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1 GRADUATION AND PROMOTION It is the responsibility of the Assistant Superintendent, Instruction to recommend to the Superintendent the plan for promotion and graduation of students. The requirements for promotion and graduation will be adopted by the School Board. It is the responsibility of the principal of each school to regulate promotion and graduation according to the specifications of this plan. PROCEDURES AND GUIDELINES Promotion will be based upon the progress made by the individual in the acquisition of knowledge, and skill in relation to the minimum objectives established at each grade level in the elementary and middle schools and for each high school course required for graduation. Selection of courses at in middle and high schools requires counselor assistance and parental approval. Elementary School Progress through the elementary school shall follow the general pattern set forth above. Promotion from the elementary school to the middle school usually will take place after standard progression through grades K-5. Individual differences, however, may require a departure from this norm; accelerated or delayed movement through the elementary school shall be provided as indicated. In either instance, the parents/guardian of the student will be involved in the planning that results in acceleration or retention. Factors considered when determining retention must include the individual s achievement as determined by standardized achievement tests, criterion-referenced measures, class performance, and teacher judgment in relation to the objectives established at each grade level. Factors considered in determining acceleration are covered in 20-3 Program Differentiation. Middle School Progress through the middle schools shall follow the general pattern set forth above. Promotion from middle school to high school usually will take place after normal progression through middle school. To be promoted to grade nine from grade eight, a student must have successfully completed four of the required seven courses; eighth grade mathematics, English, science, and World Geography shall be the four courses successfully completed. For a student not meeting the requirements for promotion, an individual placement may be made through decision-making by the responsible middle school principal or designee, the receiving high school principal or designee, and the Student Services staff. The parents/guardian of the student shall be involved in this decision. An appropriate plan shall be developed to support the individual student s progress. Accelerated or delayed movement through the middle school shall be provided as indicated. In either instance, the parents/guardian of the child shall be involved in the decision. The Rev. 12/1/06 Page 3 of 35

2 Superintendent, upon recommendation of those involved, may grant an exception to promotion requirements. Participation in Promotion Grade 8 students who have met the promotion requirements may participate in the promotion ceremonies at their home school. In addition, Grade 8 students who lack one or two courses for promotion and have registered for those courses in summer school prior to the last day of the regular school year may also participate in the graduation ceremonies at their home school. High School Credit at the Middle School The Arlington Public Schools offers opportunities for middle school students to study high school courses and earn high school credit. Students are encouraged to enroll in these advanced courses in foreign language and mathematics. Almost all middle school students are required to take World Geography in grade eight. The Arlington Public Schools has provisions to prevent any potential negative effects of a middle school student s enrollment in these courses on his or her high school grade point average. The Arlington Public Schools provides two options for middle school students who take courses while in middle school that carry high school credit: Count the credit (if earned) and course toward high school graduation requirements, and include the course final grade in the student s grade point average (GPA) when computed at the high school level. Do not count the course final grade in the student s grade point average when computed at the high school level, and do not count the credit (if earned) and course toward high school graduation requirements. Parents/guardians will receive notification of these options with the student s final report card. A parent/guardian has until July 31 of that year to request the omission of the course from the student s high school records. After July 31, if no notice is received, any grade and credit earned will be included in the student s high school records. Appeals of past decisions are made to the Assistant Superintendent, Instruction. High School Students may be considered to be in the twelfth grade at the time when, in the last full year of school, they are able to include in their program those courses that will meet all requirements for graduation. The last full year may extend to the end of summer school. A student attending one of the regular high schools who has earned 22 credits in the course distribution prescribed by the State Board (including the Senior Project credit for a Wakefield Rev. 12/1/06 Page 4 of 35

3 High School student graduating in 1998 and after), and has successfully completed the verified credits, will be awarded a standard diploma from the Arlington high school in which the student is enrolled currently. The high school principal, the Superintendent, and the Chair of the School Board will sign the diploma. A student who has attended one of the regular high schools, is currently enrolled in High School Continuation, and who has met the requirements listed above, may, upon request, receive a diploma from the high school last attended. Diplomas The Commonwealth of Virginia offers two types of diplomas: Standard and Advanced Diplomas. Students with an Individualized Education Plan are also eligible for a Modified Standard Diploma or a Special Diploma. Students and families should contact their counselors and work with their Individualized Education Plan committee. The accreditation standards provide for a "Standard Diploma" (22 credits). Students who graduate with an average grade of "B" or better will receive a Board of Education Seal on the diploma. For the "Advanced Studies Diploma" (24-25 credits), students who graduate with an average grade of "B" or better, and successfully complete at least one Advanced Placement (AP) or one college/university course for credit will receive a Governor's Seal on the diploma. Students anticipating applying to college or university should seek an Advanced Studies Diploma. IB Diploma requirements are listed in the International Baccalaureate section; fulfilling these requirements earns a student an Advanced Studies Diploma. Students earning a Standard or Advanced Studies Diploma may qualify for one of the following seals: The Board of Education s Career and Technical Education Seal will be awarded to students who earn a Standard or Advanced Studies Diploma and complete a prescribed sequence of courses in a career and technical education concentration or specialization that they choose and maintain a B or better average in those courses; or (i) pass an examination in a career and technical education concentration or specialization that confers certification from a recognized industry, trade or professional association; or (ii) acquire a professional license in that career and technical education field from the Commonwealth of Virginia. The Board of Education s Seal of Advanced Mathematics and Technology will be awarded to students who earn either a Standard or Advanced Studies Diploma and (i) satisfy all of the mathematics requirements for the Advanced Studies Diploma (four units of credit including Algebra II; two verified units of credit) with a B average or better; and (ii) either (a) pass an examination in a career and technical education field that confers certification from a recognized industry, or trade or professional association; (b) acquire professional license in a career and technical education field from the Commonwealth of Virginia; or (c) pass an examination approved by the Board that confers college-level credit in a technology or computer science area. Rev. 12/1/06 Page 5 of 35

