With the growing complexity of the world and the increasing demands of the 21st-century workforce,
there is little question that all students should graduate from high school fully prepared for college and
careers. From an academic perspective, college and career readiness means a high school graduate
has the knowledge and skills in English and mathematics necessary to qualify for and succeed in entry-
level, credit-bearing postsecondary coursework without the need for remediation. Put another way, a
high school graduate has the knowledge and skills in English and math that are needed to qualify for
and succeed in the postsecondary job training and/or education necessary for their chosen career (i.e.
community college, university, technical/vocational program, apprenticeship, military, or significant on-
the-job training).

To be college, career, or military ready, high school graduates must have studied a rigorous and broad
curriculum, grounded in the core academic disciplines but also consisting of other subjects that are
part of a well-rounded education. Academic preparation alone is not enough to ensure postsecondary
readiness, but it is an essential part of readiness for college, careers, and life in the 21st century.

There are many College and Career Readiness activities and programs in which SAISD students can
participate. Activities include:

• campus-based college and career action plans
• academic and technical dual credit opportunities
• college and university collaborations to provide students and parents with expectations for
  college-life
• Destination College Week activities
• informational workshops on FAFSA (Free Application for Federal Student Aid—provided to
  100% of students and parents)
• submission sessions for FAFSA/TASFA applications (100% of seniors complete and submit)
• submitting scholarships and college applications
• College Readiness Exams:
  o 10th and 11th graders take PSAT
  o 11th graders take SAT
  o 12th graders take ACT or SAT
  o 9th – 12th graders take TSI

HIGH SCHOOL TRANSCRIPTS
The high school transcript is an official and permanent record of a student’s academic performance
during high school and, in some cases, of high school courses completed prior to high school (TEC
§28.025).

Requests for high school transcripts for current SAISD students should be directed to the high school
registrar. Requests for official high school transcripts regarding former SAISD students should be
directed to PEIMS and Student Data Services. A nominal fee is charged and can be paid by cash, money
order or credit card to SAISD.

Website for Requests: Information Technology Webpage

REPORT CARDS AND PROGRESS REPORTS

Reports of a student’s progress in grades 9-12 must be provided every three weeks. Specifically, all
students should receive a progress report at the 3rd and 6th weeks within a nine-week grading period.
In accordance with state law, students who have failing grades or are in danger of failing in any subject
area must receive a progress report.

Report cards are distributed after the end of each nine-week grading period to inform parents of the
student's academic status.

GRADING SCALE
Course assignments and evaluations (assessments) shall be used to determine student grades in a
subject. The following grading scale will be utilized for recording students’ grades in high school:

A = 90 to 100
B = 80 – 89
C = 75 – 79
D = 70 – 74
Failing = 69 or below
I = Incomplete
NG = No Grade

COURSE WEIGHTING FOR ADVANCED LEVEL COURSES
Grade weights for students entering high school shall be assigned to grades earned by high school
students for the purposes of class ranking in accordance with the following scale for final semester
grades 70 and above:

Weighted grades do not appear on the report card or AAR.

In the case of a transfer student, grades shall be based on the intent of the sending school. If the
transfer grade from an accredited school has been designated as an AP, Honors, or Dual Credit course
on the transcript, the grade shall be awarded weighted rank points as long as the same course is
weighted at the same level of difficulty within the District. If the transfer grade from an accredited
school has been designated as an IB or Pre-IB course on the transcript, the grade shall revert to
weighted rank points for an AP or Honors weight if the campus does not have an IB program. Numerical
grades earned from an accredited school shall be accepted.

PROMOTION STANDARDS
Grade-level advancement for students in grades 9-12 shall be earned by course credits. High school
graduation credits may be earned only if the student received a grade that is the equivalent of 70 on
a scale of 100 based upon the essential knowledge and skills for each course. Mastery of at least 70
percent of the objectives on district-approved tests shall be required. A student may only be promoted
based on academic achievement or demonstrated proficiency in the course or grade level.

GRADE POINT AVERAGE
The total Grade Point Average (GPA) is calculated for each student upon the basis of weighted grade
averages for semester course grades earned in high school. Grade points are awarded based on the
grading system used by San Antonio Independent School District.

HONOR ROLLS
Each grading period has a distinct honor roll listing and no honor roll is cumulative. No end-of-the-year
average honor roll is computed since honor roll criteria include numerical grades, letter grades in certain
subjects, and letter designations for conduct/citizenship. Schools may choose to honor students who
maintain exceptional achievement by recognizing them as students who earn specific honor roll ranking
for a specified number of grading periods. For instance, students who have achieved High Honor Roll
for all 4 grading periods may be acknowledged for that achievement, those achieving High Honor Roll
for 3 grading periods may be acknowledged for that achievement, etc.

Secondary students shall be included on honor rolls by averaging their numerical grades according to
the weighted grade scale reflected in Board policy EIC (LOCAL). Also, any courses that have been
identified as excluded from averaging for the high school class ranking shall also be excluded from the
honor roll computations. Honor Roll includes all students who earned a combined average of at least
90 for all classes. High Honor Roll includes all students who earned a minimum average of 90 in each
of their classes.

Individual schools have some flexibility in honor roll preparation and use. They may recognize either
the High Honor Roll, Honor Roll, or both. However, schools are not to alter the criteria in any way.

High School Grade Level Classification
Students have the opportunity to earn 7-8 credits per year. The following credits must be earned to be
eligible for classification in these grade levels for students entering fall 2020 and thereafter:

All credits must be acquired before the first day of the following school year to establish grade level
classification and UIL eligibility for semester one.

