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All ɫ��������һ���������� students entering the 9th grade beginning with the 2022-2023 school year will earn their high school requirements on the Distinguished Level of Achievement graduation plan (26 credits). The Foundation High School Plan with Distinguished Level of Achievement provides students the strongest preparation for college and career readiness. With this plan, students complete the foundation plan with endorsement which includes Algebra II as a math course requirement. The Distinguished Level of Achievement plan is required for students to be eligible for the state’s top 10% for automatic admission into colleges and universities.�� Admission, Review and Dismissal, ARD, meeting decision will determine graduation plans for students with specialized learning based on their individual education plan, IEP. School counselors review students’ transcripts annually to determine if a plan adjustment is needed. All graduation plans are finalized senior year with student and parent collaboration.

The following standards apply to grade classification. Reclassifications are made at the beginning of each school year except for certain situations outlined in AISD Board Policy EIE.

Students who have earned higher credit totals during a corresponding school year are not reclassified past their cohort year unless they have completed an early graduation requirement with their school counselor.��

All ɫ��������һ���������� students in grades 9, 10, and 11 are required to take eight classes each semester in a block schedule.�� Students classified as seniors may choose to take early release or late arrival if they are satisfactorily progressing towards graduation.�� Students choosing late arrival or early dismissal must have transportation and are not allowed on campus when they are not scheduled in class.��

Students may only drop courses within the first grading period without penalty if an alternate class can be scheduled or for seniors scheduled for more than six classes.�� After the end of the first grading period, a grade of “F” is recorded and will be reflected in the student’s Grade Point Average, (G.P.A.). Students may not add a course for credit after the first three weeks of the first grading period of each semester. Seniors that are failing core subjects (English, Math, Science, Social Studies) after the first three weeks of the semester may drop the course and add a course in the same core subject without penalty.

In rare instances, a principal may allow a student to audit a course with therecommendation of the teacher and the counselor. Students will receive a grade in audited courses each six-weeks. The grade does not affect GPA or count toward graduation credit, but if it is below 70, the student will be ineligible for extracurricular activities.

Written examinations will be given in all courses at the end of each semester. The exams will be averaged in as 1/7 of the semester grade. No early exams are given. Students who miss exams due to absence may make them up after exam day if the absence is excused. Six-week examinations may be given sometime during the last part of the fifth week or during the sixth week of each six-week reporting period.

A junior or senior student may request an exemption from taking final examinations in any semester if the student meets all of the following conditions:

• Has a grade average of 80 or
• Has no more than three excused absences in the semester in which the waiver is requested. This includes absences for illness, or hospitalization, or religious
• Has had no unexcused absences during the
• Has not been assigned to in-school suspension or an alternative education
• If the student elects to take the final examination, the examination grade shall be used to calculate the student’s final grade for the semester only if the examination grade improves the final average.

A junior or senior student may take certain courses on a grade point average (GPA)-exempt basis in accordance with the following:

• GPA-exempt courses shall be limited to juniors and seniors who have maintained a GPA of at least 7.00.
• Courses beyond the credits required by the state for graduation may be taken as GPA- exempt courses, limited to two courses per semester, per student.
• The student must declare his or her intent to take a course on the GPA-exempt basis within thefirst three weeks of class. This decision is final and cannot be rescinded.
• The numerical grade earned on a GPA-exempt course shall be posted on the transcript with no grade points.
• A third GPA exemption may be granted in a semester for band, choir, orchestra, or athletics, if applied to a third or fourth year course that is paired with another course in the same program. Specific courses shall be listed in the course description book.

Teachers shall report grades numerically in grade books, on report cards, and in the cumulative folders.

Teachers will evaluate student academic performance, grades 9-12, according to the group (level) placement of the student. Upon early indication of a student’s unsatisfactory performance, the parents should be notified of the student’s deficiency.

Report cards will be distributed each six weeks. Semester grades will be computed as follows:

• multiply each six week’s grade by two (2),
• add the semester final,
• divide by seven (7).

The result will be a semester grade with a semester final weighted approximately 15%.

