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INNOVATIVE COURSES AND PROGRAMS

The School may offer innovative courses to enable students to master knowledge, skills, and competencies not included in the essential knowledge and skills of the required curriculum.

To request approval for an innovative course from the SBOE or the Commissioner, the School must submit a request for approval at least six months before planned implementation.  The request must address the elements listed at 10 TAC 74.27(3).

With the approval of the Board, the School may offer, without modifications, any state-approved innovative course.

19 TAC 74.27

Adopted:         3/7/80

Amended:       1/26/96, 11/19/99, 11/16/07, 1/22/10, 4/5/13, 4/5/19

Reviewed:      

With Board approval, TSBVI shall develop or purchase examinations for acceleration that thoroughly test the essential knowledge and skills for each primary school grade level and for credit for secondary school academic subjects.

GRADES 6-12

The School shall give a student in grades 6-12 credit for an academic subject in which the student has received no prior instruction if the student scores: 9

  1. A three or higher on a College Board advanced placement examination that has been approved by the board for the applicable course;
  2. A scaled score of 50 or higher on an examination administered through the College-Level Examination Program (CLEP) and approved by the Board for the applicable course; or
  3. Eighty percent or above on any other criterion-referenced test approved by the Board for the applicable course.

If a student is given credit in a subject on the basis of an examination on which the student scored 80 percent or higher, TSBVI shall enter the examination score on the student’s transcript and the student is not required to take an end-of-course (EOC) assessment instrument under Education Code 39.023(c) for the course.

board-approved examinations

The Board shall approve for each high school course, to the extent available, at least four examinations that shall include College Board advanced placement examinations and examinations administered through CLEP.

The examinations may be developed by Texas Tech University, The University of Texas at Austin, TSBVI, or another entity.

If using a TSBVI-developed examination or an examination developed by another entity, prior to the first administration, TSBVI must certify that the examination:

  1. Covers all assessable Texas essential knowledge and skills for the course;
  2. Has not been published and is not publicly available;
  3. Will only be administered in a secure environment under standardized conditions by a school district or institution of higher education;
  4. Has been externally validated;
  5. Is equivalent to state level EOC assessment instruments in terms of content coverage, item difficulty, and technical quality;
  6. Yields comparable results for all subgroups; and
  7. If for a course that has a state level EOC assessment instrument, is validated against the applicable EOC assessment. For a course that is validated for the purpose, the School must make public:
    1. The test development process; and
    2. The result of the validation efforts.

TSBVI-developed examinations for courses that do not have an EOC assessment shall meet all validation requirements at items 1-7 above no later than the 2018-19 school year for examinations offered for credit.

Examinations developed by Texas Tech University and The University of Texas at Austin for courses that do not have a state EOC assessment shall meet all requirements at items 1-7 above not later than the 2018-19 school year for each of its examinations offered for credit.

An EOC assessment administered under Education Code 39.023(c) cannot be used for purposes of credit by examination.

ANNUAL ADMINISTRATION

TSBVI shall provide at least four days annually in the fall and spring semesters when examinations for acceleration shall be administered in grades 6 through 12. The days need not be consecutive but shall be designed to meet the needs of all students.

The School may allow a student to accelerate by developing a cost-free option approved by the Board that allows students to demonstrate academic achievement or proficiency in a subject or grade level.

Students Who Are Homeless Or In Substitute Care

TSBVI shall provide opportunities for a student who is homeless or in substitute care who transfers to TSBVI after the start of the school year to be administered credit by examination at any point during the school year.

limitations on taking examinations

A student may not attempt to earn credit by examination for a specific high school course more than two times.

If a student fails to earn credit by examination for a specific high school course before the beginning of the school year in which the student would ordinarily be required to enroll in that course in accordance with the school’s prescribed course sequence, the student must satisfactorily complete the course to receive credit for the course.

FEES

TSBVI shall not charge for examinations for acceleration. If a parent requests an alternative examination, the School may administer and recognize results of a test purchased by the parent or student from Texas Tech University or the University of Texas at Austin.

