Secondary
Management of
Curriculum Guide
Secondary Department of Curriculum Staff
(Grades 7-12)
Steve McKenzie
Claire Moore
Jennie Barrett
LaShelia Gordon
Susan DuBose
Tracy Wright
Cindy Cochran
Sherry Spigener
Stephanie Bostick
Linda Williams
Eloyse Seamon
Director of Secondary Education/Student Services
Director of Elementary Education/Federal Programs
5th & 6th Grade Curriculum Specialist
Support Service Program Specialist
7th-12th Grade Science Curriculum Specialist
Program Specialist for Professional Development
7th-12th ELA and Social Studies/History Curriculum
Specialist
7th-12th Grade Math Curriculum Specialist
Mentoring Supervisor
ESL/Parent Liaison
Graduation Coach
21st CCLC Coordinator
Student Services Coordinator
Vision: Elmore County Public School System strives to prepare students
to be responsible and productive citizens in an ever-changing world.
Mission: Elmore County Public Schools’ mission is to provide relevant,
engaging, positive learning environments where students are empowered to
realize their self-worth through continuous academic, social and emotional
growth.
Student-Centered Learning
Elmore County Public Schools
Secondary Management of Curriculum Guide
Grades 7-12
Table of Contents
Academic Grading Scale ...........................................................................................3
Academic Guidelines .................................................................................................3
Gradebooks/iNow .................................................................................................3
Grading ..................................................................................................................3
Progress Reports/Report Cards............................................................................6
Promotion/Retention............................................................................................6
Semester Examinations and Exemption Policy ................................................... 7
Testing Procedures ............................................................................................... 8
Academic Honesty ....................................................................................................9
Advanced Placement .............................................................................................. 11
Alabama College and Career Ready ACT Assessment System ............................... 12
Alabama Course of Study: College and Career Ready Standards ......................... 13
Arts ........................................................................................................................... 13
Audio Visual Materials/Request for Approval Form ………………………………………13
Classroom-Required Posted Items ......................................................................... 15
Conferences.............................................................................................................. 15
Dual Enrollment Classes ......................................................................................... 15
Electives ................................................................................................................... 17
Elmore County Technical School Driving Form ..................................................... 18
English Learners ...................................................................................................... 19
Field Trips ................................................................................................................ 21
Field Trip Activity Form ..........................................................................................23
Homework .............................................................................................................. 24
Honor Roll .............................................................................................................. 24
Valedictorian/Salutatorian .................................................................................... 24
Lesson Plans ........................................................................................................... 24
Library Program ......................................................................................................25
Make-up Work ........................................................................................................ 26
Response to Instruction (RtI)/PST ........................................................................ 26
School 30-60-90 Day Plan .................................................................................... 26
Science Fair .............................................................................................................. 27
Special Education/Grading Procedures.................................................................. 27
Special Education Services/Section 504 Requirements ....................................... 28
Driving Form for Transition Students ................................................................... 28
Universal Screening ................................................................................................ 30
Walkthroughs ......................................................................................................... 30
Writing Across the Curriculum .............................................................................. 30
Management of Curriculum, Revised Spring 2015
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Academic Grading Scale
A
B
C
D
F
100 – 90
89 – 80
79 – 70
69 – 60
59 & below
**GPA weighting for AP and Dual Enrollment (CTE and Academic) is one quality point
(5.0)
Academic Guidelines
Grade Books (iNow)
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Teachers are required to maintain a computer grade book using the countyadopted software, iNow Classroom, and enter grades at a minimum of once per
week.
Teachers must identify the skill tested and date administered.
Only board employees, student interns under the supervision of their cooperating
teacher, and long-term substitutes can use iNow Classroom.
Teachers will follow established policy regarding student confidentiality and should
provide parents with grades for their child only.
ALL grades entered in iNow should accurately match grades recorded on student
papers, rubrics, or spreadsheets.
Teachers should enter a “0” in iNow for assignments not completed. Once the
assignment has been completed, the teacher will update the grade in the iNow
grading system.
Grading
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At the beginning of the course, grades 7-12, teachers will provide students with a
course syllabus, which will contain, at a minimum:
o course content
o course requirements
o grading system being used-CHOOSE EITHER POINTS OR
PERCENTAGES TO BE USED FOR THE ENTIRE YEAR. YOU MAY NOT
USE A COMBINATION OF THE TWO WITHIN THE SAME YEAR.
o test days
It is expected that teachers will post quarterly requirements on their website in
order to facilitate communication with parents. These items may be pulled from
your required syllabus.
Teachers MUST enter grades in the county-approved gradebook
program at least once per week.
Tests and principal-designee-approved projects MUST be categorized as
60% of the student’s grade for high school courses. (Algebra I is a high school
Management of Curriculum, Revised Spring 2015
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course.) Middle school tests and principal-designee-approved projects MUST be
categorized as 50% of the student’s grade.
Daily grades (i.e. homework, classroom activities, assignments, etc.) MUST be
categorized as 40% of the student’s grade for high school courses. (Algebra I is a
high school course.) Middle school daily grades MUST be categorized as 50% of the
student’s grade. Homework for middle school MUST be one cumulative grade.
o Three to five (3-5) TEST grades and a minimum of eight (8) DAILY
grades must be given each quarter.
o Grades MUST BE BASED upon ACADEMIC MASTERY. No grades
may be given for school supplies, canned goods, signed forms, signed
papers, etc. Note: This list is not exhaustive.
o Open-book tests, particularly in core classes, are NOT PERMITTED.
Students must master course content in order to be successful on
accountability assessments.
Any item entered as a grade in the gradebook should have at least 10 items or 8-10
multiple steps.
NO EXTRA CREDIT may be assigned or given. Therefore, you should have no red
cells in your gradebook.
Tests measuring student mastery will be given to all students.
If study guides are necessary, an outline form must be used. No fill-in-the-blank
questions may be used that replicates the test.
Grades obtained from computer programs, Smart Response Systems (or the like),
rubrics, or means other than students’ papers, will be documented by the teacher
and kept on file.
ALL grades entered in iNow should accurately match grades recorded on student
papers, rubrics, or spreadsheets.
End-of-term exams should reflect skills and knowledge taught and tested on unit
and/or chapter tests.
