San Diego Unified High School Graduation Coaches Procedures Handbook Starter Outline

San Diego Unified School District

High School Graduation Coaches’ Procedures Handbook San Diego Unified School District

TABLE OF CONTENTS

Mission Statement and Basic Credit Recovery Information...... Pages 3-4 Effective Strategies for Reducing the Dropout Rate...... Page 5 High School Graduation Coaches’ Job Description...... Page 6 High School Graduation Coaches’ Generic Calendar...... Page 7 Criteria for Entrance to S.D.U.S.D. Credit Recovery Program...... Page 8 I-High Enrollment Information...... Page 9 Credit Recovery Team Roles and Responsibilities...... Pages 10–13 Building Classroom & Community Relations: Strategies & Activities...... Pages 14-15 Credit Recovery Forms Apex Courses for Credit Recovery Chart...... Pages 17-18 Lap Top Computer & Classroom Student Use Agreement Form...... Page xx First Day Information...... Page xx District Internet Student Use Contract...... TB Added Apex Mark Forms: Submission, Approval and Recording Marks to Transcripts...... Page xx Apex Basics for Substitutes...... Pages xx-xx Substitute Lesson Plans...... Page xx Pedagogy...... Page xx Standardized Procedures for Implementing Credit Recovery in the Classroom...... Pages xx-xx Transferring Students to another Site or District...... Page xx

High School Graduation Coaches’ Procedures Handbook Revised April 7, 2018 Page 2 of 31 San Diego Unified School District

MISSION STATEMENT

It is the mission of the San Diego Unified School District Credit Recovery Program to intervene with at- risk students to ensure that they complete high school and obtain a high school diploma.

The Credit Recovery Program is designed to help students stay in school and graduate on time. Credit recovery provides instructional support and intervention for students in grades 9-12 who have earned a “D” or “F” so that students can recover credit in a given subject. SDUSD has credit recovery laboratories, each staffed by a specially-trained graduation coach who is a certified resource teacher. Supported by the coach, students work independently in standards-based online instructional curricula in math, science, English, social sciences, world languages, preparation for the California High School Exit Examination (CAHSEE), and elective offerings.

Basic Program Information for the Credit Recovery Program: The Credit Recovery Program targets students who have failed one or more classes, or have a grade point average of less than 2.0. While in the recovery program students have the opportunity to make up Ds and raise their grade point average.

Credit Recovery Definition: Credit recovery refers to a student passing, and receiving credit for, a course that the student previously attempted but was unsuccessful in earning academic credit towards graduation. Credit recovery often differs from “first time credit” in that the students have already satisfied seat time requirements for the course in which they were unsuccessful, and can focus on earning credit based on competency of the content standards for the particular course. The Credit Recovery Program’s primary is to help students stay in school and graduate on time. Students needing first time credit should seek enrollment in iHigh classes

Credit Recovery Advantages: Credit Recovery provides an alternative learning environment for students who have failed in the traditional classroom. Most students use the computer for work and play, and it is a natural learning tool for them as well. The flexible and self-paced nature of online courses can motivate students. Online courses may be more engaging to some students than traditional face-to-face classes. In addition, programs that use online courses can address mobility issues of students who move regularly from one school in the district to another.

Online learning is particularly well suited for students recovering credit because it allows for individualized instruction, both by the teacher and through the use of course management technology. A quiz allows students to demonstrate mastery of the elements of a subject that they learned in their previous class, and the students can move on to the parts of the course that they need to focus on. 5 Self-Paced - The self-paced aspect of online courses is particularly valuable to students who are recovering credits. Significant One-On-One – The Graduation Coach provides expanded student support and face-to- face contact. The Graduation Coach knows each student well, and communicates frequently with the student about their progress. Flexibility – Online courses provide students with the opportunity to work on their courses anywhere and anytime.

Effective Strategies for Reducing the Dropout Rate Source: National Dropout Prevention Center/Network Clemson State University, Clemson, N.C.