Education Code 28.023; 19 TAC 74.24, 101.3021(c)

Adopted:         4/1/05

Amended:       4/5/13, 8/9/18

Reviewed:      

GRADES 6-12

A student in any of grades 6-12 may be given credit for an academic subject in which he or she had some prior instruction, if the student scores 70 percent on a criterion-referenced test approved by the Board for the applicable course.  Education Code 28.023; 19 TAC 74.24(c)(9)

Adopted:         9/24/93
Amended:        4/5/13, 8/9/18
Reviewed:

LANGUAGE PROFICIENCY ASSESSMENT COMMITTEE (LPAC)

Note:  The terms English language learner and limited English proficient student are used interchangeably. 19 TAC 89.1203

The language proficiency assessment committee (LPAC) [see EHBE] shall select the appropriate assessment option for English language learners, as defined in Education Code Chapter 29, Subchapter B, as a student of limited English proficiency (LEP), in accordance with 19 Administrative Code 101.1005.  The LPAC assessment decisions must be made on an individual student basis in accordance with administrative procedures established by TEA.

The LPAC shall document in the student’s permanent record file:

  1. The decisions and justifications related to English language proficiency assessments under 19 Administrative Code 101.1003;
  2. The decisions and justifications related to selecting the appropriate assessment option under 19 Administrative Code 101.1005; and
  3. In conjunction with the admission, review, and dismissal (ARD) committee, the need for allowable testing accommodations under 19 Administrative Code 101.1003 and .1005.

19 TAC 101.1003(b), (c), .1005(a), (c), .1023,

Definitions

“Recent unschooled immigrant” means an immigrant who initially enrolled in a school in the United States not more than 12 months before the date of the administration of an assessment and who, as a result of inadequate schooling outside of the United States, lacks the necessary foundation in the essential knowledge and skills of the curriculum determined by the LPAC.  Education Code 39.027(g)

“Unschooled asylee or refugee” means a student who:

  1. Initially enrolled in a school in the United States as:
    1. An asylee as defined by 45 C.F.R. 400.41; or
    2. A refugee as defined by 8 U.S.C. 1101;     
  2. Has a visa issued by the U.S. Department of State with a Form I-94 Arrival/Departure record, or a successor document, issued by the U.S. Citizenship and Immigration Services that is stamped with “Asylee,” “Refugee,” or “Asylum”; and
  3. As a result of inadequate schooling outside of the United States, lacks the necessary foundation in the essential knowledge and skills of the curriculum prescribed under Education Code 28.002, as determined by the LPAC established under Education Code 29.063.

Education Code 39.027(a-1); 19 TAC 101.1005(c)

“Inadequate schooling outside the United States” is defined as little or no formal schooling outside the United States such that the asylee or refugee lacks basic literacy in his or her primary language upon

enrollment in school in the United States.  19 TAC 101.1005(d)

ENGLISH LANGUAGE PROFICIENCY TESTS

In kindergarten through grade 12, an English language learner shall be administered state-identified English language proficiency assessments annually in listening, speaking, reading, and writing to fulfill state assessment requirements under Education Code Chapter 39, Subchapter B, [see EKB] and federal requirements.  19 TAC 101.1003(a)

LIMITATIONS ON EXEMPTIONS

First Year After Enrollment

A LEP student may be administered an accommodated or alternative assessment instrument or may be granted an exemption from or a postponement of the administration of the state assessment for up to one year after initial enrollment in a school in the United States if the student has not demonstrated proficiency in English as determined by the assessment system developed to evaluate academic progress of a LEP student.  Education Code 39.027(a)(1)

Subsequent Years

A LEP student granted the initial exemption period above may be administered an accommodated or alternative assessment instrument or may be granted an exemption from or a postponement of the administration of the state assessment for up to:

  1. An additional two years if the student is a recent unschooled immigrant or is in a grade for which no assessment instrument in the primary language of the student is available; or
  2. An additional four years if the student’s initial enrollment in a school in the United States was as an un-schooled asylee or refugee.

