board work session meeting to: shelby county board of

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Board Item December 5, 2017

Board Work Session Meeting – November 28, 2017

Board Meeting – December 5, 2017

TO: Shelby County Board of Education

FROM: Miska Bibbs, Chair, Internal Board Operations Committee

SUBJECT: Proposed New/Revised Policies and Statutory Policies

I. General Rationale

Attached for your review are the proposed revised policies:

Statutory Revisions

3004 Student Transportation Services – REVISED

3005 School Bus Safety Program – REPEAL

4047 Teacher Effect Data – REVISED

5005 Advanced Courses – REVISED

5014 Grading System for Grades PreK-5 – REVISED

5015 Grading System for Grades 6-12 – REVISED

6002 School Admissions – REVISED

6014 Attendance and Excuses – REVISED

6051 Interscholastic Athletics – REVISED

Recommended Revisions

4004 Fringe Benefits – REVISED

5006 Awarding of Credits – REVISED

5007 Online Courses and Online Course Recovery – REVISED

6009 Attendance Zone Policy

6022 Student Conduct – REVISED

6032 Grade Classification for High School Students – REVISED

6034 Participation in Commencement Exercises – REVISED

Administrative Rules and Regulations - Point of Information

5004 Graduation Requirements (regulations)

6036 Valedictorian and Salutatorian (regulations)

II. Summary

New or Revised Policies

3004 Student Transportation – REVISED

Proposed revisions include the following statutory requirements:

1. Safety program requires

a. Appointment and training of a Transportation Supervisor

b. School bus safety standards

c. School bus driver background checks (certified driving record, licensures and qualifications)

2. Complaint Process and Investigation

3. Maintenance of Records

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As a point of information, the administrative rules and regulations incorporates language from policy

3005 School Bus Safety regarding video surveillance cameras on school buses.

3005 School Bus Safety – REPEAL

Proposed repeal of policy

4047 Teacher Effect Data – REVISED Proposed revisions incorporate language from state law stating the estimates of specific teacher effects

on the educational progress of students may be made available to parties conducting research for, or on

behalf of, the Tennessee Department of Education, schools, local education agencies (LEAs), or

postsecondary institutions; provided, however, that the estimates made available shall not be a public

record and shall be used only for research purposes. Each party receiving the estimates of specific

teacher effect data for research purposes shall execute a signed data sharing agreement with the District

that includes provisions safeguarding the privacy and security of the data

5005 Advanced Courses – REVISED

The proposed revisions to the policy:

Incorporate provisions of state policy/rules

Add that Superintendent or designee shall ensure the development or identification student attendance

and discipline standards/expectations for advanced courses

Include a section on financial obligations and refer to the policy on School Fee and Debts. (Note: per

state provisions, students must sit for the aligned culminating exam to receive additional percentage

points.)

Moves the sections on courses specifics to the regulations

As a point of information, the new regulations:

Align the regulations to state law, policy, and/or rule

Incorporate provisions of state law requiring the district to make the opportunity to take at least four (4)

postsecondary opportunities available to high school students (beginning SY18-19)

Include sections on course specifics formerly included in the policy

Remove the section on district advanced courses

Replace references to technical courses that offer national industry certification with capstone industry

certification aligned courses

Include sections on statewide and local dual credit courses

Include the addition of grade points and quality points as follows:

Percentage Points Added to

the Grades Used to Calculate

the Semester Average

Quality Points Added to the Numerical

Quality Point Value

Corresponding to the Course Letter Grade

Honors 3 ½

Capstone Industry

Certification Aligned

4 ½

Statewide Dual Credit 4 ¾

Local Dual Credit 4 -

Dual Enrollment 4 1

AP, IB, CLEP,

Cambridge

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The District may award the additional weighting to the grades of students who have completed an AP,

Cambridge International, or IB course, or a course aligned with an Industry Certification or CLEP exam,

prior to the student sitting for the culminating exam. However, the points will be removed if the student

does not participate in the culminating exam by the end of the school year in which the course was

completed. (This does not address SCS quality points for GPA)

5014 Grading System for Grades PreK-5 – REVISED


Are based on state law and state that the Board authorizes the Superintendent to detail, upon Board

approval, the required weighting for incorporating students’ scores on the State of Tennessee student

assessment system (TCAP) into course grades, as provided in the administrative rules and regulations

As a point of information, the revisions to the regulations:

Incorporate provisions from state law requiring TCAP scores for students in grades 3-5 to comprise a

percentage a student’s final grade for the spring (second) semester in mathematics, reading/language

arts, science and social studies, specifically, in SY17-18 15% and SY18-19 and thereafter a percentage

shall be determined by the Superintendent in accordance with policy 5014 from a range of no less than

fifteen percent (15%) and no more than twenty-five percent (25%)

Include links to the district and state assessment webpages for detailed information regarding testing

5015 Grading System for Grades 6-12 – REVISED


Are based on state law and state that the Board authorizes the Superintendent to detail, upon Board

approval, the required weighting for incorporating students’ scores on the State of Tennessee student

assessment system (TCAP) into course grades, as provided in the administrative rules and regulations

The revisions to the regulations:

Incorporate provisions from state law requiring TCAP scores for students in grades 6-8 to comprise a

percentage a student’s final grade for the spring (second) semester in mathematics, reading/language

arts, science and social studies, specifically, in SY17-18 15% and SY18-19 and thereafter a percentage

shall be determined by the Superintendent in accordance with policy 5015 from a range of no less than

fifteen percent (15%) and no more than twenty-five percent (25%)

Include links to the district and state assessment webpages for detailed information regarding testing

Clarify that a student will receive one full credit in a course if the student receives a passing yearly or

final grade in a course

Include provision from the state regarding summer credit stating that credits received for any first-

attempt courses taken during the summer may count towards the course requirements during the

subsequent school year. Any applicable End of Course examinations must be taken during the fall

semester immediately following the summer course. Credit may not be given in a summer course with

an associated End of Course examination (that is a first attempt at the credit) until the student takes the

examination. Students taking remediation courses during the summer may receive credit immediately

upon passing. Remediation courses are those courses previously attempted with a completed End of

Course examination, as applicable

Include provision from the state regarding credit recovery credits stating that if a student is seeking to

recover credit for the first semester of a two (2)-semester course, the student may not receive the full

credit for the course until the student has enrolled in and passed the second semester of the course and

taken any applicable End of Course examinations

Include the addition of grade points as follows:

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Percentage Points Added to the Grades Used to

Calculate the Semester Average

Honors 3

Capstone Industry Certification Aligned 4

Statewide Dual Credit 4

Local Dual Credit 4

Dual Enrollment 4

AP, IB, CLEP, Cambridge International 5

The District may award the additional weighting to the grades of students who have completed an AP,

Cambridge International, or IB course, or a course aligned with an Industry Certification or CLEP exam,

prior to the student sitting for the culminating exam. However, the points will be removed if the student

does not participate in the culminating exam by the end of the school year in which the course was

completed. (This does not address SCS quality points for GPA)

6002 School Admissions – REVISED


Provide direction for questions/concerns regarding proof of residency/legal custody

Incorporate the updates to the definition for “school of origin” referenced in the McKinney-Vento Act,

as amended by ESSA

6014 Attendance and Excuses – REVISED


Add a provision based on state law allowing a child who serves as a page of the general assembly

during the school year, either at regular or special sessions, to be credited as present by the school in

which the child is enrolled in the same manner as an educational field trip, without counting the child's

participation as an absence, either excused or unexcused

6051 Interscholastic Athletics – REVISED


Incorporate provisions based on state law regarding sudden cardiac arrest, 1) requiring the immediate

removal from activity or competition for evaluation by a licensed health care professional any a student

who passes out or faints while participating in an athletic activity or immediately following an athletic

activity or who exhibits (i) unexplained shortness of breath; (ii) chest pains; (iii) dizziness; (iv) racing

heart rate; or (v) extreme fatigue and 2) requiring evaluation and written clearance by a health care

provider before the student can return to play or participation

State that principal must ensure that, in addition to other requirements, no athlete is allowed to practice

unless emergency information and concussion and sudden cardiac forms are on file

Include state law information stating that parents and students are responsible for making themselves

aware of the provisions, rights, and requirements including notification requirements outlined in the

Revised Uniform Athlete Agents Act (TCA 49-7-2101)

Include state law provisions stating that the district, it employees, or employee’s representatives may

not require a student to attend a school athletic event, or event related to participation on a school

athletic team, if the event is on an official school holiday, observed day of worship, or religious holiday.

The parent or legal guardian of a student participating in a school athletic even may provide written

notice that the student will not be in attendance to the coach or administrator of the athletic event at

least three (3) full school days prior to the event. Prior written notice to the coach or administrator of

the school athletic event may not be required if the absence is due to an unforeseen emergency

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Remove the note requiring all new teachers hired in 2000 and thereafter who coach to be required to

attend the TSSAA coaches' certification program (TSSAA does not require this)

Modify that date for physical examinations for student participation in athletics from MAY 1 to April

15th

Remove language that is not applicable referring to special senior high football insurance

Add to the responsibility section that the department responsible for student services is charged with

administering the policy, including maintaining all documentation of the completion of a sudden

cardiac arrest education course program as well as signed sudden cardiac arrest information sheets for a

period of three (3) years

Add to the responsibility section that school athletic directors and coaches are responsible for

o annually completing a sudden cardiac arrest education course program approved by the Tennessee

Department of Health

o on a yearly basis, signing and returning a sudden cardiac arrest information sheet to the

Superintendent prior to initiating practice or competition for the year

o ensuring that, on a yearly basis, students and their parents review a sudden cardiac arrest

information sheet and that the parents of students under 18 years of age sign and return the sheet

prior to the youth athlete’s initiating practice or competition. Student athletes 18 years of age or

older must sign and return the concussion information sheet prior to initiating practice or

competition

4004 Fringe Benefits – REVISED

Proposed revisions

1. Title change from Fringe Benefits to Group Health and Welfare Benefits

2. Reorganization of policy into the following sections:

a. Plan Design - Terms and Conditions

Clarifies that plan design (e.g., choice of providers, covered benefits, and levels of cost-

sharing) shall be considered the governing document;

States that District benefits are subject to modification at any time

States that guidelines for coverage and administration of approved benefit plans will be

outlined in the administrative rules and regulations

b. Individuals Eligible for Coverage

Employees (including charter school), retirees, dependents, surviving dependents, and

Board members may be eligible for benefits

c. Benefits Enrollment Period and Effective Date

Initial, annual and other periods required by law

d. Coverage Contribution

States employees, Board Members, retirees, and surviving dependents choosing to

participate in a Plan may be required to contribute to the cost of coverage. The amount of

any contribution shall be established annually and notification of the cost provided no later

than the annual enrollment period.

e. Continuation of Benefits Coverage

States eligible employees on approved leave of absence may be eligible to continue benefits.

in accordance with applicable laws and general guidelines established in the administrative

rules and regulations.

f. Cancellation and/or Denial of Coverage

Failure to pay required portion of the cost for coverage

3. Language stricken from policy

a. Specific value of employee, retiree and dependent life insurance benefits

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b. Specific details regarding benefits including application for coverage; contribution and

deduction; and eligibility criteria (moved to administrative rules and regulations)

As a point of information, the administrative rules and regulations state that individuals employed with

SCS after January 30, 2017 will not be eligible for retiree benefits; and individuals employed with SCS

July 1, 2013 thru January 30, 2017 are required to complete fifteen (15) years of continuous service

with the District; and participate in a health plan offered by the District for the two (2) years

immediately prior to retirement. The same shall apply for continuation of life insurance benefits.

5006 Awarding of Credits – REVISED


Clarify that a student will receive one full credit in a course if the student receives a passing yearly or

final grade in a course

Add a reference section


Include provision from the state regarding summer credit stating that credits received for any first-

attempt courses taken during the summer may count towards the course requirements during the

subsequent school year. Any applicable End of Course examinations must be taken during the fall

semester immediately following the summer course. Credit may not be given in a summer course with

an associated End of Course examination (that is a first attempt at the credit) until the student takes the

examination. Students taking remediation courses during the summer may receive credit immediately

upon passing. Remediation courses are those courses previously attempted with a completed End of

Course examination, as applicable

Include provision from the state regarding credit recovery credits stating that if a student is seeking to

recover credit for the first semester of a two (2)-semester course, the student may not receive the full

credit for the course until the student has enrolled in and passed the second semester of the course and

taken any applicable End of Course examinations

5007 Online Courses and Online Course/Credit Recovery– REVISED


Clarify that SCS provides course/credit recovery that meets the Tennessee standards for credit recovery

programs


Clarify that students must meet course prerequisites before taking online courses, unless exempted by

the principal, Virtual Schools Office, or Superintendent (designee)

Modify language regarding how dropped courses are recorded on a student’s record by allowing

students to drop a district-offered online course at any time without the course being recorded on the

student’s cumulative record, if in the opinion of the principal, counselor, teacher(s), or parent, a student

is experiencing extreme difficulty in the course

Add language stating that online courses and online course grades shall only be recorded on a student's

cumulative record if the student passes the online course

Clarify that a district-offered online course will not be recorded on a student’s cumulative record if the

Virtual Schools Office withdraws the student who is scheduled for and/or logs into an online course but

shows no activity by the end of the first ten (10) days

Modify the course/credit recovery grade threshold by allowing a diagnostic assessment for eligibility

(e.g., earn at least 45 on the initial Grade Results Benchmark used to set the course/credit recovery

learning path) and stating that a student who masters at least fifty percent of the course standards, but

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makes below 45 on the initial Grade Results Benchmark used to set the course/credit recovery learning

path will require additional support at the school level to assist with the student’s success in the

course/credit recovery class

Replace references to disciplinary policies with language stating that students who are not on pace to

complete any course with a grade of 70 or above will have their accounts deactivated if they

accumulate 5 or more unexcused absences (failures to login/participate). Accounts can be reactivated

once the principal, principal designee, and/or the Virtual Schools office meets with students and

parents/guardians to develop a success plan

Incorporate state provisions requiring students passing course/credit recovery to receive a grade of 70%

and state that the original failing grade may remain on the transcript, but is NOT included in the

student’s cumulative GPA

Include state course/credit recovery provisions regarding postsecondary institutions and NCAA stating

that not all postsecondary institutions will accept credit recovery courses for credit and that NCAA

Clearinghouse will not accept credit recovery courses for credit

6009 Attendance Zone Policy – REVISED


Rename the policy

Add the following to the list of reasons that rezoning may be initiated: to account for a new building or

a building addition, to address school closures, and to accomplish grade reconfiguration

Refers to a single rezoning proposal rather than referencing two alternative proposals

Move administrative procedures to the regulations


Clarify the rezoning/zoning process to include the following:

o Year-round monitoring and an annual review of student enrollment, development trends, capacity,

and facility utilization, inclusive of rezoning scenarios for all overcrowded schools where a

receiver school is available

o Reporting rezoning findings to the Superintendent who may recommend initiating the rezoning

process to the Board

o After Board direction to commence the planning process (e.g., February/March), holding one

public meeting at the schools proposed for rezoning rather than two public meetings during which

a single rezoning proposal (based on evaluation and consideration of the rezoning scenario) rather

than two alternative proposals is presented for public input

o Presenting the Superintendent’s rezoning proposal inclusive of any adjustments made as a result of

the public meeting to the Board (Generally, the Board takes action on the proposal not less than

30 days from presentation but by no later than March prior to the rezoning year, unless

extenuating circumstances exist.)

o Board-approved rezoning changes take effect at the start of following school year, unless

extenuating circumstances exist

Add the following to the list of criteria to be considered in the rezoning proposal: development trends,

facility condition, academic performance, proximity

6022 Student Conduct – REVISED

The proposed revisions to the Student Code of Conduct:

Expand Category D and E violations regarding inciting, advising or counseling of others to engage in

certain listed offences to include using any means to send or receive spoken or written messages,

including, but not limited to, notes, letters, texts, online or in-person group chats or conferencing,

electronic messaging, audio messaging, video messaging, social media posts/streams, or other similar

forms of communication

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6032 Grade Classification for High School Students – REVISED The proposed revisions to the policy:

Remove the note regarding 12th grade classification and course load to align with current course load

standards of the state

6034 Participation in Commencement Exercises – REVISED


Align the diplomas and high school exit options allowed for participation in commencement exercises

with the terms used by the state or uses general terms

II. Recommendation: That the Shelby County Board of Education approves the following:

3004 Student Transportation; 4004 Fringe Benefits; 4047 Teacher Effect Data; 5005 Advanced

Courses; 5006 Awarding of Credits; 5007 Online Courses and Online Course Recovery; 5014 Grading

System for Grades PreK-5; 5015 Grading System for Grades 6-8; 6002 School Admissions; 6009

Attendance Zone Policy; 6014 Attendance and Excuses; 6022 Student Conduct; 6032 Grade

Classification for High School Students; 6034 Participation in Commencement Exercises; and 6051

Interscholastic Athletics.

That the Shelby County Board of Education repeals the following: 3005 School Bus Safety.

Administrative Rules and Regulations - Point of Information

5004 Graduation Requirements (Regulations) – Revised

The proposed revisions to the regulations:

Align the regulations to the state policy

Incorporate the state ACT/SAT graduation requirement (effective starting with SY17-18 graduates)

Clarify that a passing grade on the US Civics test is not a condition of receiving a regular diploma

Include a state recognized industry certification as an option for graduating with “state distinction”

Add the Tennessee Tri-Star Scholar graduation recognition for students who earn a composite score of

19 or higher on the ACT/SAT equivalent and earns a capstone industry certification as promoted by the

Tennessee Department of Education

Include information regarding the focused plan of study

6036 Valedictorian and Salutatorian (Regulations) – Revised

The proposed revisions to the regulations:

Align to state provisions and replace references to national industry certification courses with capstone

industry certification aligned courses

Include state provisions that for students passing credit recovery courses, the original failing grade shall

not be considered in the HOPE Scholarship Eligibility Grade Point Average calculation

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Shelby County Board of Education

3004

Issued Date: 08/26/10 Revised: 02/26/13

STUDENT TRANSPORTATION SERVICES

I. PURPOSE

To ensure that a safe and cost-effective student transportation system is made available for eligible

Shelby County Schools (SCS) students to and from schools and education-related activities.

II. SCOPE

This policy applies to all eligible SCS students, and to all SCS employees administering and/or

coordinating student transportation services, and vendors contracted by the District to provide

school bus transportation services.

III. POLICY STATEMENT

SCS is authorized to provide school bus transportation services (hereafter referred to as

transportation services) to and from school at no cost for eligible students. The provision of such

services, although not required for students other than those receiving special education services as

determined by a child’s individualized education program (IEP), is provided as a service to the

general student population in accordance with applicable laws.

A. Safety

The District believes that the safety of students is the primary consideration in all matters

pertaining to student transportation services; and that vehicles used to transport students, its

maintenance, and drivers are critical factors that must be considered. To provide safe and

reliable transportation services, the District shall comply with and observe all applicable codes,

laws, and ordinances of the city of Memphis, Shelby County, State of Tennessee, US

government and all other uniform standards established for the protection and safety of

individuals being transported.

1. Transportation Supervisor

A Transportation Supervisor shall be appointed by the Superintendent to monitor and

oversee District transportation services. Training in student transportation management

shall be completed by the Transportation Supervisor and reported to the state department of

education in accordance with applicable laws and regulations.

2. School Bus

Any entity contracted to provide transportation services in accordance with this policy is

expected to maintain all school buses and related equipment in a safe, clean, and operable

condition; and to ensure that such services meet or exceed the Tennessee Minimum School

Bus Standards as approved by the State Board of Education and all applicable federal motor

vehicle safety standards.

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3. School Bus Driver

As required by law, school bus drivers must pass background checks, have a certified

driving record, and maintain all licensures and qualifications. Any entity contracted to

provide District transportation services in accordance with this policy shall be responsible

for ensuring that each bus driver adheres to all applicable laws, rules and regulations.

B. Complaint Process and Investigation

1. Submitting Complaints

To assist the District in the safe transport of students, individuals (including students) are

strongly encouraged to report safety complaints regarding the (1) mechanical condition of a

bus (e.g., improper working lights/signals, inoperable flashing stop arm, or bald tires) or (2)

unsafe actions or physical condition of a bus driver (e.g., driver texting while driving,

nodding off, or speeding). Notification of the process for reporting complaints shall be

provided to students and parents annually in the student handbook and/or via the District’s

website.

Complaints should be filed as soon as possible and may be submitted:

• In person at the SCS Transportation Office

• Telephone by contacting the safety hotline number located on the rear bumper of the

bus OR the SCS Department of Transportation at 416-6077

• Email at [email protected]

All complaints must be reduced to written form. Complaints received via the District’s

and/or safety hotline numbers must be appropriately documented by the person receiving the

phone call and submitted to the District’s Transportation Supervisor.

2. Investigating Complaints

Within twenty-four (24) hours of receipt of a complaint, the vendor in collaboration with the

Transportation Supervisor and other District staff as deemed appropriate shall begin an

investigation of all bus safety complaints.

Within forty-eight (48) hours of receipt of the initial complaint, the Transportation Supervisor

shall submit a preliminary report to the Superintendent and his/her designee. At a minimum,

the report shall include the time and date of receipt of the complaint; a copy or summary of

the complaint; the school bus driver involved; and any prior complaints or disciplinary

actions taken against the driver.

Within sixty (60) school days of receipt of a complaint, the Transportation Supervisor shall

submit a final report to the Superintendent and his/her designee in writing that includes any

findings of the investigation and any action taken by the Transportation Supervisor in

response to the complaint.

C. Maintenance of Records

In accordance with State statute and/or rules and regulations of the State Board of Education, the

District shall maintain the following records (1) bus maintenance and inspections; (2) bus driver

credentials, including required background checks, health records, and performance reviews; (3)

driver training records; and (4) complaints received and any records related to the investigation of

those complaints. Additional records may be requested and maintained at the discretion of the

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mailto:[email protected]

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District in accordance with contractual agreements. The vendor shall be responsible for providing

the District with records (including video surveillance) as required and/or requested. The

Transportation Supervisor shall be responsible for the collection and maintenance of such records.

All accidents, regardless of the damage involved, must be reported to the Transportation Supervisor,

including incidents in which any part of the bus contacts any other object or vehicle.

D. Ridership Eligibility

Criteria for bus ridership eligibility for the general student population are determined by the

District. Student use of transportation provided by the District is a privilege and continued

eligibility to use District transportation services may be suspended and/or revoked for violation of

applicable policies and rules.

E. Bus Routes

Bus routes that ensure the most efficient and economical student transportation service shall be

planned and established annually by the SCS transportation department and shall be implemented in

accordance with the SCS Student Transportation Services Manual.

Waiver to Board or Exit the Bus at an Alternate Location

The District shall allow waivers permitting a student to board or exit his/her assigned bus at an

alternate location other than his/her regular bus stop in accordance with established administrative

rules and regulations. Additionally, waivers that result in an increase in associated student

transportation cost for the District shall be prohibited.

IV. RESPONSIBILITY

A. The office responsible for student transportation services is responsible for developing and

implementing the Student Transportation Services Manual.

B. The Superintendent is responsible for ensuring that this policy is followed.

Legal References:

Cross References:

1. T.C.A. § 49-6-2101-2118

2. TRR/MS 0520-1-5-01

3. T.C.A. 55-50-302

1. 6050 Student Conduct on School Buses

2. 6057 Physical Relocation of Students

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Administrative Rules and Regulations

Issued Date: 00/00/00

A. Video Surveillance Cameras on School Buses Video surveillance cameras shall be installed on every school bus used to transport students to and

from curricular and extracurricular activities. Video surveillance shall be used to promote the order,

safety, and security of students, staff, and property. The video camera does not replace the authority

and responsibility of the bus driver or school district administrative staff. Video surveillance

cameras must be operational at all times that the route is in progress.

Video surveillance is to supplement and not replace written reports prepared by District staff and/or

bus drivers. Any images of students recorded on videotape are subject to the confidentiality

accorded student records under applicable laws, board policy, and administrative regulations. Video

recordings may only be accessed by the parent of the student involved, employees of the school

involved who have a legitimate educational interest in the recording, and SCS Security. The

recording may be shared with the appropriate law enforcement agency in accordance with

applicable laws and District guidelines.

The maintenance and availability of video surveillance by a vendor contracted by the District to

provide school bus transportation services shall in accordance with contracted terms and

agreements.

Release of Video Recordings

In accordance with policy 7001 News Media Relations, the Superintendent serves as the chief

spokesperson and is solely authorized to speak in an official capacity on behalf of the District. The

Superintendent at his/her discretion may designate other staff to serve as spokesperson and

representative in responding to media requests or give statements on behalf of the District. Release

of information to the media and any other parties shall be in accordance with the law and applicable

Board policies. Requests shall be forwarded to the SCS Office of General Counsel.

B. Evacuation Drills

Bus evacuation drills shall be conducted throughout the school year to familiarize students with the

proper procedures for safely evacuating the school bus in the event of an emergency.

CA. Ridership Eligibility

SCS students enrolled in elementary schools who reside one and one-half (1 1/2) miles or more and

students enrolled in middle or high schools who reside two (2) miles or more from their assigned

schools shall be eligible for transportation services. Students attending a school on a general

transfer request are not eligible for transportation services (see Policy 6002 – School Admission).

Exceptions may be granted for students residing less than the required designated miles from their

assigned schools. Such exceptions may be granted to:

• Students receiving special education services who have a current IEP (Individual Education

Program) indicating a need for special transportation services.

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• Students with a 504 plan that indicates a need for student transportation as verified by a

physician. A completed Student Information Form must be on file at the school and the

Transportation Office.

• Students who reside in an area where traffic or other conditions make walking to and from

school hazardous. Hazardous areas, as determined by an analysis conducted by the office

responsible for student transportation services, shall be based on the following conditions:

1. age of student

2. traffic volume and/or speed

3. roadway design/walkway conditions (i.e., curvy roads, sidewalks, ditches)

4. other conditions as deemed appropriate

D.B. Waiver to Board or Exit the Bus at an Alternate Location

A waiver permitting a student to board or exit his/her assigned bus at an alternate location other

than his/her regular bus stop may be made under the following conditions:

1. The request for a waiver must be made in writing by the parent/guardian at the school.

2. A legitimate need, as determined in the sole discretion of the Principal, must exist and there

must be reasonable assurance that provisions are made for the safety of the student.

3. Granted waivers shall not exceed one (1) per year nor be subject to revocation by the parent for

the school year in which it is granted.

4. The Principal is the designated authority to evaluate and approve or deny a request for a waiver

based on the stated hardship; and for consulting with the office responsible for student

transportation services as appropriate.

5. The Principal or his/her designee must document approved requests.

A waiver to board or exit the bus at an alternate location shall be effective for the same location

every school day. Under no circumstances will a waiver be granted that changes or adds additional

stops to the student’s assigned bus route.

Individuals who have suggestions, questions, or concerns regarding student transportation may

contact the Transportation Office at 321-2280 416-6077.

Request for Transportation Alternate Stop Waiver Form - pdf

Request for Transportation Alternate Stop Waiver (Special Education Buses) Form - pdf

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http://www.scsk12.org/policy/pm/3000/Alternate-Stop-Waiver-Form.pdf

http://www.scsk12.org/policy/pm/3000/Alternate-Stop-Waiver-SPED-Form.pdf


3005


SCHOOL BUS SAFETY PROGRAM

The safety and welfare of student riders shall be the first consideration in all matters pertaining to

transportation. Emergency evacuation drills shall be conducted regularly throughout the school

term to thoroughly acquaint student riders with procedures in emergency situations.

All vehicles used to transport children shall be maintained in such condition so as to provide safe

and efficient transportation service with a minimum of delays and disruption of such service due

to mechanical or equipment failure. Buses shall be replaced at such intervals so as to provide

good equipment at all times.

Video Cameras on Transportation Vehicles

The Board as a part of the District's ongoing program to improve discipline and ensure the

health, welfare, and safety of all students and persons riding on school transportation vehicles

with students, may utilize video cameras on some or all school vehicles transporting students to

and from curricular and extracurricular activities.

Video surveillance shall be used to promote the order, safety, and security of students, staff, and

property. The video camera does not replace the authority and responsibility of the bus driver or

school district administrative staff.

Video cameras will be used to monitor student behavior. Such monitoring is to supplement and

not replace written reports prepared by bus drivers and school administrators. Any images of

students recorded on videotape are subject to the confidentiality accorded student records under

applicable laws, board policy, and administrative regulations.

Video tapes may be reused and the video recording created under this policy may be recorded

over at the discretion of the Director of Transportation.

T.C.A. § 49-6-2101

T.C.A. § 49-6-2109

T.C.A. § 49-6-2118

Tennessee State Board of Education Rule 0520-1-5-.01

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4047


Revised: 07/01/13, 10/28/14,

09/29/15

TEACHER EFFECT DATA

I. PURPOSE

To ensure compliance with the state law and state guidelines regarding use of and access to teacher effect data.

II. SCOPE

This policy applies to all schools.

III. DEFINITIONS

Teacher Effect Data - Student achievement data based on student growth data as represented by the Teacher Value Added Assessment System (TVAAS), developed pursuant to state law, or some other comparable measure of student growth, if no such TVAAS data is available.

IV. POLICY STATEMENT

Shelby County Schools believes that the measurable impact that an individual teacher has

on student learning is important and essential to making sound educational decisions for

students and teachers. The District believes that teacher effect data should be one of

multiple inputs used in identifying effective teachers. Analysis of aggregate teacher effect

data as part of a larger definition of effectiveness will allow the District to identify District

trends in teacher performance; engage in comprehensive District planning; chronicle a

teacher’s performance over his/her years of service with the District; target support to schools

and teachers; and address District-wide teacher performance issues that arise in certain

subjects and content areas.

When matching a teacher’s effect data to students within the District, a student must have been present in a teacher’s class for one hundred fifty (150) days of classroom instruction per year or seventy-five (75) days of classroom instruction in a block schedule before that student's record is attributable to a specific teacher. Teacher effect data shall not be retained for use in evaluations for more than the most recent five (5) years. A teacher may challenge the accuracy of data used in his/her evaluation pursuant to the State Board of Education evaluation grievance procedure. The estimates of specific teacher effects on the educational progress of students will not be a

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public record and will be made available only to the specific teacher, the teacher's appropriate administrators as designated below, and School Board members acting in their official capacity. The estimates of specific teacher effects may also be made available to the State Board-approved teacher preparation programs of individual teachers. The estimates made available to the preparation programs shall not be a public record and shall be used only in evaluation of the respective teacher preparation programs.1

Additionally, the estimates of specific teacher effects on the educational progress of students may be made available to parties conducting research for, or on behalf of, the Tennessee Department of Education, schools, local education agencies (LEAs), or postsecondary institutions; provided, however, that the estimates made available shall not be a public record and shall be used only for research purposes. Each party receiving the estimates of specific teacher effect data for research purposes shall execute a signed data sharing agreement with the District that includes provisions safeguarding the privacy and security of the data. 1

The Board of Education designates the following as the appropriate administrators to receive and be responsible for teacher effect data:2

1. Building Principals, including Assistant Principals, of employees within his/her school; 2. Superintendent; and 3. Superintendent’s designees. The Superintendent’s designees may include but are not limited to, staff members involved in the teacher evaluation and/or professional development process who have been identified and approved by the Superintendent; and the heads of departments and their designees who have a legitimate employment purpose for accessing and using an individual employee’s teacher effect data.

