Instructional Guidelines

Official Copies of the Academic Achievement Record –

Universities or other entities that request official copies of the AAR directly from the RISD are responsible for obtaining authority from students for release of such records.  Students may also request direct transmittal of official copies to colleges or to prospective employers.  

An official AAR provided by the District may be differentiated from the copy given to the student or family.  The words “Official Copy” imply that the AAR is transmitted directly from the school to the authorized requesting institution without the possibility of alteration.  A transcript copy should be marked or stamped “Official Copy” only at the time of its authorized release to another institution or student–approved recipient, excluding parents.   The principal or his/her designee may also print or type his or her name and title and date the AAR.  An embossed school seal may also be used on official copies of the AAR along with the “Official Copy” entry. This stamp or manual entry is never put on the original file document and is not placed on the copy provided to the student or family.

RISD must ensure that copies of transcripts are made available to schools to which students transfer.  The transfer of the AAR may not be withheld for any reason.  The transcript must be forwarded to the receiving district within 10 days of a student’s enrollment in that district.  The transcript is important for a student’s appropriate placement and continued education as well as for various reports and entries on the assessment forms.  The right of access to the transcript is protected by law (TEC §25.002).

Campus or District Academic Achievement Report Requests Procedure –

• Graduates of the class of 2023 and thereafter can request their transcript through GreenLight Locker which they set up while in high school. If they opted out of GreenLight, the transcript will be uploaded to Parchment with a $15 processing fee.

• Graduates of the class of 2015 through 2022 can request their transcript through Parchment.

• Graduates prior to the class of 2015 can request their transcript from their high school campus, and the transcript will be uploaded to Parchment or sent via USPS.

Diploma –

It is the Academic Achievement Record (AAR), not the diploma, that is used to differentiate individual accomplishments, achievements, and graduation program completion [19 TAC §74.11(b) – as amended by House Bill 181 (2015)].  A standard, undifferentiated high school diploma is awarded to all RISD students who have completed the District’s Foundation High School Program and have met state assessment requirements.

Special Education and Graduation Program Completion –

Students with disabilities are required to meet the RISD Foundation High School Program and earn the specified credits for this graduation program. 

An ARD committee ensures the course content meets graduation credit requirements for each student with a disability as documented in the student’s Individual Education Program (IEP).

GED and Graduation Program Completion –

Diplomas are not awarded to students who pass the General Educational Development (GED) exams unless they complete the requirements of the RISD Foundation High School Program and pass the requisite STAAR/EOC assessments.

AP/Advanced PROGRAM

RISD strongly believes that Advanced and AP courses provide enhanced academic

opportunities for students, assisting them in achieving post-secondary success.  At the same

time, the District recognizes that students may experience initial difficulty in managing the

increased course requirements.  To allow students sufficient time to become acclimated to the

classes and experience what the Advanced and AP curriculum can offer, the District expects

that any student enrolled in an Advanced or AP class to remain in the course for the first 3

weeks of the semester.  During the 4th week of the semester, students may request a

schedule change to a regular class with approval.  The grade the student earned in the

first four weeks will be transferred to the newly scheduled academic level class. The student

and his or her parent/legal guardian must confer with the teacher, administrator, and counselor

prior to withdrawing from an Advanced or AP class.

Advanced Placement Program (AP)

RISD secondary schools offer students the opportunity to participate in College Board AP

courses preparing them for AP exams offered in May of each year.  The courses are regulated

through a College Board Audit.  Once the course is authorized, colleges and universities

recognize a score on the culminating AP exam as the equivalent level of work in the

corresponding college course.  Credit and/or advanced placement is granted by colleges and

universities based on exam performance.

Because RISD encourages each student to take the most rigorous course of study, all schools

follow a policy of open enrollment.  To encourage participation in these courses, ten (10) quality

points will be added to a passing semester raw grade for use in calculating GPA and class rank.

Quality points are also added for use in qualifying and maintaining the status of students for

school organizations that require a specific GPA.  These points represent what might have been

earned in the less-rigorous academic course.

AP courses help students prepare for and succeed in college. Taking AP exams may also save

money; students earning a qualifying score on an AP exam may receive college credit for a

corresponding college level course. Each college and university establishes the criteria for

awarding credit at their institution. Students and parents should check with individual

colleges/universities or visit the College Board website at collegeboard.com for information of

specific credit awards.

Advanced Placement (AP) courses are offered across our secondary Richardson ISD

campuses - spanning STEM, Arts, and Humanities - which give students the opportunity to

engage in authentic college experiences and curricula. Learn more about Advanced Placement

(AP) courses - https://bit.ly/APRISD  

Advanced Program (formerly Pre-AP)

Incorporating the Texas Essential Knowledge and Skills (TEKS), Advanced courses are

designed to meet the state requirements while incorporating higher level thinking activities and

deeper questioning and reasoning skills to support students in future college credit courses

such as Advanced Placement, dual credit and University of Texas

OnRamps.  Advanced courses are offered in language arts, social studies, Languages other

than English (LOTE), art, mathematics, and science.

All RISD schools follow a policy of open enrollment.  To encourage participation in specific

Advanced classes, five (5) quality points are added to a passing semester raw grade for use in

calculating GPA and class rank.  Quality points are also added for use in qualifying and

maintaining the status of students of school organizations that require a specific GPA.  These

points represent what might have been earned in the less-rigorous academic course.

Advanced courses are available in Reading Language Arts grades 7-10, Social Studies grades

7-8, Math grades 7-10, Science grades 7-10, World Languages grades 9-10, and Art grades 9-

12. At our middle school campuses, advanced courses will be available in Reading Language

Arts, Social Studies, Math and Science classes beginning in 6h grade.

Dual Credit

The Dual Credit Program offers students an opportunity to earn college credit while still in high

school. Upon successful completion of a Dual Credit course, a student will earn “dual credit” –

high school and college credit – simultaneously. These courses provide advanced academic

instruction beyond, or in greater depth than, the Texas Essential Knowledge and Skills (TEKS)

for a corresponding high school course.

The student is responsible for verifying transferability of course credit to the

college/university of choice.

In Richardson ISD Dual Credit courses can be taken in several ways:

·       Courses taught at the student’s home campus before, during, or after school hours

·       Courses taught at a partnering Dallas College campus that can be taken in the

summer or during the school year

Students who are interested in Dual Credit should always contact their counselor to learn about

the best opportunity for each person.

Students who are TSI (Texas Success Initiative) exempt, having taken the TSI on a RISD

campus or have a waiver for college readiness are eligible to enroll in a Dual Credit course.

Richardson ISD offers Dallas College courses across our secondary campuses - spanning

STEM, Arts, and Humanities - which give students the opportunity to engage in authentic

college experiences and curricula. Learn more about Dual Credit courses -

 https://bit.ly/DualCreditRISD 

TUITION AND FEES

Dual Credit students may take these classes tuition free*; however, some fees may be

assessed for textbooks, lab materials or tuition cost for retaking a course. *Only students

enrolled in a PTECH Pathway can participate in PHED 1164 tuition free.

REGISTRATION

The student must provide the following when registering at Dallas College:

·       Completed application

·       Course registration form signed by the high school counselor

·      Official high school transcript with STAAR (EOC) scores and any SAT or ACT

scores or assessment for TSI requirement

·       Mandatory registration 

TSIA2 Exemptions and Minimum Passing Standards

•  Have met the minimum college readiness standards on SAT, ACT, or a

statewide high school test.

• ACT Testing administered on or after February 15, 2023: a

combined score of 40 on the English and Reading (E+R) tests

shall be exempt for both reading and writing or ELAR sections of

the TSI Assessment. A score of 22 on the mathematics test shall

be exempt for the mathematics section of the TSI Assessment.

There is no composite score.

• SAT Testing a minimum score of 480 on the Evidence-Based

Reading and Writing (EBRW) test shall be exempt for both reading

and writing sections of the TSI Assessment; a minimum score of 530

on the mathematics test shall be exempt for the mathematics section

of the TSI assessment.

•  Have successfully completed college-level English and match courses;

•  Have enrolled in a Level-One certificate program (fewer than 43 semester

credit hours);

•  Are not seeking a degree; or

•  Have been, or currently are, in the military.

Minimum Passing TSIA2 Standards

•  Math - College Readiness Classification (CRC) 

CRC>=950 OR CRC<950 AND Diagnostic Level = 6

•  Reading and Writing (ELAR) College Readiness Classification (CRC) 

CRC>=945 AND Essay >=5 OR CRC<945 AND Diagnostic Level >=5 AND Essay

>=5

DUAL ENROLLMENT

University of Texas at Austin – OnRamps

OnRamps works through a dual-enrollment model. Using a hybrid delivery approach, students

meet rigorous university-level college readiness standards and can earn UT Austin credit from a

UT faculty member and high school credit from their local teacher. OnRamps incorporates an

organized data and action analytics approach to support students, teachers, and districts in their

pursuit of educational excellence.

Credit from the University of Texas at Austin is earned through the University Extension (UEX)

within the Texas Extended Campus. OnRamps core curriculum courses are guaranteed to

transfer to any public institution in Texas.

OnRamps courses do not require admission to the university but are aligned with courses

taught to UT Austin’s residential students. A TSI qualifying score is not necessary for these

courses.

Students taking OnRamps courses will receive two separate grades, one for the college grade

and one for the high school grade. OnRamps students will be eligible for ten (10) quality points

to be added to their RISD GPA upon successful completion of the course.

RISD strongly believes that OnRamps courses provide enhanced academic opportunities for

students, assisting them in achieving post-secondary success.  At the same time, the District

recognizes that students may experience initial difficulty in managing the increased course

requirements.  To allow students sufficient time to become acclimated to the classes and

experience what UT OnRamps curriculum can offer, the District expects that any student

enrolled in an OnRamps class to remain in the course for the entire first 9-week cycle of the

semester.  At the end of week four of the first 9-week cycle, students may request a

schedule change to a regular class with approval.  The grade the student earned in the

first four weeks will be transferred to the newly scheduled academic level class.  After the end of

week three of the first 9-weeks cycle, the next opportunity to drop an OnRamps course will be at

the end of the semester.  The student and his or her parent/legal guardian must confer with the

teacher, administrator, and counselor prior to withdrawing from an OnRamps class.

Richardson ISD offers University of Texas OnRamps courses across our secondary campuses -

spanning STEM, Arts, and Humanities - which give students the opportunity to engage in

authentic college experiences and curricula. Learn more about OnRamps courses -

https://bit.ly/OnRampsRISD  

Process for OnRamps Course Registration:

1.       Students enroll in courses taught by their high school teacher for high school

credit.

2.       During the fall semester, OnRamps students must complete a series of required

assignments that are designated by an instructor of record at the University of Texas at

Austin and earn the minimum grade established by the UT college/department to be

eligible to be dually enrolled in the university course offered during the spring semester.

(Note that for students enrolled in English and US History Courses, this process will be

accelerated.)

3.       During the spring semester, OnRamps students must complete a series of

additional required assignments that are designated by the university’s instructor of

records to determine successful completion of the college course.

4.       The university’s instructor of record will award the appropriate grade based on

their performance for the college course. The high school teacher will separately award

credit for the grade earned in the high school course, which may differ from that for the

college course. 

RISD Courses and Quality Points - Beginning with School Year 2021-2022

Awarded after successful completion of each semester in applicable courses.

AP Courses – 10 points

OnRamps Courses – 10 points

Dual Credit Courses – 10 points

Advanced (formerly Pre-AP) Courses – 5 points

Honors Courses – 5 points

In the Junior High and High School Course Catalog sections of this website, courses eligible for

the application of quality points will be indicated in the description with a QP and the number of

possible quality points (upon successful completion of each semester). Please note - some

courses titled as "Advanced" are not eligible for the application of quality points. Be sure to

check the course description.

Contact Person: Executive Director, Advanced Learning Services

The central goal of AVID courses is to prepare students in grades 7-12 for success in postsecondary education.  The content of AVID includes activities for skill development in areas specifically aligned with and designed to promote success in rigorous courses and in the foundation content areas.  Students who wish to participate in AVID must complete an application and be accepted.

( Contact Person:  Campus AVID Coordinator

Correspondence Courses and Distance Learning

The District allows enrolled students to earn a maximum of 1.0 unit of credit per semester in grades 9-12 by taking correspondence and distance learning courses from another approved educational institution.  All upcoming 9th-12th grade students are eligible to take correspondence and distance learning courses and earn credit toward graduation.  State credit is granted only under the following conditions:

1.   The institution offering the course is the University of Texas at Austin, Texas Tech University, TxVSN, or other public institutions of higher education approved by the Commissioner of Education,

2.   The correspondence and distance learning course includes the state-required essential knowledge and skills for such a course (Local [not state approved] credits will not count toward graduation unless student is receiving special services and credit is determined through the ARD Committee),

3.   The Commissioner of Education has approved the specified course, and

4.        Correspondence and distance learning course exam may be administered only twice.

Enrollment Process

Prior to enrollment in a correspondence and distance learning course, students must have permission from their parent and principal or counselor for enrollment in the course verifying that course prerequisites have been satisfied. Students shall not be awarded credit toward graduation if approval was not granted prior to enrollment.

Registration Fees

The student is responsible for assessed fees necessary to take these optional courses.  The student must arrange for the administration of the correspondence or distance learning course final exam during the school year following campus guidelines.

Student Responsibilities for Arranging a Correspondence Course Exam

High school students will not be excused to miss school to take a Correspondence Course Exam.

·       A conference with the student’s counselor is required to arrange for a student to take a Correspondence Course Exam.

·       Students may request to take a Correspondence Course during the summer.  However, the student must meet with their counselor prior to the end of the school year to arrange for completion of the course and testing during the summer school session.

·       The student must complete and mail any required application in a timely manner so that credit and grade will be available for administration on the agreed upon date.

Correspondence and Distance Learning Course Credits Allowed

A maximum of 1.0 unit of correspondence and distance learning courses per semester may be earned by enrolled 9th-12th grade RISD students to meet requirements for graduation.  Correspondence courses are rigorous, and students may be enrolled in only one correspondence course at a time unless granted by principal approval.  It is the student’s responsibility to review and/or request UIL, NCAA, scholarship, or other pertinent information concerning correspondence course guidelines prior to enrollment in a correspondence or distance learning course.

Student Records

The school principal and/or counselor will certify the results of the correspondence or distance learning course.  The grade and credit shall be recorded on the Academic Achievement Record (AAR) for grades 9-12.  The school counselor will retain the student grade report as part of the student permanent record.

Graduation courses taken prior to 9th grade: Credits in state-approved courses taken after the successful completion of a student’s 8th grade year will be included in the Formal GPA/Rank. (For example: if a student earns credit (first attempt, not previously failed or for acceleration) between 8th and 9th grade, that state-approved credit will be coded as a high school course and used in calculation of formal GPA/Rank.)

If a student declares to graduate early, the GPA calculation rules of the current senior class will apply.

Correspondence and Distance Learning Course Grades

A minimum grade of 70 or above is required to earn credit in correspondence courses.  Beginning with first time 9th graders in 2016-17, grades earned in Correspondence, Distance Learning, and TxVSN courses shall be used in computing GPA.  Seniors enrolled in correspondence or distance learning course work to earn credit for graduation must complete the course and submit the grade prior to the graduation ceremony.

Extra-Curricular Activities

Correspondence or distance learning courses may be used to gain eligibility for participation in extra-curricular activities.

Test Administration – High School Locations (same process as CBE:  Failing Courses)

Credit by Exam (Without Prior Instruction) – Secondary

Assessment for Secondary Courses

Credit by Exam, as stipulated by TEA, is available quarterly to all students enrolled in RISD. The test is purchased from UT and covers all the TEKS of the course for which credit is desired. These exams, therefore, are quite rigorous as the student’s appropriate placement has far-reaching educational implications. Dates for administering acceleration examinations will be announced quarterly by the Department of Advanced Learning Programs and Services. Opportunities for a student who is homeless or in substitute care who transfers to the district after the start of the school year will be provided at any point in the school year.

In secondary school, grades 6-12, the student must score at or above 80 percent to receive credit for that course. Students may take a Credit by Exam in one or more courses including Languages Other Than English (LOTE). Native speakers will typically take the CBE w/prior instruction.  Note:  Care should be taken in the timing of these exams.  Students may place out of a class a year or two before the next level of a language class is available.  Unfortunately, the District is not in the position of changing the sequence of courses offered at various grade levels.

Fees

The District shall not charge for Credit by Exam. If a parent requests an alternative examination, the District may administer and recognize results of a test purchased by the parent or student from Texas Tech University.

Credit Awarded

For a student to receive credit for a course through the Credit by Exam, the student must earn a grade of 80 or above on a district approved test that includes the TEKS and the local course objective.  {See EDHC (LEGAL) and EHDC (LOCAL)}.  Credit is awarded for regular rather than Pre-AP or honors courses. Scores received on one-semester tests cannot be averaged with other tests or course work.

Eligibility

To be eligible to take a credit by exam, the student must:

·       Meet enrollment criteria for RISD in grades 6-12.

·       Not have had prior formal instruction in the course for which the examination is requested.

·       Students may take each course exam once per window.

·       The student may attempt each exam no more than two times, with the second attempt being from a different source for which fees may apply.

Registration Process

·       The student must file an application requesting Credit by Exam for acceleration (link available from the school counselor). 

·       Applications for testing must be submitted online by the application deadline.

·       The parent(s) or guardian(s) will be notified of the date, time, and location for the examinations via email provided in the application.

·       Students will request textbooks from the school. As a district, we are obligated to provide books to students who are preparing to take these exams. The books are to be checked out to students and returned to the school after the exams. They are not to be purchased by parents. The warehouse will transfer sufficient numbers of books to schools that do not have them.

Student Records

·       The District Curriculum Directors, the Director of Advanced Learning Programs and Services, and the school principal or counselor will certify the results of the examination.

·       The grade of 80 or above will be recorded on the student’s permanent record for grades 6-8 or on the AAR (transcript) for grades 9-12. Some courses may require passing a state-mandated End-of-Course exam for credit and/or graduation

·       The grade is not included in GPA.

·       If a grade of 80 or above is not earned on the exam, the AAR (transcript) will not reflect the grade earned on this examination. 