The LPAC must determine that the student lacks the academic language proficiency in English necessary for an assessment in English to measure the student’s academic progress in a valid, reliable manner.

Minimum Days for Enrollment

Regardless of the date on which the student initially enrolled in a school in the United States, unless a student is enrolled in a school in the United States for a period of at least 60 consecutive days during a year, the student may not be considered to be enrolled in a school in the United States for that year for the purpose of determining a number of years under Education Code 39.027(a)(1), (2), or (3).

Education Code 39.027(a)(1)– (2), (a-1), (a-2), (g)

TESTING IN GRADES 3-8

An English language learner shall participate in the grades 3–8 assessments and, except as provided below, shall be administered the general form of the English-version state assessment.

Spanish-Version Assessment

A Spanish-speaking English language learner in grades 3–5 may be administered the state’s Spanish-version assessment if an assessment in Spanish will provide the most appropriate measure of the student’s academic progress.

Linguistically Accommodated Assessments

An English language learner in grade 3 or higher may be administered the linguistically accommodated English version of the state’s mathematics, science, or social studies assessment if:

  1. A Spanish-version assessment does not exist or is not the most appropriate measure of the student’s academic progress;
  2. The student has not yet demonstrated English language proficiency in reading as determined by the English language proficiency assessments required above [see English Language Proficiency Tests]; and
  3. The student has been enrolled in U.S. schools for three school years or less or qualifies as an unschooled asylee or refugee enrolled in U.S. schools for five school years or less [see Definitions].

Exemption for Asylee or Refugee

An unschooled asylee or refugee who meets the criteria at Spanish-Version Assessment and Linguistically Accommodated Assessments above shall be granted an exemption from an administration of an assessment instrument under Education Code 39.023(a), (b), or (l).  This exemption will only apply during the school year an unschooled asylee or refugee is first enrolled in a U.S. public school.

19 TAC 101.1005(b), (c)

An English language learner whose parent or guardian has declined bilingual education/ESL services is not eligible for special assessment, accommodation, or accountability provisions made available to English language learners on the basis of limited English proficiency.  19 TAC 101.1005(f)

END-OF-COURSE ASSESSMENTS

An English language learner shall participate in the end-of-course assessments as required by Education Code 39.023(c) and, except as provided below, shall be administered the general form of the English-version state assessment.  19 TAC 101.1005(b)

An English language learner shall not be exempt from taking an end-of-course assessment for reasons associated with limited English proficiency or inadequate schooling outside the United States, except as provided below.

Exception

English I or II

If an English language learner enrolled in English I  or English for Speakers of Other Languages I  has not yet demonstrated English language proficiency in reading as determined by the English language proficiency assessments required above [see English Language Proficiency Tests] and has been enrolled in U.S. schools for three school years or less, or qualifies as an unschooled asylee or refugee enrolled in U.S. schools [see Definitions] for five school years or less, then he or she shall not be required to retake the applicable English I assessment in which the student is enrolled each time it is administered if the student passes the course but fails to achieve the passing standard on the assessment. [See EKB]

19 TAC 101.1007(a), (b)

NON-LEP STUDENTS

TSBVI may administer the assessment of academic skills in Spanish to a student who is not identified as limited English proficient but who participates in a bilingual program if the LPAC determines the assessment in Spanish to be the most appropriate measure of the student’s academic progress. 19 TAC 101.1005(g)

SPECIAL EDUCATION

Selecting Assessments

The ARD committee, in conjunction with the LPAC, shall select appropriate assessments. The ARD committee shall document the decisions and justifications in the student’s individualized education program (IEP). 19 TAC 101.1005(a)

English Language Proficiency Tests

In rare cases, the ARD committee in conjunction with the LPAC may determine that it is not appropriate for an English language learner who receives special education services to participate in an English language proficiency assessment required above [see English Language Proficiency Tests] for reasons associated with the student’s particular disability.  The ARD committee shall document the decisions and justifications in the student’s IEP, and the LPAC shall document the decisions and justifications in the student’s permanent record file. 19 TAC 101.1003(b)

