 feet of District property.  Class disruption includes making loud noises; trying to entice a student away from, or to prevent a student from attending, a required class or activity; entering a classroom without authorization; and disrupting the activity with profane language or any misconduct.

·         Interferes with the transportation of students in District vehicles.

Freedom From Discrimination

The District believes that all students learn best in an environment free from harassment and that their welfare is best served when they can work free from discrimination.  Students are expected to treat other students and District employees with courtesy and respect; to avoid any behaviors known to be offensive; and to stop those behaviors when asked or told to stop.  District employees are expected to treat students with courtesy and respect.

The Board has established policies and procedures to prohibit and promptly respond to inappropriate and offensive behaviors that are based on a person’s race, religion, color, national origin, gender, sex, age, or disability. [See policy FFH]  Prohibited harassment, in general terms, is conduct so severe, persistent, or pervasive that it affects the student’s ability to participate in or benefit from an educational program or activity; or substantially interferes with the student’s academic performance.  A copy of the District’s policy is available in the principal’s office and in the Superintendent’s office.

Examples of prohibited discrimination may include, but are not limited to, derogatory language directed at a person’s religious beliefs or practices, accent, skin color, or need for accommodation; bullying, threatening or intimidating conduct; name-calling or slurs, taunting, teasing (even when presented as “jokes”), or rumors; aggression or assault; graffiti or printed material promoting racial, ethnic, or other negative stereotypes; or aggressive conduct such as theft or damage to property.  Examples of prohibited sexual harassment may include touching private body parts or coercing physical contact that is sexual in nature; sexual advances; jokes or conversations of a sexual nature; and other sexually motivated conduct, communications, or contact. 

Sexual harassment of a student by an employee or volunteer does not include necessary or permissible physical contact not reasonably construed as sexual in nature.  However, all romantic and inappropriate social relationships, as well as all sexual relationships, between students and District employees are prohibited, even if consensual.

Any student (or the student’s parent) who believes that he or she has experienced prohibited harassment should immediately report the problem to a teacher, counselor, principal, or other District employee. 

To the extent possible, the District will respect the privacy of the student; however, limited disclosures may be necessary to conduct a thorough investigation and to comply with law.  Allegations will be promptly investigated.  The District will notify the parents of any student alleged to have experienced prohibited harassment by an adult associated with the District, or by another student, when the allegations, if proven, would constitute “sexual harassment” or “other prohibited harassment” as defined by District policy. 

If the District’s investigation indicates that prohibited harassment occurred, appropriate disciplinary or corrective action will be taken to address the harassment.  The District may take disciplinary action even if the conduct that is the subject of the complaint did not rise to the level of harassment prohibited by law or policy. 

Retaliation against a person who makes a good faith report of prohibited harassment is prohibited.  However, a person who makes a false claim or offers false statements or refuses to cooperate with a District investigation may be subject to appropriate discipline.

A student or parent who is dissatisfied with the outcome of the investigation may appeal in accordance with policy FNG.

In its efforts to promote nondiscrimination, the District makes the following statements:

Chireno I.S.D. does not discriminate on the basis of race, religion, color, national origin, gender, sex, or disability in providing education services, activities, and programs, including vocational programs, in accordance with Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Educational Amendments of 1972; and Section 504 of the Rehabilitation Act of 1973, as amended.

The following District staff members have been designated to coordinate compliance with these requirements:

Title IX Coordinator, for concerns regarding discrimination on the basis of sex, and Section 504 Coordinator, for concerns regarding discrimination on the basis of disability:  Contact Chireno I.S.D. Principal Jamie Parmer @ 362-2132.  All other concerns:  Contact the Superintendent Mr. Wes Jones @ 362-2132.

Laser Pointers:  Students are not permitted to possess or use laser pointers while on school property, while using District transportation, or while attending school-sponsored or school-related activities, whether on or off school property.  Laser pointers will be confiscated and students will be disciplined according to the Student Code of Conduct.

Radios, CD Players, Cell Phones, and other Electronic Devices and Games:  Students are not permitted to possess such items as cell phones, pagers, radios, CD players, tape recorders, camcorders, DVD players, cameras, or electronic devices or games at school, unless prior permission has been obtained from the principal.  Without such permission, teachers will collect the item and turn it in to the principal's office.  The principal will determine whether to return the item at the end of the day for the student to take home or whether the parent will be contacted to pick up the item.  Any disciplinary action will be in accordance with the Student Code of Conduct.  For certain items, such as cell phones and pagers, in which a third party retains a legal right of ownership, the school may charge for releasing the item to the third party.  See policy FNCE.  (Documented members of the Chireno Volunteer Fire Department may possess the paging device assigned by the Department.) Cell phones with cameras are not permitted.

Social Events  School rules apply to school social events to which a student brings a guest.  Guests are expected to observe the same rules as students attending the event, and the person inviting the guest will share responsibility for the conduct of the guest. 

A student attending a social event will be asked to sign out when leaving before the end of the event; anyone leaving before the official end of the event will not be readmitted.

CORRESPONDENCE COURSES

A student in grades 11-12 may earn a maximum of 2 units of credit by taking correspondence courses (courses by mail or via the Internet) for credit toward state or local graduation requirements.  The institution offering the course must be the University of Texas at Austin, Texas Technological University, or other public institution of higher education approved by the Commissioner of Education.  The course must include the state-required essential knowledge and skills and it must be approved by the Commissioner of Education.

COUNSELING

Academic Counseling:

                Students and their parents are encouraged to talk with the Superintendent, principal, counselor, and teachers in order to learn about the curriculum, course offerings, graduation requirements, early graduation procedures, and differences between graduation programs.  All students in grades 7-12 and their parents shall be notified annually about the recommended courses for students preparing to attend college. (See course requirements for valedictorian, salutatorian, and /or historian and discuss other graduation programs with the school counselor.)  Students who are interested in attending a college, university, or training school or pursuing some other advanced education, should work closely with their teachers, counselor,  and principal so that they may take the high school courses that will best prepare them for advanced studies.  The counselor can also provide information about entrance examinations required by many colleges and universities, as well as information about financial aid and housing. 

                The school counselor can provide information on anticipated course offerings and other information that will help students benefit most from academic and vocational opportunities. 

                Chireno ISD offers career and technology programs in agriculture science, human science, and business.  All high school students are eligible for admission to these programs.

Personal Counseling:

                A school counselor is available to assist students with a wide range of personal concerns, including such areas as social, family, emotional, or substance abuse issues.  Information about community resources to address personal concerns is available in the counselor’s office and in the nurse’s office.

Please note:  The school will not conduct a psychological examination, psychological test, or psychological treatment without requesting the parent’s written consent unless required by state or federal law for special education purposes or by the Texas Education Agency for child abuse investigations and reports.  Consent is not required for routine, individual counseling by the school counselor.

CREDIT BY EXAMINATION

If a Student Has Taken the Course

A student who has received prior instruction in a course or subject—but did not receive credit for it and failed with a grade of no less than 60—may, in circumstances determined by the teacher, counselor, principal, or attendance committee, be permitted to earn credit by passing an exam on the essential knowledge and skills defined for the course or subject.  To receive credit, a student must score at least 70 on the exam.  In other instances, the District administration will determine whether any opportunity for credit by exam will be offered.

The attendance review committee may offer a student with excessive absences an opportunity to earn credit for a course by passing an exam.  To receive credit, a student must score at least 70 on the examination.  A student may not use this exam, however, to regain eligibility to participate in extracurricular activities.  [For further information, see the counselor and policy EEJA.]

If a Student Has Not Taken the Course

Students will be permitted to take an examination to advance to a higher grade level (at the elementary level) or to earn credit for an academic course (at the secondary level) for which the student has no prior instruction.    All tests will be administered at the Region VII Education Service Center in Kilgore, Texas, or at another designated site (2005-2006 designated site is Longview High School).  The dates for the 2005-2006 school year are:

                                                June   27, 2006                                  July   5, 2006

                                                June   28, 2006                                  July   6, 2006

                                                June   29, 2006                                  July   7, 2006

The passing score to earn credit on an exam is 90.

A student planning to take an examination for acceleration (or the student’s parent) must register with the counselor no later than April 1, 2006, in order to ensure that the service center will have the appropriate test available on the scheduled testing date.  The District will not honor a request by a parent to administer a test on a date other than the published dates.  The parent will be responsible for paying an appropriate fee to the District or for purchasing the test from a university approved by the State Board of Education.  [For further information, see the counselor and policy EEJA.]

Please note:  Students who wish to earn credit by exam must also complete any project(s) or assignment(s) normally required of students who earn credit in the classroom.

DETENTION

After-school detention will be held after school from 3:30 until 4:30.  Students will be given 24 hours to notify parents of the detention, however any transportation inconveniences that result are the student’s responsibility.  Students who have their own transportation may choose to begin detention the day it is assigned or to wait to begin detention the following school day.   Detention for three days or longer must

be served on consecutive days or be reassigned.  (Example:  A student is assigned detention on Tuesday, Wednesday, and Thursday.  The student is present Tuesday and Wednesday, but absent Thursday;   the student will be reassigned to three days after-school detention.)  Students assigned to detention three or more times during a semester are demonstrating chronic misconduct and will be assigned to three days of ISS. 

Students will serve lunch detention upon assignment; the student will eat the cafeteria meal (or a lunch brought from home).   Students assigned to lunch detention three or more times during a semester are demonstrating chronic misconduct and will be assigned to three days after-school detention.

DISTRIBUTION OF MATERIAL

School Materials:  Publications prepared by and for the school may be posted or distributed, with prior approval by the principal, sponsor, or teacher.  Such items may include school posters, brochures, murals, etc.The school newspaper, and the yearbook, are available to students.

All aspects of school publications (school newspaper and yearbook) are completely under the supervision of a teacher, sponsor, and the principal.

Non-school Materials from students:  Unless a student obtains specific prior approval from the principal, written materials, handbills, photographs, pictures, petitions, films, tapes, posters, or other visual or auditory materials that were not developed under the oversight of the school may not be posted, sold, circulated, or distributed on any school campus.  To be considered, all such material over which the District does not exercise editorial control and that is intended for distribution to students shall be submitted to the principal for review and approval.  Any nonschool material must include the name of the sponsoring organization or individual.  The decision regarding approval will be made in two school days.  If the material is not approved within two school days of the time that it was submitted, it must be considered disapproved.  The student may appeal the principal’s decision in accordance with policy FNG(LOCAL).  Disapprovals may be appealed by submitting the disapproved material to the Superintendent; material not approved by the Superintendent within three days is considered disapproved.  This disapproval may be appealed to the Board at its next regular meeting when the student or non-student shall have a reasonable period of time to present his or her viewpoint.

The principal has designated a location for approved nonschool materials to be placed for voluntary viewing by students. See policy FNAA.

 Any student who posts material without prior approval will be subject to disciplinary action in accordance with the Student Code of Conduct.  Materials displayed without this approval will be removed.

Non-school Materials from others:  Written or printed materials, handbills, photographs, pictures, films, tapes, or other visual or auditory materials not sponsored by the District or by a District-affiliated school-support organization over which the District does not exercise control will not be sold, circulated, distributed, or posted on any District premises by any District employee or by persons or groups not associated with the District, except as permitted by policy GKDA.

To be considered, any nonschool material must meet the limitations on content established in the policy, include the name of the sponsoring organization or individual, and be submitted to the principal for specific prior review. The principal will approve or reject the materials within two school days of the time the materials are received. The requestor may appeal a rejection in accordance with the appropriate District complaint policy. [See policy DGBA, FNG, or GF.]

Prior review will not be required for:

·         Distribution of materials by an attendee to other attendees of a school-sponsored meeting intended for adults and held after school hours.

·         Distribution of materials by an attendee to other attendees of a community group meeting held after school hours in accordance with policy GKD(LOCAL).

·         Distribution for electioneering purposes during the time a school facility is being used as a polling place, in accordance with state law.

All non-school materials distributed under these circumstances must be removed from District property immediately following the event at which the materials are distributed.

DRESS AND GROOMING

The District’s dress code is established to teach grooming and hygiene, instill discipline, prevent disruption, avoid safety hazards, and teach respect for authority.  Students shall be dressed and groomed in a manner that is clean and neat and that will not be a health or safety hazard to themselves or others.  The District prohibits any clothing that in the principal’s judgment may reasonably be expected to cause disruption of or interference with normal school operations.

While all students are expected to dress appropriately for school and for school activities, the Dress Code applies specifically, unless otherwise noted, to students in grades 5 through 12.

·         Unnatural hair colors (blue, green, orange, etc.) will not be allowed.

·         No visible body piercing other than ears.

·         The District prohibits pictures, emblems, or writings on clothing that are lewd, offensive, vulgar, or obscene.  This prohibition applies to all students.

·         The district prohibits clothing that advertises or depicts tobacco products, alcoholic beverages, drugs, or any other prohibited substances.  Also prohibited is clothing which advertises a business normally inappropriate for students.  This prohibition applies to all students.

·         Hats/caps may not be worn inside any school building (exception:  the shop in the ag science building) and sunglasses may not be worn inside class rooms, the cafeteria, the gym, or the auditorium by any students.