Languages Other Than English (LOTE) – Qualifications

·       Credit by Exam tests are administered to RISD students for specified language courses.  These exams are available to students in the 6th-12th grades for languages in which they have had no prior instruction.  Students must earn a grade of 80 or above to receive credit for the course.  Students interested in taking one of these exams should contact their counselor.  An ineligible student who takes and passes a Credit by Exam will not be awarded credit for the course. Native speakers will typically take the CBE w/prior instruction.

Note:  Care should be taken in the timing of these exams.  Students may place out of a class a year or two before the next level of a language class is available.  Unfortunately, the District is not in the position of changing the sequence of courses offered at various grade levels.

Credit-by-Exam (CBE):  Failing Courses

The District allows enrolled students who have failed courses to earn a maximum of one credit per semester through Credit-by-Exam (this does not include loss of credit due to absences).  To be eligible for CBE:

·       A student must be enrolled in the district

·       A student must be in grades 7-12

·       A student must have received a grade of at least 60 in the failed course.  (No “I” for Incomplete grades will be eligible)

·       The student may not take the District CBE more than once for the same course grade

·       CBE cannot be averaged with another semester grade – scores received on one-semester tests cannot be averaged with other tests or course work

Registration Process and Administration Fees

·       The student must file an application requesting Credit by Exam for acceleration (link available from the school counselor). 

·       Applications for testing must be submitted to the school counselor by the application deadline.

·       The parent(s) or guardian(s) will be notified of the date, time, and location for the examinations via email provided in the application.

·       Students will request textbooks from the school. As a district, we are obligated to provide books to students who are preparing to take these exams. The books are to be checked out to students and returned to the school after the exams. They are not to be purchased by parents. The warehouse will transfer enough books to schools that do not have them.

·       The District shall not charge for Credit by Exam. If a parent requests an alternative examination, the District may administer and recognize results of a test purchased by the parent or student from Texas Tech University.

CBE Courses Exams and Credits Allowed

The District permits eligible students in grades 7-12 to earn CBE in all state-approved courses.  The designated tests used for CBE are those available through and administered by the University of Texas and Texas Tech University.  Grades earned through CBE shall not be used in computing GPA. 

Student Records

The school principal and the counselor will certify the results of the evaluation.  The grade and credit shall be recorded on the permanent record for grades 7-8 and on the Academic Achievement Record (AAR) for grades 9-12.  The school counselor will retain the student grade record as part of the student’s permanent record.

Passing Score Requirement on Units Earned

To receive credit, students must score a grade of 70 or above on the examination.

Extra-Curricular Activities

CBE for failing courses may not be used to gain eligibility for participation in extra-curricular activities.

Verification of Credit Exams

The District will allow Verification of Credit exams to students who enroll in RISD from a non-accredited school, home school, or foreign country with no official transcript.

·       A student must be enrolled in the District.

·       A student must be in grades 7-12.

·       A student must have received prior instruction and must not have failed the course for which the exam is requested.

·       The student must not have taken the District Verification of Credit exam previously in the course for which credit is sought.

·       Prerequisite courses or appropriate Verification of Credit exams must be passed prior to administration of subsequent levels of exams (i.e., Algebra I must be passed prior to eligibility for the Algebra II exam).

·       A student must take English 1 and Algebra 1 Verification of Credit exams to use in determining initial placement in Language Arts and math.  Subsequent Verification of Credit exams will be taken whenever possible but no later than the end of the school year from the date of enrollment.

·       For Languages Other Than English (LOTE) courses, prerequisite courses or appropriate Verification of Credit Exams are not required.  For example, a student may take a LOTE Credit-by-Examination without having completed a prerequisite course or a previous level.  Verification of Credit Exams are provided to students “having prior instruction.”  Prior instruction is defined as the student having received some formal instruction in the target language at any point in his/her educational career.  For example, if a student wishes to take a Spanish Credit-by-Examination, the student would only need to score 70% if the student had prior instruction in an elementary Spanish or bilingual program, the student studied/learned Spanish in another country, the student was enrolled in an after-school or summer program, etc.  It is the fulfillment of the TEKS or LOTE objectives as evidenced by the passing score, rather than the length of time spent in the coursework that determines mastery of the course.

Registration Process

The student must arrange for the administration of the Verification of Credit exams following campus guidelines.

Student Records

·       The school principal and/or the counselor will certify the results of the evaluation.

·       The grade and credit shall be recorded on the permanent record for grades 7-8 and on the Academic Achievement Record (AAR) for grades 9-12.

·       The grade is not included in GPA.

·       The course credit shall be identified as “Credit Verification” on the grade label of the AAR (transcript) in order not to be confused with other credit-by-exam grades.  In those cases in which the passing grade is not earned, the AAR (transcript) will not reflect failure of the examination.

·       The school counselor will retain the student grade record as part of the student permanent record.

Passing Score Requirement on Units Earned

To receive credit, the student shall score a grade of 70 or above on the examination. Scores received on one-semester tests cannot be averaged with other tests or coursework.

Student/Parent Appeal Process

Should the student and/or parent appeal the failure (grade less than a 70) of an administered verification exam, the student may arrange for a Credit-by-Exam (CBE) through Texas Tech University or the University of Texas at Austin (see counselor for application).  The CBE for the appeal process may only be administered one time.

·       The student will pay all fees for the Credit-by-Exam/Verification of Credit.

·       If the student passes the Credit-by-Exam/Verification of Credit with at least a grade of 70, RISD will award .5 unit of credit.

Test Administration – Junior High Locations

The student must follow campus guidelines concerning regularly scheduled times set aside for taking these exams.  Verification of Credit exams are normally not administered to students in grades 7 and 8 unless:  1) student claims to have earned credit toward graduation, or 2) credit is reflected on non-accredited or home school documents.  Students in these grade levels should be placed through normal procedure, i.e., age, parent conference, the administration of campus semester exams, or other local measures to assist in grade level determination.

District Created Verification of Credit Exams Available

These exams measure student mastery of the Texas Essential Knowledge and Skills (TEKS) objectives developed by the Texas Education Agency.  There is no fee for these District exams.  They may be taken one time to validate credit.

English 1, 2, and 3

Released EOC for Eng 1 & 2 

Edgenuity Test Only for Eng 3

Algebra 1, 2

Released EOC for Algebra 1

Edgenuity Test Only for Algebra 2

Geometry

Edgenuity Test Only 

Integrated Physics & Chemistry

Edgenuity Test only

Biology

Released EOC

Chemistry

Edgenuity Test only

Physics

Edgenuity Test Only 

Economics or Free Enterprise

Edgenuity Test only

U.S. Government

Edgenuity Test Only 

World Geography

Edgenuity Test only

World History

Edgenuity Test Only 

U.S. History after 1877

Released EOC

French 1, 2, and 3 

Avant

Health

Edgenuity Test only

Latin 1, 2, and 3

Edgenuity Test Only for Latin 1 & 2

Spanish 1, 2, and 3

Avant

German 1, 2, and 3

Edgenuity Test Only for German 1 & 2

Japanese 1, 2, and 3

Avant

Exams for RISD Entry Level Native and Near Native Spanish Students

Because the Texas Essential Knowledge and Skills (TEKS) for Languages Other Than English (LOTE) develop language ability at the most rudimentary proficiency level in all entry level classes, the assumption is that native and near-native speakers of Spanish have already met requisite benchmarks.  Therefore, in order to recognize and honor the language Spanish speakers bring with them, all RISD native and near-native Spanish students are given the opportunity to take Credit by Exam (CBE) w/Prior Instruction.

There are no prerequisites for taking the CBE.  The exams are administered at students’ home campuses.

Tardiness

RISD recognizes that occasionally unavoidable delay will cause a student to be tardy to school or to class.  A tardy student misses instructional time and causes a disruption in the educational process.  Excessive or habitual tardiness cannot be tolerated.  Any student who is tardy is subject to disciplinary action.  Excessive tardiness could result in a violation of the "90% Rule" mandatory attendance law.

Attendance Committee

Except as provided by this section, a student may not be given credit for a class unless the student is in attendance for at least ninety percent (90%) of the days the class is offered.  This “90 % Rule” is set out in section 25.092 of the Texas Education Code.  The attendance committee will review the records of all students whose attendance drops below the 90% of the days the class is offered, whether or not a petition is filed, and may determine if the student is eligible to regain credit.  If an attendance committee denies a student credit for a class, the student may appeal the decision to the Board of Trustees or the Board’s designee, according to the District’s appeal procedures (see Policy FNG). 

Ninety Percent (90%) Rule:  A student in any grade level from kindergarten through grade 12 who has not been in attendance for ninety (90) percent of the days the class is offered shall not be given credit or a final grade for that class. When a student's attendance drops below 90 percent but remains at least at 75 percent of the days the class is offered, the student may earn credit for the class or a final grade by completing a plan approved by the principal. If the student fails to successfully complete the plan, or when a student's attendance drops below 75 percent of the days the class is offered, the student or parent may request award of credit or a final grade by submitting a written petition to the campus attendance committee. This restriction does not affect a student’s right to excused absences to observe religious holy days [see FEA] and does not apply to a student who receives credit by examination for a class as provided by Education Code 28.023.  RISD POLICY FEC(LOCAL)

The RISD Foundation High School Program maintains and enhances the District’s exemplary Pre-AP/AP and Honors course offerings.  Students who distinguish themselves academically during their secondary public school education in the Richardson Independent School District shall receive recognition for those achievements.

RISD General Eligibility Guidelines for Graduation Awards and Honors

·       Students, who complete graduation requirements in fewer than four years shall not, by that fact, lose eligibility for the following awards/honors.  However, a student’s grade level class with which he/she is competing for these awards/honors is annually determined only by the total credits earned prior to the beginning of the fall semester of that school year:

o   Juniors (11th grade) – 12.0 credits

o   Seniors (12th grade) – 18.0 credits

Students generally attend four years of high school – 9th, 10th, 11th and 12th grade. A student who plans to graduate in fewer than four years may be moved to a higher-grade level as a result of course/credit acceleration if the student will be able to meet all graduation requirements by the intended graduation date. GPA will be recalculated according to the quality points received by the new graduating class. The student must meet with his/her counselor to determine eligibility for early graduation.  Written documentation requesting the grade level change must be provided by the end of the first nine weeks of the fall semester each year (or as soon as possible) and must be retained in the student’s cumulative folder for graduation awards/honors grade level competition determination.

To be eligible for valedictorian/salutatorian honors, a student shall:

1.   Have maintained continuous enrollment and attended RISD schools throughout grades 10-12;

2.   Have completed all courses and grades earned in grades 10-12 while continuously enrolled in the District;

3.   Have carried at least a minimum course load as defined by RISD Policy EEO (Local) and the RISD Program of Studies at each grade level;

4.   Be graduating under the Foundation High School Program.

 Graduation Awards and Honors

µ  VALEDICTORIAN & SALUTATORIAN – The “Valedictorian” and “Salutatorian” are the two seniors graduating at the end of the spring semester at each RISD High School who have attained the two highest overall scholastic grade point averages for grades 9-11 and the conclusion of the first semester of grade 12, as determined by courses included in computing formal GPA and state required Top 10% ranking.

µ  “TOP TEN” GRADUATES – Seniors designated as “Top Ten Graduates” are the ten graduating members at each RISD High School with the highest scholastic averages in grades 9-11 as determined by courses included in computing GPA and state required Top 10% ranking.

µ  HONOR GRADUATES – “Honor Graduates” are those seniors graduating at the end of the spring semester who have attained an overall average of 90 or above for grades 9-11 and the first semester and first 9 weeks of the second semester of grade 12, as determined by courses included in computing GPA.

µ  TOP 10% - Automatic Admission to State Colleges/Universities [TEC §51.803]

In accordance with Texas Education Code (TEC), §51.803, a student is eligible for automatic admission to a college or university as an undergraduate student if the applicant earned a grade point average in the top 10 percent of the student’s high school graduating class (the University of Texas has determined that it will automatically admit students based on a fluctuating percentage of their high school graduation classes, but at least at the top 10 %), and the applicant:

1)      Successfully completed the requirements for the Distinguished Level of Achievement on the Foundations High School Program; or

2)      Satisfied ACT’s College Readiness Benchmarks on the ACT assessment or earned on the SAT assessment a score of at least 1,500 out of 2,400 or the equivalent.

In accordance with Title 19 Texas Administrative Code (TAC), §5.5(e), high school rank for students seeking automatic admission to a general academic teaching institution on the basis of class rank is determined and reported as follows:

1)      Class rank shall be based on the end of the 11th grade, middle of the 12th grade, or at high school graduation, whichever is most recent at the application deadline.

2)         The top 10 percent of a high school class shall not contain more than 10 percent of the total class size.

3)      The student’s rank shall be reported by the applicant’s high school or school district as a specific number out of a specific number total class size.

4)      Class rank shall be determined by the school or school district from which the student graduated or is expected to graduate.

(An applicant who does not satisfy the course requirements is considered to have satisfied those requirements if the student completed the portion of the RISD Foundation High School Program that was available to him/her but was unable to complete a portion of the coursework solely because courses were unavailable to the student at the appropriate times in the student’s high school career as a result of circumstances outside the student’s control.)

To qualify for automatic admission an applicant must:

1)      Submit an application before the deadline established by the college or university to which the student seeks admission; and

2)      Provide a high school transcript or diploma that indicates whether the student has satisfied or is on schedule to satisfy the requirements of the RISD Foundation High School Program (or the portion available to the student/applicant) and has earned or is on schedule to earn a Distinguished Level of Achievement.

Colleges and universities are required to admit an applicant for admission as an undergraduate student if the applicant is the child of a public servant who was killed or sustained a fatal injury in the line of duty and meets the minimum requirements, if any, established by the governing board of the college or university for high school or prior college level grade point average and performance on standardized tests.

*Note: Under SB 175, passed by the 81st Legislature, the University of Texas at Austin must automatically admit enough students to fill 75% of available freshman spaces set aside for Texas residents each year. The university determines what rank a student must earn to be eligible for automatic admission each September and makes an announcement to the Texas Education Agency by September 15.

LOCAL GRADUATION HONORS – In the event that an award (TEA certificate or other) is made available using “highest ranking graduates” as eligibility criteria requirements, those students will be identified according to the District’s policy for “Top Ten Graduates”.

All secondary schools offer Career and Technical Education courses that use business/industry level software programs and certifications.

Students, counselors, and teachers have access to the www.kudernavigator.com and Naviance career planning websites at the junior and senior high school campuses.  Students should plan their education and career programs using personal career aptitudes and goals and information from these career websites.  Another informative website about careers in the Dallas-Fort Worth area is www.twc.state.tx.us.  RISD’s Career and Technical Education teachers can also provide additional information on priority occupations for the state and the metroplex areas.

Career Pathway Articulation programs correlate with high priority occupations and are available at all high school campuses.  The program offers students a seamless transition from high school to local community colleges.  As many as 15 college credit hours may be earned at no cost to students.  Career Prep (Practicum in Business Management and Practicum in Human Services) courses are offered to students who wish to gain employable skills while participating in business or industry environments.

Contact Person:  Executive Director of Career and Technical Education.

RISD encourages junior and senior students to visit college campuses to help them make decisions about higher education choices.  These guidelines were developed through the collaborative efforts of District high school principals, counselors, teachers, parents, and members of the Superintendent’s Student Advisory Council (Super SAC) and are intended to assist high school campuses to consistently manage college visitation:

·       A maximum of four (4) college visitation days are available to students to be taken between the beginning of their junior year and the end of their senior year, as determined by the student.  A student may take no more than 2 days a year (per TEC §25.087 and the Student Attendance Accounting Handbook).

·       Approved college visitations taken during the senior year will not be counted against senior final exam exemptions.

·       To obtain approval for designated college visitations (excused absence), a student must: 1) submit a note from parent/guardian prior to planned college visit(s) indicating college location(s) and absence date(s); and 2) upon return submit documentation of visit(s) submitted on college letterhead that must include student’s name and date of visit.

·       Students who do not provide the necessary documents for absences for college visits will receive an unexcused absence.

·       Students are responsible for making up any work missed during the absences.

Documentation of absences – A student who is absent from class is counted absent with the code of “excused” or “unexcused”.  For the student who has been absent due to a college visit, an excused absence is coded when the student provides the necessary documentation as listed above.  If that student does not provide the necessary documentation, an unexcused absence is coded.

Determining Criteria for Schedule Changes –

Schedule changes are normally made for one or more of the following conditions:

1.   A student fails a required course making a schedule adjustment necessary.

2.   Change is needed as a result of credit earned in summer school.

3.   Change is needed to balance class loads within the master schedule.

4.   Change is needed as the result of a student having a schedule which obviously is not educationally defensible, i.e., not having the course required or not having the courses needed for graduation.

5.   Change is needed as a result of a student being elected to or administratively assigned to an activity within the school.

6.   Change is needed to enable a student to graduate in the particular year.

7.   Any change which, in the judgment of the principal, is in the best interest of a student.

Adding and Dropping Courses –

1.   A student may add or drop a course during the first five class days of each semester if conditions essential for a schedule change are met.

2.   Students dropping courses will normally be reassigned for the balance of the semester.

3.   At the end of week 3 of the first 9-week cycle, students may request a schedule change from an AP/PreAP or OnRamps class to an academic course. The grade the student earned in the first 3 weeks will be transferred to the newly scheduled academic level class. After the end of week four of the first 9-weeks cycle, the next opportunity to drop a Pre-AP/AP or OnRamps course will be at the end of the semester.

4.   A student may drop a regular course up to and including the last day of the first nine weeks of each semester (or the 45th school day of the semester) if dropping the course, the student will still have the required number of classes (see Full-Time Attendance Requirements).

5.   A student may not drop a one-semester course after the last day of the ninth week of each semester (or the 45th school day of the semester).

6.   Written parental permission is required for any secondary student to add or drop a course.

Eligibility Requirements Must be Considered –

If a student drops a course with a failing average later than the end of the fourth week of the first grading period, it is considered a failing grade for eligibility purposes except as follows:

Dropping an advanced class, which is exempted for no-pass, no-play does not cause loss of eligibility unless full-time status is affected.  RISD policy requires that the student be enrolled in at least 7 state and local credit-bearing courses for full-time status unless the opt-out provision has been granted by the campus administrator.  (See Appendix for list of advanced classes).

Contact person: Athletics Director

All 9th – 12th grade students will be required to take eight classes each semester, one of which is Advisory. Senior students may be allowed to take only six classes by requesting to “opt-out” of one class with parent and administrator approval. Other exceptions may apply on an individual basis.