4 General Achievement Diploma Students who leave high school without a diploma may qualify for the General Achievement Diploma upon passing the General Educational Development (GED) examination. It should not be a first option for high school students. Individuals who are at least 18 years of age and not enrolled in public school or not otherwise meeting the compulsory school attendance requirements in the Code of Virginia will be eligible to earn the General Achievement Diploma. Diploma candidates may be individuals who: have not reached twenty years of age on or before August 1 of the school year and are not enrolled in school, or are eligible for mandated services in a program of special education designed to educate and train Children or because of their age are not eligible to enroll in a public school. Twenty units of credit are required for the General Achievement Diploma as described below. The required number of standard units of credit may be earned by enrolling in: a public school if the individual meets the age requirements, a community college or other institution of higher education, an adult high school program, or correspondence, distance learning, and online courses. Diploma candidates will participate in GED preparation. Students who pass the GED will continue to receive the GED certificate issued by the Department of Education even if they do not meet the requirements for a General Achievement Diploma. Participation in Graduation Seniors who have met the graduation requirements for one of the State of Virginia diplomas may participate in the graduation ceremonies at their home school. In addition, seniors who Lack one or two courses for the diploma and have registered for those courses in summer school prior to the last day of the regular school year and/or Have not achieved one to six verified credits of those required and have registered for the relevant tests may also participate in the graduation ceremonies at their home school. Rev. 12/1/06 Page 6 of 35

5 Graduation Requirements (for students who entered their first year in grade nine in 1999) ARLINGTON PUBLIC SCHOOLS Discipline Area Standard Diploma Credits Advanced Studies Diploma Credits Modified Standard Diploma for students with disabilities Credits English Mathematics Laboratory Science 3* 4** 2 History and Social Sciences 3*** 4**** 2 Foreign Language Health and Physical Education Fine Arts or Practical Arts Electives TOTALS * Courses completed must include offerings from at least two different science disciplines: Earth Space, Biology, Chemistry, or Physics. ** Courses completed must include offering from at least three different science disciplines: Earth Space, Biology, Chemistry, or Physics. *** Courses completed must include U.S. and Virginia History, U.S. and Virginia Government and one World History/Geography course. **** Courses completed must include U.S. and Virginia History, U.S. and Virginia Government and two World History/Geography courses or one World History/Geography and Advanced Placement European History. 3 1, 4 1 Courses must be at or above the level of Algebra I. 3 2 Courses completed must be 3 years in one language or 2 years each of two languages. 6 3 Some courses must be in career education When students below the 9th grade successfully complete courses offered for credit in grades 9-12, credit shall be counted toward meeting the standard units required for graduation provided the courses meet SOL requirements or are equivalent in content and academic rigor to those courses offered at the secondary level. Rev. 12/1/06 Page 7 of 35