School and Community Perspective

1. Systemic Renewal: A continuing process of evaluating goals and objectives related to school policies, practices, and organizational structures as they impact a diverse group of learners. 2. School-Community Collaboration: When all groups in a community provide collective support to the school, a strong infrastructure sustains a caring supportive environment where youth can thrive and achieve. 3. Safe Learning Environments: A comprehensive violence prevention plan, including conflict resolution, must deal with potential violence as well as crisis management. A safe learning environment provides daily experiences, at all grade levels that enhance positive and social attitudes and effective interpersonal skills in all students.

Early Interventions

4. Family Engagement: Research consistently finds that family engagement has a direct, positive effect on children’s achievement and is the most accurate predictor of a student’s success in school. 5. Early Childhood: Birth-to five interventions demonstrate that providing a child additional enrichment can enhance brain development. The most effective way to reduce the number of children who will ultimately drop out is to provide the best possible classroom instruction from the beginning of their school experience through the primary grades. 6. Early Literacy: Early interventions to help lo-achieving students improve their reading and writing skills establish the necessary foundation for effective learning in all other subjects.

Basic Core Strategies

7. Mentoring/Tutoring: Mentoring is a one-on-one caring, supportive relationship between a mentor and a mentee that is based on trust. Tutoring, also a one-on-one activity focuses on academics and is an effective practice when addressing specific needs such as reading, writing, or math competencies. 8. Service-Learning: Service-Learning connects meaningful community service experiences with academic learning. This teaching/learning method promotes personal and social growth, career development, and civic responsibility and can be a power vehicle for effective school reform at all grade levels.

9. Alternative Schooling: Alternative schooling provides potential dropouts a variety of options that can lead to graduation, with programs paying special attention to the student’s individual social needs and academic requirements for a high school diploma. 10. After-School Opportunities: Many schools are providing after-school and summer enhancement programs that eliminate information loss and inspire interest in a variety of areas. Such experiences are especially important for students at risk of school failure because they fill the afternoon “gap time” with constructive and engaging activities.

HIGH SCHOOL GRADUATION COACH Job Description

Students are supported by graduation coaches to work independently in standards-based online instructional curricula in math, science, English, social sciences, world languages, preparation for the California High School Exit Examination (CAHSEE), and elective offerings. The Graduation Coach provides expanded student support and face-to-face contact, and communicates frequently with the student about their progress.

SDUSD Graduation Coaches will: 1. Work collaboratively with their site counselors, administration and teachers to identify and monitor at-risk students for credit recovery. 2. Communicate frequently with the educational community (e.g. counselors, administration, registrar, teachers of record), student and parent(s)/guardian(s) to support the students’ credit recovery. 3. Provide two-way communication between SDUSD and the school site. 4. Collect and submit information to the Dropout Prevention Officer, Chief Secondary School Improvement Officer, and teachers of record. 5. Provide study sheets for course content for students. 6. Establish, maintain, and support standards of personal conduct and discipline in accordance with the current discipline policy approved by the board. 7. Maintain inventory of equipment and materials assigned to SDUSD Credit Recovery Lab and recommend replacement and maintenance as required. 8. Assume responsibility for program implementation. 9. Participate in in-service activities provided by district and in self-selected professional growth activities. 10. Maintain record of pupil attendance (Zangle). 11. Assign citizenship and scholarship marks (Mark Submission Forms). 12. Share academic and citizenship progress and/or lack of progress with site administrators, counselors, and parents.

HIGH SCHOOL GRADUATION COACHES’ GENERIC CALENDAR

CRITERIA FOR ENTRANCE TO THE CREDIT RECOVERY PROGRAM

A criterion for entrance to The Credit Recovery Program is typically determined by the counselor and/or administrator. Some considerations include the following:

 One or more years behind age group in number of credits attained  Failing 3 or more classes  Has been retained two or more years  Exhibits excessive absenteeism  Is pregnant or is parenting  Achieves less than a 2.0 grade point average on a 4.0 scale or its equivalent  Is in a grade that is age-inappropriate (i.e. seventeen in the ninth grade)  Has difficulty performing in the traditional classroom  Students who are at risk of dropping out, or a returning dropout.

I-HIGH ENROLLMENT INFORMATION iHigh Virtual Academy (iHVA) is a new, online, independent study school, providing a rigorous, college- preparatory program of accredited online courses and resources for grades 9-12. iHVA accepts full-time students from inside the district and beyond. Students need to be reading at grade level, self-motivated, self- directed and able to manage their time. Full time iHigh students have 24/7/365 access to courses with a district-issued loaner laptop and free Internet.