Teacher effect data should be accessed and used only by those with a legitimate employment purpose for accessing and using the data (e.g., evaluation process, employee hiring/placement process, professional development process). The District shall monitor and track the access and use of teacher effect data. Additionally, reproduction of teacher effect data by any means and in any form is strictly prohibited. Violations of this provision and any unauthorized or inappropriate access or use of teacher effect data could result in disciplinary action up to and including termination of employment. Additionally, violations of this policy by third party vendors, consultants, and other non-SCS personnel; any provision thereof; and any unauthorized or inappropriate creation, access, or use of teacher effect data could result in disciplinary action up to and including cancellation of contracts. V. RESPONSIBILITY A. The Superintendent (or designee) is responsible for implementing this policy.

Legal References:

1.TCA 49-1-606 (a) and (b)

2.TCA 49-1-302(d)(1) and (2)

3."Guidelines for the Distribution, Security and

Application of TVAAS Teacher Effect Data,"

State Board Guidelines, 1996

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5005


Revised: 07/30/13

ADVANCED COURSES

I. PURPOSE

To outline guidelines for advanced courses such as Honors, local and Statewide Dual

Credit, Capstone Industry Certification-Aligned, Dual Enrollment, Advanced

Placement (AP), Cambridge International, College Level Exam Program (CLEP), and

International Baccalaureate (IB) courses. Honors courses, District advanced courses,

technical courses that offer National Industry Certification, Dual Enrollment/Dual

Credit courses, Advanced Placement courses, and International Baccalaureate courses.

II. SCOPE

This policy applies to advanced courses within the Shelby County Schools.


Shelby County Schools believes in the basic principle that academic rigor and the

opportunity to accelerate learning are powerful motivators for students to meet

intellectual challenges and excel in the academic environment. The district will

endeavor to uphold the standards of the State Board of Education which require

schools to minimize tracking of students by ability, eliminate central classes taught

below the college preparation level, and provide all students a challenging course of

study. To that end, the District supports advanced courses and programs that promote

academic acceleration such as Honors courses, District advanced courses, technical

courses that offer National Industry Certification, Dual Enrollment/Dual Credit

courses, Advanced Placement courses, and International Baccalaureate courses.

The District also believes in encouraging student participation in advanced courses

through methods such as communicating information about advanced courses to

students and parents; offering district-wide counseling to students about the benefits

of advanced level courses; district wide identification and counseling of students who

might benefit from of advanced level courses; and annually reporting on the district

progress toward increasing students’ readiness and participation for advanced courses.

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Requirements for Advanced Courses

Program Requirements

The Superintendent or designee(s) shall ensure the development and/or identification

of program stipulations, eligibility criteria, student attendance and discipline

standards/expectations, and criteria for continuation in advanced courses, and shall

ensure the development and/or identification of procedures for students encountering

difficulty and/or wishing to drop advanced courses., and program stipulations for

Honors courses, District advanced courses, technical courses that offer National

Industry Certification, Dual Enrollment/Dual Credit courses, Advanced Placement

courses, and International Baccalaureate courses.

Financial Obligations

Students/parents shall be responsible for financial obligations required by a

postsecondary institution in association with enrollment in an advanced course or with

course requirements (e.g., dual enrollment), unless such funding is otherwise available

through grants; state, local, or federal entities; or the District. (e.g. TSAC funding for

11th and 12th grade students)

Moreover, fees requested by the District in association with an advanced course (e.g.,

AP, IB, Dual Enrollment, etc.) shall be in accordance with policy 6047 School Fees

and Debts.

Each school that administers the AP and PSAT/NMSQT examinations shall provide

notice of the dates on which the school will administer the examinations on the

school's web site. The notice shall include the availability of AP and PSAT/NMSQT

examinations and the availability of outside financial assistance to low-income and

needy students to take the AP and PSAT/NMSQT examinations.

Honors Courses

Framework of Standards for Honors Courses

Honors courses will substantially exceed the content standards, learning expectations,

and performance indicators approved by the State Board of Education. Teachers of

honors courses will model instructional approaches that facilitate maximum

interchange of ideas among students: independent study, self-directed research and

learning, and appropriate use of technology. All honors courses must include multiple

assessments exemplifying coursework (such as short answer, constructed-response

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prompts, performance-based tasks, open-ended questions, essays, original or creative

interpretations, authentic products, portfolios, and analytical writing). Additionally, an

honors course shall include a minimum of five (5) of the following components:

i. Extended reading assignments that connect with the specified curriculum.

ii. Research-based writing assignments that address and extend the course

curriculum.

iii. Projects that apply course curriculum to relevant or real-world situations. These

may include oral presentations, PowerPoint, or other modes of sharing findings.

Connection of the project to the community is encouraged.

iv. Open-ended investigations in which the student selects the questions and

designs the research.

v. Writing assignments that demonstrate a variety of modes, purposes, and styles.

(I) Examples of mode include narrative, descriptive, persuasive, expository,

and expressive.

(II) Examples of purpose include to inform, entertain, and persuade.

(III) Examples of style include formal, informal, literary, analytical, and

technical.

vi. Integration of appropriate technology into the course of study.

vii. Deeper exploration of the culture, values, and history of the discipline.

viii. Extensive opportunities for problem-solving experiences through imagination,

critical analysis, and application.

ix. Job shadowing experiences with presentations which connect class study to the

world of work.

All course types which meet the above framework will be classified as honors and

may be weighted by adding 3 points to all grades used to calculate the semester

average.

Note: All high school courses, including honors courses, taken prior to high school

enrollment will count as elective credit.

District Advanced Courses

Courses may be determined by the District to be classified as advanced. District

advanced courses that are identified by the District as comparable to Honors courses

or Advanced Placement courses shall receive additional points in the same manner as

the Honors courses or Advanced Placement courses, respectively.

Technical Courses that offer National Industry Certification

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Technical courses that offer a National Industry Certification through a nationally

recognized examination may be weighted by adding 3 points to all grades used to

calculate the semester average.

Dual Enrollment/Dual Credit

Eligible students in grades 9-12 have the opportunity to enroll in college level courses

and earn both college credits and credits toward their high school diplomas. All

qualifying students may enroll in college level courses that are conducted at the high

school during the school day and are taught by a bona fide college professor or a

licensed SACS approved adjunct secondary teacher. Courses must be taught in

accordance with an agreement between the participating institution of higher learning

and Shelby County Schools. In addition, qualifying 11th and 12th grade students may

enroll in college level courses that are conducted at an institution of higher education

or courses provided online by the postsecondary institution. The institution of higher

education must be accredited by the state or by a state-approved accrediting agency.

Dual Enrollment/Dual Credit courses that are identified by the District as comparable

to Honors courses or Advanced Placement courses shall receive additional points in

the same manner as the Honors courses or Advanced Placement courses, respectively.

Advanced Placement Courses and International Baccalaureate Courses

Advanced Placement and International Baccalaureate courses offered by the District

must substantially incorporate the learning objectives and course descriptions as

defined by the College Board or International Baccalaureate Organization.

Advanced Placement and International Baccalaureate courses that have end-of-course

national examinations qualify for the addition of 5 points to grades used to calculate

semester averages.

IV. RESPONSIBILITY

The Superintendent (or designee) is responsibility for administering this policy.

Legal References: Cross References:

1. Tennessee State Board of Education Rule §

0520-01-03-.05

2. Tennessee State Board of Education

Uniform Grading Policy 3.301

3. TCA 49-6-407

1. 6047 School Fees and Debts

2. 6036 Valedictorian and

Salutatorian

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ADVANCED COURSES Administrative Rules and Regulations

Revised: 00/00/00

In accordance with state law, beginning with the 2018-2019 school year, the district

shall make available to students enrolled in its high schools opportunities to take at

least four (4) early postsecondary opportunities, as defined by the Tennessee State

Department of Education. These opportunities may be provided through traditional

classroom instruction, online or virtual instruction, blended learning, or other

educationally appropriate methods.

Honors Courses

Framework of Standards for Honors Courses

Honors courses will substantially exceed the content standards, learning

expectations, and performance indicators provide additional rigor and substantially

exceed the academic standards approved by the State Board of Education. Teachers of

honors courses will model instructional approaches that facilitate maximum

interchange of ideas among students: independent study, self-directed research and

learning, and appropriate use of technology. All honors courses must include multiple

assessments exemplifying coursework (such as short answer, constructed-response

prompts, performance-based tasks, open-ended questions, essays, original or creative

interpretations, authentic products, portfolios, and analytical writing). Additionally, an

honors course shall include a minimum of five (5) of the following components:

i. Extended reading assignments that connect with the specified curriculum.

ii. Research-based writing assignments that address and extend the course

curriculum.

iii. Projects that apply course curriculum to relevant or real-world situations. These

may include oral presentations, PowerPoint, or other modes of sharing findings.

Connection of the project to the community is encouraged.

iv. Open-ended investigations in which the student selects the questions and

designs the research.

v. Writing assignments that demonstrate a variety of modes, purposes, and styles.

(I) Examples of mode include narrative, descriptive, persuasive, expository,

and expressive.

(II) Examples of purpose include to inform, entertain, and persuade.

(III) Examples of style include formal, informal, literary, analytical, and

technical.

vi. Integration of appropriate technology into the course of study.

vii. Deeper exploration of the culture, values, and history of the discipline.

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viii. Extensive opportunities for problem-solving experiences through imagination,

critical analysis, and application.

ix. Job shadowing experiences with presentations which connect class study to the

world of work.

All course types which meet the above framework will be classified as honors and

may shall include the addition of three (3) percentage points to the be weighted by

adding 3 points to all grades used to calculate the semester average. Additionally, in

accordance with state law, one-half (1/2) quality point shall be added to the numerical

quality point value corresponding to the letter grade received for the course in an

honors course (applicable beginning with the SY 2016 – 2017 ninth grade class).


enrollment will count as elective credit, unless state or federal guidance provides

otherwise (e.g., Early High School Graduation Program under the Move on When

Ready Act., etc.).

District Advanced Courses

Courses may be determined by the District to be classified as advanced. District

advanced courses that are identified by the District as comparable to Honors courses

or Advanced Placement courses shall receive additional points in the same manner as

the Honors courses or Advanced Placement courses, respectively.

Technical Courses that offer National Industry Certification

Technical courses that offer a National Industry Certification through a nationally

recognized examination may be weighted by adding 3 points to all grades used to

calculate the semester average.

Capstone Industry Certification Aligned Courses

Career and technical education courses that are aligned to a capstone industry

certification recognized by the Tennessee Department of Education shall include the

addition of four (4) percentage points to the grades used to calculate the semester

average for students who sit for the identified industry certification exam.

Additionally, in accordance with state law, one-half (1/2) quality point shall be added

to the numerical quality point value corresponding to the letter grade received for the

course in a capstone industry certification course (applicable beginning with the SY

2016 – 2017 ninth grade class).

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Statewide Dual Credit Courses

A statewide dual credit course is a high school course that incorporates postsecondary

learning objectives and is aligned with an approved dual credit challenge exam. All

statewide dual credit courses offered through the District shall incorporate the

postsecondary learning objectives.

All students enrolled in an identified statewide dual credit course offered through the

District must sit for the challenge exam. Students who pass the challenge exam will

earn college credit accepted by all Tennessee public postsecondary institutions.

Statewide dual credit courses shall include the addition of four (4) percentage points

to the grades used to calculate the semester average for students who sit for the

identified statewide dual credit challenge exam. Additionally, in accordance with state

law, three-fourths (3/4) quality points shall be added to the numerical quality point

value corresponding to the letter grade received for the course in a statewide dual

credit course (applicable beginning with the SY 2016 – 2017 ninth grade class).

Local Dual Credit Courses

A local dual credit course is a high school course that incorporates postsecondary

learning objectives and is aligned with a challenge exam that is approved by a local

postsecondary institution through an articulation agreement with a local education

agency. Students who pass a local dual credit challenge exam will earn college credit

at the specific postsecondary institution(s) participating in the articulation agreement.

Local dual credit courses shall include the addition of four (4) percentage points to the

grades used to calculate the semester average for students who sit for the identified

local dual credit challenge exam.

Dual Enrollment Courses/Dual Credit

Eligible students in grades 9-12 (except where otherwise provided by federal or state

law and/or rules, regulations, or guidance (e.g., IEP, etc.)) have the opportunity to

enroll in college level courses and earn both college credits and credits toward their

high school diplomas through dual enrollment.

A dual enrollment course is a course taught for postsecondary credit that is also

recognized by a local education agency for high school credit and is taught by

postsecondary faculty All qualifying students may enroll in college level courses that

are conducted at the high school during the school day and are taught by (e.g., a bona

fide college professor or a licensed SACS approved adjunct secondary teacher).

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Courses must be taught in accordance with an agreement between the participating

institution of higher learning and Shelby County Schools. In addition, qualifying 11th

and 12th grade students may enroll in college level courses that are conducted at an

institution of higher education or courses provided online by the postsecondary

institution. The institution of higher education must be accredited by the state or by a

state-approved accrediting agency.

Dual enrollment courses may be taught at a postsecondary institution, at a high

school, or virtually. Dual enrollment courses that are recognized for high school

credit shall include the addition of four (4) percentage points to the grades used to

calculate the semester average for students who pass the dual enrollment course.

Dual Enrollment/Dual Credit courses that are identified by the District as comparable

to Honors courses or Advanced Placement courses shall receive additional points in

the same manner as the Honors courses or Advanced Placement courses, respectively.

Additionally, in accordance with state law, one (1) quality point shall be added to the

numerical quality point value corresponding to the letter grade received in the course

for a dual enrollment course (applicable beginning with the SY 2016 – 2017 ninth

grade class).

Schools must accept postsecondary credits as a substitution for an aligned graduation

requirement course, including general education and elective focus courses for those

students who take and pass dual enrollment courses at ta postsecondary institution for

credit.

Advanced Placement (AP), Cambridge International, International

Baccalaureate (IB), and College Level Exam Program (CLEP) Courses

Advanced Placement Courses and International Baccalaureate Courses

Shelby County Schools may elect to offer Advanced Placement, Cambridge

International, or International Baccalaureate courses, or align its existing courses to

College Level Exam Program (CLEP) exams. The District will ensure that these

courses incorporate the learning objectives and course descriptions as defined by the

College Board, Cambridge International, or International Baccalaureate, respectively,

and prepare students for culminating national exams that, if passed, may be accepted

for postsecondary credit by postsecondary institutions. Advanced Placement,

Cambridge International, International Baccalaureate, and CLEP courses shall include

the addition of five (5) percentage points to the grades used to calculate the semester

average for students who sit for the aligned culminating exam*. Additionally, in

accordance with state law, one (1) quality point shall be added to the numerical

quality point value corresponding to the letter grade received in the course for an AP,

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Cambridge International, or IB course (applicable beginning with the SY 2016 – 2017

ninth grade class).

*The District may award the additional weighting to the grades of students who have

completed an AP, Cambridge International, or IB course, or a course aligned with an

Industry Certification or CLEP exam, prior to the student sitting for the culminating

exam. However, the quality points will be removed if the student does not participate

in the culminating exam by the end of the school year in which the course was

completed.

Advanced Placement and International Baccalaureate courses offered by the District

must substantially incorporate the learning objectives and course descriptions as

defined by the College Board or International Baccalaureate Organization.

Advanced Placement and International Baccalaureate courses that have end-of-course

national examinations qualify for the addition of 5 points to grades used to calculate

semester averages.

25

5014 Grading System for Grades PreK-5 Page 1 of 8


5014


Revised: 06/30/11, 06/25/13, 08/25/15, 10/25/16,

03/28/17

GRADING SYSTEM FOR GRADES PRE-K-5

I. PURPOSE

To outline guidelines for grading in grades prekindergarten through five.

II. SCOPE

This policy applies to Shelby County Schools students.


Shelby County Schools establishes the grading system for grades prek-kindergarten through

fifth grade, adheres to the Tennessee Uniform Grading System, and other state laws and

regulations concerning grading, and shall comply with the grade inclusion standards required

by the State of Tennessee student assessment system which are outlined in the administrative

rules and regulations to this policy. As such, the Board authorizes the Superintendent to

detail, upon Board approval, the required weighting for incorporating students’ scores on the

State of Tennessee student assessment system into course grades, which will be provided in

the administrative rules and regulations to this policy.

Accordingly, Shelby County Schools believes providing academic and conduct grades is

important to ensure that students and parents receive regular information regarding a

student’s’ academic progress in order to facilitate learning and parent engagement.

Academic grades are determined by students’ mastery of content in each subject using varied

assessment strategies. Conduct grades are based on expectations of students’ behavior in

promoting an environment conducive to learning. Regularly issued reports cards, combined

with scheduled parent-teacher conferences, serve to promote a continuous process of

communicating a student’s progress.

GRADING LEGEND

Pre-Kindergarten and Kindergarten

26


The pre-kindergarten and kindergarten report cards show progress toward the state standards.

The grade level standards are set by the state and indicate what a student should know and be

able to do. Students are evaluated based on their progress toward meeting benchmarks for

each standard. This is indicated by symbols expressing mastery or non-mastery for each

skill. Additionally, the letter grades “E”, “S”, “N”, or “U” will be used to express basic

grading for art, music, world languages, and physical education (P.E.).

Grades 1-5

Conduct Grades

In all schools, students' conduct is graded as “E”, “G”, “S”, “N”, or “U” and is to be reported

at each grading period on the report card. Self-contained classes receive one homeroom

conduct grade. Departmentalized classes each give a conduct grade.

Conduct grades are based on behavior and shall not be deducted from scholastic grades.

Similarly, academic performance may not form the basis for conduct grades.

Academic Grades

The basic grading system for knowledge/subject area is expressed by the letters “A”, “B”,

“C”, “D”, and “F” according to the numerical values listed under the Grading Scale below

except for first (1st) grade science, social studies classes, prek-5 art, music, world languages,

and P.E. which will be expressed by the letter grades “E”, “S”, “N”, or “U”.

Grading Scale

A 93-100

B 85-92

C 75-84

D 70-74

F Below 70

SPECIAL EDUCATION

Students receiving special education services in Functional Skills Programs [Adaptive

Functional Skills (AFS) and Functional Skills (FS)] will receive a “Report Card of Progress”

based on progress towards goals stated in their Individualized Education Program (IEP).

GRADING PROVISIONS FOR ENGLISH LEARNERS (EL)

Special provisions outlined in the administrative rules and regulations to this policy apply for

students receiving services as English Learners.

27


IV. RESPONSIBILITY

A. The Shelby County Schools is responsible for informing students and parents/guardians

about grading policies and regulations; students and parents/guardians are responsible for

becoming knowledgeable with grading guidelines.

B. Principals are responsible for ensuring that all teachers are provided current information

pertaining to grading and assessment and for ensuring that grades and other reporting

categories for student progress are documented accurately.

C. Teachers are responsible for determining student grades and using the district identified

gradebook to accurately report information for generating the report cards.

E. The Chief Academic Office is responsible for implementation of this policy and

answering questions concerning the interpretation of this policy.

G. The Superintendent (or designee) is responsible for administering this policy.


1. TCA 49-1-614

2. TRR/MS 0520-1-3-.05

3. TRR/MS 0520-1-3-.06

4. TCA 49-1-302

5. TCA 49-2-203(b)(7)

6. Uniform Grading Policy 3.301 – TN State

7. Title 49, Chapter 12, Part 3 - Part Interstate

Compact on Educational Opportunity for

Military Children

8. TCA 49-1-617

28


Administrative Rules and Regulations Issued: 03/28/17

5014 Grading System for Grades PreK-5 Special Education


Functional Skills (AFS) and Functional Skills (FS)] will receive a “Report Card of Progress”

based on progress towards goals stated in their Individualized Education Program (IEP).

English Learners (EL)

Students receiving services as English Learners must be afforded modified instruction and

evaluation that relates specifically to the student’s stage of English Language Development

(ELD) and provides access to grade level content and skills. English Learners (EL) must be

evaluated with appropriate and valid assessments that are aligned with state and local

standards and that take into account the language acquisition stages and cultural backgrounds

of the students. During the early stages of ELD, grading for content-area courses must be

focused more on the progress made than on direct comparisons to the achievement of native

speakers.

The use of World Class Instructional Design and Assessment (WIDA) Model Performance

Indicators (MPIs) and Can Do Descriptors located in curriculum documents, in conjunction

with a student's identified level of English language proficiency, should guide the

modification of instruction, alignment of assessments, and grading procedures.

Letter grades of “E”, “S”, “N”, or “U” may be used for beginning level EL students in

elementary and middle school grades. The overall instructional program for EL students,

including instruction, evaluation, and grading practices should ensure that EL students

develop high levels of academic attainment in English and make progress towards meeting

the same challenging academic content and achievement standards that all students are

expected to meet.

The Chief Academic Office will advise schools regarding modifications when additional

information is necessary or requested.

Report Cards and Interim Reports

Two (2) report cards are used in grades Pre-K-5; one (1) for Pre-K and kindergarten; a

different one (1) for grades 1-5. Teachers should refer to the appropriate card for an

explanation of the grading system for each level.

29


Report cards are sent to parents at the end of each nine-week period. Parents must be notified

within a report card period when a student is not doing acceptable work. At the midpoint of

the nine weeks, parents will be notified of students’ progress; all will receive an interim

report. Parent-teacher conferences should be held for gaining parental support in an effort to

improve student performance.

Nine-Week Grades

In grades 1-5 Integrated Language Arts and Math, a minimum of twelve (12) grades per

subject per nine-week term should be recorded for every student. For all other subjects (i.e.

science, social studies, art, music, world languages, and P.E.) in grades 1-5, a minimum of

nine (9) grades per nine-week term should be recorded. Fifty percent of the required grades

must be earned and recorded by the interim of the nine-week term. Term grades given at the

end of each nine-week period will be determined by the average of daily work, oral, and

written assignments, individual and group assignments, quizzes, projects, and tests. The

teacher will assess all student assignments and weigh the value of grades given for various

assignments within the nine-week term in computing the term grade. This procedure will

enable the teacher to allow for individual student differences in the grading process. Grades

for homework assignments should be given with care, since homework may not always be

completed by the student himself. Homework assignments are of value in affording students

needed practice, and such assignments should be made within practicable limits.

Semester Grades

Semester grades for grades 1-5 are determined by an average of grades for each of the two

nine-week terms. (NOTE: Semester examinations are not given in grades 1-5.)

Final Grade

Final grades are determined by averaging the two semester grades.

State of Tennessee Student Assessment System Grade Inclusion

Beginning with the 2011-2012 school year, fFor students in grades 3 - 5, scores on the State

of Tennessee Student Assessment System shall comprise a percentage 15% of thea student’s’

final grade for the spring (second) semester in mathematics, reading/language arts, science

and social studies. In the 2017-2018 school year, the percentage shall be fifteen percent

(15%). In the 2018-2019 school year and thereafter, the percentage shall be determined by

the Superintendent in accordance with policy 5014 from a range of no less than fifteen

percent (15%) and no more than twenty-five percent (25%).

However, if the District does not receive its students' scores at least five (5) instructional

days before the end of the school year, then the District may choose not to include its

30


students' scores in the students' final grades in the subject areas of mathematics, English

language arts, science, and social studies.

Testing Information

Information about state and/or district mandated tests to be administered in the upcoming

school year is available on the District’s website at the following link

http://www.scsk12.org/assessment/ and includes the name of the test, the purpose and use of

the test, the grade or class in which the test is to be administered, the tentative date or dates

on which the test will be administered, how and when parents and students will be informed

of the results of the test, and a statement that informs parents how they can access the items

on the student's state-required summative standardized assessments and the student's answers

(see also Tennessee Department of Education webpage

http://www.tennessee.gov/education/section/assessment). Additionally, test information

shall be disseminated by placing the information in each school’s student handbook, or other

standard or policy guidebook that contains the policies and procedures of the school and is

distributed annually.

Grading Restrictions

A student's academic grade is solely intended to reflect the student's acquired knowledge,

ability, and/or skills in the designated subject. Therefore, academic credit/points may not be

awarded or deducted for any purpose that is not directly related to the student's academic

performance. For example, academic credit/points may not be awarded as an incentive to

participate or achieve a certain goal in a school fundraising event. Academic credit/points

may not be deducted for failure to purchase certain brands or types of school supplies. A

reasonable number of academic points may be deducted from a student's academic grade for

failure to submit homework or other assigned academic work on the date specified by the

teacher.

Make-up Work and Grade Recovery

Make-up Work

Regular attendance should be necessary for passing grades. Students should make every

effort and be afforded the opportunity to make up work missed due to excused and

unexcused absences. In the event of an excused absence, students are expected to make up

work missed within a reasonable time (e.g., at least one or more days of makeup for each day

of excused absence). In the event of an unexcused absence1 (including short-term

suspensions), one day of makeup time shall be allowed for each day of unexcused absence,

1 For absences due to long-term suspension (over 10 days)/expulsion, the program of making up work shall be in accordance

with state law TCA 49-6-3402(b), which allows students to attend alternative schools to receive instruction as nearly as

practicable with that of their home schools and requires that all course work completed and credits earned in the alternative

schools be transferred to and recorded in the home school.

31

http://www.scsk12.org/assessment/

http://www.tennessee.gov/education/section/assessment


unless otherwise extended by the school or extended based on law or policy. Students and/or

their parents should work with the teacher for assistance in making up work (e.g., obtaining

make-up work/assignments, participating in available tutoring/requesting tutoring, etc.)

Grade Recovery

Grade recovery shall be available for students who 1) need additional time to complete

assignments or make up class work necessary to pass a subject due to absences or 2) have

experienced special/extenuating circumstances that jeopardize their ability to remain on track

to pass a subject during a nine-week grading period (e.g., death/serious illness in the family,

displaced due to fire, etc.) Additionally, grade recovery shall be required for students who

need to recover a failing grade in a subject. Students required to take grade recovery for

receiving a failing grade in a subject must participate in a grade recovery program up to the

end of the nine-week period subsequent to receiving the failing grade. Students and/or their

parents should work with the school and teacher for assistance with grade recovery (e.g.,

participating in a classroom and/or school wide grade recovery program such Zeros Aren’t

Permitted (ZAP); participating in online grade recovery programs; obtaining make-up

work/assignments, participating in available tutoring/requesting tutoring, etc.) Any grade

adjustments resulting from grade recovery efforts shall be accompanied by a justification

indicating that a grade recovery program was completed.

Students who qualify for grade recovery based on the any of the above reasons shall initially

be given an Incomplete Grade (I). Incomplete grades are not to be left as nine-week grades

indefinitely, but shall be changed at the end of the nine-week recovery or make-up period to

reflect the actual academic grade supported by documentation. Additionally, incomplete

grades shall not be given as a final grade in any subject.

Grade Documentation, Recording, and Adjustment

Documentation

Student grades are determined by the teacher in accordance with grading criteria and district

policy/regulation. The grade given by the teacher must be supported by documentation.

Additionally, the school and/or district shall maintain documentation of each student’s

participation in and completion of interventions, make-up work, grade recovery, and other

such academic programs.

Grade Recording

All student grades shall be recorded using only the official gradebook identified by the

District (e.g., the SCS identified electronic gradebook). Additionally, in order to preserve

the confidentiality of student records and information, downloadable electronic gradebooks

are not permitted.

32


Adjustment

The principal or designee(s) has the responsibility and authority to modify a grade given by a

teacher under his/her supervision when it has been determined that the original grade was

based upon inaccurate, erroneous, or noncompliant data or the grade adjustment reflects the

following:

• Correction of inaccurate data

• Compliance with appropriate grading practices; district

policies/regulations/standard operating procedures; or state or federal law (e.g.,

adjustments/modifications under academic program such as ESL, SPED, etc.)

• Correction of errors (e.g., clerical/system errors, etc.)

• Justified modifications reflecting a student’s participation in and completion of

make-up work, grade recovery, interventions, and other such academic programs

• Other justified reason approved by the principal or appropriate district-level

administrator

All grade adjustments shall be accompanied by a justification, inclusive of a student’s

participation in class, school, or district programs, interventions, and efforts to make-up

work/assignments, recover grades, or recover credit/courses.

Monitoring and Enforcement

Monitoring - Principals and/or appropriate district-level administrators may monitor student

grades to ensure appropriate grading practices exist and ensure that students are identified

and referred to required interventions.

Enforcement - Failure to adhere to the provisions of the grading policy/regulations, including

the grade recording provision, may result in disciplinary action up to and including

termination.

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5015 Grading System for Grades 6-12 Page 1 of 13


5015


Revised: 06/30/11, 07/30/13, 08/25/15, 10/25/16,

03/28/17

GRADING SYSTEM FOR GRADES 6-12

I. PURPOSE

To outline guidelines for grading in grades six through twelve.

II. SCOPE



The grading system for all 6-12 grades has been established in accordance with the

Tennessee Uniform Grading System, State Board of Education High School Policy

and other state laws, policies, and regulations concerning grading, and shall comply

with the grade inclusion standards required by the State of Tennessee student

assessment system which are outlined in the administrative rules and regulations to

this policy. As such, the Board authorizes the Superintendent to detail, upon Board

approval, the methodology used and the required weighting for incorporating

students’ End of Course (EOC) examination scores into final course grades and the

required weighting for incorporating students’ scores on the State of Tennessee

student assessment system into course grades, which will be provided in the

administrative rules and regulations to this policy.

Accordingly, Shelby County Schools believes providing academic and conduct grades

is important to ensure that students and parents receive regular information regarding

a student’s’ academic progress in order to facilitate learning and parent engagement.

Academic grades are determined by students' mastery of content in each subject using

varied assessment strategies. Conduct grades are based on expectations of students’

behavior in promoting an environment conducive to learning. Regularly issued

34


reports cards, combined with scheduled parent-teacher conferences, serve to promote

a continuous process of communicating a student’s progress.

GRADING LEGEND

Conduct Grades - In all schools, students' conduct is graded as excellent, satisfactory,

needs improvement or unsatisfactory, and the initial letter "E", "S", "N", or "U" is

used to report the conduct grade. It is to be reported at each grading period on the

report card with each subject grade. Conduct grades are based on behavior and shall

not be deducted from scholastic grades. Similarly, academic performance may not

form the basis for conduct grades.

Grading Scale - Grades in all courses/subjects, including art, music, and physical

education, will be reported on report cards and transcript records using numerical

values as indicated below:

A 93-100

B 85-92

C 75-84

D 70-74

F Below 70

SPECIAL EDUCATION


Functional Skills (AFS) and Functional Skills (FS)] will receive a “Report Card of

Progress” based on progress towards goals stated in their Individualized Education

Program (IEP). Students with disabilities who are enrolled in inclusion courses

where grades and/or credits are awarded will receive a report card for those courses.

GRADING PROVISIONS FOR ENGLISH LEARNERS (EL)

Special provisions outlined in the administrative rules and regulations to this policy

apply for students receiving services as English Learners.