·         Pants must be worn with the waist band around the waist at all times.

·         Shorts and skirts will be no shorter than 3 inches above a student’s bent knee while the student is kneeling on the floor with clothing at the natural waistline.  Shorts, skirts, or dresses that do not conform to the length requirement may not be worn. 

·         No spandex shorts, bicycle shorts,  boxer shorts, wind shorts, leggings, or tights may be worn as outer clothing.

·         Cut-off jeans are not appropriate for school and are not to be worn.  Clothing should be in good repair.

Note:  One warning will be given to students who violate the length and/or style requirements for shorts.  A second violation of the shorts’ length and/or style requirements may result in the student losing the privilege of wearing shorts for the remainder of the school year.  Students in violation of the dress code who cannot correct the violation within a reasonable period of time will be placed in ISS for the day of the violation.

·         Shower shoes and house shoes will not be worn at school.  Shoes must be appropriately worn at all times by all students on school property or at extracurricular events.  This requirement applies to all students.  Please note, students may be required to remove shoes during a class activity in order to protect school facilities, property, or for the safety of other students.  Students may bring shoes to be worn only for gym class.

·         Blouses and shirts must be long enough that students can raise their arms without showing skin and they cannot be low-cut.  Sleeves must be a minimum of 3 inches from the shoulder. Strapless tops or tops with straps are prohibited.  Sleeveless shirts must be worn over another shirt with sleeves or covered by another shirt with sleeves by boys and by girls. 

·         Clothing brought from home for PE class or for athletics must meet the dress code requirements. 

The student and parent may determine the student’s personal dress and grooming standards, provided that they comply with the general guidelines set out above.

ANY STUDENT WHO IS WEARING AN ARTICLE OF CLOTHING OR IS DRESSED IN A MANNER CONSIDERED INAPPROPRIATE BY ANY TEACHER OR ADMINISTRATOR IN THE CHIRENO SCHOOL SYSTEM SHALL BE GIVEN AN OPPORTUNITY TO CORRECT THE PROBLEM AT SCHOOL.   IF THE PROBLEM CANNOT BE CORRECTED AT SCHOOL WITHIN A REASONABLE LENGTH OF TIME, THE STUDENT WILL BE ASSIGNED TO IN-SCHOOL SUSPENSION FOR THE REMAINDER OF THE DAY, OR UNTIL THE PROBLEM IS CORRECTED.

DRILLS:  FIRE, TORNADO, AND OTHER EMERGENCY DRILLS

From time to time, students, teachers, and other District employees will participate in drills of emergency procedures.  When the alarm is sounded, students should follow the direction of teachers or others in charge quickly, quietly, and in an orderly manner.

DUAL CREDIT COURSES / COLLEGE COURSEWORK FOR HIGH SCHOOL CREDIT

Students interested in dual credit courses and/or college coursework for high school credit should contact the counselor for information and requirements.

EARLY GRADUATION

Parents, guardians, and students who are interested in information regarding early high school graduation should contact the school counselor.  (See “Other Scholarships and Grants” in the section “Class Ranking--High School.”

EMERGENCY MEDICAL TREATMENT

If a student has a medical emergency at school or a school-related activity when the parent cannot be reached, the school will need to have written parental consent to obtain emergency medical treatment, and information about allergies to medications, foods, insect bites, etc. Therefore, parents are asked each year to complete an emergency care consent form. Parents should keep emergency care information up-to-date (name of doctor, emergency phone numbers, allergies, etc.). Please contact the school nurse to update any information that the nurse or the teacher needs to know .

EMERGENCY SCHOOL CLOSING INFORMATION:  Local radio and television stations will announce emergency school closing information.

EXEMPTIONS FROM SEMESTER EXAMS

High school students will be exempt from the semester exam for each class in which the student meets the following requirements:

                Grade average of 90 to 100, no unexcused absences, and no more than 2 excused absences.

                Grade average of 80 to   89, no unexcused absences, and no more than 1 excused absence.

                Grade average of 70 to   79 and no absences.

EXTRACURRICULAR ACTIVITIES

Participation in school and school-related activities is an excellent way for a student to develop talents, receive individual recognition, and build strong friendships with other students.  Participation, however, is a privilege, not a right.  Eligibility for participation in many of these activities is governed by state law as well as rules of the University Interscholastic League (UIL)—a statewide association overseeing interdistrict competition.  The following requirements apply to all extracurricular activities:

·         A student who receives at the end of a grading period a grade below 70 in any academic class—other than a class identified as honors or advanced by either the State Board of Education or by the local Board of Trustees—may not participate in extracurricular activities for at least three school weeks.

·         A student with disabilities who fails to meet the standards in the individualized education program (IEP) may not participate for at least three school weeks.

An ineligible student may practice or rehearse. 

The student regains eligibility when the principal and teachers determine that the student has:  (1) earned a passing grade (70 or above) in all academic classes other than those that are honors or advanced; and (2) completed three weeks of ineligibility.

Students with an incomplete in a course may regain their eligibility when the “I” is replaced with a passing grade, provided:

                1.  The “I” was due to an excused absence.

                2. The work was made up in the amount of time written school district policy allows.  Local district policy dictates the amount of time students have to make up work.  Such policy must be reasonable and if the student still has an “I” after reasonable time elapses, the student may not regain eligibility until seven calendar days after the next grading period, or after the next three week grade evaluation period.

A student who misses a class because of participation in an activity that has not been approved will receive an unexcused absence.

Please note:  Sponsors of student clubs and performing groups may establish standards of behavior—including consequences for misbehavior—that are stricter than those for students in general.  If a violation is also a violation of school rules, the consequences specified by the Student Code of Conduct or by local policy will apply in addition to any consequences specified by the organization.  [For further information, see policies FM and FO.] 

A student who is suspended or is assigned to In-school Suspension is not permitted to practice for or participate in extracurricular activities.  Other  disciplinary behavior-related restrictions on participation are set out in the Student Code of Conduct.

FEES

Materials that are part of the basic educational program are provided with state and local funds without charge to a student.  A student is expected to provide his or her own supplies of pencils, paper, erasers, and notebooks, and may be required to pay certain other fees or deposits, including---

                  1.  Club dues

                  2.  Security deposits

                  3.  The materials for a class project the student will keep

                  4.  Personal physical education and athletic equipment and apparel

                  5.  Voluntary purchases of pictures, publications, class rings, etc.

                  6.  Student accident insurance

                  7.  Uniform maintenance

                  8.  Fees for damaged or late library books, school-owned equipment, and textbooks.

                  9.  Admission fees to extracurricular activities.

                10.  Parking fees and student identification cards.

                11.  Fees for driver training.

                12.  Fees for optional courses offered for credit that require use of facilities not available on

                                District premises.

                13.  Summer school courses that are offered tuition-free during the regular school year.

Report cards may be held at the end of the school year and schedules for the next year may not be issued until all required fees are paid.

Any required fee or deposit may be waived if the student and parent are unable to pay.  Application for such a waiver may be made to the principal.  [For further information, see policy FP.]

FUND RAISING

Student clubs or classes, outside organizations, and/or parent groups may occasionally be permitted to conduct fund-raising drives for approved school purposes.  An application for permission must be made to the Superintendent or principal at least 2 days before the event.

Except as approved by the Superintendent or principal, fund raising is not permitted on school property.

GOVERNMENTAL AUTHORITIES (Including LAW ENFORCEMENT AGENCIES)

When law enforcement officers or other lawful authorities wish to question or interview a student at school:

·         The principal will verify and record the identity of the officer or other authority and ask for an explanation of the need to question or interview the student at school.

·         The principal ordinarily will make reasonable efforts to notify parents unless the interviewer raises what the principal considers to be a valid objection.

·         The principal ordinarily will be present unless the interviewer raises what the principal considers to be a valid objection.

·         The principal will cooperate fully regarding the conditions of the interview, if the questioning or interview is part of a child abuse investigation.

Students Taken Into Custody

State law requires the District to permit a student to be taken into legal custody:

·         to comply with an order of the juvenile court.

·         to comply with the laws of arrest.

·         by a law enforcement officer if there is probable cause to believe the student has engaged in delinquent conduct or conduct in need of supervision. 

·         by a probation officer if there is probable cause to believe the student has violated a condition of probation imposed by the juvenile court.

·         to comply with a properly issued directive to take a student into custody.

·         by an authorized representative of Child Protective Services, Texas Department of Family and Protective Services, a law enforcement officer, or a juvenile probation officer, without a court order, under the conditions set out in Family Code relating to the student’s physical health or safety.

Before a student is released or delivered to a law enforcement officer or other legally authorized person, the principal will verify the officer’s identity and, to the best of his or her ability, will verify the official’s authority to take custody of the student.  The principal will immediately notify the Superintendent and will ordinarily attempt to notify the parent unless the officer or other authorized person raises what the principal considers to be a valid objection to notifying the parents.  Since the principal does not have the authority to prevent or delay a custody action, notification will most likely be after the fact.

Notification of Law Violations

The District is also required by state law to notify

·         all instructional and support personnel who have responsibility for supervising a student who has been arrested or referred to the juvenile court for any felony offense or for certain misdemeanors.

·         all instructional and support personnel who have regular contact with a student who has been convicted, received deferred prosecution, received deferred adjudication, or adjudicated of delinquent conduct for any felony offense or certain misdemeanors.

[For further information, see policy GRA.]

GRADE CLASSIFICATION

After ninth grade, students are classified according to the number of units earned toward graduation:

                                Units of Credit Earned                                        Grade Placement

                                     6                                                              10 (sophomore)

                                                 12                                                            11 (junior)

                                                 18                                                            12 (senior)

GRADUATION

In order to participate in the graduation ceremony, a student must have met all the requirements to receive a high school diploma and the student must have cleared all moneys due to the school.  A certificate of coursework completion will not be issued to a senior student who successfully completes state and local credit requirements for graduation but fails to perform satisfactorily on the exit-level or end-of-course examinations.  A student assigned to the District Disciplinary Alternative Program who has not completed the term of the assignment may not participate in the graduation ceremony.  Upon recommendation of the Admission Review and Dismissal committee, a student with disabilities may be permitted to graduate under the provisions of his or her Individual Education Plan (IEP).

The state of Texas requires all students to complete a certain series of courses.   In order to graduate from Chireno High School, a student must successfully earn 26 credits and pass statewide exit-level examinations.

Students who plan to graduate in 2005 or later must pass 11th grade exit level tests in

·         English language arts which will require knowledge of  English III

·         Mathematics which will require knowledge of  Algebra I and geometry

·         Social studies which will require knowledge of early American history and United States history

·         Science which will require knowledge of  biology and integrated chemistry and physics

A student who does not pass the exit-level assessment will have additional opportunities to take the test. 

The state mandated the current exit-level TAKS test effective for school year 2003–2004; previously students had taken an earlier version of the exit-level test beginning in grade 10 that was known as Texas Assessment of Academic Skills (TAAS).  Any student who was scheduled to graduate during the administration of the TAAS exit-level exam will be permitted to take that exam.

GRADUATION PROGRAMS

The District offers the graduation programs listed below.  All students entering grade 9 are required to enroll in the Recommended High School Program or Distinguished Achievement Program. Permission to enroll in the Minimum Graduation Program will be granted only if an agreement is reached among the student, the student’s parent or person standing in parental relation, and the counselor or appropriate administrator.  The counselor can help you decide which program is best for you.  [See policy EIF.]

Number of Credits

·         Minimum Graduation Plan          26

·         Recommended High School Program                                            26

Distinguished Achievement Program                                           26

Graduation Program changes may be made during the first three days of each semester.  Parent permission is required in writing.

HEALTH-RELATED MATTERS

Physical Activity for Students in Elementary Grades:   The District will make available for public inspection a statement of the policy adopted to ensure that students in elementary grades engage in at least 30 minutes of physical activity per day or 135 minutes per week, along with other information. For information regarding the District’s requirements and programs regarding elementary student physical activity requirements, please see the principal.

School Health Advisory Council

 Information regarding the District’s School Health Advisory Council, including the number of meetings scheduled or held during the year, and information regarding vending machines in District facilities and student access to the machines is available from the principal.  [See also policies BDF and EHAA.]

Other Health-Related Matters

Tobacco Prohibited

The District and its staff strictly enforce prohibitions against the use of tobacco products by students and others on school property or at school-sponsored or school-related activities.  [See the Student Code of Conduct and policy GKA.]

Asbestos Management Plan

The Chireno I.S.D Asbestos Management Plan, designed to be in compliance with state and federal regulations, is available in all school administrative offices.  If you have any questions, please contact the Superintendent Wes Jones.

Pest Management Plan

The District applies only pest control products that comply with state and federal guidelines.  Except in an emergency, signs will be posted 48 hours before application.  Parents who want to be notified prior to pesticide application inside their child(ren)’s school assignment area may contact the Superintendent.