Answer documents, rubrics, and assignments counted as grades may be sent home
for parental inspection, but must be returned and filed for documentation. At any
point, parents may make an appointment to view their child’s work upon request.
o For documentation purposes in order to validate grades, all student papers
should be retained for one academic year, as directed by the State Records
Commission/Local Government Records Commission. (Local Boards of
Education Functional Analysis & Records Disposition Authority, April 23,
2014, p. 36.) (For example, the 2015-2016 school year documentation
must be retained until the first day of class for the 2017-2018 school year.)
o In order to ensure student privacy, all documentation, including, but not
limited to, rubrics, test papers and answer documents, must be filed in
individual student folders.
o Student papers may be taken temporarily from the school to be graded.
However, ALL student work must be retained by Elmore County Public
Schools and may not be filed or stored off the premises. At the conclusion
of employment or transfer of a teacher or employee, student files must be
retained at the school.
Management of Curriculum, Revised Spring 2015
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Students, student volunteers, student workers, or parent volunteers
may not file and/or return graded papers to students that have been
recorded. According to FERPA (Family Educational Rights and
Privacy Act), papers that are received and recorded by the
instructor become “education records.”
Peer-grading used as an instructional method is not included in this
regulation. As stated in Owasso Indep. Sch. Dist. No. I-011 v. Falvo,
534 U.S. 426 (2002) even though peer-grading results in students
finding out each other’s grades, the U.S. Supreme Court ruled,
…that this practice does not violate FERPA because grades on
students’ papers are not “maintained” under the definition of
“education records” and, therefore, would not be covered under
FERPA at least until the teacher has collected and recorded
them in the teacher’s grade book…
http://www2.ed.gov/policy/gen/guid/fpco/pdf/ht12-1708-att.pdf
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In addition to tests, which measure student mastery, the quarter grade may include
the following:
o homework
o daily grades
o quizzes
o writing assessments
o projects
o presentations
o group activities, etc.
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Administrators will periodically review teachers’ gradebooks and/or student
documentation to ensure compliance.
Teachers must keep in mind the number of courses students take, as well as, overall
course requirements when scheduling classroom tests. The following schedule allows
for tests to be given on specified days to prevent students from having excessive tests
on one day. This schedule may not be modified without principal approval.
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Monday
English
Science
C-T/ROTC
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Tuesday
Math
Social Studies
Foreign
Language
Fine Arts
Wednesday
English
Science
C-T/ROTC
Thursday
Math
Social Studies
Foreign
Language
Fine Arts
Friday
English
Math
Long-term projects, research papers, reading activities, journals, and other extended
graded activities will not be assigned during dates set as holidays. It is expected and
imperative that students have access to their teacher’s guidance and assistance to
complete major assignments.
Management of Curriculum, Revised Spring 2015
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Grading Requirements/Categories
Middle School Courses
All High School Courses
Language Arts
8th Grade Algebra I
Math
All high school courses
Science
Social Studies
Electives
50% daily (minimum of 8 grades)
50% test (3-5 grades)
40% daily (minimum of 8)
60% test (3-5 grades)
Progress Reports/Report Cards
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ALL students will receive a progress report generated by the main office, at the
midpoint of each quarterly grading period, showing their average to date for each
class in which they are enrolled. The dates for progress reports for the 2015-2016
school year are:
o September 14, 2015
o Week of November 16, 2015
o Week of February 8, 2016
o Week of April 18, 2016
Parents may request in writing or by telephone a detailed weekly progress report
showing all graded assignments. The school office will notify the teacher that such a
report has been requested and then the student will receive a weekly printout of his
or her current grades.
The requested progress report should be signed by the parent or guardian and
returned to the teacher. REMINDER: A signed, returned progress report
MAY NOT be used as a grade.
Student report cards will be generated by each school using iNow software.
Student report cards will be issued to all students after the end of each grading
period.
The Information NOW Parent Portal is a program that allows parents to review
information related to grades, attendance, homework assignments, discipline
records and other student data form the current year. Any information recorded in
iNOW is immediately available for parent viewing through parent portal.
Promotion/Retention for Grades 7-12
Grades 7-8
Notification of possible retention must be identified on the 3rd quarter progress
report at mid-term.
 If parents fail to make contact with the school, a follow-up letter will be sent home by
the teacher requesting a conference. If parents do not respond to the follow-up letter,
the teacher should contact parents by phone.
 In grades 7 and 8, a student must pass each academic subject and physical education
in order to take the next grade level course in each subject area. For example, if a 7 th
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Management of Curriculum, Revised Spring 2015
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grade student fails science, he/she will be promoted to 8th grade but will take a 7th
grade science class if it is not successfully completed in summer school.
Passing will be based on the yearly average.
Summer school may be available or the course will be repeated the next year and it is
strongly recommended that students attend summer school to make up failed courses.
A student will be classified a seventh grader if taking four or more seventh grade level
courses.
A student will be classified an eighth grader if taking four or more eighth grade
courses.
It is strongly recommended that students attend summer school to make up failed
courses.
Grades 9-12
A student must pass their required and elective courses in order to obtain the credits
necessary for graduation. Students’ promotion to the next grade will be dependent on
the number of credits they have earned, as follows:
o Promotion to 10th grade requires at least 5 credits
o Promotion to 11th grade requires at least 12 credits
o Promotion to 12th grade requires at least 17 credits
Summer school may be available or the course will be repeated the next year and it is
strongly recommended that students attend summer school to make up failed courses.
Seniors who are working toward but do not meet the requirements for the
Advanced or Standard Diploma will NOT participate in graduation
ceremonies.
Semester Examinations and Exemption Policy
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For grades 9-12, and 8th grade Algebra I, each quarter grading period counts 40%
and the exam counts 20% of the semester average. The first semester and the second
semester averages will be averaged to arrive at a final average for the course.
Example:
40% - 1st quarter average
40% - 2nd quarter average
20% - semester exam
(1st semester avg + 2nd semester avg / 2 = final avg for the course.)
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For half-credit courses, such as government, economics, and others:
40% - 1st quarter average
40% - 2nd quarter average
20% - final exam
Course average
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For grades 7-8, each quarter grading period counts 45% and the exam counts 10% of
the semester average. The first semester and the second semester averages will be
averaged to arrive at a final average for the course.
Example:
45% - 1st quarter average
45% - 2nd quarter average
Management of Curriculum, Revised Spring 2015
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10% - semester exam
(1st semester avg + 2nd semester avg / 2 = final avg for the course.)
