Grades & Records

B 5.0 Grading Scaled and Failed Courses

Teachers may wish to provide students a rubric describing each level of mastery on an assessment. Teachers may create their own scale for individual assessments to determine what constitutes a 0, 1, 2, 3, and 4 on individual assessments based on the descriptions above.

Assignment Types, Category Weights, and Grade Calculation Options 

1. All student work shall fall into one of two categories: Assessment and Classwork & Practice. See the table below for details on weighting and assignment types. 
2. PowerSchool grade books will be pre-set and must retain the following category weights: 

• Assessment: (95%) 
• Classwork and Practice (5%): Entering assignments in this category is optional in all courses except advisory.  When no assignments are entered in this category PowerSchool will calculate 100% of the course grade using the assessment category by default. 
• Advisory: teachers will enter grades into Classwork and Practice only. 
  • Powerschool will calculate 100% of the course grade based on this category 
  • automatically. 

Note: These categories are not applied in the PowerSchool Standards-Based Gradebook Pilot described below.

PowerSchool converts the cut points above to  percentages when it calculates A- F grades. These are accessible to a teacher to support student progress monitoring. Schools may choose whether to display this percentage on the parent/student view of grades to more easily see how near/far a student is from the next letter grade cut point.

IV. Frequency of Assignments and Communication

1. Green Dot has made a commitment to students and families to be proactive and transparent about grading.Teachers should assign student work daily. The following minimum expectation for assignment frequency should be followed:

• Assessment Category: One assessment per week is recommended. A minimum of one assessment every two weeks is required.
• For Advisory classes, at least one grade should be entered per week. 
• Classwork/Homework category is optional
• Gradebooks for each course will be updated every 2 weeks at a minimum.

1. Unit Assessments will be given in most classes at the end of every unit of instruction.
2. Final Assessments: Comprehensive Final Assessments may be administered at the end of each semester. The form of a final assessment may be an exam, essay, portfolio, or project and should be counted in the assessment category. A separate score should be entered for each standard assessed on the final. A comprehensive final assessment should be graded prior to grades being due for the semester. In a standards based grade book, multiple grades may be assigned to reflect achievement for the different standards assessed by the exam.
3. Student grades shall be updated in time for the following progress reports and report cards to be sent or emailed home.

B 6.0 Academic Honors

Policy:  Academic Honors

Green Dot Public Schools will recognize students who have attained outstanding scholastic achievement each year based on the criteria listed below.

3.0 – 3.49 GPA Honor Roll

3.5 – 3.99 GPA High Honors

4.0 And above 4.0 Club

The Valedictorian(s) and Salutatorian(s) of each graduating class will be determined by the highest grade point average (weighted) and the second highest grade point average (weighted). All students will be considered for these honors including transfer students.

Rev. 05/2015

B 7.0 Grade Changes and Withdrawal Grades

nstruction Policy B. 7.0

Policy:  Grade Changes and Withdrawal Grades

Requests for Grade Changes

A student or parent/guardian may request a grade change.  Such requests shall be addressed with the teacher.  The teacher shall respond and provide a decision regarding the requested grade change without unreasonable delay.  The teacher’s decision shall be final absent clerical or mechanical error, fraud, bad faith, or incompetency.  Disagreement with the teacher’s grading philosophy or criteria are not bases for changing a grade.  If the student or parent/guardian desire to appeal the teacher’s decision, the following procedures shall be followed:

• A written request shall be directed to the Principal or designee within ten school days from the start of the new quarter/semester regarding a grade from the immediately preceding quarter/semester. The Principal or designee shall consult with the teacher and student, and provide a written response within ten school days.  The burden of proving any alleged clerical or mechanical error, fraud, bad faith, or incompetency is upon the student or parent/guardian.
• If further appeal is desired, a written request shall be directed to the school’s Area Superintendent within 15 school days. The Area Superintendent shall give the teacher an opportunity to address concerns raised by the student or parent/guardian within the scope of the grade change request.  The Area Superintendent shall provide a written response within ten school days of receipt of the appeal.
• If further appeal is desired, a written request shall be directed to Green Dot’s Chief Academic
  Officer (“CAO”) within 15 school days. The CAO shall allow the teacher an opportunity to address concerns raised by the student or parent/guardian within the scope of the grade change request.
• The student or parent/guardian may place a written rebuttal to the last appellate decision reached in the process in the student’s file.

Withdrawal Grades

Green Dot does not grant credit for courses if the student transfers out of any Green Dot school prior to the end of a semester, subject to the exceptions below.  The current grades in PowerSchool will be assigned as progress grades for work completed at the time of the transfer. The receiving school is responsible for granting credit.

