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ACADEMIC INFORMATION
Our teachers take great responsibility for the academic growth of all students. We welcome guardians to fully immerse themselves in their child’s education.
STANDARDS BASED GRADING
Highland has transitioned from traditional grading (percentages equated to A-F letter grades and N,S, and U) to standards based grading. Standards-based grading is a process for providing grading communication to parents and students about how students are performing on a set of clearly defined learning targets called standards. The purpose of standards-based grading is to identify what a student knows, or is able to do, in relation to pre-established learning targets, as opposed to simply averaging grades/scores over the course of a grading period, which can mask what a student has learned, or not learned, in a specific 9 weeks.
Unlike traditional grading systems, a standards-based grading system measures a student’s mastery of grade-level standards by prioritizing the most recent, consistent level of performance. Thus a student who may have struggled when first encountering new material, may still be able to demonstrate mastery of key content/concepts over time as they are provided with additional instruction, practice, and mastery checkpoints throughout the school year rather than at a set time such as a 9-week grading period. Please keep in mind that some standards are just being introduced during the first semester. Students may not reach proficiency until later in the school year.
A score of (3) would indicate that a student has mastered a standard and can consistently demonstrate understanding and/or the ability to apply their knowledge.
A score of (2) would indicate that a student is consistently working toward mastery of a standard, but needs continued support.
A score of (1) would indicate that a student is inconsistently working toward mastery of a standard.
HOMEWORK
For the 2024-2025 school year, our homework policy is as follows.
All students will receive monthly communication from their child’s teacher of specific things your child can practice on at home for homework. Students should also be completing 20 minutes of English Language Arts practice per day. Examples might include, but not be limited to:
reading (or being read to)
completing teacher-provided hands-on practice
At times, teachers may send some work to be completed at home if a need presents itself. Examples might include, but not be limited to:
incomplete classwork if sufficient time has been provided (required by the next day)
special projects
If you feel your child needs extra practice on a specific concept or standard, you may contact your child’s teacher for suggestions. Teachers are happy to help provide ideas and where to find resources for continuing the learning at home if needed.
ACADEMICALLY & INTELLECTUALLY GIFTED (AIG) PROGRAM
Differentiated lessons, independent study, cluster-grouping, accelerated assignments, or classes with the AIG specialist are the types of learning experiences we offer our AIG students in the elementary and middle schools.
AIG Referrals
Students in kindergarten through eighth grade may be referred for evaluation by a teacher, parent/guardian, or a school administrator. Referrals must be made in writing (or emailed) to the principal of the child’s school. The deadline for these referrals is the last day school is in session before the Thanksgiving break. Multiple indicators of academic/intellectual giftedness are considered.
Children in kindergarten through second grade should be referred for evaluation only if there is a clear need for instruction that is consistently two or more grade levels above the current grade or requested admission grade. The AIG committee will consider all of the above indicators, in addition to the social, emotional, and developmental needs of the student and will determine if the student requires further assessment.
District-wide screening for third grade children occurs during the fall of each school year. Currently, ABSS uses the Cognitive Abilities Tests. AIG specialists at each elementary school analyze the results in reading and/or mathematics. In fourth grade and above, students who scored 85% or higher on End-of-Grade (EOG) tests from the previous school year are screened to determine if they should be tested for gifted services.
FEDERAL IDEA
The Individuals with Disabilities Education Act (IDEA) requires all school districts to identify, locate, and evaluate students with disabilities, or those suspected of having disabilities who may be in need of special education and related Services.
Exceptional Children: The goal of the Alamance-Burlington School System’s Exceptional Children Division is to educate children with exceptionalities and foster their independence, enabling them to become contributing and productive citizens. Our division provides specially designed instruction to children with a broad spectrum of abilities and disabilities, striving to promote their cognitive, physical, social/emotional, and vocational development.
Section 504: A parent, teacher, or other staff member may refer a student to the 504 Chair. The following criteria must be met for a student to be eligible for 504 rights and protections and possibly for a 504 plan: 1) Student exhibits characteristics of/or have a documented mental or physical impairment, 2) The impairment must substantially limit a major life activity. If the student is found eligible for Section 504 rights and protections, the 504 Team makes a decision on whether or not the student needs a 504 plan to have equal educational access.