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Students in grades seven (7) through twelve (12) may exempt semester and non-state
mandated end of course examinations if they meet the following criteria:
 An “A” average with no more than two (2) excused absences
 A “B” average with no more than one (1) excused absence
 A “C” average with no absences
Students who have skipped either a class period or a school day, been assigned to
ISS/detention for five (5) or more days, been suspended, or been assigned to the
Elmore County Alternative Program (ECAP) will forfeit the opportunity to exempt
any semester examination regardless of grade average. Three unexcused tardies to a
class will forfeit exemption status in that class. School authorized field trips, a college
day (with proper documentation), and military absences (with proper
documentation) do not count as absences towards exemptions.
Please note: School authorized field trips, a college day (with proper
documentation), and military absences (with proper documentation) do
not count as absences towards exemptions.
First semester exams will be scheduled for December 14-16, 2015.
Second semester exams for grades 7-8 will be scheduled for May 18-20, 2016.
Second semester exams for grades 9-11 will be scheduled for May 19-24, 2016.
Senior exams for the second semester will be scheduled for May 13-17, 2016.
A copy of each semester exam and an answer key must be submitted to the principal
at least one week prior to the scheduled date of administration.
Testing Procedures
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All students will be taught on grade level and tested on his/her grade level.
Formative and summative tests measuring student mastery such as, skill tests and
unit tests will be given to all students.
o Grading issues are of utmost importance and must be handled with great
care.
o Teachers are expected to monitor student engagement during tests, but
not to coach, answer, or directly impact a response.
Tests scores may not be scaled, dropped, combined with any other
grades or artificially inflated with classwork, homework or extra credit
activities.
Writing Portfolios for ELA
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A writing portfolio will be kept by Language Arts teachers for every student.
Students are required to complete a major writing assignment that counts for a test
grade, each grading period.
All components (i.e. brainstorming, graphic organizer, prewriting, note cards, outline,
rough draft, research notes, rubric, final copy) of this writing assignment are to be
filed in the portfolio.
Management of Curriculum, Revised Spring 2015
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Additional writing activities may be added to the portfolio at the discretion of the
teacher.
Rubrics are available on the Elmore County website under Curriculum and
Instruction, Document Downloads, and then find the desired document.
Modes of writing include Opinion/Argument, Informative/Explanatory, Narrative,
and Research each graded by a specific rubric.
All writing portfolios will be retained with graded papers.
Academic Honesty
Cheating
It is expected that all academic work completed by any student in the Elmore County
School System will be their own work. Elmore County Schools will not tolerate cheating
in any form. Students will not engage in any act of deception or falsification of work
product. This includes, but is not limited to:
 Cheating by receiving unauthorized aid or assistance.
 Giving or receiving of unfair advantage on any form of academic work to include
use of electronic device(s) to text/take pictures of/convey exams and/or answer
sheets.
 Possessing materials that invalidate any academic course work either during or
prior to the work being assigned (test or course work).
 Any student completing any academic work dishonestly will receive a zero
for that assignment with no opportunity to make it up.
 Students who provide information and/or commit cheating will be
disciplined in accordance with Class 1 Offense AK. The teacher will also
contact the parents/guardians of the student and inform them of the
student’s actions.
Plagiarism
When making research assignment, teachers in all subject areas must inform and instruct
students regarding plagiarism and the seriousness of the offense. A variety of resources
are available for teacher and student use to aid in preventing plagiarism such as:
http://smallseotools.com/plagiarism-checker/
http://www.duplichecker.com/
http://turnitin.com/en_us/features/writecheck
According to the Merriam-Webster Online Dictionary, to “plagiarize” means:
 To steal and pass off (the ideas or words of another) as one’s own
 To use (another’s production) without crediting the source
 To commit literary theft
 To present as new and original an idea or product derived from an existing source
All of the following are considered plagiarism:
 Copying words or ideas from someone else without giving credit
 Failing to put a quotation in quotation marks
Management of Curriculum, Revised Spring 2015
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Giving incorrect information about the source of a quotation
Changing words but copying the sentence structure of a source without giving
credit
Copying so many words or ideas from a source that it makes up the majority of
your work, whether you give credit or not
Grades
5-6
Consequences
Teacher will confer with the student.
Student is given the opportunity to rewrite the assignment.
Parent/guardian is notified of plagiarism and the student’s opportunity
to rewrite the assignment.
7-8
Teacher will confer with the student.
Student is given the opportunity to rewrite the assignment; student’s
grade stands at zero until the rewritten assignment is submitted.
Parent/guardian is notified of plagiarism and the student’s opportunity
to rewrite the assignment.
The highest possible grade on the rewritten assignment is an 89/B.
If the rewritten assignment contains instances of plagiarism, each
instance is penalized 10 points up to a maximum penalty of 50 points.
Subsequence offenses will result in a “0” for the assignment.
9-10
(first
offense)
Teachers will confer with the student.
Student is given the opportunity to rewrite the assignment; student’s
grade stands at zero until the rewritten assignment is submitted.
Parent/guardian is notified of plagiarism and the student’s opportunity
to rewrite the assignment.
Student has one week to submit the rewritten assignment which must
have the parent’s guardian’s signature.
Highest possible grade on the rewritten assignment is a 70/C; if the
rewritten assignment is plagiarized, it will receive a grade of zero.
9-10
Plagiarized assignments will receive a grade of zero without the
(Second
opportunity to rewrite the assignment.
and
subsequent
offenses)
11-12
Any plagiarized assignment will receive a grade of zero.
Management of Curriculum, Revised Spring 2015
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Advanced Placement
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Teachers must comply with the College Board’s guidelines and procedures to ensure
courses receive the Advanced Placement (AP) designation.
Each student who elects to take an AP course will earn +1 quality point provided the
student takes the AP Exam for that course in May.
A student who successfully completes an AP course but who does not take the AP
exam will earn +.2 quality points for the course just as any other advanced or honors
course.
Due to the level of rigor with AP classes, attendance is critical. Multiple consecutive
absences could negatively impact a student’s final grade.
Attempts to assist students enrolled in AP classes who are assigned to ECAP will be
made according to the coursework available in ACCESS or other on-line resources.
However, students may not be able to continue coursework due to instructional
limitations.
