· The six-digit numbers, which appear to the left of each course title, correspond to a course selection sheet, which is used for counseling and course selection.
· Listing of a course description in this publication does not guarantee that the course will be taught during the following school year. Decisions as to whether a particular course will be taught will be based on students requesting the course and availability of personnel.
· Every effort has been made to identify courses that may be offered only on certain campuses.
A combination of numerals and letter grades are used in grading. The number or letter represents the quality of work done by the student.
92—100 A Outstanding progress and mastery of subject matter
83—91 B Above average progress and mastery of subject matter
75—82 C Average progress and understanding of material
67—74 D Below average progress and minimum passing grade
Below 67 F Student has not met the class requirements
Unit and Class Standing: A unit is the term used to express the credit earned when a subject is passed. A student shall be granted one (1) unit of credit for a prescribed full-year course and one-half (1/2) unit of credit for a prescribed semester course upon receiving a final grade of 67% or better. One credit is equal to one full Carnegie Unit. High school students are classified in the following grades according to credits earned.
Effective beginning the 2006-2007 school year, ALL high school students will be classified in the following grades according to credits earned:
9th Grade: 0-5.5 credits (units)
10th Grade: 6-12.5 credits
11th Grade: 13-19 credits
12th Grade: 20 credits
Prerequisite: A requirement that is necessary beforehand: i.e. English I before English II
Elective: An optional course in the school curriculum: a free choice: i.e. Art I or French I
Recommendation Course: Teacher approval for courses and counselors according to test scores and grades.
Stanine: A stanine is a number between one and nine that measures a student’s achievement tests.
SDRI: Specially Designed Regular Instruction: a program of study designed for exceptional students based on state minimum performance standards with significant variations allowed in time requirements, methods of presentation and materials used. Pupil Appraisal, Special Education and parents make the determination.
Gifted: In possession of demonstrated abilities that give evidence of high performance in academics and intellectual aptitudes.
Alternative Assessment: Placement of students in programs, which are not required to address the State Minimum Performance Standards. Pupil Appraisal, Special Education and parent make determination.
ESL: English as a second language; courses are designed for the student whose primary language is other than English.
Required courses: These are courses that every public school student in Louisiana must schedule and pass in order to graduate. If a required course is failed, it must be repeated until it is passed and the credit has been earned.
Louisiana Graduate Exit Exam (GEE 21) State Policy
All public high school students will be required to take the Exit Test. The tenth grade test will include the subject areas of English Language Arts, Written Composition and Mathematics. The eleventh grade test will include Science and Social Studies. Upon the recommendation of the sixteen members Louisiana Educational Assessment Testing Commission, the State Board of Elementary and Secondary Education made the Exit Test a graduation requirement in 1990-91. This requirement is in addition to the required number of Carnegie Units. Students will have opportunities to retake any of the parts of the test not passed. Remediation courses will be available to students who do not pass portions of the GEE 21 exit test in accordance with the Lafayette Parish Pupil Progression Plan.
Placement in Courses
Students are placed according to their instructional levels. It is the policy of the Lafayette Parish School System not to discriminate its educational programs or activities on the basis of sex, race, color, religion, or national origin. The instructional levels are as follows:
Regular: Course content is designed for students who have a background of average achievement. Although they read and perform at grade level, they need reinforcement of organizational and related thinking skills, and concentration on oral and written language.
Honors: Course content is designed for students who learn rapidly, who have a good command of language, and who have the potential to succeed in courses that demand time and concentrated study.
For entry into honors classes, students must meet at least three of the following four criteria:
i. a minimum average of 85% earned in the prior course,
ii. achievement scores at the 70th percentile or above,
iii. all previous LEAP 21 tests passed,
iv. teacher recommendation.
Students registering for classes offered only at the honors level will be exempt from entry requirements for enrolling in honors classes. Continued enrollment requirements will apply for subsequent registrations.
For continued enrollment in honors classes, both of the following requirements must be met:
v. must maintain a minimum end of the year average of 75%,
vi. teacher recommendation.
Honors classes are designed for students who desire to achieve and are committed to excellence. These students are self-directed, self-motivated and have a willingness to work for success.