Exceptions to Withdrawal Grades

If the student is transferring out of a Green Dot school 20 school days or less prior to the end of a semester, the student will be responsible for all course requirements and must take the final exam to receive credit.  A student will be granted an “I” (Incomplete) until all course requirements are completed. If the student does not complete the course requirements, including any final exam, they automatically receive an “F” (Fail) in those course requirements, therefore potentially resulting in a lower grade.  The grade of an “I” must be removed within six weeks of the grade being issued or it shall become an “F”.

Youth experiencing homelessness, youth in foster care, former juvenile court students, migrant, and newcomer youth shall receive all full and partial credits and grades earned based on any measure of full or partial coursework satisfactorily completed, including a determination of: the days of enrollment or seat time, or both, if applicable 

• The credits and grades for each school and LEA listed separately so it is clear where the credits and grades were earned.
• A complete record of the student’s seat time, including both period attendance and days of enrollment.

When receiving Youth experiencing homelessness, youth in foster care, former juvenile court students, migrant, and newcomer youth Green Dot school should accept full or partial credit for all full or partial coursework satisfactorily completed by a qualifying student.

• Accept satisfactory coursework from another LEA even if the pupil did not complete the entire course.
• Transfer the credits and grades from same or equivalent courses onto an updated official transcript for the student and separately identify LEA/school where credit was earned.
• If LEA knows the transcript is missing grades, the request must be made within 2 business days with an expected response within 2 business days.

Grade Changes by Teachers

A teacher that desires to change a student grade after initial submission to the school must submit Green Dot’s “Request for Grade Change” form to a school counselor and administrator.  This form, once complete with signatures from the Principal and student’s counselor, shall be placed and maintained in student’s cumulative file.

Rev. 06/2023

B 8.0 Transcripts

Credit

All Green Dot course credits are based on the California Department of Education recommendation for credit hours.

Granting Credit for Green Dot Courses:

Courses worth five credits

• All courses are worth 5 credits unless otherwise noted in the Green Dot Course Catalog 
• A total of 5 credits are awarded in a subject when the course is successfully completed with a letter grade of D or higher* 
• Green Dot does not offer credit for letter grades of F 

* The UC system does not acknowledge a letter grade of a D in the admissions process 

* Select Green Dot schools do not offer credit for the letter grade of a D

 Courses worth less than five Green Dot credits 

• Pass/Fail or No Credit bases are not factored into a student GPA 

Dual/Concurrent enrollment course credits

• Dual Enrollment are college level courses offered at Green Dot schools during the school day, afterschool, or summer. Concurrent enrollment are college level courses offered on the college campus with college students. All dual and concurrent enrollment courses must be approved in advance by the school counselor or administrator designee in order to take the course. Students and families are provided with the benefits, processes, and requirements for enrollment prior to taking courses.  Dual/concurrent enrollment courses taken during the school day will be automatically added to the student transcript. It is not mandatory to add dual/concurrent enrollment college courses to the student’s transcript if courses are taken outside of their class schedule. If a student and parent/guardian seek to add a course to the high school transcript for concurrent or dual-enrollment courses, a student must make a request to their school Counselor by May 1st of their 12th grade year.  A student’s school Counselor should inform the student of potential implications of adding the course. Potential implications include, but are not limited to, the following:

• A student’s GPA may change (either increase or decrease) depending on the grade earned in the class and their historical grades.
• A student’s class rank may change.

Certain colleges may only recognize the course(s) as a high school course(s).

• Dual/concurrent enrollment courses that meet Intersegmental General Education Transfer Curriculum (IGETC) designation worth 3 units and 5 units are equivalent to year-long courses taken in high school, and will be given a high school value of 10 credits and an additional point for the course for their GPA when students earn a grade of a ‘C’ or better.
  
  
• Dual/concurrent enrollment courses that do not meet Intersegmental General Education Transfer Curriculum (IGETC  worth 3 units and 5 units are equivalent to semester-long courses taken in high school, and will be given a high school value of 5 credits when students earn a grade of a ‘C’ or better 
• Dual/concurrent enrollment courses that meet Intersegmental General Education Transfer Curriculum (IGETC , with a value of 1 or 2 units will be given a high school value of 5 credits when students earn a grade of a ‘C’ or better and an additional point for the course for their GPA when students earn a grade of a ‘C’ or better
• All other  dual/concurrent enrollment courses with a value of 1 unit will be given a value of 2.5 high school credits when students earn a grade of “C” or better 
• Credits may be given to additional college programs with approval from the Green Dot Chief Academic Officer

Effect of Absences on Grades for Foster Youth

The grades of a student in foster care shall not be lowered for any absence from school that is due to either of the following circumstances:

1. A decision by a court or placement agency to change the student’s placement, in which case the student’s grades shall be calculated as of the date they left school.

1. A verified court appearance or related court-ordered activity.

Advanced Placement and Honors Courses

GDPS will offer a wide range of courses including Honors and Advanced Placement.