It is expected that seniors taking AP classes will be monitored closely. Progress
report scores and nine week scores will be evaluated to determine if students who are
seniors and are struggling in an AP class will remain in the class. Students taking the
College Board AP exams may be exempt from taking a final exam. However,
semester exams should be available for administration to students as the need arises.
An AP exam score may not replace an existing grade for the course.
All Pre-AP and AP teachers must submit a syllabus for their course by August 10 to
Susan DuBose.
A list of all AP students who are failing AP courses must be submitted to the AP
Coordinator at each campus. Campus lists must be submitted on September 10,
October 9, and January 4 to Susan DuBose.
Enrichment Placement
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All middle schools offer EP classes.
Placement in EP classes may be determined using a combination of any of the
following criteria:
o Completion of application
o Current GPA must be 3.5 or higher to enter (GPA will consist of 4 core classes
and PE. Electives will not be included.)
o Attendance considerations
o Behavioral considerations
o Summative Assessment Data (ie. ACT ASPIRE, STAR Reading and Math)
Students must maintain a 3.0 GPA in core classes and physical education to remain
in EP classes.
Management of Curriculum, Revised Spring 2015
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Due to the level of rigor within EP classes, attendance is critical. Multiple
consecutive absences could negatively impact a student’s final grade.
EP curriculum, pacing and assessments may differ from grade level curriculum due
to the increase in rigor.
Students will be required to master grade level standards.
Alabama College and Career Readiness
ACT Assessment System
ACT ASPIRE – ACT ASPIRE is an assessment system that measures academic
achievement in English, math, reading, science, and writing in grades 3 through 10.
ACT ASPIRE is linked to the ACT College and Career Readiness Standards, researchbased information that makes test results meaningful by connecting a student’s ACT
ASPIRE score to specific skills and knowledge important for college and work success.
ACT ASPIRE will be administered to middle school students in grades 5-10 for Reading
and Math, and in grades 5 and 7 for Science.
ACT PLUS WRITING – The ACT Plus Writing is a curriculum and standards
based assessment tool that measures academic readiness and achievement in English,
math, reading, science, and writing in grades. ACT Plus Writing is linked to the ACT
College and Career Readiness Standards, research-based information that makes test
results meaningful by connecting a student’s score to specific skills and knowledge
important for college and work success. The ACT Plus Writing will be administered to
11th grade students.
ACT WORKKEYS – ACT WorkKeys is a job skills assessment system that helps
employers select, hire, train, develop, and retain a high-performance workforce. This
series of tests measures foundational and soft skills and offers specialized assessments
to target instructional needs. Three areas comprise this assessment: Applied
Mathematics, Locating Information, and Reading for Information. This assessment will
be administered to 12th grade students.
Each of these assessments provides a clear line of student growth and preparation for
college or career.
(Information taken from: Alabama State Department of Education’s
2014-2015 Alabama College- and Career-Readiness Assessment System)
Alabama Continuous Improvement Plan
All schools in Elmore County must complete an Alabama Continuous Improvement Plan
(ACIP). The ACIP follows specific guidelines as outlined by the Alabama State
Department of Education and will be composed using ASSIST, a computer software
program, provided by the ALSDE.
Management of Curriculum, Revised Spring 2015
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Alabama Course of Study (ALCOS): College and
Career Readiness Standards (CCRS)
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Teachers are mandated by the State Department of Education to teach the ALCOS:
CCRS. Therefore, it is the responsibility of ALL teachers in ALL subject areas and
grade levels to teach ALL standards outlined in the Alabama Course of Study for all
subject areas.
Teachers should follow all county pacing charts and/or curriculum guides to ensure
all ALCOS standards are taught to mastery.
It is understood that these skills are critical and must be re-taught and retested using
different methods and materials.
Teachers will employ a variety of teaching methods to accommodate various learning
styles as well as students’ needs and interests.
Arts
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The Arts (for example: dance, music, theatre, visual arts) are offered in grades 7-12.
The arts may be showcased during arts festivals and/or performances at the local
schools.
Audio Visual Materials
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Videos/DVDs will not be shown in their entirety. Teachers should extract only the
material relevant to the ALCOS standards being taught.
All audio-visual materials must relate directly to the ALCOS and school system
curriculum and serve as a means of teaching a specific objective(s). All videos must
be documented in lesson plans and aligned to the ALCOS.
All audio-visual materials must be previewed in their entirety by the teacher.
Audio-visual materials not housed in the media center must approved by
the Librarian and receive written approval by the school principal prior
to using the material in a classroom setting.
To receive approval, the teacher must complete the Request for Approval of AudioVisual Materials Form (see next page) ONE WEEK prior to viewing.
Management of Curriculum, Revised Spring 2015
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Elmore County Board of Education
Wetumpka, AL
Request for Approval of Audio-Visual Materials Form
Note: This review process is to be completed only when the audio visual is
obtained from sources external to the school library or School System and
is designed to protect the students, teachers, and the School System. This
form must be submitted ONE WEEK prior to viewing.
School: ______________________________________________________
Name of Audio-Visual:
____________________________________________________________
Commercial Rating, if applicable: _____________________________________
Obtained from (Source):
____________________________________________________________
Curriculum Objective and Skill (Explain):
____________________________________________________________
Follow-up Activity (Explain):
____________________________________________________________
____________________________________________________________
Date to be shown: ___________________________
Grade Level / Age: ___________________________
I certify that I have previewed the above listed audio-visual material in its entirety and
request that it be approved for showing in my class(es).
Signed: ______________________________ Date: ___________________
Teacher
Approved _____________
Disapproved ______________
Signed: ______________________________ Date: ___________________
Management of Curriculum, Revised Spring 2015
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Principal
Classroom – Required Posted Items
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Class schedule – time and subject – posted inside and outside classroom
Student-friendly objectives to reflect College & Career Ready Standards
Essential Questions
Daily class assignments
Homework assignments, if applicable
Rules/consequences/rewards
Word Walls (current, embedded, academic)
Projects posted in hallways should include a posting of the ALCOS number and
description and be of high quality work.
Conferences
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It is the responsibility of each teacher to develop a positive rapport with parents and
to communicate with parents on a regular basis.
If a student is not making satisfactory progress, it is the responsibility of the teacher
to make contact with parent/guardian of the student in order to develop a plan for
academic improvement.
Teachers are to keep documentation of parental notes, telephone calls, and
conferences.
Dual Enrollment Classes
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Dual enrollment classes are available to students through local junior colleges,
universities, and the Elmore County Technical Center.