CREDIT RECOVERY TEAM ROLES & RESPONSIBILITIES

DROPOUT PREVENTION OFFICER:

TBD, Executive Director of Dropout Prevention, works collaboratively with the Superintendent, principals, high school coaches and other central office departments, to coordinate and implement the Apex Online Credit Recovery Program for the San Diego Unified School District.

AREA SUPERINTENDENT:

Oversees The Apex Online Credit Recovery Program.

SITE PRINCIPAL:

The site principal will works with the S.D.U.S.D. Education Center and their graduation coach to support the Apex Online Credit Recovery Program at their school site. The principal will also be responsible for evaluating their graduation coach. Teachers of record for The Apex Online Credit Recovery Program will most likely be high school graduation coaches who are credentialed in the core content areas.

APEX: Training and support of graduation coaches, teachers of record, and all parties who use the Apex Online Credit Recovery.

COUNSELORS: Using the San Diego Unified School District’s criteria for identifying credit deficient students, counselors will provide the graduation coaches with the list of students who qualify for credit recovery, indicate the appropriate class(es) the student needs to recover, as well as the student’s transcript.

Counselors will communicate closely with graduation coaches to ensure current awareness of each of their counselee’s progress in the credit recovery program. Counselors will also keep graduation coaches apprised of any factors that impact a student’s timely completion of classes, and work collaboratively with coaches to formulate support strategies to assist students in their credit recovery.

INFORMATION TECHNOLOGY DEPARTMENT: The SDUSD data systems identifies students who show early signs of needing intensive extra support. The Help Desk (619-725-7500) provides technical support to SDUSD Credit Recovery Program (e.g. Zangle, updated Apex Student Roster, repair computer lap tops, and other technical-related issues).

EDUCATION TECHNOLOGY DEPARTMENT:

Will populate Apex Rosters after counselors enroll appropriate students in the 8010 Grad Seminar course.

STANDARDS AND ASSESSMENT DEPARTMENT:

Research and Reporting Department

What We Do The Research and Reporting Department processes student, school, and district achievement, assessment, demographic, and other data. Results are then analyzed and reported to parents, the public, schools, district administrators, the Board of Education, and public agencies. Specifically, the department is responsible for:

 District, State, and Federal Assessment Results (e.g., CAHSEE, CAPA, CST, NAEP)  Reporting other data (e.g., ACT, SAT, Advanced Placement, dropouts, graduates, suspensions, transience, retention, lunch data)  Responding to ad hoc data requests  Reviewing requests to conduct research within the district  School Accountability Report Cards (SARCs)  State-/Federal-mandated reports (CALPADS, OCR)

What's New:

 Report on Dropouts and Graduates: 2006-07  Report on ACT Results: 2007-08  Report on Suspensions and Expulsions: 2007-08  Report on SAT Results: 2007-08  School Accountability Report Cards (SARCs): Issued Spring 2009  Advanced Placement Reports 2008  District Schools List: 2008-09  STAR California Standards Test: 2008 Results  Report on Students With Financial Need: 2008

Councils and Committees:

Conducting Research in San Diego City Schools: All research within the district must be reviewed and approved by the district's Research Proposal Review Panel (RPRP). The RPRP is chaired by the manager of the Research and Reporting Department and is administered through the department.

Published Reports and Data Summaries

 California High School Exit Examination (CAHSEE)  California Standards Test (CST)  Research Reports (e.g., Dropouts, Graduates, Lunch data, SAT, ACT, Advanced Placement, Suspensions, Transiency)  School Accountability Report Cards (SARC)  School Demographic Profiles

REGISTRAR: The school site registrar will enter marks for completed Apex courses into Zangle Academic History following the instructions “Adding a Mark to Academic History” in the Academic History handbook. Apex Credit Recovery courses are treated as in-district courses so the student’s school should be entered as the school of record. Because Apex courses are not entered through Zangle Mark Reporting, they will not display on Zangle report cards. Upon entry, courses will appear on the student’s transcript in Zangle at the end of the current grading period.