6 Graduation Requirements (Class of for graduation purposes, student groups are defined by their first year in Grade 9) Standard Diploma Advanced Studies Diploma Modified Standard Diploma for students Discipline Area with disabilities Credits # of Credits # of Credits Verified Verified English Mathematics Laboratory Science 3* 4** 2 2 History and Social Sciences Foreign Language 3*** 4**** /4 2 0 Health and Physical Education Fine Arts or Practical Arts Electives Additional Verified Credit in Mathematics, Laboratory Science, or History and Social Sciences TOTALS a * Courses completed must include offerings from at least two different science disciplines: Earth Space, Biology, Chemistry, or Physics. ** Courses completed must include offering from at least three different science disciplines: Earth Space, Biology, Chemistry, or Physics. *** Three (3) courses completed must include U.S. and Virginia History, U.S. and Virginia Government and one World History/Geography course. **** Courses completed must include U.S. and Virginia History, U.S. and Virginia Government and two of these courses: World Geography, World History/Geography Part I, World History/ Geography Part II, or Advanced Placement European History. 3 1, 4 1 Courses must be at or above the level of Algebra I. 3/4 2 Courses completed must be 3 years in one language or 2 years each of two languages. 4 3, 1 3 Courses are student selected. 6 3 Some courses must be in career education 20 a Students must pass the 8 th grade SOL Examinations in English and Mathematics or a specified substitute test. When students below the 9th grade successfully complete courses offered for credit in grades 9-12, credit shall be counted toward meeting the standard units required for graduation provided the courses meet SOL requirements or are equivalent in content and academic rigor to those courses offered at the secondary level, or verified units provided students achieve a passing score on end of course SOL tests. Verified credits signify that the student has passed the end-of-course Standards of Learning test administered for the required course. Standards of Learning end-of-course tests are given for Algebra I, Geometry, Algebra II, Earth Space Science, Biology, Chemistry, World History/Geography Part I, World History/Geography Part II, World Geography, and United States and Virginia History. Rev. 12/1/06 Page 8 of 35

7 Graduation Requirements (beginning Class of 2007 for graduation purposes, student groups are defined by their first year in Grade 9) Standard Diploma Advanced Studies Diploma Modified Standard Diploma for students Discipline Area with disabilities Credits # of Credits # of Credits Verified Verified English Mathematics Laboratory Science 3* 1 4** 2 2 History and Social Sciences Foreign Language 3*** 1 4**** /4 2 0 Health and Physical Education Fine Arts or Practical Arts Electives Additional Verified Credit in Mathematics, Laboratory Science, or History and Social Sciences TOTALS a * Courses completed must include offerings from at least two different science disciplines: Earth Space, Biology, Chemistry, or Physics. ** Courses completed must include offering from at least three different science disciplines: Earth Space, Biology, Chemistry, or Physics. *** High School courses completed must include U.S. and Virginia History, U.S. and Virginia Government and one World History/Geography course. **** Courses completed must include U.S. and Virginia History, U.S. and Virginia Government and two of these courses: World Geography, World History/Geography Part I, World History/ Geography Part II, or Advanced Placement European History. 3 1, 4 1 Courses must be at or above the level of Algebra I 3/4 2 Courses must be 3 years of one language or 2 years of each two languages 1 3 Course is student selected 6 3 Some courses must be in career education 20 a Students must pass the 8 th grade SOL Examinations in English and Mathematics or a specified substitute test. When students below the 9th grade successfully complete courses offered for credit in grades 9-12, credit shall be counted toward meeting the standard units required for graduation provided the courses meet SOL requirements or are equivalent in content and academic rigor to those courses offered at the secondary level, or verified units provided students achieve a passing score on end of course SOL tests. Verified credits signify that the student has passed the end-of-course Standards of Learning test administered for the required course. Standards of Learning end-of-course tests are given for Algebra I, Geometry, Algebra II, Earth-Space Science, Biology, Chemistry, World History/Geography Part I, World History/Geography Part II, World Geography, and United States and Virginia History. Rev. 12/1/06 Page 9 of 35

8 Graduation Requirements General Achievement Diploma Discipline Area Standard Units of Credit Assessment Required Required English 4 Mathematics 1 3 Science 2 2 History and Social Sciences 3 2 Electives 4 9 TOTAL 20 Achieve a passing score on the GED examination 1. Courses completed to satisfy this requirement shall include content in mathematics courses that incorporate or exceed the content of courses approved by the Board to satisfy any other Boardrecognized diploma. 2. Courses completed to satisfy this requirement shall include content in science courses that incorporate or exceed the content of courses approved by the Board to satisfy any other Board-recognized diploma. 3. Courses completed to satisfy this requirement shall include one unit of credit in Virginia and U.S. History and one unit of credit in Virginia and U.S. Government in courses that incorporate or exceed the content of courses approved by the Board to satisfy any other Board-recognized diploma. 4. Courses shall include at least two sequential electives in an area of concentration or specialization, which may include career and technical education and training. Sequential Elective Guidelines To receive a Standard High School Diploma or Modified Standard Diploma the student must take at least two sequential electives. Sequential electives are courses in which the content increases or expands in scope and sequence as students move through the various levels of the courses. These courses may be in any discipline as long as the courses are not specifically required for graduation. Courses used to satisfy one unit of credit in a fine or practical art may be used to partially satisfy this requirement. A sequence that includes an exploratory course followed by an introductory course cannot be used to satisfy this requirement; however, an introductory course followed by another level of the same course of study can be used. Students may take the focused sequence of elective courses in consecutive years or any two years of high school. Counselors will assist students to select courses to meet this requirement. Advanced Placement (AP) Students enrolled in Advanced Placement courses must take the Advanced Placement Examinations. By taking these exams, students have the benefit of possible college credit and consequent advanced standing if qualifying grades are earned. More than ninety percent of the colleges that most advanced placement students attend provide this benefit as well as other options for study gained through advanced standing. Students fees for Advanced Placement testing are paid by the Arlington Public Schools. Rev. 12/1/06 Page 10 of 35