STUDENT RIGHTS AND RESPONSIBILITIES
All students are entitled to enjoy the basic rights of citizenship recognized and protected by law for
persons of their age and maturity. Students are expected to respect the rights and privileges of other
students, teachers, and District staff. Students shall exercise their rights responsibly in compliance with
rules established for the orderly conduct of the District's educational mission. Student responsibilities
for maintaining a positive learning environment at school or school-related activities include:

• treating other students and the adults in the school with courtesy and respect;
• accepting responsibility for their actions and behavior and being accountable for the
  consequences;
• attending all classes regularly and on time;
• being prepared for each class with appropriate materials and assignments;
• dressing and grooming appropriately as described in the Student Code of Conduct;
• paying debts in a timely manner, unless these are waived;
• seeking changes in school policies and regulations in an orderly and responsible manner
  through appropriate channels;
• respecting the property of others, including District property and facilities;
• refraining from violations of the SAISD Student Code of Conduct and obeying all campus
  and classroom rules, including safety rules. The District may impose campus or classroom
  rules in addition to those found in the SAISD Student Code of Conduct. (These rules may
  be listed in the campus student handbook or posted in classrooms, and violations of such
  rules may or may not constitute violations of the SAISD Student Code of Conduct.);
• reciting the Pledge of Allegiance to the United States flag and the Pledge of Allegiance to
  the Texas flag each day is required by Texas law (TEC § 25.082). State law requires one
  minute of silence following recitation of the pledges. The student may choose to reflect,
  pray, meditate, or engage in any other silent activity so long as the silent activity does not
  interfere with or distract others. In addition, state law requires that each campus provide
  for the observance of one minute of silence at the beginning of the first class period when
  September 11 falls on a regular school day in remembrance of those who lost their lives on
  September 11, 2001;
• reciting a quoted portion of the Declaration is required for 3rd-12th grade students by the
  authority of the State Board of Education;
• each student has a right to individually, voluntarily, and silently pray or meditate in school
  in a manner that does not disrupt instructional or other activities of the school. The school
  will not require, encourage, or coerce a student to engage in or refrain from such prayer or
  meditation during any school activity; and
• the District will not treat a student’s otherwise permissible voluntary expression of a religious
  viewpoint in any other manner than it treats the student’s otherwise permissible expression
  on a secular or other viewpoint. The administration at each high school campus has
  information pertaining to the District’s limited public forum policy governing voluntary
  religious expression. 

ATTENDANCE ACCOUNTABILITY
The Office of Attendance Accountability develops positive student attendance habits by working with
students and their parents with programs that support and promote regular school attendance and
that seek to inform parents about the importance of ensuring their children are in school every day.

COMPUSORY ATTENDANCE LAW
Texas school law requires that school-aged children attend each school day for the entire period the
program of instruction is provided. Absences may be excused for personal illness, medical
appointments, family funerals, religious holidays, and court appearances when a parent provides a
medical excuse or other documentation.

If a student without an excuse is absent three or more days or parts of days in a four-week period or
10 or more days or parts of days in a six month period, the parent(s) and/or student may be subject
to legal action, with possible fines. San Antonio Independent School District has adopted numerous
truancy prevention/intervention measures to meaningfully address student conduct related to truancy.
The Individual Attendance Plan is a truancy prevention measure school districts are required to adopt
(TEC §25.0915). The intent of the IAP is to provide the school and parents/students the opportunity to
meet face to face. During this meeting, the causal factors related to truancy are identified, discussed,
and documented on the IAP. An agreed intervention plan with time frames is developed by the school
and family with the intent of improving student attendance.

HIGH SCHOOL ASSESSMENTS
SAISD administers locally adopted assessments to all students to evaluate knowledge gained over a
given period of time and to assess the effectiveness of the curriculum. Locally adopted assessments
administered at high schools are as follows:

Secondary semester exams are a cumulative assessment of TEKS-based instruction by semester
administered to all high school students twice a year (Fall and Spring semester). The district will develop
semester exams for the following courses: English I, English II, Algebra I, Biology, and US History.
Teachers will develop semester exams for all other subjects and administer these exams during the
same testing windows. Semester exams are 11⁄2 – 2 hours in duration.

End-of-Course simulation exams are formative assessments on TEKS based instruction and measures
students’ STAAR/EOC readiness. Simulation exams are developed by the district and administered in
the following courses: English I, English II, Algebra I, Biology, and US History. Students will have a
total of 5 hours to take the English I and English II exams and 4 hours for the Algebra I, Biology, and US History exam.

STATE ASSESSMENT REQUIREMENTS

STAAR end-of-course exams are state mandated tests administered during the final weeks of a course.  In addition to meeting graduation course requirements, students are required to pass five end-of-course exams to earn a diploma from a Texas public high school. The five end-of-course (EOC) exams required for graduation are as follows:

• English I
• English II
• Algebra I
• Biology
• U.S. History

There are three testing windows during the year in which a student may take an EOC assessment,
which will occur during the fall, spring, and summer months. If a student does not meet satisfactory
performance, the student will have additional opportunities to retake the assessment during the state
designated testing windows.

STAAR Alternate, for students receiving special education services who meet certain criteria established
by the state, will be available for eligible students, as determined by the student’s ARD committee. A
student’s ARD committee will determine whether successful performance on the assessments will be
required for graduation within the parameters identified in state rules and the student’s personal
graduation plan.

Students are eligible to accelerate to the next grade level if the student scores at least 80 on each
exam in language arts, mathematics, science, and social studies or a district administrator recommends
that the student be accelerated, and the student’s parent gives written approval of the grade
advancement.

TSI (Texas Success Initiative) ASSESSMENT & TSIA 2.0
Prior to enrollment in a Texas public college or university, most students must take a standardized test
called the Texas Success Initiative (TSI) assessment. The purpose is to assess reading, mathematics,
and writing skills that entering first-year students should have if they are to perform effectively in first
year college math and/or English courses in Texas public colleges and universities. This assessment
may also be required before a student enrolls in a dual-credit course offered through the district.