The Richardson Independent School District maintains a strict policy of nondiscrimination and equal opportunity in all programs and services.  The District complies with all applicable state and federal laws and regulations.  Students are afforded equal access to regular, vocational, special education programs and activities without regard to race, religion, color, national origin, sex, or disability.

Students from any RISD secondary school are eligible to enroll in the RISD Evening School Program. The Evening School Program is a tuition-based program that is housed at Memorial Park Academy and provides an opportunity for students to earn credits lost due to absences, failure, and transfers from non-accredited schools. A student may enroll in a maximum of two classes each semester. Information concerning registration and course choices is available in the counseling office on each high school campus. Counselor referral and signature are required for enrollment.

Formal Grade Point Average (GPA)/Class Rank Procedures –

A student’s rank is confidential information.  Staff members utilizing class data for awards, competitions, etc. must always follow the rules of confidentiality. Students and parents may access unofficial GPA through their personal Naviance account.

Background of Approved Courses Included in Formal GPA/Class Rank

Each year a cumulative grade point average (GPA) and rank in class is determined through District procedures for students in grades 9-12.  

·       1991-92 school year – all courses not modified in content and containing specific objectives determined by the Texas Education Agency included when computing Formal GPA/Rank computation

·       1991-92 school year – Music (Band, Orchestra, and Choir) and Physical Education (not PE substitutes) included in the computation

·       1992-93 school year – honors music courses included

·     1995-96 school year – state-approved substitutes for Physical Education [Athletics, Cheerleading (fall semester), Drill Team (fall semester), and Color Guard/Marching Band (fall semester)] included in the computation

Formal GPA/Rank in Class Procedures

RISD does not rank outside of the top 10% per state guidelines.

Formal GPA/Rank in Class procedures for students in grades 9-12 will be determined by using grades earned in state-approved courses and state-approved course substitutes.  The following courses and exam grades are not included in the calculations of Formal GPA/Rank in Class:

1.   Credit-by-Exam;

2.   Exams for Acceleration;

3.   Advanced Placement Exams (College Board);

4.   Non-credit courses designated with “L”;

5.   High School graduation courses taken prior to 9th grade. (Credits in state-approved courses taken after the successful completion of a student’s 8th grade year will be included in the Formal GPA/Rank. (For example: if a student earns credit (first attempt for acceleration) between 8th and 9th grade, that state-approved credit will be used in calculation of formal GPA/Rank.))

Approved PE Equivalent Courses and Formal GPA/Rank in Class

Students may take a maximum of 4.0 credits in PE/Athletics to be counted toward graduation.  Additional courses and the grades/credits earned, however, will be reflected on the student’s Academic Achievement Record (AAR) and all will be utilized in the calculation of the student’s Formal GPA/Rank in Class.

GPA/Rank Procedures for Special Education Modified Content Courses

Those students who earn credits needed for graduation through special education modified content courses will be provided with a GPA.  All courses including those which have been designated as modified content will be used to calculate that GPA.

Those students who earn credits needed for graduation through special education modified content courses will also be given a corresponding rank for their GPA upon request.  The GPA/Rank will be aligned with the Formal Class Rank.

Repeating a Course Which Was Previously Passed

Students who have previously passed a semester or full-year course with a minimum final grade of 70 should not be allowed to repeat that course to 1) replace the previously earned grade, or 2) to earn duplicate credit.  If, however, a student’s transcript reflects that a course was repeated in which credit had been previously earned, only the semester grade(s) from the first course(s) taken to earn that credit will be utilized to calculate the student’s GPA/Rank.  The additional grade(s) and duplicate credit should be deleted from the student’s cumulative GPA/Rank.

Use of Quality Points for GPA/Top 10% Rank Calculation, Advanced/Honors, AP, OnRamps and/or Dual Credit Courses 

“Passing” grades must be raw semester grades of 70.0+. NOTE: Quality points are added to raw semester passing grades for GPA/Rank calculations but are not included in raw semester grades shown on the student’s transcript (AAR). 

These grades and quality points may be verified at any time. The quality points will appear in a separate column on the report card when credit is awarded. Additional guidelines for the use of the quality points in the Richardson ISD follow. 

1. List of courses for incoming sophomores through seniors in the fall of 2018.1 

• AP Courses -10 points 

• OnRamps Courses - 5 points 

• Dual Credit Non-Articulate and Articulated Courses - 5 points (Beginning with first time 9th graders in 2015-2016, Dual Credit courses shall receive five quality points) 

• Advanced Courses - 5 points 

• Honors Courses - 5 points

2. List of courses for incoming freshmen in the fall of 2018.2 

• AP Courses -10 points 

• OnRamps Courses - 10 points 

• Dual Credit Non-Articulate - 10 points 

• Dual Credit Articulated Courses - 5 points 

• Advanced Courses - 5 points 

• Honors Courses - 5 points 

3. All grades earned in AP3 , Advanced, and/or Honors courses as well as Dual Credit courses (beginning with first time 9th graders prior to 2015-2016) taken in other districts shall receive quality points (refer to 1 and 2 above) if the following conditions are met: 

a. Quality points awarded from schools outside the District will not exceed or be less than the numerical weight of quality points awarded in the District. 

b. The student or parents provide the official documentation from the sending school for the advanced courses taken if that documentation has not been provided. 

c. Courses taken for dual credit at schools outside of the District will be classified in academic History and on the Academic Achievement Record (AAR) as dual credit only if the course is available for dual credit in RISD. If the course is not offered for dual credit in RISD, credit will only be given for the state-approved high school course.

1 See Chart Your Course Program of Studies website for more specific course related information. Note that all AP, OnRamps and Dual Credit courses offer the opportunity for college credits to be earned. 

2 See Chart Your Course Program of Studies website for more specific course related information. Note that all AP, OnRamps and Dual Credit courses offer the opportunity for college credits to be earned. 

3 Students who transfer to RISD from a district which includes International Baccalaureate (IB) courses shall receive (10) quality points beginning with first time 9th graders in 2013-2014. Richardson Independent School District 204 Instructional Operating Guide Fall 2023 

Quality Points Guidelines for School Organizations

“A” Honor Roll – Quality points will be added to the nine weeks raw grade (semester grade is not used) and used in determining “A” honor roll each nine weeks.

National Honor Society- Quality Points are included in the cumulative scholastic GPA of 90 or higher that is used to determine the scholastic requirement for membership consideration.  Members are liable for probation or possible dismissal if they do not maintain a 90 GPA (formal GPA/rank procedures) which include quality points each 9 week reporting period.

National Junior Honor Society – Quality points are involved in the GPA calculation formula to determine NJHS eligibility.  Members are liable for probation or possible dismissal if they do not maintain a 90 GPA (formal GPA/rank procedures) which include quality points each 9 week reporting period.

Other Student Organizations Requiring GPA as a Criteria – Quality points will be added to the nine weeks raw grade (semester grade is not used) and used to qualify or maintain the status of students for school organizations that require a specific GPA.  Examples of those organizations are Beta Club, Junior Usher, and Student Council.

FOR STUDENTS ENTERING 9th GRADE (for the first time) IN 2014-2015 AND THEREAFTER

TEXAS GRADUATES MUST COMPLETE THE FOUNDATION HIGH SCHOOL PROGRAM

The District expects that all RISD students will fulfill the requirements of the RISD Foundation High School Program, earn at least one Endorsement, and enroll in the courses necessary to earn a Distinguished Level of Achievement.

A student may graduate under the Foundation High School Program without earning an endorsement if after the student’s sophomore year:

·       The student and the student’s parent or person standing in parental relation to the student are advised by a school counselor of the specific benefits of graduating from high school with one or more endorsements; and

·       The student’s parent or person standing in parental relation to the student files with a school counselor written permission, on a form adopted by the Texas Education Agency [and available in your school counseling office] allowing the student to graduate under the Foundation High School Program without earning an endorsement. (19 TAC §74.11(b).)

Note: High School Advancement in Classification – Grades 9-12

Mastery of at least 70 percent of the objectives on state-approved courses is required. Grade-level advancement for students in grades 9-12 must be earned by course credits as follows:

·       Beginning Grade 10:   Six (6.0) accumulated credits

·       Beginning Grade 11:   Twelve (12.0) accumulated credits

·       Beginning Grade 12:   Eighteen (18.0) accumulated credits

The following is an overview of the RISD Foundation High School Program. (For students entering 9th grade (for the first time) in 2014-15 and thereafter.

FOUNDATION HIGH SCHOOL PROGRAM – 22 credits

(without Endorsement)

 English (including AP, Dual Credit, and OnRamps courses) - 4 credits

·       English 1, 2, and 3

·       Advanced English Course

Mathematics (including AP, Dual Credit, and OnRamps courses) - 3 credits

·       Algebra 1

·       Geometry

·       Additional Mathematics Course (Algebra 2 is recommended but not required)

Science (including AP, Dual Credit, and OnRamps courses) - 3 credits

·       Biology

·       Chemistry, Physics, or IPC

·       Additional Lab-based Science Course

Social Studies (including AP, Dual Credit, and OnRamps courses) - 4 credits

·       World Geography/AP Human Geography

·       World History (opt out provision)

·       US History

·       US Government (1/2 credit)

Economics (1/2 credit)

Physical Education - 1 credit

Fine Arts - 1 credit 

Languages Other Than English - 2 credits

·       Two credits in the same language OR

·       Two credits from AP Computer Science, AP Computer Science Principles, Computer Science 1, 2, and/or 3

Technology * - .5 credit

Health ** - .5 credit

Electives - 3 credits

Total credits - 22

FOUNDATION HIGH SCHOOL PROGRAM – 26 credits

(with Endorsement)

 English (including AP, Dual Credit, and OnRamps courses) - 4 credits

·       English 1, 2, and 3

·       Advanced English Course

Mathematics (including AP, Dual Credit, and OnRamps courses) - 4 credits

·       Algebra 1

·       Geometry

·       Additional Mathematics Course - (Algebra 2 is recommended but not required)

· Additional Mathematics Course - See your school counselor for specific course offerings

Science (including AP, Dual Credit, and OnRamps courses) - 4 credits

·       Biology

·       Chemistry, Physics, or IPC

·       Additional Lab-based Science Course

Additional Lab-based Science Course

Social Studies (including AP, Dual Credit, and OnRamps courses) - 4 credits

·       World Geography/AP Human Geography

·       World History (opt out provision)

·       US History

·       US Government (1/2 credit)

Economics (1/2 credit)

Physical Education - 1 credit

Fine Arts - 1 credit 

Languages Other Than English - 2 credits

·       Two credits in the same language OR

·       Two credits from AP Computer Science, AP Computer Science Principles, Computer Science 1, 2, and/or 3

Health ** - .5 credit

Electives - 5 credits

Total credits - 26

*The one-half Technology credit required for the RISD Foundation High School Program must be from Touch Systems Data Entry; Principles of Business, Marketing and Finance; Business Information Management 1; or Principles of Information Technology

+Beginning with the class of 2026-27 Technology credit will not be a requirement for graduation.

**The one-half Health credit must be from Health Education 1, Principles of Health Science, or Health Science.

Opt out Provision allows for flexibility in a student’s course sequence to meet individual needs where appropriate. Students who desire to opt out of certain course requirements should carefully review the implications of the action with their counselor. Course changes could alter the graduation program designation under which the student may be eligible to graduate and could affect eligibility for admission to the student’s chosen institution of higher learning. Students who wish to request to opt out of a course and enroll in an alternate course should submit the “Student/Parent Request to Opt out of Course” form to the student’s counselor. The campus Opt-out Committee will consider the request and the student’s Personal Graduation Plan (PGP) will be updated accordingly. See your counselor for an Opt Out Request.

ENDORSEMENT REQUIREMENTS

Arts and Humanities

RISD offers four means by which a student can earn an Arts and Humanities Endorsement. Students need only complete the requirements in ONE of the pathways to earn the Endorsement.

1. Social Studies

five Social Studies credits (not to include Economics in any of it's forms)

2. Language Other Than English (LOTE)

four levels in the same language in a LOTE   OR

two levels of the same language in a LOTE and two levels of a different language in a LOTE (Not Computer Science)

3. Fine Arts 

select four credits from one or two of the following disciplines:

·   Art

·   Dance

·   Music

·   Theatre

4. English electives (four credits from below)*

English 4

Humanities

Research & Tech. Writ.

Creative Writing

Independent Study in English

Literary Genres

Communication Applications

AP Eng. Literature & Composition

AP Eng. Language & Composition

IB Language & Literature: Standard

IB Language & Literature: Higher

IB Literature: Standard

B Literature: Higher

IB Literature & Perform: Standard

*Though RISD does not currently offer all of these English courses, they have been included in the event we should add them,  or we receive students from other districts with these completed courses.

  Business and Industry

RISD offers three means by which a student can earn a Business and Industry Endorsement. Students need only complete the requirements in ONE of the pathways to earn the Endorsement.

1. Academic Sequence

four credits of English electives to include three levels in one of the following areas, and one other English elective credit:

·   Advanced Journalism: Newspaper Production

·   Advanced Journalism: Yearbook Production

·       Advanced Journalism: Literary Magazine

·       Advanced Broadcast Journalism

·       Public Speaking

·   Debate

2. Career and Technical Education Completer

Courses required to be designated a CTE Completer in one or more of the CTE Programs of Study as indicated on the CTE Suggested Course Sequence page here.

 Multidisciplinary

RISD offers three means by which a student can earn a Multidisciplinary Endorsement. Students need only complete the requirements in ONE of the pathways to earn the Endorsement.

1. Foundation subject areas

four credits in each of the four foundation subject areas to include English IV and chemistry and/or physics

2. Advanced Placement and/or Dual Credit

four credits of AP or Dual Credit to include courses selected from English, mathematics, science, social studies, economics, LOTE (Not Computer Science), or fine arts

3. Academic or CTE Sequence

four advanced courses that prepare students to enter the workforce/postsecondary education from within one endorsement area or among endorsement areas that are not in a coherent sequence

Public Services

RISD offers two means by which a student can earn a Public Services Endorsement. Students need only complete the requirements in ONE of the pathways to earn the Endorsement.

1. Academic Sequence

four courses in JROTC (Junior Reserve Officer Training Corps)

2. Career and Technical Education (CTE) Sequence

    Courses required to be designated a CTE Completer in one or more of the CTE Programs of Study as indicated on the CTE Suggested Course Sequence page here.

 STEM

RISD offers four means by which a student can earn a STEM Endorsement. Students need only complete the requirements in ONE of the pathways to earn the Endorsement.

1. Mathematics Sequence

three credits in Mathematics by successfully completing Algebra II and two additional mathematics courses for which Algebra II is a prerequisite (beyond Algebra 1 and Geometry)

2. Science Sequence

four credits in Science by successfully completing Chemistry, Physics and 2 additional science courses (beyond Biology)

3. Science and Math Sequence

In addition to Chemistry, Physics, and Algebra 2, one additional mathematics course for which Algebra 2 is a prerequisite and one additional science course taken from the list of courses approved by the state as a fourth science (see your school counselor for specific course offerings).

4. Career and Technical Education (CTE) Completer

  Courses required to be designated a CTE Completer in one or more of the CTE Programs of Study as indicated on the CTE Suggested Course Sequence page here.

Algebra 2, Chemistry and Physics are required for the STEM Endorsement 

DISTINGUISHED LEVEL OF ACHIEVEMENT REQUIREMENTS

A student may earn a distinguished level of achievement by successfully completing the Foundation Graduation Plan and each of the following:

·       Four credits in mathematics, which must include Algebra 2

·       Four credits in science

·       The curriculum requirements for at least one endorsement (26 credits)

PERFORMANCE ACKNOWLEDGEMENT REQUIREMENTS

A student may earn a performance acknowledgement:

o   For outstanding performance

o   In a Dual Credit course

§  Complete at least 12 hours of college academic courses (Dual Credit and advanced technical credit courses) with a grade of 3.0 or higher on a 4.0 scale

OR

§  Complete an associate degree while in high school

o   In Bilingualism and Biliteracy

§  By demonstrating proficiency in accordance with school district grading policy in two or more languages by:

·       Completing all English language arts requirements and maintaining a minimum grade point average (GPA) of the equivalent of 80 on a scale of 100, and

·       Satisfying one of the following:

o   Completion of a minimum of three credits in the same language in a language other than English with a minimum GPA of the equivalent of 80 on a scale of 100, or

o   Demonstrated proficiency in the Texas Essential Knowledge and Skills for Level IV or higher in a language other than English with a minimum GPA of the equivalent of 80 on a scale of 100, or

o   Completion of at least three credits in foundation subject area courses in a language other than English with a minimum GPA of 80 on a scale of 100, or

o   Demonstrated proficiency in one or more languages other than English through one of the following methods:

§  A score of 3 or higher on a College Board Advanced Placement exam for a language other than English, or

§  Performance on a national assessment of language proficiency in a language other than English of at least Intermediate High or its equivalent

·     An English language learner must also have:

o   Participated in and met the exit criteria for bilingual or English as a second language (ESL) program; and

o   Scored at the Advanced High level on the Texas English Language Proficiency Assessment System (TELPAS).

o   On an Advanced Placement test

§  Earn a score of 3 or above on a College Board advanced placement examination

o   On the PSAT, the ACT-Aspire, the SAT, or ACT

§  Earn a score on the PSAT/NMSQT® that qualifies the student for recognition as a commended scholar or higher by the College Board and National Merit Scholarship Corporation, as part of the National Hispanic Recognition Program (NHRP) of the College Board or as part of the National Achievement Scholarship Program of the National Merit Scholarship Corporation;

§  Achieve the readiness benchmark score on at least three of the five subject tests on the ACT-AspireTM examination;

§  Earn a composite score of at least 1310 on SAT®; or

§  Earn a composite score on the ACT® examination of 28 (excluding the writing subscore)

o   For earning a nationally or internationally recognized business or industry certification or license

§  A student may earn the Certifications / Licensures performance acknowledgement with:

·       Performance on an examination or series of examinations sufficient to obtain a nationally or internationally recognized business or industry certification; or

·       Performance on an examination sufficient to obtain a government-required credential to practice a profession

§  Nationally or internationally recognized business or industry certification shall be defined as an industry validated credential that complies with knowledge and skills standards promulgated by a nationally or internationally recognized business, industry, professional, or government entity representing a particular profession or occupation that is issued by or endorsed by:

·       A national or international business, industry, or professional organization;

·       A state agency or other government entity; or

·       A state-based industry association

§  Certifications or licensures for performance acknowledgements shall:

·       Be age appropriate for high school students;

·       Represent a student’s substantial course of study and/or end-of-program knowledge and skills;

·       Include an industry recognized examination or series of examinations, an industry validated skill test, or demonstrated proficiency through documented, supervised field experience; and

   ·       Represent substantial knowledge and multiple skills needed for successful entry     into a high-skill occupation.