Students in grades 9-12 will receive credits and grade points by semester average. Each semester of work completed satisfactorily will count 0.5 credit unless otherwise indicated in the course description. The units will be recorded on report cards and transcripts by semester.If a high school course is taken in grade 7 or 8, graduation credits will be earned as in grades 9- 12.

An adequate number of grades must be taken to fairly evaluate the student. A minimum of 6 grades per grading period is required. A six weeks exam or a unit exam may be administered as part of the final six weeks grade.

All senior high schools will administer a semester exam in every course offered in the curriculum except UIL competitive sports, grades 9-12.

A student’s mark in academic areas will not be altered because of his behavior. Behavior will be marked under Citizenship on the grade report form.�� Plus or minus signs may be used with citizenship grades at the secondary level.�� The symbols for marking citizenship are as follows:

• A - Excellent
• B - Satisfactory
• C - Improvement Needed
• F - Unsatisfactory

The secondary student’s citizenship or conduct grade will be based on the following:

• Acceptance of responsibility
• Courtesy of speech and manners
• Dependability
• Respect for the rights of others
• Promptness
• Care of Property
• Good use of time
• Following Directions
• Observation of rules of behavior

In keeping with the philosophy of the Arlington Public Schools, its plan of grouping, and its effort to provide a program to meet individual differences, the following weighted grade point system will be used for grades 9-12 to mark students who have varying abilities.

Grades 9-12 Grading Table

Grade Point Average = Grade Points Earned / Number of Non-Exempt Classes Attempted

Semester Grade Averaging Policy
Implemented 2016-2017 School Year Policy EIC (Local)

• If a student fails a semester of a two-semester course and the final average for both semesters equal “70” or above, the student is awarded credit for the failed semester.
• Averaging of grades will begin with the 2016-2017 school year and will not be retro-active.
• Averaging of grades will be processed within one school year, 1st semester, 2nd semester, and summer sessions constitutes a school year.
• GPA and Class Rank will continue to be calculated based on grades earned. Semester averaging will not impact GPA or Class Rank. The grade the student earned will not be changed on the report card or transcript.

The District shall apply the same class rank calculation method and rules for local graduation honors for all students in a graduating class, regardless of the school year in which a student first earned high school credit.

Calculation

• The district shall include in the calculation of class rank semester grades earned in all high school credit courses regardless of when the credit was earned, unless excluded below.
• The class rank calculation shall not include semester grades from a course that is retaken after a passing grade has been earned, and the new grade shall not be recorded on the transcript.
• The calculation shall include failing grades.

Exclusions

The calculation of class rank shall exclude semester grades earned in distance learning courses; courses taken in a nonaccredited instructional setting; or through credit by examination, with or without prior instruction.

Local Graduation Honors

For the purpose of determining honors to be conferred during graduation activities, the district shall calculate class rank in accordance with this policy and administrative regulations by using grades available at the time of calculation at the end of the fifth six-week grading period of the senior year.

Students who choose to take dual credit courses through Tarrant County College (TCC), spring semester grades will not be included in determining graduation honors.�� TCC academic department’s process includes sharing spring grades after the 5th six weeks.��

Honor graduates will be students in the following categories of the senior class:

• Valedictorian - highest grade point average
• Salutatorian - second highest grade point average
• Summa cum laude - top 2 percent (includes valedictorian/salutatorian)
• Magna cum laude - top 10 percent
• Cum laude - top 20 percent

To be considered for summa cum laude honors, a student must have been enrolled for the final four semesters at the high school from which he or she is graduating.

All students who enroll in ɫ��������һ���������� will complete a home language survey. If the home language survey indicates a language other than English, students are evaluated for language proficiency. Students who are identified as English Learners receive sheltered instruction, which is available at all secondary campuses in ɫ��������һ����������. Students receiving sheltered instruction will receive the same academic content, however, the teacher will accommodate and scaffold the instruction based on the students’ language proficiency.

For those who have academic or behavioral deficits in the general education classroom, all school districts must consider tutorial, compensatory and other support services that are available to all students, including a Multi-Tiered System of Supports (MTSS). The implementation of MTSS has the potential to have a positive impact on the ability of districts to meet the needs of all struggling students.