Each form must include the course, corresponding course code date, student’s name, identification number, academic mark and signatures of the graduation coach.

Grade Suppression Successful completion of certain Apex courses will suppress Ds and Fs in certain (equivalent) district courses (see Credit Recover Program Course List.) Suppressed courses will remain on the student’s permanent record and appear on the transcript, but they will not be calculated into the student’s cumulative GPA.

Citizenship Marks for Graduation Seminar In order for graduation coaches to issue citizenship marks for Graduation Seminar [8010] classes, the classes should be set up as semester rather than year-long. The sections should have the Assign Grades flag turned on and the Post to History flag turned off. Only a citizenship mark should be entered for this course; academic mark should be left blank or entered as NG (no Grade).

BUILDING CLASSROOM & COMMUNITY RELATIONS: STRATEGIES & ACTIVITIES

Source: Wilderdom Store - http://wilderdom.com/games/InitiativeGames.html

Descriptions of Team Building Activities, Initiative Games, & Problem Solving Exercises in the Classroom Helium Stick Deceptively simple teamwork activity. Form two lines facing each other. Lay a long, thin rod on group's index fingers. Goal: Lower to ground. Reality: It goes up! Toxic Waste A popular, engaging small group activity. Equipped with a bungee cord and rope, a group must work out how to transport a bucket of "Toxic Waste" and tip it into the neutralization bucket. Can be used to highlight almost any aspect of teamwork or leadership. Mine Field Objects are scattered in an indoor or outdoor place. In pairs, one person verbally guides his/her partner, a blindfolded person, through the minefield. Zoom A group tries to create a unified story from a set of sequential pictures. The pictures are randomly ordered and handed out. Each person has a picture but cannot show it to others. Requires patience, communication, and trying to understand from another's point of view in order to recreate the story's sequence. Pipeline/Gutter Ball A fast paced activity that can be modified to suit age and setting. Each participant gets one gutter or half pipe tubing. The object is to move a marble or assorted size balls using lengths of guttering from point A to point B without dropping them. Keypunch A powerful teambuilding exercise for medium sized groups. Participants must touch the randomly placed numbers, in sequence, within a given time frame in multiple attempts. Warp Speed A team building exercise based on the icebreaker "Group Juggle". Groups are challenged to juggle as fast as possible. Invite group to "tender" a time they can deliver. Balloon Activities Group activities that can be done with balloons. Promotes gentle, fun physical movement, people getting to know one another, trust and working together. Multi-Way Tug-of- Fun, physically demanding, competitive team activity. Several teams pull against War each other, requiring communication and tactics as well as strength to outmanoeuvre and win. All Aboard! A classic teambuilding activity in which a group is challenged to physically support one another. "Your plane crashed...your group needs to choose the 12 most useful items to Survival Scenarios survive..."

Great Egg Drop Small groups design an egg package to save an egg from breaking when dropped. Plus a 30 second jingle to sell their package. Followed by the Great Egg Drop-Off. Amoeba Race A simple, close physical contact group cooperation activity. The group forms the three parts of an Amoeba: protoplasm, cell wall and nucleus. Then the group travels, splits into two amoebas, and the amoeba have a race. Group Mandala Group dynamics exercise. Each person is represented by an object. The objects are "caste" like dice and group members share their feelings and re-arrange the objects. Create Your Own Involves small groups in designing and presenting a new group activity. A Group Activity challenging exercise which requires all the elements of teamwork - communication, goal-setting, planning, cooperation, creativity, task orientation, etc. Team Building In small groups, set the challenge of creating the most inspirational team building Quotes quote in a set amount of time, e.g., 10 minutes. Each team reads out their quote and teams vote on the best quote. At the end of the activity, hand out some other Team Building Quotes. More Team Building Links to 15 more descriptions of different team building activities from various Activity sites. Descriptions Free Team Building Links to 1000s more free team building activity descriptions on the web. Activities

CREDIT RECOVERY FORMS

APEX COURSES for USE IN CREDIT RECOVERY CHART

If You Failed This District Course… …Enroll in This Apex Course District District Course Name Apex Apex Course Name Course Course Number Number