Additional State of Texas Graduation Requirements

Financial Aid Graduation Requirement

Financial Aid applications inform postsecondary institutions' decisions about student eligibility for federal, state, and institutional funds. Financial aid awards can help students pay for their educational expenses after high school.

Each high school senior in Texas public school district or open enrollment charter school must complete and submit a Free Application for Federal Student Aid (FAFSA) or a Texas Application for State Financial Aid (TASFA) as a state graduation requirement. Texas Education Code 28.0256 allows a student to opt out of the financial aid application requirement by submitting a signed for that authorizes the student to decline.

Cardiopulmonary Resuscitation (CPR) Training Requirement

TEC, §28.0023, requires that the SBOE by rule require school districts and open-enrollment charter schools to provide instruction in cardiopulmonary resuscitation (CPR) and for students to receive the CPR instruction at least once before graduation. 

Instruction on Proper Interaction with Peace Officers 

TAC, §74.39 - Beginning with students enrolled in 9th grade in 2018-19 and thereafter, a school district or open-enrollment charter school shall provide instruction in one or more courses to students in Grades 9-12 on proper interaction with peace officers during traffic stops and other in-person encounters. The required instruction:

  (1) may be provided as a part of any course or courses; and

  (2) must be provided to each student at least once before graduation from high school.

(b) The instruction must include all of the following information:

  (1) the role of law enforcement and the duties and responsibilities of peace officers;

  (2) a person's rights concerning interactions with peace officers;

  (3) proper behavior for civilians and peace officers during interactions;

  (4) laws regarding questioning and detention by peace officers, including any law requiring a person to present proof of identity to a peace officer, and the consequences for a person's or officer's failure to comply with those laws; and

  (5) how and where to file a complaint against or a compliment on behalf of a peace officer. 

1.   The school/teacher’s grading (specific for staff in IOG according to subject area) and homework guidelines (See Homework Guidelines) must be in compliance with the District’s guidelines and should be clearly communicated in writing to all students and their parents/guardians at the beginning of each school year or each semester for one semester courses.  These guidelines should also be distributed to new students on the first class day upon entering RISD.  Additionally, the school will provide the grading and homework guidelines in the student handbook and other publications as appropriate.

2.   The principal or teacher shall keep all final examination papers and a master answer key on file through the first nine weeks of the next semester after the exam is administered for review upon request.

3.   If research papers are assigned, the teacher’s guidelines must follow RISD Research paper Guidelines (see Research Paper Guidelines).

4.   A student receiving an “I” (Incomplete) for a grading period has two weeks after the issuance of the report card to convert the “I” grade to an earned grade.  In unusual cases when the student has missed a large quantity of work, the time may be extended by teacher permission.  Otherwise, the “I” will be converted to a calculated grade with a zero “0” included for “Outstanding Work”.  In all cases, the teacher must communicate to the student the nature of outstanding work and the time limitation for completing the work.

5.   Averaging of Full-Year Non-EOC Tested Course Grades – For a student to earn credit for a course that is a full year in length, the average of the two semester grades must equal a minimum of 70 (business rules for rounding apply).  The average may be determined by using first and second semester grades earned in the fall, spring, summer, or evening school sessions of the same school year, except for extenuating circumstances that are approved by the principal.  (The school year is from the first day of school in the fall semester until the day before the first day of school the following fall semester.)

The two (2) current year semester grades must average a minimum of 70 [Business Rules for Rounding apply: 1st semester (70), 2nd semester (69) = 69.5. Final grade will be 70 (1.0 credit)] for full credit to be awarded. It is the responsibility of the identified student’s teacher or principal to change either or both semester grades to higher grade(s) on the Academic Achievement record (or to provide written documentation to the counselor) in the event that the average of the two (2) semester grades is less than 70 but credit will be given by the teacher.

6.   Teachers/principals/counselors shall not change grades unless an error has been made.  Such grade changes shall be subject to the principal’s approval.

Homework Guidelines

It is the responsibility of the campus principal to ensure that all teachers comply with the following guidelines in accordance with District policy [EIA (LOCAL), EIB (LOCAL)].

Definition and Philosophy

Homework is defined as instructionally based, out-of-class tasks assigned to students as an extension or elaboration of classroom work to reinforce academic skills. To derive the greatest benefit from school learning experiences, students must routinely finish related study and follow-up work at home.

Required Campus Homework Plan

A consistent plan for homework assignments and evaluation shall be developed on each campus through the leadership of the principal in collaboration with the campus teachers and should be in place by the start of each school year.  The written plan should include evaluation guidelines, time recommendations for assignments, clearly stated purposes for homework, strategies for teachers and parents, and the communication plan to be utilized with parents and students at the campus and classroom teacher level.  The campus homework plan must be provided to parents at the beginning of the school year and to new parents when enrolling their students.

Types of Homework Assignments

Practice

Practice homework is used to practice and reinforce skills already learned in class.

Preparation

Preparation of homework helps to prepare students for an upcoming lesson or unit.  Homework of this type helps provide students with opportunities to gain background information in order to increase learning potential for an upcoming lesson.  Preparation of assignments should be oriented to a specific purpose.

Extension

Extension homework assignments require students to produce self-initiated projects that allow students to apply and analyze information presented in class.

Examples: 

1.   Design a brochure, research paper, or Power Point presentation that explains the effects of pollution and possible solutions to this problem. 

2.   Prepare an ad showing the savings of an item you are selling compared to a similar item being sold by a competitor.

Creative

Creative homework offers students the opportunity to think critically and engage in problem-solving activities.  Creative assignments encourage students to integrate a variety of skills and concepts presented in class and to construct their personal model of understanding.

Examples:

1.   Pretend you are running for a particular public office, i.e., develop a campaign slogan, speech, and platform

2.   Create a play or television program using humor as the central focus.

Evaluation of Homework

Standards for homework evaluation should be clear and precise.  Evaluation guidelines shall be consistent within each school and shall be explained to all students and parents at the beginning of the school year and when new students are enrolling, including guidelines for group or team assignments.  Campus evaluation standards shall include guidelines for teachers to evaluate, provide feedback, and return homework systematically to their students, thus reinforcing learning.

Time Allocation Recommendations

The frequency and amount of homework should gradually increase throughout the school years.  Homework that is assigned should be coordinated among teachers to ensure that the amount of homework given is appropriate for the student.  Consideration should also be given to the amount of extra-curricular involvement of students.  The following time allocations are suggested recommendations for the average student and should assist schools in developing campus homework plans (daily reading skills development is not considered part of this time):

*       From Kindergarten to third grade, no more than 30 minutes total per day.  (Special consideration should be given to the age of the Kindergarten student).

*       From fourth to sixth grade, no more than 40 to 60 minutes total per day.

*       From seventh to twelfth grade, the recommended amount of time varies according to the type and number of subjects a student is taking.  A general guideline is an average of 90 minutes total per day.  Students enrolled in advanced courses generally will require larger amounts of time to complete homework.

Late Work

Teachers will inform students and parents of all grading guidelines at the beginning of each semester, including the three, six and nine week grading deadlines. Each grade level or content PLC must develop and use a consistent late work practice/guideline that is approved by the principal before the first day of school. A PLC is defined as English I, Geometry, 7th Grade Texas History, AP Chemistry, Spanish II, English I PAP, etc. This practice/guideline must explicitly define late work and the number of points deducted per day, etc.  Teachers may enter a zero for a missing assignment.

Make-Up Work

Make–up tests will be made available to students after any absence, including absences as a result of suspension. Students will have the same number of days plus one to complete the assignment(s) and/or assessment. Students will receive a zero for any test not made up within the specified time and/or grading period.

Unexcused Absences

The District shall not impose a grade penalty for make-up work completed within the specified timelines after an unexcused absence, except for truancy.

Truancy

In the case of truancy, that is, the unexcused voluntary absence of a child from school without the consent of the parents, all make-up work shall be completed within the specified timelines and a 30-point reduction will be applied to the make-up work grade.

Suspension

The District shall not impose a grade penalty for make-up work completed within the specified timelines after an absence due to suspension, except in the case of academic dishonesty.

Research Papers

Research paper assignments should be graded according to grading guidelines outlined in the RISD Instructional Operating Guide (IOG).

Extra Credit Assignments 

Assignments given for extra credit must be aligned with curriculum standards, offered to all students, and included in the teacher’s communication given at the beginning of the course. Extra credit points must be included within the nine-weeks averaging used to calculate grades and they may not be added as a bonus after the average is calculated. (Example: 90 average for the nine-weeks + two points extra credit = 92 – not allowed.) Standards and purposes for extra credit assignments shall be explained to all students at the beginning of each semester. Consideration should be given to being certain that if extra credit opportunities are available, they are available to all students. Extra credit may NOT be given for things such as tissues, supplies, and progress reports.

Final Exams and Homework/New Materials/Extra-Curricular Activities

There shall be no homework nor new materials assigned in any subject during the final week of each semester when exams are given to allow all subjects at least one day of review and study prior to examinations.  Consolidation of material covered during the semester should be the sole emphasis during this time.  There should be no extra-curricular activities required during the week of semester examinations.

State Assessment Guidelines Concerning Homework

The tremendous benefits derived from optimal student performance on State Assessments [STAAR, and EOC] are obvious. For students to be fully prepared for these critical state assessments, they should be strongly encouraged to get enough rest and to eat a healthy breakfast prior to the test administration. Moreover, all campus staff should be supportive of students’ efforts and avoid extensive homework assignments as well as administration of tests or quizzes. Additionally, long-term projects should not be requested as due during this testing window.

Strategies for Teachers

1.   Clearly communicate homework purpose and standards at the beginning of the school year to parents and students.

2.   Present assignments verbally and in writing.  Choose a highly visible consistent location for posting assignments.

3.   Assign homework that is valuable to the reinforcement of skills taught in the classroom.

4.   Explain procedures for late work and makeup.  Be sure students understand the consequences for failure to turn in assignments and for late work.  These procedures should be consistent across the campus and in compliance with District policy.

5.   Clarify assignments when students feel unsure of what to do.

6.   Give assignments that are designed for students to do well independently.  Consideration should be given to the amount of assistance available at home.

7.   Provide an outline for long-term projects well in advance of the due dates.

8.   Make sure that the outside resources necessary to complete an assignment are readily available to all students.

9.   Provide alternative ways for students with special needs to complete assignments.  Consideration should be given for modifications/accommodations when appropriate.

10.   Give assignments only for instructional purposes, not for disciplinary reasons.

Strategies for Parents and Guardians

1.   Set a time and place for study – make this a priority time which supersedes everything else.  Include study other than assigned homework and reading for pleasure.

2.   Provide the necessary tools (paper, pencils, and reference materials) for your child to complete homework assignments.

3.   Make school associations positive; recognize your child for their efforts and always make study very positive.

4.   Help students plan the completion of their assignments and how to use their time well.

5.   Learn with your children and show interest in their learning; discuss and develop ideas, and review completed homework assignments with your child.

6.   Assess your child’s progress along with your child.  This is an excellent way to build self-assessment strategies.

7.   Develop and attitude of positive acceptance by relating school success to effort, by being consistent and by being supportive.

8.   Set a purpose for homework and discuss it with your children (Why are you doing this?  What can you learn from it?).

9.   Ask your school counselor for the annual printed Study Skills Handbook.  Many other study skills resources are available in local libraries and bookstores.

RISD Grade Reporting Procedures 

Parents will be provided any relevant information concerning their child that will enhance their understanding of the child’s ability, effort, success, or progress in the school program.  Teachers may use the following techniques, as applicable, in maintaining communication with parents/legal guardians:

1.   Report cards with comments as appropriate

2.   Written notices of good or excellent performance, attendance, etc.

3.   Written notices of unsatisfactory performance, attendance, etc.

4.   Personal conferences

5.   Telephone

6.   Email

Grading Procedures and TEKS

The RISD has established district-wide instruction objectives that relate to the state approved Texas Essential Knowledge and Skills (TEKS) for grade level subjects or courses.  These objectives are aligned to address the academic skills needed for successful performance in the next grade or next course in a sequence of courses.

Assignments, tests, projects, classroom activities, and other instructional activities must be designed so that the student’s performance indicates the level of mastery of the TEKS.  The student’s mastery level of course objectives is a major factor in determining the grade for a subject or course.

Progress Reports

At the end of the first and second three weeks of each nine-week grading period, a notice of progress shall be provided to the parent or guardian of each student.  It is the further obligation of the teacher to inform the parent/legal guardian of a student whose grade falls below 70 during the latter three weeks of the grading period.  The notice of student progress will be communicated on a District form.

Parent/Legal Guardian Conference

The parent/legal guardian is encouraged to conference with their child’s teacher(s) to discuss student progress.  In order to do so, the parent should contact the principal’s office to schedule a meeting during the teacher’s conference period.  Parents should check in with the principal’s office prior to meeting with the teacher.

Teacher’s Grading and Homework Guidelines

The school/teacher’s grading and homework guidelines must be in compliance with the District’s guidelines (see Homework Guidelines) and should be clearly communicated in writing to all students and their parents/guardians at the beginning of each school year or each semester for one semester courses.  These guidelines should also be distributed to new students on the first class day upon entering RISD.  Additionally, the school will provide the grading and homework guidelines in the student handbook and other publications as appropriate.

Nine-Week Numerical Averages Procedures

District Report Cards

District staff efforts are always aimed at achieving optimal student performance.  Grade report cards serve as a critical factor in student/parent communication and decision-making.  Each grading period, student’s grades will be based on evaluations of specific subject skills as mandated by the Texas Essential Knowledge and Skills (TEKS) curriculum.  Regular communication of student’s level of knowledge and his or her ability to apply that knowledge is essential to assist the teacher, the student, and the parent to develop a clearer understanding of instructional implications and individual academic needs along with intervention opportunities that may be implemented to address those needs. To that end, progress reports will be given the third and sixth week of each nine-week grading cycle.

Teacher assignments, tests, projects, classroom activities, and other instructional activities are designed to evaluate student success in learning these objectives.  The mastery level of these objectives is a major factor in determining student’s grade for a subject. To ensure a comprehensive evaluation, a sufficient number of grades will be taken from daily classroom and homework activities to reflect academic performance for the full nine-weeks.

Special Education

If the student is receiving special education services, he or she may require modifications of curriculum and/or accommodations.  The ARD committee addresses grading and graduation requirements in each student’s Individual Educational Program (IEP). Progress monitoring of IEP goals and objectives for students receiving special education services will be sent home every nine weeks.

Parent Communication

RISD strongly encourages and values parent and school partnerships as a major component of student success.  The grades for each subject on the report card provide the formal documentation of the pathway to that success.  Further questions and additional assistance should be addressed with the student’s teacher or, if needed, the principal.

Grading Policy

The nine-week numerical grade shall reflect student performance work from a variety of instructional tasks: projects, classroom activities, homework, tests (daily, weekly, unit, etc.). Grades may not be given for things such as tissues, supplies, and progress reports.  Grade level/PLC teams must have consistent sub-category percentages in both Minor and Major Categories.

1.   Minor Grades – A minimum of 14 minor grades shall be taken from classroom and homework activities to reflect the student’s performance for the full nine weeks.

a.       Non-credit courses – calculated at 50% for minor grades

b.       Credit courses – calculated at 40% for minor grades

2.   Major Grades:  In any nine weeks grade period, at least three (3) major grades (such as projects, assessments and/or performance tasks) shall be taken. No major grade shall comprise more than 25% of the nine-week final grade. In the case of an on-going, long-term project, such as a research paper, multiple grades may be taken from the steps within the project. Those grades for the steps within the project would be considered minor grades.

a.       Non-credit courses – calculated at 50% for major grades

b.       Credit courses – calculated at 60% for major grades

3.   Extra Credit Assignments – Assignments given for extra credit must be aligned with curriculum standards, offered to all students, and included in the teacher’s communication given at the beginning of the course. Extra credit points must be included within the nine-weeks averaging used to calculate grades and they may not be added as a bonus after the average is calculated. (Example: 90 average for the nine-weeks + two points extra credit = 92 – not allowed.) Standards and purposes for extra credit assignments shall be explained to all students at the beginning of each semester. Consideration should be given to being certain that if extra credit opportunities are available, they are available to all students. Extra credit may NOT be given for things such as tissues, supplies, and progress reports.

4.   No Nine-Week Exams Given: There will be no nine-week examinations.  There will be two or more major tests that occur within the nine-weeks grading period.

Note: Superintendent’s Advisory Council (SAC) must approve waivers for any changes to the Nine-Week Grade Report.

Averaging of Full Year Course Grades

For a student to earn credit for a course that is a full year in length, the average of the two semester grades must equal a minimum of 70.  The average may be determined by using first and second semester grades earned in the fall, spring, summer, or evening school sessions of the same school year (business rules of rounding apply).

Scholastic Penalties

A student removed from his/her regular classes for any reason other than expulsion will receive an excused absence and will be expected to complete any coursework assigned within a time designated by the teacher.  No grade penalty will be assessed based solely on the disciplinary infraction except in cases of cheating or truancy.

Scholastic penalties may only be assessed for cheating, truancy, or expulsion (see guidelines below).  Disabled students will receive instructional and related services during expulsions as determined by the Admission, Review and Dismissal (ARD) committee.

Cheating, Plagiarism, Academic Dishonesty

RISD staff strives to promote integrity and ethical decision-making in all classes and schools.  Copying another person’s work, such as homework, class work, or a test, is a form of cheating.  Plagiarism, which is the use of one’s own or another person’s original ideas or writing without giving credit to the true author, also is considered cheating and the student will be subject academic disciplinary action that may include loss of credit for the work in question.  Teachers who have reason to believe that a student has engaged in cheating or other academic dishonesty will assess the academic penalty to be imposed.  Students found to have engaged in academic dishonesty will be subject to disciplinary penalties as well.

Late Work

Teachers will inform students and parents of all grading guidelines at the beginning of each semester, including the three, six and nine week grading deadlines. Each grade level or content PLC must develop and use a consistent late work practice/guideline that is approved by the principal before the first day of school. A PLC is defined as English I, Geometry, 7th Grade Texas History, AP Chemistry, Spanish II, English I PAP, etc. This practice/guideline must explicitly define late work and the number of points deducted per day, etc.  Teachers may enter a zero for a missing assignment.