IV. RESPONSIBILITY

A. The Shelby County Schools is responsible for informing students and

parents/guardians about grading policies and regulations; students and

35


parents/guardians are responsible for becoming knowledgeable with grading

guidelines.

B. Principals are responsible for ensuring that all teachers are provided current

information pertaining to grading and assessment and for ensuring that grades and

other reporting categories for student progress are documented accurately.

C. Teachers are responsible for determining student grades and using the district

identified gradebook to accurately report information for generating the report cards.

E. The Chief Academic Office is responsible for implementation of this policy and

answering questions concerning the interpretation of this policy.

G. The Superintendent (or designee) is responsible for administering this policy.


1. Tennessee State Board of Education Rule§

0520-1-3-.06

2. Tennessee State Board of Education Rule§

0520-1-3-.05

3. TCA 49-1-614

4. TCA 49-1-617

5. TCA 49-1-302

6. TCA 49-2-203(b)(7)


Uniform Grading Policy 3.301 – TN State

8. TCA 49-12-301 Title 49, Chapter 12, Part

3 - Part Interstate Compact on

Educational Opportunity for Military

Children

9. Tennessee State Board of Education High

School Policy 2.103

1. 5005 Advanced Courses

2.

36



5015 Grading System for Grades 6-12

Special Education


Functional Skills (AFS) and Functional Skills (FS)] will receive a “Report Card of

Progress” based on progress towards goals stated in their Individualized Education

Program (IEP). Students with disabilities who are enrolled in inclusion courses

where grades and/or credits are awarded will receive a report card for those courses.

English Learners (EL)

Students receiving services as English Learners must be afforded modified instruction

and evaluation that relates specifically to the student’s stage of English Language

Development (ELD) and provides access to grade level content and skills. English

Learners must be evaluated with appropriate and valid assessments that are aligned

with state and local standards and that take into account the language acquisition

stages and cultural backgrounds of the students. During the early stages of ELD,

grading for content-area courses must be focused more on the progress made than on

direct comparisons to the achievement of native speakers.

The use of World Class Instructional Design and Assessment (WIDA) Model

Performance Indicators (MPIs) and Can Do Descriptors located in curriculum

documents, in conjunction with a student's identified level of English language

proficiency, should guide the modification of instruction, alignment of assessments

and grading procedures.

Letter grades of “E”, “S”, “N”, or “U” may be used for beginning level EL students in

middle school grades. The overall instructional program for EL students, including

instruction, evaluation, and grading practices should ensure that EL students develop

high levels of academic attainment in English and make progress towards meeting the

same challenging academic content and achievement standards that all students are

expected to meet.

The Chief Academic Office will advise schools regarding modifications

when additional information is necessary or requested.

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Grade Calculations

Student’s grade calculations and the rounding methodology used for student’s grades

shall be consistent with the implementation guidance of the Tennessee State Board of

Education Uniform Grading Policy (#3.301). Note: this section is not intended to

address grade point average calculation, which is included in the regulations to policy

6036 Valedictorian and Salutatorian.

Report Cards and Interim Reports

Report cards are sent to parents at the end of each nine-week period. Parents must be

notified within a report card period when a student is not doing acceptable work. At

the midpoint of the nine weeks, parents will be notified of students’ progress; all will

receive an interim report. Parent-teacher conferences should be held for gaining

parental support in an effort to improve student performance.

Nine Week Grades

Grades given at the end of each nine-week period will be determined by the average

of daily work, oral and written assignments, projects, and tests. A minimum of twelve

(12) grades for the nine-week period should be recorded for each subject. Fifty

percent (50%) of the twelve grades should be earned and recorded by the interim of

the nine-week term. This gives the teachers the basis for the grades at the end of the

grading period. The teacher will assess all student assignments and weigh the value of

grades given for various assignments within the nine-week term in computing the

term grade. This procedure will enable the teacher to allow for individual student

differences in the grading process. Homework assignments are of value in affording

students needed practice, and such assignments should be made within practicable

limits.

Semester Grades

a. Semester Grades: 6-8 Provisions - Semester exams are not given in grades 6-8,

except for high school level courses that are taken in eighth (8th) grade.

Students who successfully complete a high school course will earn high school

elective credit, unless state or federal guidance provides otherwise (e.g., Early

High School Graduation Program under the Move on When Ready Act., etc.).

Semester grades earned in high school courses will be recorded on the high

school transcript. The grades earned will be included in the high school GPA.

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Beginning with the 2011-2012 school year, fFor students in grades 6-8, scores

on the State of Tennessee Student Assessment System shall comprise a

percentage 15% of thea student’s final spring (second) semester grade in

mathematics, reading/English language arts, science and social studies. In the

2017-2018 school year, the percentage shall be fifteen percent (15%). In the

2018-2019 school year and thereafter, the percentage shall be determined by

the Superintendent in accordance with policy 5015 from a range of no less than

fifteen percent (15%) and no more than twenty-five percent (25%).

However, if the District does not receive its students' scores at least five (5)

instructional days before the end of the school year, then the District may

choose not to include its students' scores in the students' final grades in the

subject areas of mathematics, English language arts, science, and social studies.

b. Semester Grades: 9-12 - Semester grades are determined by averaging the two

quarter grades when no semester examination is given. When a semester

examination is given, semester grades are determined by counting the two

quarter grades as 80% and the semester examination as 20%.

c. Advanced Courses (See also policy 5005 Advanced Courses. Note: this section

is not intended to address grade point average calculation, which is included in

the regulations to policy 6036 Valedictorian and Salutatorian.)

1. Advanced Placement (AP), Cambridge International, International

Baccalaureate (IB), and College Level Exam Program (CLEP) Courses -

AP, Cambridge International, IB courses, and CLEP courses shall

include the addition of five (5) percentage points to the grades used to

calculate the semester average for students who sit for the aligned

culminating exam. * The two nine (9) week grades and the semester

exam grade, with the points included, will be used to calculate the semester average.

2. Local and Statewide Dual Credit, Capstone Industry Certification-

Aligned, and Dual Enrollment Courses - Local and statewide dual credit,

capstone industry certification-aligned, and dual enrollment courses shall

include the addition of four (4) percentage points to the grades used to

calculate the semester average for students who pass the dual enrollment

course or sit for the identified challenge/certification exam.* The two

nine (9) week grades and the semester exam grade, with the points included, will be used to calculate the semester average.

39


3. Honors - Honors courses shall include the addition of three (3)

percentage points to the grades used to calculate the semester average.

The two nine (9) week grades, and the semester exam grade, with the points included, will be used to calculate the semester average.

*The District may award the additional weighting to the grades of students

who have completed an AP, Cambridge International, or IB course, or a

course aligned with an Industry Certification or CLEP exam, prior to the

student sitting for the culminating exam. However, the quality points will

be removed if the student does not participate in the culminating exam by the end of the school year in which the course was completed.

4. Advanced Placement, International Baccalaureate Courses - In all

Advanced Placement and International Baccalaureate courses/advanced

courses comparable to Advanced Placement courses at the secondary

level five (5) points shall be added to each quarter numerical grade and

each semester exam grade. The two 9 week grades and the semester

exam grade, with the points included, will be used to calculate the semester average.

5. Statewide Dual Credit Courses - In all statewide dual credit courses at

the secondary level four (4) points shall be added to each quarter

numerical grade and each semester exam grade. The two 9 week grades

and the semester exam grade, with the points included, will be used to calculate the semester average.

6. Honors and National Industry Certification Courses - In all grades for

Honors courses, National Industry Certification courses, and advanced

courses comparable to Honors courses at the secondary level, three (3)

points shall be added to each quarter numerical grade, and each semester

exam grade. The two 9 week grades, and the semester exam grade, with the points included, will be used to calculate the semester average.

d. Exemption from Semester Exams - A student having a 90 or higher average for

the two terms/quarters in a specific course, and having three (3) or fewer

excused absences in that same course will be exempted from the semester exam

if the student desires. The number of excused absences allowed under this

provision may be adjusted by the principal in extenuating circumstances (e.g.,

long-term illness or hospitalization). When a student is exempted from the

examination, the semester average will be the average of the two term/quarter

grades and any state-mandated exam as outlined above. ANY UNEXCUSED

40


ABSENCE IN THE COURSE WILL DISQUALIFY THE STUDENT FROM

ALL EXEMPTIONS. EXEMPTIONS APPLY ONLY TO TEACHER-MADE

SEMESTER EXAMINATIONS. Twelfth (12th) grade students are eligible for

exam exemption during both semesters. All other students in high school

courses who meet the above requirements may be exempted for only the second

semester exam.

Final Grades

The final grade in a semester long course is the semester grade. Final grades in a

yearlong course with no end-of-course (EOC) examination are determined by

averaging the two semester grades.

For a course with an EOC examination, final grades are determined by considering the

course grade and the EOC examination according to the following.

a) The weight of the EOC examination on the student’s final average shall be ten

percent (10%) in the 2016-2017 school year.

b) The weight of the EOC examination on the student’s final average shall be

fifteen percent (15%) in the 2017-2018 school year.

c) The weight of the EOC examination on the student’s final average shall be

determined by the Superintendent in accordance with policy 5015 from a range

of no less than fifteen (15%) and no more than twenty-five (25%) in the 2018-

2019 school year and thereafter.

The Target Grade Method, which is one option suggested by the State, shall be the

methodology used for incorporating students’ EOC examination scores into final

course grades.

With this method, the average raw test score in the district will be converted to an 80,

which is a middle “C”. The same conversion formula used to convert the average

district EOC test score to an 80 will be used to determine converted scores for

students scoring below and above the district EOC test average, with the maximum

possible converted score being 100.

For a course with an EOC examination, if the District does not receive its students'

EOC examination scores at least five (5) instructional days before the scheduled end

of the course, then the District may choose not to include its students' EOC

examination scores in the students' course average.

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Students with Disabilities

In accordance with Tennessee State Board of Education Policy (2.103), students with

disabilities who failing to earn a yearly grade of seventy percent (70%) in a course

that has an end-of-course test examination and whose disability adversely affects

performance in that test will be allowed, through an approved process, to add to their

end-of-course assessment examination scores by demonstrating the state identified

core knowledge and skills contained within that course through an alternative

performance-based assessment. The necessity for an alternative performance-based

assessment must be determined through the student's individualized education

program plan (IEP). The alternative performance-based assessment will be evaluated

using a state approved rubric.

Grade Restrictions

A student's academic grade is solely intended to reflect the student's acquired

knowledge, ability, and/or skills in the designated subject. Therefore, academic

credit/points may not be awarded or deducted for any purpose that is not directly

related to the student's academic performance. For example, academic credit/points

may not be awarded as an incentive to participate or achieve a certain goal in a school

fundraising event. Academic credit/points may not be deducted for failure to purchase

certain brands or types of school supplies. A reasonable number of academic points

may be deducted from a student's homework or academic assignment grade for failure

to submit the homework or other assigned academic work on the date specified by the

teacher.

Additional Grading Consideration

Students who meet only the minimum requirements should be given minimum

passing grades. No student should fail for the semester or year if the only failing grade

is that of the semester examination, provided the student has made an honest effort on

the examination.

Awarding Units of Credit

Credits will be awarded in .5 increments upon successful completion of a semester.

Additionally, a student will receive one full credit in the course if he/she receives a

passing yearly/final grade in the course.

(Please note: In instances when a student is seeking to recover the first semester of a

course with an EOC examination, the student may not receive the full credit for the

42


course until he/she has enrolled in and passed the second semester of the course and

taken any applicable EOC examinations. If, through credit recovery, a student is

seeking to recover credit for the first semester of a two (2)-semester course, the

student may not receive the full credit for the course until they have enrolled in and

passed the second semester of the course and taken any applicable End of Course

examinations. A student does not need to take credit recovery if he/she has a passing

yearly/final average even if first semester is failed.)

Summer Credit - Credits received for any first-attempt courses taken during the

summer may count towards the course requirements during the subsequent school

year. Any applicable End of Course examinations must be taken during the fall

semester immediately following the summer course. Credit may not be given in a

summer course with an associated End of Course examination (that is a first attempt at

the credit) until the student takes the examination. Students taking remediation

courses during the summer may receive credit immediately upon passing.

Remediation courses are those courses previously attempted with a completed End of

Course examination, as applicable.

Testing Information

Information about state and/or district mandated tests to be administered in the

upcoming school year is available on the District’s website at the following link

http://www.scsk12.org/assessment/ and includes the name of the test, the purpose and

use of the test, the grade or class in which the test is to be administered, the tentative

date or dates on which the test will be administered, how and when parents and

students will be informed of the results of the test, and a statement that informs

parents how they can access the items on the student's state-required summative

standardized assessments and the student's answers (see also Tennessee Department

of Education webpage http://www.tennessee.gov/education/section/assessment).

Additionally, test information shall be disseminated by placing the information in

each school’s student handbook, or other standard or policy guidebook that contains

the policies and procedures of the school and is distributed annually.

Makeup-work, Grade Recovery, and Course/Credit Recovery

a. Make-up Work - Regular attendance should be necessary for passing grades.

Students should make every effort and be afforded the opportunity to make up

work missed due to excused and unexcused absences. In the event of an

excused absence, students are expected to make up work missed within a

reasonable time (e.g., at least one or more days of makeup for each day of

43

http://www.scsk12.org/assessment/

http://www.tennessee.gov/education/section/assessment


excused absence). In the event of an unexcused absence1 (including short-term

suspensions), one day of makeup time shall be allowed for each day of

unexcused absence, unless otherwise extended by the school or extended based

on law or policy. Students and/or their parents should work with the teacher for

assistance in making up work (e.g., obtaining make-up work/assignments,

participating in available tutoring/requesting tutoring, etc.)

b. Grade Recovery

1. Grade Recovery Requirements - Grade recovery shall be available for

students who 1) need additional time to complete assignments or make

up class work necessary to pass a subject due to absences or 2) have

experienced special/extenuating circumstances that jeopardize their

ability to remain on track to pass a subject during a nine-week grading

period (e.g., death/serious illness in the family, displaced due to fire,

etc.)

Additionally, grade recovery shall be required for students who need to

recover a failing grade (69 or below) during any of the first three (3)

quarters of a yearlong course or the first quarter of a semester-long

course. Students required to take grade recovery must participate in a

grade recovery program up to the end of the nine-week period

subsequent to receiving the failing grade. Students and/or their parents

should work with the school and teacher for assistance with grade

recovery (e.g., participating in a classroom and/or school wide grade

recovery program such as Zeros Aren’t Permitted (ZAP); participating in

online grade recovery programs; obtaining make-up work/assignments,

participating in available tutoring/requesting tutoring, etc.) Any grade

adjustments resulting from grade recovery efforts shall be accompanied

by a justification indicating that a grade recovery program was

completed.

Students who qualify for grade recovery based on the any of the above

reasons shall initially be given an Incomplete Grade (I). Incomplete

grades are not to be left as nine-week grades indefinitely, but shall be

1 For absences due to long-term suspension (over 10 days)/expulsion, the program of making up work shall be in

accordance with state law TCA 49-6-3402(b), which allows students to attend alternative schools to receive

instruction as nearly as practicable with that of their home schools and requires that all course work completed

and credits earned in the alternative schools be transferred to and recorded in the home school.

44


changed at the end of the nine-week recovery or make-up period to

reflect the actual academic grade supported by documentation.

2. Grade Recovery Reporting - For a yearlong course, an incomplete grade

shall only be reported for one or more of the first three quarters. For the

fourth quarter, the incomplete grade shall not be used; the documented

grade shall be used to report student progress. For a semester-long

course, an incomplete grade shall only be reported in the first quarter of

the semester. The incomplete grade shall not be used for the last quarter

of semester-long courses; the documented grade shall be used to report

student progress.

Additionally, incomplete grades shall not be given as a final grade in any

course.

c. Course/Credit Recovery – For information regarding course/credit recovery, see

policy 5007 Online Courses and Online Course/Credit Recovery.

Grade Documentation, Recording, and Adjustment

a. Documentation - Student grades are determined by the teacher in accordance

with grading criteria and district policy/regulation. The grade given by the

teacher must be supported by documentation. Additionally, the school and/or

district shall maintain documentation of each student’s participation in and

completion of interventions, independent study work, make-up work, grade

recovery, course/credit recovery, E-learning classes, correspondence courses,

online courses, and other such courses/academic programs.

b. Grade Recording - All student grades shall be recorded using only the official

gradebook identified by the District (e.g., the SCS identified electronic

gradebook). Additionally, in order to preserve the confidentiality of student

records and information, downloadable electronic gradebooks are not

permitted.

c. Adjustment - The principal or designee(s) has the responsibility and authority

to modify grades given by teachers under his/her supervision when it has been

determined that the original grades were based upon inaccurate, erroneous, or

noncompliant data or the grade adjustment reflects the following:

• Correction of inaccurate data

• Compliance with appropriate grading practices; district policies/

regulations/standard operating procedures; or state or federal law (e.g.,

45


adjustments/modifications under academic program such as ESL, SPED,

etc.)

• Correction of errors (e.g., clerical/system errors, etc.)

• Justified modifications reflecting student’s participation in and

completion of interventions, independent study work, make-up work,

grade recovery, course/credit recovery, E-learning classes,

correspondence courses, online courses, and other such

courses/academic programs

• Other justified reason approved by the principal or appropriate district-

level administrator

All grade adjustments shall be accompanied by a justification, inclusive of a

student’s participation in class, school, or district programs, interventions, and

efforts to make-up work/assignments, recover grades, or recover credit/courses.

Monitoring and Enforcement

Monitoring - Principals and/or appropriate district-level administrators may monitor

student grades to ensure appropriate grading practices exist and ensure that students

are identified and referred to required interventions.

Enforcement - Failure to adhere to the provisions of the grading policy/regulations,

including the grade recording provision, may result in disciplinary action up to and

including termination.

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6002


Revised: 01/29/13; 3/26/13, 3/25/14, 10/28/14,

06/30/15, 10/25/16

SCHOOL ADMISSIONS

Table of Contents:

I. General Information

II. Student Assignment and Transfers

III. Entrance Age and Cut-off Date for Entering Kindergarten

IV. Enrollment

V. Proof of Residency

VI. Homeless Students

VII. Attendance of Non-Resident Students

I. General Information

Purpose

To establish guidelines for student assignment; first-time enrollment; proof of

residency; entrance age and cut-off date; homeless students; and student transfers.

Scope

This policy applies to all Shelby County Schools students.

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Definitions

Parent, legal guardian, legal custodian –person with legal responsibility for a child.

Educational Capacity – including consideration of space allocation for Pre-K; CDC;

ESL; career and technical programs; specialty programs; staffing; general program

offerings; and other factors determined relevant by the District.

Responsibility

The department responsible for making student assignments and verifying residency is

responsible for implementing this policy.

The department responsible for addressing the needs of homeless and/or displaced

students is responsible for implementing the provisions of this policy that apply to

homeless and/or displaced students.

II. STUDENT ASSIGNMENT AND TRANSFERS

Student Assignment

All school aged students attending school within the Shelby County Schools

boundaries are assigned to schools based on their residence, as is reflected by the

residence of their custodial parent/legal guardian/custodian. A child whose care,

custody, and support has been assigned to a resident of the County of Shelby in the

Shelby County Schools District by power of attorney or order of the court shall be

enrolled in school provided appropriate documentation is reviewed and approved by

the District. Thereby all students who live in the County of Shelby in the Shelby

County Schools District with their parents/legal guardians/custodians shall be

admitted to the public schools without payment of tuition. Proof of legal residence and

legal custody may be required.

Student Transfers

The Board believes in developing and maintaining superior curricular and

programmatic offerings in all schools. The Board’s expectation is that all schools

demonstrate commitment to academic excellence within a stimulating and safe

teaching/learning environment. The Board recognizes that parents/legal

guardians/custodians make educational decisions to fit the varying needs, interests,

and academic goals of each of their children and that they may wish to have their

children attend a school located in an area other than that of their assigned school.

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Therefore, the District shall offer student transfers that provide options for

parents/legal guardians/custodians and enhance the educational environment and

overall school community at individual schools.

The feasibility of allowing transfers into schools within the District, at a minimum,

shall consider the educational capacity of the school including space allocation for

specialty programs, staffing, general program offerings, and crowding/overcrowding.

The District shall also review transfer trends to prevent unintended effects such as

inequities, disparities, and instability/underutilization in certain schools or attendance

zones.

The school system shall provide parents/legal guardians/custodians with information

regarding the educational programs available and shall consider student transfers

according to the provisions outlined below.

A. Specialized Programs

Specialized programs (e.g., International Baccalaureate Programme, Optional

Schools) have unique academic and/or behavioral criteria that must be met. The

appropriate transfer period and application process for specialized programs will be

posted on the District's web site.

B. General Transfers/Open Enrollment

The general transfer process/open enrollment is designed to give all families the

opportunity to select the best educational experience available for their children.

Transfer Period

The transfer application period/open enrollment period for all students will be

communicated to the public annually by the District. Submissions should be made

prior to the upcoming school year. Transfer requests will not be considered after these

dates except for those that qualify as an eligible circumstance.

Eligible circumstances include:

• Death of parent/legal guardian/custodian

• Divorce of parent/legal guardian/custodian

• Change of residence

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Eligible circumstances are intended to allow a child to remain and/or transfer to a

school when the above circumstances arise during the course of a regular school year.

The District may also make student placements outside of the transfer period if

required by law or determined necessary by the District (e.g., special education,

safety, adjustment, psychological, or medical needs of a student).

General Transfer Provisions

All Shelby County Schools students residing within the Shelby County Schools

attendance zone boundaries, including the children of non-school building employees,

may request a transfer to any school within the Shelby County Schools System. These

requests will be considered, after the school District grants transfers requested

pursuant to Transfer Priorities 1-4 below, on a space available basis in the order each

application is received.

The following general provisions apply to student transfers:

1. Previously-Granted Transfer Renewal - A previously granted transfer will

remain in effect through the child's exit grade at a particular school, provided

the child continues to meet the eligibility requirements. Written confirmation

will be sent to the parent/legal guardian/custodian prior to registration each

year.

2. Current Sibling Transfer Renewal - If a student has been granted a transfer

based on their siblings' enrollment at a school, the student shall be permitted to

attend the school to which they were transferred through that particular school's

exit grade level.

3. Exit Grade (last grade in the school) Request - A student entering an exit grade

may request to remain at the current school if the parents/legal

guardians/custodians move to another attendance zone within Shelby County

School District.

Transfer Priorities

Transfer requests shall be considered by the following priority schedule:

1. Shelby County Schools School Building Employee Transfer Requests - Shelby

County Schools' school building employees, upon request, shall receive

transfers for their children to their base/assigned work location, a school within

the feeder pattern, or a school near their school (base/assigned work location)

with applicable grade levels to serve their children. Educational capacity or

other factors deemed relevant by the District may be considered for feeder

pattern or nearest appropriate schools. Eligible individuals must be permanent

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full time employees. This designation does not include interim employees.

Additionally, tuition may apply for employees residing out-of-county or out-of-

state in accordance with Board policy.

2. New Requests for Sibling Transfers - Students with siblings already at a school

may request a transfer to the same school as their enrolled sibling. If a student

is granted a transfer based on their siblings' enrollment at a school, the student

shall be permitted to attend the school to which they were transferred through

that particular school's exit grade level. Siblings must be enrolled at the

requested school during the school year for which sibling attendance is

requested.

3. Transfer Requests Based on Rezoning - Students whose school assignment has

been changed due to rezoning will be considered for transfers to the last school

attended where space is available if they are entering an exit grade the year that

rezoning occurs.

4. High School Course of Study Transfer- High school students may request a

transfer to a school that offers a course of study that is not currently offered at

their assigned school. Requests will be evaluated based upon spaces

apportioned for the course and if granted, the student will be required to enroll

in the requested course upon admission and continue in the course of study to

maintain the transfer. (This does not include the International Baccalaureate

(IB) Programme or Optional Schools Program). All course of study transfers

will be reviewed centrally with input from the involved school in order to

evaluate academic course offerings and to ensure equitable access to course

offerings.

5. All Shelby County Schools Students NOT classified within priorities 1-4

above.

6. Transfer Requests from Non-Resident Students (excluding the children of

Shelby County Schools employees) - Non-resident students may request a

transfer. Said transfer requests may be considered provided all renewals and

transfers have been granted under the sections on General Transfer Provisions

and Transfer Priorities immediately above and space is available. Non-resident

transfer requests shall be considered by the following priority schedule:

1) Out-of-Shelby County Schools District within Shelby County (except where

administrative waivers apply)

2) Out-of-County within Tennessee – Tuition may apply in accordance with

Board policy.

3) Out-of-State - Tuition shall be charged in accordance with Board policy.

In accordance with the provisions above, the District shall endeavor to grant all

transfers that are properly submitted in a timely manner. In the event that the District

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identifies space/capacity or logistical issues during the transfer process, transfers shall

be evaluated by the District in the order each application is received or, when

necessary, on a case-by-case basis.

Denial/Revocation of Student Transfers

Student transfers may be denied or revoked at any time if the student fails to meet or

maintain acceptable academic, attendance (including tardies and late pick-ups),

behavior, and/or other eligibility criteria. Parents are encouraged to monitor their

child(ren)’s behavior, academic performance, and attendance and work with the

school if necessary to ensure their child(ren) successfully maintain their transfers.

Students whose transfers are denied or revoked are to attend their assigned school,

unless otherwise determined by the Superintendent (or designee).

Transportation

Transportation for students who are granted transfers by the District shall be the

responsibility of the parents/legal guardians/custodians unless otherwise required by

law or provided in Board policy.

Athletics

Under certain circumstances, a transfer could jeopardize the athletic eligibility for a

student. Please refer to TSSAA rule/regulations/guidelines for complete information

on athletic eligibility and student transfers.

Additionally, students who provide false, inaccurate, or erroneous information to

obtain a student transfer may jeopardize his/her privilege to participate in student

athletics within the District.

Challenges to Student Assignments

Delegation of Authority to a Committee and a Competent Examiner

The Board hereby delegates its authority to review challenges to student assignments

to a three (3) - member committee consisting of one (1) current Board member and

two (2) employees of the Board. The Board further delegates to one (1) or more

competent examiners its authority to conduct the hearings, to take testimony and to

make a report of the hearings to said committee for determination.

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Appointment of the Committee

At its last meeting before the annual student transfer period, the Shelby County Board

of Education shall designate a committee (hereinafter “the Committee”) which shall

be comprised of one (1) Board member and two (2) Shelby County Schools

employees who are not employees of the Shelby County Schools Department

responsible for student assignment/transfer, to decide challenges to student

assignments. The Board member serving on the Committee shall be elected by a

majority vote of the Board membership at its last meeting before the annual student

transfer period. The Board may designate more than one (1) Board member to serve

on the Committee on a rotating basis, but not more than one (1) Board member may

serve on the Committee at one time. The Superintendent shall designate the two (2)

Board employees who will serve on the Committee by no later than the date of the last

meeting before the annual student transfer period.

Parent Appeal

Parents may appeal denied requests for student assignments to the Shelby County

Board of Education within ten (10) business days of the date on which the

determination of the student assignment was made. After receiving the appeal, the

Board shall refer the appeal to one (1) or more competent examiners assigned to hear

appeals. The competent examiners shall provide written notice of the date and place of

the hearing to the parents, guardians or legal custodian of the child by mailing a notice

of hearing to the party at the party’s last known mailing address at least ten (10) days

before the date of the hearing. The competent examiners shall conduct the hearings1,

take testimony and make a report of the hearings to the Committee for determination.

Determination of the Committee

Within a reasonable time after the completion of the hearing and based on the report

from the competent examiner, the Committee shall enter a written order either

granting or denying the appeal of the assignment. A copy of the order and the findings

of the Committee shall be mailed to all parties appearing at the hearing at their last

known mailing address within five (5) business days from the date of the order.

Review by Chancery Court

Both parents, if living, or the parent, guardian or legal custodian of a child assigned by

a final order of the Committee, may, at any time within thirty (30) days from the date

of the Committee’s final order, obtain a judicial review of the order by filing a petition

for review in the Chancery Court of the county where the Board of Education is

located.

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Transfer Students’ Records

In accordance with state law, if a student transfers from a school to another school

within the Shelby County Schools district, the district shall send copies of the

student's records, including the student's disciplinary records, to the school to which

the student transfers.

Additionally, in accordance with to state law, if a student transfers from an LEA to

another LEA, then the LEA from which a student transfers shall remit copies of the

student's records, including the student's disciplinary records, to the LEA to which the

student transfers.

All records shall be remitted in accordance with the Family Education Rights and

Privacy Act, codified at 20 U.S.C. § 1232g. The transfer of records does not apply to

any child who:

a) has received a diploma or other certificate of graduation issued to the

person from a secondary high school of this state or any other state;

b) is enrolled and making satisfactory progress in a course leading to a

general educational development certificate (GED(R)) from a state-

approved institution or organization or who has obtained a GED(R)

unless the student is under eighteen (18) years of age and is not making

satisfactory progress in the program;

c) is six (6) years of age or younger and whose parent or guardian has filed

a notice of intent to conduct a home school with the Superintendent or

the director of a church-related school; or

d) is a student enrolled in a home school who has reached seventeen (17)

years of age.

_______________________________________

1Each hearing shall be video recorded. It shall be the responsibility of the Committee

to ensure that the video recorder has been secured for the hearing.

Policy History: 6008 Student Transfer Policy - Issued Date: 08/26/10; 11/27/12.

Legal References:

TCA 49-6-3102 through 3103; OP Atty. Gen. 99-055 (March 9, 1999)

TCA 49-6-3103

TCA 49-6-3201

TCA 49-6-3001 (c) (1) (2) (3)

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III. ENTRANCE AGE AND CUT-OFF DATE FOR ENTERING KINDERGARTEN

Entrance Age

A child must be five (5) years of age on or before August 31 for the 2013-2014 school

year and on or before August 15 for all school years thereafter of the current school

term to be admitted to kindergarten.

A child must be six (6) years of age on or before September 30 of the current school

term to be admitted to the first grade. All children entering the first grade must have

attended an approved kindergarten.

Any transfer student legally enrolled as a first grade student in another state who will

be six (6) years of age no later than December 31 of the current school year, making

application for admission, shall be eligible for enrollment in the Shelby County

Schools.

Any child legally enrolled in an approved kindergarten in another state during the

preceding school year and who could have enrolled in the first grade in that state in

the current school year, making application for admission, shall be eligible for

enrollment in the first grade in the Shelby County Schools provided he/she is six (6)

years of age on or before December 31 of the current year.

Children with disabilities may be enrolled in the Shelby County Schools provided the

eligibility requirements as determined by the state of Tennessee have been met.

Cut-off Date for Entering Kindergarten

Parents/legal guardians/custodians are encouraged to enroll students who are of legal

age in kindergarten at the beginning of the school year. Students who have not been

enrolled previously in kindergarten will not be accepted after the first thirty (30) days

of the school year. Students who have been enrolled previously in an approved

kindergarten will be accepted at any time.