9 International Baccalaureate (IB) The International Baccalaureate (IB) program is an internationally recognized program of studies available at Washington-Lee to highly motivated 11th and 12th grade students. This program provides the rigor, the structure, and the experience necessary to challenge academically talented and motivated students. The IB program comprises a holistic philosophy of learning that seeks to address the intellectual, philosophical, and social development of the student. The IB is a two-year program of studies across the disciplines. The components of the program are as follows: Successful completion of six academic courses in different subject areas Completion of an external examination in each area Participation in the CAS (Creativity, Action, and Service) Enrollment in the Theory of Knowledge course The writing and submission of an Extended Essay in an area of interest to the student The International Baccalaureate Organization of Geneva, Switzerland awards an IB Diploma to students who complete all of the above components and perform successfully on the six external examinations. Many U.S. colleges and universities have also extended official recognition to the diploma and/ or to the subject certificates earned in the partial fulfillment of it. Students may choose to select certain IB courses without earning the full IB Diploma. The prerequisites for all courses are listed in each year s to the Program of Studies. Grade Point Average (GPA) Because most applications to colleges need to be mailed early in the senior year, the student's grade point average is computed at the end of the junior year. Final GPA is determined at the end of the first semester of the senior year. The value for grades earned in Advanced Placement courses (assuming the student takes the Advanced Placement examination) is greater than that received for regular courses. When GPA s are calculated, the Advanced Placement value is assumed for a course in which a student is currently enrolled. Students who transfer into APS from other schools or districts only receive the greater grade point for identified Advanced Placement or International Baccalaureate courses. High School Class Rank Grade Advanced Placement Regular A 5 4 B 4 3 C 3 2 D 2 1 E 0 0 High school class rank, to be used primarily for college admissions, will be determined in each high school following guidelines accepted by both the Committee of School/College Relations of Rev. 12/1/06 Page 11 of 35

10 the National Association of Secondary School Principals, and the Committee on Undergraduate Admissions Officers of the American Association of Collegiate Registrars and Admissions Officers. The Assistant Superintendent, Student Services, will be responsible for developing policies for determining high school class rank. High school principals will be responsible for implementing the policy in their schools. Each regular high school will calculate class rank for its own registered students. A high school may elect not to compute class rank with the permission of the Assistant Superintendent, Student Services. All year-end subject marks for grades 9-11, plus end of first semester grade 12 marks, will be used. Grade 12 end of first semester marks will be given the same weight as a year-end mark. Year-end marks for courses taken earlier than grade nine in algebra, geometry, and the foreign languages are included unless the student and family opted to exclude the grade(s) and credit(s) at the conclusion of grade eight.. An additional quality point will be awarded to marks in Advanced Placement and International Baccalaureate courses. The H-B Woodlawn Program will develop a class rank system for its own registered students that is compatible with its mission as an alternative school program. Standards of Learning Assessments Tests based on Virginia s Standards of Learning (SOLs) are given throughout the state at the end of the school year. All students take SOL assessments at the end of grades 3, 5, and 8. In addition, all students enrolled in the following courses must take SOL assessments at the end of the course: Grade 11 English: Reading Grade 11 English: Writing World History to 1500 AD World History after 1500 AD World Geography U.S. History Algebra I Geometry Algebra II Earth Science Biology Chemistry Beginning with the class of 2004 (grade 9 students in ) all students will be required to pass six end-of-course (EOC) tests to qualify for a standard diploma and nine to qualify for an advanced studies diploma. If students who are required to pass tests for a diploma fail any of those tests, they will be given additional opportunities to take the test again. Tests will be offered in January, June, and August. Rev. 12/1/06 Page 12 of 35

11 The Virginia Board of Education has approved a list of tests and cut off scores that may be substituted to establish a verified credit. TOEFL, AP, IB, and / or SAT II tests and industry licensing exams with sufficient score levels may be used in some instances. The list of substitute tests is available from the Director of Guidance in each high school. A student who needs verified credits for graduation has an option to appeal a failed End-of- Course test, if the student has passed the course in school. Rev. 12/1/06 Page 13 of 35