All fees and expenses are the responsibility of the student and his or her
parents/guardians.
Prior approval for classes must be obtained BEFORE the student enrolls with the
junior college or university. The attached form must be completed and
submitted.
Enrollment for STEM (science, technology, English, and math) courses are
discouraged in order to support the Advanced Placement opportunities available
at each high school. These courses may be taken in the evenings or during the
summer, with prior approval.
Transportation to and from the dual enrollment institution will be the
responsibility of the student and his or her parents/guardians.
Management of Curriculum, Revised Spring 2015
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Elmore County Public Schools
Dual Enrollment Approval Form
**If the institution already has a high school approval form, this form isn’t required**
Today’s Date:
___________________________
Student Name: ______________________________________________________________________________________
First
Middle
Last
Student’s Phone Number: _________________________________
Base School: ECHS HHS
SEHS WHS
Grade: 9th 10th 11th 12th
College/Institution: ________________________________________________________________________________
Course Options:
List the options of courses the student will be
allowed to take.
Example: MTH 126 Calculus II
High School Credit to be Awarded:
Provide the equivalent high school course
title, number, and credit that will be awarded
upon successful completion of the college
course.
Calculus 1 Full Credit
Student Signature:
_______________________________________________________ Date: _______________
Parent Signature:
_______________________________________________________ Date: ________________
Counselor Signature: _______________________________________________________ Date: ________________
Principal Signature: _______________________________________________________ Date: ________________
Additional Comments:
_________________________________________________________________________________________________________
Management of Curriculum, Revised Spring 2015
Page 16
_________________________________________________________________________________________________________
Electives
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All electives, except E2020, Read 180, and Math 180, will follow the same
percentages for grade categories: Grades 7 and 8 -50% Test grades and 50%
Daily grades; Grades 9 through 12- 60% Test grades and 40% Daily grades.
E2020, Read 180 and Math 180 grades will consist of one category average.
Teachers are required to maintain a computer grade book using the countyadopted software, iNow Classroom.
Honor Roll for grades 7-12 will be calculated using grades from core curriculum,
physical education, and electives except for those with an “aide” descriptor.
Elmore County Technical Center
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Beginning in 2015-2016, students may be granted the opportunity to drive
themselves to the Elmore County Technical Center.
An authorization form must be submitted and the privilege can be revoked at any
time based upon the decision of the administration of the ECTC or the base
school.
Management of Curriculum, Revised Spring 2015
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Elmore County Public Schools
2015-2016 SY Student Driver Agreement
Student Information
Student Name: ______________________________________
Grade:
9th
10th
11th
12th
Base School:
Cell Number: _____________
WHS
*Driver’s License State: ______ Number: ______________
SEHS
HHS
ECHS
Destination: _________________
Reason for Driving: _____________________________________________________________
______________________________________________________________________________
Vehicle Information
Make: _________________________
Model: _________________________
Year: ______
Color of vehicle: _________________
Tag Number: ____________________
State: _____
*Insurance Company: __________________________
Policy Number: __________________
Terms and Conditions
1. I agree to drive to the above mentioned destination without making unauthorized stops.
2. I agree to park in the approved spaces at the above mentioned destination.
3. I agree I will not transport any passengers unless preapproved by school officials.
4. I understand any violation of these terms and conditions may result in having driving
privileges revoked.
Student Signature: ______________________________
Date: _________________________
Principal’s Signature: ____________________________
Date: ________________________
CTE Director’s Signature: _________________________
Date: _______________________
Parent/Guardian Permission & Release
I, ______________________________, give permission for my child to drive to the above
mentioned destination and hereby release the Elmore County Board of Education from any and
all liabilities.
Parent Signature: ______________________________
Contact Number: ______________________________
Date: ______________
____________________
Notary PRINT name
*Attach a copy of driver’s license and proof of insurance*
____________________
Notary SIGN name
Expiration Date ______
Management of Curriculum, Revised Spring 2015
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English Learners (EL)
EL ACCOMMODATIONS – GRADES 7-12
Teachers should be encouraged to maintain high expectations for student learning and
should accommodate and adapt lessons and assignments so that ELs can progress. Daily
assignments and tests will be administered with accommodations as needed and are
documented in the Individualized English Language Plan (I-ELP).
All students are to be taught on grade level. For ELs in grades 7-12, the WIDA English
Language Development (ELD) Standards should be referenced when determining
appropriate accommodations according to the ELP level attained on the ACCESS for ELLs
assessment or W-APT Screener along with classroom performance. EL supplemental
resources are available for grades 7-12 and should be used by both the classroom teacher
and intervention teacher as appropriate. Grading is based on accommodated work.
GRADING PROCEDURES FOR EL STUDENTS (GRADES 7-8)
Traditional procedures for assigning grades to students may not be appropriate for ELs.
Teachers MUST follow these guidelines:
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Grading Methods – The method of grading is determined by the EL Committee
and is a part of the student’s I-ELP. The grading method cannot be changed during
the school year. Following are the two grading methods used for ELs in Elmore
County Public Schools:
o S, U, & P (Satisfactory, Unsatisfactory, Improving) Letter I cannot be
used to represent Improving, because I already represents Incomplete in iNow;
therefore, letter P will be used to represent Improving.
At the 1-8 grade levels, ELs scoring 1.5 or below on the overall composite
score on ACCESS for ELLs or W-APT Screener may receive S, U, & P until
the student has acquired a level of English proficiency necessary for a basic
understanding of the subjects being taught. S, U, & P are not to be used at the
high school level.
o Regular grading method
The regular grading method should be used if only accommodations in the
regular classroom are made. Grades placed in a student’s cumulative folder
MUST reflect the student’s academic achievement on grade level academic
content.
GRADING PROCEDURES FOR EL STUDENTS (GRADES 9-12)
o Regular grading method
The regular grading method should be used if only accommodations in the
regular classroom are made. Grades placed in a student’s cumulative folder
Management of Curriculum, Revised Spring 2015
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MUST reflect the student’s academic achievement on grade level academic
content.
GUIDELINES FOR GRADING ELs/LEP Students (Grades 1-12)
Teachers must follow these guidelines:
 ELs must receive accommodation of content work when needed.
 Grading is based on work accommodated.
 ELs must not be failed on the basis of lack of English language proficiency.