Children who participate in an LEA-administered prekindergarten program, a

prekindergarten program administered by a private school as defined by State law or a

Head Start program in a Head Start classroom as defined by Federal law during the

2012-2013 or 2013-2014 school years may enter kindergarten in the 2013-2014, 2014-

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2015, or 2015-2016 school years; provided that they shall be five (5) years of age on

or before August 31, 2015.

Policy History: 6004 Entrance Age - Issued Date: 08/26/10; 6005 Cut-off Date for

Entering Kindergarten - Issued Date: 08/26/10

Legal References:

TCA 49-6-3001

Tennessee State Board of Education Rule § 05020-1-3-.09

IV. ENROLLMENT

General Requirement

Proof of legal residence and legal custody shall be required for enrollment in school

(unless otherwise prohibited by law and/or Board policy). (For assistance with

questions or concerns regarding proof of legal residence and legal custody, schools

and/or parent/legal guardian/custodian should contact the district office responsible

for student enrollment.)

First-time Enrollment

The parent/legal guardian/custodian of any student entering school for the FIRST

TIME must present:

a) At the time of registration, officially acceptable evidence of date of birth (Examples

include documents such as birth certificates, visas, passports, or adoption

documentation.)

With regard to birth certificates, the name used on the records of a student entering

school must be identical to the name shown on the birth certificate unless evidence is

presented that such name has been legally changed through a court as prescribed by

law. If the parent/legal guardian/custodian does not have or cannot obtain a birth

certificate, then the name used on the records of such student will be the same as that

shown on documents which are acceptable to the school principal as proof of date of

birth. Exceptions will be made for students who meet the federal homeless/migrant

and immigrant provisions and guidelines;

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b) Evidence of a current medical examination - The medical examination must be

completed by a doctor of medicine, osteopathic physician, physician assistant,

certified nurse practitioner, or a properly trained public health nurse; and

c) Evidence of state-required immunizations - Parents or legal guardians shall be

responsible for having their children immunized against designated diseases as

authorized by the Tennessee Commissioner of Health.

Proof of immunization shall be established by a certificate of immunization listing all

immunizations which a student has received. All certificates of immunization shall be

on forms furnished by the Tennessee Department of Health.

In the absence of an epidemic or immediate threat thereof, immunizations shall not be

required of any child whose parent/legal guardian/custodian shall file with the school

principal a signed, written statement that such immunization and other preventive

measures conflict with the parent's/legal guardian’s/custodian’s religious tenets and

practices affirmed under the penalties of perjury.

Immunizations shall not be required if a qualified physician shall certify that

administration of such immunization would be in any manner harmful to the child

involved.

Additionally, in accordance with the Interstate Compact on Educational Opportunity

for Military Children, students of military parents/legal guardians/custodians who

enroll or transfer into school for the first time or at any time shall be given 30 days

from the date of enrollment or the time determined by the Interstate Commission to

obtain immunization or initial vaccinations for a series of immunizations.

Enrollment by Power of Attorney

A child whose care, custody, and support has been assigned to a resident of the

District by power of attorney or order of the court shall be enrolled in school,

provided appropriate documentation is reviewed and approved by the District and one

or more of the following circumstances exist: a) The serious illness or incarceration of

a parent or legal guardian; b) The physical or mental condition of the parent or legal

guardian of the child is such that care and supervision of the child cannot be provided;

c) The loss of the child's home or the home being rendered uninhabitable as the result

of a natural disaster. The Superintendent may consider additional hardships on a case-

by-cases basis.

For a child of a military family, special power of attorney relative to the child’s

guardianship and executed under applicable law, shall be sufficient for the purposes of

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enrollment and all other actions requiring parental participation and consent.

Additionally, no tuition shall be charged to a Shelby County Schools student of

military parents/legal guardians/custodians who is placed in the care of a non-

custodial parent/legal guardian/custodian or other person standing in loco parentis

who lives outside of the county. Further, the child may continue to attend the school

in which he/she was enrolled while residing with the custodial parent/legal

guardian/custodian.

Enrollment Prior to Residency

A student whose family relocates to the Shelby County Schools District may enroll in

the school designated by the family for future residency prior to move-in, provided the

move to the school's attendance zone will occur no later than the end of the current

school semester. In order to be approved under these circumstances, the parent/legal

guardian/custodian must submit one or more of the following items to the department

responsible for verifying residency:

• A letter from the employer documenting the recent job relocation

• A copy of the sales contract or lease agreement documenting a closing/move-in

date on or before the end of the current school semester

• A copy of the transitional housing lease/rental agreement

If residency in the specified school attendance zone does not occur prior to the end of

the current semester, the student will be required to withdraw.

For more information, including information regarding submitting a request for

enrollment prior to residency, please refer to the District website.

Admission of Suspended or Expelled Students from Other Districts

The Board may deny admission of any student (except those in state custody) who has

been expelled or suspended from another school system in Tennessee or another state

even though the student has established residency in the system in which he/she seeks

enrollment.

After a request for enrollment is made, the Superintendent (or designee) shall

investigate the facts surrounding the suspension/expulsion from the former school

system and make a recommendation to the Board to approve or deny the request. The

Board shall not deny enrollment beyond the length of the imposed

suspension/expulsion.

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If the action of the Board is to deny admission, the Superintendent shall, on behalf of

the Board of Education, notify the Commissioner of Education of the decision. Any

school system that accepts enrollment of a student from another school system may

dismiss the student if it is determined subsequent to the enrollment that the student has

been suspended or expelled from the former school system.

The student may not be dismissed for a period that extends beyond the imposed

suspension/expulsion.

Policy History: 6002 School Admissions Issued Date: 08/26/10

Legal References:

Tennessee State Board of Education Rule § 0520-1-3-.08

TCA 49-6-5001

TCA 49-6-5002

V. PROOF OF RESIDENCY

Unless otherwise prohibited by law, parents/legal guardians/custodians having lawful

control of students (proof of legal custody shall be required) must provide the

following proof of residence in order to enroll a child in Shelby County Schools.

General Proof of Residency

The parents/legal guardians/custodians having lawful control of the student must

provide two (2) of the following items listed below:

1. Driver's license or other State or Government (military) issued identification

bearing the address at which the student will be residing during the current

school year.

2. Most recent MLGW or municipal water bill of the owner, renter, or lessee of

the home in which the student will reside during the current school year;

3. Mortgage statement or deed of the owner of the home in which the student will

reside during the current school year;

4. Lease of the lessee of the home in which the student will reside during the

current school year;

5. Rental Agreement of the renter of the home in which the student will reside

during the current school year;

6. Real Estate tax receipt;

7. Public assistance/government benefits check, card, or papers;

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8. In the event that two (2) of the items listed above cannot be provided, residency

may be established by submitting other documentation deemed to be

appropriate proof of residence by the department responsible for verifying

residency.

Shared Residency Requirements

Unless otherwise prohibited by law, in the case in which a student resides with his/her

parents/legal guardians/custodians having lawful control of the student in the home of

someone else, the following proof of shared residency must be provided in order to

enroll a child in the Shelby County Schools District:

A. Unless otherwise approved by the department responsible for verifying

residency, the homeowner of the home in which the student resides must

accompany the parents/legal guardians/custodians to registration and provide

two (2) of the items listed in the General Proof of Residency Section above;

and

B. The parents/legal guardians/custodians having lawful control of the student

claiming shared residency must provide two (2) of the following items listed

below:

1. Driver's license or other State or Government (military) issued identification of the parent/legal guardian/custodians having lawful

control of the student, bearing the address at which the student will be

residing during the current year;

2. Car registration of the parent/legal guardian/custodians having lawful

control of the student bearing the address at which the student will be

residing during the current school year;

3. Voter registration of the parent/legal guardian/custodians having lawful



4. Payroll stub of the parent/legal guardian/custodians having lawful



5. Three (3) significant pieces of mail with a forwarding sticker bearing

the address at which the student will be residing during the current

school year;

6. Government Assistance Communication directed to the parent/legal

guardian/custodians having lawful control of the student bearing the

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address at which the student will be residing during the current school

year.

7. In the event that two (2) of the items listed directly above cannot be

provided, residency may be established by submitting other

documentation deemed to be appropriate proof of residence by the

department responsible for verifying residency. The parents/legal

guardians/custodians of homeless students shall not be subject to the

provisions outlined in the Shared Residency Requirements section

above.

Fraudulent Enrollment

Suspicion of Fraudulent Enrollment

If the school suspects that a child is fraudulently enrolled but is unable to substantiate

the suspicion, the principal will report the information to the department responsible

for verifying residency for further investigation. The child will remain enrolled at the

school while the investigation is conducted. All referrals for residency verification

will come directly from the principal or the principal's designee.

If it is verified that a student is out-of-zone or out-of-District, then a letter will be sent

to the parents/legal guardians/custodians advising that the student must be

immediately withdrawn and should be enrolled by the parent in the appropriate school

or District. The school will also receive a copy of this letter. When questions of

residency cannot be conclusively determined by the department responsible for

verifying residency, the cases will be referred to the Superintendent (or designee) for

District-level administrative review.

A. District-level Administrative Review for Out-of-Zone Fraudulent Enrollment –

Cases of out-of-zone fraudulent enrollment that are investigated and

substantiated through District-level administrative review will result in

immediate withdrawal of the student and advisement to the parent to enroll the

student in appropriate school.

B. Out-of-District Fraudulent Enrollment – Cases of out-of-District fraudulent

enrollment that are investigated and substantiated through District-level

administrative review will be forwarded to Shelby County Schools' General

Counsel as deemed appropriate. After conferring with all offices involved in

the investigative process, Shelby County Schools' General Counsel will make a

determination about pursuing legal remedies pertaining to fraudulent

enrollment. “Any parent, guardian, or other legal custodian who enrolls an out-

of-District student in a school District and fraudulently represents the address

for the domicile of the student for enrollment purposes is liable for restitution

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to the school District for an amount equal to the local per pupil expenditure

identified by the Tennessee Department of Education for the District in which

the student is fraudulently enrolled.” In the case of out-of-state enrollment, the

“parent, guardian, or other legal custodian is liable for restitution to the school

District for an amount equal to the state and local per pupil expenditure

identified by the Tennessee Department of Education. Restitution shall be

cumulative for each year the child has been fraudulently enrolled in the system.

Such restitution shall be payable to the School District and, when litigation is

necessary to recover restitution, the parent, guardian, or other legal custodian

shall be liable for costs and fees, including reasonable attorneys' fees, incurred

by the School District.” TCA § 49-6-3003

In the event that a person, other than a student's parent, guardian, or other legal

custodian, provides proof that the parent, guardian, or other legal custodian and child

are residing in his/her home, that person shall sign a statement affirming that the

student is in fact residing in their home. The person signing the statement affirming

that the student is residing in their home shall also sign an agreement that if they are

found to have falsely represented that the student is residing in their home, the person

signing the statement shall be responsible for paying to Shelby County Schools, an

amount equal to Shelby County Schools' local per pupil expenditure identified by the

Tennessee Department of Education. A student relying upon proof of residency of a

person other than the student's parent, guardian, or other legal custodian shall not be

enrolled in Shelby County Schools unless the person providing the proof of the

student's residence signs the aforementioned agreement, except where prohibited by

law or policy (e.g., homeless students).

In accordance with state law, fraudulent enrollment cases which are substantiated and

identified as being cases for which a legal remedy should be sought by Shelby County

Schools' General Counsel, will be legally pursued using the remedies available under

TCA §49-6-3003.

Determination of Fraudulent Enrollment

When it is conclusively determined that a student is out of the Shelby County Schools

District or his/her assigned attendance zone due to fraudulent enrollment, the school

will send a standardized letter to the parents/legal guardians/custodians stating that the

child will be withdrawn. The withdrawal date provided by the school will be no less

than two (2) and no more than six (6) business days from the date the letter is issued.

Once a letter is sent to the parents/legal guardians/custodians, staff from the

department responsible for verifying residency will conduct future dialogues with the

parents/legal guardians/custodians, if necessary.

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Policy History: 6006 School Admissions-Issued Date: 08/26/10; Revised: 06/30/11

Legal References:

TCA 49-6-3003

VI. HOMELESS STUDENTS

Homeless students shall have equal access to the same free appropriate public

education as provided to other students.

1. The McKinney-Vento Act (Section 725) defines “homeless children and youth” as

individuals who lack a fixed, regular, and adequate nighttime residence, including

children and youth who are:

• Sharing the housing of other persons due to loss of housing, economic

hardship, or a similar reason;

• Living in motels, hotels, trailer parks, camping grounds, or similar settings due

to the lack of alternative adequate accommodations;

• Living in emergency or transitional shelters;

• Abandoned in hospitals;

• Students who have a primary nighttime residence that is a public or private

place not designated for or ordinarily used as a regular sleeping

accommodation for human beings (cars, parks, public spaces, abandoned

buildings, substandard housing, bus or train stations);

• Migratory children who qualify as homeless because they are living in

circumstances described above; or

• Unaccompanied youth, including youth not in the physical custody of a parent

or guardian, such as runaways and youth denied housing by their families.

2. The aforementioned youth have the following rights:

a. The right to immediate enrollment in school, even if lacking paperwork

normally required for enrollment (e.g., such as previous academic records,

immunization records, proof of residency or other documentation);

b. The right to attend 1) his/her school of origin including feeder pattern schools

(see below)1, 2) last school attended, or 3) the school in the attendance area 1 The definition of “school of origin” now specifically includes preschools and, when a child or youth completes the final grade

level served by the school of origin, it also includes the designated receiving school at the next grade level for all feeder schools.

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where the family or youth is currently residing, based on the parent’s request or

views of an unaccompanied homeless student and where feasible to the District

considering the best interests of the child;

c. The right to receive transportation to his/her school of origin, if this is

requested by the parent or District staff charged with assisting homeless

students;

d. The right to services comparable to those received by housed schoolmates,

including transportation and supplemental education services;

e. The right to attend school along with children not experiencing homelessness.

Segregation based on a student's status as homeless is strictly prohibited.

The rights of homeless students as defined above shall be posted in all schools and

other places around the community (e.g., shelter, soup kitchen, etc.).

District staff charged with assisting homeless students shall be identified by the

Superintendent (or designee) and shall ensure that services and information regarding

the rights existing under Federal Law are provided to students and parents who are

homeless.

Policy History: 6003 Admission of Homeless Students - Adopted 06/26/03; Issued

Date: 08/26/10

Legal Reference:

Title X, Part C of the No Child Left Behind Act

Title VII-B of the McKinney-Vento Homeless Education Act of 2001

HOMELESS STUDENTS ADMINISTRATIVE RULES AND REGULATIONS

Enrollment/Placement

The choice regarding placement shall be made regardless of whether the student lives

with the homeless parent/legal guardian/custodian or has been temporarily placed

elsewhere. The District may require a parent/legal guardian/custodian of the student to

submit contact information. The District shall provide a written explanation, including

a statement regarding the right to appeal, to the homeless student’s parent/legal

guardian/custodian, or to the homeless student if unaccompanied, if the District sends

the student to a school other than the school of origin (“school ofr origin” is defined as

the school that the student attended when permanently housed or the school in which

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the student was last enrolled) or other than a school requested by the parent/legal

guardian/custodian.

If a dispute arises over school selection or enrollment in a school, the principal or

designee shall provide a written explanation of his/her decision to the parent/legal

guardian/custodian, and the student shall be immediately admitted to the school in

which enrollment is sought, pending resolution of the dispute. The student

parent/legal guardian/custodian shall be referred to the District staff charged with

assisting homeless students, who will carry out the dispute resolution process as

expeditiously as possible. If the parent/legal guardian/custodian continues to disagree

with the District’s final decision, he/she should contact the State McKinney-Vento

Coordinator.

Services

Services provided to each homeless student include, but are not limited to,

transportation services; educational services for which the student meets eligibility

criteria, such as educational programs for disadvantaged students, students with

disabilities and gifted and talented students; vocational programs and technical

education; school meals programs; preschool programs; before- and after-school care

programs and programs for students with limited English proficiency. Information on

fee waivers shall be made available to the homeless students or to the parents/legal

guardians/custodians of all homeless students.

Records

Any records ordinarily kept by the school, including immunization records, academic

records, birth certificates, guardianship records and evaluations for special services or

programs of each homeless child or youth shall be maintained so that appropriate

services may be given to the student, necessary referrals can be made, and records

may be transferred in a timely fashion when a homeless student enters a new school

District. Copies of record shall be made available upon request to students or

parents/legal guardians/custodians in accordance with the Family Educational Rights

and Privacy Act (FERPA).

District-level Assistance for Homeless Students

District staff charged with assisting homeless students shall be identified by the

Superintendent (or designee) and shall ensure that:

1. Homeless students are identified by school personnel and through coordination

activities with other entities and agencies.

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2. Homeless students enroll in, and have a full and equal opportunity to succeed

in, schools in the District.

3. Homeless families and students receive educational services for which such

families and students are eligible, including Head Start, Even Start and

preschool programs administered by the District and referrals to health care

services, dental services, mental health services and other appropriate services.

4. The parents/legal guardians/custodians of homeless students are informed of

the educational and related opportunities available to their children and are

provided with meaningful opportunities to participate in the education of their

children.

5. Public notice of the educational rights of homeless students is disseminated

where such students receive services, such as school, family shelters and soup

kitchens.

6. Enrollment disputes are mediated in accordance with law.

7. The parent or guardian of a homeless student and any unaccompanied youth, is

fully informed of all transportation services, including transportation to the

school of origin and is assisted in accessing transportation to the school

selected.

8. Unaccompanied youths will be assisted in placement or enrollment decisions,

their views will be considered and they will be provided notice of the right to

appeal.

9. Students who need to obtain immunizations, or immunization or medical records, will receive assistance.

VII. ATTENDANCE OF NON-RESIDENT STUDENTS

Definition

Non-resident student – A student who resides outside of the boundaries of the Shelby

County Schools District.

General Statement

Non-resident students may attend schools within the Shelby County Schools under the

following conditions:

Tuition

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1. An out-of-state student must pay a tuition fee established annually by the Board.

For out-of-state non-resident students, tuition shall be charged at the same rate as the

average cost per student in the system attended.2

2. (a) An out-of-county student must pay a tuition fee established annually by the

Board, unless the non-resident student is the child of a full-time, permanent

employee/officer of Memphis City Schools employed and who resides outside of

Shelby County on the date (3/18/13) of adoption of the Ordinance by the Board of

County Commissioner of Shelby County, Tennessee, exempting current Memphis

City Schools employees from the residency provision of the Shelby County Charter.

The children of Shelby County Schools' employees may request to attend Shelby

County Schools in accordance with Section II of this policy.2, 4

(b) For in-state, out-of-county non-resident students, annual tuition and fees charged

may not exceed per student, per annum, an amount equal to the amount of funds

actually raised and used for school purposes by the county, divided by the number of

students in average daily attendance in the county schools during the preceding school

year. Any per student tuition payment shall be reduced by any amount of funds

transferred by the transferring pupil's county of residence under state law (TCA 49-6-

3104).

(c) Additionally, in accordance with state law regarding the transfer of students into a

STEM school in a district that has established a regional school with a specific focus

on STEM, local BEP school funds shall follow the student into the district and no

tuition will be charged.

3. The acceptance of tuition/non-resident pupils for a given year does not guarantee

continued acceptance in succeeding years. In addition, tuition approvals will be

subject to federal guidelines relative to pupil enrollments.

4. Provisions regarding restitution for fraudulent enrollment may apply in accordance

with state law and Board policy.

Application

Non-resident students must make application in accordance with Section II of this

policy. Attendance of non-resident students will be in considered in accordance with

applicable state law and Board policy.1, 3

Non-resident Transfer Students’ Records

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In accordance with state law, if a student transfers from an LEA to another LEA, then

the LEA from which a student transfers shall remit copies of the student's records,

including the student's disciplinary records, to the LEA to which the student transfers.

All records shall be remitted in accordance with the Family Education Rights and

Privacy Act, codified at 20 U.S.C. § 1232g.

Legal Reference:

1. TCA 49-6-3104; TCA 49-6-3105;

TRR/MS 0520-1-3-.03(11)(f-i)

2. TCA 49-6-3003; TCA 49-6-403(f)

3. TCA 49-6-3108

4. TCA 49-6-3113; TCA 49-6-3103

5. Title 49, Chapter 12, Part 3 - Part Interstate

Compact on Educational Opportunity for Military Children

6. TCA 49-6-3001 (c)(1)

ATTENDANCE OF NON-RESIDENT STUDENTS ADMINISTRATIVE RULES AND REGULATIONS

All transfer procedures shall be consistent with the following:

1. Students who become residents of Shelby County and reside within the District’s

boundaries will be refunded any unused portion of the tuition on a pro-rata basis.

2. When payment is not made on all or any part of the required tuition for a previous

year, the student(s) shall be excluded from future attendance until all prior and current

tuition is paid.

3. A child who has been legally adopted is eligible to attend a Shelby County school if

his/her guardian is a bona fide resident of Shelby County.

4. A Ward of Juvenile Court shall be permitted to attend Shelby County Schools if the

court has placed them in the custody of persons residing within the county.

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5. For a child of a military family, special power of attorney relative to the child’s

guardianship and executed under applicable law, shall be sufficient for the purposes of

enrollment and all other actions requiring parental participation and consent.

Additionally, no tuition shall be charged to a transitioning military child placed in the

care of a non-custodial parent or other person standing in loco parentis who lives in a

jurisdiction other than that of the custodial parent. Further, the child may continue to

attend the school in which he/she was enrolled while residing with the custodial

parent/guardian.

6. At the discretion of the District, a student who moves outside of Shelby County

Schools’ boundaries during the school year may be allowed to complete the current

school year at his/her current school. Should a student who moves from the county be

granted permission to finish the school year, tuition will be charged for the portion of

the year for which the student resides outside of the Shelby County Schools’

boundaries. Finishing the school year under these conditions does not qualify a pupil

to remain in that school for the next year.

Additionally, pupils who qualify for twelfth (12th) grade classification by attendance

in a given school the preceding school year, may request, through the general transfer

process to remain in that school until graduation even though they move out of the

county. Tuition must be paid and the requirements of the Student Assignment and

Transfers section of this policy apply.

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6014


Revised: 08/25/11

06/11/13, 07/30/13, 10/28/14, 08/25/15,

10/25/16

ATTENDANCE AND EXCUSES

I. PURPOSE

To facilitate regular school attendance.

II. SCOPE



The Shelby County Board of Education believes that regular attendance is a

necessary requirement of all students.

All students are expected to attend school on each day that school is officially

in session and remain at school for the entirety of the school day. Only the

following reasons will be considered for excused absences:

1. Illness, injury, pregnancy, homebound circumstance, or hospitalization

of student. The District may require a parent conference and/or physician

verification to justify absences after the accumulation of ten (10) days of

absence during a school year. Notes must be date specific and will be

required for subsequent absences beyond ten (10) days.

2. Death or serious illness within the student's immediate family.

3. When the student is officially representing the school in a school

sponsored activity or attendance at school-endorsed activities and

verified college visits.

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4. Special and recognized religious holidays regularly observed by persons

of their faith. Any student who misses a class or day of school because

of the observance of a day set aside as sacred by a recognized religious

denomination of which the student is a member or adherent, where such

religion calls for special observances of such day, shall have the absence

from that school day or class excused and shall be entitled to make up

any school work missed without the imposition of any penalty because

of the absence.

5. A court order; a subpoena; and/or a legal court summons.

6. Extenuating circumstances over which the student has no control as

approved by the principal.

7. If a student's parent, custodian or other person with legal custody or

control of the student is a member of the United States Armed Forces,

including a member of a state National Guard or a Reserve component

called to federal active duty, the student's Principal shall give the

student:

a. An excused absence for one (1) day when the student's parent,

custodian or other person with legal custody or control of the

student is deployed;

b. An additional excused absence for one (1) day when the student's

parent, custodian or other person with legal custody or control of

the student returns from deployment; and

c. Excused absences for up to ten (10) days for visitation when the

student's parent, custodian or other person with legal custody or

control of the student is granted rest and recuperation leave and is

stationed out of the country.

d. Excused absences for up to ten (10) days cumulatively within the

school year for visitation during the deployment cycle of the

student's parent, custodian or other person with legal custody or

control of the student. Total excused absences under this section

(c) and (d) shall not exceed a total of ten (10) days within the

school year. The student shall provide documentation to the

school as proof of the deployment of the student's parent,

custodian or other person with legal custody or control of the

student.

8. Participation in a non-school-sponsored extracurricular activity. A

school principal or the principal's designee may excuse a student from

school attendance to participate in a non-school-sponsored

extracurricular activity, if the following conditions are met:

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a. The student provides documentation to the school as proof of the

student's participation in the non-school-sponsored extracurricular

activity; and

b. The student's parent, custodian, or other person with legal custody

or control of the student, prior to the extracurricular activity,

submits to the principal or the principal's designee a written

request for the excused absence. The written request shall be

submitted no later than seven (7) business days prior to the

student's absence. The written request shall include:

i. The student's full name and personal identification number;

ii. The student's grade;

iii. The dates of the student's absence;

iv. The reason for the student's absence; and

v. The signature of both the student and the student's parent,

custodian, or other person with legal custody or control of the

student.

The principal or the principal's designee shall approve, in writing, the

student's participation in the non-school-sponsored extracurricular

activity.

The principal may limit the number and duration of non-school-

sponsored extracurricular activities for which excused absences may be

granted to a student during the school year; however, such the principal

shall excuse no more than ten (10) absences each school year for

students participating in non-school-sponsored extracurricular activities.

9. To attend a released-time course in religious moral instruction for up to

one (1) class period during each school week; provided, that:

a. The student's parent or legal guardian signs a written consent form

prior to the student's participation in the released time course;

b. The released time course shall be conducted off public school

property;

c. The independent entity maintains attendance records and makes

the records available to the LEA and the local board of education;

d. Any transportation to and from the place of instruction, including

transportation for students with disabilities, is the responsibility of

the independent entity, parent, legal guardian, or student;

e. The independent entity assumes liability for the student attending

the released time course from the time that the student leaves the

school until the student returns to the school;

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f. No public funds are expended and no public school personnel are

involved in providing the instruction for released time courses;

g. The student assumes responsibility for any missed schoolwork;

h. The principal of the school, or the principal's designee, shall

determine the classes from which the student may be excused to

participate in the released time course; provided, that the student

may not be excused to participate in a released time course during

any class in which subject matter is taught for which the state

requires an examination for state or federal accountability

purposes; and

i. The released time courses shall coincide with school class

schedules.

NOTE: A child who serves as a page of the general assembly during the school

year, either at regular or special sessions, shall be credited as present by the

school in which the child is enrolled in the same manner as an educational field

trip. The child's participation as a page shall not be counted as an absence,

either excused or unexcused.

Students receiving an excused absence under this section shall have the

opportunity to make up school work missed and shall not have their class

grades adversely affected for lack of class attendance or class participation due

to the excused absence.

A written statement within two (2) school days of the student's return to school

shall be required from the parent or guardian explaining the reason for each

absence.

If necessary, verification is required from an official source to justify absences.

All absences other than those outlined above shall be considered unexcused.

Parents may appeal unexcused absences to their child’s school principal (or

designee). The appeal must be: (1) in writing and include documentation

necessary to support the appeal; (2) submitted within five (5) school days of the

parent’s receipt of the first official attendance letter generated by the District

that is referenced in policy 6016 Truancy District; and (3) based on one or more

of the allowable reasons for excused absences outlined in this policy. Within

five (5) school days of receipt of the request for appeal, the Principal (or

designee) shall review the appeal, meet with the parents to allow them an

opportunity to be heard, and render a decision regarding the appeal. The

decision of the principal (or designee) that is compliant with applicable law and

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district policy is final. (This appeal process for determining unexcused

absences is ancillary to a truancy decision rendered by a juvenile court judge as

described in TCA 49-6-3010.) Questions regarding school-level decisions may

be directed to the district department responsible for academic school

operations.

Make-up Work

Students should make every effort and be afforded the opportunity to make up

work missed due to excused and unexcused absences. In the event of an

excused absence, students are expected to make up work missed within a

reasonable time (e.g., at least one or more days of makeup for each day of

excused absence).

In the event of an unexcused absence1 (including short-term suspensions), one

day of makeup time shall be allowed for each day of unexcused absence, unless

otherwise extended by the school or extended based on law or policy. Students

and/or their parents should work with the teacher for assistance in making up

work (e.g., obtaining make-up work/assignments, participating in available

tutoring/requesting tutoring, etc.).

IV. RESPONSIBILITY

A. The Superintendent (or designee) is responsible for implementing this

policy.


1. TCA 49-10-1101 1. 6069 Recognition of Religious

2. TCA 49-6-3019(a) Beliefs, Customs, and Holidays

3. TRR/MS 0520-01-03-.03 2. 5014 Grading System for Grades K-5

4. TCA 49-6-3002(b) 3. 5015 Grading System for Grades 6-12

1 For absences due to long-term suspension (over 10 days)/expulsion, the program of making up work

shall be in accordance with state law T.C.A. 49-6-3402(b), which allows students to attend alternative

schools to receive instruction as nearly as practicable with that of their home schools and requires that all

course work completed and credits earned in the alternative schools be transferred to and recorded in

the home school.

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6051


Revised: 06/11/13, 11/25/14, 10/25/16

INTERSCHOLASTIC ATHLETICS

I. PURPOSE

To establish guidelines for student participation in and the District’s conducting of

interscholastic athletic activities.

II. SCOPE

This policy applies to Shelby County Schools students, eligible Home School students

in grades 6-12, and Shelby County Schools athletic programs. The provisions to this

policy relative to youth sports-related injuries/concussions and sudden cardiac arrest

apply to each elementary, middle/junior high, and high school within Shelby County

Schools.


Participation

School interscholastic athletic programs must place the highest priority on academic

achievement and character development. Participation in interscholastic athletics as

an extracurricular activity provides students with important skills and habits that can

assist in character development and academic proficiency; such as, team building,

leadership, self-discipline, healthy competition, integrity and physical fitness. Shelby

County Schools, therefore, requires school athletic personnel to monitor the academic

progress of student athletes by encouraging them to complete their school assignments

on time, reviewing their academic progress and providing them with information to

obtain academic support, when necessary.

Shelby County Schools considers participation in interscholastic athletics a privilege

afforded to students by the District. Therefore, participation in interscholastic

athletics is not protected by due process appeals procedures related to student

discipline that are afforded to all students under state law or Board Policy. Student

athletes shall be subject to athletic sanctions, up to and including dismissal from

participation in interscholastic athletics for negative or inappropriate behavior, at any

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time during a calendar year. The Superintendent shall develop conduct guidelines for

participation in interscholastic athletics. In addition, student athletes whose behavior

also violates the Shelby County Schools Student Code of Conduct shall be subject to

disciplinary actions outlined in the Code.

Shelby County Schools, district administrators, principals, athletic directors and

coaches must follow state law (e.g., background check/fingerprint provisions for

referees and officials - See policy 4053 Background Checks) and appropriate policies,

rules and regulations established by SCS, the Athletic Policy Determining Committee

(which governs the Shelby County Interscholastic Athletic Association), the

Tennessee Secondary Schools Athletic Association (TSSAA) and the National

College Athletics Association (NCAA). Additionally, principals shall be held

responsible for the administration and control of the interscholastic athletic program

within his/her school.