HOMEBOUND SERVICES

A homebound setting is for providing special education instruction to eligible students who are served at home or hospital bedside.  Students served on a homebound or hospital bedside basis are expected to be confined for a minimum of four (4) consecutive weeks as documented by a physician licensed to practice in the United States.  Homebound or hospital bedside instruction may, as provided by local district policy, also be provided to chronically ill students who are expected to be confined for any period of time totaling at least four (4) weeks throughout the school year as documented by a physician licensed to practice in the United States.  The Nacogdoches County Schools’ Co-Op has the responsibility of providing homebound services to eligible students.

HOMEWORK

In an effort to help our students develop good work habits and a sense of responsibility for their actions, the Chireno teachers have developed a homework policy to be uniformly applied in grades 2 through 12.

                All homework is due the next school day.  Homework will be accepted one day late

                with an automatic thirty (30) point reduction in the grade.  A grade of zero will be recorded

                for any homework more than one day late.  [An extension of one day (with no grade

                reduction) for homework may be granted to a student who presents a note signed by the                 parent/guardian which states a reason  (acceptable to the teacher, principal, or Superin-

                tendent) that a homework assignment is late.  A grade of zero will be recorded if the

                homework is not turned in the next school day.]

Make-up work after an excused absence will be due on the date specified by the teacher or a grade of zero will be recorded.  The grade on make-up work after an unexcused absence will be reduced by 20 percent.

·         Work and tests assigned or scheduled before the date(s) of a student’s absence will be due on the date the student returns to school.  

·         A student will be responsible for obtaining and completing make-up work in a satisfactory manner and within the time specified by the teacher.  A student absent for any reason should promptly make up specific assignments missed and/or complete additional in-depth study assigned by the teacher.   For any class missed, the teacher may assign the student make-up work based on the instructional objectives for the subject or course and the needs of the individual student in mastering the essential knowledge and skills or in meeting subject or course requirements.  A student who does not make up assigned work within the time allotted by the teacher will receive a grade of zero for the assignment.  The grade for make-up work after an unexcused absence shall be reduced by 20 percent. 

HONOR ROLL

Students who end a six-week period with all averages of  90 or above will be named to the All-A Honor Roll.

Students who end a six-week period with all averages of  80 or above will be named to the A-B Honor Roll.

IMMUNIZATIONS

A student must be fully immunized against certain diseases or must present a certificate or statement that, for medical reasons or reasons of conscience, including a religious belief, the student will not be immunized. For exemptions based on reasons of conscience, only official forms issued by the Department of State Health Services, Immunization Division, can be honored by the District. The immunizations required are: diphtheria, rubeola (measles), rubella, mumps, tetanus, Haemophilus influenzae type B, poliomyelitis, hepatitis A, hepatitis B, and varicella (chicken pox). The school nurse can provide information on age-appropriate doses or on an acceptable physician-validated history of illness required by the Department of State Health Servicres.  Proof of immunization may be personal records from a licensed physician or public health clinic with a signature or rubber-stamp validation.

 If a student should not be immunized for medical reasons, the student or parent must present a certificate signed by a U.S. licensed physician stating that, in the doctor's opinion, the immunization required poses a significant risk to the health and well-being of the student or any member of the student's family or household. This certificate must be renewed yearly unless the physician specifies a life-long condition. [For further information, see policy FFAB and the Department of State Health Services Web site: www.tdh.state.tx.us/immunize/school_info.htm.]

IN SCHOOL SUSPENSION

A student assigned to In-school Suspension (ISS) may be placed in detention until arrangements can be made for an ISS supervisor.  Students who are tardy to ISS or who do not follow directives of the ISS supervisor will be assigned an additional day (or days) in ISS. 

Students assigned to ISS are restricted from participating in school-sponsored or school-related extracurricular and noncurricular activities for the days of assignment to ISS.  Example:  A student is assigned to ISS Wednesday, Thursday, and Friday.  The student is not eligible to participate in any extracurricular (ex: a ballgame or practice for a ballgame) or noncurricular (ex: a dance) activities for all three days.

INSURANCE

Soon after school opens, parents will have the opportunity to purchase low-cost accident insurance that will help meet medical expenses, in the event of injury to their child.

LOCKERS

Lockers are school property and remain under the control and jurisdiction of the school even when assigned to an individual student.  The school reserves the right to inspect all lockers.  A student has full responsibility for the security of the locker and is responsible for making certain it is locked and that the combination or lock is not available to others.  Searches of lockers may be conducted at any time there is reasonable cause to believe that they contain articles or materials prohibited by District policy, whether or not a student is present.  The parent will be notified if any prohibited items are found in the student’s locker.

Students are not to deface the lockers (inside or out) by scratching, painting, attaching stickers, or by any other means.

Students may be required to pay a deposit on a lock in order to obtain a locker.  The deposit will be returned to the student at the end of the school year if the locker has not been damaged and if the lock assigned to the student is returned to the office.

MAKE UP WORK

Work and tests assigned or scheduled before the date(s) of a student’s absence will be due on the date the student returns to school.  A student will be responsible for obtaining and completing make-up work in a satisfactory manner and within the time specified by the teacher.  [For further information, see policy EIAB.]  A student absent for any reason should promptly make up specific assignments missed and/or complete additional in-depth study assigned by the teacher.   For any class missed, the teacher may assign the student make-up work based on the instructional objectives for the subject or course and the needs of the individual student in mastering the essential knowledge and skills or in meeting subject or course requirements.  A student who does not make up assigned work within the time allotted by the teacher will receive a grade of zero for the assignment.  The grade for make-up work after an unexcused absence may be reduced by 20 percent. 

MEDICINE AT SCHOOL

No District employee will give a student prescription medication, nonprescription medication, herbal substances, anabolic steroids or dietary supplements with the following exceptions:

Authorized employees, in accordance with policy FFAC, may administer:

·         If the medication is prescription, it must be provided by the parent, along with a written request stating when the last dose was given and when the next dose is due, and be in the original, properly labeled container.

·         If the medication is nonprescription, it must be provided by the parent, along with a written request stating when the last dose was given and when the next dose is due, and be in the original, properly labeled container.

·         Medication from a properly labeled unit dosage container filled by a registered nurse or another qualified District employee from the original, properly labeled container.

·         Herbal or a dietary supplements, provided by the parent if required by the student’s individualized education program (IEP) or Section 504 plan for a student with disabilities.

In certain emergency situations, the District will maintain and administer to a student nonprescription medication, but only

·         in accordance with the guidelines developed with the District’s medical advisor

·         when the parent has previously provided written consent to emergency treatment on the District’s form.

Students may not keep any medication (prescription or nonprescription) in their possession while at school or at any school function.  Exception:  A student with asthma who has written authorization from his or her parent and physician or other licensed health care provider may be permitted, at the student’s discretion, to possess and use prescribed asthma medication at school or school-related events.  The student and parents should see the school nurse or principal if the student has been prescribed asthma medication for use during the school day.

In accordance with a student’s individual health plan for management of diabetes, a student with diabetes will be permitted to possess and use monitoring and treatment supplies and equipment while at school or at a school-related activity.  See the school nurse or principal for information.

NURSE’S OFFICE

In order for the school’s nurse to provide the best and most efficient care for all students, rules have been established pertaining to student visits to the office:

                1.  Students will not be admitted to the nurse’s office without a note from the student’s teacher.

                2.  Students in grades 6-12 will be required to sign in and out by name and time; these will be matched to the daily log.

                3.  Students must have an admit slip signed by the nurse in order to return to class.  Students who remain in the nurse’s office will be counted absent and will be required to do make-up work.

                4.  Students will be allowed to lie down only when waiting on a parent.

                5.  Appointments must be made for problems that need prolonged discussion.

PARENTAL INVOLVEMENT AND RESPONSIBILITIES

Working Together

Both experience and research tell us that a child's education succeeds best when there is a strong partnership between home and school, a partnership that thrives on communication.  Your involvement in this partnership may include:

Encouraging your child to put a high priority on education and working with your child on a daily basis to make the most of the educational opportunities the school provides.  Be sure your child comes to school each day prepared, rested, and ready to learn.  Ensure that your child complete all homework assignments and special projects. 

Becoming familiar with all of your child's school activities and with the academic programs, including special programs, offered in the District.  Discuss with the counselor or principal any questions you may have about the options and opportunities available to your child.  If your child is entering ninth grade, review the requirements of the graduation programs with your child.  Monitor your child's academic progress and contact teachers as needed. 

Attending scheduled conferences and requesting additional conferences as needed.  To schedule a telephone or in-person conference with a teacher, counselor, or principal, please call the school office at

       (936) 362 2132 For an appointment.  The teacher will usually return your call or meet with you during his or her conference period or at a mutually convenient time before or after school. 

Becoming a school volunteer.  For further information, see policy GKG and contact the principal.

Participating in campus parent organizations.  The PTSO organization in the Chireno District annually provides scholarships to graduating seniors.  Everyone is invited to participate.

Offering to serve as a parent representative on the District-level or campus-level planning committees assisting in the development of educational goals and plans to improve student achievement.  For further information, see policies at BQA and BQB, and contact the Superintendent.

Offering to serve on the School Health Advisory Council, assisting the District in ensuring local community values are reflected in health education instruction. [See policies BDF and EHAA.]

Attending Board meetings to learn more about District operations.  [See policies BE and BED for more information.]  The Chireno ISD Board of Trustees regularly meets on the third Thursday of each month.  Notices of meetings (including agendas) are posted outside the Superintendent’s office.

Obtaining Information and Protecting Student Rights

Your child will not be required to participate without parental consent in any survey, analysis, or evaluation—funded in whole or in part by the U.S. Department of Education—that concerns:

·         Political affiliations or beliefs of the student or the student's parent.

·         Mental or psychological problems of the student or the student's family.

·         Sexual behavior or attitudes.

·         Illegal, antisocial, self-incriminating, or demeaning behavior.

·         Critical appraisals of individuals with whom the student has a close family relationship.

·         Relationships privileged under law, such as relationships with lawyers, physicians, and ministers.

·         Religious practices, affiliations, or beliefs of the student or parents.

·         Income, except when the information is required by law and will be used to determine the student's eligibility to participate in a special program or to receive financial assistance under such a program.  You will be able to inspect the survey or other instrument and any instructional materials used in connection with such a survey, analysis, or evaluation. [For further information, see policy EF.]

Chireno ISD has no plans to survey students about any of these types of information.  The only exception is the information that is required by law that will be used to determine the student’s eligibility to participate in a special program or to receive financial assistance under such a program.  

"Opting Out" of Surveys and Activities

As a parent, you also have a right to receive notice and opt your child out of participating in:

·         Any survey concerning the private information listed above, regardless of funding.

·         School activities involving the collection, disclosure, or use of personal information gathered from your child for the purpose of marketing or selling that information.

·         Any nonemergency, invasive physical examination or screening required as a condition of attendance, administered and scheduled by the school in advance and not necessary to protect the immediate health and safety of the student.  Exceptions are hearing, vision, or scoliosis screenings, or any physical exam or screening permitted or required under state law.  See policies EF and FFAA.

Display of your child’s artwork, projects, and other special work products

        As a parent, if you choose that your child’s artwork, special projects, photographs and the like not be displayed to the community on the District’s Web site, in printed material, by video, or any other method of communication, you must notify the principal in writing

Parents also have a right:

·         To request information regarding the professional qualifications of your child's teachers, including whether the teacher has met state qualification and licensing criteria for the grade levels and subject areas in which the teacher provides instruction; whether the teacher has an emergency permit or other provisional status for which state requirements have been waived; and undergraduate and graduate degree majors, graduate certifications, and the field of study of the certification or degree.  You also have the right to request information about the qualifications of any paraprofessional who may provide services to your child.

·         To review teaching materials, textbooks, and other teaching aids and instructional materials used in the curriculum, and to examine tests that have been administered to your child.

·         To inspect a survey created by a third party before the survey is administered or distributed to your child.

·         To review your child's student records when needed.  These records include:

        Attendance records,

        Test scores,

        Grades,

        Disciplinary records,

        Counseling records,

        Psychological records,

        Applications for admission,

        Health and immunization information,

        Other medical records,

        Teacher and counselor evaluations,

        Reports of behavioral patterns, and

        State assessment instruments that have been administered to your child. 

·         To grant or deny any written request from the District to make a videotape or voice recording of your child.  State law, however, permits the school to make a videotape or voice recording without parental permission for the following circumstances:

                        When it is to be used for school safety;

                                When it relates to classroom instruction or a cocurricular or extracurricular activity; or

                        When it relates to media coverage of the school.

·         To remove your child temporarily from the classroom, if an instructional activity in which your child is scheduled to participate conflicts with your religious or moral beliefs.  The removal cannot be for the purpose of avoiding a test and may not extend for an entire semester.  Further, your child must satisfy grade-level and graduation requirements as determined by the school and by the Texas Education Agency.

·         To request that your child be excused from participation in the daily recitation of the Pledge of Allegiance to the United States flag and the Pledge of Allegiance to the state flag.  The request must be in writing.  State law does not allow your child to be excused from participation in the required moment of silence or silent activity that follows. 