ADVANCED PLACEMENT (AP) EXAM
Advanced Placement examinations are college-level tests administered in May for students participating
in Advanced Placement (AP) courses. Tests are the culmination of a year-long AP course and are
structured to measure depth of knowledge, completeness of thought, and synthesis of ideas. More
than 90 percent of four-year colleges in the United States award credits, advanced placement, or both
based on AP exam scores. Exams are graded on a five-point scale with college credit usually given for
scores of 3 or higher. The score requirement, number of college credit or placement credit hours, and
entrance course placement varies among universities and colleges. Students receive the results of their
AP exam(s) in July.

ACT (originally an abbreviation of American College Testing)
The ACT is a nationally administered, standardized paper-and-pencil or online test that helps colleges
evaluate candidates. There are four sections: English, math, reading, and science. Students receive a
score for each section on a scale between 1-36 points. They also receive a composite score which is
the average of the four scores. The national average is about 21. Generally, high school students take
the ACT for the first time in the spring of their junior year. This allows students to reserve the summer
months for college applications or enough time to retake the test during the fall of their senior year if
they are not satisfied with the score. See your school counselor for more information including test
dates and registration deadlines. Please visit the ACT website.

THE PSAT/NATIONAL MERIT SCHOLARSHIP QUALIFYING TEST (NMSQT)
The PSAT/NMSQT (National Merit Scholarship Qualifying Test) is a standardized test administered to
10th and 11th grade students. Considered to be a “preliminary SAT,” the PSAT test gives students a
sense of the format, question types, content, and time limits they will encounter on the SAT.
Additionally, the PSAT serves as a qualifying test for the National Merit Scholarship Program. Juniors
achieving high scores on this test may qualify for recognition as a National Merit Scholar, a Commended
Scholar, or for other scholarships from partners who recognize excellence, potential and financial need
through the Student Search Service. The PSAT/NMSQT is only administered in the fall. For more
information, visit The College Board Student Search Service website.

SCHOLASTIC APTITUDE TEST (SAT)

The SAT is a globally recognized college admission test that lets you show colleges what you know and how well you can apply that knowledge. It measures skills learned in high school and skills needed to succeed in college; the two main sections are math and evidence-based reading & writing with an optional essay. The exam will focus on higher level math, inclusion of a no-calculator math section, focus on evidence-based reading, all passage-based writing questions, and an optional essay section.  Most students take the SAT during their spring semester of their junior year of high school or senior year of high school, and almost all colleges and universities use the SAT to make admission decisions. The SAT is given numerous times each year. When a student takes the SAT more than once, most schools will consider the highest score. The College Board is continuously updating their website with information on the new SAT. We encourage you to visit their website for additional updates. See your counselor for test and registration dates.

Website: The College Board

CAREER & TECHNICAL EDUCATION (CTE)
SAISD’s mission, “to transform SAISD into a national model urban school district where every child
graduates and is educated so that he or she is prepared to be a contributing member of the
community,” relies heavily on many of the initiatives housed within our CTE department.

As students make the transition from middle to high school, they will select an endorsement pathway.
This selection helps to focus them in an area of exploration for college and for a career. Within their
endorsement, students may explore various programs of study that will help students confirm and align
their interest to a college or career while potentially earning credentials in a career interest.

The five endorsements include STEM, Business & Industry, Public Service, Arts & Humanities, and
Multidisciplinary Studies. SAISD offers multiple programs of study within each endorsement across all
our high school campuses. Middle and high school counselors work to advise students through their
initial selection as well as annually reviewing their selections and progress toward completion of their
endorsement.

As students move through their learning in the chosen program of study, they will have the opportunity
to take assessments that may allow them to earn an Industry Based Certification. These certifications
may allow students to enter the workforce with proof that they have earned the necessary qualifications
for a job in that career area.

SAISD also offers a host of choice high schools that allow students to potentially earn a two-year college
degree while in high school as they earn career certifications in some of our geographic area’s high
demand and high wage employment opportunities.

Please visit this website for more information: SAISD Office of Career & Technical Education.

SERVICES FOR STUDENTS WITH SPECIAL NEEDS
The Special Education program provides comprehensive services for students between the ages of 3-
21 who are identified as having a special need. Consideration of a student’s need for special education
is initiated by the parents, physician, community agency, and/or school personnel.

It is a requirement that students with disabilities receive:

1. access to the general education curriculum,
2. be involved in the general education curriculum, and
3. make progress in the general education curriculum.

Being involved in the general education curriculum, teachers will follow students’ IEPs using
supplementary aids and services, accommodations, modifications and supports through co- teachers,
classroom support, and by way of using differentiated instruction, etc.

Decisions as to which supplementary aids and services, accommodations, modifications, or other
supports are appropriate for a student are to be made on an individualized basis by the Individualized
Education Program (IEP) team. It is important that these decisions do not substantially lower curriculum
standards and thus deny the student access to the general curriculum. For questions concerning special
education, please contact the Department of Disability Services.

SECTION 504/DYSLEXIA
Students who have a physical or mental disability which substantially limits one or more major life
activities (including learning) and which requires some accommodations but is not severe enough to
require Special Education services may be eligible under Section 504 of the Rehabilitation Act of 1973.
Section 504 is a federal law designed to prohibit discrimination against individuals with disabilities.
Examples of potential 504 handicapping conditions include dyslexia, some communicable diseases
(HIV, tuberculosis), attention deficit disorder, and other medical conditions. Section 504 is a regular
education service. When an evaluation is requested, a committee will be formed to determine if the
child needs services and supports under Section 504 to receive a free appropriate public education
(FAPE), as this is defined in federal law. The District makes every effort to comply with Title II of the
Americans with Disabilities Act of 1990 (ADA) and with Section 504 of the Rehabilitation Act.

DUAL LANGUAGE GRADES 9-12
What is a Dual Language course?