Students who pass the Advanced Placement course with a C or higher will receive an additional point for the course for their GPA.

 Students who pass an Honors course with a C or higher will receive an additional point for their GPA.  Honors courses approved for the 11th and 12th grades on the school A-G course list will receive an additional point for the CSU and UC college applications.

Physical Education Credit for Student Athletes

Students who are engaged in a regular school-sponsored interscholastic athletic program carried on wholly or partially after school hours may earn one semester of Physical Education Course credit.  The athletic program must account for a minimum of 60 hours of physical activity per semester.  Program records must be maintained by the athletic director or coach and submitted to principal or designee in order to allow student engaged in the athletic program to earn one semester of Physical Education Credit.  Students can earn a maximum of one semester of Physical Education Credit per semester.  Students must complete the Physical Education waiver in order to qualify for this exemption.

Physical Education Waivers

Physical Education Waivers may be granted for students from participating in a physical education course under special circumstances. The waiver may be granted to individual students who meet the following criteria:

• Students 16 years of age or older and has not had the opportunity to take any Physical Education classes due to being enrolled in special academic programs such as Marching Band, or JROTC.
• Students who are enrolled in a juvenile home, ranch, camp, or forestry camp school where pupils are scheduled for recreation and exercise. This pertains to the time the student is enrolled in these programs.
• Students who are on a minimum graduation requirement program and will not have the opportunity to take the second year of physical education requirement.
• Students who are ill or injured and may have received home and hospital education services and will not have the opportunity to take physical education courses prior to graduation.

Granting Credit from Non-Green Dot schools:

The Principal or designee will evaluate transcripts and credit accordingly. The following have been provided as guidelines:

 Transfer of Credit from External Schools

Green Dot will transfer any credits received at another high school when an official transcript is provided and classes meet both of the following guidelines:

• UC/CSU approved
• Counselor/Principal verification

When transferring credits from a school using a different credit system, Green Dot will evaluate the course and transfer the courses and credits into the appropriate format. (i.e., quarter to semester, trimester to semester).

Students entering a Green Dot school more than 3 weeks into the grading period of a semester must

make-up all missed work for each class in order to earn a semester grade or have progress grades that are a C or higher in each course that will be averaged with the remaining class assignments.

Students entering a Green Dot school within the last 3 weeks of a semester without any transfer grades will receive an No Credit (NC) grade.

Transferring Credit for Summer Classes

Students can earn credit for summer classes for remediation and enrichment.  Students cannot take summer courses for original credit to replace Green Dot graduation requirements (i.e., English 10 cannot be taken during the summer to avoid taking English 10 in the sophomore year.) There may be circumstances that require a student to take an acceleration course to access an Advanced Pathway which must be approved by the Area Superintendent or designee. 

Students will receive credit for summer classes only when official transcripts have been provided to the school Counselor.  Summer transcripts must be received by the end of the first semester.

Transferring Community College Courses and Credits

Community college courses must be taken under concurrent enrollment, or dual enrollment, to be transferable for dual credit. Non-remedial academic courses taken at a community college can be credited as dual college and high school credit.

Transfer of Coursework and Credits for Students in Foster Care, Students Experiencing Homelessness, Migratory Children, Children of a Military Family, Students Participating in a Newcomer Program, and Student in Juvenile Court School*

When a student in foster care, a student experiencing homelessness, a migratory child, a child of a military family, a student participating in a newcomer program, or a student in juvenile court school transfers into Green Dot, the School shall accept and issue full credit for any coursework that the student in foster care, a student experiencing homelessness, a migratory child, a child of a military family, a student participating in a newcomer program, or a student in juvenile court school has satisfactorily completed while attending another public school, a juvenile court school, or a nonpublic, nonsectarian school or agency and shall not require the student in foster care, a student experiencing homelessness , a migratory child, a child of a military family, a student participating in a newcomer program, or a student in juvenile court school  to retake the course. 

If the student in foster care, a student experiencing homelessness , a migratory child, a child of a military family, a student participating in a newcomer program, or a student in juvenile court school did not complete the entire course, they shall be issued partial credit for the coursework completed and shall not be required to retake the portion of the course that they completed at their  previous school. However, Green Dot may require the student in foster care, a student experiencing homelessness, a migratory child, a child of a military family, a student participating in a newcomer program, or a student in juvenile court school to retake the portion of the course completed if Green Dot, in consultation with the holder of educational rights for the student, finds that the student is reasonably able to complete the requirements in time to graduate from high school. Whenever partial credit is issued to a student in foster care, a student experiencing homelessness, a migratory child, a child of a military family, a student participating in a newcomer program, or a student in juvenile court school in any particular course, they shall be enrolled in the same or equivalent course, if applicable, so that they may continue and complete the entire course. 