If a student is experiencing learning difficulties, their parent may contact the individual(s) listed below to learn about the school’s overall general education referral or screening system for support services. This system links students to a variety of support options, including making a referral for a special education evaluation or for a Section 504 evaluation to determine if the student needs specific aids, accommodations, or services.

A parent may request an evaluation for special education or Section 504 services at any time.

Special Education Eligibility, Requests, Reporting, and Resources:

Eligibility

The Individuals with Disabilities Education Act, also known as IDEA, is a federal law that give eligible students with disabilities the right to receive special education services and assistance in school. To be eligible for special education services, a student with a disability must need instruction that is specially designed to meet the student’s unique needs based on that disability.

Who can request an evaluation?

• Parents or Guardians: A parent or guardian has the right to request a special education evaluation at any It is best to submit this request in writing to your school’s principal or to the school district’s special education director. If your child is pre-school age and not yet enrolled in school, send the letter to the district’s special education director.
• School: If the school knows or has reason to suspect that the student has a disability and a need for special education services, the school must refer the student for a special education More information on evaluation timelines can be found at: direc.to/dVYR

Reporting

The Texas Education Agency (TEA) changed the way it reports special education enrollment in school systems. TEA no longer includes a target for a school system’s total numbers of students in special education as part of state monitoring.

• For special education representation, TEA only reports on overrepresentation within certain race, ethnicity and disability categories, as required by federal School systems cannot use this reporting data to delay, deny or prevent a referral for an evaluation for special education services.

Resources

• TEA has created topic specific information for families. These resources can be accessed via this link:
• Family members can call or log on to find answers to their questions as well as general information about special education
• (855) 773-3839

Special Education Referrals:

If a parent makes a written request for an initial evaluation for special education services to the director of special education services or an administrative employee of the school district, the district shall respond no later than 15 school days after receiving the request. At that time, the district or charter school shall give the parent a prior written notice of whether it agrees to or refuses to evaluate the student, along with a copy of the Notice of Procedural Safeguards. If the school district or charter school agrees to evaluate the student, it shall also give the parent the opportunity to give written consent for the evaluation.

Please note that a request for a special education evaluation may be made verbally and does not need to be in writing. Districts and charter schools must still comply with all federal prior written notice and procedural safeguard requirements and the requirements for identifying, locating, and evaluating children who are suspected of being a child with a disability and in need of special education. However, a verbal request does not require the district or charter school to respond within the 15-school-day timeline.

If the district decides to evaluate the student, it must complete the student’s initial evaluation and evaluation report no later than 45 school days from the day it receives a parent’s written consent to evaluate the student. However, if the student is absent from school during the evaluation period for three or more school days, the evaluation period will be extended by the number of school days equal to the number of school days that the student is absent.

There is an exception to the 45-school-day timeline. If the district receives a parent’s consent for the initial evaluation at least 35 but less than 45 school days before the last instructional day of the school year, it must complete the written report and provide a copy of the report to the parent by June 30 of that year. However, if the student is absent from school for three or more days during the evaluation period, the June 30th due date no longer applies. Instead, the general timeline of 45 school days plus extensions for absences of three or more days will apply.

Upon completing the evaluation, the district shall give the parent a copy of the evaluation report at no cost.

Additional information regarding special education is available from the district or in a companion document titled Parent’s Guide to the Admission, Review, and Dismissal Process.

Contact Information for Special Education Referrals:

The designated person to contact regarding options for a student experiencing learning difficulties or regarding a referral for evaluation for special education services is:

• Director of Special Education/Section 504/Dyslexia at 682-867-0800
• Executive Director of Specialized Services for 504/Dyslexia at 682-867-0804

Section 504 Referrals:

The district has standards and procedures in place for the evaluation and placement of students in the district’s Section 504 program. The district has also implemented a system of procedural safeguards that includes notice, an opportunity for a parent or guardian to examine relevant records, an impartial hearing with an opportunity for participation by the parent or guardian and representation by counsel, and a review procedure.