Advanced Placement: Advanced Placement courses are college-level courses offered in high school for qualified students who are interested in pursuing a comprehensive program of study and research. The typical AP student has demonstrated a high degree of proficiency in the subject, as well as a genuine enthusiasm for learning. The student seeks challenges beyond the honors level and is willing to spend additional time each week on course work. Applicants who are accepted for these courses are encouraged to take the Advanced Placement Examination near the end of the course. The score reported on the examination and each college’s policy regarding advanced placement will determine whether college credit will be granted for the work. Student placement is based on teacher recommendation and scores in the 80th and 90th percentiles (stanine of 8 or 9) from standardized achievement tests. Scheduling an AP course must be approved by the AP teacher.
Special Needs: When scheduling students with special needs, refer to the course database for the appropriate codes. Courses ending with the last alpha/digits indicate the following: 0 - taught by Special Ed teacher not for credit; 1 - taught by Special Ed teacher for credit; 2 - remedial/basic; 3 - prep. course; 4 - regular; 5 - honors; 6 - advanced placement (AP); 7 - taught by Gifted teacher; 8 - vocational/tech prep; 9 - summer school; M - multi-sensory/regular; W - taught by Special Ed itinerant teacher; X - taught by Homebound site teacher; Y - taught by Homebound itinerant staff in the student’s homes; Z - taught by Special Ed self-contained classroom teacher.
PLACEMENT IN COURSES:
Placement in courses is determined by ability and teacher recommendation. Student ability is determined by results of standardized tests, placement test, past academic achievement, and teacher recommendation.
PARTICIPATION IN ELECTIVE COURSES:
Many factors influence students’ participation in these courses. In an effort to allow for students’ differences, and to promote experiences in subject matter fields, restrictions on electives are minimal.
CONFERENCES WITH PARENTS:
Parents wanting to talk with a teacher either by phone or in person, may contact guidance to make arrangements. Teachers are provided with a preparation period. This time is used for meetings, conferences, preparation of materials, make-up tests for students, mimeographing, etc. Teachers appreciate a parent’s telephoning rather than requesting a conference if the matter can be satisfactorily handled by telephone. Conferences are welcomed, if the telephone conversation does not prove adequate.
CONFERENCES WITH COUNSELORS:
Students should have a pass when reporting during class time. Students may come in before school, during lunch, or after school. Please cooperate by calling for an appointment, to ensure a planned conference.
The high school library is open before and after school each day. Students may use the library without a pass from a subject teacher each morning or in the specified hours after school is dismissed.
A library permit signed by a subject teacher is required for a student to go to the library during class. The student should report directly to the library, give his/her pass to the librarian, and sign the attendance book. Students must stay the entire period in the library. It is expected that students observe all regulations. Failure to do so will be cause for cancellation of library privileges.
Special Education Department
In accordance with P.L. 94-142 and State Bulletin 754, Special Education courses are offered, which are designed to meet individual needs of exceptional students through age twenty-two or when their course of study is completed. A determination of the course of study will be made on the student’s Individualized Educational Plan (IEP). If the student is pursuing a high school diploma, he/she will have to meet the same criteria for graduation as outlined for the regular students in State Bulletin 741. If the student is placed in Alternative Programming, he shall receive a certificate of achievement by meeting life skills and community skills goals as outlined on the IEP. The goal of the alternative curriculum is employability upon exit from the program. Exceptional students are served in resource rooms and self-contained settings.
The Lafayette Parish School System strives to provide the best public education possible. In keeping with its high standards and its desire to help each student achieve his/her maximum capabilities, the Lafayette Parish School Board has instituted a 504 policy designed to assist all students in succeeding. Each district high school has implemented this policy and stresses the interrelatedness of the pupil-school-parent components. This triad forms the basis for the student’s success in school. The School Building Level Committee and its ancillary Teacher Assistance Team function as the vehicle for teachers, parents and students to express their concerns, formulate possible alternatives, implement modifications and monitor progress. With each component of the triad assuming and fulfilling its obligations, the student is afforded every possibility for success.
Correspondence course credit is considered on an individual student basis with principal approval.
Students who elect to repeat a course for the purpose of attaining a higher grade, thus attempting to increase their grade point average (G.P.A.), will automatically be assigned the last grade earned, even if that grade is lower. The last grade earned is the grade averaged for the final G.P.A. Both grades remain on the permanent transcript.
Should a student repeat a course in high school which was previously taken and passed in middle school and passed the credit exam with a grade of “P”, the high school grade will be the final grade earned even if the grade is lower than that earned in middle school. The last grade earned is the grade averaged for the final G.P.A.