In no event shall Green Dot prevent a student in foster care, a student experiencing homelessness , a migratory child, a child of a military family, a student participating in a newcomer program, or a student in juvenile court school from taking or retaking a course to meet the eligibility requirements for admission to the California State University or the University of California. 

Home-Schooled Students, Non-Accredited High Schools or International Schools

Students enrolling from home schools or non-accredited high schools will be required to provide official transcripts from the previous schools.  Students must pass a proficiency test for the courses for which they desire to receive equivalency credit. Equivalency credit will be granted upon determination of mastered skills.  At times, proficiency may be indicated by the successful completion of the next sequenced course if approval is secured from the Green Dot Chief Education Officer.

Charges for Duplication of, or Locating/Retrieving, Records

To provide copies of any student record, Green Dot may charge a reasonable fee not to exceed the actual cost of providing the copies.  No charge shall be made for providing up to two transcripts or up to two verifications of various records for any former student.  No charge shall be made to locate or retrieve any student record.

Rev. 06/2024

B 9.0 Release of Student Disciplinary Information to Colleges

Instruction Policy B. 9.0

Policy:  Release of Student Records to Other Schools, including Colleges

Upon request from other K-12 schools, colleges or universities for information pertaining to an applying student’s record, including disciplinary record, Green Dot administrators and counselors must honestly and fully disclose the education records, including information regarding events resulting in suspension or expulsion, so long as the disclosure is for purposes related to the student’s enrollment or transfer in the K – 12 school, college, or university. Green Dot administrators and counselors will make a reasonable attempt to notify the parent or student, if he/she is over 18, of the request for records at his/her last known address, unless the disclosure is initiated by the parent or student over age 18.  Additionally, Green Dot will give the parent or student over age 18, upon request, a copy of the record that was disclosed and give the parent or student over age 18, upon request, an opportunity for hearing pursuant to the School’s pupil record challenge procedures. The administrator and/or counselor will also encourage students to respond honestly and timely to such requests on their own.

Rev. 06/2017

Academic Program

B 10.0 Special Needs

Instruction Policy 10.0

Policy:  Special Needs

Equal Education Opportunities

At Green Dot Public Schools all students shall be afforded the right and opportunity to an equal education.  No student shall be excluded, segregated or discriminated against in the Green Dot Public School environment for reasons of race, ethnicity, color, national origin, gender, economic status, sexual orientation, actual or perceived mental or physical disability, religion, or religious affiliation.

   Section 504 Plan

Section 504 of the Rehabilitation Act of 1973 states that no otherwise qualified handicapped individual in the United States…shall, solely by reason of his handicap, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance. (29 USC 794)

• Compliance monitored by the Office of Civil Rights.
• Applies to all institutions receiving federal financial assistance, such as public schools.
• Schools are obligated to provide a “free appropriate public education” (FAPE) to children with a disability.

Section 504 prohibits discrimination while assuring that disabled students have educational opportunities and benefits equal to those provided to non-disabled students. If you would like to know more about 504 Plans or other types of assistance available to your student, please contact your Principal.

   Special Education

Green Dot schools are dedicated to the belief that all students can learn and must be guaranteed equal opportunity to become contributing members of the academic environment and society.  Green Dot provides special education instruction and related services in accordance with the IDEA, Education Code requirements, and applicable policies and procedures of the authorizing county, school district, and/or applicable special education local plan area.  These services are available for special educations students enrolled at Green Dot.  Green Dot offers high quality educational programs and services for all our students in accordance with the assessed needs of each student.  Green Dot collaborates with parents, the student, teachers, and other agencies, as may be indicated, in order to appropriately serve the educational needs of each student.  Students and parents/guardians have the complaint rights afforded to them under state and federal law, including the right to file a due process complaint.

Referrals for determination for eligibility for special education and services may come from teachers, parents, agencies, appropriate professional persons, and from other members of the public. Special Education referrals will be coordinated with school site procedures for referral of students with needs that cannot be met with modifications of the regular instructional program, including referrals from student intervention teams, such as the Student Study Team (SST). A student shall be referred for special education and services after the resources of the regular education program have been considered and, where appropriate, utilized.

o   Student Study Team (SST)

The Student Study Team is an efficient and effective way to bring together all resources, human and programmatic, to support students having difficulties in regular classes.  This is a concentrated solution-seeking meeting where all the needed persons, including the student and parent, are present at the same time.  The SST is an expression of the school’s concern for students and provides a supportive atmosphere for students to become actively involved in determining their own needs and in implementing strategies designed to help them.

The goals of the SST are to:

• Work with the student and parent to identify causes of poor academic performance, disruptive behavior, and potential developmental problems
• Work with the student and parent to identify viable interventions that could occur before a student’s poor academic performance results in severe underperformance or behavior results in a referral to the Think Tank
• Discuss a variety of academic interventions and/or positive behavioral reinforcements and develop strategies that have a high likelihood of positive academic and behavior performance
• Inform parent and student of the referral process, where the student is in the process and the consequences of further poor academic performance and/or disruptive behavior
• Student study teams are also established to fulfill requirements of current federal and state legislation.