12 AWARD OF CREDIT, SECONDARY COURSES The Arlington Public Schools does not award partial credit for full-year, one credit secondary courses. To receive full credit for a course, a student must complete all four quarters and the final examination for the course with a final grade of D or better. If a student is enrolled in the second semester of a full-year, one credit course, the parent/guardian will sign a document provided by the school s Department of Counseling Services acknowledging that he or she understands that the student will not receive credit or partial credit for the course. Exceptions to these procedures must be approved in advance by the Assistant Superintendent, Instruction. AWARD OF CREDIT, NON-CORE SECONDARY COURSES The Assistant Superintendent, Instruction, is responsible for the overall development, implementation, and evaluation of alternative courses, as necessary, in non-core academic courses for those secondary students enrolled in adult, alternative, and extended education programs. The principal and building administrators, working with appropriate staff and supervisors, are responsible for the development and implementation of alternative programs in non-core academic courses for those secondary students enrolled in adult, alternative, and extended education. The Assistant Superintendent, Instruction, will recommend to the Superintendent the award of credit for non-core courses where the students meet the goals and objectives of the program in less than 140 clock hours. Health and Physical Education for Students in Alternative Programs The Arlington Public Schools will implement, beginning in school year , a combination of two courses designed to meet the health and physical education course requirements and the needs of students enrolled in adult, alternative, and extended education programs. Physical Education Course: This course will meet the goals of providing regular physical activities and awareness of community resources to promote lifelong physical activities through a combination of Physical education activities and training at regular times during the school year Organized participation in school, community, and outside activities (for example, Jefferson and Gunston Community Centers, Hemlock, and Project Adventure) Appropriate monitored after-school activities The combination of activities will equal approximately 12 days of instruction. Rev. 12/1/06 Page 14 of 35

13 Health Course: This course will meet the goals of providing lifestyle awareness of mental and physical health needs and resources through a combination of Classroom instruction Formal instruction including guest speakers, presentations, and field trips to community resources Individualized projects developing from existing instruction The combination of activities will equal approximately 4 days of instruction. In addition, students who successfully complete one quarter or more of a health and physical education course prior to enrolling in adult, alternative, and extended education programs will receive credit for the quarter successfully completed (one quarter is equivalent to approximately 4 days of instruction). Non-Core Courses in Comprehensive High Schools and the H-B Woodlawn Secondary Program The Assistant Superintendent, Instruction, may recommend the award of credit for a non-core course to a student whose teachers and administrator(s) certify that the student has met the aims and objectives of the course through alternative educational offerings as identified by the Arlington Public Schools and the State of Virginia. High school principals, through the Directors of Counseling Services, will be responsible for making the request to the Assistant Superintendent, Instruction. Evaluation Staff will monitor data measuring student achievement, skills, and knowledge in any courses for which students have earned credit for less than 140 clock hours to determine the effectiveness of the alternative programs. Rev. 12/1/06 Page 15 of 35

14 FULL-DAY SCHOOL ATTENDANCE The Assistant Superintendent, Instruction, and principals are responsible for the implementation of this policy. PROCEDURES AND GUIDELINES Waivers for Programs Administrators whose programs may not require full day attendance for students must submit requests for program waivers by January of the preceding school year. Waivers for Students Requests for waivers will be made by the parent/guardian to the principal at any time during the school year except as noted below. The principal will forward the request to the Assistant Superintendent, Instruction for review and recommendation to the Superintendent. Three types of waiver requests will be considered by the Arlington Public Schools: Waiver requests to shorten a pre-kindergarten or kindergarten student's day to best meet that student s developmental needs. If the parent or staff desires the student to begin the year with a shortened day, these requests must be made by August 15 of the summer prior to the student s entry into pre-kindergarten or kindergarten to facilitate orderly processing of the request and planning. Waiver requests to shorten a student's day for documented physical or mental health reasons. Waiver requests for a secondary student to attend educational or work-related programs designed to meet the specific needs of the student. Parents of students in pre-kindergarten through grade 8 who receive a waiver must sign a release stating that they understand and accept that the student receiving the waiver will not receive the full instructional program as offered because of the waiver. Decisions made by an Individual Education Plan Committee do not require approval by the Superintendent. These decisions will be forwarded to the Assistant Superintendent, Student Services, for information. The above information will be disseminated to families so that they are aware of the required procedures. Rev. 12/1/06 Page 16 of 35

15 INSTRUCTIONAL PROGRAMS The Arlington Public Schools provides instruction in pre-kindergarten/kindergarten through twelfth grade in the following subject areas: fine arts, English, mathematics, science, and social studies. Instruction in health and physical education is provided in kindergarten through tenth grade. Instruction in the following subject areas is provided in sixth through twelfth grades: computer science, family and consumer sciences, foreign languages, technology education, trade and industrial education, and keyboarding in grades K-12. Supervisors In each subject area, the supervisor is responsible for the systemwide planning and implementation of the program, evaluation of its effectiveness, and coordination of the program with other curriculum areas. Specialists In those subject areas that have specialists, the specialists work with the supervisor in assigned areas of responsibility as designated by the supervisor. Principals Principals, as instructional leaders, have primary responsibility for ensuring curriculum implementation and program monitoring within their buildings. Department Chairs, Team Leaders, and Lead Teachers High school department chairs, middle school team leaders, and lead teachers provide additional program support in their curriculum areas. PROCEDURES AND GUIDELINES Curriculum Objectives Elementary grade level and high school and middle school course objectives in each curriculum area are established, reviewed regularly, and revised as appropriate. Instructional Guides and Assessment Instruments All instructional and assessment materials developed by Arlington Public Schools' staff detail and enhance the systemwide goals of the curriculum areas. A list of all instructional and assessment materials can be obtained from the appropriate office. Rev. 12/1/06 Page 17 of 35