In the case of an English language learner who receives special education services, the ARD committee in conjunction with the LPAC shall determine and document the need for allowable testing accommodations in accordance with administrative procedures established by TEA.  19 TAC 101.1003(c)

Alternative Assessment Instruments

In certain cases, an English language learner who receives special education services may, as a result of his or her particular disabling condition, qualify to be administered an alternative assessment instrument based on alternative achievement standards.  19 TAC 101.1005(b)

An unschooled asylee or refugee who meets this criteria shall be granted an exemption from an administration of an assessment instrument under Education Code 39.023(a), (b), or (l).  This exemption will only apply during the school year an unschooled asylee or refugee is first enrolled in a U.S. public school.  19 TAC 101.1005(c)

Testing Accommodations

The LPAC in conjunction with the ARD committee shall determine and document any allowable testing accommodations for assessments in accordance with administrative procedures established by TEA.  19 TAC 101.1005(e)

GRADE ADVANCEMENT REQUIREMENTS

The LPAC shall determine appropriate assessment and accelerated instruction for an English language learner who is administered a grade advancement test in English or Spanish, except as provided by 19 Administrative Code 101.1005.  The grade placement committee for an English language learner shall make its decisions in consultation with a member of the student’s LPAC.  19 TAC 101.2003(e) [See EIE]

Adopted:         1/25/13

Amended:       9/20/13, 11/15/18

Reviewed:

Policy

Title

Update

*

Index

1/26/96, 5/24/96, 9/27/96, 11/15/96, 1/24/97, 3/21/97, 5/23/97, 9/26/97, 11/14/97, 3/31/98, 1/26/99, 11/19/99, 1/24/02, 11/22/02, 1/31/03, 3/21/03, 5/28/03, 11/21/03, 1/30/04, 3/26/04, 1/28/05, 4/1/05, 5/25/05, 11/18/05, 9/22/06, 1/26/07, 11/16/07, 1/22/10, 11/9/12, 1/25/13, 4/5/13, 6/5/13, 9/20/13, 9/25/15, 1/29/16, 4/7/17, 1/26/18, 8/9/18, 11/15/18, 1/25/19, 4/5/19

EA

INSTRUCTIONAL GOALS AND OBJECTIVES

Deleted 1/29/16

EB (TSBVI)

SCHOOL YEAR

Amended 11/15/18

EC (TSBVI)

SCHOOL DAY

Amended 11/15/18

EF (TSBVI)

INSTRUCTIONAL RESOURCES

Amended 1/25/19

EFA INSTRUCTIONAL RESOURCES: INSTRUCTIONAL MATERIALS SELECTION AND ADOPTION Amended 11/15/18

EFAA

INSTRUCTIONAL MATERIALS SELECTION AND ADOPTION: TEXTBOOK SELECTION AND ADOPTION

DELETED 11/15/18

EFB

INSTRUCTIONAL RESOURCES: LIBRARY MEDIA PROGRAMS

Amended 1/25/19

EFC

INSTRUCTIONAL RESOURCES: COMMUNITY INSTRUCTIONAL RESOURCES

Reviewed 4/5/13

EFE

INSTRUCTIONAL RESOURCES: COPYRIGHTED MATERIALS

DELETED 4/5/19

EGA

EGA - CURRICULUM DEVELOPMENT: INNOVATIVE AND MAGNET PROGRAMS

DELETED 4/5/19

EHA

CURRICULUM DESIGN: BASIC INSTRUCTIONAL PROGRAM

Reviewed 4/5/19

EHAA

BASIC INSTRUCTIONAL PROGRAM: REQUIRED INSTRUCTION (ALL LEVELS)

Amended 4/5/19

EHAB

BASIC INSTRUCTIONAL PROGRAM: REQUIRED INSTRUCTION (ELEMENTARY)