Shelby County Schools believes that male and female students should have an equal

opportunity to participate in interscholastic athletic activities, including equality of

opportunity in sports offerings, in equipment purchases and in educational

opportunities.

Information Required to Participate

Before being allowed to participate in the first practice session of a sport, the

following information must be on file in the principal's office for each participant:

District Students

• Written evidence that the student has permission to participate. This must be

signed by the parent or guardian.

• Written evidence that the student has passed a physical examination. This must

be signed by a doctor of medicine, osteopathic physician, physician assistant, or

certified nurse practitioner. Physical examinations must be given on or after

MAY 1 April 15th and are then current for thirteen months or the entire

upcoming school year.

• Written evidence that the student is covered by a family insurance policy. This

statement must list the name of the company and be signed by the parent or

guardian. If the student is not covered by a family policy, the student must have

the special senior high football policy or the student insurance which covers all

middle, ninth and senior high sports except senior high football.

• If an athlete goes to an athletic screening examination and is referred to another

physician for further evaluation, the parents or guardian must provide the coach

with written evidence that the student has passed a physical examination and

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the physician must address the condition for Athletic Program General Rules

and Regulations which the student was referred. The physician must also

specify any accommodations that are needed or must be made.

Home School Students

• In addition to the requirements above, Home School Students must comply

with TSSAA Minimum Eligibility Requirements under the Home School Rule

of the applicable TSSAA Handbook.

Verification of Age for Grades 6 through 12

Verification of birth date is required for athletic eligibility in all sports for District and

Home School students in Grades 6 through 12.

Grade Point Average

Students desiring to participate in interscholastic athletic activities are encouraged to

maintain, at minimum, a semester grade point average (GPA) of 2.0.

Provisions Relative to Youth Sports-Related Injuries/Concussions and Sudden

Cardiac Arrest

It is the policy of the Shelby County Schools to adopt and adhere to all relevant

portions of Tennessee law (TCA 68-55-502 and TCA 68-54-101); Tennessee

Department of Health and/or Education guidance/regulations/forms; and the

Tennessee Secondary School Athletic Association policyies related to youth sports-

related injuries/concussions and/or sudden cardiac arrest.

All youth athletes 1) who show signs, symptoms and behaviors consistent with a

concussion and/or 2) who pass out or faint while participating in an athletic activity or

immediately following an athletic activity or who exhibit (i) unexplained shortness of

breath; (ii) chest pains; (iii) dizziness; (iv) racing heart rate; or (v) extreme fatigue

shall be immediately removed from the activity or competition for evaluation by a

licensed health care professional, if available, and, if not, by the coach or other

designated person. The Centers for Disease Control and Prevention’s Concussion

Signs and Symptoms Checklist shall be utilized in determining whether a youth

athlete suffered from a possible concussion.

A youth athlete who has been removed from play shall not return to the practice or

competition during which the youth athlete experienced symptoms consistent with

sudden cardiac arrest or suffered, or is suspected to have suffered, a concussion and

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shall not return to play or participate in any supervised team activities involving

physical exertion, including games, competitions or practices, until the youth athlete is

evaluated by a health care provider and receives written clearance from the health care

provider for a full or graduated return to play. With regard to concussions, Tthis

provision regarding return to practice or competition shall not apply if there is a

legitimate explanation other than a concussion for the signs, symptoms or behaviors

observed.

Guidelines for Conducting Interscholastic Athletic Activities

Hiring of Coaches

Principals must make sure that TSSAA and SCS policies are followed if he/she thinks

he/she may need a non-faculty coach. A letter from the principal to the Athletic

Director must be sent requesting this assistance. The position will then be advertised.

Next, the administrator responsible for student services (or Superintendent’s designee)

and the Athletic Director must approve this request. An application will have to be

completed including fingerprinting and background check. Then, the TSSAA will

have to approve the request. Until all these steps are followed, no non-faculty coach

can be assigned.

Please note that all new teachers hired in 2000 and thereafter who coach, will be

required to attend the TSSAA coaches' certification program.

Every coach is to finish his/her season once it is scheduled.

Safety/Sportsmanship

Safety always must be the number one concern. Principals must make sure that:

• the “Heat Stress Guidelines” and “Lightning Guidelines” are followed, that

• each coach has an emergency plan ready in case of injuries, that and

• no athlete is allowed to practice unless a current physical, parent permission,

and emergency information, and proof of insurance, concussion, and sudden

cardiac forms are is on file.

Emergency cards are to be taken to all practices, scrimmages and games. Good

sportsmanship is required. Coaches and players are to set examples of good

sportsmanship at all times. Nothing else will be acceptable.

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Scheduling of Athletic Events

The principal is authorized to schedule events for his/her school subject to the

approval of the Superintendent.

Athletic events must adhere to the following scheduling rules:

• All athletic practice must be held outside of school hours unless the specific

practice is approved on an annual basis by the Board of Education and reflected

in the minutes.

• There shall be no games or matches scheduled during examination week until

examinations are completed.

• All practice session and games shall be under the supervision of qualified

personnel.

• Middle school and high school coaching positions can be assigned to non-

faculty if the position has been advertised and no full-time or retired employee

with a teaching license who meets the qualifications required for coaching the

specific sport in question is available.

• All TSSAA regulations must be followed.

• All non-faculty coaches must be approved by the principal, the administrator

responsible for student services (or Superintendent’s designee) and the TSSAA.

Revenue Collection Rules and Procedures

Whenever money is collected for admission to an athletic contest, a ticket must be

given to the customer.

• A ticket reconciliation report is required for all events for which a fee is

charged.

• The ticket reconciliation report and money must be given to the principal or

principal designee for deposit within three (3) days of the event. However, it is

recommended that money be deposited daily.

• For further details for paid admission and collections/deposits, please refer to

the Tennessee Internal School Uniform Accounting Policy Manual, Section 5,

pp. 5-5 and 5-6. A copy of the Manual should be located at each school's main

office. It is also located on the State's website at

http://www.state.tn.us/education/fa/ed331936sec5.pdf

Security Rule

Each school must have an administrator or designee at every athletic contest. TSSAA

and this policy require an administrator to be present at each varsity football,

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basketball and soccer contest. Each administrator or designee must identify

himself/herself to all who are directing or supervising the contest. Also, an

administrator and police officer(s) must be present at each middle school and ninth

grade football and basketball contest. Principals of 7-12 schools are required to have

police officers at all football and basketball contests. The employment of police

officers and the number to be employed at all other athletic contests is also left to the

discretion of the principal.

Student Attendance Considerations

Shelby County Schools, it employees, or employee’s representatives may not require

a student to attend a school athletic event, or event related to participation on a school

athletic team, if the event is on an official school holiday, observed day of worship, or

religious holiday. The parent or legal guardian of a student participating in a school

athletic even may provide written notice that the student will not be in attendance to

the coach or administrator of the athletic event at least three (3) full school days prior

to the event. Prior written notice to the coach or administrator of the school athletic

event may not be required if the absence is due to an unforeseen emergency.

IV. RESPONSIBILITY

A. Shelby County Schools shall adhere to the rules and regulations for student

athletes that are adopted by the Tennessee Secondary Schools Athletic Association

(TSSAA).

B. Shelby County Schools shall adhere to the rules and regulations for student

athletes that are adopted by the Shelby County Interscholastic Athletic Association.

The Shelby County Interscholastic Athletic Association (SCIAA), governed by the

Athletic Policy Determining Committee, is responsible for developing policies, rules

and regulations governing the activities of students and coaches and for interpreting

this policy, the rules and regulations to this policy, and the rules and regulations of the

TSSAA.

C. The department responsible for student services is responsible for administering

this policy, including maintaining all documentation of the completion of a

concussion recognition and head injury safety education course program and a sudden

cardiac arrest education course program as well as signed sudden cardiac arrest

information sheets and concussion and head injury information sheets for a period of

three (3) years.

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D. Principals are responsible for overseeing interscholastic activities and scheduling

athletic events at their schools and for providing secure and safe environments.

Principals are also responsible for enforcing the nondiscrimination mandates of Title

IX in accordance with the SCS Title IX Compliance Pamphlet.

E. The principal, school athletic director, and administrator responsible for

coordinating athletics are responsible for ensuring that student athletes adhere to all

ethical and other standards and that student athletes are disciplined for violations of

the policy and its administrative rules and regulations.

F. The school athletic director is responsible for ensuring that student athletes and

parents receive information on policies and rules and regulations governing

participation in sports activities, including the rules and regulations of the NCAA. The

athletic director is responsible for collecting and maintaining all related health service

requirements, including. The school athletic director is also responsible for ensuring

that the academic performance of student athletes is monitored during the entire

school year and is responsible for ensuring that those students’ progress reports and

report card grades are reviewed.

G. School athletic directors and coaches are responsible for annually completing a

sudden cardiac arrest education course program and a concussion recognition and

head injury safety education course program both approved by the Tennessee

Department of Health.

School athletic directors and coaches are responsible, on a yearly basis, for signing

and returning a sudden cardiac arrest information sheet and a concussion and head

injury information sheet to the Superintendent prior to initiating practice or

competition for the year.

School athletic directors and coaches are also responsible for ensuring that, on a

yearly basis, students and their parents review a sudden cardiac arrest information

sheet and a concussion and head injury information sheet and that the parents of

students under 18 years of age sign and return the sheet prior to the youth athlete’s

initiating practice or competition. Student athletes 18 years of age or older must sign

and return the concussion information sheet prior to initiating practice or competition.

H. Coaches are responsible for disseminating information to students on policies and

regulations governing their participation in sports activities. Coaches are also

responsible for monitoring the yearlong academic progress of student athletes and are

responsible for reviewing the progress reports and report card grades for those

students.

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I. Parents are responsible for submitting appropriate medical records and permission

forms authorizing their child to participate in an athletic activity.

J. Parents are responsible for ensuring that their children maintain sportsmanlike

conduct before, during and after athletic events.

K. Parents and students are responsible for making themselves aware of the

provisions, rights, and requirements including notification requirements outlined in

the Revised Uniform Athlete Agents Act (TCA 49-7-2101).

LK. All student athletes are responsible for maintaining high academic standards and

sportsmanlike conduct before, during and after athletic events.

ML. The Superintendent is responsible for ensuring that this policy is followed. Legal References: Cross References:

1. Title IX of the Education Amendments of

1972 U.S.C. §1681et. seq.)

2. Title 49, Chapter 12, Part 3 - Part

Interstate Compact on Educational

Opportunity for Military Children

3. Tennessee Internal School Uniform

Accounting Policy Manual, Section 5, pp.

5-5 and 5-6.

4. TCA 68-55-502

5. TCA 49-5-413

6. TCA 49-7-2101

1. 6013 Participation in School Programs

2. SCIAA Guide for Student Athletes and

Parents

3. NCAA Eligibility Rules and

Regulations

4. TSSAA Handbook

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4004


Revised: 06/25/13

FRINGE BENEFITS

I. PURPOSE

To ensure that fringe benefits are available to eligible employees; and to

provide guidelines for establishing and administering employee fringe benefits.

II. SCOPE This policy applies to full-time permanent employees1 unless otherwise

covered by a Memorandum of Understanding (MOU); retirees; and Board

Commissioners.

Fringe benefits for full-time permanent employees of charter schools

authorized by the Shelby County Schools (SCS) Board shall be administered in

accordance with applicable State and federal law(s).


Shelby County Schools (SCS) recognizes that certain benefits are an integral

part of the total compensation package for employees. It is therefore the intent

of the District to offer a benefits package to full-time permanent employees.

Benefits offered by the District shall include, but may not be limited to, life

insurance and health care plans.

Benefits provided by the District are subject to modification at any time,

including, but not limited to, modification of insurance coverage, plan design,

covered services, and premiums. Additionally, the District reserves the right to

amend or terminate any benefit plan at any time. Notification to employees

shall be provided if changes and/or modifications are made.

Documents describing the terms and conditions related to the operation and

administration of each benefit plan shall be considered the governing

document. Should Board policy and the benefit plan document contradict, the

benefit plan document shall govern.

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A. EMPLOYEE INSURANCE BENEFITS

1. Healthcare Benefits – Individual and Family

All full-time permanent employees1 are eligible to participate in the voluntary

group healthcare insurance plans provided by the District. Application for

healthcare coverage for the employee and eligible family members must be made

within thirty (30) days of the following:

• Date of hire

• Change from an ineligible to eligible employment status (i.e., part-time to

full-time)

Employees electing to participate in an individual and/or family healthcare plan

shall be required to contribute to the cost of the coverage. The amount of the

contribution will be established annually and paid through payroll deduction in

twenty (20) biweekly payments. Unless otherwise requested by the employee, all

deductions shall be on a pre-tax basis. Benefits shall become effective the first of

the month following 30 days of employment and expire on the last day of the

month during which the employee terminates from service with the District.

Unless otherwise permitted by law or the Shelby County Schools Fringe Benefits

Plan (hereinafter referred to as the Plan), application for enrollment and/or changes

to healthcare coverage plans must be submitted within the timeframe outlined by

the District and indicated in the Administrative Rules and Regulations.

Dental and Vision

Optional dental and vision plans are also available through the District at a group

rate. The same above referenced provisions shall apply.

2. Life Insurance – Employee and Dependent All full-time permanent employees are eligible to participate in the voluntary

group life insurance plans provided by the District. Application for life insurance

coverage (employee and eligible dependents) must be made within thirty (30) days

of employment. Coverage shall become effective the first day of the month

following thirty (30) days of employment period and expire on the last day of the

month during which the employee terminates from service with the District.

Details regarding Life Insurance coverage for eligible District employees are

available in the Certificate of Coverage for Plan.

Employee Life Insurance The amount of life insurance to which the employee is entitled is equal to two (2)

times their annual base salary rounded to the nearest one thousand dollars

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($1,000), to a maximum benefit of three-hundred-thousand dollars ($300,000). An

equal amount of Accidental Death and Dismemberment coverage is also provided

to covered employees.

The District and employee shall share in the cost for employee life insurance

coverage. The employee’s portion of the coverage shall be paid through payroll

deduction.

Dependent Life Insurance Employees may purchase additional dependent life insurance coverage for

eligible dependents. The total cost (100%) for additional coverage shall be paid by

the employee through payroll deduction.

B. RETIREE INSURANCE BENEFITS

1. Eligibility Criteria An employee who retires under the Tennessee Consolidated Retirement System

(T.C.R.S) may be eligible to continue participation in the District’s group health

and life insurance program providing he/she meets the following eligibility

criteria. An exception may apply to Memphis City Schools’ employees who are

offered and accept a position with Shelby County Schools as a result of the

consolidation of school systems (see eligibility criteria for former Memphis

City Schools Employees).

a. Employed by Shelby County Schools July 1, 2013 and Thereafter

Required to complete fifteen (15) years of continuous service with the District;

and participate in a health plan offered by the District for the two (2) years

immediately prior to retirement.

The above shall be applicable to any employee not meeting any of the following

conditions:

b. Employed by Shelby County Schools prior to July 1, 2013 Required to retire under the T.C.R.S; and complete fifteen (15) years of

continuous service with Shelby County Schools. Teachers may complete a

combination of ten (10) years of service with another school district (as reflected

in T.C.R.S. or the Tennessee Department of Education records) and complete five

(5) years of continuous service with Shelby County Schools immediately prior to

retirement.

Former Memphis City Schools Employees

Exceptions to the above criteria are provided for former employees of Memphis

City Schools who are offered and accept a position with Shelby County Schools

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on or before June 30, 2013 as a result of the consolidation of the school districts:

c. Employed by Memphis City Schools prior to January 1, 2007 Required to be covered continuously by a health plan offered by either Memphis

City Schools or Shelby County Schools or some combination thereof for the five

(5) years immediately prior to retirement.

d. Employed by Memphis City Schools January 1, 2007 and Thereafter Required to be covered continuously by a health plan offered by either Memphis

City Schools or Shelby County Schools or some combination thereof for the ten

(10) years immediately prior to retirement.

2. Health Insurance at Retirement Eligible employees retiring prior to age sixty-five (65) and their covered

dependents may continue to participate in the same health insurance programs,

including all plan options, that are offered to active Shelby County Schools

employees. The District and retiring employee shall share the cost of the

premium.

Upon eligibility to receive Medicare health insurance benefits, the retiree and/or

their covered dependents shall no longer be eligible to participate in The Plan

offered by the District to active employees and pre-65-year-old retirees. The

District, however, shall provide a supplemental health insurance policy and

prescription benefits. The cost of the premium shall be shared by the District and

retiree. The District shall determine the amount and coverage of the supplemental

health insurance policy provided.

If a retiree becomes eligible to receive Medicare health insurance benefits and that

retiree participates in a dependent coverage plan, any dependent that has not

become eligible to receive Medicare health insurance benefits may continue to

participate in The Plan offered to dependents of active employees and pre-65-

year-old retired employees. The District and employee shall share in the cost of

the premium.

3. Life Insurance

Upon retirement from active service the amount of life insurance then in force

shall reduce fifty percent (50%) to cap at a maximum of fifty-thousand dollars

($50,000).

4. Surviving Spouse Coverage The spouse of a retired employee who is covered as a dependent at the time of the

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retiree’s death may exercise the option for surviving spouse coverage. If said

spouse should remarry, and become eligible under another group insurance plan,

coverage will cease on the effective date of the second plan. If said spouse should

remarry and is not eligible under another plan, said spouse may retain coverage

until Medicare eligible. Under no circumstances is coverage extended to the new

spouse or dependent children of the new spouse.

If the deceased employee had family coverage at the time of his/her death and

coverage included one or more children, the same conditions would apply as

under the present contract.

Rates in effect at the time would be borne by the surviving spouse in accordance

with the type of coverage for which they are eligible. The cost to the surviving

spouse will be one hundred percent (100%) of the premium in all cases. Failure to

pay premiums will cause coverage to cease immediately.

C. BOARD COMMISSIONER INSURANCE BENEFITS

Application for healthcare coverage for a Board Commissioner and eligible

family members must be made within the first thirty (30) days of the first date of

service. If an application is not received within the first thirty (30) days of the first

date of service, the Board Commissioner is eligible to submit an application

during the Annual Open Enrollment period. Questions regarding insurance

benefits for Board members should be directed to the office responsible for

employee benefits.

IV. RESPONSIBILITY

A. Employees and qualifying individuals are responsible for complying with the

provisions outlined in this policy as well as the provisions outlined by their

insurance plan.

B. Employees are responsible for notifying the office responsible for Human

Resources of any change in status or qualifying event related to their health

insurance. Failure to notify the office responsible for Human Resources within

the timeframe set forth in this policy may result in coverage termination and/or

forfeiture of paid insurance premiums.

C. The department responsible for Human Resources is responsible for:

1. Ensuring that employees and qualifying individuals who elect coverage by a

group insurance plan are properly set up to have payroll deductions for the

cost of insurance coverage;

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2. Establishing a payment schedule for payment of premiums for retirees, for

sending notification when payment is delinquent, and for notifying retirees

when insurance coverage ceases due to nonpayment of premiums;

3. Establishing a payment schedule for surviving spouses and for sending

notification when payment is delinquent due to nonpayment of premiums;

4. Ensuring that employees are notified of their option to continue insurance

coverage under COBRA when separating from the District;

5. Answering any questions pertaining to this policy; and

6. Ensuring that this policy is properly administered.

D. The Superintendent is responsible for determining if this policy is followed.


4054 Employment Classification

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4004


Revised: 05/15/14


FRINGE BENEFITS

General Provisions A. As deemed necessary, an Employee Benefits Committee shall determine all

questions of fact arising under this policy and the Board of Review's findings and

interpretation shall be final.

B. Insurance coverage will cease if premiums are not paid in a timely manner. Under

no condition will coverage be reinstated for an employee, dependent, retiree, or

Board Commissioner after retirement or employment separation if coverage was

ceased for nonpayment of premiums.

An employee retiring May 2014 and thereafter shall be required to have insurance

premiums deducted from his/her TCRS retirement check except when the TCRS

retirement check is less than the required premium amount. In such cases, the

amount of the premium shall be paid directly to the district by the retiree.

C. Full-time permanent employees become eligible for coverage on the first day of

the month following thirty (30) days of employment, provided an enrollment

request is received within the first thirty (30) days of employment. If an enrollment

request is not received within the first thirty (30) days of employment, the

employee is eligible to submit an application during the Annual Open Enrollment

period.

Special enrollment opportunities, as defined in federal law (HIPAA), are available

to eligible employees, dependents, and COBRA-qualified beneficiaries for any of

the following: 1) birth/adoption of a child; 2) new spouse; 3) loss of insurance

coverage for the employee or a dependent due to a change in family status

(divorce, death, loss of spouse's job); or 4) a court order. The enrollment request

must be received within thirty (30) days of the qualifying event. After thirty (30)

days, enrollment requests will not be accepted until Annual Open Enrollment.

Under certain circumstances, changes to employee benefit elections during the

plan year may be permissible if there is an eligible qualifying event as determined

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by the Internal Revenue Service (IRS) Code, Section 125. Eligible qualifying

events include changes in marital status, number of dependents, employment

status, insurance coverage or cost, and loss or gain of coverage or eligibility. The

enrollment change request must be received within thirty (30) days of the

qualifying event. After thirty (30) days, enrollment requests will not be accepted

until Annual Open Enrollment

D. Dependents become eligible for coverage on the date the employee becomes

eligible for insurance, or on the date the employee acquires the first dependent,

whichever is the later date. One cannot be covered as both an employee and a

dependent under a Group Insurance Plan. A dependent cannot be covered by more

than one SCS Employee. Dependent is defined as legal spouse and/or child

(natural child, legally adopted child, step-child, foster child, or a child for whom

you are the legal guardian). Anyone who is eligible as an SCS Employee cannot be

covered as dependent.

E. Any retiree (or their covered dependent) who turns age sixty-five (65) must enroll

in Medicare Part A and B in order to continue health insurance as a retiree of SCS.

Failure to enroll in Medicare A and B may result in termination of all retiree health

insurance benefits.

If retiree health coverage is declined or cancelled at any time, the coverage will not

be reinstated for any reason other than an administrative error. This also applies

to coverage cancellation for dependent coverage under the retiree’s health plan.

F. Board members become eligible for coverage on the first day of the month

following thirty (30) calendar-days served provided an enrollment request is

received within the first thirty (30) days of service. If an enrollment request is not

received within the first thirty (30) days of service, the Board Commissioner is

eligible to submit an enrollment request during the Annual Open Enrollment

period.

G. Eligible employees may continue insurance coverage while on an approved

medical leave by paying the applicable employee rate for coverage. Failure to pay

the appropriate premium may result in coverage termination and coverage may not

be reinstated until return from the leave. Employees who are applying for TCRS

disability retirement when their maximum leave period expires will be offered

COBRA continuation coverage. If COBRA coverage is elected and the employee

is approved for TCRS Disability benefits during their COBRA coverage period,

the employee will be allowed to enroll in the Board’s retiree health plans if all

COBRA and other eligibility requirements have been satisfied.

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The employee must make application to resume healthcare coverage within thirty

(30) days upon completion of and return from an unpaid leave in which insurance

coverage was not continued.

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4004

Issued Date: 08/26/10 Revised: 06/25/13

GROUP HEALTH and WELFARE BENEFITS

I. PURPOSE

To ensure that group health and welfare benefits are available to eligible employees; and to

provide guidelines for establishing and administering such benefits.

II. SCOPE

This policy applies to group insurance benefits provided by the District for eligible individuals.

Group insurance benefits for employees of charter schools authorized by the Shelby County

Schools Board shall be administered in accordance with applicable State and federal law(s).


Shelby County Schools (SCS), in accordance with applicable laws, may establish and maintain

group health and welfare benefits that include, but may not be limited to, health care (including

vision and dental) and life insurance1 (collectively referred to as the “Plans”).

A. Plan Design - Terms and Conditions

1. Documents describing the terms and conditions related to the design (e.g., choice of

providers, comprehensiveness of covered benefits, and levels of cost-sharing) of each Plan

shall be considered the governing document. Should Board policy and the Plan document

contradict, the Plan document shall govern.1

In determining the benefits to be offered, the District shall consider the existing and proposed

Plan design and its administration to ensure that the District provides cost-effective Plans to

meet the diverse needs of District employees/retirees while remaining within budgetary

constraints.

2. Benefits provided by the District are subject to modification at any time, including, but not

limited to, modification of coverage, plan design, covered services, and premiums.

Additionally, the District reserves the right to amend or terminate any Plan at any time.

Advance notification shall be provided if changes and/or modifications are made.

Guidelines for coverage and administration of approved group health and welfare benefits

plans shall be set forth in the administrative rules and regulations.

B. Individuals Eligible for the District’s Group Health and Welfare Benefits Individuals eligible for District group health and welfare benefits shall include:

1. Employees – individuals, unless otherwise covered by a Memorandum of Understanding

(MOU), who are (a) employed in a full-time permanent position or as an interim

teacher/teacher in training; and (b) eligible to participate in and contribute through the

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District to the State retirement system (Tennessee Consolidated Retirement System

(T.C.R.S.)).

2. Retirees - employees who retire from the District under the T.C.R.S. except for employees

who retire from a charter school. Additional eligibility requirements may be set forth in the

applicable Plan documents and/or in the in the applicable Plan documents and/or

administrative rules and regulations.

3. Dependents - the legal spouse and eligible children of an employee, retiree, or Board

Member. Additional requirements may be set forth in the applicable Plan documents and/or


4. Surviving Dependents - the legal spouse and/or children covered under a District benefits

plan at the time of death of an employee, retiree, or Board Member.

5. Board Members - individuals elected and/or appointed to serve on the Board of the Shelby

County Schools.

C. Benefits Enrollment Period and Effective Date

Unless otherwise permitted by law, applicable booklets or documents describing the “Plan”,

eligible employees and Board Members may opt to enroll in the “Plan” during

1. An initial enrollment period (i.e., within first thirty (30) days of initial employment

(employees) or calendar-days served (Board Members));

2. An annual open enrollment period; and

3. Other periods specified by law (e.g., special enrollment periods, permitted election changes).

Eligible retirees will be permitted to opt out or change benefit selections in accordance with

District established guidelines.

D. Coverage Contribution

Employees, Board Members, retirees, and surviving dependents choosing to participate in a Plan

may be required to contribute to the cost of coverage.

The amount of any contribution shall be established annually and notification of the cost

provided no later than the annual enrollment period.

Employee contributions to the cost of coverage for certain benefits shall automatically be paid on

a pre-tax basis in accordance with Internal Revenue Service (IRS) regulations3, under The Board

of Education of Shelby County Schools Section 125 Premium Conversion Plan, unless the

employee specifically requests to pay such contributions on a post-tax basis.

E. Continuation of Coverage While on a Leave of Absence

Eligible employees who are on an approved leave of absence may be eligible to continue

coverage under one or more of the District’s Plans. Requirements for continuation of benefits

shall be in accordance with applicable laws and general guidelines established in the


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F. Cancellation and/or Denial of Coverage

Failure of employees on unpaid leave; Board Members; retirees; and/or surviving dependents to

pay their portion of the cost of coverage in a timely manner, will cause immediate cancellation of

coverage. Under no condition shall coverage for surviving dependents or retirees be reinstated if

coverage was cancelled for nonpayment of premiums.

IV. RESPONSIBILITY A. The Superintendent is responsible for determining if this policy is followed.

Legal References:

1. T.C.A. 49-2-209

2. T.C.A. 49-5-906

3. Internal Revenue Code Sec 125

Cross References:

1. 4054 Employment Classification

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Revised: 05/15/14

GROUP HEALTH and WELFARE BENEFITS

General Guidelines

Employees, Board Members, retirees, and surviving dependents are responsible for notifying the

Human Resources Benefits department of any change in status related to their benefits within

thirty (30) days of status change. Failure to notify the Benefits department within (30) days shall

result in forfeiture of premium contributions.

A. Health and Welfare Benefits for Employees and Board Members

1. Eligible employees and Board Members electing to participate in the District’s health

care and/or life insurance benefits plan shall be required to contribute to the cost for

coverage.

2. Employees and Board members shall be required to pay the total cost (100%) for optional

dependent life insurance coverage for eligible dependents.

3. Any required cost for coverage shall be paid through payroll deduction.

4. In accordance with the terms of the Board of Education of Shelby County Schools

Section 125 Premium Conversion Plan, contributions for coverage under certain Plans

(i.e., health care and flexible spending accounts) may be withheld on a pre-or post-tax

basis. Unless otherwise requested by the employee or Board Member, all payroll

deductions shall be on a pre-tax basis.

B. Continuation of Health and Life Insurance Benefits

1. Employees and Board Members

a) Health

Eligible employees and Board Members may continue health care benefits while on

an approved unpaid leave of absence by paying the required contribution for

coverage. Failure to pay the required contribution may result in cancellation of

coverage. If coverage is cancelled due to non-payment, coverage may not be

reinstated until return from the leave. The employee or Board Members must make

application to resume health care coverage within thirty (30) days upon completion of

and return from an unpaid leave in which health coverage was not continued.

Eligible employees and Board Members who are applying for T.C.R.S. disability

retirement at the end of their maximum leave period will be offered COBRA

continuation coverage. If COBRA coverage is elected and the employee or Board

Member is approved for T.C.R.S. disability benefits, the employee or Board member

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will be allowed to participate in the retirees health plans available to other retirees,

provided that all COBRA and other eligibility requirements have been satisfied.

2. Retirees

a. Eligibility Requirements

Employees (excluding individuals retiring from a charter school) who retire under the

T.C.R.S. may be eligible to elect to participate in the District’s health care and life

insurance program providing he/she meet established eligibility criteria.

1) Employed with SCS after January 30, 2018 Individuals hired and/or rehired with SCS after January 30, 2018 shall not be

eligible for coverage under SCS’ heath care benefits.

2) Employed with SCS July 1, 2013 - January 30, 2018

Individuals employed with SCS during the period from July, 1, 2013 through

January 30, 2018 must have:

(a) completed fifteen (15) years of continuous service with the District; and

(b) been covered under a health benefit plan offered by the District for the two (2)

years immediately prior to retirement. The same shall apply for continuation

of life insurance benefits.

3) Employed with SCS Prior to July 1, 2013

Individuals employed with SCS prior to July 1, 2013 must have

(a) retired under the TCRS; and

(b) completed

(1) fifteen (15) years of continuous service with the District and participated

in a health plan offered by the District immediately prior to retirement; or

(2) for Teachers - a combination of ten (10) years of service with another

school district (as reflected in TCRS or the Tennessee Department of

Education records) and five (5) years of continuous service with SCS

immediately prior to retirement.

4) Former employees of Memphis City Schools (MCS) who were offered and

accepted a position with SCS on or before June 30, 2013 as a result of the

consolidation of the school districts are eligible to participate in SCS retiree health

and welfare benefits under the following conditions:

(a) Employed with MCS January 1, 2007 - June 30, 2013

Individuals employed with MCS during the period from January

1, 2007, through June 30, 2013, covered continuously by a health/life plan

offered by MCS or SCS and he or she has completed at least 10 (ten) years of

service with either MCS or SCS or some combination thereof immediately

prior to retirement.