Multi-Tiered System of Support (MTSS): North Carolina’s Multi-Tiered System of Support(MTSS), is designed to match a child’s learning needs with research-based instructional practices. All students receive instruction within the differentiated core in both academics and behavior. For students who need additional support to master grade level standards, Tier 2 Supplemental support is provided in academic and/or behavioral areas. If a child does not meet the goals established at Tier 2, a more Intensive Tier 3 Plan is developed. A child’s progress is then monitored by the Tier 3 MTSS Team. In order to ensure success and to facilitate a team approach, the parents are involved at each Tier level.
MTSS PRACTICES & PROCEDURES
(Definition) Problem-Solving Team: This term is an umbrella term often used to describe groups of individuals that meet to analyze data and determine solutions to problems. In MTSS, there can be multiple problem-solving teams. Professional Learning Communities, Intervention Teams, and Student Support Teams are all examples of teams that generally meet to discuss school-wide areas of concern related to the environment, instruction and curriculum for all students or groups of students.
Specialized teams, such as the IEP Team, are also problem-solving teams; however, it’s purpose is initiated for individual students who are suspected of a disability or who have already been identified with a disability and is coordinated according to the regulatory requirements of the IDEA.
(Definition) Individualized Education Program Team (IEP Team): This is the problem-solving team to which a student is referred when a disability is suspected, or a parent requests a formal evaluation. This team will engage in the problem-solving necessary to determine if a formal evaluation for special education and related services will occur
and ensures that the appropriate procedures and documentation are completed in compliance with federal regulations and state policies.
The implementation of interventions prior to a referral to the IEP Team is not required if a disability has been suspected by the parent or school staff or a parent or teacher has requested a formal evaluation in writing. However, interventions may need to be implemented concurrently with the formal evaluation timeline in order to provide the IEP Team a required component of a comprehensive evaluation at the time eligibility for special education and related services will be determined.
Procedures for Problem-Solving Teams
The problem-solving team should ask the following questions at each time progress monitoring data is discussed for groups of students (in addition to previously established problem-solving protocol):
Has our problem-solving shifted from overall instruction, environment and curriculum for groups of students to
individual, student-centered concerns?
Are there any individual students that are consistently not making progress with interventions?
Are there any individual students that are unlikely to achieve grade level standards by the end of the school
year?
Does the data indicate that the consistent lack of progress with intervention may be caused by a disability?
Does the individual student’s progress in the general curriculum have characteristics typically associated with a
disability?
Procedures for Communication with Parents
Parents must be notified, in writing, that their student requires intervention beyond Core Instruction (Tier 1)
The parent must be provided this information using the “Parent/Guardian Notification of Intervention”. The required components from the EC Division template must be included in the parent letter if revised by the LEA.
A copy of this notification(s) must be retained in the student’s cumulative folder.
A parent/guardian notification must be sent each time the intensity of intervention increases from core to supplemental and supplemental to intensive.
A parent letter must also be sent each time the student successfully responds to intervention – intensive to supplemental and supplementary to core.
While these written notifications are required at any time a change occurs, it is highly recommended that local leadership consider syncing these notifications with parent-teacher conference times, progress reporting and/or report cards in order to consistently manage, supervise and ensure that this important parent communication is occurring.
Child Find Responsibilities (procedures)
If a parent verbally requests an evaluation (also known as a parent referral to special education); staff should advise the parent to make the request in writing and send it to the principal/teacher/EC teacher of the school.
Upon receipt, the principal shall provide the request to EC personnel to schedule the IEP Team meeting to discuss the parent request. This begins the regulatory/procedural timeline associated with initial referrals/evaluations.
Each level of intervention (tier) must include a footnote or steps that state the following:
The problem-solving team must consider whether the student’s lack of progress is the result of a suspected disability. If a disability is suspected, the student must be referred to the IEP Team and interventions must continue concurrently while the issue of a suspected disability is resolved.
A parent has the right to request, in writing, an evaluation for special education at any time. If the parent makes this request, the student must be referred to the IEP Team while interventions continue.
Parents must be notified, in writing, regarding the student’s response to intervention at each level (tier). The “Parent Notification of Intervention” must be used, and a copy retained in the student’s cumulative file.
PROGRESS REPORTS/REPORT CARDS/TEACHER CONFERENCES
Parents may check the online gradebook to view their students grades at progress reports and report card time. No paper copies of progress reports and report cards will be given unless in extenuating circumstances. All parents will be asked to attend a conference during the first nine weeks to meet with his/her child’s teacher to discuss student progress. Additionally, conferences between parents and teachers are strongly encouraged by school administration. Teachers will not hold a conference during the instructional day as we want to protect learning time for all.