·         To request that your child be excused from reciting a portion of the text of the Declaration of Independence during Celebrate Freedom Week.  The request must be in writing.  State law requires the recitation as part of social studies classes in grades 3-12 unless (1) you provide a written statement requesting that your child be excused, (2) the District determines that your child has a conscientious objection to the recitation, or (3) you are a representative of a foreign government to whom the United States government extends diplomatic immunity.

·         To request in writing, if you are a noncustodial parent, that you be provided for the remainder of the school year a copy of any written notice usually provided to a parent related to misconduct that may involve placement in a Disciplinary Alternative Education Program (DAEP) or expulsion. See policies FL(LEGAL) and (LOCAL), FO(LEGAL) and the Student Code of  Conduct.

·         To request a transfer of your child to another classroom or campus if your child has been verified by the board or its designee to have been a victim of bullying, as the term is defined by Education Code 25.0341, see the Superintendent.   Transportation is not provided for a transfer to another campus. 

·         If your child attends school at a campus identified by TEA as persistently dangerous or if your child was a victim of a violent criminal offense while in school or on school grounds, you may request a transfer of your child to a safe public school in the District.  See policy FDD(LOCAL).

PHYSICAL EXAMINATIONS

Routine screening for vision, hearing, and spinal curvature shall be performed at the school as required by law.  Students desiring to participate in UIL athletic competition shall submit, annually,  a statement from a state-licensed physician indicating that the student has been examined and is physically able to participate in the athletic program.

PLEDGES OF ALLEGIANCE AND A MINUTE OF SILENCE

Texas law requires students to recite the Pledge of Allegiance to the United States flag and the Pledge of Allegiance to the Texas flag each school day. Parents may submit a written request to the principal to excuse their child from reciting a pledge.  

A minute of silence will follow recitation of the pledges. The student may choose to reflect, pray, meditate, or engage in any other silent activity so long as the silent activity does not interfere with or distract others. [See policy EC for more information.]      

PRAYER

Each student has a right to individually, voluntarily, and silently pray or meditate in school in a manner that does not disrupt instructional or other activities of the school.  The school will not require, encourage, or coerce a student to engage in or to refrain from such prayer or meditation during any school activity.

PROMOTION, RETENTION, AND PLACEMENT IN GRADES

A student may be promoted only on the basis of academic achievement or demonstrated proficiency of the subject matter of the course or grade level. 

Below grade 2, promotion to the next grade level shall be based on an overall grade average of satisfactory based upon course-level, grade-level standards (TEKS) for all subject areas and a grade of satisfactory in three of the following areas:  language arts, mathematics, science, and social studies.

In grades 2-8, promotion to the next grade level shall be based on an overall average of 70 on a scale of 100 based upon course-level, grade-level standards (TEKS) for all subject areas and a grade of 70 or above in three of the following areas:  language arts, mathematics, science, and social studies.

A student in grades 9-12 shall achieve an average of 70 or above in order to earn credit for a course.

In addition, students at certain grade levels - with limited exceptions - will be required to pass the Texas Assessment of Knowledge and Skills (TAKS), if the student is enrolled in a public Texas school on any day between January 1 and April 15 and is a Texas resident during the week that the TAKS is administered the first time.

·         In order to be promoted to grade 4, students must have performed satisfactorily on the Reading section of the grade 3 assessment test in English or Spanish.

·         In order to be promoted to grade 6, students enrolled in grade 5 must have performed satisfactorily on the Mathematics and Reading sections of the grade 5 assessment test in English or Spanish.

·         In order to be promoted to grade 9, students enrolled in grade 8 in school year 2007–2008 must perform satisfactorily on the Mathematics and Reading sections of the grade 8 assessment test in English.

In addition to passing the required TAKS exams, students in grades 3, 5, and 8 must also meet promotion standards established by the District in order to be promoted.

Parents of students in grades 3, 5, and 8 who do not perform satisfactorily on state-mandated exams required for promotion will be notified that their child will participate in special instructional programs designed to improve performance.  These students will also have two additional opportunities to take the test.  If the student fails a second time, a grade placement committee, consisting of the principal or designee, the teacher, and the student's parent, will determine the additional special instruction the student will receive.  After a third failed attempt, the student will be retained; however, the parent can appeal this decision to the committee.  In order for the student to be promoted, based on standards previously established by the District, the decision of the committee must be unanimous. Whether the student is retained or promoted, an educational plan for the student will be designed to enable the student to perform at grade level by the end of the next school year.  [See policy EIE.]

A Personal Graduation Plan (PGP) will be prepared for any student in a middle school or beyond who did not perform satisfactorily on a state-mandated assessment test or is determined by the District as not likely to earn a high school diploma before the fifth school year following enrollment in grade 9. The PGP will be designed and implemented by a guidance counselor, teacher, or other staff member designated by the principal. The plan will identify the student’s educational goals and include consideration of the parent’s educational expectations for the student. [For additional information, see the counselor and policy EIF.]

Certain students—some with disabilities and some with limited English proficiency—may be eligible for exemptions, accommodations, or deferred testing.  For more information, see the principal, counselor, or special education director.

PSYCHOTROPIC DRUGS

Teachers and other District employees may discuss a student’s academic progress or behavior with the student’s parents or another employee as appropriate; however, they will not recommend use of psychotropic drugs.  A district employee who is a registered nurse, an advanced nurse practitioner, a physician, or a certified or credentialed mental health professional can recommend that a student be evaluated by an appropriate medical practitioner, if appropriate. “Psychotropic drug” means a substance used in the diagnosis, treatment, or prevention of a disease or as a component of a medication and intended to have an altering effect on perception, emotion, or behavior. It is commonly described as a mood- or behavior-altering substance.    [For further information, see policies at FFAC.]

RELEASE OF STUDENTS FROM SCHOOL

Because class time is important, doctor’s appointments should be scheduled, if possible, at times when the student will not miss instructional time. 

A student who will need to leave school during the day must bring a note from his or her parent that morning.  A student who becomes ill during the school day should, with the teacher’s permission, report to the school nurse.  The nurse will decide whether or not the student should be sent home and will notify the student’s parent. 

A student shall not be released from school at times other than regular dismissal hours except with the principal’s permission. and according to the campus sign-out procedures.  Unless the principal or Superintendent has granted approval because of extenuating circumstances, a student will not regularly be released before the end of the instructional day.

 The principal will not grant permission for the student to leave unless the parent of the student has contacted the principal.  The teacher will determine that permission has been granted before allowing the student to leave class.

REPORT CARDS, PROGRESS REPORTS, AND CONFERENCES

Written reports of student grades and absences shall be issued to parents at least once every six weeks.  Elementary and middle school report cards must be signed by the parent and returned to the school within 5 days.  At the end of the first three weeks of a grading period, parents are given written notice if the student’s performance in any course is near or below 70, or below the expected level of performance.  If a student receives a grade of less than 70 in any class or subject during a grading period, the parent should schedule a conference with the teacher of that class or subject.   Please call the school to schedule a conference with a teacher.  Students with a grade average below 80 at the end of  the first three weeks of a reporting period will be required to attend a tutorial; students with a grade below 70 at the end of a six weeks reporting period will be required to attend a tutorial.

Teachers follow grading guidelines approved by the administration that have been designed to reflect each student’s academic achievement for the grading period, semester, or course.  State law provides that a test or course grade issued by a teacher cannot be changed unless the Board determines that the grade was arbitrary or contains an error, or the teacher did not follow the District’s grading policy.  The Board’s decision is not subject to appeal.

Questions about grade calculation should first be discussed with the teacher; if the question is not resolved, the student or parent may request a conference with the principal in accordance with FNG. 

SAFETY/ACCIDENT PREVENTION

Student safety on campus or at school-related events is a high priority of the District.   Although the District has implemented safety procedures, the cooperation of students is essential to ensure school safety. 

Students should:

·         avoid conduct that is likely to put the student or other students at risk.

·         Follow the behavioral standards in this handbook and the Student Code of Conduct, as well as any additional rules for behavior and safety set by the principal, teachers, or bus drivers.

·         remain alert to and promptly reporting safety hazards, such as intruders on campus and threats made by any person toward a student or staff member

·         know emergency evacuation routes and signals.

·         follow immediately the instructions of teachers, bus drivers, and other District employees who are seeing to the welfare of students.

SCHOOL FACILITIES

Cafeteria Services:  The District participates in the National School Lunch Program and offers students nutritionally balanced lunches daily.  Free and reduced-price lunches are available based on financial need.  Information about a student’s participation is confidential.  See Mrs. Charlene Nichols to apply.

The District follows the federal and state guidelines regarding foods of minimal nutritional value being served or sold on school premises during the school day. [For more information, see policy CO.]

Conduct Before and After School:  Teachers and administrators have full authority over student conduct at before-or after-school activities on District premises and at school-sponsored events off district premises, such as play rehearsal, club meetings, athletic practice, and special study groups or tutorials.  Students are subject to the same rules of conduct that apply during the instructional day and will be subject to consequences established by the Student Code of Conduct or any stricter code of conduct for extracurricular participants established by the sponsor in accordance with Board policy

Library:  The library is a learning laboratory with books, computers, magazines, and other materials available for classroom assignments, projects, and reading or listening pleasure.  Late fees will be charged for overdue materials.   Individuals must file the appropriate acceptable use agreement before using a computer. 

Pest Control Information

The District periodically applies pesticides inside buildings.  Except in an emergency, signs will be posted 48 hours before application.  Parents who want to be notified prior to pesticide application inside their child’s school assignment area may contact the Superintendent.

Use of Hallways

Loitering or standing in the halls or classroom doorways between classes is not permitted.  During class time, a student must have a hall pass to be outside the classroom for any purpose.  Failure to obtain a pass will result in disciplinary action.

Vandalism:  The taxpayers of the community have made a sustained financial commitment for the construction and upkeep of school facilities.  To ensure that school facilities can serve those for whom they are intended--both this year and in the coming years--littering, defacing, or damaging school property is not tolerated.  Students will be required to pay for damages they cause and shall be subject to disciplinary consequences in accordance with the Student Code of Conduct.

SEARCHES

In the interest of promoting student safety and attempting to ensure that schools are safe and drug free, District officials may from time to time conduct searches.  Such searches are conducted without a warrant and as permitted by law.

Students’ Desks and Lockers

Students’ desks and lockers are school property and remain under the control and jurisdiction of the

school even when assigned to an individual student.  Students are fully responsible for the security and

contents of the assigned desks and lockers.  Students must be certain that the locker is locked and that the combination is not available to others.  Searches of desks or lockers may be conducted at any time there is a reasonable cause to believe that they contain articles or materials prohibited by District policy, whether or not a student is present.  The parent will be notified if any prohibited items are found in the student’s desk or locker.

Vehicles on Campus

Vehicles parked on school property are under the jurisdiction of the school.  School officials may search any vehicle any time there is reasonable cause to do so, with or without the presence of the student.  A student has full responsibility for the security of his or her vehicle and must make certain that it is locked and that the keys are not give to others.

Drug Detection Dogs

Lockers and vehicles on school property may be sniffed by trained dogs at anytime.  Classrooms and other school areas may be sniffed at any time students are not present.

SNACKS

Child Nutrition Program policy states, “An elementary school campus may not serve or provide access for students to foods of minimal nutritional value at any time anywhere on school premises during the school day....   Such food and beverages may not be sold or given away on school premises by the school, school or non-school organizations, teachers, parents, or any other person or group during the school day....  A middle school campus may not serve or provide access for students to foods of minimal nutritional value anywhere on school premises during meal periods.”

All meals and drinks must be consumed in the cafeteria or gym concession area.  Students will not be allowed to take food or drink from the cafeteria or gym concession area. 

SPECIAL PROGRAMS

The District provides special programs for gifted and talented students, homeless students, bilingual students, migrant students, students with limited English proficiency, dyslexic students, and students with disabilities.  The coordinator of each program can answer questions about eligibility requirements, as well as programs and services offered in the District or by other organizations.  A student or parent with questions about these programs should contact the Superintendent, the principal or the counselor.

Services for the homeless and for Title I Participants:  Other designated staff you may need to contact include:

·         Liaison for Homeless Children and Youths, who coordinates services for homeless students:  

Contact Chireno I.S.D. Counselor Yvonne Murray @ 362-2132.

·         Parent Involvement Coordinator, who works with parents of students participating in Title I programs:  Contact Chireno I.S.D. Principal Jamie Parmer @ 362-2132.

Services for Students with Disabilities: Parents of students with learning difficulties or who may need special education services may request an evaluation for special education at any time.  For more information, contact Jamie Parmer @ 362-2132.

STANDARDIZED TESTING:  COLLEGE REQUIREMENTS

Most colleges require either the American College Test (ACT) or the Scholastic Aptitude Test (SAT) for admission.  Students are encouraged to talk with the counselor early during their junior year to determine the appropriate exam to take; entrance exams are usually taken at the end of the junior year.  Prior to enrollment in a Texas public college or university, most students must take an assessment test, such as the Texas Higher Education Assessment (THEA) test, (Students interested in enrolling in dual credit courses should consider THEA testing in their sophomore year.)