(b) Employed with MCS Prior to January 1, 2007

Individuals employed with MCS prior to January 1, 2007 and was covered

continuously by a health/life benefit plan offered by either MCS or SCS or

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some combination thereof for the five (5) years immediately prior to

retirement.

b. Retiree Health Care Benefits

1) With the exception of employees hired after January 30, 2018, eligible employees

who retire prior to age sixty-five (65) and their covered dependents may continue

to participate in the same health care benefits as they did prior to the employee’s

retirement.

The retiree shall be required to contribute to the cost for coverage for health care

benefits which shall be deducted from his/her T.C.R.S. retirement check; provided

when the T.C.R.S. retirement check is less than the required premium amount, the

retiree shall pay the required contribution to the District.

2) Only those eligible dependents of the retiree who were covered at the time of

retirement may be enrolled as the retiree’s dependents. Once coverage has been

dropped for a dependent, such dependent shall not be eligible for re-enrollment.

Dependents acquired after retirement are not eligible to be covered.

In the event coverage for a dependent is dropped due to administrative error, such

dependent shall be eligible for re-enrollment.

3) Upon eligibility to receive Medicare health insurance benefits, the retiree and/or

their covered dependents shall no longer be eligible to participate in the Plan

offered by the District to active employees and pre-65-year-old retirees. The

District, however, shall provide a supplemental health insurance policy and

prescription benefits. Any retiree (or their covered dependent) who turns age

sixty-five (65) must enroll in Medicare Part A and B in order to continue health

insurance as a retiree of SCS. Failure to enroll in Medicare A and B may result in

termination of all retiree health insurance benefits.

4) Retirees must enroll in Medicare Part A and B upon the attainment of age 65 to be

eligible to participate in a supplemental health insurance policy and prescription

benefits through the District. Failure to enroll in Medicare A and B may result in

termination of all retiree health insurance benefits.

5) If a retiree becomes eligible to receive Medicare health insurance benefits and that

retiree participates in a dependent coverage plan, any dependent that has not

become eligible to receive Medicare health insurance benefits may continue to

participate in the Plan offered to dependents of active employees and pre-65-year-

old retired employees as long as they meet eligibility requirements.

6) If retiree health coverage is declined or cancelled for any reason other than an

administrative error, such coverage shall not be reinstated. This also applies to

coverage cancellation for dependent coverage under the retiree’s health plan.

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c. Retiree Life Insurance Benefits

Eligible employees upon retirement from active service may continue life insurance

benefits. Coverage provided as part of the life insurance plan, including cost, shall be

established by the District, in consultation with the Board.

3. Surviving Dependents

Upon an employee’s or retiree’s death, eligible surviving dependents, as described below,

may elect to continue coverage under SCS’s health care benefits. An eligible surviving

dependent who elects to continue such coverage shall be required to pay one hundred

percent (100%) of the applicable premium.

Eligible surviving dependents include:

a) Surviving Spouse

1) Surviving spouse age sixty-four (64) and under

A surviving spouse under the age of sixty-five (65) at the time of the employee’s

or retiree’s death and who was covered as a dependent at the time of the

employee’s/retiree’s death may continue coverage under the applicable health

plan until the surviving spouse attains the age of sixty-five (65).

2) Surviving spouse age sixty-five (65) or older

A surviving spouse age sixty-five (65) or older at the time of the employee’s or

retiree’s death and who was as a dependent at the time of the employee’s/retiree’s

death continue coverage under the applicable health plan for up to a maximum of

thirty-six (36) months from the date of the employee’s/retiree’s death in

accordance with COBRA.

3) Surviving spouse who remarry or becomes eligible for coverage through

employment

Any surviving spouse who becomes eligible for group health coverage because of

remarriage and/or employment shall cease to be eligible for coverage under the

District plan. Surviving spouse coverage with the District shall cease on the

effective date of the coverage under the other plan.

In the event a surviving spouse re-marries and is not eligible for coverage under

another group health plan, he/she may retain continue to be covered under the

District’s health plan until he or she attains age 65 or is otherwise eligible for

Medicare.

Under no circumstances will a surviving spouse be permitted to enroll a new

spouse or dependent children of the new spouse in a District health plan.

b) Surviving children

Surviving children of a deceased employee or retiree who was covered under a

District health plan at the time of the employee’s/retiree’s death may be eligible to

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continue coverage for a maximum of thirty (36) month from the date of the

employee’s/retiree’s death in accordance with COBRA.

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5006


Revised: 06/25/13

AWARDING OF CREDITS

I. PURPOSE

To outline guidelines for awarding credits.

II. SCOPE

This policy applies to students within the Shelby County Schools.


Awarding of Credits

The Board will approve annually a list of high school courses to be offered and the

minimum and maximum credits that may be earned in each course.

Credits will be awarded in .5 increments upon successful completion of a semester.

Additionally, a student will receive one full credit in the course if he/she receives a

passing yearly/final grade in the course.

Dropping Courses

If in the opinion of the principal, counselor, teacher(s), or parent a student is

experiencing extreme difficulty in a subject, a student may drop a course in

accordance with the administrative rules and regulations accompanying this policy.

IV. RESPONSIBILITY



1. Tennessee State Board of Education High School 1. 5004 Advanced Courses

Policy No. 2.103 Revised: July 28, 2017 2. 5007 Online Courses and Online

2. TRR/MS Rule 0520-01-03-.03 Course Recovery

3. TCA 49-12-301

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AWARDING OF CREDITS Revised: 11-24-15

Dropping Courses*

If in the opinion of the principal, counselor, teacher(s), or parent a student is

experiencing extreme difficulty in a subject, a student may drop a course by the end of

the first nine weeks without that subject being recorded on the student's cumulative

record. If a student should drop a course from his/her schedule after the end of the

first nine weeks, then that course and a failing grade will be recorded on the student's

cumulative record.

The following procedures should be followed should a student encounter difficulty in

making adequate academic progress in a course with special requirements such as

advanced courses included in policy 5005 Advanced Courses Honors Courses,

Advanced Placement Courses, International Baccalaureate Courses, courses with

national industry certification, online courses, and dual enrollment/dual credit courses:

• The student must first consult the teacher for ways to improve.

• If academic difficulty continues, the parent may request a school meeting to

include the teacher, the student, the parent(s), and the appropriate school

counselor along with the appropriate assistant principal. This team will form a

plan of action.

• The final approval for a student to drop a course is at the discretion of the

principal and shall be based upon multiple factors, including available space in

an alternative class at the time of the request

*This section does not apply to virtual/online courses. See policy 50075004 Online

Courses and Online Course Recovery for provisions regarding dropping district

offered online courses.

Awarding Credits to Students Transferring from One School to Another

Students may transfer among public schools or among Category I, II, or III private

schools (see Chapter 0520-07-02), without loss of credit for completed work. The

school which the student leaves must supply a properly certified transcript showing

the student’s record of attendance, achievement, and the units of credit earned.

Except as provided by law, principals shall allow credit for work transferred from

other schools only when substantiated by official transcripts. Students transferring

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from schools which are not approved by the Tennessee State Board of Education or by

comparable agencies shall be allowed credit only when they have passed

comprehensive written examinations approved, administered, and graded by the

principal. Student scores from a recognized standardized test may substitute for the

required comprehensive written examinations. In accordance with the Interstate

Compact on Educational Opportunity for Military Children, military parents may

present their child’s unofficial or hand-carried education record when transferring

their child. SCS shall enroll and appropriately place students of military parents based

on the information provided in the unofficial records pending validation of the official

records. SCS shall request, as soon as possible, the official records of the child from

the school in the sending state for validation purposes. Additionally, except as

provided by law, students transferring from schools which are not approved by the

Tennessee Board of Education or by comparable agencies shall be allowed credit only

when they have passed comprehensive written examinations approved, administered,

and graded by the principal. Student scores from a recognized standardized test may

substitute for the required comprehensive written examinations.

The examination administered to students in grades 1-8 shall cover only the last grade

completed.

The examinations administered to students in grades 9-12 shall cover the individual

subjects appearing on the official transcripts. The examination for subjects of more

than one unit need cover only the last unit completed. A student transferring from one

school to another may count for graduation one-half (1/2) unit of credit in courses for

which a minimum of one (1) unit is required only if the course is not offered in the

school to which he or she is transferring.

The principal is authorized to transmit transcripts of a student to any school to which

the student transfers or applies for admission when the records are requested by the

receiving school or institution. The parent or guardian of the student will be notified

that the transcript is being sent.

Students should be enrolled at least 15 days before receiving a nine-week grade on the

report card.

Transfer Provisions for Students of Military Parents – for Course and Program

Placement

When students of military parents transfer before or during the school year, SCS shall

initially honor placement of a student based on educational assessments and the

student’s enrollment in educational courses from the sending state, if the courses are

offered. Course placement includes, but is not limited to, Honors, International

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Baccalaureate, Advanced Placement, vocational, technical and career pathways

courses. The district may perform subsequent evaluations to ensure appropriate

placement and continued enrollment of the student in the course. District

administration may also waive course prerequisites or other preconditions for

placement in courses offered under its jurisdiction.

Additionally, SCS shall initially honor the placement of students of military parents in

educational programs based on current assessments conducted at the sending school

or participation/placement in like programs in the sending state. Such programs

include, but are not limited to, Gifted and Talented Programs and English as a Second

Language (ESL) programs. SCS also shall initially provide comparable services to

students with disabilities based on their IEPs and, in accordance with all applicable

laws, shall make reasonable accommodations and modifications to address the

students’ needs subject to a student’s existing 504 or Title II Plan in order to provide

the student with equal access to education. The district may perform subsequent

evaluations to ensure appropriate placement of the student. District administration

may also waive program prerequisites or other preconditions for placement in

programs offered under its jurisdiction.

Out-of-School Experiences

Out-of-school experiences are academic/instructional activities that take place away

from the school premises (e.g., Service Learning, Junior Achievement, attending

college workshops and college preparatory schools, and completion of a supervised

occupational education program consisting of a specified number of hours). A

maximum of two (2) units of credit may be earned by a student for out-of-school

experiences during his/her high school career with no more than one (1) unit during a

nine month school year. Out-of-school experience credit can be earned only for

activities occurring out of school; that is, before or after the school day or during the

summer. All such credit must be counted in excess of the units required for graduation

with no out-of-school experience substituting for any required course. No unit in out-

of-school experience may be counted toward the total number of units required by the

State for graduation.

Credit must be granted for out-of-school experiences in terms of the number of hours

of instruction (i.e., 180 hours = 1 unit of credit; 90 hours = 1/2 unit of credit).

Students must submit requests for out-of-school experiences to the principal for

approval by the Superintendent (or designee). Program proposals must be approved by

the Superintendent/designee prior to student participation and prior to awarding credit

for the experience. The program must be coordinated by a faculty member with

specific, appropriate background. The program must be conducted at times other than

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the normal school day. Exceptions may be made upon the recommendation of the

Superintendent.

Assurance must be made that there are no conflicts of interest for faculty or

administrators. The student should receive no remuneration for participation in this

program.

Assurance must be made that students who participate in out-of-school experiences

for credit must exhibit passing grades in all courses in school, acceptable attendance,

and acceptable conduct.

There must be no program of similar content available in the elective courses in the

regular school program.

Summer and Credit Recovery Provisions

Summer Credit - Credits received for any first-attempt courses taken during the

summer may count towards the course requirements during the subsequent school

year. Any applicable End of Course examinations must be taken during the fall


summer course with an associated End of Course examination (that is a first attempt at

the credit) until the student takes the examination. Students taking remediation

courses during the summer may receive credit immediately upon passing.

Remediation courses are those courses previously attempted with a completed End of

Course examination, as applicable.

Credit Recovery - If a student is seeking to recover credit for the first semester of a

two (2)-semester course, the student may not receive the full credit for the course until

the student has enrolled in and passed the second semester of the course and taken any

applicable End of Course examinations.

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5007


Revised: 11/24/15

07/30/13

ONLINE COURSES AND ONLINE COURSE/CREDIT

RECOVERY

I. PURPOSE

To expand course offerings for students; to provide optional means for students to

earn academic credit toward graduation, including course/credit recovery; and to

encourage the provision of district offered on-line online courses to all students,

including students with health related issues, (1) in order to increase academic rigor,

(2) for course/credit recovery, (3) for alternative learning settings, (4) to ameliorate

issues of education equity, or (5) for any other student need where non-traditional

instructional delivery is appropriate.

II. SCOPE

This policy applies to all course/credit recovery courses, district-offered on-line online

courses that have been approved by the Tennessee Board of Education and to all

general correspondence and virtual/ on-line online courses taken through a college,

university, or a correspondence school.


The District shall permits eligible students to take district-offered on-line online

courses that have been approved by the Tennessee Board of Education and general

correspondence and virtual/ on-line online courses taken through a college, university,

or a correspondence school which is a member of a regional accrediting association.

Additionally, the District may allow students to voluntarily participate in a

course/credit recovery program. Course/credit recovery is designed to provide

students an opportunity to recoup credit needed for graduation. Shelby County

Schools provides course/credit recovery as self-paced online courses that meet the

Tennessee Standards for course credit and for credit recovery programs. 3

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IV. RESPONSIBILITY

A. The Superintendent (or designee) is responsible for administering this policy.

B. Students are responsible for fulfilling the requirements of this policy, including

adhering to registration, log-in, and drop deadlines associated with online

courses and online course recovery.

C. Parents are responsible for adhering to this policy.


1. TCA 49-16-101, et seq. 1. 5006 Awarding of Credits


Policy No. 3.208

3. Tennessee State Board of Education High School

Policy No. 2.103 Revised: July 28, 2017

4. TCA § 49-6-601

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ONLINE COURSES Revised: 11/24/15

Eligible sStudents may take courses and/or earn high school credit from online

courses offered through the district and from qualified entities acceptable to the

district in accordance with the guidance below.

Provisions Applicable to all Online Courses

1. Only those online courses that have been approved by the Tennessee State

Department of Education may be taken by students for credit.

2. All online grades earned according to this policy shall be included as part of the

student's official overall grades or grade point average and recorded on the

transcript to accurately track the student's enrollment in coursework.

Provisions Applicable to Non-District Offered Online Courses

1. Online courses may be taken ONLY through SACS/AdvancED (or equivalent)

accredited institutions and ONLY WITH prior written approval of the student's

principal. Any and all exceptions should be directed to the Superintendent or

designee, for approval of the course and the supplying institution.

2. Official transcripts from the online school or university must be submitted to

the student's school prior to the beginning of the next semester, unless an

exception is granted by the school or district office. It is the responsibilities of the

student/parent/guardian to have the institution provide the transcript to the

student's home school.

3. All fees and other costs offered outside the school district are the responsibility

of the parent/guardian, unless prior written approval of the Superintendent or

designee has been granted regarding the fee/cost.

4. Numerical grades provided by an external institution for online courses will be

recorded on the student's permanent record exactly as provided, regardless of

status (passing, failing, withdrawal.) If the institution only provides letter grades,

Shelby County Schools will convert to a numerical grade that is the median of the

Shelby County Schools grading scale for the letter grade given.

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Provisions Applicable to District-Offered Online Courses

1. District-offered on-line online courses that are taken at a school or district facility

must be monitored by a licensed Tennessee teacher or a course facilitator as outlined

by the Distance Learning and e-Learning policy of the Tennessee State Board of

Education. Additionally, learning laboratories (labs) where district-offered online

courses take place both during school and non-school hours (e.g., after school) must

be supervised by an appropriate person approved by the principal.

District-offered on-line online courses that are taken by a student who attends the

Virtual School full time or is part of the Virtual School hybrid program must be

monitored by the Virtual School Online Monitor.

2. Students may take district-offered on-line online courses subject to individual

course offerings and space availability.

3. Students must meet the course prerequisites required to take the course or meet

district-determined proficiency standards (e.g., testing for credit/proficiency), unless

otherwise exempted by the principal, Virtual Schools Office, or Superintendent

(designee).

4. Students must request and gain approval from the school principal (designee) to

take individual district-offered on-line online courses; and the school shall determine

the appropriate number and type of district-offered on-line online courses that the

student may take during the school year/summer term, unless the student receives

approval from the Virtual Schools Office to enroll in the Virtual School full time or as

part of the Virtual School hybrid program.

5. Students who leave the District while enrolled in an on-line online course may be

allowed to complete their course. Students must contact the District to exercise this

provision and tuition cost may apply.

6. Regardless of when a student adds an online course to his/her schedule, the student

must complete the course by the course completion deadline. Exceptions must be

authorized by the Superintendent or designee.

7. In addition to the provision outlined in this policy and its accompanying

administrative rules and regulations, students taking online courses in the areas of

dual enrollment/dual credit, advanced placement, and courses with national industry

certifications must adhere to the guidelines of those programs.

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8. Students who are not successful in the online format must gain approval of the

Virtual Schools Office to take additional online courses.

9. If inactivity in the course exists, academic difficulty occurs, or the student does not

make adequate progress in the course Tthe following procedures should be followed

should a student encounter difficulty in making adequate academic progress in an

online course:

• The student and teacher should conference, to determine next steps to improve

the student’s outcomes of the course. A plan for improvement should be

developed and agreed upon, with scheduled check-ins to assure the student

stays on track.

• If inactivity in the course exists, academic difficulty continues, or the student

does not make adequate progress in the course; the parent, principal, or Virtual

School may request a school meeting/conference to include the teacher, the

student, the parent(s), and the appropriate school counselor/district staff and the

appropriate assistant principal to develop a plan of action.

• If in the opinion of the principal, counselor, teacher(s), or parent, a student is

experiencing extreme difficulty in an online course, a student may drop a

district-offered online course at any time. The final approval for a student to

drop an online course should only be considered after all interventions have

been made, and is then at the discretion of the principal or, when applicable, the

Virtual Schools Office and shall be based upon multiple factors, including

available space in an alternative class at the time of the request. The course will

not be recorded on the student's cumulative record.

• Additionally, a student who is scheduled for and/or logs into an online course

but shows no activity by the end of the first ten (10) days may be withdrawn

from the course by the school or the Virtual Schools Office. The course will not

be recorded on the student's cumulative record.

10. Online courses and online course grades shall only be recorded on a student's

cumulative record if the student passes the online course.

Online Course/Grade – Not Recorded

If in the opinion of the principal, counselor, teacher(s), or parent, a student is

experiencing extreme difficulty in an online course, a student may drop a district-

offered online course by the end of the first ten (10) days after the student has:

1. logged in; and

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2. shown continuous course activity (e.g., completed regular lessons in

accordance with the online course pacing guide),

then that course will not be recorded on the student's cumulative record.

Online Course/Grade – Recorded

If a student should drop a course from his/her schedule after the end of the first ten

(10) days after the student has:

1. logged in; and

2. shown continuous course activity,

then that course and a failing grade will be recorded on the student's cumulative

record.

Withdrawal by School or Virtual Schools Office

Additionally, a student who is scheduled for and/or logs into an online course but

shows no activity by the end of the first ten (10) days may be withdrawn from the

course by the school or the Virtual Schools Office.

11. 10. Students who graduate from Virtual School shall receive their diploma from:

a. the student’s school of record (the school from which the student normally

would have graduated) if the student graduates within one year of his/her ninth

(9th) grade high school cohort or

b. the Virtual School if the student’s graduation date is beyond one year of the

date of his/her ninth (9th) grade high school cohort.

COURSE/CREDIT RECOVERY COURSESProvisions

Applicable to Online Course/Credit Recovery

Eligibility

At a minimum, the student must:

• Complete the district’s course/credit recovery application process.

• Provide parent or guardian written consent to apply for course/credit recovery.

• Have earned a failing grade not less than 50% in the course. Have mastered at

least fifty percent (50%) of the course standards as evidenced by the course

grade in a non-credit recovery section of the course or a diagnostic assessment

(e.g., earn at least 45 on the initial Grade Results Benchmark used to set the

course/credit recovery learning path). A student who masters at least fifty

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percent of the course standards, but makes below 45 on the initial Grade

Results Benchmark used to set the course/credit recovery learning path will

require additional support at the school level to assist with the student’s success

in the course/credit recovery class.

Requirement/Procedures

• Students are expected to make adequate progress towards completion of the

course/credit recovery program and as feasible shall make up missed

course/credit recovery sessions or make up missed content during another

session.

• Students who are not on pace to complete any course with a grade of 70 or

above will have their accounts deactivated if they accumulate 5 or more

unexcused absences (failures to login/participate). Accounts can be reactivated

once the principal, principal designee, and/or the Virtual Schools office has a

meets with students and parents/guardians to develop a success plan.

• SCS student discipline policies apply during course/credit recovery.

• Students may apply a maximum of six (6) credits through course/credit

recovery toward graduation. However, exceptions may be granted to the

maximum six (6) credits by the Superintendent’s designee upon review by a

committee which may include the teacher, the student, the parent(s), school

counselor, the principal/designee, and appropriate district staff. (SEE

SECTION BELOW: Course/Credit Recovery Provisions Regarding

Postsecondary Institutions and/or National Collegiate Athletic Association

(NCAA) Eligibility and Online Courses/Online Course/Credit Recovery).

• Course/credit recovery may be taken at any available location that supports the

course platform. However, semester and final examinations shall be taken at

the student's base school.

• Any course taken through course/credit recovery will be honored in any district

school. This includes transfers prior to completion of the course.

• Students passing credit recovery shall receive a grade of seventy percent (70%)

and credits shall be awarded in accordance with the policy/regulations on

Awarding of Credit (#5006). Successful completion of course/credit recovery

will be recorded as an additional entry on the transcript with a course recovery

designation. The An original failing grade may remains on the transcript and

but is NOT counted in the student’s grade point average (GPA). The grading

formula for course/credit recovery shall include: 1) weighting of the original

failing grade at 5% and 2) weighting of the course/credit recovery grade at

95%. For example, a student earning an original failing grade of 50 weighted at

5% and a course/credit recovery grade of 71 weighted at 95% would earn a

grade of 69.95, rounded up to 70 on his/her transcript for the course/credit

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recovery course. Course/credit recovery grades shall be posted under the name

of the original teacher of record.

• Priority for available seats will be given to seniors and then to juniors needing

course credit to graduate.

• Removal from course/credit recovery shall be limited to only extreme cases and

based on individual student needs.

• Requirements for course/credit recovery facilitators and diagnostic

completion/goal attainment for students shall be in accordance with Tennessee

Standards for course/credit recovery.

Course/Credit Recovery Provisions Regarding Postsecondary Institutions and/or

National Collegiate Athletic Association (NCAA) Eligibility and Online

Courses/Online Course/Credit Recovery

Postsecondary institutions may have standards and/or guidance regarding

course/credit recovery that parents and students should take into account when

considering enrollment in course/credit recovery courses. Not all postsecondary

institutions will accept credit recovery courses for credit. Additionally, Sstringent

NCAA course eligibility requirements apply for student athletes. NCAA

Clearinghouse will not accept credit recovery courses for credit. Online courses and

online course recovery may NOT meet NCAA core-course requirements or satisfy

NCAA legislation. For more information, see contact the postsecondary institution

and/or the NCAA. Initial-Eligibility Core-Course Requirements: General

Guidelines for Software-Based Credit Recovery, Online Courses, and Other

Nontraditional Educational Opportunities.

http://fs.ncaa.org/Docs/eligibility_center/OVN/GeneralGuidelinesandTips2.pdf


1. TCA § 49-6-601 1. Tennessee Department of Education High

School Transition Policy Frequently Asked

Questions Revised: April 26, 2010

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6009


ATTENDANCE ZONES POLICY

Policy Suspension Effective Date: 2/25/14

I. PURPOSE

To establish guidelines for creating and/or changing attendance zone

II. SCOPE

This policy applies to the creation and/or modification of Shelby County Schools

attendance zones.


A. The Shelby County Schools Board of Education may implement aAttendance

zone creation and/or changes may be implemented for reasons including, but

not limited to, the need to equalize enrollment when overcrowding exists, to

account for a new building or a building addition, to address school closures; to

accomplish grade reconfiguration; to plan for anticipated student population

growth or decline, to modify school feeder patterns, or to promote the efficient

use of transportation services.

If by majority vote, the Board expresses its agreement with the Superintendent

that rezoning is necessary, the Board shall direct the Superintendent to

commence the planning process.

If possible, the School Board will take action on the final attendance zone plan

recommended by the Superintendent not less than thirty (30) days from the

presentation of the proposal alternatives but by no later than March prior to the

year the rezoning takes place. However, should extenuating circumstances as

determined by the Superintendent and the Board necessitate an emergency

rezoning action, the Board shall direct the Superintendent to initiate the

rezoning process more quickly and the Board will take action accordingly.

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Changes approved to school attendance zones during a current school year shall

become effective beginning at the commencement of the following school year,

unless extenuating circumstances require the Board to implement zoning

changes prior to the following school year.

B. The Shelby County Schools Planning Department shall conduct an annual

review of student enrollment, facility utilization and projected growth to

ascertain the need for revisions to existing attendance zones and for the creation

of attendance zones for new schools. The Planning Department shall report the

findings of the review to the Superintendent.

C. If the Superintendent agrees that the results of the annual review justify

rezoning, the Superintendent shall recommend to the School Board an initiation

of the rezoning process. If by majority vote the Board expresses its agreement

with the Superintendent that rezoning is necessary, the Board shall direct the

Superintendent to commence the planning process.

D. As soon as practical, the Superintendent shall hold an initial public meeting to

explain the rezoning process, outline the criteria for establishing attendance

zones, and to provide an opportunity for public input.

E. After considering the public's comments, the Superintendent shall direct the

SCS Planning Department to prepare at least two (2) alternative rezoning

proposals to present at a public meeting. The criteria used to prepare the

proposals shall comply with the following criterion to the extent practicable:

Capacity – The proposals shall attempt to cause schools to be operated at or

under capacity. Schools are considered significantly over capacity if they

operate in excess of 100 percent utilization and significantly underutilized if

they operate at less than 50 percent utilization.

Projected Enrollment – The proposals shall take into consideration current

enrollment combined with future enrollment.

Transportation Efficiency – he proposals shall, to the extent practicable,

minimize the duration of travel time and distance in order to promote safety

and reduce transportation costs.

Geographic Barriers – To the extent practicable, the proposals should take

into consideration contiguous communities as defined by natural barriers,

roads, railways, TVA lines, etc.

Rezoning History – To the extent practicable, the proposals shall attempt to

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avoid rezoning neighborhoods where multiple rezonings have occurred more

than once in a three (3) year period.

School Feeder Patterns – To the extent practicable, the proposals shall attempt

to align elementary, middle and high school attendance zones.

F. At the next public meeting the Superintendent and/or the SCS Planning

Department shall present at least two (2) rezoning alternatives for review and

discussion of the strengths and weaknesses of each proposal and an appropriate

time will be provided for questions and appropriate answers. At such meeting,

the appropriate data relative to each element of subparagraph E shall be

provided as part of the discussion of each alternative. Additionally, staff will

establish a dedicated web presence for the rezoning and will display questions

and answers reflective of the concerns of the public.

G. As soon as practical after the second public hearing, the Superintendent shall

recommend to the Board one of the alternatives presented at the second public

meeting

H. If possible, the School Board will take action on the final attendance zone plan


presentation of alternatives but by no later than March prior to the year the

rezoning takes place. However, should extenuating circumstances as




I. Changes approved to school attendance zones during a current school year shall




J. Enrollment eligibility in each attendance zone shall be based on the provisions

adopted by the Shelby County Board of Education.

K. Prior to implementing changes to any attendance zones, parents or guardians

shall be provided prior notice of the rezoning plan adopted by the Board.

Notice to parents or guardians may include, but is not limited to, rapid notice,

electronic communication and the Shelby County Schools website.

IV. RESPONSIBILITY

A. The Superintendent (or designee) is responsible for administering this policy.


1. 7002 Real Estate

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ATTENDANCE ZONES

• The Shelby County Schools Planning Department shall monitor student

enrollment, development trends, capacity, and facility utilization year-round

and shall conduct an annual review also considering of student enrollment,

facility utilization and projected growth to ascertain the need for revisions to

existing attendance zones and for the creation of attendance zones for new

schools. As part of the review, the Planning Department shall create rezoning

scenarios for all overcrowded schools where a receiver school is available and

evaluate the scenarios based on the rezoning criteria to develop a possible

rezoning proposal. The Planning Department shall report the findings of the

review to the Superintendent.

• If the Superintendent agrees that the results of the annual review justify

rezoning, the Superintendent shall recommend to the School Board an initiation

of the rezoning process. If by majority vote the Board expresses its agreement

with the Superintendent that rezoning is necessary, the Board shall direct the

Superintendent to commence the planning process.

• As soon as practical after Board direction to commence the planning process

(e.g., February/March), the Superintendent (and/or designee) shall hold an

initial a public meeting at the schools that are proposed for rezoning to explain

the rezoning process, outline the criteria for establishing attendance zones,

present the rezoning proposal, and to provide an opportunity for public input.

(Additionally, the process for school closure outlined in policy 7002 Real

Estate shall be followed for rezoning proposals associated with school

closures.) At the next public meeting the Superintendent (and/or designee) the

SCS Planning Department shall present the rezoning proposal at least two (2)

rezoning alternatives for review and discussion of the strengths and weaknesses

of each proposal and an appropriate time will be provided for questions and

appropriate answers. At such meeting, tThe appropriate data relative to each

element of the following subparagraph E criteria, which shall be used to the

extent practicable to prepare the proposal, shall be provided as part of the

discussion: of each alternative. Additionally, staff will establish a dedicated

web presence for the rezoning and will display questions and answers reflective

of the concerns of the public.

• After considering the public's comments, the Superintendent shall direct the

SCS Planning Department to prepare at least two (2) alternative rezoning

proposals to present at a public meeting. The criteria used to prepare the

proposals shall comply with the following criterion to the extent practicable:

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Capacity and Utilization– The proposals shall attempt to cause schools to be

operated at or under capacity. Schools are considered significantly over

capacity if they operate in excess of 100 percent utilization and significantly

underutilized if they operate at less than 50 60 percent utilization.

Historic, Current, and Projected Enrollment – The proposals shall take into

consideration past, current, enrollment combined with and future enrollment.

Transportation Cost/Efficiency – The proposals shall, to the extent

practicable, minimize the duration of travel time and distance in order to

promote safety and reduce transportation costs.

Geographic Barriers – To the extent practicable, the proposals should take

into consideration contiguous communities as defined by natural barriers,

roads, railways, TVA lines, etc.

Rezoning History – To the extent practicable, the proposals shall attempt to

avoid rezoning neighborhoods where a multiple rezonings has have occurred

more than once in a three (3) year period.

School Feeder Patterns – To the extent practicable, the proposals shall attempt

to align elementary, middle and high school attendance zones.

Development Trends – To the extent practicable, increases in population from

residential developments shall be accommodated by rezonings rather than

building new capacity.

Facility Condition – To the extent practicable, the rezoning proposal shall move

students to a facility of better condition.

Academic Performance – To the extent practicable, the rezoning proposal shall

move students to a facility with a higher academic performance.

