Table of Contents
A parent is entitled to access all written records concerning the student including attendance records, test scores, grades, disciplinary records, counseling/psychological records, applications for admission, health and immunization information, teacher, counselor evaluations and reports of behavioral patterns. Questions regarding access to a child鈥檚 records should be answered by referring to Senate Bill 1, Section 26.004, approved June, 1995.
Students with disabilities are provided specially designed educational and supportive services as part of the student鈥檚 total education program. All students who receive special education services and supports meet eligibility criteria under the Individuals with Disabilities Education Act (IDEA).
All students who enroll in 色窝窝无码一区二区三区 will complete a home language survey. If the home language survey indicates a language other than English, students are evaluated for language proficiency. After evaluation, those students who qualify may be enrolled in the Newcomer Center.听 The Newcomer Center is an alternative education program designed to meet the needs of recent immigrant students in grades 7-10. To be eligible for the Newcomer Center program, students must be English language learners who have been enrolled in schools in the United States for less than two years.
Students in grades 7-8 must adhere to the 90% attendance law. These classes are not on a block schedule; however, 90% attendance in each class or subject offered is mandatory. Nine absences or more, whether excused or unexcused, per semester exceeds the 90% attendance requirement. If a student fails to attend 90% of the days, credit can be lost and promotion to the next grade may be in jeopardy.
For detailed information, see the Attendance guidelines in the 色窝窝无码一区二区三区 Student Code of Conduct book.
Examinations will be given at the end of each semester. No early exams are given. All courses, including athletics, will have a written semester exam in grades 7 and 8. These exams will be averaged in as 1/7 of the semester grade. Six weeks examinations may be given sometime during the last part of the fifth week or during the sixth week of each six weeks reporting period.
All books used in the school are furnished free of charge by the State of Texas. At the beginning of the term, books are issued by number to each student. At the end of the term, the student must return books in good condition. The student must pay for lost, damaged, or unreturned textbooks. Refusing payment for lost textbooks may result in denial of district textbooks.
No student is allowed to leave the school campus without permission from the school鈥檚 office. Parents are required to come into the office to arrange for students to leave and present identification.听
Students who ride bicycles or other non-motorized modes of transportation to school should park them immediately upon arrival in the designated bike rack area. The school is at no time responsible for damage or loss of a bicycle or any other non-motorized method of transportation.
At all athletic events, in which the school is represented, students must wear their id and should conduct themselves according to school and 色窝窝无码一区二区三区 accepted rules of conduct. Disruptive conduct is prohibited and students are subject to disciplinary action for their misconduct. Students participating in school sponsored activities must abide by school rules. Violations of these rules will subject a student to disciplinary action.
For detailed information, see the 色窝窝无码一区二区三区 Technology Regulation in the Student Code of Conduct book.
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鈥檚 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 鈥減rovider-of-services packet鈥 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.听 The counselor or principal designee will review the log and verify that the student is meeting the 色窝窝无码一区二区三区 requirements.
Teachers shall report grades numerically on report cards and in electronic records. Parents may access their child鈥檚 grades electronically after registering at the campus. Parent Self-Serve (PSS) System is a website based method for parents to access student information and grades from home. Contact the school or view the 色窝窝无码一区二区三区 website for sign-up information.
- Progress Reports will be issued to each student at the end of the first three weeks of each six-week grading period.
- Report Cards will be issued to each student at the end of each grading period. It is very important that students be responsible in delivering report cards promptly and parents must monitor and be aware of the progress of their student.
- An adequate number of grades must be taken to fairly evaluate the student. A six weeks exam or a unit exam may be administered as part of the final six weeks grade.
- Semester grades will be computed as follows: multiply each six-week鈥檚 grade by two (2), add the semester final, and divide by (7). The result will be a semester grade with a semester final weighted approximately 15%.
- Students that are taking courses for high school credit will also take the STAAR/EOC for that course, if required.
- All junior high schools will administer a written semester examination in every course offered in the curriculum, including boys and girls athletics in grades 7 and 8. The examinations will be averaged in as 1/7 of the semester grade.
- A student鈥檚 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鈥檚 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
Grades 7 & 8
In grades 3鈥8, promotion to the next grade level shall be based on an overall average of 70 on a scale of 100 based on course-level, grade-level standards (essential knowledge and skills) for all subject areas for which a state-mandated test is required. A passing score on the state-mandated test in a subject may be substituted if the classroom grade is at least a 65.
色窝窝无码一区二区三区 offer some courses on the junior high campuses for high school credit. Offering high school courses in junior high is considered one way of providing accelerated and challenging coursework to students. Some high school credit courses will count towards the high school GPA. Check with your campus school counselor for detailed information.
Students enrolled in a high school credit course during their 7th or 8th grade year may only drop the course before the end of the first six weeks grading period.听 After the end of the first six weeks grading period, students will remain in the course for the remainder of the year.听 Dropping a high school credit course at the end of the semester may be considered.听 听
Students may not add a course for high school credit after the first three weeks of the first grading period.听 Grades students receive from the high school course are calculated into the high school grade point average (GPA).听
All students who enroll in 色窝窝无码一区二区三区 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 色窝窝无码一区二区三区. Students receiving sheltered instruction will receive the same academic content, however, the teacher will accommodate and scaffold the instruction based on the students鈥 language proficiency.
The purpose of Advanced classes in the secondary schools is to provide a school program to meet individual needs and to provide a diverse instructional program. Advanced courses prepare students for the challenges of Advanced Placement (AP), International Baccalaureate (IB), Dual Credit, and OnRamps. Beginning in the seventh grade, students are offered the opportunity for participation in an Advanced program in English, math, science and social studies.
色窝窝无码一区二区三区 promotes open enrollment in advanced courses when a student is passionate about the subject and chooses to take on the challenge. The Advanced Academics courses seek to provide more academically focused students with opportunities emphasizing creative thinking, problem solving, and open-ended assessments rather than merely quantity of work. The goal of Advanced Academics programming is to challenge and stimulate students to the highest level of their abilities. Students considering Advanced classes exhibit motivation and a desire to pursue in-depth learning, initiative, creativity and curiosity. Junior High Advanced Course Expectations of Enrollment forms will explain the commitment from students, families, and teachers.
The Advanced program will challenge and stimulate students to the highest level of their ability. Students will be provided myriad opportunities to engage in in-depth work which will focus on the ability to analyze and synthesize. Quality of work rather than quantity of work will be emphasized.
If ongoing evaluation determines that the Advanced course is not meeting the student鈥檚 needs, a reassignment may be considered after consultation among the student, parent, subject-area teacher, AVID teacher if applicable, and administrator/counselor. A Permission to Withdraw from Advanced and AP Class(es) form must be signed by the teacher, student and parent, and returned to the teacher or counselor prior to withdrawal from the Advanced course.
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鈥檚 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 鈥 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鈥檚 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鈥檚 principal or to the school district鈥檚 special education director. If your child is pre-school age and not yet enrolled in school, send the letter to the district鈥檚 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 evaluation. More information on evaluation timelines can be found at: 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鈥檚 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 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 at听 SpEdTex.org听 1.855.773.3839
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鈥檚 initial evaluation and evaluation report no later than 45 school days from the day it receives a parent鈥檚 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鈥檚 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鈥檚 Guide to the Admission, Review, and Dismissal Process.听
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鈥檚 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.