16 CURRICULUM AREA GOALS English Language Arts To be added following program evaluation. Mathematics The mathematics program provides instruction in number sense, computation, measurement, geometry, probability, statistics, algebraic reasoning, and functions. Mathematics instruction enables students to become mathematical problem solvers, communicate mathematically, reason mathematically, make mathematical connections, and use mathematical representations to model and interpret practical situations. All elementary and middle school students receive required mathematics instruction on a daily basis. In high school, three years of mathematics instruction at the level of algebra or above satisfies the minimum graduation requirement. An advanced diploma requires four years of mathematics instruction. Sufficient variety and complexity of courses exist to provide all students with the opportunity to enroll in four years of high school mathematics. Science The science program focuses on increasing understanding of science facts and methodology. Elementary science instruction shall be scheduled in every classroom either daily for at least 30 minutes Grades K-3 or 45 minutes Grades 4-5 or weekly overall for 150 minutes K-3 or 225 minutes. Science shall be required in all grades at the middle school level and at least three full years at the high school level. In addition to the required courses, high school courses in chemistry, physics, biology, and other sciences shall be offered that are of sufficient variety and complexity to meet student needs. Social Studies The social studies program provides instruction in history, civics, economics, geography, and other social studies subjects. Social studies instruction enables students to become informed and responsible citizens who comprehend the function of government processes, the importance of domestic and international issues, the impact of people, places, and events of the past and present, the effects of geography and economics, and the complexity of cultural diversity. All elementary students receive regular social studies instruction on a daily basis. Social studies instruction is required at all grades in middle school and three years in high school. In addition to required courses, other high school social studies courses shall be offered that are of sufficient variety and complexity to meet changing student and community needs. Rev. 12/1/06 Page 18 of 35

17 Fine Arts The goal of the elementary art and music program is to enable students to appreciate and understand art and music, through regular instruction by art and vocal music teachers, supplemented by classroom art and music activities. In addition, students in grades four and five shall have the option to receive instrumental music instruction. Evaluation of elementary fine arts teachers is conducted by the Fine Arts Supervisor. Each middle school student who completes sixth, seventh and eighth grades in the Arlington Public Schools shall complete a fine arts or practical arts class for a minimum of twelve weeks. One unit of credit in either the fine arts or practical arts is required at the high school level starting with the school year. This requirement may be met by a full-year fine arts course, a fullyear practical arts course, two semesters of fine arts, two semesters of practical arts, or one semester each of the fine arts and practical arts. At all high school and middle school levels, there shall be fine arts courses of sufficient variety and complexity to meet student needs for vocational opportunities, aesthetic enrichment, and enhancement of talent and ability. The Humanities Project is administered by the Fine Arts Department to bring artists and artisans into each school for enrichment opportunities. The Fine Arts and Gifted/Talented Departments provide specialized opportunities for elementary, middle and high school students talented in the fine arts. Health and Physical Education All students shall receive health and physical education in kindergarten through tenth grade. Students may be excused from physical education only upon presentation of a current doctor's certification. In addition, elective courses are offered in physical education at the high school level. The health curriculum is a sequential program that includes instruction in physical, social, and mental health, nutrition, and substance use and abuse, and family life education. The goal of the health curriculum is the development of lifelong good health habits. The goals of the physical education curriculum are to enhance students' health through regular physical activity, increase physical dexterity and coordination, and foster good sportsmanship and prepare then with knowledge and skills for a lifetime of physical activity. There shall be at least two 20 minute periods per week in kindergarten through second grade and at least three 30 minute periods per week in grades three through five of instruction provided by a physical education teacher. Additional physical education shall be provided by classroom teachers to total 30 minutes each day for all elementary graders. The classroom teacher shall provide health instruction for elementary students. Middle and high school instruction is provided by physical education or health teachers. Rev. 12/1/06 Page 19 of 35