Proximity – To the extent practicable, in the development of the rezoning

proposal, receiver schools with available seats in closest proximity to students’

places of residence will be examined as the first option.

In aAdditionally to the public meeting, staff will establish a dedicated web

presence for the rezoning and will display questions and answers reflective of the

concerns of the public.

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• At the next public meeting the Superintendent and/or the SCS Planning

Department shall present at least two (2) rezoning alternatives for review and

discussion of the strengths and weaknesses of each proposal and an appropriate

time will be provided for questions and appropriate answers. At such meeting,

the appropriate data relative to each element of subparagraph E be provided as

part of the discussion of each alternative. Additionally, staff will establish a

dedicated web presence for the rezoning and will display questions and answers

reflective of the concerns of the public.

• As soon as practical after the second public meeting hearing, the

Superintendent shall recommend to the Board one of the alternatives presented

at the second public meeting a rezoning proposal inclusive of any adjustments

made as a result of the public meeting. (Generally, the Board takes action on

the proposal not less than 30 days from presentation but by no later than

March prior to the rezoning year, unless extenuating circumstances exist.)

• If possible, the School Board will take action on the final attendance zone plan


presentation of alternatives but by no later than March prior to the year the

rezoning takes place. However, should extenuating circumstances as




• Changes approved to school attendance zones during a current school year shall




• Enrollment eligibility in each attendance zone shall be based on the provisions

adopted by the Shelby County Board of Education.

• Prior to implementing changes to any attendance zones, parents or guardians

shall be provided prior notice of the rezoning plan adopted by the Board.

Notice to parents or guardians may include, but is not limited to, rapid notice, electronic communication and the Shelby County Schools website.

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6022


Revised: 06/11/13, 07/15/14, 06/30/15,

10/25/16

STUDENT CONDUCT

I. PURPOSE

To support positive student behavior and, when appropriate, apply reasoned

discipline.

II. SCOPE

This policy applies to students in all programs of the Shelby County Schools

and shall be in force for all school facilities, school property, school buses, and

school-sponsored/sanctioned activities.


The Shelby County Board of Education accepts the responsibility for

establishing and maintaining proper standards of discipline and behavior in the

public schools. In order to maintain good order and insure an environment

conducive to learning, the Board considers behavior or conduct occurring on

school property or at any school sponsored activity occurring off school

property which interferes with the above to be offenses. The District establishes

the Shelby County Schools Student Code of Conduct to provide a sample of

unacceptable student behaviors and a related sample of disciplinary actions.

The Code of Conduct and any revisions shall be approved and adopted by the

SCS Board of Education as the student discipline policy of the District.

IV. RESPONSIBILITY

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A. The department responsible for attendance and discipline is responsible

for implementing this policy.

B. The department responsible for attendance and discipline is responsible

for monitoring and reviewing behavioral consequences issued to

students and for counseling with principals when consequences issued to

students are not in compliance with SCS policy and/or state or federal

law/regulations.

C. The department responsible for coordinated school health and safety

assessment is responsible for conducting safety assessments in

accordance with this policy and its accompanying rules and regulations.

D. The Department charged with student services is responsible for

monitoring and reviewing the School-wide Behavior Plan of each school

and reporting student behavior and discipline data to schools and

appropriate district-level administrators.

E. Principals and their designees shall be responsible for enforcing the rules

of student conduct in accordance with the administrative rules and

regulations accompanying this policy and the district-wide Student Code

of Conduct accompanying this policy.


1. TCA 39-17-1309 (Carrying Weapons

on School Property)

2. TCA 49-2-203 (Powers and Duties)

3. TCA 49-2-303 (School Principals)

4. TCA 49-6-3103 (Factors in

Determining Assignment)

5. TCA 49-6-3401 (Suspension and/or

Expulsion of Students)

6. TCA 49-6-3402 (Alternative Schools)

7. TCA 49-6-4001 (Student and

Employee Safe Environment Act of

1996)

8. TCA 49-6-4102 (Students Accountable

for Conduct)

9. TCA 49-6-4201 (School Security Act)

10. TCA 49-6-3017 (Denial of Motor

Vehicle License or Permit)

11. Individuals with Disabilities Act

12. Section 504 of the Rehabilitation Act

of 1973

13. TRR/MS 0520-01-09-.05

14. PL 103-227 - Goals 2000: Educate

America Act Section 1032 (Gun Free

1. 6050 Conduct on School Buses

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Schools Act)

15. US Code Section 921, Title 18 (defines

firearm)

16. Arson (TCA 39-14-301);

17. Assault (TCA 39-13-101, 102);

18. Breaking and Entering/Burglary (TCA

39-14-402);

19. Bullying, Harassment and Intimidation

(TCA 49-6-4501);

20. Drug (TCA 49-6-4202(2));

21. Extortion (TCA 39-14-112);

22. False Imprisonment (TCA 39-13-302,

303);

23. Forgery (TCA 39-14-114);

24. Gambling (TCA 39-17-501);

25. Gang (TCA 49-6-4215);

26. Obscene Material (TCA 39-17-901);

27. Participation in Non-Sanctioned

Organizations/Hazing (TCA 49-7-

123; TCA 49-2-120);

28. Reckless Driving (TCA 55-10-205);

29. Robbery (TCA 39-13-401, 402);

30. Sexual Harassment (Student to

Student) (TCA 39-13-505);

31. Theft (TCA 39-14-103);

32. Vandalism (TCA 39-14-408);

33. Weapon/Dangerous Weapon (TCA 49-

6-4202(1))

34. School Attire (TCA 49-6-4009; TCA

49-1-302(j))

Policy Revision History – Adopted 02/24/77, Revised 07/28/83, Revised 09/29/94, Revised 12/05/96,

Revised 09/25/97, Revised 08/31/00, Revised 06/26/03

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STUDENT CONDUCT Administrative Rules and Regulations

Revised: 06/30/15

PREVENTION AND INTERVENTION STRATEGIES

The District shall develop and communicate a comprehensive prevention and

intervention program. The program shall include a parental engagement

component outlining strategies for parents to support the prevention of

inappropriate and/or disruptive behavior in their children and participate in

intervention efforts if such behavior occurs. Additionally, prevention and

intervention strategies may include classroom, school-wide, or district-wide

assessment and supports for students who exhibit and/or are victims of

behaviors involving threats; poor attendance/truancy; violence/weapons/gangs;

drugs/alcohol; or harassment/intimidation/bullying/cyber-bullying.

The department responsible for coordinated school health promotes the safety

of Shelby County Schools by conducting safety assessments with students

whose behaviors are indicative of substantive threats of violence.

The purpose of this assessment is to evaluate the circumstances surrounding a

student’s infraction to determine whether there is evidence of a continued threat

and to identify general violence risk factors. Recommendations will be offered

to the school(s), the students, and the student’s parent/guardian intended to

promote safety and academic success.

When a student makes a threat to harm others or is in possession of a dangerous

weapon, the SCS Threat Screening Guidelines and accompanying Quick-

Reference are to be used by the principal/assistant principal or designee,

security/SRO, and support staff in completing the inquiry. When, based on the

school’s investigation, a student’s threat is identified as substantive and other

safety measures have been implemented, schools should contact the Safety

Assessment Team to make a referral (Also see Section E under Disciplinary

Measures below).

SCHOOL-WIDE BEHAVIOR PLANS

Each school shall strive to promote and support appropriate behavior in

students at the school by implementing behavior programs that integrate school

and district-wide behavior intervention strategies with all aspects of a school’s

support services. To this end, each school shall develop a School-wide

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Behavior Plan that is consistent with district policies and applicable laws. At a

minimum, the School-wide Behavior Plan shall outline the school’s operating

procedures for utilizing various prevention and intervention strategies and

utilizing progressive discipline within the school.

DISCIPLINARY MEASURES

Several disciplinary measures may be employed to support acceptable student

behavior. Disciplinary measures include parent/administrator conference,

confiscation of items, loss of privileges, before/after school detention/Saturday

school, suspension from the bus, in-school suspension, out-of-school

suspension, expulsion, and remand/alternative placement.

With the exception of privileges restricted by the principal, suspension from the

bus and confiscation of items, schools shall not impose multiple disciplinary

measures on a student for a single offense or violation of the Code of Conduct.

The principal may restrict activities for students who accumulate a certain

number of suspensions. Activities that may be restricted by the principal and

the actions that may place students on restriction shall be communicated to

students and parents by the principal.

A. Confiscation of Items and/or Loss of Privileges

Confiscation of Items

“Confiscated items” include beepers, telephone pagers, laser pointers, cellular

phones, prohibited electronic devices, and any other item prohibited by the

District. Unless the District extends the return time of confiscated items

because the item or its contents may be evidence of violation of law or policy,

the parent may pick up the item at a time and location designated by the

principal at the close of the next school day following the day that the parent

received notification of confiscation or earlier at the principal’s discretion.

Thereafter, the parent may pick up the device by appointment. The District

does not take responsibility for confiscated items and will not compensate the

owner for any lost, stolen, or damaged confiscated items while in the custody

of the district.

Loss of Privileges

Students may lose privileges including, but not limited to, the following:

• Loss of classroom privileges

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• Loss of parking privileges

• Loss of extracurricular/athletic or other school-wide privileges

• Privileges Restricted by the Principal

B. Before/After School Detention/Saturday School - Students may be

detained before or after the school day or required to attend Saturday school as

a means of disciplinary action. The following guidelines shall be followed:

• The student will be given at least one (1) full day of notice before

detention/Saturday school.

• Parents/guardians will be informed before detention/Saturday school

takes place.

• Students will be under supervision of certified staff members.

• Detention will not exceed 45 minutes after the official closing of the

school day but may be administered several days in succession.

• Teachers must have the approval of the principal before issuing

detention or requiring a student to attend Saturday school.

• Students riding school buses will be provided an alternative to detention,

or, in collaboration with the parents, assigned a later detention date.

• Students with religious exemptions to Saturday school shall be provided

with an alternative disciplinary option.

C. In-School Suspension - The in-school suspension program includes a

behavior management component that teaches students skills to improve their

behavior and make good choices while allowing students the opportunity to

complete their regular classroom assignments in an isolated environment. The

principal, including vice/assistant principal, has sole discretion to issue in-

school suspensions.

D. Out-of-School Suspension – Out-of-school suspensions vary in length

from zero (0) to ten (10) days. It is not the intent of the system to remove

students from the school society for minor violations. Therefore, suspension

from school should be used with caution and only in appropriate cases. The

principal, including vice/assistant principal, has sole discretion to issue out-of-

school suspensions from zero (0) to ten (10) days.

1. A behavioral intervention plan shall be developed for students who

accumulate more than five days of suspensions during the school year.

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2. Multiple suspensions shall not run consecutively; nor shall multiple

suspensions be applied to avoid expulsion from school.

Reasonable effort shall be made to contact the parent/guardian immediately

regarding any suspension. If contact with the parent/guardian cannot be made,

the student will remain at school until dismissal time except in cases of police

arrest or an emergency, such as when the student's continued presence poses a

danger to persons or property in the school or an ongoing threat of disrupting

the academic process. Students on suspension must not be permitted to set foot

on school property, attend class, or participate in school-sponsored activities

while under suspension, unless otherwise allowed by law and/or Board policy

(see TCA 49-6-3401(d) and the policy 6055 Alternative Schools) or when

scheduled with the school administration to take exams.

E. Expulsion - Expulsions vary in length from eleven (11) days to the

remainder of the school year or one (1) calendar year for state-mandated

expulsions. (Any single suspension in excess of 10 consecutive days or

multiple suspensions totaling 15 days in one month is an expulsion.) The

principal may issue expulsions subject to student legal due process rights

regarding appeals of expulsions (suspension of more than ten (10) days) and in

accordance with the district-wide Student Code of Conduct. The

Superintendent may modify a state-mandated one-year expulsion on a case-by-

case basis.

Safety Assessment Associated with Expulsion

When the student’s infraction involves:

1) a credible/substantive threat of harm;

2) possession of a dangerous weapon (firearm, knife, taser, explosive, etc.);

3) assault resulting in serious bodily injury to staff/student(s); or

4) off-campus felony with a firearm,

the principal/assistant principal or designee shall: 1) consult with appropriate

district staff responsible for IDEA (i.e., SPED and 504) to determine whether a

student has an identified or suspected need for services under IDEA and hold a

manifestation determination meeting if necessary; and 2) immediately refer the

student for safety assessment. The department responsible for safety assessment

shall provide the names of students referred for safety assessment to the

department responsible for attendance and discipline.

Expelled students who either chose to appeal or chose not to appeal their

expulsions may, at the discretion of the parent and upon assignment by the

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district, participate in alternative school or may attend other appropriate

educational settings during the remainder of the expulsion.

The office responsible for alternative schools will inform the parents that the

placement decision is being taken under advisement pending outcome of the

safety assessment. Safety assessment findings and recommendations will be

utilized in making the placement decision and in the implementation of the

safety plan of the student. Students with a confirmed identified or suspected

need for services under IDEA shall be exempted from this advisement period

and may receive immediate alternative school placement or other appropriate

accommodations.

The safety assessment advisement period must be completed within ten (10)

days of the original incident. If extenuating circumstance exist preventing the

completion of the safety assessment within ten (10) days of the incident (e.g.,

failure of parental/family participation in the safety assessment), then the

department responsible for alternative schools shall convene a district

administrative committee to discuss and make a recommendation regarding the

appropriate placement of the student and the educational services (e.g., safety

plan) available for the student. The district administrative committee shall

include representatives of the departments responsible for alternative schools,

attendance and discipline, coordinated school health safety assessment, 504

implementation, special education services, and, when applicable, legal

services. Upon consideration of the discussion and recommendations of the

administrative committee, the department responsible for alternative schools

shall make the placement determination and provide a justification if alternative

placement is not made.

F. Suspension From the School/MATA Bus – Except where prohibited

by law, students who engage in bus-related misconduct may be suspended from

riding the school or MATA bus to and from school. Decisions involving

temporary/permanent removal from school bus or MATA bus ridership will be

made by the principal. In such cases, the student would typically continue

his/her school assignment, but he/she would have to find another means of

transportation. Truancy laws would still be in effect. Additional disciplinary

actions may also apply when bus-related misconduct involves a violation of the

Student Code of Conduct.

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The district shall comply with applicable state and/or federal laws/regulations

regarding the suspension of a student receiving special education services from

school/Mata bus transportation.

G. Motor Vehicle or Permit License Revocation – In accordance with

state law, any student fifteen (15) years of age or older who becomes

academically deficient or deficient in attendance shall be reported to the

Department of Safety for motor vehicle or permit license revocation.

A student shall be deemed academically deficient if he/she has not received

passing grades in at least three (3) full unit subjects or their equivalency at the

end of semester grading.

A student shall be deemed deficient in attendance when he/she drops out of

school or has ten (10) consecutive or fifteen (15) days total unexcused absences

during a single semester, unless the absences are due to transfer or are beyond

the student’s control. The Superintendent (designee), with the assistance of the

attendance teacher and any other staff or school personnel, shall be the sole

judge of whether unexcused absences are due to circumstances beyond the

student’s control. Suspensions shall be considered unexcused absences.

Suspension, expulsion or confinement in a correctional institution shall not

constitute a circumstance beyond the control of a student.

A copy of the notice sent to the Department of Safety by school personnel shall also be mailed to the student's parent or guardian.

REPORTING PROCEDURES

Mandatory reportable criminal offenses shall be reported in accordance with

state law and Board policy (see 7005 Mandatory Police Reporting). The

principal shall consult with department responsible for security when

determining whether local law enforcement should be contacted regarding any

violation of the Code of Conduct that does not require mandatory reporting to

law enforcement or other agency. For reporting discrimination and sexual

harassment, any student or parent/legal guardian who believes s/he is

experiencing student-to-student discrimination or sexual harassment shall

report such circumstances to a teacher, counselor, or principal immediately. If

the report is made to a teacher or counselor, s/he must notify the principal

immediately.

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SPECIAL EDUCATION CONSIDERATIONS

Students who also qualify for special education services determined to have

violated this policy may be suspended, expelled, or remanded or otherwise

disciplined only in accordance with special education laws and policies. For

zero tolerance offenses, remand of a student who qualifies for special education

services must be based on recommendation of the IEP team and the student

must have a manifestation meeting prior to remand or exclusion from school

for over ten (10) days.

Unless a disciplinary infraction is the direct result of a child’s disability, the

child will be disciplined in the same manner as a nondisabled child. The

district, parent/guardian, and relevant members of the IEP team shall review all

relevant information to determine:

a. if the conduct was a direct result of the district’s failure to implement the

IEP; and/or

b. if the conduct in question was caused by, or had a direct and substantial

relationship to, the child’s disability.

Serious safety issues involving weapons, drugs, or inflicting serious bodily

injury upon another person while at school, on school premises, or at a school

function will result in removal for up to forty-five school days. In cases of

expulsions (suspensions longer than 10 days), the child must continue to

receive educational services.

Regular education students may invoke rights under special education laws

under certain conditions, including if the parent has expressed concern in

writing to supervisory or administrative personnel of the district, or the child’s

teacher, that the child is in need of special education and related services.

The school district must also contact the Education Specialist at the Department

of Children’s Services if a foster child (with or without an identified disability)

has allegedly committed an offense that may result in a suspension of 10 or

more days or has had a petition filed against him/her by the school or school

system.

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STUDENT CONDUCT – Student Code of Conduct

(Offenses and Penalties by Category)

The infractions of school discipline in the Shelby County Schools listed below

are grouped into categories according to the seriousness of the offense. This list

is not intended to be exclusive or all inclusive. For infractions not specifically

listed below, school principals shall assign discipline in accordance with the

category that appears to be comparable to the offenses specifically listed in the

category. (For assistance determining the appropriate category for an offense,

schools should contact the district office responsible for student discipline.)

Category A – State Zero Tolerance Offenses

1. Aggravated Assault resulting in serious bodily injury upon any teacher,

principal, administrator, school resource officer, or any other school

employee;

2. Unlawful possession, sale, or evidence of use of drugs/narcotics at

school or at a school-sponsored activity;

3. Unauthorized possession of a firearm on school property or at a school

sponsored activity.

Penalty for Category A Offenses:

• Expulsion/Suspension for 180 days

Notification will be made to law enforcement authorities. Any modification

of this penalty can only be made by the Superintendent.

Category B

1. Possession of a knife or any potentially lethal weapon, Taser, or

explosive on school property or at a school-sponsored activity;

2. Being under the influence of and/or evidence of drinking or possession

of alcoholic beverages in school or at a school sponsored activity;

3. Off campus criminal behavior that results in the student being legally

charged with an offense that would be classified as a felony if the

student was charged as an adult or if adjudicated delinquent for an

offense that would be classified as a felony if the student was an adult, or

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if the students was convicted of a felony, and the student’s continued

presence in school poses a danger to person or property or disrupts the

educational process;

4. Gang activities - Activity that is threatening and/or intimidating,

harassing in nature or recruiting; gang notebooks with gang pledges,

codes and symbols that are used in communication such as threats and

warnings and recruiting; gang related fights, and all types of violent acts;

gang graffiti especially drawn on school property (bathrooms, lockers

and hall walls); electronic devices such as cell phones with recognized

gang text, with gang symbols, signs and language that is threatening and

or intimidating;

5. Being under the influence of and/or evidence of use or possession of

drug paraphernalia, substances for huffing, any substance under guise of

it being a controlled substance or prescription drug, and/or medical

preparations without proper medical authorization.

6. Possession, use or distribution of counterfeit money on school property

or at any school sponsored activity.

7. Assault upon any teacher, principal, administrator, school resource

officer, or any other school employee.

8. Continuous and/or severe Category C Offenses

PENALTY for Category B Offenses:

• *Out-of School Suspension or

• Expulsion (11-180 day)

When appropriate, notification will be made to law enforcement authorities.

Modification of this penalty can be made by the Superintendent or the

Disciplinary Hearing Authority.

Category C

1. Threatening bodily harm to school personnel, including transmitting by

an electronic device any communication containing a credible threat to

cause bodily injury or death to a school employee and the transmission

of such threat creates actual disruptive activity at the school that requires

administrative intervention;

2. False accusations against school personnel

3. Making a threat, including a false report, to use a bomb, dynamite, any

other deadly explosive or destructive device, including chemical

weapons, on school property or at a school-sponsored event;

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4. Smoking and/or the possession of tobacco products by students while in

or on school, properties or under school's jurisdiction during school

hours or while participating in a school-sponsored event;

5. Gang activities - any gang related activity not specified in Category B;

6. One (1) or more students initiating a physical attack on an individual

student on school property or at a school-sponsored activity;

7. Malicious destruction of or damage to school property, including

electronic media, or the property of any person attending or assigned to

the school;

8. Stealing or misappropriation of school or personal property (regardless

of intent to return);

9. Immoral or disreputable conduct

10. Continuous and/or severe Category D Offenses

Penalty for Category C Offenses:

• In-School Suspension or

• Out-of School Suspension

When appropriate, notification will be made to law enforcement authorities.

Category D

1. Open or continued defiant attitude or willful disobedience toward a

member of school staff;

2. Vulgar, profane, immoral/disreputable or rude remarks or non-verbal

action to staff member or fellow student;

3. Physical or verbal intimidation or threats to other students, including

hazing;

4. Threatening bodily harm to another student, including transmitting by an

electronic device any communication containing a credible threat to

cause bodily injury or death to a student and the transmission of such

threat creates actual disruptive activity at the school that requires

administrative intervention;

5. Fighting in or on school property unless, in accordance with state law,

the principal recommends no disciplinary action for a student who is

deemed to have acted in self-defense or defense of another;

6. Possession of mace or disabling sprays;

7. Inappropriate use of electronic media, including, but not limited to, all

calls (land line, cellular or computer generated), instant messaging, text

messaging, video/audio recording devices, IPods, MP3s or any type of

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electronic music or entertainment device, and cameras and camera

phones;

8. Sexual, racial, ethnic, or religious harassment/discrimination;

9. Bullying/cyberbullying, intimidation, and harassment

10. Refusal to produce an object identified by metal detectors;

11. Inciting, advising or counseling of others to engage in any acts in

Categories A, B or C using any means to send or receive spoken or

written messages, including, but not limited to, notes, letters, texts,

online or in-person group chats or conferencing, electronic messaging,

audio messaging, video messaging, social media posts/streams, or other

similar forms of communication;

12. Continuous and/or severe Category E Offenses*

Penalty for Category D Offenses

• Parent-Principal Conference; or

• Before/After School Detention/Saturday School; or

• In-School Suspension; or

• Out-of-School Suspension

Category E

1. Habitual and/or excessive tardiness

2. Class cutting;

3. Intentional disturbance of class, cafeteria or school activities;

4. Leaving school grounds without permission;

5. Being in an unauthorized area without permission;

6. Tampering with grades or report cards;

7. Possession of lighters or matches;

8. Possession of and access to beepers, cellular phones or other electronic

communication devices during school hours without written permission

of the principal;

9. Inciting, advising or counseling others to engage in any acts in Category

D or E using any means to send or receive spoken or written messages,

including, but not limited to, notes, letters, texts, online or in-person

group chats or conferencing, electronic messaging, audio messaging,

video messaging, social media posts/streams, or other similar forms of

communication;

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10. Dress code violation, including wearing, while on school grounds during

the regular school day, clothing that exposes underwear or body parts in

an indecent manner that disrupts the learning environment

Penalty for Category E Offenses:

• Parent-Principal Conference; or

• Before/After School Detention/Saturday School; or

• In-School Suspension

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STUDENT CODE OF CONDUCT (For assistance determining the appropriate category for an offense,

schools should contact the district office responsible for student discipline.) Category A – State Zero Tolerance Offenses Parent –

Principal

Conference

Detention

Saturday

School

ISS OSS 11 to

180

Required

180

Aggravated Assault resulting in serious bodily injury upon any

teacher, principal, administrator, school resource officer, or any

other school employee

•

Unlawful possession, sale, or evidence of use of drugs/narcotics at

school or at a school-sponsored activity •

Unauthorized possession of a firearm on school property or at a

school sponsored activity •

NOTE: For Category A Offenses, notification will be made to law enforcement authorities. Any modification of this penalty can only be

made by the Superintendent.

Category B Parent –

Principal

Conference

Detention

Saturday

School

ISS OSS 11 to

180

Required

180

Possession of a knife or any potentially lethal weapon, Taser, or

explosive on school property or at a school-sponsored activity • •

Being under the influence of and/or evidence of drinking or

possession of alcoholic beverages in school or at a school sponsored

activity

• •

Off campus criminal behavior that results in the student being legally

charged with an offense that would be classified as a felony if the

student was charged as an adult or if adjudicated delinquent for an

offense that would be classified as a felony if the student was an

adult, or if the student was convicted of a felony, and the student’s

continued presence in school poses a danger to person or property or

disrupts the educational process

• •

Gang activities - Activity that is threatening and/or intimidating,

harassing in nature or recruiting; gang notebooks with gang pledges,

codes and symbols that are used in communication such as threats

and warnings and recruiting; gang related fights, and all types of

violent acts; gang graffiti especially drawn on school property

(bathrooms, lockers and hall walls); electronic devices such as cell

phones with recognized gang text, with gang symbols, signs and

language that is threatening and or intimidating

• •

Being under the influence of and/or evidence of use or possession of

drug paraphernalia, substances for huffing, any substance under

guise of it being a controlled substance or prescription drug, and/or

medical preparations without proper medical authorization

• •

Possession, use or distribution of counterfeit money on school

property or at any school sponsored activity. • •

Assault and/or battery upon any teacher, principal, administrator,

school resource officer, or any other school employee • •

Continuous and/or severe Category C Offenses • • When appropriate, for Category B Offenses notification will be made to law enforcement authorities. Modification of this penalty can be

made by the Superintendent or the Disciplinary Hearing Authority.

Category C Parent – Detention ISS OSS 11 to Required

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Principal

Conference

Saturday

School

180 180

Threatening bodily harm to school personnel, including transmitting

by an electronic device any communication containing a credible

threat to cause bodily injury or death to a school employee and the

transmission of such threat creates actual disruptive activity at the

school that requires administrative intervention

• •

False accusations against school personnel • • Making a threat, including a false report, to use a bomb, dynamite,

any other deadly explosive or destructive device, including chemical

weapons, on school property or at a school-sponsored event

• •

Smoking and or the possession of tobacco products by students

while in or on school, properties or under school's jurisdiction during

school hours or while participating in a school-sponsored event

• •

Gang activities - any gang related activity not specified in Category

B • •

One (1) or more students initiating a physical attack on an individual

student on school property or at a school-sponsored activity • •

Malicious destruction of or damage to school property, including

electronic media, or the property of any person attending or assigned

to the school

• •

Stealing or misappropriation of school or personal property

(regardless of intent to return) • •

Immoral or disreputable conduct • •

Continuous and/or severe Category D Offenses • • When appropriate, for Category C Offenses notification will be made to law enforcement authorities.

Category D Parent –

Principal

Conference

Detention

Saturday

School

ISS OSS 11 to

180

Required

180

Open or continued defiant attitude or willful disobedience toward a

member of school staff • • • •

Vulgar, profane, immoral/disreputable or rude remarks or non-verbal

action to staff member or fellow student • • • •

Physical or verbal intimidation or threats to other students, including

hazing • • • •

Threatening bodily harm to another student, including transmitting

by an electronic device any communication containing a credible

threat to cause bodily injury or death to a student and the

transmission of such threat creates actual disruptive activity at the

school that requires administrative intervention

• • • •

Fighting in or on school property unless, in accordance with state

law, the principal recommends no disciplinary action for a student

who is deemed to have acted in self-defense or defense of another

• • • •

Possession of mace or disabling sprays • • • •

Inappropriate use of electronic media, including, but not limited to,

all calls (land line, cellular or computer generated), instant

messaging, text messaging, video/audio recording devices, IPods,

• • • •

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MP3s or any type of electronic music or entertainment device, and

cameras and camera phones

Sexual, racial, ethnic, or religious harassment/discrimination • • • •

Bullying/cyberbullying, intimidation, and harassment • • • •

Refusal to produce an object identified by metal detectors • • • •

Inciting, advising or counseling of others to engage in any acts in

Categories A, B or C using any means to send or receive spoken or


online or in-person group chats or conferencing, electronic

messaging, audio messaging, video messaging, social media

posts/streams, or other similar forms of communication

• • • •

Continuous and/or severe Category E Offenses* • • • •

Category E

Parent –

Principal

Conference

Detention

Saturday

School

ISS OSS 11 to

180

Required

180

Habitual and/or excessive tardiness • • •

Class cutting • • •

Intentional disturbance of class, cafeteria or school activities • • •

Leaving school grounds without permission • • •

Being in an unauthorized area without permission • • •

Tampering with grades or report cards • • •

Possession of lighters or matches • • •

Possession of and access to beepers, cellular phones or other

electronic communication devices during school hours without

written permission of the principal

• • •

Inciting, advising or counseling others to engage in any acts in

Category D or E using any means to send or receive spoken or


online or in-person group chats or conferencing, electronic

messaging, audio messaging, video messaging, social media

posts/streams, or other similar forms of communication

• • •

Dress code violation, including wearing, while on school grounds

during the regular school day, clothing that exposes underwear or

body parts in an indecent manner that disrupts the learning

environment

• • •

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6032


Revised: 06/25/13

GRADE CLASSIFICATION FOR HIGH

SCHOOL STUDENTS

I. PURPOSE

To outline guidelines for grading classification.

II. SCOPE



Students in Shelby County high schools entering high school beginning with the

2009-2010 school year are to be classified as follows:

Less than five (5) credits 9th grade

Earned five (5) credits and passed English 9 10th grade

Earned eleven (11) credits and passed English

10

11th grade

Earned sixteen (16) credits* and passed English

11

12th grade

* In accordance to the Tennessee State Department of Education requirement, a student classified as a 12th grader

must be enrolled in a full schedule of credit-bearing courses his/her senior year.

Shelby County Schools' students who entered high school prior to the 2009-2010

school year are to be classified as follows:

Less than five (5) credits 9th grade

Earned five (5) credits and passed English 9 10th grade

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Earned ten (10) credits and passed English 10 11th grade

Earned 14 credits* and passed English 11 12th grade

*A student who has earned fewer than fourteen (14) credits but is enrolled in enough credits to meet graduation

requirements by the date of graduation shall be classified as 12th grade if the student has also passed English 9, 10

and 11.

IV. RESPONSIBILITY


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6034


Revised: 06/25/13

PARTICIPATION IN COMMENCEMENT EXERCISES

I. PURPOSE

To establish procedures for student participation in graduation or commencement

exercises.

II. SCOPE

This policy applies to all graduating seniors and graduating foreign exchange students.


Only students who have met all state requirements and mandates for a regular high

school regular diploma or, special education diploma, or another state-recognized

diploma or exit optionIEP certificate, or transition certificate by graduation date,

shall have the opportunity to participate in commencement exercises. A student's

behavior must be acceptable to the school principal in order for the student to

participate in the school graduation ceremonies. Students who are under suspension at

the time of commencement will not be eligible to participate in commencement

exercises.