ENGLISH

1540, 1541 English 1, 2 1903, ACTA/CR Intro. To Lit. & Composition 1, 2 1552, 1553 English 1, 2 Block 1904 1570, 1571 English 3, 4 1901, ACTA/CR Critical Ready & Effective 1554, 1555 English 3, 4 Block 1902 Writing 1, 2 1583, 1584 American Literature 1, 2 1915, ACTA/CR American Literature 1, 2 1615, 1616 American Literature 1, 2 Block 1916 1612, 1613 Contemporary Voices In Lit. 1, 2 1917, ACTA/CR British & World Literature 1,2 1641, 1642 English Literature 1, 2 1918 1705, 1706 World Literature 1, 2 Xxxx, zzzz Expository Writing 1,2 SDUSD Elective Credit only 1905 APEX CAHSEE PREP ELA

FOREIGN LANGUAGE

2001, 2002 French 1-2 2273, ACTA/CR French I A-B 2274 2003, 2004 French 3-4 2275, ACTA/CR French II A-B 2276 2321, 2322 Spanish 1-2 2277, ACTA/CR Spanish I A-B 2278 2323, 2324 Spanish 3-4 2279, ACTA/CR Spanish I A-B 2280

HEALTH

2550 Health 9th 2555 ACTA/CR Skills for Health

MATHEMATICS

4041, 4042 Algebra 1-2 4343, ACTA/CR Algebra I A-B 4021, 4022 Algebra 1-2 Block 4344 4032, 4033 Algebra Explorations 9th 1-2 4025, 4026 Algebra Explorations 9th 1-2 4105, 4106 Block Interactive Math-Year 1 1-2 4141, 4142 Geometry 1-2 4345. ACTA/CR Geometry 1-2 4073, 4074 Interactive Math-Year 2 1-2 4346 4151, 4152 Intermediate Algebra 1-2 4347, ACTA/CR Algebra II A-B 4075, 4076 Interactive Math-Year 3 1-2 4348 4121. 4122 Unifying Algebra & Geometry (in preparation) 1-2 4161, 4162 Precalculus 1-2 4353, ACTA/CR Precalculus 1-2 4354 SDUSD Elective Credit only 4340 APEX CAHSEE Prep Math

MUSIC APPRECIATION

5381, 5382 Music Appreciation 1, 2 5410, 5411 ACT/CR Music Appreciation 1, 2 SDUSD Elective Credit only, not Fine Art Credit

NUTRITION and FITNESS

1170 Nutrition and Fitness 5721 ACT/CR Physical Education SDUSD Elective Credit only, not Phys Ed Credit

SCIENCE

6023, 6024 Earth Science 1, 2 6371, 6372 ACT/CR Earth Science 1, 2 SDUSD Graduation Credit only, not an a – g credit 6311, 6312 Physics 1, 2 (in preparation) 6211, 6212 Chemistry 1, 2 6377, 6378 ACT/CR Chemistry 1, 2 SDUSD Graduation Credit only, not an a – g credit 6111, 6112 Biology 1, 2 6375, 6376 ACT/CR Biology 1, 2 SDUSD Graduation Credit only, not an a – g credit

SOCIAL STUDIES

6605, 6606 World History & Geography 1, 2 6631, ACT/CR World History 1, 2 6632 6701, 6702 U.S. History & Geography 1, 2 6633, ACT/CR U.S. History 1, 2 6634 6757 Government 1 6636 ACT/CR Government 6761, 6762 American Govt. in World Affairs 1, 2 6758 Economics 1 6637 ACT/CR Economics SDUSD Elective Credit only, not Soc Studies 6638 ACT/CR Geography & World Cultures Credit

NOTE: NCAA does not recognize APEX credits for Division I or Division II athletic eligibility. Students considering post-secondary athletics should seek an alternative to APEX in order to make up credits. Students with a possible sport’s scholarship in Division 1 or II stand a chance of having their scholarship jeopardized if they were to take an Apex class to make up classes.

LAP TOP COMPUTER & CLASSROOM STUDENT USE AGREEMENT

Please keep in mind that your use of the APEX Lab Computer is a privilege, not a right.