Make-Up Work

Make–up tests will be made available to students after any absence, including absences as a result of suspension. Students will have the same number of days plus one to complete the assignment(s) and/or assessment. Students will receive a zero for any test not made up within the specified time and/or grading period.

·       Suspension – The teacher will not impose a grade penalty for make-up work completed within the specified timelines after an absence due to suspension except in the case of academic dishonesty.

·       Unexcused Absences – The teacher will not impose a grade penalty for make-up work completed within the specified timelines after an unexcused absence except for truancy.

·       Truancy – When a student is truant, that is, the unexcused voluntary absence of a student from school without parental consent, he/she may be allowed to make up work missed within the specified time lines, but a 30 point reduction will result and a 70 is the highest grade that can be earned on any missed assignment.

Beginning with first time 9th grade students in 2019-2020, all students in the Berkner High School Learning Community with be participants of the LV Berkner High School STEM Academy. The Berkner STEM Academy curriculum is shaped around six STEM pathways:

Model – Navigate – Pilot

Aviation & Aeronautical Science – The Berkner STEM Academy’s Aviation and Aeronautical pathway can prepare students for six aviation career paths including: private/commercial pilot, remotely piloted aircrafts, aircraft maintenance, air traffic control, aviation management or mission aviation.

Create – Implement – Sustain

Biotechnology & Health Science – Biotechnology harnesses cellular and bio molecular processes to develop technologies and products that help improve our lives and the health of the planet. Students in the Biotechnology pathway are given the opportunity to work with cutting-edge equipment in laboratories and hospitals in this exciting field.

Protect – Automate – Encrypt

Cybersecurity – The Cybersecurity pathway prepares students to protect internet-connected systems, including hardware, software, and data, from cyber-attacks. Students in the Cybersecurity pathway have the opportunity to earn a certification in Cisco.

Design – Build – Program

Engineering & Robotics – Students in the Robotics pathway will have the unique opportunity to explore engineering through programming, automation, computer-aided design, VEX Robotics and even underwater robots.

Reimagine – Perform – Captivate

Global Arts & Communication – Whether student interest lies in digital media or live performance, the Global Arts & Communication pathway offers students the opportunity to create film (pre-production to on-set filming), work to perfect artistic performance, or communicate work to a global audience.

Engineer – Manage – Lead

STEM Management – The business world is changing – that is why the STEM Management pathway focuses on critical thinking skills and logistics to help the student become a leader the operational performance of complex business and technological enterprises.

Students at LV Berkner High School STEM Academy are responsible for fulfilling the requirements for the Foundation High School Program – they will have the benefit of coursework focused specifically on the Endorsement and STEM pathway of their choice.

Students and parents desiring further information regarding course selection and the STEM program are encouraged to visit their school counselor.

Contact person:  LV Berkner High School STEM Academy Associate Principal.

Throughout their secondary school years, students are expected to continue developing increasingly advanced literacy and digital citizenship skills, including those related to information literacy and inquiry, digital literacy, and media literacy. Skills are taught in partnership with content area teachers and individually when students visit the library at point-of-need. Students are encouraged to develop themselves as readers and will have access to relevant and current books from a wide variety of genres. Students also will have access to dynamic learning environments in which critical thinking, communication, collaboration, creativity, and personalized learning are valued.

Contact Person:  Director of Library & Information Technology 

Students identified as having limited English proficiency (English Language Learners) may participate in a special language program that is an integral part of the total school program.  The program emphasizes the mastery of basic English language skills, enabling students to effectively participate in the regular school program as soon as possible.

All ESL courses listed in the Secondary Program of Studies are for emergent English Language Learners. Please see Appendix E for more information on RISD’s ESL Program.

Contact Person:  Director of Secondary ESL 

RISD offers a variety of magnet programs designed as unique learning opportunities for students focused on their specialized interests.  Each secondary magnet school program begins with the exceptional core curriculum being taught across the District.  This curriculum is then enriched by content specific to each magnet component.  Many strands have been developed as programs extending across all grades from the elementary magnets through the secondary magnets, such as Latin, math, science, technology, robotics, theatre and visual arts.  The junior high programs provide not only magnet enhancements within such strands as math, science and technology, but also offer programs unique to their individual campuses.  This multi-layered approach provides varying widths and depths of specialization for students within each magnet school.  Described below are all magnet strands, programs and courses at the three RISD secondary magnet schools: 

• West Junior High Visual Arts and Technology Magnet;

• Westwood Junior High: the Math, Science, Leadership Magnet; and

• Richardson High School Arts, Law, and Sciences Magnet.

The information meetings, applications and placement process for junior high magnet applicants begin each year in November and are completed in January, prior to pre-registration.  A similar process for high school magnet applicants begins in January and concludes in February.

Students may request more information from the Office for Special Projects at the Annex of the Administration Building, 469-593-0442.

West Junior High Visual Arts and Technology Magnet

West Jr. High offers students a well-balanced curriculum enriched in all subject areas through unique arts and technology programs strand, for students to experience, process, and integrate new skills.  Students gain proficiency in technology as a learning tool while conducting research and exploring special projects.  The specialized curriculum and staff at West Jr. High facilitate students’ vertical transition from elementary magnet schools and provide opportunities for rising students to accelerate into the Richardson High School (RHS) Arts, Law and Sciences Magnet.  At West arts and technology blend together to create an engaging, unsurpassed approach to the junior high educational experience.

Arts Strand at West Jr. High

Communication Arts – a fusion of visual arts, theatre, and technology.  This two-year program produces a robust, high-definition broadcast by proficient young media specialists, streaming the real world into West.  Student production teams create daily live newscasts of investigative journalism, instructional tips, and information across a wide spectrum of topics.  Bronco Broadcast News, now taking center-stage on Bronco Boulevard, is a training platform for learning to relate stories both accurately and engagingly.  Some dynamic aspects include:

·       Gaining skills as performers, cinematographers, producers, directors, audio engineers, editors and graphic artists;

·       Investigating and reporting stories from campus, local and national perspectives;

·       Developing interview techniques, ethics and journalistic integrity;

·       Practicing poise, confidence, polished speech and stage presence;

·       Engaging audiences through camera angles, distance and depth;

·       Exploring compositions of light and sound;

·       Training in studio production, video editing, special effects, and the use of software in the digital age;

·       Using Macs that carry a full range of professional applications, such as Final Cut Pro, to maximize video literacy;

·       Integrating instruction and skill development into video shorts for the school;

·       Generating magnet recruitment productions, and as-needed STAAR motivation videos, while working in film, television, radio and on-line media;

·       Producing and supporting daily live television spots from the BBN Newsroom, a high tech installation with a workflow complementing Communications Arts at RHS; and

·       Collaborating with RHS Communication Arts classes, connecting students, staff and directors within the magnet strands

Communication Arts is open to all seventh grade students including neighborhood, magnet volunteer and managed choice students, through course pre-registration in February.  Eighth grade course eligibility is determined by application and audition.

Theatre Arts – a program singular among RISD junior high schools.  Highly creative, self-starting, articulate, and expressive students are identified through an audition process.  Some unique program elements include:

• Introducing technical theatre, lighting, sound and set design;

• Mastering voice expression;

• Developing characterization;

• Training in stage movement and terminology;

• Crafting pantomime, script writing, and improvisation such as in television’s “Whose Line is it Anyway?”

• Producing short plays and television commercials;

• Practicing the various facets of stage management;

• Collaborating and connecting with RHS Theatre Arts students and directors;

• Partnering with RHS Theatre Arts seniors and faculty on joint projects, including performances in the RHS Black Box Theatre;

• Earning automatic admission into RHS Theatre Arts strand upon successful completion of two years in West’s Theatre Arts program and all other junior high course work; and

• Providing high school credit, including Fine Arts credit, upon successful completion of 8th grade

Visual Arts – an innovative program that identifies and selects potentially highest-caliber art students.  These students then accelerate through a rigorous sequence of courses that encourages growth in artistic expression and in the skills necessary to develop visual literacy.  Establishing a community of artists with similar degrees of focus and ability fosters a broadening and deepening of students’ knowledge of art.

The curriculum explores elements of visual arts and principles of design through a balance of drawing, painting, graphic arts, printmaking, and sculpture.  Attention is given to understanding artists’ styles and techniques from the past to the present.  This program encourages students to develop aesthetic, creative, and technical excellence through teaching the advanced problem solving and skills necessary to evaluate images and products of creativity.  In assisting students to achieve their maximum potential as makers and consumers of visual images, this course emphasizes respect for individuality.  A self-nomination, teacher recommendation, and portfolio review comprise the selection process.  Successful completion of the 7th grade is a prerequisite to 8th grade Visual Arts enrollment.

Technology Strand at West Jr. High

The Technology magnet strand serves all West students, providing to them the best technology in the District, first.  Program advantages include:

• Filling every classroom, across every curriculum area, with a command of technology;

• Enhancing the learning experience through the integration of technology as a tool for educators, as well as learners;

• Maintaining a full-time Technology Specialist who team-teaches with classroom instructors to individualize, facilitate and support effectively the integration of technologies into the educational process, as well as to provide full-time hardware support for quick issue resolution;

• Allocating for West teachers additional in-service training in methodologies and strategies for incorporating technology into instruction;

• Providing unparalleled student ease-of-access to computers in Bronco Boulevard, a software-optimized computer lab for the entire campus and to technology “pods” available between classrooms building-wide for student projects and guided practice; and

• Advancing all West students’ use of interactive, online software as part of each course, specializing in the concepts of web mastering, business computer information systems and desktop publishing, to improve students’ technology skill sets

West Robotics – is a visual link between the elementary Math / Science / Technology Magnet (MST) and the national award winning Robotics program at the RHS Magnet.  Student talent is forged in a challenging atmosphere of cohesion and collegiality, developed among vertically aligned elementary and secondary magnet programs.  The MST applies the foundational concepts of math and science together through an engineering focus, and West Robotics expands this application by incorporating enriched engineering and computer programming into an extensive two-year course.  The West Robotics program capitalizes on the advantages of working as a team, in order that students gain a stronger academic and experiential foundation and can most readily accelerate into the competitive RHS Robotics program.  This means that beginning students, as well as students with previous Robotics exposure, will all be challenged in this stimulating environment.  West Robotics students interact regularly with the renowned RHS Robotics teams and gain additional competition opportunities.  Students earn high school credit.

Westwood Junior High School:  The Math, Science, Leadership Magnet

In 1996 Westwood Jr. High inaugurated the Leadership Program, the first-known of its kind in the nation; students from across the District participated in this highly specialized program.  In the fall of 1999, RISD identified Westwood Junior High as a magnet school with three components: math, science, and leadership.  During planning and implementation, the initial emphasis was to enhance every math and science course so that each student would benefit from the math and science magnet strands.  As the program matured, specific courses have been designed to further integrate math and science and to align the curricula with programs offered in the RHS magnet.  Westwood also delivers increased staff development to its educators.  This training, beyond district requirements, emphasizes individual learning styles and motivational strategies, as well as creative and critical thinking techniques.  Additionally, Westwood offers an extensive selection of after-school extended day activities that provide meaningful non-academic experiences for all students who choose to participate in the Westwood Overtime World (WOW) program.  Academic assistance programs for enrichment or remediation also are available.

Math Strand at Westwood Jr. High

The Math strand is designed to grow thoughtful and literate decision makers of the future.  This goal is achieved by first emphasizing the excellent math curriculum afforded every RISD campus and by utilizing the best instructional strategies so that every student can successfully and joyfully grow in math literacy.  The Math Magnet program then enhances this curriculum through extensive teacher initiatives, creative classroom approaches, and curriculum applications that help expand student opportunities for individual, in-depth study of mathematics.

Westwood enriches the application of mathematics by offering students the opportunity to build and race CO2 cars, and to design and build parachutes that will safely deliver a raw egg from the rooftop of the school to the ground.  Students then incorporate the use of I-PAQ’s (a handheld PDA device) to collect, analyze and synthesize the data produced from these events.  Such activities require ample equipment to engage each student in the activity.  Westwood maintains the necessary specialized equipment including but not limited to portable computers, manipulatives, graphing calculators, and the most current Texas Instruments technology.

In addition, the Math strand offers two unique specialized courses for interested students. 

Math-Based Science Exploration utilizing SMU’S Infinity Project, is a one-of-a-kind, integrated course for Westwood 7th or 8th graders, designed to introduce and support advanced mathematics and applied science concepts as used in the engineering field.  Modules to this course establish the connection between math and science concepts learned in the classroom with the disciplines of engineering: “Students stay engaged as they learn how key math and science concepts apply to such topics as Engineering Design, Robotics, Rocketry, Machines, Sound Engineering, Digital Imaging, Environmental Engineering, Biomedical Engineering, Structures, and Power.” Fundamental to the approach of learning math and engineering is the lab application with exciting, hands-on activities, specialized classroom technologies, web-based teacher support and “best-in-class professional development” (Sep. 23, 2010, http://www.infinity-project.org/infinity/infinity_curr.html) for the teachers of this course. As an additional resource available from NASA researchers, the NASA Connect program demonstrates the processes of creativity, critical-thinking, and problem-solving skills within the context of NASA’s space exploration and cutting-edge earth sciences. Tailored for each year’s students, math and related science topics covered may include:

·       Aerodynamics / race cars

·       Rocketry / flight equations

·       Solar eclipse / angular size and distance to objects in space

·       Supersonic aircraft / glider models

·       Micro-gravity / experiments in freefall

·       Robots in space / surface area of computer chips

·       Weather satellite technology

·       Aircraft wings / design wings that change shape in flight

·       Global positioning satellites (GPS)

·       Earth systems / design system flow charts

·       Impact dynamics / crashing planes / blasting water / skidding tires

·       Climatological factors affecting flight

Algebra 1 for Seventh Graders – offered at Westwood.  Students must show readiness for the rigor of Algebra 1 by earning 80% or above on the District’s Credit by Exam given in each quarter of the year.  Students with a high “A” average in 6th-grade math may yet find this assessment very challenging.  The District’s intention for the acceleration exam is not that students may pass by “cramming” prior to the test; rather, the exam is designed for students with knowledge and skills significantly above grade level to demonstrate their mastery of additional materials.  The exam covers 7th- and 8th-grade math TEKS.  Geometry will be available during students’ 8th-grade year at Westwood if enough students pre-register to form a class; otherwise, it will be available at Richardson High School.  Parents would be responsible for transportation to RHS for this class.  Information and applications for the exam are available from school counselors, and applications must be submitted by the posted deadline to current school counselors.

Science Strand at Westwood Jr. High

The Westwood Science strand is a curriculum-based, student-centered educational experience.  Through interactive programs including the Cambridge Physics Outlet (CPO), calculator based labs (CBL), and e-instruction (a computer assessment technique), students receive up-to-date access to technology and innovative teaching in science.  Emphasis on inquiry-based activities fosters an engaging learning atmosphere.  Labquest chemistry investigations, math based science activities, and Science Olympiad are a sampling of the opportunities that allow students to connect science concepts and apply them to the real world.  This focus on a variety of instructional approaches and real world applications create a stimulating academic environment that develops student potential, enthusiasm for learning, and personal success for students transitioning from elementary school, as well as those rising to high school and post-secondary educations.

Integrated Health Sciences for 8th Graders – an exciting course that includes the same curriculum as does Health Education.  Instruction is extended over two semesters and utilizes applied science techniques.  The Health course is enriched with experimentation in the science lab and research on respiration and heart rates, blood pressure, lung capacity, DNA extraction, blood typing, nutrition, cell structure, genetics, diseases and vaccines, as well as the effects of space, solar radiation, drugs, and alcohol on the human body.  While studying health of the human body, students dissect the heart, lung, eye, kidney, and brain.  The utilization of Research and Design methodologies enhances the hands-on study of body systems.  In addition, the learning of Latin root words for science and medical terminology is incorporated throughout the school year.  Students receive 0.5 high school required Health credit upon successful completion of the full year course. 

Latin (LOTE) Instruction – underscores Latin as the language of math and science.  The Latin curriculum both connects with the Latin program at Arapaho Classical Magnet and enhances the learning of vocabulary and technical language in the Math and Science strands at Westwood.  The program also aligns upward, supporting the RHS Sciences Magnet programs.

Leadership Strand at Westwood Jr. High

Westwood’s Leadership Program is a truly unique program to RISD.  The curriculum affords students opportunities to develop life-long leadership skills in a trusting, purposeful, challenging setting of expanded experiences.  These students then enter high school prepared to apply and practice their leadership skills among all the options offered on the secondary level; eventually, they move up into further leadership roles in post-secondary educations, careers, and communities.  The primary goal is for Leadership students to become successful, involved team-builders, planners, helpers, and motivators who are goal-oriented, organized, self-aware, and adept decision-makers.

This series of Leadership courses focuses on exploring and applying leadership theory and skills.  Seventh grade students are oriented to school, local and state issues as introduced in the following contexts:

·       Learning Technology Leadership Tools I&II

·       Getting Along with Others

·       Doing for Others I&II (Service Projects)

·       Learning About Human Behaviors

·       Learning How to Work with Others

·       Learning About Leadership

Eighth grade students practice their leadership skills while focusing on national and global issues in the following contexts:

·       Practicing Methods of Influencing Others

·       Improving Interpersonal Skills

·       Service Projects I&II

·       Growing Together as a Team

·       Developing Leadership Skills

·       Applying Technology to Leadership

Current technology usage, informative and entertaining assemblies, community service projects, and culminating spring activities round out the curriculum.  Upon successful completion of two years, students earn 2.0 elective high school credits.  Westwood Leadership naturally lends itself to further study in RHS’s Law Magnet strand. 

Richardson Arts, Law and Sciences Magnet High School

The purpose of the Richardson Arts, Law, and Sciences Magnet is to accelerate the pursuit of professional goals and skills.  Students are offered outstanding choices through its award-winning programs.  Classes within the Magnet strands at RHS are uniquely designed to support and foster students as they develop their special talents, enhance post-secondary readiness, and prepare for select careers. Students are responsible for the same graduation requirements as all other RISD students; however, they gain advantages through coursework specifically focused on their specialized interests.  These opportunities offer unique and varied experiences for all Magnet participants. 