 Grades placed in a student’s cumulative folder must reflect the student’s
academic achievement on grade level academic content and student academic
achievement standards.
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WIDA ELD Standards – The WIDA ELD Standards for ELs in Kindergarten
through Grade 12 are to be used as a guide for providing accommodations for
academic standards and skills that must be developed for ELs to integrate
successfully into mainstream classrooms. (Resources available at www.wida.us.)
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Accelerated Reader Goals (Grades 7-8) – Teachers of ELs must use their
professional judgment to determine Accelerated Reader goals. It is recommended
that the Minimum Average Percent Correct be held at 85% and accommodations be
made for Points and Minimum Average Book Level. These accommodations should
be stated in the I-ELP.
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Failure/Retention – Language minority students may not receive failing grades
when English language deficiencies may have contributed to the failure. Retaining
or placing LEP/EL students in a lower grade is ill advised in that it does not help the
student to learn English quicker, according to the ALSDE. Consultation with the
Federal Programs Coordinator and District ESL Liaison is required
before retaining an EL student. Retention of ELs shall not be based solely upon
level of English language proficiency. (Section 1, Part G, Guidelines to Satisfy Legal
Requirements of Lau v. Nichols). Prior to considering retention of an EL student,
the following points should be addressed by the EL Committee:
o What is the student’s level of English language proficiency?
o Has an Individual English Language Plan (I-ELP) been implemented to
document classroom accommodations and student progress?
o To ensure meaningful participation, are classroom accommodations being made
in the areas of
 Teacher lesson delivery?
 Activities and assignments?
 Homework?
 Formal and informal assessments (e.g. quizzes and tests)?
o How much individual English language development instruction is the student
receiving during the school day?
o Has an alternate grading strategy been implemented (e.g. a portfolio, checklist,
teacher observation, or rubric assessment on content and language objectives)?
o Has the student’s classroom teacher been adequately trained with instruction and
assessment strategies specifically designed for students learning English?
Management of Curriculum, Revised Spring 2015
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o
Does the report card indicate that the student was graded according to the I-ELP?
Field Trips
The process of procuring transportation for field trips and other off-campus activities is:
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Teachers will fax the Field Trip Activity Sheet to the Department of Secondary
Education at 334-514-2804. This must be submitted TWO WEEKS prior to the
planned activity.
The Field Trip Activity Sheet can be found in the Documents Downloads section
under Curriculum and Instruction on the Elmore County Schools website and in
the Field Trip section of the Secondary School Management of Curriculum Guide.
Once submitted and approved, subsequent information will be sent to the teacher
responsible for organizing the trip.
For transportation questions, please contact Lee Arant, Shop Foreman/Assistant
Supervisor in the Transportation Department.
The Elmore County Board of Education Policy Manual states the following
regarding field trips:
6.6 Off-Campus Events
Student participation in and travel to off-campus events, concerts, functions, and
activities, and the use of school buses or other transportation for such purposes may be
authorized under and subject to the following terms and conditions:
a. The destination is an activity, event, or function that services a bona fide
educational or related extracurricular purpose, or is an athletic event or
function sponsored or sanctioned by the school or the school system and
the state athletic association;
b. Adequate information regarding the trip (e.g., destination, duration, purpose,
educational purpose, mode of transportation, nature and extent of
student participation) has been provided to the principal, program
director, and Superintendent;
c. Adequate arrangements are made for supervision and other risk management
considerations (e.g., parental permission, medical treatment
authorization, special insurance requirements);
d. Properly certified and qualified drivers have been selected and arrangements
for the costs of the trip (e.g., salary, fuels, maintenance, lodging) have
been made; and
e. Principal approval of the trip is obtained. In addition, Superintendent’s
approval is required for out-of-state trips.
The Superintendent is authorized to develop additional specific requirements for
participation in and travel to and from official events and activities that are consistent
with the terms of this policy.
Management of Curriculum, Revised Spring 2015
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1. Teachers will complete a form listing activities that will occur before, during, and
after ALL field trips and explain how the planned trip is aligned to the Alabama
Course of Study standards.
2. All out-of-state field trips must be approved by the principal and Superintendent. In
addition to designated field trips, bonus field trips listed may also be taken. Bonus
field trips do NOT count as a field trip. Field trips may not be taken after May
1st unless approved by the superintendent.
Grades 7 – 12
 Alabama Artists Gallery, Montgomery
 Armory Learning Arts Center
 Davis Theater ∞
 George Lindsey UNA Film Festival
 Huntingdon College – Art Department
 The Montgomery Advertiser
Press Room
 Museum of Fine Arts ∞
 Shakespeare Festival ∞
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Academic Field Trips
Allowed above the Maximum Number
Depot Plays ∞
Field trips required for course credit
Alabama Nature Center (Lanark) ∞
Other Professional Productions in the
area of Study
Service Projects ∞
Elmore County Black History Museum ∞
Alabama Department of Archives and
History ∞
∞ Indicates available 7th & 8th field trip choices.
Management of Curriculum, Revised Spring 2015
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Field Trip Activity Form
Planning for a field trip is essential to enhance and connect learning that is being conducted in
the classroom to real events. This form is to accompany any field trip request prior to approval.
Please check the list for approved field trips prior to planning for this educational event. This
must be submitted TWO WEEKS prior to the planned activity.
Teacher’s Name: __________________________________________________________
Number of field trips your students have taken this year: _______________________________
Field Trip Destination: ______________________ Date of Proposed Field Trip:_____________
Please check one of the following:
___ This field trip is on the approved field trip list at the appropriate grade level.
___ This is an incentive field trip. ___ This is an out-of-state field trip. ___ This field trip is after May 1
Explain how this field trip is aligned to the Alabama Course of Study Standards.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
List planned activities prior to the proposed field trip:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
List planned activities during the proposed field trip:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
List closure activities planned once students have returned to school:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Incentive field trips MUST have the approval of the Principal and Curriculum & Instruction Director
__Approved __Not Approved Principal’s Signature_______________________________________
__Approved __Not Approved C & I Director’s Signature __________________________________
All out-of-state field trips must be approved by the principal and Superintendent.
In addition, all field trips after May 1, must be approved by the principal and Superintendent.
__Approved __Not Approved Superintendent’s Signature __________________________________
Management of Curriculum, Revised Spring 2015
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Management of Curriculum, Revised Spring 2015
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Homework
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Teachers may assign homework on a regular but reasonable basis, keeping in mind
the nature of the assignment and demands that may be placed on students by other
teachers.