Contact Information for Section 504 Referrals:

The designated person to contact regarding options for a student experiencing learning difficulties or regarding a referral for evaluation for Section 504 services is:

• Coordinator for Section 504 and Dyslexia at 682-867-7465

Additional Information:

The following websites provide information and resources for students with disabilities and their families.

Special education services are available on the campus for each secondary school in Arlington. Services for students are implemented in the least restrictive environment based on the student’s Individual Education Plan. A graduation plan is developed through the Admission, Review and Dismissal Committee for each student receiving special education service.

The special education program maintains records on students who are currently receiving special education services or who have received special education services during the preceding seven-year period. These records are located on the school campus and the special education Special Services Office at 1204 W. Arkansas Lane.

The Special Services Office telephone number is 682-867-7690. The special education department observes federal and state regulations and local policies pertaining to the confidentiality of student records. Parents (or an eligible student 18 years or older) may inspect and review records at any time. School officials with a legitimate educational interest have access to student records. The parents of a student with a disability must give written consent before that student’s records can be seen by someone not involved in the student’s education.

Extracurricular activities are school-sponsored activities designed to achieve specific goals that contribute to a student’s personal, physical, and social development. They encourage cooperative attitudes, acceptance of responsibility, increased student involvement, the development of specific interests and skills, and then a carry-over of these attributes into lifetime skills.

It is important to realize that participation in extracurricular activities is a privilege and not a ��right; and students must meet specific requirements of the ɫ��������һ����������, University Interscholastic League, and state law in order to participate. Students may participate in extracurricular activities per UIL rules at the beginning of the school year if they have earned the following cumulative number of credits.

• Beginning at 7th grade, promoted from grade 6 to 7.
• Beginning at 8th grade, promoted from grade 7 to 8.
• Beginning at 9th grade, promoted from grade 8 to 9.
• Beginning of the 10th grade, having 5 credits.
• Beginning of the 11th grade, having 10 credits.
• Beginning of the 12th grade, having 15 credits.
• After the 1st six-week period, any six-weeks’ grade below 70 (see H below) in any course will render a student ineligible for extracurricular activities for a period of three weeks (AISD policy and state law).
• A student in grades 9-12 who is enrolled in any AISD designated, Advanced Placement, International Baccalaureate, or Dual credit class will maintain eligibility with a grade of at least 60 for a six-weeks’ grading period.
• In no case can a student drop a course with a failing average later than the end of the third week of a six-week grading period without its being considered a failing grade for eligibility purposes.
• A student in grades 9-12 who drops a course after the first six weeks will receive a failing grade for the semester and a failing grade for the six weeks in which the course was dropped. Such circumstances render a student ineligible the following three weeks.
• In non-credit courses, a student is eligible as long as he/she is taking and passing four credits.
• A student who makes a failing grade in an audited, GPA exempt, correspondence, or virtual ��on- line class is ineligible for the next three weeks.
• A student removed from class by a teacher under Senate Bill 1 may be prohibited from participating in school- sponsored or school-related extracurricular activities.
• A student removed from class and placed in an alternative education program under Senate Bill 1 is prohibited from attending or participating in school-sponsored or school-related extracurricular activities.
• Other restrictions may apply according to state law and Senate Bill 1

• A Diploma is issued to students that have met all graduation requirements.
• A Certificate of Completion may be issued to a student who completes all graduation requirements except for required end of course assessments.�� The district will allow these students to participate in the graduation ceremony, however, the student will not receive a Diploma.
• A Certificate of Attendance may be issued to a student who receives special education services and who has completed four years of high school but has not completed the student’s individual education program (IEP). A student may participate in one on graduation ceremony under this provision.�� This is not a Diploma.��

The State Board of Education has proposed different methods by which a student can earn credit. These methods have been endorsed by the local Board of Trustees and are available by contacting the counseling office.