Application/Requirements

Selection for the RHS Magnet School is competitive and based on four factors:

• Grades – Students must pass all classes and have a minimum 80% average in English, math, science, and social studies.  Grade requirements are subject to change, depending upon the applicant pool and space availability.  Students enrolled in specified Pre-AP courses may add five points toward reaching the minimum grade requirement.

• Attendance – Consistent, good attendance must be evident; this is vital to keep pace with the rigor and speed of magnet courses.

• Citizenship – Report card scores are considered along with any disciplinary issues.

• Level of interest – This is determined from interviews, auditions and/or writing samples.

Additional selection criteria, grade requirements and application guidelines may vary by strand and are described on the magnet application and RHS website.  Applications are available in the guidance offices of all RISD junior high schools.  Applications are due January 29, 2021. Interviews and auditions will be held in February; applicants should call for available times at 469-593-3038.

Program

ARTS MAGNET STRAND

·       Communication

·       Culinary Arts

·       Theatre Arts

·       Technical Theatre

·       Visual Arts

*       Studio Art

*       Photography

LAW MAGNET STRAND

·       Law

SCIENCES MAGNET STRAND

·       Biological and Physical Science

·       Robotics

·       Computer Science

Resources – The RHS Magnet also offers a variety of resources not part of a course of study, designed as educational program support, including the following:

 ·       Living Materials & Biotechnology Research Center

·       Technology labs

·       Dual Credit courses

·       Library resources

·       Comprehensive School Counseling Program

·       Language Labs

Transportation – Transportation is available for all students residing at least 2 miles from RHS.  Buses run from the elementary school nearest to the students’ residences.

UIL Eligibility

Students who enroll at RISD Magnet schools at first opportunity will retain eligibility for all UIL activities.

Information

RISD students interested in the Richardson High School Arts, Law, and Sciences Magnet should contact their current school counselor.  Registration can be processed at the current RISD campus.  Students residing within RISD attendance boundaries and attending private school may enroll by contacting the Richardson High School Magnet school counseling office, 469-593-3038.  Residence in RISD is required for admission into any Magnet school program. 

Memorial Park Academy (MPA) is a choice program in Richardson ISD that allows students to earn high school credits in a non-traditional school setting.

Students at MPA attend school for four hours daily, Monday – Friday. Two sessions are offered to students: morning session and afternoon session. MPA is a taxpayer-supported campus (like other RISD programs); therefore, there is no cost to students. Bus transportation is available for both sessions.

MPA’s rigorous, self-paced curriculum includes a full complement of courses offered through Edgenuity. Edgenuity is an accelerated-learning online curriculum which students complete while working in a small group setting. MPA staff is experienced, committed to student success, and are there for support and guidance. Tutoring is available to students as needed.

Students can earn a high school diploma following the Foundation High School Program and may participate in graduation ceremonies with classmates from their home high school campuses (their diploma will bear the name of their home campus).

To apply for the Memorial Park Academy:

·       Fill out an application (available at risd.org/academy) and return to the student’s home high school counselor, or:

·       Visit the home school counseling office to obtain an application, or:

·       Call 469-593-0450

Contact Person: Director of Accelerated Learning

Established in 1955, National Merit Scholarship Corporation (NMSC) is an independent non-profit corporation that operates without government assistance.  NMSC’s goals are to identify and honor academically talented US High School students to stimulate increased support for their education and to provide efficient and effective scholarship program management for organizations that wish to sponsor college undergraduate scholarships.

The competition for Merit Scholarship® awards begins in the eleventh grade.  Over one million juniors in U.S. high schools take the PSAT/NMSQT in October of the fall semester, which serves as an initial screen of entrants to this highly recognition program.  In late September of the senior year, high scoring participants receive Letters of Commendation.  The top scorers are named semifinalists, forming a talent pool of outstanding young people representing less than one percent of high school seniors nationwide.

Only semifinalists have an opportunity to advance in competition by completing several additional requirements, which include academic record, information about the school’s curriculum and grading system, two sets of test scores, the high schools official written recommendation, information about students activities and leadership and the students own essay.  Finalists are notified of their standing in the senior year, and all Merit Scholarship Finalists are chosen from this group.  At the conclusion of the competition, about 8,200 Merit program Finalists will have received Merit Scholarship awards for college undergraduate study.

What is the NCAA?

The National Collegiate Athletic Association is a member-led organization dedicated to the well-being and lifelong success of college athletes.

For more information about the NCAA, please go to www.NCAA.org.

What is the NCAA Eligibility Center?

The NCAA Eligibility Center certifies the academic and amateur credentials of all college-bound student-athletes who wish to compete in NCAA Division I or II athletics.

To assist with this process, the Eligibility Center staff is eager to foster a cooperative environment of education and partnership with high schools, high school coaches and college-bound student-athletes. Ultimately, the individual student-athlete is responsible for achieving and protecting his or her eligibility status.

Eligibility Center Contact Information

877-262-1492

NCAA Eligibility Center:

Certification Processing

PO Box 7136

Indianapolis, IN 46207-7136

Package or overnight delivery:

Certification Processing

1802 Alonzo Watford Sr. Drive

Indianapolis, IN 46202

Web Address:

www.eligibilitycenter.org

Steps to Achieving Your Eligibility

NOTE: EdGenuity Credit Recovery courses do not meet the required core course criteria. EdGenuity Original Credit Courses that have not been modified by the district meet the required core course criteria. 

Freshmen and Sophomores

v  Start planning now! Check out the NCAA Guide for College Bound Student Athletes

v  Work hard to get the best grades possible.

v  Take classes that match your school’s list of NCAA courses

v  You can receive your school’s list of NCAA courses at www.eligibilitycenter.org

Juniors

v  At the beginning of your junior year, register at www.eligibilitycenter.org and complete the amateurism questionnaire.

v  Register to take the ACT, SAT or both and use the Eligibility Center code (9999) as a score recipient.

v  Double check to make sure the courses you have taken match your school’s list of NCAA courses.

v  Ask your guidance counselor to send an official transcript to the NCAA Eligibility Center after completing your junior year. If you have attended more than one high school, the NCAA Eligibility Center will need official transcripts from all high schools attended. (The Eligibility Center does NOT accept faxed transcripts or test scores.)

v  Prior to registration for classes for your senior year, check with your guidance counselor to determine the amount of core courses that you need to complete your senior year.

Seniors

v  Take the SAT and/or ACT again if necessary.  The Eligibility Center will use the best scores from each section of the ACT or SAT to determine your best cumulative score.

v  Continue to take college prep courses.

v  Check the courses you have taken to match your school’s list of NCAA courses.

v  Review your amateurism questionnaire responses and request final amateurism certification on or after April 1 (for fall enrollees) or October 1 (for spring enrollees).

v  Continue to work hard to get the best grades possible.

v  Graduate on time (in eight academic semesters). 

v  After graduation, ask your guidance counselor to send your final transcript with proof of graduation.

NOT OFFICIAL

(MUST MAIL YOUR

SCHOOL FORM)

Confirmation Form

(formerly Form 48-H)

NCAA Approved Core-Courses for Initial Eligibility

The NCAA has approved the following courses for use in establishing the initial-eligibility certification status of student-athletes from this school. Some course titles may begin with one of the following prefixes. These prefixes are defined as follows:

The NCAA has approved the following courses for use in establishing the initial-eligibility certification status of student-athletes from RISD schools. Some course titles may begin with the following prefix. This prefix is defined as follows:

 =Only students who have received proper NCAA approval for their diagnosed learning disability may receive credit for these approved courses.

Courses designated with a '=' symbol are courses that may be used only by students with a diagnosed disability. Please note, not all high schools will have courses with this designation. Also, in order for a student to receive credit for a course designed for students with disabilities, the student must have provided verification of his or her disability status by presenting to the NCAA Eligibility Center either: (1) a nonstandard ACT or SAT score; or (2) notice of disability designation by the NCAA Disability Services staff.

NCAA legislation permits a student to receive credit for a core course only one time. As a result, if a student repeats a core course, the student will only receive credit once for the core course, and the highest grade earned in the course will be included in the calculation of the student's core course grade point average. Likewise, if a student completes a course that is duplicative in content with another core course, the student will only receive credit for one of the duplicative courses, and the course with the highest grade earned will be included in the calculation of the student's core course grade point average.

IMPORTANT NOTE: The NCAA has adopted a new standard for initial-eligibility. Computer science courses cannot be used to fulfill core course requirements for student-athletes first entering a collegiate institution on or after August 1, 2005.

 English

=COMMUNICATION APPLICATIONS/Modified

=CREATIVE/IMAG WRITING/ Modified

=DEBATE 1/ Modified

=ENGLISH 1/ Modified

=ENGLISH 2/ Modified

=ENGLISH 3/ Modified

=ENGLISH 4/ Modified

=SPEECH COMM/ Modified

COMMUNICATION APPLICATION (COMMAPP)

CREATIVE/IMAG WRITING

DEBATE 1

DEBATE 2

DEBATE 3

ENGLISH 1

ENGLISH 1/PRE-AP

ENGLISH 2

ENGLISH 2/PRE-AP

ENGLISH 3

ENGLISH LANGUAGE 3/AP

ENGLISH 4

ENGLISH LITERATURE 4/AP

PUBLIC SPKG 1

PUBLIC SPKG 2

PUBLIC SPKG 3

Social Science

=ECONOMICS/Modified

US GOVT

=US GOVT/ Modified

US GOVT/AP

=US HISTORY/ Modified

US HISTORY

=WORLD GEOG STUDIES/ Modified

US HISTORY/AP/IB

=WORLD HIST STUDIES/ Modified

US HISTORY/PRE-AP

AM CULTURE/H

WORLD GEOG STUDIES

AP HUMAN GEOGRAPHY

WORLD GEOGRAPHY/PRE-AP

ECON/FREE ENTERPRISE (ECO-FE)

WORLD HIST STUDIES

ECON/MACRO/AP

WORLD HIST STUDIES/AP

ECON/MICRO/AP

WORLD HIST STUDIES/H

EURO STUDY/AP/IB (EUHIST/AP)

WORLD HIST STUDIES/PRE-AP

INTRO/LAW 1

INTRO/LAW 2

MACROECON/H/AP

PSYCHOLOGY

PSYCHOLOGY/AP

SOCIOLOGY

SPTSS: AM CULTURE STUDIES

SS PROB/ADV/CURR ISS (SS/ADV)

SS PROB/ADV/CURR ISS/H (SS/ADV)

SS PROB/ADV/MOD GL PERS (SS/ADV)

SS PROB/ADV/PRELAW (SS/ADV) 

STSS LAW 2

STSS: AM CULTURE STUDIES (SPTSS4)

STSS: LAW 1&2 (SPTSS)

STSS: STREET LAW (SPTSS3)

STSS: TX CRIMINAL LAW (SPTSS2)

Mathematics

=ALGEBRA 1/ Modified

=ALGEBRA 2/ Modified

=GEOMETRY/ Modified

ALGEBRA 1

ALGEBRA 1/PRE-AP

ALGEBRA 2

ALGEBRA 2/PRE-AP

ALGEBRA 3 - INSTUMTH

ANALY GEOM

CALC AB/AP/IB

CALC BC/AP/IB

ENGINEERING MATHEMATICS

GEOMETRY

GEOMETRY/PRE-AP

PRECALCULUS

PRECALCULUS/H/PRE-AP

PROB/STATS

STATISTICS/AP

ADVANCED QUANTITATIVE ANALYSIS

Natural/Physical Science (X=lab requirement)

=PHYS SCIENCE/Modifield X

MEDICAL MICROBIOLOGY 

=AQUATIC SCIENCE/ Modifield X

PATHOPHYSIOLOGY X

=ASTRONOMY/ Modifield X

PHYS SCIENCE X

=BIOLOGY 1/ Modifield X

PHYSICS 1 X

=CHEMISTRY 1/ Modifield X

PHYSICS 1/AP X

=ENVIR SCIENCE/ Modifield X

PHYSICS 2 X

=ENVIRSYS/ Modifield X

PHYSICS 2/AP/IB X

=GEOLOGY/ Modifield X

PHYSICS/H/PRE-AP X

=GEOLOGY/METEOROLOGY/OCEANOGRAPHY/ Modifield X

=GEOLOGY/METEOROLOGY/OCEANOGRAPHY/S(GMO) X

SCIENTIFIC RESEARCH & DESIGN (SCI/R&D) X

=INTEGRATED PHYSICS/CHEM/ Modifield X

=MARINE SCIENCE/ Modifield X

=PHYSICS/ Modifield X

ANAT/PHYS (PHYS/ANT) X

ANAT/PHYS/H/PRE-AP X

AQUATIC SCIENCE (MAR SCI) X

ASTRONOMY X

BIOLOGY 1 X

BIOLOGY 2 X

BIOLOGY/AP X

BIOLOGY/PRE-AP X

CHEMISTRY 1 X

CHEMISTRY 1/PRE-AP X

CHEMISTRY 2 X

CHEMISTRY 2/AP/IB X

EARTH AND SPACE SCIENCE X

ENGINEERING DESIGN PROBLEM X

ENVIROONMENTAL SCIENCE X

ENVIRONMENTAL SCIENCE/AP X

ENVIRONMENTAL SYSTEMS X

FORENSIC SCIENCE X

GEOLOGY X

 GEOLOGY, METEOROLOGY, OCEANOGRAPHY (GMO) X

 INTEGRATED PHYSICS/CHEM (IPC) X

Additional Core Courses

Important Note: Computer science courses cannot be used to fulfill core course requirements for student-athletes first entering a collegiate institution on or after August 1, 2005.

FRENCH 1

FRENCH 1 PREP A (.5 MAX CRD YR)

FRENCH 1 PREP B (.5 MAX CRD YR)

FRENCH 1A(.5 MAX CRD YR)

FRENCH 1B (.5 MAX CRD YR)

FRENCH 2

FRENCH 2 INT A (.5 MAX CRD YR)

FRENCH 2 INT B (.5 MAX CRD YR)

FRENCH 2A (.5 MAX CRD YR)

FRENCH 2B (.5 MAX CRD YR)

FRENCH 3

FRENCH 3/H/PRE-AP

FRENCH 4/AP/IB

FRENCH 5/AP/IB

GERMAN 1

GERMAN 1 PREP A (.5 MAX CRD YR)

GERMAN 1 PREP B (.5 MAX CRD YR)

GERMAN 1/H

GERMAN 2

GERMAN 3

GERMAN 3/H/PRE-AP

GERMAN 4/AP/IB

GERMAN 5/H/PRE-AP

JAPANESE 1

JAPANESE 1 PREP A (.5 MAX CRD YR)                                       

JAPANESE 1 PREP B (.5 MAX CRD YR)

JAPANESE 2

JAPANESE 3/H/PRE-AP

JAPANESE 4/AP/IB

LATIN 1

LATIN 1 PREP A (.5 MAX CRD YR)

LATIN 1 PREP B (.5 MAX CRD YR)

LATIN 1A (.5 MAX CRD YR)

LATIN 1B (.5 MAX CRD YR)

LATIN 2

LATIN 3/H/PRE-AP/AP

LATIN 4 VERGIL/AP

LATIN 4/H/PRE-AP/AP

LATIN 5/AP/IB CATULLUS-HORACE

PRINCIPLES OF KNOWLEDGE 1 [04.17.00]

PRINCIPLES OF KNOWLEDGE 2 [04.17.00]

SPAN/SPAN SPKG (SPK F SPAN 1)/PRE-AP

SPAN/SPAN SPKG (SPK F SPAN1)

SPAN/SPAN SPKG (SPK S SPAN 2)/PRE-AP

SPAN/SPAN SPKG (SPK S SPAN2)

SPANISH 1

SPANISH 1 PREP A (.5 MAX CRD YR)

SPANISH 1 PREP B (.5 MAX CRD YR)

SPANISH 1A (.5 MAX CRD YR)

SPANISH 1B (.5 MAX CRD YR)

SPANISH 2

SPANISH 2 INT A (.5 MAX CRD YR)

SPANISH 2 INT B (.5 MAX CRD YR)

SPANISH 2A (.5 MAX CRD YR)

SPANISH 2B (.5 MAX CRD YR)

SPANISH 3

SPANISH 3/H/PRE-AP

SPANISH 4

SPANISH 4/AP/IB

SPANISH 5/AP/IB

List of Denied Core Courses (Form 48H)

The following course(s) DO NOT qualify as NCAA core course(s) and therefore CANNOT BE USED for NCAA initial-eligibility certification.

1036 ESL 1

=MATH MODELS W/APPL/MODIFIED (DENIED 2014-15 and BEYOND)

1037 ESL 2

MATH MODELS W/APPL (NCAA DENIED 2014-15 and BEYOND)

1038 ESL 3

3122 ALGEBRAIC REASONING (NCAA DENIED 2015-16)

NEWCOMER ENGLISH

4024 LAB MANAGEMENT

RESEARCH AND TECHNICAL WRITING

ADVANCED PLANT & SOIL SCIENCE

1605 INTRO TO RADIO/TV

FOOD SCIENCE

1705 JOURNALISM 1

INTRO PHY SCIENCE

1709 JOURNALISM 1/ADV

LAB MANAGEMENT

1710 JOURNALISM 2/ADV

LAB MANAGEMENT/H

1715 JOURNALISM 3/ADV

=COMPTR SCI 1/S

1716 BROADCAST JOURNALISM

BUS CMP APPL (BCOMAP1) (NCAA DENIED 7.97)

=ANAL VIS MEDIA/S (PB NCAA DENIED 5/98)

BUS CMPTR APPL (BCOMAP1) (PRIOR TO 93-94)

ANALYSIS VIS MEDIA (PB NCAA DENY 6.98)

BUS CMPTR PROG 1 (BCOMPRI)

BROADCAST INTRO DHS (BRCT JOUR)

BUS INFOR PROC (BINFOP)

BROADCAST JOUR (BRCT JOUR)

CMPTR APPL (CA)

COLL READ (CREADING)

CMPTR MATH 1 (COMPMTH1)

COR LANG ARTS 1, 2, 3, 4

CMPTR MATH 2 (COMPMTH 2)

CRITICAL THINK/READ

CMPTR SCI 1 (COMSCI1)

IND STUDY ENG

CMPTR SCI 1/AP (COMSCI1/AP)

IRADIO/TV COMM (INTRORT)

CMPTR SCI 1/AP/IB

JOURNALISM 1

CMPTR SCI 1/H (COMSCI1/H)

NEWSP 1, 2, 3

CMPTR SCI 2 (COMSC2)

PHOTO JOURN

CMPTR SCI 2/AP/IB

RADIO/TV FALL

CMPTR SCI 2/H

READ/ADV (NCAA DENIED 7.97)

CMPTR SCI 3/AP/IB

YEARBOOK 1 (YRBKMAG1)

CONSTR GRPH (CAD CSG)

YEARBOOK 2 (YRBKMAG2)

MANUF GRPH (CAD MG)

YEARBOOK 3 (YRBKMAG3)

MICROCMPTR APPL

LAW INTERN (PB NCAA DENY 6.98)

TAIS: COMPUTER SCIENCE

3007 FUND OF MATH

WORD PROC/ADV (WDPRO/ADV)

3011 CONSUMER MATH

ORAL INTERPRETATION 1 (NCAA DENIED 2014-15 and BEYOND)

3015 3016 MATH OF MONEY 1A/1B

4024 LAB MANAGEMENT

=MTHMOD (PB NCAA DENIED)

 MATH APPS IN AGRICULTURE

 MTH MONY 1A, 1B

NOTE: EdGenuity Credit Recovery courses do not meet the required core course criteria. EdGenuity Original Credit Courses that have not been modified by the district meet the required core course criteria. 