STATE ASSESSMENT

Students at certain grade levels will take state assessment tests (such as TAKS: the Texas Assessment of Knowledge and Skills) in the following subjects, as well as routine testing and other measures of achievement:

·         Mathematics, annually in grades 3-7 without the aid of technology and in grades 8-11 with the aid of technology on any assessment test that includes algebra

·         Reading, annually in grades 3-9

·         Writing, including spelling and grammar, in grades 4 and 7

·         English language arts in grades 10 and 11

·         Social studies in grades 8, 10, and 11

·         Science in grades 5, 8, 10, and 11  (The science assessment test in grade 8 will be administered in school year 2006-2007.)

·         Any other subject and grade required by federal law

STEROIDS

Parents and students should be aware that state law prohibits students from possessing, dispensing, delivering, or administering an anabolic steroid.  Anabolic steroids are for medical use only, and only a physician can prescribe use.

Under state law, body building, muscle enhancement, or the increase of muscle bulk or strength through the use of an anabolic steroid or human growth hormone by a healthy student is not a valid medical use and is a criminal offense.

STUDENT RECORDS

Both federal and state laws safeguard student records from unauthorized inspection or use and provide parents and "eligible" students certain rights.  For purposes of student records, an "eligible" student is one who is 18 or older OR who is attending an institution of postsecondary education.

·         The law specifies that certain general information about Chireno ISD students is considered "directory information" and will be released to anyone who follows procedures for requesting it.

Release of any or all directory information regarding a student may be prevented by the parent or an eligible student.  This objection must be made in writing to the principal within ten school days of the child's first day of this school year.  [See the acknowledgement form attached to this handbook.]

Virtually all information pertaining to student performance, including grades, test results, and disciplinary records, is considered confidential educational records.  Release is restricted to:

·         The parents—whether married, separated, or divorced—unless parental rights have been legally terminated and if the school is given a copy of the court order terminating these rights.  Federal law requires that, as soon as the student becomes 18 or is emancipated by a court, control of the records goes to the student.  However, the parents may continue to have access to the records if the student is a dependent for tax purposes.

·         District staff members who have what federal law defines as a "legitimate educational interest" in a student's records.  Such persons would include school officials (such as Board members, the Superintendent, and principals), school staff members (such as teachers, counselors, and diagnosticians), or an agent of the District (such as a medical consultant).

·         Various governmental agencies or in response to a subpoena or court order.

·         A school to which a student transfers or in which he or she subsequently enrolls.

Release to any other person or agency—such as a prospective employer, or for a scholarship application—will occur only with parental or student permission as appropriate.  The District must comply with a request by a military recruiter or an institution of higher education for students' names, addresses, and telephone listings, unless parents have advised the District not to release their child's information without prior written consent.

The principal is custodian of all records for currently enrolled students at the assigned school.  The principal is the custodian of all records for students who have withdrawn or graduated.

Records may be inspected by a parent or eligible student during regular school hours.  If circumstances prevent inspection during these hours, the District shall either provide a copy of the requested records, or make other arrangements for the parent or student to review the requested records.  The records custodian or designee will respond to reasonable requests for explanation and interpretation of the records.  The address of the Superintendent's office is P. O. Box 85, Chireno, Texas 75937.  The address of the principal’s office is P. O. Box 85, Chireno, Texas 75937.

A parent (or the student if he or she is 18 or older or is attending an institution of postsecondary education) may inspect the student's records and request a correction if the records are considered inaccurate or otherwise in violation of the student's privacy rights.  If the District refuses the request to amend the records, the requestor has the right to request a hearing.  If the records are not amended as a result of the hearing, the requestor has 30 school days to exercise the right to place a statement commenting on the information in the student's record.  Although improperly recorded grades may be challenged, contesting a student's grade in a course is handled through the general complaint process defined by policy FNG.  [See Student or Parent Complaints and Concerns for an overview of the process.]

Copies of student records are available at a cost of ten cents per page, payable in advance.  If the student qualifies for free or reduced-price lunches and the parents are unable to view the records during regular school hours, one copy of the record will be provided at no charge upon written request of the parent.

Please note:  Parents or eligible students have the right to file a complaint with the U.S. Department of Education if they believe the District is not in compliance with federal law regarding student records.  The District's policy regarding student records is available from the principal's or Superintendent's office.

The parent's or eligible student's right of access to, and copies of, student records does not extend to all records.  Materials that are not considered educational records—such as teachers' personal notes about a student that are shared only with a substitute teacher—do not have to be made available to the parents or student.

STUDENT SCHEDULES

Students in grades 9-11 shall be scheduled for 7 class periods each day.  Seniors shall be scheduled for no less than 6 classes each day.

Students may change their schedule of courses during the first 3 days of instruction at the beginning of each semester.  Schedule changes will not be permitted after the 3^rd day of instruction of each semester.

SUSPENSION

Students who have been suspended are restricted from attending or participating in school-sponsored or school-related extracurricular and noncurricular activities until the student has returned to school and met with school administration on the next school day in order to be readmitted to classes following the term of the suspension.  Example:  A student is suspended Wednesday, Thursday, and Friday.  The student is not eligible to attend or participate in any school or school-related activity until the student has met with school administration and been readmitted to classes Monday morning.  A suspended student will be responsible for all assignments and/or exams that were missed during the suspension period.  Any assignments (including exams) assigned before the suspension begins are due the day the student returns to school.   The student may be given additional writing assignments to be completed during the suspension.  A student will be assigned to in-school suspension if any assignments are not turned in on the day the student returns to school.

TARDINESS

 Tardiness occurs when a student is not standing or seated in the classroom when the bell rings to begin class.  A student with an unexcused tardy to school or to class will be assigned to lunch detention.  Repeated instances of tardiness will result in more severe disciplinary action and may be reported to the Nacogdoches County Juvenile Probation office or the Precinct IV Justice of the Peace.  A tardy student is missing  part of a school day

TESTING

In order for students to do their best on any test, they must be comfortable and alert.  Parents are encouraged to be aware of their child’s schedule and to assure that the child comes to school every day—but especially on test days—after

·         a good night’s sleep

·         a good breakfast, and

·         dressing for the weather or for the temperature inside the testing area.

·          

In addition to routine testing and other measures of achievement, students at certain grade levels will take state assessment tests in the following subjects:

·         Mathematics, annually in grades 3-7 without the aid of technology and in grades 8-11 with the aid of technology on any assessment test that includes algebra

·         Reading, annually in grades 3-9

·         Writing, including spelling and grammar, in grades 4 and 7

·         English language arts in grade 10

·         Social studies in grades 8 and 10

·         Science in grades 5, 8, and 10  (The science assessment test in grade 8 will be administered in school year 2006-2007.)

·         Any other subject and grade required by federal law

In the 2004-2005 school year, new grade 11 exit-level tests will cover English language arts, mathematics, science, and social studies and will require knowledge of Algebra I, geometry, biology, integrated chemistry and physics, English III, and early American and United States History.

Test results will be reported to students and parents; parents may review an assessment test that has been given to their child.  Certain students, such as students with disabilities and students with limited English proficiency are eligible for exemptions, accommodations, or a deferment.

Information on how to apply for SAT, ACT, and TASP exams, TASP exemption, and basic information on TAAS requirements can be obtained from the counselor.   ACT and SAT practice material are available in the high school computer lab.

Texas Assessment of Knowledge and Skills  (TAKS )

In order to graduate from high school, students will be required to pass an exit exam, which will assess student mastery of the TAKS objectives and TEKS student expectations in mathematics, English language arts, social studies, and science:

Mathematics

Objective 1:  The student will describe functional relationships in a variety of ways.   

A(b)(1)                Foundations for functions:  The student understands that a function represents a dependence of one quantity on another and can be described in a variety of ways.

(A)  The student describes independent and dependent quantities in functional relationships.

(B)  The student [gathers and records data, or] uses data sets, to determine functional (systematic) relationships between quantities.

(C)  The student describes functional relationships for given problem situations and writes equations or inequalities to answer questions arising from the situations.

(D)  The student represents relationships among quantities using [concrete] models, tables, graphs, diagrams, verbal descriptions, equations, and inequalities.

(E)  The student interprets and makes inferences from functional relationships.

Objective 2:  The student will demonstrate an understanding of the properties and attributes of functions.

A(b)(2)  Foundations for functions:  The student uses the properties and attributes of functions.

(A)  The student identifies [and sketches] the general forms of linear (y = x) and quadratic (y = x²) parent functions.

(B)  For a variety of situations, the student identifies the mathematical domains and ranges and determines reasonable domain and range values for given situations.

(C)  The student interprets situations in terms of given graphs [or creates situations that fit given graphs].

(D)  In solving problems, the student [collects and] organizes data, [makes and] interprets scatterplots, and models, predicts, and makes decisions and critical judgments.

A(b)(3)  Foundations for functions:  The student understands how algebra can be used to express generalizations and recognizes and uses the power of symbols to represent situations.

(A)  The student uses symbols to represent unknowns and variables.

(B)  Given situations, the student looks for patterns and represents generalizations algebraically.

A(b)(4)  Foundations for functions:  The student understands the importance of the skills required to manipulate symbols in order to solve problems and uses the necessary algebraic skills required to simplify algebraic expressions and solve equations and inequalities in problem situations.

(A)  The student finds specific function values, simplifies polynomial expressions, transforms and solves equations, and factors as necessary in problem situations.

(B)  The student uses the commutative, associative, and distributive properties to simplify algebraic expressions.

Objective 3:  The student will demonstrate an understanding of linear functions.

A(c)(1)  Linear functions:  The student understands that linear functions can be represented in different ways and translates among their various representations.

(A)  The student determines whether or not given situations can be represented by linear functions.

(C)  The student translates among and uses algebraic, tabular, graphical, or verbal descriptions of linear functions.

A(c)(2)  Linear functions:  The student understands the meaning of the slope and intercepts of linear functions and interprets and describes the effects of changes in parameters of linear functions in real-world and mathematical situations.

(A)  The student develops the concept of slope as rate of change and determines slopes from graphs, tables, and algebraic representations.

(B)  The student interprets the meaning of slope and intercepts in situations using data, symbolic representations, or graphs.

(C)  The student investigates, describes, and predicts the effects of changes in m and b on the graph of y = mx + b.

(D)  The student graphs and writes equations of lines given characteristics such as two points, a point and a slope, or a slope and y-intercept.

(E)  The student determines the intercepts of linear functions from graphs, tables, and algebraic representations.

(F)  The student interprets and predicts the effects of changing slope and y-intercept in applied situations.

(G)  The student relates direct variation to linear functions and solves problems involving proportional change.

Objective 4:  The student will formulate and use linear equations and inequalities.

A(c)(3)  Linear functions:  The student formulates equations and inequalities based on linear functions, uses a variety of methods to solve them, and analyzes the solutions in terms of the situation.

(A)  The student analyzes situations involving linear functions and formulates linear equations or inequalities to solve problems.

(B)  The student investigates methods for solving linear equations and inequalities using [concrete] models, graphs, and the properties of equality, selects a method, and solves the equations and inequalities.

(C)  For given contexts, the student interprets and determines the reasonableness of solutions to linear equations and inequalities.

A(c)(4)  Linear functions:  The student formulates systems of linear equations from problem situations, uses a variety of methods to solve them, and analyzes the solutions in terms of the situation.

(A)  The student analyzes situations and formulates systems of linear equations to solve problems.

(B)  The student solves systems of linear equations using [concrete] models, graphs, tables, and algebraic methods.

(C)  For given contexts, the student interprets and determines the reasonableness of solutions to systems of linear equations.

Objective 5:  The student will demonstrate an understanding of quadratic and other nonlinear functions.

A(d)(1)  Quadratic and other nonlinear functions.  The student understands that the graphs of quadratic functions are affected by the parameters of the function and can interpret and describe the effects of changes in the parameters of quadratic functions.

(B)  The student investigates, describes, and predicts the effects of changes in a on the graph y = ax².

(C)  The student investigates, describes, and predicts the effects of changes in c on the graph of

y = x² + c.

(D)  For problem situations, the student analyzes graphs of quadratic functions and draws 

conclusions.

A(d)(2)  Quadratic and other nonlinear functions:  The student understands there is more than one way to solve a quadratic equation and solves them using appropriate methods.

(A)  The student solves quadratic equations using [concrete] models, tables, graphs, and algebraic   

methods.

(B)  The student relates the solutions of quadratic equations to the roots of their functions.

A(d)(3)  Quadratic and other nonlinear functions:  The student understands there are situations modeled by functions that are neither linear nor quadratic and models the situations.

(A)  The student uses [patterns to generate] the laws of exponents and applies them in problem-

solving situations.

Objective 6:  The student will demonstrate an understanding of geometric relationships and spatial reasoning.

G(b)(4)  Geometric structure:  The student uses a variety of representations to describe geometric relationships and solve problems.

(A)  The student selects an appropriate representation [concrete,] pictorial, graphical, verbal, or

symbolic) in order to solve problems.

G(c)(1)   Geometric patterns:  The student identifies, analyzes, and describes patterns that emerge from two-and three-dimensional geometric figures.