I, ______, agree to the following:

 I will handle all equipment carefully and with respect.  I will never leave the computer unattended.  I will report any problems with the computer immediately to the Graduation Coach; otherwise, I will be liable for the damaged laptop.  Typically, vandalism and abuse of equipment is never an issue; however, if I incur any damages to my lap top or any lap top, I will accept the responsibility to pay for any damages. I also understand that I will be removed from the class.  I will stay focused on the Apex class, without visiting unrelated web sites.  I will not eat or drink in the computer lab, with the exception of water.  I will keep my desktop and computer clean (sanitizer wipes are provided).  I will never change the lcomputer’s desktop or system defaults of the computer.  I will not move my lap top from its designated place.

My signature confirms that I understand my responsibilities and will comply with the above listed requirements for student laptop use and class expectations.

Student Name (Print) Student Signature DATE San Diego Unified School District

STUDENT INFORMATION

Apex Web Site: www.apexvs.com

Teacher’s Name Contact Information: E-mail: Phone:

My Username:

My Password:

This is a mastery class, which means that in order to pass a class, a score of 70% to 100% on all tests, quizzes and the final exam must be achieved.

 Students are expected to use Study Sheets to aid in understanding content and preparation for quizzes, tests and the final exam.

 Quizzes can be taken in or outside of class. When working outside of the classroom, please feel free to e-mail or call for a quiz reset.

 CST unit exams and course final exams can only be taken in class.

 TST – Do not take unless directed by Graduation Coach.

 DIAGNOSTICS – Do not take.

ONLY FIVE (5) OPPORTUNITIES TO PASS QUIZZES AND TESTS. Students can reset quizzes/tests two (2) times, and the instructor can reset two more times, only reset once per day.

APEX GRADE LETTERS: Submission, Approval and Recording Marks to Transcripts

Graduation coaches will submit students’ academic mark on the Apex Grade Letter to the school site registrar, who will record the marks on the students’ transcripts.

Signatures Graduation Coach’s signatures at the bottom of the Grade Letters should be written in blue or black ink.

Deadlines for Apex Mark Forms Deadlines for submitting Apex Grade Letters will be set by the Administrative Team at each site.

Grade Suppression Successful completion of certain Apex courses will suppress Ds and Fs in certain (equivalent) district courses see Credit Recover Program Course List.) Suppressed courses will remain on the student’s permanent record and appear on the transcript, but they will not be calculated into the student’s cumulative GPA.

Course Credit Academic grades are not officially recorded until all course work is completed and the grade has been recorded by the school’s registrar. Academic grades are not recorded on the students’ progress or semester report cards. The Graduation Coach will only submit a Citizenship Grade for each student’s progress or semester report card.

APEX Basics for Substitutes

Apex web site: www.apexvs.com

Log on using the provided login/password.

1. Select Grade Book.

2. Select Course.

3. Select Unit.

1. Using the diagram above, when you log-in, click on Grade Book (Left Navigation) 2. Have student tell you their class, then select the Course drop down menu. 3. Students will indicate the unit where they are working, then select the Unit drop-down menu arrow for their specified unit.

Double click score to see number of times the quiz has been taken.

Find the student’s quiz that needs to be reset (Red Box around it. Students can take a quiz a MAXIMUM of five (5) times. To see how many attempts have been made, double click on the number in the box. (See below).

The quiz has been taken three (3) times. Click on the date to view the student’s quiz responses.

To reset a quiz/CST, click on the little Ellipse. (See below)

Click on the little Ellipse.

You have to “Save Changes” for the system to reset!

Click SAVE CHANGES.

What if a student has failed 5 times? This is an indication that the student needs to review the content, and also needs tutoring. Next, click the Green Right Arrow and Save Changes, which permits the student to move forward. Note that after clicking, it will now display a Purple Left Arrow, and the student will move forward to take the next quiz.

Click the Green Right Arrow & Save Changes to move a student forward. The arrow will then turn to a Purple Left Arrow.

Substitute Lesson Plans

E-Mail Protocol:

When absent, use the “Out of Office Reply”, and include who to contact at their site regarding graduation coach responsibilities.

Provide the substitute with the “Apex Basics for Substitute” document (pages xx-xx).