NCAA Frequently Asked Questions

The following questions and answers come from NCAA website Frequently Asked Questions for Academic Eligibility.

Q:  Will courses taken after my senior year meet core-course requirements?

For Division I, maybe.  Only courses completed in grades nine through 12 will qualify as core courses for Division I.  If you graduate from high school on schedule (in eight semesters) with your incoming ninth grade class, you may use one core course completed in the year after graduation (summer or academic year).  You may complete the core course at a location other than the high school from which you graduated and may initially enroll full time at a collegiate institution at any time after completion of the core course.

For Division II, yes.  All core courses completed before your full-time enrollment at any college may be used by the NCAA Eligibility Center.

For students with diagnosed disabilities

·       For Division I only, beginning August 1, 2010, a student must graduate “on time” in order to use up to three (3) additional approved core courses taken before full-time enrollment in college.

·       For Division II only, students may use any approved core courses taken before full-time enrollment in college.

·       For Divisions I and II, students may use courses for students with education-impacting disabilities that are designated on the high school’s list of NCAA courses.

Q: How is my core-course GPA calculated?

Your core course GPA is the numerical average of your best grades achieved for all required core courses. If you have taken extra core course, those courses will be used in your GPA only if they improve your GPA.

Q: How is the NCAA core grade-point average different from a student's overall grade point average? 

The NCAA core course grade point average is calculated using only NCAA-approved core courses in the required number of units. High school grade-point averages generally include the grades from most or all courses attempted in grades nine through 12.

Q: May courses taken in eighth grade satisfy core-course requirements? 

A high school course taken in eighth grade may be taken if the course is on the high school transcript with a grade and a credit and the course appears on the high school’s list of approved core courses.

Q: May independent-study, internet and correspondence course count as core courses?

Yes, if the following conditions are met (beginning August 1, 2010)

1.   Courses that are taught through distance learning, online, credit recovery, etc. need to be comparable in length, content and rigor to courses taught in traditional classroom setting. Students may not skip lessons or test out of modules. The course must be four-year college preparatory. 

2.   All courses must include ongoing access between the instructor and student, as well as regular interaction for purposes of teaching, evaluating and providing assistance. This may include, for example, exchanging of e-mails between student and teacher, feedback on assignments, and the opportunity for the teacher to engage the student in individual instruction. Any course taken must have defined time period for completion. For example, it should be clear whether the course is meant to be taken for an entire semester or during a more condensed time frame, such as six weeks.

Nontraditional courses completed prior to August 1, 2010, will be reviewed under NCAA standards in place prior to August 1, 2010.

It is important to remember that all courses need to be rigorous and four-year college preparatory in nature. Students should be encouraged to take courses that are quantitatively and qualitatively the same as courses offered through traditional means, and to take courses that will prepare them for the academic rigors they will face at a four-year college or university.

To read more about this new rule, go to www.eligibilitycenter.org and click the “high School Administrators Enter Here” link, then the “Resources” page and read the documents related to online/virtual/credit recovery courses.

NOTE: EdGenuity Credit Recovery courses do not meet the required core course criteria. EdGenuity Original Credit Courses that have not been modified by the district meet the required core course criteria. 

Q:  Do pass-fail grades count?

Maybe, these grades may satisfy your core-course requirements. The NCAA Eligibility Center will assign your high school’s lowest passing grade for a pass/fail class so long as the course receives credit toward graduation.

Q:  May college courses count as core courses?

College courses may be used to satisfy core-curriculum requirements if the courses are accepted and awarded credit by the high school for any student and meet all other requirements for core courses.  For NCAA Division I only, such courses must be placed on the student’s high school transcript.  RISD Dual Credit courses do NOT appear on the high school’s NCAA List of Approved Core Courses. 

Q: May courses taken at high school “A” be accepted if they appear on high school “B’s” transcript?

No. High school “A” may provide the NCAA Eligibility Center with an official copy of high school “B’s” transcript, but grades from one high school cannot be accepted on another high school’s transcript.

Q:  How are courses taken over two years counted?

A one-year course that is spread over a longer period of time is considered one course and will receive a maximum of one core course credit.  (Example:  elementary algebra, spread over two years would receive one unit of credit.)

Q:  How do I know which courses are core courses?

You may view your high school’s list of NCAA-approved core courses at website: www.eligibilitycenter.org.  (On the General Information page of that website, select List of Approved Core Courses).  Or, you may ask your high school counselor for the list.

Q:  How does the NCAA treat courses similar in content?

Some approved core courses might be considered duplicates.  That is, the content of one course is the same as that of another, even though the classes might have been different titles. If you have taken two classes considered to be duplicates, you will receive only one core course credit (typically for the course with the higher grade).  Please ask your high school counselor if you have questions about duplicate courses.

Q:  Can students with a diagnosed disability use courses that are designated for students with a disability to meet NCAA core-course requirements? 

Students with appropriately diagnosed disabilities may use courses designed for students with education impacted disabilities to meet NCAA core course requirements. Courses for students with disabilities must appear on the high school's list of NCAA Approved Core Courses (formerly Form 48-H) in order for a student to receive NCAA credit for the course.

Q:  Will credit-by-exam courses meet core-course requirements?

No. Courses completed through credit-by-exam may not be used.

Q:  Are vocational courses acceptable? 

No.  Traditional vocational courses are not acceptable. These include courses such as agriculture, auto mechanics, accounting and health.

The following courses do not earn credit toward graduation.

•         CHEERLEADER—non-credit in spring semester

•         MATH LAB

•         RICHARDSON YOUTH LEADERSHIP PROGRAM

·                     ADVANCED STUDY SKILLS

·                     LANGUAGE SCIENCE

ASSISTANTS:

•         COMPUTER ASSISTANT

•         LAB ASSISTANT

•         LIBRARY ASSISTANT

•         OFFICE ASSISTANT

•         TEACHER AIDE

Opt-out Provision allows for flexibility in a student’s course sequence to meet individual needs where appropriate. Students who desire to opt out of certain otherwise required courses (LOTE, Algebra 2, World History, Chemistry and/or Physics) should carefully review the implications of the action with their counselor. Course changes could alter the graduation program designation under which the student may be eligible to graduate and could affect eligibility for admission to an institution of higher learning. Students who wish to request to opt out of a course and enroll in an alternate course should submit the “Student/Parent Request to Opt out of Course” form to the student’s counselor. The campus Opt-out Committee will consider the request and the student’s Personal Graduation Plan (PGP) will be updated accordingly. See your school counselor for Opt Out requests.

Student/Parent Complaints

The purpose of this policy [Board Policy FNG (LOCAL)] is to secure, at the lowest possible level, prompt and equitable resolution of student complaints.  Announcement of a decision on the student’s or parent’s presence shall constitute communication of the decision.  The procedure is as follows:

1.   If the complaint involves a problem with a teacher, the student/parent shall, in most circumstances, discuss and hopefully resolve the matter with the teacher.

2.   If unresolved, a student/parent who has a complaint shall file a Level I complaint form with the principal within fifteen (15) calendar days of the time the student/parent knew (or should have known) of the event causing the complaint (Level I).  Untimely complaints will not be considered.

3.   The principal shall schedule and hold a conference with the student within seven (7) days of the request.

4.   If the outcome of the conference is not to the student’s/parent’s satisfaction, the student or parent may file a Level II appeal with the Area Assistant Superintendent within seven (7) calendars days.  The hearing officer shall schedule Level II hearing within seven (7) days of receiving the appeal and shall respond in writing within seven (7) days of the conference.  Contact should be made through the office of the Area Assistant Superintendent (Level II).

5.   If the complaint remains unresolved, the final level of a student appeal shall be to the Board of Trustees.  The student/parent will submit a written request to the Superintendent for placement on the agenda of a future RISD Board of Trustees meeting within seven (7) days of receiving the Level II response.  The Superintendent shall inform the student/parent of the date, time, and place of the meeting.  The Board shall listen to the student’s/parent’s complaint and act as deemed appropriate.  The lack of official action by the Board shall uphold the administrative decision at Level II.

Other Student/Parent Appeals

For other student appeals, the following documents should be referenced for appropriate procedures that modify the above complaint process.  Documents are on file in the principal’s office.

Student Discipline – Board Policy FOD/FOAA/FAB; Student Code of Conduct

Instructional Materials - Board Policy EFA (LOCAL); Instructional operating Guide (IOG); Guidance and Counseling Program; Review of Materials; and Process for Review of Materials

Student Activities:  Publications – Board policy FMA (LOCAL)

Absences and Loss of Credit – Board Policy FDD (LOCAL); Student Code of Conduct; and the Instructional Operating Guide (IOG); Promotion & Retention; Excessive Absences (Denial of Credit) Appeals

Gifted Program – Instructional Operating Guide (IOG); Gifted Procedures and Appeals

Special Education – Board Policy EHBA: Notice of Procedural Safeguards

Section 504 – Board policy FB (LOCAL)

Sexual Harassment or Abuse – Board Policy FNCJ (LOCAL) (LEGAL) 

Promotion and Retention – Grades 7 and 8

The District shall not grant social promotions.  Students shall be promoted only on the basis of academic achievement.

Junior High School Promotion – Grades 7 and 8

To be promoted from one grade level to the next, a student shall attain an overall average of 70 or above for the year in all courses taken.  The overall average shall be derived by averaging the final numerical score for all courses taken.  In addition, students shall attain an average of 70 or above in all of the following subjects:  language arts, mathematics, social studies, and science.

Students with Disabilities

Promotion standards or grade-level classification of students with disabilities is determined by the amount of credits earned.

Limited English Proficient Students

In assessing students of limited English proficiency for mastery of the Texas Essential Knowledge and Skills (TEKS), the District shall be flexible in determining methods to allow the students to demonstrate knowledge or competency independent of their English language skills in the following ways:

1.   Assessment in the primary language

2.   Assessment using ESL methodologies

3.   Assessment with multiple varied ESL instruments [see EHBE]

Promotion-Retention Committee – Grades 7 and 8

A campus promotion-retention committee, comprised of the principal, counselor, and specified teachers shall determine, on the basis of students’ individual strengths and weaknesses, the remedial and compensatory strategies to be used for students who fail to be promoted, but are not retained, or who are otherwise considered to be “at-risk” for academic reasons.  The committee shall monitor the progress of at-risk students to assess their readiness to be instructed in the regular program without remedial and compensatory strategies. For students served through Special Education, the campus promotion-retention committee will be replaced by the ARD Committee.

These strategies include EIE (LOCAL):

·       Required tutorials

·       Summer school specifically designed to assist students in mastering essential knowledge and skills necessary to attain grade-level proficiency

·       Peer tutoring

·       Gross grade-level instruction

·       Enrichment classes

·       Computer-assisted instruction

·       Classroom centers

·       Learning resource centers

·       Variable scheduling

·       Reading improvement classes

·       Title I programs

·       Continuous progress classes

·       Required enrollment in STAAR remediation classes

·       Content mastery learning

Standards for SSI (Student Success Initiative) for Jr. High

Eighth-grade students must pass both the reading and math portions of the State of Texas Assessments of Academic Readiness (STAAR) to be promoted to the ninth grade.  The Texas Legislature enacted this requirement as part of the Student Success Initiative.

Eighth-grade students who do not perform successfully when they first take the math and reading STAAR will be retested.  If a student does not pass on the second attempt, a Grade Placement Committee, consisting of the building principal, a teacher, and the parent will be formed to develop an accelerated educational plan to address the student’s instructional needs.  This plan requires the student to attend SSI STAAR Summer School.  At the completion of SSI STAAR Summer School the student will be retested in Reading and/or Math.  Students who fail to attend SSI Summer School will be automatically returned to the 8th grade.

The SSI initiative includes students with disabilities receiving special education services. All SSI decisions will be made by the student’s ARD Committee.

Under the Student Success Initiative, the District also must provide additional instruction to students who do not pass the STAAR tests.  In addition, the Grade Placement Committee develops a plan for the delivery of that additional instruction.  Our goal is to ensure that all sixth and seventh-grade students reach grade-level academic achievement.  With students’ needs in mind, the Secondary Curriculum and Instruction Division developed the Student Success Initiative STAAR Summer School.  SSI STAAR Summer School is designed to provide accelerated reading and math instruction for sixth and seventh-grade students who have not successfully mastered STAAR.  The program will be an intensive two-week intervention focused on reading and math and is offered free to eligible students.

High School Advancement in Classification – Grades 9-12

Mastery of at least 70 percent of the objectives on state-approved courses is required.  Grade-level advancement for students in grades 9-12 must be earned by course credits as follows:

Beginning Grade 10:

Six (6.0) accumulated credits

Beginning Grade 11:

Twelve (12.0) accumulated credits

Beginning Grade 12:

Eighteen (18.0) accumulated credits

Changes in grade-level classification must be made only at the beginning of the fall semester.  [See EI (LEGAL)].

See TEA/UIL Criteria for Eligibility to participate in Extra-Curricular Activities in the Appendix for additional information concerning grade level and credit requirements.

Limited English Proficient (LEP) Students

In assessing students of Limited English Proficiency for mastery of the Texas Essential Knowledge and Skills, the District shall be flexible in determining methods to allow the students to demonstrate knowledge or competency independent of their English language skills in the following ways:

1.   Assessment in the primary language

2.   Assessment using ESL methodologies

3.   Assessment with multiple varied ESL instruments [see EHBE]

Parent/Guardian Communication

The parent or guardian of each student who has not successfully completed a subject or course will be notified in writing by the school.  However, the parent or guardian is also strongly encouraged to conference with school staff when a student is in danger of failing or has failed an academic subject so that options for remediation as well as summer school program opportunities can be discussed.

Excessive Absences/Denial of Credit

The Campus Promotion-Retention Committee, comprised of the principal, counselor, and specified teachers, is used to determine all placements, retention, and appeals decisions.  The committee will also determine, on the basis of students’ individual strengths and weaknesses, the remedial and compensatory strategies to be used for students who fail to be promoted, but are not retained, or who are otherwise considered to be “at-risk” for academic reasons.  The committee should ensure that all students who have been denied credit for excessive absences are notified.  Finally, this committee will review denial of credit due to excessive absences upon student/parent request.  These appeals must be requested at the end of the affected semester.

If the parent/student wishes to appeal the campus decision concerning excessive absences, they must follow the general grievance policy (FNG LOCAL).  This information will also be included in the RISD Student Parent Guidebook and Student Code of Conduct.

If a student’s attendance drops below 90% of the days the class is offered in any class, an Attendance Committee will review records and other appropriate information to determine whether credit will be granted.  Refer to Policy FEC LOCAL.

Beginning with first time 9th grade students in 2019-2020, RISD students will have the opportunity to earn up to 60 hours of college credit, an associate degree, and gain industry experience while earning their high school diploma. The three academies are based on the Pathways in Technology Early College High School or “P-TECH” framework developed by IBM.

Mustang Collegiate Academy at J. J. Pearce High School 

Pathways offered: Advanced Robotics & Manufacturing; Business, Marketing & Finance; Information Technology, Gaming & Animation

Degrees offered: Advanced Manufacturing Technology Associate of Applied Science; Associate of Arts with a field of study in Business Administration and Management; Associate of Arts with an emphasis in Gaming and Animation

Wildcat College and Career Academy at Lake Highlands High School 

Pathways offered: Architecture & Construction; Business, Marketing & Finance, Education; Criminal Justice

Degrees offered: Architecture & Construction Associate of Applied Science; Associate of Arts with a field of study in Business Administration and Management; Associate of Arts in Teaching; Associate of Arts with a field of study in Criminal Justice

Healthcare Careers Academy at Methodist Richardson Medical Center

Pathways offered: Health Science

Certifications offered: Patient Care Technician; EKG Technician; Pharmacology Technician, CPR/First Aid-Healthcare Provider Level; OSHA 10 Hour-Healthcare

Students enrolled in the P-TECH Academies are responsible for fulfilling the requirements for the Foundation High School Program – they will have the benefit of coursework focused specifically on the Endorsement and Technology pathway of their choice.

Students and parents desiring further information regarding course selection and the P-TECH program are encouraged to visit their school counselor. 

The Richardson Independent School District encourages each student to participate in service learning as an important component of his or her education. The Board of Trustees adopted a goal for all students to develop individual and civic responsibility. To help achieve this goal, the District established the Service Learning Award. The Service Learning Award offers an opportunity for students to engage in meaningful volunteer activities of their choosing to contribute to their community or selected organization and to gain recognition at graduation for those worthwhile activities.

Award Criteria

To earn the Service Learning Award, students must have completed a minimum of sixty (60) hours of volunteer service hours between June 1 prior to 9th grade and March 31 of their senior year. Students may earn qualifying service hours by participating in volunteer activities through school clubs, civic organizations, community organizations, charitable organizations, religious organizations, youth organizations, or through individual activities. Students may not count hours for activities for which the student or the organization received any money or other financial benefit for participating as follows:

·       Students are encouraged to earn a minimum of 5 hours during 9th grade

·       Students are encouraged to earn a minimum of 10 hours during 10th grade

·       Students are encouraged to earn a minimum of 15 hours during 11th grade

·       Students must earn a minimum of 30 hours during 12th grade

   Total Hours = 60

No more than 18 of the 30 required hours may be performed as a part of other school–based volunteer service requirements the student may have (e.g., National Honor Society, Girls Service League, etc.). Any 9th-12th grade student who has a question about whether an activity will qualify for service learning credit should contact the grade- level Assistant Principal or designee in charge of Service Learning for clarification.