Homework must be related to in-class instructional activities and if assigned must be
graded or reviewed with the students on a timely basis as an important part of
monitoring student progress.
Homework, if graded, will not constitute more than 10% of the final quarter grade.
REMINDER: Homework is a FORMATIVE assessment used to evaluate student
understanding.
All students will be expected to complete their own assignments.
Under NO circumstances will homework be used to punish students.
Honor Roll
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The Honor Roll for grades 7-12 will be calculated using grades from core curriculum,
physical education, and all electives except for those with an “aide” descriptor.
VALEDICTORIAN/SALUTATORIAN
The Valedictorian and Salutatorian of each high school will be determined by the
student(s) with the highest overall grade point average (GPA) using all Carnegie credit
and half-credit courses except for those with an “aide” descriptor. Honors/advanced,
Advanced Placement (AP), and dual enrollment courses will be weighted. Grade point
average will be computed through the fourth quarter of the 12th grade. The principal
makes the final determination in the event of a tie and/or other extraordinary
circumstances.
Lesson Plans
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Teachers are required to write weekly lesson plans. These plans must be submitted
to the principal and must be posted to iNOW by 8:00 a.m. each Monday.
Lesson planning with grade-level peers is encouraged; however, each teacher should
customize lesson plans to meet the needs of the diverse population of each individual
classroom.
Information must include, at a minimum, performance-objectives, College and
Career Ready Standards, activities/strategies/ resources (including technology), and
method of assessment/evaluation.
Components of the Strategic Teaching Format should be in lessons throughout the
course. For example, TWIRL (Talking, Writing, Investigating, Reading, and
Listening).
A Substitute Folder with an emergency lesson plan must be available. Teachers must
ensure that the information left for substitute teachers is general in nature and does
not violate student privacy. It should be noted that student medical information as
well as special education information is highly confidential.
Management of Curriculum, Revised Spring 2015
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An emergency lesson plan must be on file and should include all relevant information,
such as:
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class schedules
bus lineup
fire and tornado drill directions
library and computer schedule
lunch schedule
list of students
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activity schedule
hall passes
duty schedule
materials to be used
special admonitions (student illness,
behavior problems)
Library Program
Librarians are Partners in Education with community stakeholders, administrators,
teachers, and students. They provide access to information for students and staff
that is appropriate to student development and features diversity in perspective,
format, and interest. They collaborate with teachers so every student learns to
access, evaluate, and use information through activities that are planned and
assessed in ways that help them achieve classroom instructional objectives. They
join others in the learning community to encourage every student to read, view, and
listen for information and enjoyment, realizing these practices are necessary for
literacy and form the basis for a successful and productive life. They administer a
planned program that provides a welcoming environment conducive to learning and
promotes students’ intellectual and personal growth. (Literacy Partner: A
Principal’s Guide to an Effective Library Media Program for the 21st Century)
Points to Remember
 The librarian, with the assistance of the administration, sets the schedule.
The schedule is posted and available at all times.
 The library should not be closed for non-library purposes. The library is open
for student use at all times.
 Forty percent of the librarian’s time is spent in the administration of the
library media program. During this time, no classes are scheduled for
instruction by the librarian, although students and teachers may still use the
library.
 The librarian is scheduled a lunch time and a planning time. These times
should be scheduled during a time in the day when the library is not heavily
attended by students to access information.
 Teachers and the librarian should collaborate to develop enhanced curriculum
units.
 Librarians will open libraries the first two (2) weeks of school for orientation
to the library and will begin book circulation the third week of school.
 Librarians will close the library to take inventory of their collection the last
two weeks of school.
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Make-up Work
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Students have three days to provide an excused absence.
No make-up work can be given for unexcused absences.
In the case of excused absences, the teacher and student should agree on a time for
the work to be made up and teachers should document due date.
Students may be requested to sign acknowledgment of the agreed upon time.
If the student fails to make-up work at the designated time and has no valid reason
for not doing so, he/she will be given a zero.
Teachers may construct make-up tests in a different format from the original
assignment.
Students who are suspended will not be given the opportunity to make up all
academic work missed during the suspension EXCEPT for the first suspension
during a school year (see Elmore County Handbook and Code of Conduct).
Response to Instruction (RtI)/Problem Solving
Team (PST)
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RtI is based on data and documentation of appropriate instruction. The team will
conference to determine how to best meet student needs.
Tier I instruction is basic instruction provided for all students on a daily basis.
Tier II instruction is additional instruction provided for at-risk and/or identified
students. This instruction is provided during small group time or differentiated
instruction by the classroom teacher.
Tier III instruction is provided outside the regular classroom by school personnel
other than the regular classroom teacher.
RtI/PST is used for regular education students with academic and/or behavior
challenges in general education classes, career technical and alternative
education classes.
PST is NOT used with students who already have an IEP, 504 Plan or I-ELP.
See the Problem Solving Team Manual for additional information.
School 30-60-90 Day Plan
(45 Day Action Plan)
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All schools in Elmore County must have a 30-60-90 Day Plan.
The purpose of the plan is to improve the quality of teaching and learning in the
school, so that greater numbers of students achieve proficiency in the core
academic subjects.
The 30-60-90 Day Plan provides a framework for analyzing problems, identifying
underlying causes, and addressing instructional issues in a school that has not
made sufficient progress in student achievement.
Management of Curriculum, Revised Spring 2015
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The school’s role in the 30-60-90 Day Plan Process:
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Involve the Building Leadership Team, faculty/staff, students, parents, and other
stakeholders
Collect and analyze various data (student learning, demographic, school process,
and perception data)
Use research-based strategies and action steps (who, what, and when)
Collect, discuss, and use data to drive classroom instruction
Utilize Best Practices on a daily basis
Provide ongoing formative assessment
Progress monitor students often
Provide differentiated instruction to meet individual student needs
Reteach and retest as needed
Provide professional development tied to the Needs Assessment and to the
strategies and action steps
Monitor what you value (walkthroughs/classroom observations/instructional
rounds)
Conduct meaningful and effective data meetings
Science Fair
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Science experiments and projects are used to extend and enrich concepts taught.
Students in grades 4-12 will be given the opportunity to compete in the Elmore
County Science Fair.
Each school will have a Science Fair Coordinator to ensure that students receive
information to participate in this event.