(A)  The student uses numeric and geometric patterns to make generalizations about geometric

properties, including properties of polygons, ratios in similar figures and solids, and angle

relationships                  

 (B)  The student uses the properties of transformations and their compositions to make connections between mathematics and the real world in applications such as tessellations or fractals.

(C)  The student identifies and applies patterns from right triangles to solve problems, including        special right triangles (45-45-90 and 30-60-90) and triangles whose sides are Pythagorean triples.

G(e)(3)  Congruence and the geometry of size:  The student applies the concept of congruence to justify properties of figures and solve problems.

(A)  The student uses congruence transformations to make conjectures and justify properties of        geometric figures.

Objective 7:  The student will demonstrate an understanding of two-and three-dimensional representations of geometric relationships and shapes.

G(d)(1)   Dimensionality and the geometry of location:  The student analyzes the relationship between three-dimensional objects and related two-dimensional representations and uses these representations to solve problems.

(B)  The student uses nets to represent [and construct] three-dimensional objects.

(C)  The student uses top, front, side, and corner views of three-dimensional objects to create accurate        and complete representations and solve problems.

G(d)(2)  Dimensionality and the geometry of location:  The student understands that coordinate systems provide convenient and efficient ways of representing geometric figures and uses them accordingly.

(A) The student uses one- and two-dimensional coordinate systems to represent points, lines, line segments, and figures.

(B)  The student uses slopes and equations of lines to investigate geometric relationships, including parallel lines, perpendicular lines, and [special segments of] triangles and other polygons.

(C)  The student [develops and] uses formulas including distance and midpoint.

G(e)(2)  Congruence and the geometry of size:  The student analyzes properties and describes relationships in geometric figures.

(D)The student analyzes the characteristics of three-dimensional figures and their component parts.

Objective 8:  The student will demonstrate an understanding of the concepts and uses of measurement and similarity.

G(e)(1)  Congruence and the geometry of size:  The student extends measurements concepts to find area, perimeter, and volume in problem situations.

(A)  The student finds areas of polygons and composite figures.

(B)  The student finds areas of sectors and arc lengths of circles using proportional reasoning.

(C)  The student develops, extends, and uses the Pythagorean Theorem.

(D)  The student finds surface areas and volumes of prisms, pyramids, spheres, cones, and cylinders in problem situations.

G(f)(1)  Similarity and the geometry of shape:  The student applies the concepts of similarity to justify properties of figures and solve problems.

(A)  The student uses similarity properties and transformations to [explore and] justify conjectures about geometric figures.

(B)  The student uses ratios to solve problems involving similar figures.

(C)  In a variety of ways, the student [develops,] applies, and justifies triangle similarity relationships, such as right triangle ratios, [trigonometric ratios,] and Pythagorean triples.

(D)  The student describes the effect on perimeter, area, and volume when length, width, or height of a three-dimensional solid is changed and applies this idea in solving problems.

Objective 9:  The student will demonstrate an understanding of percents, proportional relationships, probability, and statistics in application problems.

(8.3)  Patterns, relationships, and algebraic thinking:  The student identifies proportional relationships in problem situations and solves problems.  The student is expected to

(B)  Estimate and find solutions to application problems involving percents and proportional relationships such as similarity and rates.

(8.11)  Probability and statistics:  The student applies concepts of theoretical and experimental probability to make predictions.  The student is expected to

(A)  Find the probabilities of compound events (dependent and independent); and

(B)  Use theoretical probabilities and experimental results to make predictions and decisions.

(8.12)  Probability and statistics:  The student uses statistical procedures to describe data.  The student is expected to

(A)  Select the appropriate measure of central tendency to describe a set of data for a particular purpose; and

(C)  Construct circle graphs, bar graphs, and histograms, with and without technology.

(8.13)  Probability and statistics:  The student evaluates predictions and conclusions based on statistical data.  The student is expected to

(B)  Recognize misuses of graphical or numerical information and evaluate predictions and conclusions based on data analysis.

Objective 10:  The student will demonstrate an understanding of the mathematical processes and tools used in problem solving.

(8.14)  Underlying processes and mathematical tools:  The student applies Grade 8 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school.  The student is expected to

(A)  Identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics;

(B)  Use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; and

(C)  Select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem.

(8.15)  Underlying processes and mathematical tools:  The student communicates about Grade 8 mathematics through informal and mathematical language, representations, and models.  The student is expected to

(A)  Communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models.

(8.16)  Underlying processes and mathematical tools:  The student uses logical reasoning to make conjectures and  verify conclusions.  The student is expected to

(A)  Make conjectures from patterns or sets of examples and nonexamples; and

(B)  Validate his/her conclusions using mathematical properties and relationships.

English Language Arts

Objective 1:  The student will demonstrate a basic understanding of culturally diverse written texts.

(6)  Reading/word identification/vocabulary development:  The student acquires an extensive vocabulary through reading and systematic word study.  The student is expected to

(B)  Rely on context to determine meanings of words and phrases such as figurative language, connotation and denotation of words, analogies, [idioms,] and technical vocabulary;

(C)  Apply meanings of prefixes, roots, and suffixes in order to comprehend; and

(E)  Use reference material such as glossary, dictionary, {thesaurus, and available technology} to determine precise meaning and usage.

(7)  Reading/comprehension:  The student comprehends selections using a variety of strategies.  The student is expected to

(F)  Produce summaries of texts by identifying main ideas and their supporting details.

(8)  Reading/variety of texts:  The student reads extensively and intensively for different purposes and in varied sources, including American literature.  The student is expected to

(B)  Read in varied sources such as diaries, journals, textbooks, maps, newspapers, letters, speeches, memoranda, [electronic texts, and other media]; and

(C)  Read American and other world literature, including classic and contemporary works.

Objective 2:  The student will demonstrate an understanding of  the effects of literary elements and techniques in culturally diverse written texts.

(10)  Reading/literary response:  The student expresses and supports responses to various types of texts.  The student is expected to

(B)  Use elements of text to defend, clarify, and negotiate responses and interpretations.

(11)  Reading/literary concepts:  The student analyzes literary elements for their contributions to meaning in literary texts.  The student is expected to

(A) Compare and contrast aspects of texts such as themes, conflicts, and allusions both within and across texts;

(B)  Analyze relevance of setting and time frame to text’s meaning;

(C)  Describe the development of plot and identify conflicts and how they are addressed and resolved;

(D)  Analyze [the melodies of] literary language, including its use of evocative words and rhythms;

(E)  Connect literature to historical contexts, current events, [and his/her own experiences] and

(F) Understand literary forms and terms such as author, drama, biography, myth, tall tale, dialogue, tragedy and comedy, [structure in poetry, epic, ballad,] protagonist, antagonist, paradox, analogy, dialect, and comic relief as appropriate to the selections being read.

Objective 3:  The student will demonstrate the ability to analyze and critically evaluate culturally diverse written texts and visual representations.

(6)  Reading/word identification/vocabulary development.  The student acquires an extensive vocabulary through reading and systematic word study.  The student is expected to

(F)   Discriminate between connotative and denotative meanings and interpret the connotative power of words; and

(G)    Read and understand analogies.

(7)   Reading/comprehension:  The student comprehends selections using a variety of strategies.  The student is expected to

(E)   Analyze text structures such as compare/contrast, cause/effect, and chronological ordering for how they influence understanding/ and

(G)    Draw inferences such as conclusions, generalizations, and predictions and support them with text evidence [and experience].

(8)  Reading/variety of texts:  The student reads extensively and intensively for different purposes and in varied sources, including American literature.  The student is expected to

(D)  Interpret the possible influences of the historical context on literary works.

(10)  Reading/literary response:  The student expresses and supports responses to various types of texts.  The student is expected to

(B)  Use elements of text to defend, clarify, and negotiate responses and interpretations.

(12)  Reading/analysis/evaluation:  The student reads critically to evaluate texts and the authority of sources.  The student is expected to

(A)   Analyze the characteristics of clearly written texts, including the patterns of organization, syntax, and word choice;

(B)    Evaluate the credibility of information sources, including how the writer’s motivation may affect that credibility; and

(C)      Recognize logical, deceptive, and/or faulty modes of persuasion in texts.

(19)  Viewing/representing/interpretation:  The student understands and interprets visual representations.  The student is expected to

(B)    Analyze relationships, ideas, [and cultures] as represented in various media; and

(C)  Distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements.

(20)  Viewing/representing/analysis:  The student analyzes and critiques the significance of visual representations.  The student is expected to

(B)   Deconstruct media to get the main idea of the message’s content; and

(C)  Evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

Objective 4:  The student will, within a given context, produce an effective composition for a specific purpose.

(1)  Writing/purposes:  The student writes in a variety of forms, including business, personal, literary, and persuasive texts, for various audiences and purposes.  The student is expected to

(B)  Write in a voice and style appropriate to audience and purpose; and

(C)  Organize ideas in writing to ensure coherence, logical progression, and support for ideas.

(2)  Writing/writing processes:  The student uses recursive writing processes when appropriate.  The student is expected to

(B)  Develop drafts [both alone and collaboratively] by organizing and reorganizing content and by refining style to suit occasion, audience, and purpose; and

(C)  Proofread writing for appropriateness of organization, content, style, and conventions.

(5)  Writing/evaluation:  The student evaluates his/her own writing and the writings of others.  The student is expected to

(A)  Evaluate writing for both mechanics and content.

Objective 5:  The student will produce a piece of writing that demonstrates a command of the conventions of spelling, capitalization, punctuation, grammar, usage, and sentence structure.

(2)  Writing/writing processes:  The student uses recursive writing processes when appropriate.  The student is expected to

(C)  Proofread writing for appropriateness of organization, content, style, and conventions.

(3)  Writing/grammar/usage/conventions/spelling:  The student relies increasingly on the conventions and mechanics of written English, including the rules of usage and grammar, to write clearly and effectively.  The student is expected to

(A)  Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization [such as italics and ellipses];

(B)  Demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, verb forms, and parallelism; and

(C)  Compose increasingly more involved sentences that contain gerunds, participles, and infinitives in their various functions.

(5)  Writing/evaluation:  The student evaluates his/her own writing and the writings of others.  The student is expected to

(A)  Evaluate writing for both mechanics and content.

Objective 6:  The student will demonstrate the ability to revise and proofread to improve the clarity and effectiveness of a piece of writing.

(2)  Writing/writing processes:  The student uses recursive writing processes when appropriate.  The student is expected to

(C)  Proofread writing for appropriateness of organization, content, style, and conventions.

(3)  Writing/grammar/usage/conventions/spelling:  The student relies increasingly on the conventions and mechanics of written English, including the rules of usage and grammar, to write clearly and effectively.  The student is expected to

(A)  Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization [such as italics and ellipses];

(B)  Demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, verb forms, and parallelism;

(C)  Compose increasingly more involved sentences that contain gerunds, participles, and infinitives in their various functions; and

(D)  Produce error-free writing in the final draft.

(5)  Writing/evaluation:  The student evaluates his/her own writing and the writings of others.  The student is expected to

(A)  Evaluate writing for both mechanics and content.

Social Studies

Objective 1:  The student will demonstrate an understanding of issues and events in U.S. history.

(8.1)  History:  The student understands traditional historical points of reference in U.S. history through 1877.  The student is expected to

(C)  Explain the significance of the following dates:  [1607,] 1776, 1787, [1803,] and 1861-1865.

(8.4)  History:  The student understands significant political and economic issues of the revolutionary era.  The student is expected to

(B)  Explain the roles played by significant individuals during the American Revolution, including [Samuel Adams, Benjamin Franklin, King George III,] Thomas Jefferson, [the Marquis de Lafayette, Thomas Paine,] and George Washington; and

(C)  Explain the issues surrounding [important events of] the  American Revolution, including declaring independence; [writing] the Articles of Confederation, [fighting the battles of Lexington, Concord, Saratoga, and Yorktown; and signing the Treaty of Paris].

(8.16)  Government:  The student understands the American beliefs and principles reflected in the U. S. Constitution and other important historic documents.  The student is expected to

(C)  Identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights.

(US1)  History:  The student understands traditional historical points of reference in U.S. history from 1877 to the present.  The student is expected to

(A)  Identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;

(B)  Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and

(C)  Explain the significance of the following dates:  1898, 1914-1918, 1929, 1941-1945, [and 1957].

(US3)  History:  The student understands the emergence of the United States as a world power between 1898 and 1920.  The student is expected to

(A)  Explain why significant events and individuals, including the Spanish-American War, U.S. expansionism,  [Henry Cabot Lodge, Alfred Thayer Mahan,] and Theodore Roosevelt, moved the United States into the position of a world power;

(B)  Identify the reasons for U.S. involvement in World War I, including unrestricted submarine warfare; and

(D)  Analyze major issues raised by U.S. involvement in World War I, Wilson’s Fourteen Points, and the Treaty of Versailles.

(US5)  History:  The student understands significant individuals, events, and issues of the 1920’s.  The student is expected to

(A)  Analyze causes and effects of significant issues such as immigration, the Red Scare, Prohibition, and the changing role of women; and

(B)  Analyze the impact of significant individuals such as Clarence Darrow, William Jennings Bryan, Henry Ford, and Charles A. Lindbergh.