18 Foreign Languages Elementary students may begin learning a second language through the Dual Language (Spanish/English) Immersion program and continue their studies at the middle and high school levels. Middle school students may begin proficiency-oriented instruction in French, Latin, Spanish and Spanish for Fluent Speakers and continue their studies through Advanced Placement levels and the International Baccalaureate program at the high school level. Emphasis is placed on developing proficiency in speaking, reading and writing in a variety of contexts that are meaningful to students. In Latin, the primary emphasis is on reading Latin texts left to us by ancient Romans. German is currently available at the high school level. National Standards, State Standards and the Arlington Curriculum Framework support the philosophy that all students should have the opportunity to learn a second language. From time to time the Department of Instruction will review the possibility of expanding the foreign language program at the elementary level and offering other languages on the middle and high school level. Business & Information Technology Business & Information Technology courses are offered at the elementary, middle, and high school levels to provide instruction in keyboarding, business principles, accounting, information technology, financial literacy, communication, and business administration. A comprehensive curriculum is offered to serve students seeking to acquire specific knowledge and skills for postsecondary education, training, and career advancement. Cooperative work-study training is offered. Computer Science Computer Science courses are offered at the middle school and high school levels to provide instruction in advanced placement computer science, C++ programming, computer information systems advanced topics, computer network administration, computer science, IB computer science, introduction to information technology, Java programming, personal computing, Python programming, Visual Basic programming, and independent projects such as 3D/2D graphics, A+, C++ programming, computer animation, computer applications, database administration, Java programming, Java scripting, Microsoft certifications, network administration and web page design. Computer Science students gain marketable skills, earn college credit while in high school, have the opportunity to test their career interests before college, increase job flexibility, network with professionals in related fields, expand their educational opportunities, participate in career advancement experiences and acquire life skills that may apply to any career. Marketing Education Marketing Education courses are offered at the high school level to provide student preparation for careers in the marketing, management, retail, and sports marketing fields. The curriculum prepares students for careers in the marketing of goods and services including product development, buying, transporting, and storing of goods; product promotion, marketing research, marketing management, and electronic commerce. Cooperative work-study training is offered. Rev. 12/1/06 Page 20 of 35

19 Family and Consumer Sciences Elective courses are offered at the middle and high school levels in family and consumer sciences to provide varied learning opportunities. Students prepare for careers in family and consumer sciences, as well as finding a balance between future work and family responsibilities. Courses offered range from child development, family relationships, parenting, pregnancy prevention, consumer education, nutrition, interior and fashion design to life management skills. Critical skills taught across the curriculum are decision making, goal setting, and problem solving. Technical Education Technical education courses are offered at the middle and high school levels to provide students the opportunity to learn about various technological systems. Students learn skills that focus on problem solving by applying the system s model, which consists of input, process, output, and feedback, and the impacts and implications of technology on society and the environment. Students explore and acquire knowledge in a variety of technological areas. Trade and Industrial Trade and industrial courses are offered at the high school level to provide instruction in a host of industrial trades areas. Through a balanced program of classroom instruction and hands-on practical work experience, students learn how to manage resources, organize and use technical information, understand complex systems and the technology that is an integral part of the field. A variety of programming is offered to serve students seeking to acquire specific skills, as well as those students seeking entry-level occupational competency in a specific field. Rev. 12/1/06 Page 21 of 35

20 PREVENTION, INTERVENTION, AND REMEDIATION ARLINGTON PUBLIC SCHOOLS The Assistant Superintendent, Instruction, is responsible for the overall development, implementation, and evaluation of prevention, intervention, and/or remediation programs including the Remediation Recovery program. The principal of each school, working with appropriate staff and supervisors, is responsible for the development and implementation of the school's prevention, intervention, and/or remediation programs including the Remediation Recovery program. Principals are responsible for filing their Standards of Learning (SOL) Remediation Plans with the Director, Alternative and Extended Education. REMEDIATION The Arlington Public Schools serves those students who demonstrate that they are not progressing in the acquisition of skills and knowledge at expected rates as measured by standardized tests, curricular assessments, parent or caregiver observation, and teacher judgment through programs of prevention, intervention, and/or remediation. This includes students who fail assessments that predict success on assessments that students must pass for graduation as well as students who fail the required assessments themselves. These programs are developed both at the local school level to address specific school needs and system-wide to meet the needs of the entire system. It also includes students whose performance and/or attributes lead staff to anticipate that the students may not progress at expected rates. In addition, staff may require any students to attend special programs of prevention, intervention, or remediation, which may include attendance in summer school. Parents will receive information regarding ongoing assessments of student achievement and recommended programs of prevention, intervention, and remediation. REMEDIATION RECOVERY The Arlington Public Schools require students who fail all of the SOL tests at Grades 3, 5, and 8 to attend summer school or participate in another form of remediation as mandated by the State of Virginia Board of Education. The Arlington School Board provides a K-12 SOL Remediation Recovery program as defined by the State of Virginia Board of Education. In grade 4, this program will be offered for students who failed either English, mathematics, or both SOL tests grade 3 and were promoted to grade 4. In grades 6 and 9, this program will be offered for students who failed English (Reading, Literature, and Research), mathematics, or both SOL tests in grades 5 or 8 and were promoted to grades 6 or 9. This program will also be offered for students who failed an end-of-course Mathematics SOL tests. Summer school may count as Remediation Recovery as long as students were not retained in that grade and failed the test in Grades 3, 5, and 8 or failed the applicable mathematics course in middle or high school. Students who successfully complete the Remediation Recovery program Rev. 12/1/06 Page 22 of 35