Amended 4/5/19

EHAC

BASIC INSTRUCTIONAL PROGRAM: REQUIRED INSTRUCTION: SECONDARY

Amended: 4/5/19

EHAD

BASIC INSTRUCTIONAL PROGRAM: ELECTIVE INSTRUCTION

Amended 1/25/19

EHB (TSBVI)

CURRICULUM DESIGN: SPECIAL PROGRAMS

Amended 11/15/18

EHBA

SPECIAL PROGRAMS: SPECIAL EDUCATION STUDENTS

Amended 11/15/18

EHBAA (TSBVI)

SPECIAL EDUCATION STUDENTS: IDENTIFICATION, EVALUATION, AND ELIGIBILITY

Amended 11/15/18

EHBAB SPECIAL EDUCATION: ARD COMMITTEE AND INDIVIDUAL EDUCATION PROGRAM Amended: 6/5/13
EHBAC (TSBVI) SPECIAL PROGRAMS: Accelerated and Intensive ServicesI Amended 4/5/19
EHBAD (TSBVI) SPECIAL EDUCATION: TRANSITION SERVICES Amended 11/15/18
EHBAE (TSBVI) SPECIAL EDUCATION: PROCEDURAL REQUIREMENTS Amended 11/15/18

EHBC

SPECIAL PROGRAMS: COMPENSATORY/ACCELERATED SERVICES

Amended 4/5/19

EHBD  SPECIAL PROGRAMS: FEDERAL TITLE I PROGRAMS Amended 11/15/18

EHBE

SPECIAL PROGRAMS: BILINGUAL Education/ESL

Amended 9/25/15

EHBF

SPECIAL PROGRAMS: CAREER AND TECHNOLOGY EDUCATION

Amended: 4/5/13

EHBH

SPECIAL PROGRAMS: OTHER SPECIAL POPULATIONS

Reviewed: 1/28/05

EHBJ CURRICULUM DEVELOPMENT:  INNOVATIVE PROGRAMS Amended 4/5/19
EHBK (TSBVI) SPECIAL PROGRAMS: OTHER INSTRUCTIONAL INITIATIVES Amended 11/15/18

EHDB (TSBVI)

ALTERNATIVE METHODS FOR EARNING CREDIT: CREDIT BY EXAMINATION WITH PRIOR INSTRUCTION

Amended 8/9/18

EHDC(TSBVI) ALTERNATIVE METHODS FOR EARNING CREDIT: CREDIT BY EXAMINATION WITHOUT PRIOR INSTRUCTION Amended 8/9/18

EHDD

EXTENDED INSTRUCTIONAL PROGRAMS: COLLEGE COURSE WORK/DUAL CREDIT PROGRAM

Amended 11/15/18

EHDE EXTENDED INSTRUCTIONAL PROGRAMS: DISTANCE LEARNING Amended 9/20/13

EI

ACADEMIC ACHIEVEMENT

Amended 6/5/13

EIA

ACADEMIC ACHIEVEMENT: GRADING PROGRESS REPORTS TO PARENTS

Amended 4/5/19

EIC(TSBVI)

ACADEMIC ACHIEVEMENT: CLASS RANKING

Amended 1/25/19

EIE

ACADEMIC ACHIEVEMENT: RETENTION AND PROMOTION

Amended 9/20/13

EIF

ACADEMIC ACHIEVEMENT: GRADUATION

Amended 9/20/13

EJ ACADEMIC GUIDANCE PROGRAM Adopted 9/20/13

EK(TSBVI)

TESTING PROGRAMS

Amended 8/9/18

EKB

TESTING PROGRAMS: STATE ASSESSMENT

Amended 1/25/19

EKBA (TSBVI)

STATE ASSESSMENT: ENGLISH LANGUAGE LEARNERS/  LEP STUDENTS

Amended 11/15/18

EKC (TSBVI)