Graduation ceremonies shall be physically accessible to all students, their parents

and/or guardians and other interested citizens.3 This statement does not prevent the

limiting of the number of guests each graduate can invite to graduation ceremonies.

V. RESPONSIBILITY

A. The Superintendent (designee) is responsible for implementing this policy.

Legal References:

1. TCA 49-6-405

2. TCA 49-2-114

3. 28 CFR 36.201-2

4. Lee v. Weisman, 505 U.S. 112 S. Ct. 2649,

120 L. Ed. 2d 467 (1992)

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5004


Revised: 05/28/13, 07/01/13

12/17/13, 10/28/14, 10/25/16

GRADUATION REQUIREMENTS

I. PURPOSE

To identify requirements for graduation for Shelby County Schools.

II. SCOPE

This policy applies to all students seeking graduation from Shelby County Schools.


The State Board of Education has established minimum standards for graduation from

any Tennessee public high school. Any student who meets those requirements shall be

awarded the appropriate diploma as specified in the Tennessee State Board of

Education Rules, Regulations and Minimum Standards for the Operation of the Public

School System. Additionally, a student’s diploma and transcript shall indicate

whether the student is graduating with any special recognition proscribed in

accordance with the regulations to this policy or the policies/regulations of the

Tennessee State Board of Education or the Tennessee State Department of Education

(e.g., graduating with State Honors, State Distinction, District Honors, or District

Designation of Exemplary Recognition).

The Board delegates to the Superintendent the authority to delineate areas that may be

substituted for the physical education requirement; to identify areas of elective focus

beyond those listed in the State’s High School Policy; to determine standards for

students to earn credit by examination toward high school graduation; and to

determine how students who voluntarily complete at least ten (10) hours of

community service each semester the student is in attendance at a public high school

shall be recognized at their graduation ceremonies.

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IV. RESPONSIBILITY

A. The Chief Academic Office is responsible for administering this policy, including

identifying and providing guidelines for students to earn credit by examination

toward high school graduation.

B. The Superintendent (or designee) is responsible ensuring that this policy is

followed.

___________________________________

Legal References:

1. TCA 49-6-6001; TRR/MS 0520-1-3-.06

2. TRR/MS 0520-1-3-.06(3)

3. TRR/MS 0520-1-3-.06(1)(d)

4. TRR/MS 0520-1-3-.03(6)

5. TRR/MS 0520-1-3-.06(1)(b)(2);TRR/MS 0520-1-3-6(2)

6. Title 49, Chapter 12, Part 3 - Part Interstate Compact on

Educational Opportunity for Military Children

7. TCA 49-6-8301-8306

8. TCA 49-6-1209

9. TCA 49-6-408

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Adoption: 05/28/13


GRADUATION REQUIREMENTS

REGULAR HIGH SCHOOL DIPLOMA

To earn a regular high school diploma, students must meet the minimum standards

established by the State Board of Education, specifically, (i.e., complete in the 11th

grade the ACT/SAT/other 11th grade assessment as determined by the commissioner

of education, complete the ACT or SAT prior to graduation, if the students was

enrolled in a Tennessee public high school during their 11th grade year*, have a

satisfactory record of attendance and discipline,) and earn the following 22 units of

credit:

• English Language Arts 4 units credits

• Mathematics 4 units credits

• Science 3 units credits

• Social Studies 3 units credits

• Wellness 1 unit credit

• Physical Education 0.5 unit credit

• Personal Finance 0.5 unit credit

• Electives Focus 3 units credits

• Foreign Language 2 units credits

• Fine Arts 1 unit credit

Total 22 units credits

* Effective for all students beginning with those students graduating during the 2017-

2018 school year.

Students of Non-senior Status - Students of non-senior status who meet the minimum

standards established by the State Board of Education and earn the required 22 units

of credit may receive a high school diploma. This does not necessarily qualify a

student for the Early High School Graduation Program under the Move on When

Ready Act. Students who wish to participate in that program must fulfill all of the

specified requirements of the act.

Students with Disabilities - Students with disabilities will be included in regular

classes to the degree maximum extent possible and with appropriate support and

accommodations. To earn a regular high school diploma, students with disabilities

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must earn the prescribed 22 credit minimum. Students who failing to earn a yearly

grade of (70%) percent in a course that has an end-of-course test End of Course

examination and whose disability adversely affects performance in that test will be

allowed, through an approved process, to add to their end-of-course assessment End

of Course examination scores by demonstrating the state identified core knowledge

and skills contained within that course through an alternative performance-based

assessment. The necessity for an alternative performance-based assessment must be

determined through the student's individualized education plan program (IEP). The

alternative performance-based assessment will be evaluated using a state-approved

rubric.

Description of Requirements


enrollment will count as elective credit, unless state or federal guidance provides

otherwise (e.g., Early High School Graduation Program under the Move on When

Ready Act., etc.).

English – Four (4) Units Credits

Students are required to complete four (4) credits units of English, including English

I, English II, English III, and English IV.

Mathematics – Four (4) Units Credits

Students are required to complete four (4) credits units of mathematics including

Algebra I and II, Geometry or the equivalent Integrated Math I, II, and III, and

another mathematics course beyond Algebra I or Integrated Math I. Students must be

enrolled in a mathematics course each school year. Students who complete any of the

required mathematics credits prior to ninth (9th) grade may receive graduation credit

for that coursework; however, those students are still required to enroll in a

mathematics course during each high schoolyear. The Bridge Math course is

recommended for students who have not scored 19 or higher on the ACT mathematics

subtest or a 460 on the SAT mathematics subtest by the beginning of the senior year.

Other factors like career interest, study habits, etc. can be used to determine twelfth

(12th) grade placement.

Credits received for non‐credit recovery mathematics courses taken during the

summer may count towards the required mathematics course during the subsequent

school year. Any applicable End of Course examination must be taken during the fall


summer course with an associated End of Course examination until the student takes

the examination.

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Students with a qualifying disability who have deficits in mathematics, as documented

in the individualized education program IEP, shall be required to achieve at least

Algebra I and Geometry (or the equivalent Integrated Math I and Integrated Math II).

The required number of credits in mathematics will be achieved through strategies

such as, but not limited to, increased time, appropriate methodologies, and

accommodations as determined by the IEP team.

Science – Three (3) Units Credits

Students must complete three (3) credits of Science. Students must complete Biology

I, Chemistry or Physics, and a third lab science. Students with qualifying disabilities

as documented in the individualized education program IEP shall be required to

achieve at least Biology I and two other lab science credits. The required number of

credits in science will be achieved through strategies such as, but not limited to,

increased time, appropriate methodologies, and accommodations as determined by the

IEP team.

Social Studies – Three (3) Units Credits

Students must complete three (3) credits of Social Studies. The content of the social

studies courses will be consistent with Tennessee Academic Standards and with

admissions requirements of Tennessee public institutions of higher education.

Required courses include United States History and Geography, World History and

Geography, Economics, and United States Government and Civics.

Personal Finance – One-Half (.5) Unit Credit

Students must complete one-half (½) credit in Personal Finance. Three years of

JROTC may be substituted for one-half (½) credit of Personal Finance if the JROTC

instructor attends the Personal Finance training.

Wellness – One (1) Unit Credit

Students must complete one (1) credit in wellness. The wellness courses will integrate

concepts from health, physical fitness, and wellness and may be taught by a team of

teachers from one or more teaching areas, including health, physical education, family

and nutrition sciences, and health sciences education.

A. Participation in marching band and interscholastic athletics may not be

substituted for this aspect of the graduation requirements. Credit earned in two

years of JROTC may be substituted provided the district has complied with

requirements of the State Board of Education.

B. Credit for basic training may be substituted, upon the choice of the student, for

the required credit in lifetime wellness and credit in one (1) elective course or

for credit in two (2) elective courses.

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Physical Education – One-Half (.5) Unit Credit

Students must complete one‐half (½) credit in Physical Education. This requirement

may be met by substituting a documented and equivalent time of physical activity in

marching band, JROTC, cheerleading, interscholastic athletics, school sponsored

intramural athletics, and other areas identified by the Superintendent in accordance

with policy 5004 Graduation Requirements.

Electives – Three (3) Units Credits

Students shall must complete three (3) credits in an elective focus of no less than three

credits. The elective focus may be Career and Technical Education (CTE), science

and mathematics, humanities, fine arts, Advanced Placement (AP)/International

Baccalaureate (IB), or other areas identified by the Superintendent in accordance with

policy 5004 Graduation Requirements. Students completing a CTE elective focus

must complete three units in the same CTE career cluster or state-approved program

of study.

Schools should make every effort to ensure that all students complete a state or locally

approved elective focus, however, schools may waive the elective focus requirement

for those students who transfer during the junior or senior year to a Tennessee high

school from a school in another state or from a non-public school, if the completion of

the elective focus would prevent or delay graduation.

In accordance with the Tennessee State Board of Education High School Policy

(#2.103), the Superintendent allows students who begin an elective focus in a

Tennessee high school and transfer during the junior or senior year to another

Tennessee high school to have the elective focus requirement waived if:

- the receiving school does not offer the same elective focus area and is unable to

offer related coursework to complete a state or locally approved focus area, or

- the completion of the elective focus would prevent or delay graduation.

Foreign Language – Two (2) Units Credits and Fine Arts – One (1) Unit Credit

Students shall must complete two (2) credits units of the same foreign language and

one (1) credit in unit of fine arts. except in limited circumstances (students not

planning to attend the university). Schools may waive the two units of foreign

language and one unit of fine arts The credit requirements for foreign language and

fine arts may be waived by the district for students, under certain circumstances, to

expand and enhance their elective focus.

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Computer Education – One (1) Full Year

Computer education is not specifically listed in the graduation requirements.

However, T.C.A. 49-6-1010 requires every candidate for graduation to have received

a full year of computer education at some time during the candidate’s educational

career. Computer science and courses such as digital art and design, architectural and

engineering design, programming and logic, web design, and website development

will also satisfy this requirement and serve as a complement to a student's elective

focus. Students who transfer from another state during their senior year are exempt

from this requirement.

United States Civics Test

A United States civics test is not specifically listed in the graduation requirements.

However, except as provided below, T.C.A. 49-6-408 requires, beginning January 1,

2017, that a student during his or her high school career shall be given a United States

civics test in accordance with Tennessee state law. A student may be provided the

opportunity to take the test as many times as necessary for the student to pass the test

and shall pass the test if he or she correctly answers at least seventy percent (70%) of

the questions. A passing grade is not a condition of receiving a regular diploma.

A student who has an individualized education program (IEP) under which the civics

test is determined to be an inappropriate requirement for the student shall not be

required to take and pass the civics test.

Capstone Experience (Encouraged)

The completion of a capstone experience is encouraged, but not required for

graduation. A capstone experience may be completed during the junior or senior year.

Options for the capstone experience may include, but are not limited to the following:

junior/senior project, virtual enterprise, internship, externship, work-based learning,

service learning (minimum of 40 hrs.), or community service (minimum of 40 hrs.).

Voluntary Community Service (Encouraged)

A student who voluntarily participates according to sState bBoard of eEducation rules

in at least ten (10) hours of community service each semester that the student is in

attendance shall be recognized by the high school at graduation by awarding a

certificate of service, placing an appropriate designation on the student's diploma or

other credential, providing a ribbon or cord to be worn with the graduation regalia, or

recognizing the community service in another suitable manner.

GRADUATION WITH STATE HONORS (Ninth grade class beginning with

school year 2009-2010)

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Students who score at or above all of the subject area readiness benchmarks on the

ACT or equivalent score on the SAT will graduate with “state honors” (Superscoring

is permitted.). ACT readiness benchmarks are identified by ACT and will be

provided annually by the District department responsible for the administration of the

ACT.

GRADUATION WITH STATE DISTINCTION (Ninth grade class beginning with

school year 2009-2010)

Students will be recognized as graduating with “state distinction” by attaining a B or

better average and completing at least one of the following:

• Earn a nationally and/or state recognized industry certification;

• Participate in at least one of the Governor’s Schools;

• Participate in one of the state’s All-State musical organizations;

• Be selected as a National Merit Finalist of Semi-Finalist;

• Attain a score of 31 or higher composite score on the ACT or SAT equivalent (e.g.,

1360);

• Attain a score of 3 or higher on at least two advanced placement exams;

• Successfully complete the International Baccalaureate Diploma Programme; or

• Earn 12 or more semester hours of transcripted postsecondary credit.

GRADUATION WITH SHELBY COUNTY SCHOOLS HONORS (Ninth grade

class beginning with school year 2009-2010)

The District may design student recognition programs that allow students to graduate

with honors if they have met the graduation requirements and have obtained an

overall grade point average of at least a 3.0 or higher on a 4.0 scale. The District may

set a higher GPA at its discretion. The District may specify additional requirements,

such as requiring students to demonstrate performance of distinction in one (1) or

more areas.

SHELBY COUNTY SCHOOLS DESIGNATION OF EXEMPLARY RECOGNITION (applicable to all qualifying students)

In order to best prepare students for college and an ever more competitive global job

market, Shelby County Schools supports, encourages and motivates students to

challenge themselves by taking the most rigorous course of study.

Students eligible for the Designation of Exemplary Recognition must have earned

twelve (12) Honors or Advanced Placement credits (any combination) in Grades 9-12

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or a combination of such credits totaling twelve (12), with each Advanced Placement

credit equal to 1.5 honors credits. A minimum of two (2) Honors or Advanced

Placement courses is required during the senior year.

A qualified graduate will receive a Diploma that indicates the exemplar status and

Designation of Exemplary Recognition will be printed on the Ggraduate's final high

school transcript.

TENNESSEE TRI-STAR SCHOLAR RECOGNITION

A student who earns a composite score of nineteen (19) or higher on the ACT, or an

equivalent score on the SAT, and earns a capstone industry certification as promoted

by the department of education, shall be recognized as a Tennessee Tri-Star Scholar

upon graduation from high school. The public high school from which a student who

meets the specifications shall recognize the student's achievement at the graduation

ceremony by placing an appropriate designation on the student's diploma, or other

credential, or by providing a ribbon or cord to be worn with graduation regalia. The

student shall be noted as a Tennessee Tri-Star Scholar in the school's graduation

program.

EARLY GRADUATION REQUIREMENTS

A. A public school student may complete an early high school graduation program

and be eligible for unconditional entry into a public two-year institution of higher

education or conditional entry into a public four-year institution of higher education,

if the student meets fulfills each of the following requirements below:

B. Each student desiring to complete an early graduation program shall indicate to the

high school principal the student's intent prior to the beginning of grade nine (9) or as

soon thereafter as the intent is known. The intent shall be indicated on a form

provided by the department of education and signed by the parent.

C. For early graduation and unconditional entry into a public two-year institution or

conditional entry into a public four-year institution, a student shall:

(1) Achieve a benchmark score as determined by the state board of education for each

subject area in which end-of-course examinations are administered;

(2) Successfully complete i. Earns eighteen (18) credits to include:

1. (A) English I, II, III, and IV;

2. (B) Algebra I and II*;

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3. (C)Geometry*;

4. (D) United States history;

5. (E)Two (2) courses in the same foreign language;

6. (F)One (1) course selected from the following: (i)

(I) Economics; (ii)

(II) Government; (iii)

(III) World Civilization; or (iv)

(IV) World gGeography;

7. (G) One (1) course selected from the following: (i)

(I) History and appreciation of visual and performing arts; or (ii)

(II) A standards-based arts course, which may include studio art, band,

chorus, dance, or other performing arts;

8. (H) Health; (I) and Physical Education (Wellness);

9. (J) Biology;

10. (K) Chemistry;

*Integrated Math I, II, and III may fulfill the Algebra I, Algebra II, and

Geometry requirements in districts that offer the Integrated Math sequence.

(ii) (3) Have a cumulative grade point average of at least 3.2 on a the Uniform

Grading System four (4) -point scale;

(iii) Scores at the On-Track or mastered level on each end of Course assessment taken

(excluding end-of-course assessments taken during the student’s final semester prior

to early graduation);

(iv) Meets benchmark scores of twenty-one (21) or higher composite score on the

ACT or an equivalent score on the SAT (4) Score on either the ACT or the SAT at or

above benchmarks set by the Tennessee higher education commission for

mathematics and English;

(v) Achieves a passing score on a nationally recognized foreign language proficiency

assessment; and (5) Obtain a qualifying benchmark score as determined by the state

board of education on a world language proficiency assessment approved by the

board; and

(vi) (6) Completes at least two (2) early postsecondary courses. from the following

types of courses:

(A) AP

(B) IB

(C) Dual Enrollment

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(D) Dual Credit

These early postsecondary courses may be included within the 18 credits listed in

criteria #2 (i) above and/or in addition to the 18 credits listed in criteria #2 (i) above.

The courses specified in subsection C may be dual enrollment or dual credit courses,

AP or IB courses, or standard courses for which high school credit is granted. Selected

courses, as determined by the state board of education, may be completed at the

middle school level. A student in the pursuing early graduation through the Move on

When Ready program may take two (2) high school English courses in an academic

year.

A student who completes the early graduation program in accordance with these

requirements qualifies for unconditional admittance to all public two-year institutions

of higher education. A public four-year institution may accept a student who

completes the early graduation program.

A student pursuing early graduation through the Move on When Ready program shall

indicate to the high school principal the student's intent prior to the beginning of grade

nine (9) or as soon thereafter as the intent is known and must complete with parent

signature an intent form available from the Department of Education and submit it to

his or her high school principal and the Department of Education.

A student pursuing early graduation through the Move on When Ready program in

accordance with these requirements is exempt from additional graduation

requirements. established by the state board of education. A student who completes

the early graduation program shall be awarded a high school diploma.

Under subsection C the state board of education and the Tennessee higher education

commission shall set the required benchmarks at scores that demonstrate exemplary

high school performance and are indicative of an ability to perform college-level

work.

The state board of education or a local board of education shall not impose graduation

requirements that would prohibit a student who is pursuing an early graduation

program as outlined above from completing high school in less than four (4) years.

A student who completes the Move on When Ready program shall be awarded a high

school diploma.

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A student who completes the early graduation program in accordance with these

requirements qualifies for unconditional admittance to all public two-year institutions

of higher education. A public four-year institution may accept a student who

completes the early graduation program.

GRADUATION PROVISIONS FOR CERTAIN STUDENTS IN OR EXITING

CUSTODY OF THE DEPARTMENT OF CHILDREN’S SERVICES

The District shall not require any enrolling or transferring student, who is in grade

eleven (11) or higher and in the custody of the department of children's services or

exiting its custody, to meet more than the minimum requirements for graduation set

forth by the state board of education. The District shall issue a full diploma to any

such student who meets the minimum requirements.

ADJUSTMENT OF GRADUATION REQUIREMENTS – PROVISIONS FOR

STUDENTS OF MILITARY PARENTS

SCS shall waive specific courses required for graduation for students of military

parents who enroll/transfer into the district if the student has satisfactorily completed

similar course work in another district; or SCS shall provide reasonable justification

for the denial. If a waiver is not granted to a student who would qualify to graduate

from the sending school, SCS shall provide an alternative means of acquiring the

required course work.

SCS shall accept the exit or end-of-course exams required for graduation from the

sending state, norm-referenced achievement tests, or alternative testing in lieu of

testing requirements mandated for graduation by the state of Tennessee or SCS. If

alternatives cannot be accommodated by SCS for a student transferring in his/her

senior year, SCS and the sending district shall ensure the receipt of a diploma from the

sending district, if the student meets graduation requirements in the sending district.

Additionally, for a student of military parents transferring to SCS at the beginning or

during his/her senior year, who is ineligible to graduate after all alternatives have been

considered, SCS and the sending district shall ensure the receipt of a diploma from the

sending district, if the student meets graduation requirements in the sending district.

If the sending district is not a member of the Interstate Commission, SCS shall use

best efforts to facilitate the on-time graduation of the student through adjustment of

graduation requirements based on course waivers and acceptance of the sending

state’s examinations/tests or alternative testing.

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OCCUPATIONAL DIPLOMA

An occupational diploma may be awarded to students with disabilities at the end of

their fourth year of high school to students with disabilities who have:

(i) Have nNot met the requirements for a regular high school diploma;

(ii) Received special education services or supports and made satisfactory progress on

an IEP Have satisfactorily completed an individualized education program;

(iii) Have sSatisfactory records of attendance and conduct; and

(iv) Have cCompleted the occupational diploma Skills, Knowledge, and Experience

Mastery Assessment (SKEMA) created by the Tennessee Department of Education;

and

(v) have cCompleted two (2) years of paid or non-paid work experience.

The determination that an occupational diploma is the goal for a student with a

disability will be made at the conclusion of the student’s tenth (10th) grade year or

two (2) academic years prior to the expected graduation date. Students who obtain the

occupational diploma may continue to work towards a regular high school diploma

through the end of the school year in which they turn twenty-two (22) years old.

SPECIAL EDUCATION DIPLOMA

A special education diploma may be awarded at the end of their fourth year of high

regular school to students with disabilities who have (1) not met the requirements for

a high school diploma, (2) received special education services or supports and made

satisfactory progress on have satisfactorily completed an individualized education

program (IEP), and (3) have satisfactory records of attendance and conduct. Students

who obtain the special education diploma may continue to work towards the a regular

high school diploma through the end of the school year in which they turn twenty-two

years old.

ALTERNATE ACADEMIC DIPLOMA

An alternate academic diploma may be awarded to students with significant cognitive

disabilities at the end of their fourth (4th) year of high school who have: (1)

participated in the high school alternate assessments, (2) earned the prescribed twenty-

two (22) credit minimum, (3) received special education services or supports and

made satisfactory progress on an IEP, (4) have satisfactory records of attendance and

conduct, and (5) have completed a transition assessment(s) that measures, at a

minimum, preparedness for postsecondary education and training; employment;

independent living; and community involvement. The required credits may be earned

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either through the state-approved standards or through alternate academic diploma

modified course requirements approved by the State Board. A student who earns an

alternate academic diploma shall continue to be eligible for special education services

under IDEA until he or she receives a regular high school diploma or through the

school year in which the student turns twenty-two (22).

EQUIVALENCY HIGH SCHOOL DIPLOMA

The equivalency diploma will be available in accordance with the rules/guidance of

the Tennessee Department of Education and the Tennessee Department of Labor and

Workforce Development.

PUPIL COURSE WORK LOAD

All full time students in grades 9-12 shall be enrolled each semester in subjects that

produce a minimum of five units of credit for graduation per year. Students with

hardships and gifted students may appeal this requirement to the local school

superintendent and then to the local board of education.

FOUR YEAR FOCUSED AND PURPOSEFUL PLAN OF STUDY

Students are expected to meet the graduation standards in place the year they enter 9th

grade, unless otherwise specified in law, State rules/policy/guidance, or District

policy.

Prior to the 9th grade or age fourteen (14), all students will jointly prepare with their

parent or guardian(s) and school counselor or faculty advisor an initial four-year plan

of focused and purposeful high school study that complies with the standards outlined

in the Tennessee State Board of Education High School Policy (#2.103). The plan will

cover either four (4) years, grades nine through twelve (9-12) or five (5) years, grades

eight through twelve (8-12); connect the student's academic and career goals to school

and will be reviewed/updated annually by the student and school counselor or faculty

advisor based on the student’s academic progress and changes in the student's

interests and career goals (including results of various types of assessments).

One career interest inventory shall be completed in seventh (7th) grade to inform

future course planning decisions and another by the end of tenth (10th

) grade to focus

the plan to ensure the completion of the program of study and a smooth transition to

postsecondary study and work. The plan should contain information about career

options and long-term goals supported by the plan through the courses to be taken in

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the eleventh (11th

) and twelfth (12th

) grades as well as courses to be taken at the

postsecondary level.

For students with an IEP, the four (4) year or five (5) year plan of study should also

connect the student’s goals for high school including, the courses and/or training

and/or skills necessary to meet his or her potential after high school. The required plan

will include identifying possible transition service needs of the student under the

applicable components of the student’s IEP.

Professional school counselors are responsible for:

• the annual review of the four-year plan with students and parents/guardians for

the purpose of ensuring that students maintain progress toward the fulfillment

of graduation requirements;

• for reviewing the cumulative records of students at the end of each semester for

accrual of credits; and

• for advising students to enroll in appropriate courses to make certain that they

are on the right path.

To assist in monitoring students’ progress toward graduation, a districtwide document

which contains a written description of curricular and graduation requirements (e.g., A

Student Guide to Secondary Curriculum) shall be developed or revised, updated

annually by June 30, and made accessible to schools, parents and students.

The Chief Academic Office is responsible for coordinating the logistics required for

printing and distribution of diplomas.

TESTING FOR CREDIT

Shelby County Schools may offer credit by examination to students enrolled in grades

9-12 who have taken the equivalent of high school level courses. Students may earn

credit toward graduation upon passing a comprehensive written examination in

accordance with the standards determined by the local board of education as delegated

to the Superintendent pursuant to policy 5004 Graduation Requirements. The

Department of Academics shall identify standards and provide guidelines for students

to earn credit by examination.

High school credit may not be given by examination in American History. 5

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6036


Revised Date: 07/15/14, 10/25/16

VALEDICTORIAN AND SALUTATORIAN

I. PURPOSE

To outline certain eligibility requirements for the distinction of Valedictorian or

Salutatorian.

II. SCOPE

This policy applies to high school students within the Shelby County Schools.


To be eligible for the distinction as Valedictorian or Salutatorian, the student must

satisfy the eligibility requirements outlined in the administrative rules and regulations

to this policy.

A student who graduates at an accelerated pace, completes the 22 state-required

graduation requirements, and is ranked first or second in the class shall be recognized

with the designation of accelerated valedictorian or accelerated salutatorian,

respectively.

IV. RESPONSIBILITY

A. The Superintendent is responsible for ensuring that this policy is followed.


1. 5004 Graduation Requirements

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VALEDICTORIAN AND

SALUTATORIAN Administrative Rules and Regulations

Revised: 00/00/00

Computing Grade Point Average (GPA) [Applies to all high school students]

Shelby County Schools Weighted GPA - The weighted GPA is computed using all

grades earned 1) in grades 9-12 and 2) in all courses for which high school credit was

awarded using numerical values inclusive of summer school grades, semester

averages, and semester exams with additional grade points and the following quality

point scales:

Applicable to Students Entering High School Prior to the 2016 – 2017 School Year

Level A B C D F

Standard 4 3 2 1 0

Honors/Applicable Dual Enrollment Level 4.5 3.5 2.5 1.5 0

AP/IB/Applicable Dual Enrollment Level 5 4 3 2 0

Applicable Beginning with the SY 2016 – 2017 Ninth Grade Class

Level A B C D F

Standard 4 3 2 1 0

Honors/National Capstone Industry Certification-

Aligned

4.5 3.5 2.5 1.5 0

Statewide Dual Credit 4.75 3.75 2.75 1.75 0

AP/IB/Cambridge/Dual Enrollment 5 4 3 2 0

Hope Scholarship GPA - The GPA used to determine eligibility for the Hope

Scholarship shall be reported on the student’s transcript as the “Hope Scholarship

GPA” and shall be calculated in accordance with the implementation guidance of the

Tennessee State Board of Education Uniform Grading Policy (#3.301). Additionally,

for purposes of the Hope Scholarship GPA, a student may repeat any failed course

and the failing grade for the first attempt will not be considered in the Hope

Scholarship Eligibility Grade Point Average calculation. The grade of all repeats of

the course shall be counted as part of the Hope Scholarship Eligibility Grade Point

Average. The District may allow students to replace failed course grades through

credit recovery or similar programs without Hope Scholarship Eligibility Grade Point

Average penalty and is not to be considered a repeat. Moreover, for students passing

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credit recovery courses, the original failing grade shall not be considered in the HOPE

Scholarship Eligibility Grade Point Average calculation.

Determining Class Rank [Applies to graduating high school students and uses

the SCS Weighted GPA]

1. Sixteen (16) units of credit will be required for calculating grade point average and

determining class rank for graduating students.

2. For class rank, the GPA is determined at the end of the first semester of the year of

graduation.

• All grades for seven semesters of high school will be counted for all subjects

(i.e., 9th, 10th, 11th, and the first semester of 12th grade) and grades in all courses

for which high school credit was awarded.

• For semester courses of more than 1/2 units of credit, the grade will be

counted for each 1/2 unit of credit. Examples: a semester technical course for 1

unit with a grade of B would be counted as two (2) B's; a semester vocational

course for 1 1/2 units with a grade of A would be counted as three (3) A's.

3. Marks for all subjects attempted for which unit credit or fractional unit credit is

given, whether passed or failed, are recorded and used in computing grade point

average. Summer school credits are to be included in computing grade point average.

4. If two or more students have the same grade point average, the numerical averages

of the students shall be determined. The student with the highest numerical average

shall receive the highest rank; the student with the next highest numerical average

shall receive the next highest rank; etc.

The rounding methodology used shall be consistent with the implementation guidance

of the Tennessee State Board of Education Uniform Grading Policy (# 3.301).

Specifically, the GPA shall be reported to the nearest 100th. The thousandth digit must

be a 5 or higher to round up to the next hundredth. For example, a GPA of 3.296

would round up to 3.30. A GPA of 3.2949 would round down to 3.29. Moreover,

numerical averages with a decimal point of .5 or higher shall be rounded up to a

whole number and a decimal point of .49 or lower shall not be rounded up. For

example, a numerical average in a course of 92.50 shall be rounded up to a 93 and

awarded an A for the GPA calculation. Further, a numerical average of 92.49 shall not

be rounded up and awarded a 92 or B for the GPA calculation.

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5. If two or more students have the same numerical average, those students should be

given the same rank, one position below the next highest student. The student next

below those tied should be given a rank determined by the total number of students

whose average exceeds his. (For example, if three students in a class of 75 are tied for

fifth place, they should be given a rank of 5/75. The next student would be ranked

8/75.)

Eligibility for Valedictorian and Salutatorian [Uses the SCS Weighted GPA]

Cohort

All graduating students are included in class rank. However, students must meet the

following eligibility requirements to be considered for the distinction of valedictorian

or salutatorian:

1. The student must have completed seven (7) semesters of high school (i.e.,

9th, 10th, 11th, and the first semester of 12th grade). Therefore, graduating

juniors are excluded from valedictorian and salutatorian consideration.

2. The student must have been enrolled and completed his/her second semester

10th grade, both semesters of 11th grade, and first semester 12th grade at the

high school from which the student is graduating. (The sStudent must

graduate from said high school.)

3. The student must not be an early graduating student under the Move on

When Ready Act (see policy 5004 Graduation Requirements).

The highest ranking student who meets the eligibility requirements above is the

valedictorian. Multiple valedictorians may exist.

The second highest ranking student who meets the eligibility requirements above is

the salutatorian. Multiple salutatorians may exist.

Accelerated Pace

A student who graduates at an accelerated pace, completes the 22 state-required

graduation requirements, and is ranked first or second in the class shall be recognized

with the designation of accelerated valedictorian or accelerated salutatorian,

respectively.

7. Students included in the class rank during a graduation year who do not qualify for

consideration as valedictorian or salutatorian because of eligibility requirements

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above may be otherwise recognized by the school and should be provided with an

official letter from the school indicating their class rank.

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