(US6)  History:  The student understands the impact of significant national and international decisions and conflicts from World War II and the Cold War to the present on the United States.  The student is expected to

(A)  Identify reasons for U.S. involvement in World War II, including the growth of dictatorships and the attack on Pearl Harbor;

(B)  Analyze major issues and events of World War II such as fighting the war on multiple fronts, the internment of Japanese-Americans, the Holocaust, the battle of Midway, the invasion of Normandy, and the development of and Harry Truman’s decision to use the atomic bomb;

(D)  Describe U.S. responses to Soviet aggression after World War II, including the Truman Doctrine, the Marshall Plan, the North Atlantic Treaty Organization, [and the Berlin airlift];

(E)  Analyze the conflicts in Korea and Vietnam and describe their domestic and international effects; and

(F)  Describe the impact of the GI Bill, [the election of 1948,] McCarthyism, and Sputnik I.

Objective 2:  The student will demonstrate an understanding of geographic influences on historical issues and events.

(US8)  Geography:  The student uses geographic tools to collect, analyze, and interpret data.  The student is expected to

(B)  [pose and] answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, [and databases].

(US9)  Geography:  The student understands the impact of geographic factors on major events.  The student is expected to

(A)  Analyze the effects of physical and human geographic factors on major events including the building of the Panama Canal.

(US10)  Geography:  The student understands the effects of migration and immigration on American society.  The student is expected to

(A)  Analyze the effects of changing demographic patterns resulting from migration within the United States; and

(B)  Analyze the effects of changing demographic patterns resulting from immigration to the United States.

(US11)  Geography:  The student understands the relationship between population growth and modernization on the physical environment.  The student is expected to

(A)  Identify the effects of population growth [and distribution and predict future effects] on the physical environment.

(WG1)  History:  The student understands how geographic contexts (the geography of places in the past) and processes of spatial exchange (diffusion) influenced events in the past and helped to shape the present.  The student is expected to

(A)  Analyze the effects of physical and human geographic patterns and processes on events in the past [and describe their effects on present conditions, including significant physical features and environmental conditions that influenced migration patterns in the past and shaped the distribution of culture groups today] (correlates with WH12B); and

(B)  Trace the spatial diffusion of a phenomenon and describe its effects on regions of contact such as the spread of bubonic plague, the diffusion and exchange of foods between the New and Old Worlds, [or the diffusion of American slang] )(correlates with WH11B).

(WG6)  Geography:  The student understands the types and patterns of settlement, the factors that affect where people settle, and processes of settlement development over time.  The student is expected to

(A)  [Locate settlements and] observe patterns in the size and distribution of cities using maps, graphics, and other information (correlates with WH26C).

(WH23)  Science, technology, and society:  The student understands how major scientific and mathematical discoveries and technological innovations have affected societies throughout history.  The student is expected to

(A)  Give examples of [major mathematical and scientific discoveries and] technological innovations that occurred at different periods in history and describe the changes produced by these discoveries and innovations (correlates with WG19A and WG20A).

Objective 3:  The student will demonstrate an understanding of economic and social influences on historical issues and events.

(US2)  History:  The student understands the political, economic, and social changes in the United States from 1877 to 1898.  The student is expected to

(B)  Analyze economic issues such as industrialization, the growth of railroads, the growth of labor unions, farm issues, and rise of big business; and

(C)  Analyze social issues such as the treatment of minorities, child labor, growth of cities, and problems of immigrants.

(US4)  History:  The student understands the effects of reform and third party movements on American society.  The student is expected to

(B)   Evaluate the impact of reform leaders such as Susan B. Anthony, W.E.B. DuBois, [and Robert LaFollette] on American society.

(US7)  History:  The student understands the impact of the American civil rights movement.  The student is expected to

(B)  Identify significant leaders of the civil rights movement, including Martin Luther King, Jr.

(US13)  Economics:  The student understands significant economic developments between World War I and World War II.  The student is expected to

(A)  Analyze causes of economic growth and prosperity in the 1920s;

(B)  Analyze the causes of the Great Depression, including the decline in worldwide trade, the stock market crash, and bank failures;

(C)  Analyze the effects of the Great Depression on the U.S. economy and government; and

(E)  Analyze how various New Deal agencies and programs such as the Federal Deposit Insurance Corporation, [the Securities and Exchange Commission,] and Social Security continue to affect the lives of U.S. citizens.

(US14)  Economics:  The student understands the economic effects of World War II, the Cold War, and increased worldwide competition on contemporary society.  The student is expected to

(A)  Describe the economic effects of World War II on the home front, including rationing, female employment, and the end of the Great Depression; and

(E)  Describe the dynamic relationship between U.S. international trade policies and the U.S. free enterprise system.

(US21)  Culture:  The student understands how people from various groups, including racial, ethnic, and religious groups, adapt to life in the United States and contribute to our national identity.  The student is expected to

(A)  Explain actions taken by people from racial, ethnic, and religious groups to expand economic opportunities and political rights in American society; and

(D)  Identify the political, social, and economic contributions of women to American society.

(S22)  Science, technology, and society:  The student understands the impact of science and technology on the economic development of the United States.  The student is expected to

(A)  Explain the effects of scientific discoveries and technological innovations such as electric power, the telegraph and telephone, petroleum-based products, medical vaccinations, and computers on the development of the United States; and

(C)  Analyze the impact of technological innovations on the nature of work, the American labor movement, and businesses.

(US23)  Science, technology, and society:  The student understands the influence of scientific discoveries and technological innovations on daily life in the United States.  The student is expected to

(A)  Analyze how scientific discoveries and technological innovations, including those in transportation and communication, have changed the standard of living in the United States.

(WG5)  Geography:  The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions.  The student is expected to

(B)  Analyze political, economic, social, and demographic data to determine the level of development and standard of living in nations (correlates with WH14C).

(WG 10)  Economics:  The student understands the distribution and characteristics of economic systems throughout the world.  The student is expected to

(C)  Compare the ways people satisfy their basic needs through the production of goods and services such as subsistence agriculture versus market-oriented agriculture or cottage industries versus commercial industries (correlates with  WH14C).

Objective 4:  The student will demonstrate an understanding of political influences on historical issues and events.

(8.3)  History:  The student understands the foundations of representative government in the United States.  The student is expected to

(A)  Explain the reasons for the growth of representative government and institutions during the colonial period.

(8.16)  Government:  The student understands the American beliefs and principles reflected in the U.S. Constitution and other important historic documents.  The student is expected to

(A)  Identify the influence of ideas from historic documents including the Magna Carta, the English Bill of Rights, [the Mayflower Compact,] the Declaration of Independence, the Federalist Papers, [and selected anti-federalist writings] on the U.S. system of government; and

(D)  Analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights.

(8.17)  Government:  The student understands the process of changing the U.S. Constitution and the impact of amendments on American society.  The student is expected to

(B)  Describe the impact of 19^th-century amendments including the 13^th, 14^th, and 15^th amendments on life in the United States.

(8.18)  Government:  The student understands the dynamic nature of the powers of the national government and state governments in a federal system.  The student is expected to

(B)  Describe historical conflicts arising over the issue of states’ rights, including the Nullification Crisis and the Civil War.

(8.20)  Citizenship:  The student understands the rights and responsibilities of citizens of the United States.  The student is expected to

(A)  Define and give examples of unalienable rights; and

(B)  Summarize rights guaranteed by the Bill of Rights.

(8.22)  Citizenship:  The student understands the importance of the expression of different points of view in a democratic society.  The student is expected to

(B)  Describe the importance of free speech and press in a democratic society.

(US4)  History:  The student understands the effects of reform and third party movements on American society.  The student is expected to

(A)  Evaluate the impact of Progressive Era reforms including [initiative, referendum, recall, and] the passage of the 16^th and 17^th amendments.

(US7)  History:  The student understands the impact of the American civil rights movement.  The student is expected to

(A)  Trace the historical development of the civil rights movement in the 18^th, 19^th, and 20^th centuries, including the 13^th, 14^th, and 15^th amendments; and

(C)  Evaluate government efforts, including the Civil Rights Act of 1964, to achieve equality in the United States

(US17)  Government:  The student understands the impact of constitutional issues on American society in the 20^th century.  The student is expected to

(A)  Analyze the effects of 20^th-century landmark U. S. Supreme Court decisions such as Brown v. Board of Education, [Regents of the University of California v. Bakke, and Reynolds v. Sims].

(US18)  Citizenship:  The student understands efforts to expand the democratic process.  The student is expected to

(B)  Evaluate various means of achieving equality of political rights, including the 19^th, 24^th, and 26^th amendments.

Objective 5:  The student will use critical thinking skills to analyze social studies information.

(US24)  Social studies skills:  The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology.  The student is expected to

(A)  [Locate and] use primary and secondary sources [such as computer software, databases, media and news services, biographies, interviews, and artifacts] to acquire information about the United States (correlates with 8.30A and WH 25B);

(B)  Analyze information by sequencing, categorizing, identifying cause-and effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations [and predictions], and drawing inferences and conclusions (correlates with 8.30B and WH25C);

(C)  Explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference, and historical context (correlates with 8.30D and WH25D); and

(F)  Identify bias in written, [oral,] and visual material (correlates with 8.30F and WH25G).

(WG8)  Geography:  The student understands how people, places, and environments are connected and interdependent.  The student is expected to

(B)  Compare ways that humans depend on, adapt to, and modify the physical environment using [local,] state, national, and international human activities in a variety of cultural and technological contexts (correlates with WH12B and WH12C).

(WG21)  Social studies skills:  The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology.  The student is expected to

(C)  [Construct and] interpret maps to answer geographic questions, infer geographic relationships, and analyze geographic change (correlates with WH11B and WH12C).

(WH26)  Social studies skills:  The student communicates in written, oral, and visual forms.  The student is expected to

(C)  Interpret [and create databases, research outlines, bibliographies, and]  visuals including graphs, charts, timelines, and maps (correlates with  WG21C).

Appendix:  Grade 11 Exit Level Social Studies World Geography/World History Correlates

Objective 2

(WG19)  Science, technology, and society:  The student understands the impact of technology and human modifications on the physical environment.  The student is expected to

(A)  Evaluate the significance of major technological innovations, including fire, steam power, diesel machinery, and electricity that have been used to modify the physical environment.

(WG20)  Science, technology, and society:  The student understands how technology affects definitions of, access to, and use of resources.  The student is expected to

(A)  Describe the impact of new technologies, [new markets, and revised perceptions of resources].

(WH11)  Geography:  The student uses geographic skills and tools to collect, analyze, and interpret data.  The student is expected to

(B)  [Pose and] answer questions about geographic distributions and patterns in world history shown on maps, graphs, charts, models, and databases.

(WH12)  Geography:  The student understands the impact of geographic factors on major historic events.  The student is expected to

(B)  Analyze the effects of physical and human geographic factors on major events in world history [such as the effects of the opening of the Suez Canal on world trade patterns].

(WH26)  Social studies skills:  The student communicates in written, oral, and visual forms.  The student is expected to

(C)  Interpret [and create databases, research outlines, bibliographies, and] visuals including graphs, charts, timelines, and maps.

Objecive 3

(WH14)  Economics:  The student understands the historic origins of contemporary economic systems.  The student is expected to

(C)  Compare the relationships between and among contemporary countries with differing economic systems.

Objective 5

(WG21)  Social studies skills:  The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology.  The student is expected to

(A)  Use historical, geographic, and statistical information from a variety of sources such as databases, field interviews, media services, and questionnaires to answer geographic questions and infer geographic relationships; and

(C)  [Construct and] interpret maps to answer geographic questions, infer geographic relationships, and analyze geographic change.

(WH11)  Geography:  The student uses geographic skills and tools to collect, analyze, and interpret data.  The student is expected to

(B)  [Pose and] answer questions about geographic distributions and patterns in world history shown on maps, graphs, charts, models, and databases.

(WH12)  Geography:  The student understands the impact of geographic factors on major historic events.  The student is expected to

(B)  Analyze the effects of physical and human geographic factors on major events in world history [such as the effects of the opening of the Suez Canal on world trade patterns]; and

(C)  Interpret historical [and contemporary] maps to identify and explain geographic factors [such as control of the Straits of Hormuz] that have influenced people and events in the past.

Science

Objective 1:  The student will demonstrate an understanding of the nature of science.

Biology (1) and Integrated Physics and Chemistry (1) Scientific Processes:  The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices.  The student is expected to

(A)  Demonstrate safe practices during field and laboratory investigations.

Biology (2) and Integrated Physics and Chemistry (2) Scientific Processes:  The student uses scientific methods during field and laboratory investigations.  The student is expected to

(A)  Plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology;

(B)  Collect data and make measurements with precision;

(C)  Organize, analyze, evaluate, make inferences, and predict trends from data; and

(D)  Communicate valid conclusions.

Integrated Physics and Chemistry (3) Scientific Processes:  The student uses critical thinking and scientific problem solving to make informed decisions.  The student is expected to

(A)  Analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information; and

(B)  Draw inferences based on data related to promotional materials for products and services.