TESTING PROGRAM: READING ASSESSMENT PROGRAM

Amended 11/15/18

EKD (TSBVI) Testing Programs: Mathematics Assessment Program Amended 11/15/18

EMB

MISCELLANEOUS INSTRUCTIONAL POLICIES: TEACHING ABOUT CONTROVERSIAL ISSUES

Amended: 3/26/04

EMG (TSBVI)

MISCELLANEOUS INSTRUCTIONAL POLICIES: ANIMALS IN THE SCHOOL

Amended 1/25/19

EMI

MISCELLANEOUS INSTRUCTIONAL POLICIES: RELIGION IN THE SCHOOLS

Amended 9/20/13

LANGUAGE OF INSTRUCTION

It is state policy to ensure the mastery of English by all students, except that bilingual instruction may be offered or permitted in situations in which bilingual instruction is necessary to ensure students' reasonable proficiency in the English language and ability to achieve academic success. English shall be the basic language of instruction in public schools, unless the School adopts a dual language immersion program for elementary students under Education Code 28.0051 [see EGA].

Education Code 28.005

Adopted: 1/26/96

Amended: 5/28/03

Reviewed:

SCHOOL START AND END DATES

The School Board may determine the school start date in August and select the end date for the school year.  Education Code 30.022(f)

LENGTH OF SCHOOL YEAR

The School shall operate each school year for at least 75,600 minutes including time allotted for instruction, intermissions, and recesses for students with consideration given for adjustments to accommodate homegoing.

The School may request a waiver from the Texas Education Agency to reduce the required number of instructional minutes by a maximum of 2,100 minutes for professional development purposes.

Exceptions

The commissioner of education may approve the operation of schools for less than the number of instructional minutes specified above when disaster, flood, extreme weather conditions, fuel curtailments, or other calamities have caused the closing of the School.

If the commissioner does not approve reduced operation time, TSBVI may add additional minutes to the end of the School's normal school hours as necessary to compensate for minutes of instruction lost due to school closures caused by disaster, flood, extreme weather conditions, fuel curtailment, or another calamity.

Education Code 25.081

School Calendar

The Superintendent shall develop an annual school calendar to be approved by the Board.

Adopted:          1/11/80

Amended:        6/14/80, 9/27/91, 9/24/93, 5/26/94, 1/26/96, 5/28/03, 11/15/18

Reviewed:        11/19/99, 4/1/05, 4/5/13

PLEDGES OF ALLEGIANCE

The Superintendent shall require students, once during each school day, to recite the pledges of allegiance to the United States and Texas flags.  On written request from a student’s parent or guardian, the School shall excuse the student from reciting a pledge of allegiance.

Minute of Silence

The Superintendent shall provide for the observance of one minute of silence following the recitation of the pledges of allegiance.  During the one-minute period, each student may reflect, pray, meditate, or engage in any other silent activity that is not likely to interfere or distract another student.  Each teacher or other school employee in charge of students during that period shall ensure that each student is silent and does not act in a manner that is likely to interfere with or distract another student.  Education Code 25.082

INTERRUPTIONS

The Superintendent shall ensure that interruptions of classes during the school day for non-academic activities such as announcements and sales promotions are limited.  Announcements shall be made no more than once during the school day, except for emergency announcements.  

Loss of Class time

The Board shall adopt and strictly enforce a policy limiting the removal of students from class for remedial tutoring or test preparation.  TSBVI may not remove a student from a regularly scheduled class for remedial tutoring or test preparation if, as a result of the removal, the student would miss more than ten percent of the school days on which the class is offered, unless the student’s ARD committee consents for removal from class for such purpose.  [See EHBC for provisions on tutorial services.]  Education Code 25.083

Adopted:          3/7/80

Amended:        11/11/83, 1/23/87, 1/26/90, 9/27/91, 1/26/96, 11/19/99, 5/28/03, 4/1/05, 4/05/13, 11/15/18

Reviewed:

Adopted: 7/12/85
Amended: 10/25/85, 7/16/92, 9/24/93

GENERAL PROVISIONS

The Board permits the School to grant credit by examination in accord with the following: 

1. Eligibility requirements for students seeking credit by examination: The School may use screening procedures to determine which students may use credit by examination.