Verification Form Required

• To receive credit for qualifying hours, a student must prepare a detailed description of the service learning project and include his or her personal reflections about the meaning and effect of the activity. All hours must be submitted by April 1 electronically. Students should use the following link to document their hours via our new Community Service Hours Log Google Form: https://forms.gle/XRzCaGbBEFhtMyLi8 .

When a student submits an entry, it will be sent to the activity’s organizer/sponsor who will get a link to verify the student’s submission is accurate. Once the activity’s organizer/sponsor verifies the service the campus administrator in charge of approving community service will be able to approve the hours.

·       All service hours must be verified by the Assistant Principal in charge of graduation and an adult who has personal knowledge of the student’s participation in the project. Unverified hours will not be counted. RISD reserves the right to disqualify any hours that it determines do not constitute legitimate volunteer service hours.

• All project hour descriptions, personal reflections and verifications must be submitted by April 1 at 4:00 pm. The form must be filled out in full with at least one paragraph in the reflection section. 

• All volunteer service hours must be completed by March 31 and recorded on the form linked above by April 1 of the student’s senior year.

Recognition at Graduation Ceremonies

Graduating seniors who earn the Service Learning Award will receive a medal to be worn at graduation, and recognition in the graduation program.

Contact person:  Executive Director, Advanced Learning Services

Special Student Services in RISD is “committed to high expectations and strong systems that achieve equitable outcomes for every student with a disability.” To provide a free appropriate public education and access to the general education curriculum, RISD offers a continuum of programs for students with identified disabilities.

Students are identified and served by special education through a “child-centered process” and are educated in the least restrictive environment with their non-disabled peers to the maximum extent possible. Students with disabilities may require the provision of special services in addition to, or in the place of, instruction in the general education classroom. Students with disabilities have equal access to compensatory, remedial, tutorial, and other appropriate programs available to students without disabilities.

If a student is experiencing learning difficulties, a variety of support options will be provided and if a disability is suspected will include a special education or 504 referral. A parent may request an evaluation for special education or Section 504 services at any time.

Contact Person:  Executive Director of Special Student Services

RISD offers an academic program each summer for students at the junior and senior high school levels.  Details of summer programs, participation fees, and specific course offerings are made available to students and parents each spring through brochures available in the guidance counselor’s office and on the RISD website.  Students may direct questions to the counselor, individual teacher, principal, or principal.

Selection of courses includes:

• Acceleration Course Offerings – course offerings, which satisfy graduation requirements.

• Credit Recovery – courses offered to provide opportunities to regain credit for failed courses.

• STAAR Accelerated and Intensive Instructional Program – courses designed to fulfill state requirements to provide students who fail to meet the passing standard on state assessments and offer additional instructional support outside the normal school instructional setting.

Courses carrying graduation credit taken for the first time during summer school after the eighth grade year will count in GPA.

Library services are offered in the schools where the Summer Program is held, and information skills are taught in conjunction with course work.

Contact Person:  Executive Director of Secondary Curriculum and Instruction 

This information is taken in part from TEA-UIL Side by Side 2010-2011, a document which provides member schools notice of TEA/SBOE regulations which relate to UIL and all other extra-curricular activities sponsored or sanctioned by the school district. This condensed information is not meant to serve as a complete resource guide. The complete document is retained by principals, counselors, and UIL academic/fine arts coordinators and sponsors/coaches.

For other questions contact:

·       Athletics: Dr. Susan Elza, Director of Athletics; athletics@uiltexas.org

·       Music: Brad Kent, Director of Music; music@uiltexas.org

·       Academics: David Stevens, Director of Academics; academics@uiltexas.org

·       Policy: Dr. Jamey Harrison, Deputy Director; info@uiltexas.org

For additional information also see: http://www.utexas.edu/admin/uil/admin/side/acad.html. Do not contact Texas Education Agency, as the Commissioner of Education has instructed Agency staff to refer all calls to UIL.

( For additional information, contact your coach/teacher or RISD Athletic Director.

Academic Requirements ~

RISD uses a nine week grading period. However, per UIL/TEA, eligibility for the first grading period of the year is determined after the first six weeks.

1.       What standards determine academic eligibility for UIL activities for the first grading of the school year?

UIL participants are eligible to participate in contests during the first six-weeks of the school year provided the following standards have been met:

·       Students beginning grades nine and below must have been promoted from the previous grade prior to the beginning of the current school year.

·       Students beginning their second year of high school must have earned five credits which count toward state high school graduation requirements.

·       Students beginning their third year of high school either must have earned a total of ten credits which count toward state high school graduation credits or have earned a total of five credits which count toward state high school graduation requirements during the 12 months preceding the first day of the current school year.

·       Students beginning their fourth year of high school either must have earned a total of 15 credits which count toward state high school graduation credits or have earned a total of five credits which count toward state high school graduation requirements during the 12 months preceding the first day of the current school year.

Exceptions:

a)         When a migrant student enrolls for the first time during a school year, all criteria above applies. All other students who enroll too late to earn a passing grade for a grading period are ineligible. 

b)         High school students transferring from out-of-state may be eligible the first grading period of the school year if they meet the criteria cited above or school officials are able to determine that they would have been eligible if they had remained in the out-of-state school from which they are transferring. 

2.   What standards determine academic eligibility for UIL activities after the first six weeks of the school year?

·       A student who receives, at the end of any grading period (after the first six weeks of the school year), a grade below 70 in any class (other than an identified class eligible for exemption) or a student with disabilities who fails to meet the standards in the Individual Education Plan (IEP) may not participate in extracurricular activities for three school weeks. An ineligible student may practice or rehearse, however. The student regains eligibility after the seven calendar day waiting period has ended following a grading period or the three school week evaluation period when the principal and teachers determine that he or she has earned a passing grade (70 or above) in all classes, other than those that are exempted.

3         What is the Student Success Initiative (SSI) and how does it impact academic eligibility for the first six weeks of the school year?

·       Enacted by the 76th Texas Legislature in 1999 and amended in the 81st session in 2009 to include an accelerated instruction provision, the Student Success Initiative (SSI) grade advancement requirements apply to the STAAR reading and mathematics tests at grades 5 and 8. As specified by these requirements, a student may advance to the next grade level only by demonstrating proficiency on these tests or by completing all accelerated instruction required by the grade placement committee (GPC), and having the next school year given additional accelerated instruction during the course of the year.

To assist districts and charter schools in meeting the accelerated instruction provision after the third administration of the test, TEA is allowing districts and charter schools to apply for an expedited waiver to adjust the timeline for providing accelerated instruction to students who fail the third administration. If you have questions or need further clarification about this information, please contact the Student Assessment Division or the State Waiver Unit at TEA.

The GPC would determine if a student advanced through this process would be considered as “promoted” or “placed” for purposes of academic eligibility for the first six weeks of the school year under No Pass, No Play requirements.

If the GPC places the student into the next grade, regardless of when the decision is made, the student in question is academically ineligible for the first six weeks of school. If the student is passing all courses at the end of the first six weeks (other than identified honors courses), the student can regain academic eligibility after the seven calendar day grace period.

If, prior to the first day of school, the GPC promotes the student to the next grade, the student is academically eligible.

If the GPC promotes the student to the next grade on or after the first day of school, the student in question is academically ineligible for the first six weeks of school. If the student is passing all courses at the end of the first six weeks (other than identified honors courses), the student can regain academic eligibility after the seven calendar day grace period.

4         How many physical education credits may be counted in the credit requirements for academic eligibility the first six weeks of the school year?

a.   Students may count only credits that may be applied toward state graduation requirements. Students are required to take one (1) unit in Physical Education (PE) toward state graduation requirements but may take additional PE credit s as electives.

5         If students enroll in grade 9 for the first time at the beginning of the second semester, how many credits must they have to play football during the first six weeks of the following school year?

a.   At least two and one-half credits.

6         Are elementary/junior high students subject to no-pass, no-play provisions?

a.   Yes. State law for eligibility applies to all grade levels for extra-curricular activities. In the case of UIL activities, a student who is retained for any reason in grade 8 is not eligible for the first six weeks of the following school year. A student who is academically promoted due to summer school or credit-by-exam (TEC §28.023) regains eligibility for the first six weeks of the school year.

7         May students earn credits in summer school or correspondence courses to meet requirements for extra-curricular eligibility?

a.   Yes. Credits earned prior to the first day of the school year in summer school, in correspondence courses, or by passing credit-by-examination may be used to determine eligibility for extra-curricular activities.

8         Are 7th and 8th grade students eligible to participate in UIL activities the first six weeks of the school year if they were held back on parental request, even though the student has passed all subjects and would otherwise have been promoted?

a.       No. These students are ineligible for the first six weeks because they were not promoted from one grade level to the next.

b.   A student held back one year in the 7th or 8th grade for athletic purposes shall lose the fourth year of eligibility after entering the 9th grade. A student held back for two years for athletic purposes shall lose the third and fourth years of eligibility after entering the 9th grade. One of the determining factors used in determining why a student repeats grades is an examination of the student’s grades. Parents should be notified that it is likely that their child will be subject to the consequences listed above if the student was ready to be academically promoted.

9         What standards determine the eligibility of special education students?

a.       Academic Standards for the First Six-Weeks of the School Year: The ARD Committee determines and specifies in the IEP (Individual Education Plan) what a student must achieve to be promoted or placed into the next grade level. The ARD Committee also determines the number of credits needed to be eligible for UIL activities during the first six weeks of the school year.

b.   Academic Standards for Weeks 7-36: A special education student is eligible if his/her IEP requirements have been met. If a student who has received a failing grade is later referred for special education and found eligible for special education services, the ARD Committee cannot restore the student’s eligibility for extra-curricular activities. In accordance with state law, the ARD Committee will specify what the IEP requirements will be for the upcoming grading period, and the student will immediately begin work towards achievement of the IEP requirements. At the end of that grading period, the student would be eligible if the requirements of the IEP are met.

c.   Full Time Status: For UIL activities, the ARD Committee determines the number of courses a special education student must be enrolled in to be eligible, based on the student’s individual educational needs.

d.   504 Eligibility: Eligibility standards for students identified as disabled under Section 504 are the same as for regular education students. However, Section 504 students are to be considered for IDEA eligibility if the Section 504 committee determines that because of his/her disability, the student cannot master the essential knowledge and skills in order to meet the regular academic standards as identified in §33.081 of the Education Code (i.e., the “No Pass No Play” law). If a Section 504 student meets the eligibility requirements to be served as a special education student, the information provided above applies in determining his/her eligibility.

Semester Grades ~

Schools with traditional 6 week grading periods and 18-week semesters must continue to use the third six-week grade of the first semester to determine eligibility since the law requires eligibility to be based on the previous grading period during the school year.

Enrollment Requirements ~

1.       How many classes must an RISD student be enrolled in to be a full-time student?

·         According to RISD policy, a student must be enrolled in classes for at least five (5) hours per day [EED (LOCAL)]. Any “credit course” counts.

2.       Can a college course be counted among the classes necessary for a student to be considered full-time for participation in extra-curricular activities?

·         Yes. TAC §74.25 Students must be receiving high school credit for the course to be counted toward the five hours of class per day.

3.       May a student enroll in more than one physical education class in the same school day?

·          The Texas Administrative Code does not prohibit a student from enrolling in any number of state approved courses. However, UIL rules specifically prohibit students from being enrolled in more than one physical education and/or athletic class; Exception: PE Substitute: JROTC, Cheerleading, Drill Team, Marching Band.

Advanced Classes Identified for No-Pass, No-Play Exemption ~

Advanced classes are identified on the following pages. By state standards a grade less than 70 in any of the identified advanced classes (grades 7-12) does not affect a student’s eligibility.

1.       If a student drops an exempt class with a grade lower than 70, is the student ineligible?

·         No. Dropping an exempt class with a failing grade does not cause loss of eligibility because the class is “exempt” from no-pass, no-play. Dropping an exempt class which is exempted for no-pass, no-play does not cause loss of eligibility unless full-time status is affected. (RISD policy requires at least 5 state and local credit-bearing courses for full-time status.)

Dropping a Class with a Failing Grade ~

A student may not drop a class in which he/she has a failing average later than the end of the first four weeks of the class without it being considered a failing grade for eligibility purposes.

Dropping a class with a grade lower than 70 at the end of a grading period causes a student to lose eligibility until seven calendar days after the end of the three school-week evaluation period.

Dropping a class with a grade lower than 70 after the 4th week into the course causes the student to lose eligibility for the next three school-week evaluation period.

TEA/UIL Advanced Courses No-Pass, No-Play Exemptions

Senate Bill 1517 allows exemptions for students enrolled in certain advanced courses from the requirement that the student be suspended from participation in extracurricular activities for receiving an unsatisfactory grade. 

Please see your assistant principal, director, coach, teacher or sponsor for the most updated list of exempt courses.

For information on non-UIL activities please see the TEA UIL Side by Side at www.uiltexas.org. 

State Testing Requirements for Graduation

STAAR: (State of Texas Assessment of Academic Readiness) – Students entering 9th grade 2011-2012 STAAR: (State of Texas Assessment of Academic Readiness) – Students entering 9th

grade 2011-2012 through current school year

STAAR, a rigorous standardized testing program, emphasizes “readiness” standards which are

the knowledge and skills considered most important for success in the grade or subject that

follows and for college and career readiness.

In addition to meeting credit requirements for graduation, students will be required to take five

End-Of-Course (EOC) assessments as they complete the corresponding course. The EOC

assessments will only assess the Texas Essential Knowledge and Skills (TEKS) for a given

course:

•  English I,

•  English II,

•  Algebra I,

•  Biology, and

•  U.S. History.

Satisfactory performance on applicable state assessments will be required for graduation unless

otherwise waived or substituted as allowed by state law.

http://tea.texas.gov/student-assessment/testing/staar/staar-performance-standards/

The latest information about STAAR can be found at:

https://tea.texas.gov/student-assessment/testing/staar/staar-resources

Contact Person: Director of Assessment

Other Testing Information

PSAT/NMSQT

The PSAT/NMSQT (Preliminary SAT/National Merit Scholarship Qualifying Test) is a standardized test that provides firsthand practice for the SAT and provides an opportunity for juniors to qualify for National Merit Scholarship Corporation (NMSC) scholarship programs.  PSAT is administered at each high school on a date determined by the College Board. 

SAT AND ACT COLLEGE ENTRANCE EXAMS

College entrance exams (SAT and ACT) are given several times each year.  Students must register for the exams (fee required), which are given at various locations.  All students are encouraged to take SAT and/or ACT in the spring of their junior or the beginning of their senior year.  See your counselor or the following web sites for applications:

·       www.act.org

·       www.collegeboard.com

Fee waivers are available from your counselor for those who qualify.

EXTENDED TIME OR OTHER ACCOMMODATIONS FOR PSAT/SAT/ACT EXAMS

RISD students with documented disabilities, as stipulated by testing program officials and mandated by federal law, may request special accommodations, such as extended-time administration of the PSAT, ACT and/or SAT.  Any accommodations require special registration and approval from the testing agency.  Please discuss any need for testing accommodations eligibility with your counselor well ahead of the exam dates.  Depending on the required accommodations, the test may be given at the regular testing site or at the school campus.

HIGHER EDUCATION ENROLLMENT

All students entering a public college or university in Texas are required to take the TSI Assessment — unless the student meets one of the exemptions below — to determine readiness for college-level work. Based on TSI performance, the student may either be enrolled in a college-level course that matches the skill level or be placed in an appropriate developmental course or intervention to improve skills and prepare the student for success in college-level courses.

There are exemptions, therefore it is important that the student check with their counselor or the advising office at the Texas college or university he/she plans to attend. You may be exempt if you:

o   Have met the minimum college readiness standard on SAT®, ACT, or a statewide high school test;

• • • ACT: Composite score of 23 with a minimum of 19 on the English test shall be exempt for both the reading and writing sections of the TSI Assessment, and/or 19 on the mathematics tests shall be exempt for the mathematics section of the TSI Assessment.

    • SAT Testing administered on or after March 5, 2016 - a minimum score of 480 on the Evidence-Based Reading and Writing (EBRW) test shall be exempt for both reading and writing sections of the TSI Assessment; a minimum score of 530 on the mathematics test shall be exempt for the mathematics section of the TSI assessment. There is no combined score. The newly-approved scores became effective on August 10, 2016.

o   Have successfully completed college-level English and math courses;

o   Have enrolled in a Level-One certificate program (fewer than 43 semester credit hours);

o   Are not seeking a degree; or

o   Have been, or currently are, in the military.

Students Currently Enrolled in High School (Dual Credit Students):

Students seeking college credit through Dual Credit Courses must have an assessment to determine basic reading, mathematics and writing skills. Dallas College uses TSIA2 (Texas Success Initiative Assessment Version 2), a state legislated program.  Acceptance of high school students for Dual Credit enrollment with RISD and Dallas College is based on test scores and all Dual Credit students must either take the test or be exempt.  The Dallas College admissions office will check all transcripts for exemptions.

Minimum Passing TSIA2 Standards

• Math - College Readiness Classification (CRC)  CRC>=950 OR CRC<950 AND Diagnostic Level = 6

• Reading and Writing (ELAR) College Readiness Classification (CRC)  CRC>=945 AND Essay >=5 OR CRC<945 AND Diagnostic Level >=5 AND Essay >=5

Contact Person:  Executive Director, Advanced Learning Services

RISD classroom textbooks are state-owned and are issued to students free of charge.  Textbooks must be returned at the end of the course.  Each student is responsible for paying for lost or damaged books.

Procedure for initiating a transfer request

The Intra-district Transfer Request form is available on the District’s website (www.risd.org), behind the “Parents and Students” tab, allowing for online completion before being printed and signed.  Transfer request forms should be completed and returned to the home school.  Incomplete forms will not be considered.  The home school’s principal will forward the form to the receiving school’s principal.  The receiving school’s principal will forward the form to the Executive Director of Elementary Curriculum, the Executive Director of High School, or the Executive Director of Junior High School.  Notification of the decision for a transfer request will in most instances be communicated within sixty (60) days after a completed form is received.  Transfer students are not eligible for transportation to or from school.

Timelines

Refer to Student/Parent Guidebook and Student Code of Conduct for timelines.