PEDAGOGY

Open House: Apex Online Credit will have an Open House for all site staff, parent(s)/guardian(s) and the S.D.U.S.D. Credit Recovery Team at the beginning and middle of the school year. Staff members are encouraged to attend, receive information about the Apex Online Credit Recovery, talk with credit recovery students, and experience a brief hands-on experience with the Apex online classes.

Graduation Coaches will provide a sign in sheet and name tags for students/staff.

Suggest Certificates of Appreciation are presented to site administrators, counselors and S.D.U.S.D. Credit Recovery Team for their support of the Apex Online Credit Recovery Program.

Refreshments are optional.

Parent Resources

 Provide the Apex Online Credit Recovery Handbook for Parents & Students.  Provide parent(s)/guardian(s) with Apex Online Credit Recovery pamphlets.  Provide parent(s)/guardian(s) an Apex Credit Recovery Chart of classes that are available to students in the credit recovery program.

Things to Share with Parent(s)/Guardian(s)

 Communicate with parent(s)/guardian(s) regarding the Apex Online Credit Program  Using all of the available tools of communication: e-mail, telephone, Parent-Connect, and Ed- Connect, communicate the student’s progress with parent(s)/guardian(s).  Share events that are scheduled for the Apex Online Credit Recovery (e.g. Celebratory Luncheon or Breakfast).  Graduation dates and other pertinent information.

STANDARDIZED PROCEDURES FOR IMPLEMENTING

CREDIT RECOVERY in the CLASSROOM

TIME LINE FOR CREDIT RECOVERY COURSES Students enrolled in the Credit Recovery Program are expected to complete the work for each course in 60- 70 hours. The program is not based on seat time, but instead on competency. It is possible for students to complete courses in a shorter period of time. Other students may need a longer period of time to master curriculum. Students are encouraged to work on program outside of class time. All quizzes and tests however, are done under the supervision of the Graduation Coach.

REQUIRED COMPONENTS FOR COMPLETING APEX CLASSES: 1. Complete all quizzes and CSTs with 70%. 2. Quizzes can be taken anywhere at any time. 3. CSTs must be taken in class. 4. Only four (4) resets per quiz/test. Students may reset their quizzes three times, and the graduation coach can reset the remaining two; however a graduation coach can only reset one time per day (to help prevent test familiarity.) The only exception for more than four resets would be for special populations, and exceptions must be notated. 5. Testing Out is not an accepted practice. 6. Students are strongly encouraged to use study sheets.

NCAA Students with a sport’s scholarship in Division 1 or 2 stand a chance of having their scholarship jeopardized if they were to take an Apex Graduation Seminar class. Therefore, it is recommended that such students make up credits by enrolling in an alternative program.

A-G/UC REQUIREMENTS Most Apex online courses offered in the Credit Recovery Program are recognized and guaranteed by the UC, with the exception of the science and fine art courses.

CSU Apex Online Credit Recovery is accepted and guaranteed up to and including December 2011, with the exception of the science and fine art courses.

SCIENCE COURSES Students may earn district graduation credits in following Apex courses: Earth Science 1-2, Biology 1-2, and Chemistry 1-2. Graduation coaches, administration and site science instructors can work collaboratively to implement dry and wet labs at the school site.

ACADEMIC HONESTY POLICY

What do we do when we find a student cheating?

A student guilty of dishonesty, such as having another student take an exam in lieu of the student doing their own work, using a cellphone or inappropriate website during any assessment (CST/quiz) will receive a zero on that assessment. A second violation will result in a referral to an administrator and loss of access to the online course until a parent/teacher meeting is held. The decision to reinsert class with remain the decision of the Grad Coach or school administrator.

Students suspected of inappropriate behavior may be required to take a TST in lieu of the corresponding CST.

TRANSFERRING STUDENTS TO ANOTHER SITE or DISTRICT

Apex courses are transferrable anywhere within the district. If a student transfers to a school with Apex classes, the grad coach will supply, upon request, the Tab Downloaded excel file of student’s scores to new Graduation Coach. If a student transfers to another school or district without Apex classes, partial credit will be given to the student, as with any other traditional class. Grad Coach will indicate current Grade-to-Date (as a percent) and percent of course completed.

(Counselor input requested)

High School Graduation Coaches’ Procedures Handbook Revised April 7, 2018 Page 31 of 31