21 will retake the following SOL tests at the next regularly scheduled administration (for example, a student who failed a Grade 5 SOL test must retake that test in Grade 6 at his/her middle school during the spring test administration). Students in a Remediation Recovery program may retake the corresponding English and Mathematics SOL tests only once. Students may retake failed End-of-Course tests an unlimited number of times. PROCEDURES AND GUIDELINES Identification of Students The Office of Planning and Evaluation will notify, in a timely manner, each school of those students who have failed the following tests and are eligible to participate in Remediation Recovery: English/Grade 3 English (Reading, Literature, and Research)/Grades 5 and 8 Mathematics/Grades 3, 5, and 8 Both of the above if applicable End-of-Course Mathematics Courses Each school will then notify the parents and students of the recommendation to enroll the student in Remediation Recovery. Content of Remediation Recovery Programs The Remediation Recovery program at each school must be designed around the SOL objectives for the grade level English or mathematics test or the end-of-course mathematics test that each student failed. The program does not take the place of regular classroom instruction. The program must provide a minimum of ten hours of instruction. Students who have met the requirements of the Remediation Recovery program, as assessed by the appropriate school staff, may exit the program prior to its conclusion. Schools will file their Remediation Recovery plans and list of targeted students annually with the Office of Alternative and Extended Instruction as part of their remediation plans. SOL Re-Testing of Students not in Remediation Recovery Programs Grades K-8 The only students who will retake the SOL test, other than those in Remediation Recovery as described below, are those who were retained in Grades 3, 5, or 8 and who failed the SOL test the previous school year. Grade Level Any Students will retake an End-of-Course SOL test if: Rev. 12/1/06 Page 23 of 35

22 He or she failed the course and the test and is retaking the course, or He or she passed the course but needs the verified credit for graduation Re-Testing of Students in Remediation Recovery ARLINGTON PUBLIC SCHOOLS Each school will notify the Office of Planning and Evaluation of those students who have successfully completed Remediation Recovery and therefore are eligible to retake the test. The Office of Planning and Evaluation then has the responsibility of providing each school with the appropriate materials needed to retest these students at the next regularly scheduled administration. Students who participate in Remediation Recovery and pass the retake of the test are counted in the number of students passing a test but not in the number taking the test when calculating the passing rate. These scores count at the school where the Remediation Recovery and re-testing occur. Evaluation Each school or program administrator will monitor the implementation of the remediation program and evaluate its effectiveness through the school or program s overall evaluation. Rev. 12/1/06 Page 24 of 35

23 SUMMER SCHOOL To be added after program evaluation. Rev. 12/1/06 Page 25 of 35

24 RETENTION It is the principal's responsibility to coordinate the decision on retention of a student. The Superintendent must approve the promotion of any student whose academic performance has not fulfilled grade level objectives. It will be an exception to Arlington Public Schools policy to promote a student to middle school when the student has not mastered the elementary school curriculum. When promotion from elementary to middle school or middle to high school represents an exception to the policy, the principals of both schools will participate in the decision to recommend that the Superintendent grant an exception. PROCEDURES AND GUIDELINES Elementary School Retention The school staff will determine when a student shall be retained. Factors considered when retention is to be decided must include: Performance in the basic skills of reading, writing, and computation as determined by standardized achievement tests, criterion referenced measures, and class performance; Teacher judgment of student achievement in relation to the objectives established at each grade level; The student's previous experience in relation to grade retention, remediation in basic skills areas; Proficiency in the English language; Report card grades and comments which reflect the need for retention; and The student's maturity. When retention is considered, the parents/guardians of the student will be involved in early planning; in no instance at a date later than the spring parent-teacher conference. Exceptions to this rule may be necessary for transfer students who arrive late in the school year. If retention is deemed advisable, parents/guardians will be advised of the decision and informed of the reasons for the retention. The final responsibility for assignment rests with the principal. When a parent/guardian requests retention of a student, a thorough analysis of the appropriateness of retention, including the parents'/guardians reasons for the request, will be undertaken. Middle and High School Retention In the middle and high school, the elective program and the course organization make it possible for students to progress at different rates in different subjects. At the middle school level, students who have not successfully completed four of the required courses in grade eight will be retained. Eighth grade mathematics, English, science and world geography will be the four courses successfully completed. For a student not meeting the requirements for promotion, an individual placement may be made through decision-making by the responsible middle school principal or designee and the receiving high school principal or designee. The parent(s)/guardian(s) of the student will be involved in this decision. An appropriate plan will be developed to support the individual student's progress. At the high school level, students who have not completed the requirements for high school graduation will be retained. Rev. 12/1/06 Page 26 of 35