A Dual Language course is either a core content or elective course taught in Spanish by an
appropriately certified Dual Language instructor and is available to students who participate
in the SAISD Dual Language program. These courses are designed to leverage the heritage
language our community speaks by delivering instruction, providing instructional resources,
designing assessments, and engaging in social interactions. Dual Language courses are a
direct response to the desire for San Antonio families and community members to see their
learners develop language proficiency and language mastery of new learning in both English
and Spanish.

The Dual Language model for 6-12th grades calls for students to take at least one core
course (math, social studies, or science) in Spanish. In addition to receiving core content
instruction in Spanish, students also take an advanced Spanish language course each year
they participate in the program. Dual Language courses extend beyond core content courses
taught in Spanish since students participating in the program can also enroll in Dual
Language elective courses available at their campus.

Who can take Dual Language courses?

While Spanish fluency is not mandated to participate in a Dual Language program, the
English Learner Language Proficiency Assessment Committee (LPAC) identification process
outlined by TEA is followed to ensure as many eligible students can participate as possible.
Students enrolled in Dual Language courses have been previously identified, through the
LPAC process, as either an English Learner or Non-English Learner and have documentation
on file indicating parent approval to participate. Students who display a motivation to
participate in Dual Language programs are given the opportunity to do so and their
performance and growth are monitored by the Dual Language teacher and LPAC Coordinator.
Students whose native language is Spanish and who have recently enrolled in US Schools
from other countries, after having been identified as an EL, are prioritized in Dual Language
programming at their campus.

Why take Dual Language Courses?

Linguistic and educational experts are very clear about the data they have collected regarding the high levels of academic achievement that students participating in a two-way Dual Language program achieve. Research shows that students who persist through a two-way Dual Language immersion program, such as the one in San Antonio ISD, are proven to outperform students participating in all other forms of Bilingual programs on state standardized tests.

Medical research on the health and mental benefits of the sort of bilingualism these courses
reinforce link the prevention of diseases like Alzheimer’s and memory loss to consistent and
ample opportunities to engage the language brain parts during class instruction. Taking Dual
Language courses in Spanish allows students to engage more parts of their brain when
learning and over time this rigorous thinking leads to more advanced and sophisticated
mental agility.

Dual Language courses in SAISD have an inherent, culturally relevant lens that brings to the
forefront the histories and language gifts that students carry with them to school. These
courses have the added benefit of engaging students via optimal input around topics that
are culturally and linguistically responsive and that are connected back to the TEKS.
Instruction delivered in this way allows students to step into their learning at deeper levels
of engagement and develops independent thinkers and learners.

How does a student sign up to take Dual Language courses?

Students interested in enrolling in Dual Language courses can express interest to their
teacher, school counselor, or administrator and/or LPAC Coordinator. After eligibility is
determined, school counselors will follow the established process for collecting student choice
slips and adjusting schedules for the next school year accordingly.

ENGLISH AS A SECOND LANGUAGE (ESL) PROGRAM - LANGUAGE GOALS
The language goals of the ESL Program are to provide English Learners (ELs) with equitable
opportunities to attain full proficiency in listening, speaking, reading, and writing comparable to non-
ELs. With the support of ESL teachers, ELs set and regularly monitor their progress in attaining these
language goals as outlined in the English Language Proficiency Standards (ELPS). ELs in 3rd-12th
grades, within their first 3 years in US schools who are still at beginning and intermediate proficiency
levels, will have two scheduled periods of instruction to provide the necessary English language.

ADVANCEMENT VIA INDIVIDUAL DETERMINATION (AVID)
AVID is a series of elective courses (6th - 12th grades) that prepare students for college readiness and
success. Students receive instruction using a rigorous college preparatory curriculum provided by AVID
Center, which includes tutor-facilitated study groups, motivational activities, and academic success
skills building. In AVID, students participate in activities that incorporate strategies focused on writing,
inquiry, collaboration, organization, and reading to support their academic growth. Additionally,
students engage in activities around college and career opportunities and explore their own student
agency, giving students voice and often, choice, in how they learn. The AVID College and Career
Readiness Framework supports academic success for all students in elementary through high school
and may move beyond the elective course for school-wide implementation.

The standards for AVID focus on three student outcomes:

• Student Agency
• Rigorous Academic Preparedness
• Opportunity Knowledge

The middle school AVID Excel elective is designed to change the trajectory for long-term English
Learners by accelerating language acquisition, developing literacy, and placing AVID Excel students on
the path to high school AVID and college-preparatory coursework.

AVID Scholars may qualify to apply for the prestigious Dell Scholars Program Scholarship which targets
low-income, highly motivated students who demonstrate the drive to succeed despite personal
obstacles.

EDUCATION INITIATIVES
The Education Initiatives department oversees a range of programs designed to keep students in
school, graduate on time, help adults advance in their education and provide a safe, engaging, and
educational environment for SAISD students in the hours after school. High school programs include
individual attendance plans, afterschool programs, summer parks and recreation, adult & community
education, GED testing, graduations, hearing office, and satellite campuses.

EXTRACURRICULAR ACTIVITIES, CLUBS, ORGANIZATIONS, AND PRIVILEGES
Participation in school and school-related activities is an excellent way for a student to develop talents,
receive individual recognition, and build strong friendships with other students. Participation in
extracurricular or school-related activities/events is an honorary privilege. The privilege to participate
is granted by the school or district and participation may be denied based upon student violations of
any rules, procedures, or policies of the district. Honorary privileges are granted for school activities
such as, but not limited to prom, graduation ceremonies, senior trips, non-instructional field trips, etc.
In addition, participation in school clubs and organizations, which are not governed by UIL, require
parent permission.

Many of the activities are governed by the University Interscholastic League (UIL) – a statewide
association of participating districts. However, eligibility for initial and continuing participation in many
of these activities is also governed by state law, District policies, student codes of conduct, as well as
UIL rules. If a student is involved in an academic, athletic, or music activity governed by UIL, the
student and parent are expected to know and follow all rules of the UIL organization. Students involved
in UIL athletic activities and their parents can access the UIL Parent Information Manual at UIL Texas.