Science Fair projects will first be judged at the school level.
School winners in each category will complete in the Elmore County Science Fair
in February.
Elmore County Science Fair Coordinator- La Shelia Gordon
Special Education/Grading Procedures
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Elmore County tests are written on grade level and all teacher-designed assessments
are to be on grade level.
Semester exams will be administered to Special Education students. These exams
can be accommodated as specified in the student’s IEP. Please follow the IEP as
it is written.
A Universal Screener/Progress Monitoring instrument will be administered to
Special Education students in grades 7-12.
No test can be read to a student unless a reading accommodation has been explicitly
defined in a student’s IEP or Section 504 Plan. An accommodation cannot supplant
the skill the test is designed to measure.
Management of Curriculum, Revised Spring 2015
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Ongoing assessment is vital to the improvement of instruction and learning.
Teachers will utilize the 30-60-90 Day Plan to reteach and reassess standards as
needed. Immediate and corrective feedback is important to learning and will be
shared with students, parents and/or guardians in a timely manner. General
education teachers should receive graded accommodated assignments within a week
in order for them to post as required.
Special Education Services and Section 504
Requirements
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All teachers have the responsibility to recognize the needs of individual students,
particularly those who meet Special Education and Section 504 criteria.
Teachers will participate in the development of their Individualized Education Plan
(IEP) or Section 504 Plan to ensure that the guidelines are implemented for IDEA
and ADAAA.
Students must be given the opportunity to be actively engaged in learning the
content and skills that define the general education curriculum.
Accommodations will be provided for the students eligible for Section 504 Services.
Accommodations and/or modifications will be provided for the students eligible for
Special Education Services.
Transition Students
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Students who have participated in Dual Enrollment or Credit Advancement
opportunities or have completed the requirements for a diploma may come to school
for a portion of the day. Those students must submit a transition form in order to
leave campus once their scheduled classes have concluded.
Students who are granted the privilege to participate in transition, must complete
and submit the required documentation.
Students may be denied or lose the opportunity to participate in transition based
upon the decision of the principal.
Management of Curriculum, Revised Spring 2015
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Elmore County Board of Education
Andre’ L. Harrison, Ed.D.
Superintendent
Jeffrey T. Middleton
Chief Financial Officer
100 H. H. Robison Drive
P. O. Box 817
Wetumpka, Alabama 36092
BOARD MEMBERS
Larry Teel, President
Michael Morgan, Vice President
Dale Bain
Kitty Graham
Joey Holley
Mark Nelson
Patrycya Lowery Tucker
Telephone: (334) 567-1200
Fax: (334) 567-1405
www.elmoreco.com
Parent/Guardian Permission and Release Agreement
for Students in Transition
I, ___________________________________________, understand that my student,
(Parent’s or Guardian’s Name)
___________________________________, has completed sufficient coursework required for
graduation, and as a result, he/she is eligible to leave the school grounds at the conclusion of
his/her required classes each day. I understand that if I permit him/her to leave school early, I am
responsible for his/her transportation at the conclusion of his/her daily classes and I understand
that I will be responsible for his/her activities and safety once he/she leaves the campus of the
school. I hereby release the Elmore County Board of Education from any and all liabilities
associated with any matter that may occur after he/she leaves the school campus. I also understand
that the failure of my student to follow school directives, policies, and procedures may result in the
loss of this privilege. I understand that if I decline to give permission for early release, my student
will remain on campus for the full day and will be provided regular transportation by the district and
be subject to the regular rules regarding attendance and discipline.
Parent/Guardian Signature
Date
Student’s Signature
Date
Counselor’s Signature
Date
Principal’s Signature
Date
Parent’s or Guardian’s Emergency Contact Number: ____________________________________
*Attach a copy of the student’s driver’s license and proof of insurance.*
_______________________________
Notary PRINT name
______________________________
Notary SIGNATURE
Management of Curriculum, Revised Spring 2015
___________________
Expiration Date
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Universal Screening
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Students in grades 5-10 will be assessed in the areas of Reading/ELA, Math/Algebra
I and Geometry using a Universal Screener/Progress Monitoring instrument.
Students in grades 5 and 7 will be assessed using a Universal Screener/Progress
Monitoring tool.
At-risk students will be monitored throughout the year using various tools as
determined by the PST.
Additional testing will be determined by school administrators.
Walk-throughs, Instructional Rounds, and
Classroom Evaluations
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Walk-throughs, Instructional rounds, and classroom walk-throughs will be
conducted at all schools.
Writing Across the Curriculum
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In preparation for curriculum-based and standards-based assessments, such as ACT
Aspire and ACT Plus Writing, teachers in all subject areas must incorporate
writing into student learning opportunities. Timed writings and research projects
and papers are particularly effective means of measuring student understanding and
assessment preparation.
o Science and Social Studies
 Teachers will incorporate Standards for Literacy in History/Social
Studies, Science, and Technical Subjects in the classroom
instruction to include writing. This must be documented in lesson
plans.
o ONE daily grade must be a writing assignment graded with a
rubric. Choose from the following modes: argument, informative or
explanatory, narrative or research. Assistance with rubrics is available
upon request.
 Grades 9-12, ELA- Cold Timed Writings and Research Papers
Cold timed writings are administered in the same manner as ACT Plus Writing and are
used as assessment and evaluation instruments. The ACT Plus Writing assessment
provides students with one (1) prompt and allows 30 minutes for student response.
o Throughout the School Year
Cold Timed Writings:
 Expository, Narrative, Persuasive (Argumentative)
o Research Papers
 Students will complete at least one documented research essay
using multiple sources and drawing evidence from literary or
informational texts.
Management of Curriculum, Revised Spring 2015
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Writing Portfolios for ELA
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A writing portfolio will be kept by Language Arts teachers for every student.
Students are required to complete a major writing assignment that counts for a test
grade, each grading period.
All components (i.e. brainstorming, graphic organizer, prewriting, note cards, outline,
rough draft, research notes, rubric, final copy) of this writing assignment are to be
filed in the portfolio.
Additional writing activities may be added to the portfolio at the discretion of the
teacher.
Rubrics are available on the Elmore County website under Curriculum and
Instruction, Document Downloads, and then find the desired document.
Modes of writing include Opinion/Argument, Informative/Explanatory, Narrative,
and Research each graded by a specific rubric.
All writing portfolios will be retained with graded papers.
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