Rev. 06/2021

B 11.0 Required Testing

Green Dot schools shall annually administer required state testing to the applicable grades (e.g., the California Assessment of Student Performance and Progress.)  Notwithstanding any other provision of law, a parent’s or guardian’s written request to Green Dot officials to excuse his or her child from any or all parts of the state assessments shall be granted.  Please see below for more information regarding the various types of state tests.

California Assessment of Student Performance and Progress

The California Assessment of Student Performance and Progress (“CAASPP”) is comprised of the following:

• Smarter Balanced Assessment Consortium (“SBAC”) summative assessment for English–Language Arts (“ELA”) and Mathematics in grades 3-8 and 11.
• California Science Test in grades 5, 8, and 11.
• California Alternate Assessments (“CAA”) for ELA and Mathematics in grades 3-8 and 11 and the field test in Science in grades 5, 8, and 11.
• Optional for local educational agencies to administer, the Standards-based Tests in Spanish. (Further information about grade levels and subjects will be forthcoming.)

California Alternate Assessments

As noted above, the CAAs for ELA and Mathematics are given in grades 3-8 and 11. The CAA for Science is given in grades 5 and 8 and one time in high school. Only eligible students may participate in the administration of the CAAs.

California Science Test

California Science Test (“CAST”) will be first operational in spring 2019.  Students will be administered the CAST in grades 5 and 8 and once in high school. The CAST is aligned with the California Next Generation Science Standards.

Smarter Balanced Assessments Consortium

The Smarter Balanced assessment consortium utilizes computer-adaptive tests and performance tasks that allow students to show what they know and are able to do. This system is based on the Common Core State Standards for ELA and Mathematics.

Physical Fitness Test

State Law requires schools to administer the Physical Fitness Test (“PFT”) annually to all students in grade nine. The state-designated PFT is the FITNESSGRAM@, developed by the Cooper Institute for Aerobics Research. The FITNESSGRAM@ is a set of tests designed to evaluate health-related fitness and to assist students in establishing lifetime habits of regular physical activity.

The complete FITNESSGRAM test battery measures student performance in the following areas:

1. Aerobic capacity
2. Body composition
3. Muscular strength, endurance and flexibility

Additional tests for some students:

Spanish Standards Test (STS)

The Spanish Standards Test is a Spanish-language test administered to Spanish speaking students in grades 2–11 who have been enrolled in California schools for less than one year.

English Language Proficiency Assessments for California (“ELPAC”)The ELPAC is only given to students whose primary language is not English.  The ELPAC is given as an initial assessment to newly enrolled students whose primary language is not English and as an annual assessment for all Emergent Bilinguals.  It is comprised of two separate assessments: one for the initial identification of students as Emergent Bilinguals (ELs), and a second for the annual summative assessment to measure a student’s progress in learning English and to identify the student’s level of English language proficiency.

Rev. 06/2023

B 12.0 English Language Development (ELD) Program

Instruction Policy B. 12.0

Policy:  English Language Development (ELD) Program:

1.       Assessment

2.       Reclassification

3.       Monitoring

4.       Notifications

5.       Waivers

EL Assessment

State and federal laws require that all students whose primary language is other than English be assessed for English language proficiency.  The English Language Proficiency Assessment for California (ELPAC)  is California’s test of English language proficiency.  It is administered each year as an initial assessment (ELPAC IA) to newly enrolled students whose primary language is not English, as indicated on a home language survey, and as a summative annual assessment (ELPAC SA) to students who have been identified previously as Emergent Bilinguals.

State law (California Education Code [EC] sections 313 and 60810) and federal law (Title III of the Elementary and Secondary Education Act [ESEA]) require that schools administer a state test of English language proficiency to: (1) newly enrolled students whose primary language is not English with the ELPAC an IA, and (2) all students who are Emergent Bilinguals with the ELPAC SA.  For California’s public school students, this test is the ELPAC.  The ELPAC has three purposes:

1. To identify students who are Emergent Bilinguals and have limited language proficiency.
2. To determine the level of English language proficiency of Emergent Bilingual students.
3. To assess the progress of EB students in acquiring the skills of listening, speaking, reading, and writing in English.

At the time of initial enrollment, a home language survey is used to determine the student’s primary language. (5 CCR 11307) Within 30 calendar days of initial enrollment, each student whose home language is other than English, as determined by the home language survey, and for whom there is no record of results from an English language development test, shall be assessed for English-language proficiency using the state-designated instrument English Language Proficiency Assessment for California (ELPAC). (5 CCR 11511)

All students shall have sufficient time to complete the ELPAC as provided in the directions for test administration. (5 CCR 11516)

Students with a disability shall take the ELPAC with those accommodations for testing that the student has regularly used during instruction and classroom assessment as delineated in the student’s individualized instruction plan (IEP) or Section 504 plan that are appropriate and necessary to address the student’s individual needs. (5 CCR 11516.5) Students with the most significant cognitive disabilities, as determined by the student’s IEP team, will take the Alternate ELPAC for initial and summative purposes.