Credit by Exam with Prior Instruction

Credit by Examination is designed as an option to earn credit for those students who have had prior documented instruction. Examinations used to earn credit under this policy shall assess the student’s mastery of the essential knowledge and skills. On recommendation of the attendance committee, a student who has excessive absences may be permitted to earn or regain course credit through credit by examination. Credit by examination shall not be used to gain eligibility for participation in extracurricular activities and shall not be included in the calculation of class rank or counted towards the grade point average (GPA). To receive credit, students shall score a grade of 70 or above on the examination. A student may take a credit by examination for a particular course no more than two times.

Students must register with the campus counselor for a credit by examination. No fee shall be charged for any examination provided by the District. A fee will be charged for an examination prepared by an outside entity, unless the campus principal waives such a fee based on student need. No student will be assessed an administration fee by the District. The Department of Research and Testing shall be responsible for the development and/or selection of examinations for credit or acceleration with prior instruction.

Credit by Exam Without Prior Instruction

If a student in grades 1–12 wishes to accelerate to the next grade level or earn course credit without having received prior instruction in the grade level or course, the District shall offer opportunities in accordance with state law and State Board rules for the student to take a Board-approved examination for this purpose. To take an examination for credit without prior instruction a student must register with the campus counselor.

Students in grades 9-12 shall score a grade of 80 or above on each examination taken for course credit. No fee shall be charged for any examination for acceleration provided by the District. Credit obtained by examination for acceleration shall not be included in the calculation of class rank or counted towards the grade point average (GPA). A student may take a credit by examination for a particular course no more than two times.

A student may only test once during a testing window for the same course.

Credit By Exam testing dates and registration deadlines are as follows:

Correspondence Courses

A student enrolled in a District high school (grades 9-12) may enroll in correspondence courses. Students enrolled in correspondence courses should seek advice from their school counselor. All correspondence work must be done through the institutions approved by the Texas Education Agency Commissioner of Education: these are the University of Texas Division of Extension in Austin, or the Extension Division of Texas Technological University at Lubbock. Correspondence examinations shall be monitored by District staff. Correspondence courses shall not be included in the calculation of class rank or counted towards the grade point average (GPA). Seniors who are enrolled in correspondence courses to earn credits required for graduation shall complete the course and submit the grade for recording at least 30 days prior to the graduation date in order to be eligible for graduation at the end of the term. This course counts towards UIL eligibility. No credit shall be granted at any grade level for participation in summer study abroad programs.

On-line courses available through TxVSN (Texas Virtual School Network). Students will be responsible for their own fees. Please contact the counseling department for additional information.

Credit Recovery

Credit Recovery is available as another option for students who have had prior instruction in a course.�� AISD utilizes Edgenuity, an online self paced program to support students in grades 9-12.�� The platform provides online and blended learning options to help students recover credits required towards graduation.�� Please contact the counseling department for additional information.

All students interested in obtaining Off-Campus Physical Education credit will be directed to their counselor. The counselor will explain the three categories of Off-Campus Physical Education and give the student an Application for Off-Campus Physical Education. The completed application should be returned to the counselor. The counselor will then review the application with the principal and obtain the principal’s signature on the application. The counselor will forward the application to the Athletic Department office for final approval. After final approval, the application will be returned to the counselor.

Applications must receive final approval prior to the 1st week of each semester. No application will be accepted after the third week of each semester.

Upon receipt of the approved application, the counselor will send the “provider-of-services packet” to the coach or organization providing the Off-Campus Physical Education services. The provider will finalize the process by returning the Acknowledgement of Responsibilities Statement to the counselor. The provider will be solely responsible for documenting instruction hours and submitting grades directly to the campus.�� The counselor or principal designee will review the log and grade sheet each six weeks to verify that the student is meeting the ɫ��������һ���������� requirements for attendance and hours prior to entering the grade.

The Texas Higher Education Coordinating Board (THECB) defines dual credit as a system in which an eligible high school student enrolls in a college course(s) and receives credit for the course(s) from both the college and high school. Dual credit courses may be taught on the high school campus by an approved instructor or on the college campus.�� ɫ��������һ���������� offers a variety of dual credit options for students.�� For more information, please review the dual credit handbook.�� The handbook link is provided below.��

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