ADULT AND COMMUNITY EDUCATION
The Adult and Community Education program embraces success for adult learners, helping them on a
path toward continued improvement and growth. The program’s mission is to ensure that all adults
who live in Texas have the skills necessary to function effectively in their personal and family lives, in
the workplace, and in the community. The following classes are offered to the community free of
charge: ASE/GED® preparation, ABE/ASE/GED® for TANF recipients, Adult Basic Education (math,
reading and writing), English as a Second Language (ESL), English Literacy Civics (EL Civics), and
Distance Learning (online classes).

STUDENT & ACADEMIC SUPPORT SERVICES
The Student & Academic Support Services Department oversees programs that support students’
academic success. Such support includes credit retrieval, course scheduling, college readiness and
planning, guidance and counseling for students, comprehensive support for school-age pregnant and
parenting teens, student uniform assistance and ensuring access to critical community resources for all
students, including those without a permanent address or in foster care settings.

For more information, please access the Student and Academic Support Services website.

SCHOOL COUNSELING
The Mission of the San Antonio Independent School District Comprehensive School Counseling (CSC)
Program is to have every child graduate with an education that will prepare her or him to be a
contributing member of our community and our society and to prepare them for success in post-
secondary education and career paths. The comprehensive school counseling program encompasses
the district’s core values of student-centered philosophy, high expectations, commitment, passion,
integrity, respect, and teamwork to facilitate student achievement.

A parent wanting more specific information on the School Counseling Program should contact a school
counselor or visit the District's School Counseling Department website.

ACADEMIC COUNSELING
Students and their parents are encouraged to speak with a school counselor, teacher, or principal to
learn more about course offerings, graduation requirements and the importance of postsecondary
education. In conjunction with the high school college access team, the school counselor can also
provide information about entrance exams and application deadlines, as well as information about
college and university automatic admission, financial aid, housing, and scholarships. School counselors
can also provide information about workforce opportunities after graduation or technical and trade
school opportunities, including opportunities to earn industry-recognized certificates and licenses.

PERSONAL COUNSELING
The school counselor or a school social worker is available to assist students with a wide range of
personal concerns, including such areas as social, family, emotional, mental health issues, or substance
abuse. As a parent, if you are concerned about your child’s mental or emotional health, please speak
with the school counselor or a school social worker to be connected with support services and
resources.

SUBSTANCE ABUSE PREVENTION AND INTERVENTION
If you are worried that your child is using, experimenting, or abusing illegal drugs or other prohibited
substances, please contact the school counselor or a school social worker. The school counselor or a
school social worker can provide a list of community resources that may be helpful. The Texas
Department of State Health Services (TDSHS) maintains information regarding children’s mental health
and substance abuse intervention services.

FAMILY & STUDENT SUPPORT SERVICES
The Family & Student Support Services program exists to provide child and family support in order to
promote student potential and ability for academic and personal growth.

McKINNEY-VENTO AND FOSTER CARE PROGRAMS
The McKinney-Vento Education Assistance Act is a federal law that provides services to families
and unaccompanied youth that live in a temporary situation due to loss of housing.

Eligibility for services:

• living in shared housing due to loss of housing, economic hardship, or similar reason;
• living in motels, hotels, trailer parks, cars, substandard housing, abandoned buildings,
  and/or campgrounds;
• living in emergency or transitional shelters;
• being an unaccompanied youth (not living with a parent or guardian) and/or living in a
  temporary situation;
• being a migratory child who is living in any of the above circumstance.

SCHOOL SOCIAL WORKER PROGRAM

School Social Workers work in partnership with children, families, schools, and community members to remove barriers for families and improve student academic achievement.

Social work services are delivered district wide and at the campus level in SAISD.  SAISD employs 37 licensed Master's degree level professionals who deliver a broad scope of social work services.  Direct service provision to students is defined based heavily on the State of Texas' "at-risk" criteria indicators within the Texas Education Code and adopted by the Texas Education Agency.  See Social Work Brochure.

SAISD employs social workers throughout various programs and schools that provide direct services to
students and families on campuses and in the community. Social Workers provide social and emotional
support services to enhance the academic growth of all students. They are a link between the home,
the school, and the community. Social Workers work with all grade levels and receive referrals based
on the student's home address or school of attendance.

The School-Age Parenting Program (SAPP) aims to reduce school dropouts, increase high school graduation
rates, and enhance parenting skills for students who are pregnant and at risk of dropping out of school.
In providing a case management model, the program provides support services that alleviate any
barriers that participants may face in achieving academic success.

INSTRUCTIONAL SUPPORT
Credit Recovery
The SAISD Learning Lab is intended to provide a vehicle for high school students who have not been
successful earning credits needed for graduation in a traditional classroom setting. Students who have
lost course credit will have the opportunity to regain credit with an alternative web-based curriculum.
These courses are facilitated by certified teachers and are generally taken during the instructional day
as scheduled by the student’s counselor.

ACCELERATED INSTRUCTION
Accelerated instruction will be provided in the applicable subject area each time a student fails to
perform satisfactorily on an end-of- course (EOC) assessment instrument (TEC §28.0217). Accelerated
instruction may require participation of the student before or after normal school hours and may include
participation at times of the year outside normal school operations. SAISD high schools are required to
develop an Accelerated Instruction Plan (AIP) for the Fall and Spring semesters. Contact your assigned
Assistant Principal for more information regarding the campus plan.

SUMMER SCHOOL AND ENRICHMENT
SAISD offers a variety of summer school programs to include accelerated instruction, credit recovery,
initial credit, and credit enrichment. You can find information pertaining to summer school programs
at the SAISD Summer Learning website.