 Guidelines for Reclassification

The ELPAC assesses student performance in the following areas:  Listening, Speaking, Reading and Writing. In order to be reclassified as fluent English proficient, as indicated in the following chart, students must: (1) meet an ELPAC minimum score; (2) meet a minimum Lexile range; (3) receive a grade of a C or better in ELA or a teacher recommendation; and (4) obtain parent approval:

Green Dot shall provide notice to parents or guardians of their rights, invite them to participate in the process, and obtain their approval in writing, during a face-to-face meeting or in a phone call .

Monitoring

The school will monitor student performance for four years after reclassification in accordance with existing California regulations and Title III of the Elementary and Secondary Education Act (ESEA).

 Notifications

Families of students whose primary language is not English will receive the following notifications: 

1. Before students are enrolled in a program for English language learners, parents/guardians shall receive information about the program and their opportunities for parental involvement. This information shall include the fact that an individual student’s participation in the program is voluntary on the part of the parent/guardian. (Education Code 52173)
   
   
2. Not later than 30 calendar days after the beginning of the school year, each parent/guardian of a student participating in, or identified for participation in, a language instruction program supported by federal. 

Title III funds shall receive notification of the assessment of their child’s English proficiency. The notice shall include all of the following: (Education Code 440; 20 USC 6312)

1. The reason for the student’s classification as English language learner 
2. The level of English proficiency 
3. Reclassification criteria 
4. Graduation rate (high school only) 
5. A description of the program for English language development instruction, including a description of all of the following:
   
   
   1. The manner in which the program will meet the educational strengths and needs of the student 
   2. The manner in which the program will help the student develop their English proficiency and meet age-appropriate academic standards 
   3. The specific exit requirements for the program, the expected rate of transition from the program into classrooms not tailored for English language learner students, and the expected rate of graduation from secondary school if Title I funds are used for students in secondary schools 
   4. Where the student has been identified for special education, the manner in which the program meets the requirements of the student’s IEP

1. Information regarding a parent/guardian’s option to decline to allow the student to become enrolled in the program or to choose to allow the student to become enrolled in an alternative program. 
2. Information designed to assist a parent/guardian in selecting among available programs, if more than one program is offered. 
3. Parent/guardians also shall be notified of the results of any reassessments. (Education Code 52164.3) 
4. Within 30 days of initial enrollment, parents of Emergent Bilinguals with an IEP, will be informed by the school how the current program will meet the objectives of the IEP.

Parental or Guardian Choice of Language Acquisition Program 

• At the beginning of each school year, parents/guardians shall be informed of the placement of their children in a language acquisition program (Education Code 310; 5 CCR 11309)

1. Parents or legal guardians of pupils enrolled in the school may choose a language acquisition program that best suits their child pursuant to this section. Schools in which the parents or legal guardians of 30 pupils or more per school or the parents or legal guardians of 20 pupils or more in any grade request a language acquisition program that is designed to provide language instruction shall be required to offer such a program to the extent possible, based upon the requirements of California Education Code Section 305.  Parents of English language learners shall be notified of the program options available to their students and of their right to request a different program.

ELD Course Offerings

The Green Dot Designated Program includes both specific Designated course sections as well as Targeted Designated Supports within Core or Elective courses.  Emergent Bilinguals at the middle and high school have diverse needs, and our EL populations vary in size and type at each school, so we offer several models of designated instruction to ensure the instructional program meets individual students’ needs. All ELs are assigned a Designated Program (course and/or targeted supports) based on their language proficiency and other academic performance data. With the exception of the Newcomer Program, ELD courses do not replace core English classes.  Designated instructional time varies based on student proficiency and will be included as part of students’ individual progress monitoring and tracked on the ELLevation platform.   Specific course offerings are updated annually in the EL Master Plan 

Rev. 06/2024

B 13.0 English Language Development (ELD) Program: High School Placement Criteria

Instruction Policy  B. 13.0

Policy:  English Language Development (ELD) Program:  High School and Middle School Placement Criteria

The Green Dot Designated Program includes both specific Designated course sections as well as Targeted Designated Supports within Core or Elective courses.  English learners at the middle and high school have diverse needs, and our EL populations vary in size and type at each school, so we offer several models of designated instruction to ensure the instructional program meets individual students’ needs. All ELs are assigned a Designated Program (course and/or targeted supports) based on their language proficiency and other academic performance data. With the exception of the Newcomer Program, ELD courses do not replace core English classes.  Designated instructional time varies based on student proficiency and will be included as part of students’ individual progress monitoring and tracked on the ELLevation platform.