Objective 2:  The student will demonstrate an understanding of the organization of living systems.

Biology (4)  Science Concepts:  The student knows that cells are the basic structures of all living things and have specialized parts that perform specific functions, and that viruses are different from cells and have different properties and functions.  The student is expected to

(B)  Investigate and identify cellular processes including homeostasis, permeability, energy production, transportation of molecules, disposal of wastes, function of cellular parts, and synthesis of new molecules.

Biology (6) Science Concepts:  The student knows the structures and functions of nucleic acids in the mechanisms of genetics.  The student is expected to

(A)  Describe components of deoxyribonucleic acid (DNA), and illustrate how information for specifying the traits of an organism is carried in the DNA;

(B)  Explain replication, transcription, and translation using models of DNA and ribonucleic acid (RNA); and

(C)  Identify and illustrate how changes in DNA cause mutations and evaluate the significance of these changes.

Biology (8) Science Concepts:  The student knows applications of taxonomy and can identify its limitations.  The student is expected to

(C)  Identify characteristics of kingdoms including monerans, protests, fungi, plants, and animals.  (TAKS will use the most current classification system.)

Biology (10) Science Concepts:  The student knows that, at all levels of nature, living systems are found within other living systems, each with its own boundary and limits.  The student is expected to

(A)  Interpret the functions of systems in organisms, including circulatory, digestive, nervous, endocrine, reproductive, integumentary, skeletal, respiratory, muscular, excretory, and immune; and

(B)  Compare the interrelationships of organ systems to each other and to the body as a whole.

Objective 3:  The student will demonstrate an understanding of the interdependence of organisms and the environment.

Biology (4) Science Concepts:  The student knows that cells are the basic structures of all living things and have specialized parts that perform specific functions, and that viruses are different from cells and have different properties and functions.  The student is expected to

(C)  Compare the structures and functions of viruses to cells and describe the role of viruses in causing diseases and conditions such as acquired immune deficiency syndrome, common colds, smallpox, influenza, and warts; and

(D)  Identify and describe the role of bacteria in maintaining health such as in digestion and in causing diseases such as in streptococcus infections and diphtheria.

Biology (7) Science Concepts:  The student knows the theory of biological evolution.  The student is expected to

(A)  Identify evidence of change in species using fossils, DNA sequences, anatomical similarities, physiological similarities, and embryology; and

(B)  Illustrate the results of natural selection in speciation, diversity, phylogeny, adaptation, behavior, and extinction.

Biology (9) Science Concepts:  The student knows metabolic processes and energy transfers that occur in living organisms.  The student is expected to

(D)  Analyze the flow of matter and energy through different trophic levels and between organisms and the physical environment.

Biology (12) Science Concepts:  The student knows that interdependence and interactions occur within an ecosystem.  The student is expected to

(B)  Interpret interactions among organisms exhibiting predation, parasitism, commensalisms, and mutualism; and

(E)  Investigate and explain the interactions in an ecosystem including food chains, food webs, and food pyramids.

Biology (13) Science Concepts:  The student knows the significance of plants in the environment.  The student is expected to

(A)  Evaluate the significance of structural and physiological adaptations of plants to their environments.

Objective 4:  The student will demonstrate an understanding of the structures and properties of matter.

Integrated Physics and Chemistry (7) Science Concepts:  The student knows relationships exist between properties of matter and its components.  The student is expected to

(A)  Investigate and identify properties of fluids including density, viscosity, and buoyancy; and

(D)  Relate the chemical behavior of an element including bonding, to its placement on the periodic table.

Integrated Physics and Chemistry (8) Science Concepts:  The student knows that changes in matter affect everyday life.  The student is expected to

(A)  Distinguish between physical and chemical changes in matter such as oxidation, digestion, changes in states, and stages in the rock cycle; and

(C)  Investigate and identify the law of conservation of mass.

Integrated Physics and Chemistry (9) Science Concepts:  The student knows how solution chemistry is a part of everyday life.  The student is expected to

(A)  Relate the structure of water to its function [as the universal solvent];

(B)  Relate the concentration of ions in a solution to physical and chemical properties such as pH, electrolytic behavior, and reactivity; and

(D)  Demonstrate how various factors influence solubility including temperature, pressure, and nature of the solute and solvent.

Objective 5:  The student will demonstrate an understanding of motion, forces, and energy.

Integrated Physics and Chemistry (4) Science Concepts:  The student knows concepts of force and motion evident in everyday life.  The student is expected to

(A)  Calculate speed, momentum, acceleration, work, and power in systems such as in the human body, moving toys, and machines;

(B)  Investigate and describe applications of Newton’s laws such as in vehicle restraints, sports activities, geological processes, and satellite orbits; and

(D)  Investigate and demonstrate [mechanical advantage and] efficiency of  various machines such as levers, motors, wheels and axles, pulleys, and ramps.

Integrated Physics and Chemistry (5) Science Concepts:  The student knows the effects of waves on everyday life.  The student is expected to

(B)  Demonstrate wave interactions including interference, polarization, reflection, refraction, and resonance within various materials.

Integrated Physics and Chemistry (6) Science Concepts:  The student knows the impact of energy transformations in everyday life.  The student is expected to

(A)  Describe the law of conservation of energy;

(B)  Investigate and demonstrate the movement of heat through solids, liquids, and gases by convection, conduction, and radiation; and

(D)  Investigate and compare economic and environmental impacts of using various energy sources such as rechargeable or disposable batteries and solar cells.

TEXTBOOKS

State-approved textbooks are provided free of charge for each subject or class.  A student is required to use these books carefully.  Books must be covered by the student, as directed by the teacher, and handled with care.  A student who is issued a damaged book should report the damage to the teacher.  Any student failing to return a book issued by the school shall lose the right to have free textbooks assigned until the book is returned or paid for by the parent or guardian.  A student shall be given textbooks for use at school during the school day if extra textbooks are available.

TOBACCO USE

A student shall not smoke, use, or possess tobacco products on school property or at any school-related or school-sanctioned activity, on or off school property, as provided by law.  See the Student Code of Conduct for information.

TOYS

Students are not permitted to possess such items as radios, CD players, tape recorders, camcorders, DVD players, cameras, or electronic devices or games at school unless prior permission has been obtained from the principal.  Without such permission, teachers will collect the item and turn it in to the principal’s office.  Movies that are rated any rating but G, and electronic games that are rated above “E” are not appropriate for school and are subject to confiscation.  Some toys, including balls, cards, dominoes, and other games, may not be appropriate for school; students should secure permission from their teacher before bringing such items to school.   The principal will determine whether to return a confiscated item at the end of the day for the student to take home, whether to hold the item to return to the student at a later time,  or whether the parent will be contacted to pick up the item.  Any disciplinary action will be in accordance with the Student Code of Conduct. 

TRAVEL AND FIELD TRIPS:  SCHOOL SPONSORED

A student with a history of disruptive behavior may be prohibited from attending a field trip or traveling with a group.   A student who behaves inappropriately while on a field trip/extracurricular activity may be banned from any future trips."

Students who participate in school-sponsored trips are required to ride in transportation provided by the school to and from the event.  However, the principal may make an exception to this requirement under the following circumstances:  1)  The parent personally requests that the student be permitted to ride with the parent; or 2) no later than the day before the scheduled trip, the parent presents a written request that the student be permitted to ride with an adult designated by the parents. 

VEHICLES ON CAMPUS

Students who drive a vehicle on campus must present proof of a valid drivers license and insurance as required by law.

Vehicles parked on school property are under the jurisdiction of the school.  The school reserves the right to search any vehicle if reasonable cause exists to do so.  A student has full responsibility for the security of his/her vehicle and will make certain it is locked and that the keys are not given to others.  A student will be held responsible for any prohibited objects or substances, such as alcohol, drugs, or weapons, that are found in his/her car and will be subject to disciplinary action by the District as well as referral for criminal prosecution.  Searches of vehicles may be conducted at any time there is reasonable cause to do so, with or without the presence of the student.

Once on campus, a student is to park his/her vehicle appropriately.  Students are not to sit in their parked cars.  Students must observe traffic laws and drive in a safe manner on school property.   Vehicle radios/tape players/CD players are not to be played.  During the day, students are not to return to their cars without permission from the principal.  Note:  Driving a car onto the school campus is a student privilege which may be revoked.

VISITORS

Parents and other visitors are welcome to visit District schools.  For the safety of those within the school and to avoid disruption of instructional time, all visitors must first report to the principal’s office. 

Visits to individual classrooms during instructional time shall be permitted only with the principal’s and teacher’s approval, and such visits shall not be permitted if their duration or frequency interferes with the delivery of instruction or disrupts the normal school environment.   Parents who wish to discuss their child’s progress or problems must set an appointment for a teacher/parent conference by contacting the principal. 

All visitors are expected to demonstrate the highest standards of courtesy and conduct; disruptive behavior will not be permitted.

Withdrawal from School A student under 18 may be withdrawn from school only by a parent. The school requests notice from the parent at least three days in advance so that records and documents may be prepared. A withdrawal form may be obtained by the parent from the principal’s office.   On the student’s last day, the withdrawal form must be presented to each teacher for current grade averages and book clearance; to the librarian to ensure a clear library record; to the clinic for health records; to the counselor for the last report card and course clearance; and finally, to the principal. A copy of the withdrawal form will be given to the student and a copy placed in the student’s permanent record.   A student who is 18 or older, who is married, or who has been declared by a court to be an emancipated minor, may withdraw without parental signature.

GLOSSARY

Accelerated instruction is an intensive supplemental program designed to address the needs of an individual student in acquiring the knowledge and skills required at his or her grade level.

ACT refers to one of the two most Frequently used college or university admissions exams: the American College Test. The test may be a requirement for admission to certain colleges or universities.

ARD is the admission, review, and dismissal committee convened for each student who is identified as needing a full and individual evaluation for special education services. The eligible student’s parents are part of the committee.

Attendance Review Committee is responsible for reviewing a student’s absences when the student’s attendance drops below 90 percent of the days the class is offered. Under guidelines adopted by the Board, the committee will determine whether there were extenuating circumstances for the absences and whether the student needs to complete certain conditions to master the course and regain credit lost because of absences.

DAEP stands for a disciplinary alternative education program, a placement for students who have violated certain provisions of the Student Code of Conduct. The DAEP will be separated from students not assigned to the program. It will focus on English language arts, mathematics, science, history, and self-discipline, and provide for students’ educational and behavior needs, as well as supervision and counseling.

FERPA refers to the federal Family Educational Rights and Privacy Act that grants specific privacy protections to student records. The law contains certain exceptions, such as directory information, unless the student’s parent or a student 18 or older directs the school not to release directory information.

IEP is the written record of the Individualized Education Program prepared by the ARD committee for a student with disabilities who is eligible for special education services. The IEP contains several parts such as a statement of the student’s present educational performance; a statement of measurable annual goals, with short-term objectives; the special education and related services and supplemental aids and services, and program modifications or support for school personnel; a statement regarding how the student’s progress will be measured and how the parents will be kept informed; modifications to state or districtwide tests, etc.

ISS refers to in-school suspension, a disciplinary technique for misconduct found in the Student Code of Conduct. Although different from out-of-school suspension and placement in a Disciplinary Alternative Education Program (DAEP), ISS removes the student from the regular classroom.

NCLBA is the federal No Child Left Behind Act of 2001 that, along with other requirements for schools, provides for parent information and opportunities for “opting” their students out of certain activities or surveys.

Personal Graduation Plan (PGP) is a new state requirement for any student in middle school or higher who fails a section on a state-mandated assessment test or is determined by the District as not likely to earn a high school diploma before the fifth school year after he or she begins grade 9.

SAT refers to the second of the two most frequently used college or university admissions exams: the Scholastic Aptitude Test. The test may be a requirement for admissions to certain colleges or universities.

Section 504 is the federal law that prohibits discrimination against a student with a disability, requiring schools to provide opportunities for equal services, programs, and participation in activities. Unless the student is determined by an ARD committee to be eligible for special education services, appropriate regular educational services will be provided.

State assessment tests are required of students at certain grade levels and in specified subjects. Successful performance is a condition of promotion and the grade 11 exit-level test is a condition of graduation. Students have multiple opportunities to take the tests.

Alternate assessment tests, developed by the state, may be given to students in special education and students identified as limited English proficient.

Student Code of Conduct, developed with the advice of the District-level committee and adopted by the Board, identifies the circumstances, consistent with law, when a student may be removed from the classroom or campus. It also sets out the conditions that authorize or require the principal or another administrator to place the student in a Disciplinary Alternative Education Program. It outlines conditions for out-of-school suspension and for expulsion, and states whether self-defense is a consideration in suspension, DAEP placement, or expulsion. The Student Code of Conduct also addresses notice to the parent regarding a student’s violation of one of its provisions.

TAKS is short for the Texas Assessment of Knowledge and Skills the state’s current standardized achievement test given to students in certain grade levels and subjects in grades 3–11.

UIL refers to the University Interscholastic League, the statewide voluntary non-profit organization that oversees educational extracurricular academic, athletic, and music contests.