DIPLOMA REQUIREMENTS
Beginning with students who enter grade 9 in the 2014–15 school year, a student must meet the
following requirements to receive a high school diploma from the district:

• complete the required number of credits established by the state and any additional credits
  required by the district;
• complete any locally required courses in addition to the courses mandated by the state;
• earn passing scores on certain end-of-course (EOC) assessments or approved substitute
  assessments, unless specifically waived as permitted by state law; and
• complete the requirements for the Endorsement selected by the student.

TESTING REQUIREMENTS FOR GRADUATION
Students are required, with limited exceptions and regardless of graduation program, to perform
satisfactorily on the following EOC assessments: English I, English II, Algebra I, Biology, and United
States History. A student who has not earned sufficient scores on the EOC assessments to graduate
will have opportunities to retake the assessments. State law and state rules also provide for certain
scores on norm-referenced national standardized assessments or on the state-developed assessment
used for entrance into Texas public universities to substitute for the requirement to meet satisfactory
performance on an applicable EOC assessment should a student choose this option. See a school
counselor for more information on the state testing requirements for graduation.

If a student fails to perform satisfactorily on an EOC assessment and meets state criteria on a state
approved substitute assessment standard, the student may substitute the scores. If the student fails to perform
satisfactorily, then the district will provide accelerated instruction to the student in the content area for
which the performance standard was not met. This may require participation of the student before or
after normal school hours or at times of the year outside normal school operations and the adopted
school calendar.

In limited circumstances, a student who fails to demonstrate proficiency on two or fewer of the required
assessments may still be eligible to graduate if an Individual Graduation Committee (IGC) is formed in
accordance with state law and unanimously determines that the student is eligible to graduate.
Participation in graduation/commencement is an honorary privilege. For a student to be eligible for
participation in graduation/commencement ceremonies, the student must have met all course
requirements and must pass state accountability tests or be eligible to receive a certificate of
attendance. Refer to the section on High School Assessments under "Testing & Student Responsibilities" for more information.

FOUNDATION GRADUATION PROGRAM
Every student in a Texas public school who entered grade 9 in the 2014-15 school year and thereafter
will graduate under the Foundation High School Program.  Within the foundation graduation program
are “endorsements,” which are paths of interest that include Science, Technology, Engineering, and
Mathematics (STEM); Business and Industry; Public Services; Arts and Humanities; and Multidisciplinary
Studies. Endorsements earned by a student will be noted on the student’s transcript. The foundation
graduation program also involves the term “distinguished level of achievement,” which reflects the
completion of at least one endorsement and Algebra II as one of the required advanced mathematics
credits.

In order to obtain the distinguished level of achievement under the foundation graduation program,
which will be denoted on a student’s transcript and diploma and is a requirement to be considered for
automatic admission purposes to a Texas four-year college or university, a student must complete an
endorsement and take Algebra II as one of the four mathematics credits.

A student who is unable to participate in physical activity due to a disability or illness may be able to
substitute a course in English language arts, mathematics, science, social studies, or another locally
determined credit-bearing course for the required credit of physical education. This determination will
be made by the student’s ARD committee, Section 504 committee, or other campus committee, as
applicable. Note: The student must provide documentation from a physician.

Students are required to earn two credits in the same language other than English to graduate. Any
student may substitute computer programming languages for these credits. In limited circumstances,
a student may be able to substitute this requirement with other courses, as determined by a district
committee authorized by law to make these decisions for the student.

A student must specify upon entering grade 9 the endorsement she or he wishes to pursue. The
Distinguished Level of Achievement must be earned to be admitted to a Texas public university under
the Top 10% Rule for automatic admission. Additionally, a student may earn a Performance
Acknowledgment for outstanding academic performance.

A personal graduation plan will be completed for each high school student, as described in the
section below.

PERSONAL GRADUATION PLAN
A Four Year Personal Graduation Plan will be developed for each high school student who is subject to the
requirements of the foundation graduation program. The district encourages all students to pursue a
personal graduation plan that includes the completion of at least one endorsement and to graduate
with the distinguished level of achievement. Attainment of the distinguished level of achievement
entitles a student to be considered for automatic admission to a public four-year college or university
in Texas, depending on her or his rank in class. The school will review personal graduation plan options
with each student entering grade 9 and his or her parent. Before the end of grade 9, a student and his
or her parent(s) will be required to sign off on a personal graduation plan that includes a course of
study that promotes college and workforce readiness and career placement and advancement, as well
as facilitates the transition from secondary to postsecondary education. The student’s personal
graduation plan will denote an appropriate course sequence based on the student’s choice of
endorsement. A student may, with parental permission, amend his or her personal graduation plan
after the initial confirmation.

State law and rules prohibit a student from graduating solely under the foundation graduation program
without an endorsement unless, after the student’s sophomore year, the student and student’s
parent(s) are advised of the specific benefits of graduating with an endorsement and submit written
permission to the school counselor for the student to graduate without an endorsement. A student who
anticipates graduating under the foundation graduation program without an endorsement and who
wishes to attend a four-year university or college after graduation must carefully consider whether this
will satisfy the admission requirements of the student’s desired college or university.

PERFORMANCE ACKNOWLEDGEMENTS
Graduating under the foundation graduation program will also provide opportunities to earn
Performance Acknowledgments that will be identified on a student’s transcript. Performance
Science, Technology, Engineering, and Math (STEM); Business and Industry; Public Services; Arts and Humanities; and/or Multidisciplinary acknowledgments are available for outstanding performance in bilingualism and biliteracy, in a dual credit course, on an AP or IB exam, on certain national college preparatory and readiness or college entrance exams, and/or for earning a nationally or internationally recognized license or certificate. The criteria for earning these performance acknowledgments are prescribed by state rules, and the school counselor can provide more information about these acknowledgments.

AVAILABLE COURSE OPTIONS FOR ALL GRADUATION PROGRAMS

Information regarding specific courses required or offered in each curriculum area will be distributed
to students each spring to enroll in courses for the upcoming school year. Note that the district may
require the completion of certain courses for graduation even if these courses are not required by the
state for graduation.