Option 1: Designated ELD Course

Designated courses focus on intentional language development, guided by the ELD standards and the designated Principles above, along with other literacy needs based on student data. Based on a traditional schedule, Designated Courses occur daily for approximately 300 minutes/week.

Option 2: Targeted Designated Support within a Core or Elective Course.

Within this approach, ELs will receive designated ELD instruction, guided by the ELD standards and designated principles listed above, during a designated time within the block period.  In each case, ELs will have full access and support with the core instruction. Where ELD is included in an ELA or Elective block, the classes are monitored to ensure ELD instruction is effectively implemented. Based on a traditional schedule, Targeted Designated Supports within a core or elective course occur approximately 90-150 minutes/week.

• Small group instruction: ELs are grouped by similar proficiency levels and receive targeted designated instruction driven by the ELD standards at a specific time within the block period.
• Push in or Pull out: A designated teacher, EL lead, or other qualified teacher is assigned to work with a small group of ELs during the core or elective course period either by pushing in or pulling out ELs for targeted designated instruction driven by the ELD standards.

ELD Placement Criteria Chart

Course Descriptions for Literacy Enrichment/Intervention, ELD, and Academic English Essentials Courses

ELD 1A – 8302

Designed as a class for students new to the country and who score at beginning level on the ELPAC.  Typical ELD 1A students have had little to no English instruction in their home countries and manifest widely varying levels of literacy in their home language. Hampton Brown Into USA materials are used to teach Beginner Level ELD standards.  Students enrolled in this class will benefit from content instruction in their primary language and Spanish for Spanish-speakers.  Goal of the course is to lift students’ listening, speaking, reading and writing skills to Early Intermediate level.  This double-blocked semester-long class replaces ELA and an elective.

ELD 1 B – 8347

Prerequisites: Passage of ELD 1A portfolio with 75% or better success, or a Lexile of 100-400
Designed as a follow-on to the ELD 1A class for students new to the country and who score at beginning level on the ELPAC. Hampton Brown Edge-Fundamentals materials are used to teach Early Intermediate-level ELD standards.  Students enrolled in this class will benefit from content instruction in their primary language and Spanish for Spanish-speakers.  Goal of the course is to lift students’ listening, speaking, reading and writing skills to Early Intermediate level. This double-blocked semester-long class replaces ELA and an elective.

ELD 2A – 8304

NOT UC APPROVED (g)

Prerequisites: Passage of ELD 1B end-of-course portfolio with 75% or better success, or a Lexile score of 400-500 lexile. Overall score on ELPAC is Early Intermediate
Designed as a follow-on to the ELD 1B class for students who have arrived in the U.S. within the last one to three years.  Hampton Brown Edge Level A  materials are used to teach Intermediate-level ELD standards in all four domains of language.  Goal of the class is to lift students’ listening, speaking, reading and writing skills to Intermediate level.  This double-blocked semester-long class replaces ELA and an elective.

ELD 2B – 8305

NOT UC APPROVED (g)

NOT UC APPROVED (g,cg)
Prerequisites: Passage of ELD 2A end-of-course portfolio with 75% or better success, or a Lexile score of 500-650.  Overall score on ELPAC is Early Intermediate.
Designed as a follow-on to the ELD 2A class for students who have arrived in the U.S. within the last one to three years.  Hampton Brown Edge-Level A materials are used to teach Intermediate-level ELD standards in all four domains of language.  Goal of the course is to lift students’ listening, speaking, reading and writing skills to Intermediate level. This double-blocked semester-long class replaces ELA and an elective.

ACADEMIC ENGLISH ESSENTIALS A – 2101
ACADEMIC ENGLISH ESSENTIALS B –  2102

Academic English Essentials is designed to provide students with the opportunity to practice and master fundamental language skills. Course activities and assessments are aligned to both Common Core State Standards as well as ELD Standards to offer a high-expectation, high-support model to develop analytical reading, expository writing, and oral communication. Kate Kinsella strategies with consistent routines for daily collaboration in writing and speech are a central feature to help students master the unit assessments as well as the ELPAC. Students also engage in guided reflection throughout the course with clear criteria to stimulate critical thinking skills while simultaneously providing self-evaluation of their preparedness for college and career success. ELD sections offer increased targeted support for Emerging Bilinguals (EBs).

LITERACY ENRICHMENT A – 2027
LITERACY ENRICHMENT B – 2028

This program published by Scholastic is a reading intervention program for high school students reading below grade level.  All students at Ànimo are tested using the Scholastic Reading Inventory assessment upon entering school.  Any students reading below a lexile level of 1000 are considered below high school proficiency in reading and are put into the program.