2. Courses for which credit may be earned by examination: The School may place restrictions on the total amount of credit awarded through credit by examination.

3. Procedures for examinations for credit: A student's ARD committee shall make such decisions within the IEP procedures enacted by the School.

MINIMUM ELIGIBILITY

A student may earn credit by examination,as authorized by an ARD committee, when unusual and extenuating circumstances indicate that it is in the best interests of the student to do so. Such circumstances may include, but would not be limited to, a student not being enrolled for an entire grading period. (See EI)

Courses for which credit may be earned by examination shall include all courses taught at Texas School for the Blind and Visually Impaired.

Students in grades 7-12 (and grade 6, when included at the middle school) may be permitted to earn credit in courses approved by the Board. The minimum eligibility requirement is that the student has had prior formal instruction, as determined by the School on the basis of a review of the student's educational records.

PROCEDURES

The program principal shall arrange for an appropriate examination in conjunction with the subject matter teacher. Such examinations must determine whether or not the student has mastered the essential elements of the course for which credit will be given as specified in 19 TAC 75. The program principal shall ensure that the passing grade for the examination for credit is not lower than required for the same course for other students, and that examinations for credit are properly evaluated before credit is granted.

MASTERY OF ESSENTIAL ELEMENTS

Examinations used to earn credit under this policy shall assess the student's mastery of the essential elements and shall be properly evaluated before credit is granted. The School may develop the examinations or may obtain them from another source. The examinations may be administered by an outside agency.

GRANT AND RECORD OF CREDIT

Students shall attain a grade of at least 70 or above in order to receive credit. The grant of credit is also subject to School and parental approval. Credit obtained by this method shall be recorded on the permanent record for grades 6-8 and on the academic achievement record for grades 9-12.

USE OF CREDIT

Credit by examination shall not be used to gain eligibility for participation in extracurricular activities.

NOTICE AND FEES

The School shall give reasonable notice of the availability of credit by examination in student handbooks and other documents made available to students and parents; the School may charge for these examinations at a rate not to exceed a limit set by the commissioner of education.

19 TAC 75.166

Adopted: 7/12/85
Amended: 10/25/85, 7/16/92, 9/24/93

With Board approval, the School shall develop or purchase examinations for acceleration that thoroughly test the essential knowledge and skills for each primary school grade level and for credit for secondary school academic subjects.

KINDERGARTEN- GRADE 5

The School shall develop procedures for kindergarten acceleration that are approved by the Board.

The School shall accelerate a student in grades 1-5 one grade level if the student meets the following requirements:

  1. The student scores 90 percent or above on a criterion-referenced test for the grade level to be skipped in each of the following areas: language arts, mathematics, science, and social studies;
  2. A School representative recommends that the student be accelerated; and
  3. The student's parent or guardian gives written approval of the acceleration.

GRADES 6-12

The School shall give a student in grades 6-12 credit for an academic subject in which the student has received no prior instruction if the student scores 90 percent or above on a criterion-referenced examination for acceleration for the applicable course. If such credit is given, the School shall enter the examination score on the student's transcript.

ANNUAL ADMINISTRATION

The School shall provide at least three days between January 1 and June 30 and three days between July 1 and December 31 annually when examinations for acceleration shall be administered in grades 1 through 12. The days need not be consecutive but shall be designed to meet the needs of all students.

The School may allow a student to accelerate at a time other than those described above by developing a cost-free option approved by the Board that allows students to demonstrate academic achievement or proficiency in a subject or grade level.

FEES

The School shall not charge for examinations for acceleration. If a parent requests an alternative examination, the School may administer and recognize results of a test purchased by the parent or student from Texas Tech University or the University of Texas at Austin. Education Code 28.023; 19 TAC 74.24

Adopted: 4/1/05