Please be aware that not all courses are offered at every secondary campus in the district. A student
who wants to take a course not offered at his or her regular campus should contact a school counselor
about a transfer or other alternatives.

CERTIFICATES OF COURSEWORK COMPLETION
A certificate of coursework completion will NOT be issued to a student who has successfully completed
state and local credit requirements for graduation but has not yet demonstrated satisfactory
performance on the state-mandated tests required for graduation.

STUDENTS WITH DISABILITIES
A student with a disability who receives special education services may graduate and be awarded a
regular high school diploma if the child meets the following criteria:

• Demonstrates mastery of the required state standards or local educational agency (LEA)
  standards if they are greater
• Satisfactorily completes the credit requirements for graduation under the Foundation High
  School Program; and
• Achieves satisfactory performance on the required state assessments unless the child’s
  Admission, Review, and Dismissal Committee (ARDC) has determined that satisfactory
  performance on the required state assessments is not necessary for graduation.

A student with a disability who receives special education services may also graduate and be awarded
a regular high school diploma if the child meets the following criteria:

• Demonstrates mastery of the required state standards or LEA standards if they are greater;
• Satisfactorily completes the credit requirements for graduation under the Foundation High
  School Program through courses, one or more of which contain modified curriculum that is
  aligned to the standards applicable to general education;
• Achieves satisfactory performance on the required state assessments unless the child’s
  Admission, Review, and Dismissal Committee (ARDC) has determined that satisfactory
  performance on the required state assessments is not necessary for graduation; and
• Successfully completes the individualized education plan (IEP) and meets one of the following
  conditions:
  
  • Consistent with the IEP, has obtained full-time employment, based on the child's
    abilities and local employment opportunities, in addition to mastering sufficient self-
    help skills to enable the child to maintain the employment without direct and ongoing
    educational support of the LEA;
  • Consistent with the IEP, has demonstrated mastery of specific employability skills and
    self-help skills that do not require direct ongoing educational support of the LEA;
  • Has access to services that are not within the legal responsibility of public education
    or employment or educational options for which the child has been prepared by the
    academic program; or
  • No longer meets age eligibility requirements.

A student receiving special education services may earn an endorsement by:

• Successfully completing, with or without modification of the curriculum:
  • The curriculum requirements for graduation under the Foundation High School Program; and
  • The additional endorsement curriculum requirements; and
• Successfully completing all curriculum requirements for that endorsement:
  • Without modification of the curriculum; or
  • With modification of the curriculum, provided that the curriculum as modified, is sufficiently rigorous as determined by the student’s ARDC.
• The ARDC of the student will determine whether the child is required to achieve satisfactory performance on an end of course assessment instrument to earn an endorsement on the student’s transcript.
• A child who is classified in grade 11 or 12 who has taken each of the required state assessments but failed to achieve satisfactory performance on no more than two of the assessments is eligible to receive an endorsement if the child meets the other requirements for an endorsement.

In order for a child receiving special education services to use a course to satisfy both a requirement
under the Foundation High School Program and a requirement for an endorsement, the child must
satisfactorily complete the course without any modified curriculum.

STUDENTS WITH DISABILITIES WHO ARE ELIGIBLE TO RETURN TO SCHOOL AFTER GRADUATING
A student through age 21 may return to school as long as the student was awarded a diploma that
met the following conditions:

• The student was required to successfully complete his/her IEP; and
• The student was required to:
  • Obtain full-time employment, based on the student’s abilities and local employment
    opportunities, in addition to mastering sufficient self-help skills to enable the student
    to maintain the employment without direct and ongoing educational support of the
    LEA;
  • Demonstrate mastery of specific employability skills and self-help skills that do not
    require direct ongoing educational support of the LEA; or
  • Have access to services that were not within the legal responsibility of public education
    or employment or educational options for which the student has been prepared by the
    academic program.

The ARDC must determine the needed educational services upon the request of the child or parent to
resume services.

CERTIFICATES OF ATTENDANCE AND PARTICIPATION IN GRADUATION CEREMONIES FOR STUDENTS WITH DISABILITIES
The LEA must issue a certificate of attendance to the student who has completed four years of high
school but has not completed the IEP.

The LEA must allow the student who receives a certificate of attendance to participate in a graduation
ceremony with children receiving high school diplomas.

The student may participate in only one graduation ceremony to receive a certificate of attendance.
The student who receives a certificate of attendance is not prevented from receiving a diploma if the
student completes the IEP.

CLASS SCHEDULES
All students are expected to attend school for the entire school day and maintain a class/course
schedule to fulfill each period of the day. Exceptions may be made occasionally by the campus principal
for students in grades 9-12 who meet specific criteria and receive parental consent to enroll in less
than a full-day’s schedule. A student who has already met the exit-level testing requirements and is on
track to graduate, a student who is employed, or a student who is enrolled in postsecondary courses
are a few examples for which a principal may approve an exception to enrollment in a full-day schedule.
For students eligible for special education services, any reduction of a school day must be documented
in the student’s ARD/IEP. Questions regarding class schedules should be addressed to the campus
counselor.

WEIGHTED COURSES
Graduating seniors shall be ranked within the graduating class for each high school upon the basis of
weighted grade averages for the course grade, excluding the last semester (last 18 weeks) of the
senior year. For further information on course eligibility for course weighting see a school counselor.

COLLEGE AND UNIVERSITY ADMISSIONS
To be eligible for automatic admission to a Texas four-year college or university, a student must be on
track to graduate with the distinguished level of achievement under the foundation graduation
program. This means that a student must graduate with at least one endorsement and must have
taken Algebra II as one of the four required math courses. In addition, the student must submit a
completed application for admission in accordance with the deadline established by the college or
university. The student is ultimately responsible for ensuring that he or she meets the admission
requirements of the university or college to which the student submits an application.