At the ninth grade level, students reading below a 7th grade level do not take science.  Instead, they take a Read 180 class in which they are engaged in a 3-part program that includes independent reading, teacher-led mini lessons on reading strategies, and interactive adaptive computer software.  Students reading between a 7th and 9th grade level receive support from the Read 180 program during their English class.

At the tenth grade level, students still reading below grade level receive Read 180 support during their English class.  Students had the option of taking Read 180 during the summer before their 10th grade year.  If they tested above 1000, they were transitioned out of the program.

Rev. 06/2022

B 14.0 Mathematics Placement Policy

This policy has been adopted to establish a fair, objective, and transparent protocol for placement in mathematics courses for students entering 9th grade, in order to ensure the success of every student and to meet the Legislative intent of the California Mathematics Placement Act of 2015.

1. In determining the mathematics course placement for entering 9th grade students, Green Dot systematically takes multiple objective academic measures of student performance into consideration, which may include any or all of the following as determined by Green Dot:
   • i-Ready Diagnostic Adaptive Assessment aligned to the Common Core Math standards;
   • Statewide summative mathematics assessments through the CAASPP;
   • Placement tests that are aligned to state-adopted content standards in mathematics;
   • Recommendation, if available, of each student’s 8th grade mathematics teacher based on classroom assignment and grades;
   • Recommendation, if any, of each student’s 9th grade mathematics teacher based on classroom assignments and grades provided at the beginning of the school year;
   • Final grade in mathematics on the student’s official, end of the year 8th grade report card; or
   • Results from all placement checkpoints, including at least one (1) placement checkpoint within the first month of the school year as described in Section 2, below.
2. Green Dot will provide at least one (1) placement checkpoint within the first month of the school year to ensure accurate placement and permit reevaluation of individual student progress. All mathematics teachers responsible for teaching 9th grade students will assess the mathematics placements for each 9th grade student assigned to the teacher’s mathematics class. The teacher’s assessment will take into consideration factors which may include, but are not limited to, updated i-Ready Adaptive Diagnostic scores, the student’s classroom assignments, quizzes, tests, exams, and grades, and any comments provided by the student, the student’s parent/legal guardian, and/or the student’s other teachers regarding the student’s mathematics placement. Based on the assessment, the teacher will then recommend that the student remain in the current mathematics placement or be transferred to another mathematics placement, in which case the teacher shall specify the mathematics course or level recommended for the student.
3. The Green Dot Director, or his or her designee, shall examine aggregate student placement data annually to ensure that students who are qualified to progress in mathematics courses based on their performance on objective academic measures included in Section 1 of this policy are not held back in a disproportionate manner on the basis of their race, ethnicity, gender, or socioeconomic background. Green Dot shall annually report the aggregate results of this examination to the School Board.
4. Green Dot offers clear and timely recourse for each student and his or her parent or legal guardian who questions the student’s placement, as follows:
   • A parent/legal guardian of any 9th grade student may submit a written request to the Green Dot Principal, or his or her designee, that:
     • Requests information regarding how the student’s mathematics placement was determined. Within five (5) days of receipt, the Green Dot Principal or designee shall respond in writing to the parent/legal guardian’s request by providing the information, including the objective academic measures that Green Dot relied upon in determining the student’s mathematics placement.
     • Requests that the student retake the i-Ready Diagnostic and/or an additional placement test, in which case the Principal or designee will attempt to facilitate the retest within two (2) weeks.
     • Requests reconsideration of the student’s mathematics placement based on objective academic measures. Within five (5) school days of receipt, the Green Dot Principal or designee shall respond in writing to the parent/legal guardian’s request. The Principal or designee and the student’s mathematics teacher must assess the objective academic measures provided by the parent in conjunction with the objective academic measures identified in Section 1 and 2 of this policy. Based on this assessment, the Principal or designee must determine whether the most appropriate mathematics placement for the student is the student’s current placement or another placement, in which case the Principal shall specify the mathematics course or level recommended for the student. The Principal’s or designee’s response must provide the determination as well as the objective academic measures that the Principal or designee relied upon in making that determination.
   • Notwithstanding the foregoing, if the Principal or designee requires additional time to respond to a parent/legal guardian’s request, the Principal or designee will provide a written response indicating that additional time is needed. In no event shall the Principal’s or designee’s response time exceed one (1) month.
   • If, after reconsideration of the student’s mathematics placement by the Principal or designee, the parent/legal guardian is dissatisfied with the student’s mathematics placement, the parent/legal guardian may choose to sign a voluntary waiver requesting that the student be placed in another mathematics course against the professional recommendation of the Principal or designee, acknowledging and accepting responsibility for this placement.
5. Green Dot shall ensure that this mathematics placement policy is posted on its website.
6. This policy is adopted pursuant to the Mathematics Placement Act of 2015, enacted as Education Code Section 51224.7.

Rev. 06/2021