The University of Texas at Austin may limit the number of students automatically admitted to 75 percent
of the University’s enrollment capacity for incoming resident first-year students. For students who are
eligible to enroll in the University of Texas at Austin during the summer or fall of their graduating term,
the University has the authority to admit less than the top ten percent (10%) of the high school’s
graduating class. Additional applicants will be considered by the University through a holistic review
process. Please see your high school counselor for more information.

Should a college or university adopt an admissions policy that automatically accepts the top 25 percent
of a graduating class, the provisions above will also apply to a student ranked in the top 25 percent of
his or her class. Students and parents should contact the school counselor for further information about
automatic admissions, the application process, and deadlines.

INDIVIDUAL GRADUATION COMMITTEES
Individual Graduation Committees (IGC) allow students the option to graduate even though they have
not passed all their EOC exams. A student who has failed the EOC assessment graduation requirements
for no more than two, out of the five they must take, may receive a Texas high school diploma if the
student has qualified to graduate by means of an individual graduation committee (IGC) determination.

Legislation allows schools to form graduation committees to evaluate graduation eligibility, on a case-
by-case basis, for students who have completed all their required coursework but who have not passed
all of their state mandated EOC STAAR tests. These committees will include principals, teachers, school
counselors, and parents. They will assess a student’s performance based on criteria such as grades,
College Board standardized college entrance exam scores, and attendance records. The five exams
taken at graduation include Algebra I, English I and II, US History, and Biology. Under the revised
standards, they will only need to pass three of these exams to graduate. Contact your counselor for
more information.

CLASS RANKING
Graduating seniors will be ranked within the graduating class for each high school upon the basis of
weighted grade averages for course grades, excluding the last semester (or last 18 weeks) of the senior
year. This procedure establishes the guidelines regarding the course, weights, top ten percent, early
graduates, transfers, and the editing of grades.

TOP TEN PERCENT
Students who rank within the Top Ten Percent may be eligible for automatic admission to a Texas
public college or university. The District shall adhere to the rules set by the Texas Higher Education
Coordinating Board for reporting the exact numerical standing of the Top Ten Percent.

HONOR GRADUATE CERTIFICATE
The Texas Education Agency will provide one certificate per high school to be presented to the highest-
ranking graduate of the senior class. The highest-ranking graduate will be determined by the Valedictorian standards listed in EIC (LOCAL).

EARLY GRADUATES
A student who completes high school requirements in fewer than four years shall be ranked in the class
with which he or she graduates and shall be eligible for Honor Graduating status. Three-year graduates
shall not be eligible for the top-ranking graduate scholarship. A specific scholarship is offered through
the Texas Higher Education Coordinating Board for three-year graduates to attend Texas public colleges
and universities. Additional information may be obtained from the campus counselors.

COMMENCEMENT/GRADUATION EXERCISES
The graduation exercise/commencement ceremony is a serious, thoughtfully planned school event that
celebrates and acknowledges students’ achievements in meeting state graduation requirements. The
Superintendent or designee shall ensure that each high school’s commencement ceremony is a dignified
tribute to the individual and class accomplishments and a source of pride for students and their families.
This administrative procedure addresses the elements of a graduation exercise/commencement in
terms of eligibility, responsibilities, planning, rehearsal, and the actual ceremony guidelines.

GRADUATION ELIGIBILITY
Graduation ceremonies shall be conducted for students that maintain eligible participation and meet
one of the following criteria:

• Students who have satisfactorily completed all coursework requirements, passed any
  mandated state graduation assessments, and met any other requirements and who are
  receiving a diploma.
• Students with disabilities who wish to participate in the graduation ceremony with age-appropriate peers but may return to school up to the age of 22. The admission, review, and dismissal committee shall determine the appropriateness of their participation in the graduation ceremony for receipt of a certificate of attendance. A student who qualifies in this category may only participate in one commencement/graduation ceremony.

All students eligible for participation in graduation ceremonies shall be held to appropriate standards
of behavior. Student Code of Conduct violations that warrant out-of-school suspension, DAEP
placement, or expulsion during the last 30 school days and any subsequent days between the last day
of school and until the conclusion of the graduation ceremony, to include rehearsal, may be prohibited
from participation in the graduation ceremony, as it is an honorary privilege and a school-sponsored
event/activity. All students who participate in the rehearsal and/or graduation ceremony must be in
good standing as determined by the campus principal.

Student participation in graduation/commencement ceremonies shall be on a voluntary basis. An
eligible student who chooses not to participate will receive his or her diploma in the mail. Eligible
students who choose to participate in the ceremony must sign a Commencement Participation
Commitment and abide by the following guidelines:

• Misconduct, distractions, or defiance of rehearsal/commencement procedures will not be
  allowed. Students who do not comply with the rules will be removed from the
  rehearsal/commencement activities.
• Students will comply with the rehearsal/commencement dress code.
• The Student Code of Conduct and all policies relating to student conduct that are applicable
  in the school will remain in force until the end of commencement activities.

Students that do not meet state graduation requirements to include all coursework and successful
completion of the required state assessments are not allowed to participate in the student’s high school
commencement/graduation exercises.

Students who do not successfully meet the state assessment requirements on the exit level exam after
the first administration are required to have a Senior State Assessment Action Plan developed. Each
identified student will be required to meet with their school counselor to develop the action plan and
determine a meeting schedule to monitor the developed action plan.

COLLEGE FOR ALL TEXANS
The College for Texans campaign is a project of the Texas Higher Education Coordinating Board. The
goal of the campaign is to increase the percentage of Texas high school graduates enrolling in college.
The campaign provides information for parents/guardians and for middle grades and high school
students on preparing, applying, and paying for college. The project also provides materials to schools
and other organizations to help them promote college readiness, financial aid options and postsecondary education to Texas students. More information can be found at the College for All Texans website.