Chapter VI: Instruction

6.01: Purpose

The Smyth County School Board is responsible for providing quality education for all students. The purpose of the school is to transmit knowledge and to see that such knowledge is translated into desirable action. The instructional program should develop the power to reason, build strong moral character, instill appropriate values, develop respect for authority and the rights of others, emphasize patriotism, and develop vocational competence.

Role of the Principal

Standards of Quality and Objectives 1980-82; Standards for Accreditation

The principal shall be responsible for:

1. Preparing and implementing an annual school improvement plan.
2. Developing a school handbook of policies and procedures.
3. Coordinating the services of all school personnel.
4. Assigning students to classes, programs, and activities designed to promote maximum learning.
5. Ensuring that instructional materials and equipment are used to provide learning experiences appropriate to the educational needs of all students.
6. Establishing methods of evaluating student progress and the effectiveness of the instructional program.
7. Providing direct instructional supervision and assistance to teachers.
8. Evaluating the performance of teachers and other employees in the school.

Role of the Teacher

Standards of Quality for Public Schools in Virginia; Standards for Accreditation

The teacher shall be responsible for:

1. Maintaining an atmosphere of mutual respect and courtesy in the learning environment.
2. Providing a personal model for effective communications through language usage, grammar, and spelling.
3. Establishing daily teaching objectives which:
   1. Identify the learning expected of students.
   2. Keep students engaged in learning tasks.
   3. Allow the teacher to spend a majority of time in direct teaching activities.
4. Providing for individual differences through the use of varied materials and activities suitable for students with different interests and abilities.
5. Assess the progress of students and report to students and parents by:
   1. Evaluating students' work promptly and constructively.
   2. Certifying whether each student has mastered applicable learning objectives.

6.04: Curriculum/Graduation and Diploma Requirements

(22.1-200 to 22.1-208) Standards for Accreditation

The curriculum shall meet the requirements of the Code of Virginia and Regulations of the State Board of Education.

The elementary school (K-5) shall provide instruction in each of the following areas:

1. Language Arts - listening, speaking, reading, composition, handwriting, spelling, grammar and usage, thinking and study skills, and library skills.
2. Mathematics - sets, numbers, numeration, operations, geometry, measurement, and problem solving./li>
3. Social Studies - history, geography, economics, government, citizenship, sociology, and anthropology.
4. Science - physical, life, and earth-space.
5. Health, Physical Education and Safety - physiology, hygiene, and health education.
6. Fine Arts - music and art.

Each middle level school shall provide each student a program of learning experiences organized to meet the needs of early adolescence and each school shall provide instruction in the following disciplines:

• Art
• Foreign Language
• Health
• Music
• Language Arts
• Physical Education
• Mathematics
• Science (Laboratory)
• Career and Vocational Exploration
• History and Social Sciences

The eighth grade shall provide a minimum of eight offerings:

• Five in academic areas (language arts, mathematics, science, history and the social sciences, and foreign language)
• One in health and physical education
• One in fine arts
• One in career and vocational exploration.

Level one of a foreign language and Algebra I shall be available to eighth grade students.

The secondary school shall offer each year in grades 9-12 a minimum of 38 units which shall be distributed as follows:

• 23 units in academic subjects
• 11 units in practical arts and/or vocational subjects
• 2 units in fine arts
• 2 units in health and physical education.

The Standard Unit of credit for graduation shall be based on a minimum of 150 clock hours of instruction.

The minimum academic offering in the secondary school shall include the following:

The secondary school shall require minimum units for graduation as indicated:

*A student may elect to pass an examination to be exempted from the computer class requirement. This exam will be taken at the conclusion of the required seventh grade exploratory computer course or may be taken by high school students at any time. Students who do not pass the examination to be exempted from the computer class requirement will be required to successfully complete the requirements of one high school computer class.

**This requirement may be satisfied by satisfactory completion of an advanced composition class, a course in journalism, or by completion of three honors English classes from any English 9, 10, 11, or AP English 12.

To earn an Advanced Studies Diploma, students must complete a mathematics sequence which includes Algebra I, two courses above the level of Algebra I, and a science sequence which includes units of credit in at least three (3) of the following subjects: (1) earth science, (2) biology, (3) chemistry, (4) physics. Fine arts or practical arts courses must be selected from a list of courses approved for graduation requirements by the State Board of Education.

In any high school credit-bearing course taken in middle school, parents may request that the grades be omitted from the student's transcript and the student not earn high school credit for the course.

The request must be in writing, signed and dated by the parent/legal guardian and the student. The request must be made before the next school year begins. Minimum information will be student grades, examination grade, final grade and SOL assessment when appropriate.

A verified credit earned by passing the SOL end-of-level test may not be awarded if the grade has been removed from the student's transcript. If the student repeats and passes the course, the verified credit will be awarded and the student will not be required to retake the SOL end-of-level test for that course.

6.05: Grade Promotion and Retention

Students entering school for the first time must be placed in kindergarten or in the first grade. Any exception to this initial placement policy must receive the written approval of the superintendent.

Elementary Promotion Policy

1. Regular promotion shall be at the close of the school year. Factors to be considered in promotion or retention are the student’s academic progress and the social, intellectual, physical, and emotional readiness for the next grade level.
2. Academic progress shall be based on performance in:

   Basic Skill Subjects	Basic Skill/Content Subjects
   Reading	Health
   Language Arts	Science
   Mathematics	Social Studies
   	Spelling
   	Writing

3. In evaluating promotion or retention, consideration shall be given to the following factors:
   1. Achievement in Relation to Ability
      1. Reading and/or math performance levels
      2. Test results
      3. Previous retention
      4. Ability to work on grade level
   2. Maturity
      1. Social
      2. Physical
         1. size
         2. age
      3. Emotional
   3. Environment
      1. Parental factors
         1. attitude
         2. support
      2. Motivation
      3. Work habits
      4. Attendance record
4. The primary responsibility for determining the student’s readiness for the next grade level belongs to the classroom teacher; however, the final decision on promotion or retention remains with the principal.
5. An option for promotion may be based on an approved plan that culminates with the student demonstrating proficiency in the subject area(s) using an assessment instrument determined by the principal.
6. After the above factors have been considered, the final grades shall reflect either promotion or retention. As a guideline, a student should pass a majority of the basic skill subjects and a majority of the basic skill/content subjects.

   Basic Skill Subjects	Basic Skill/Content Subjects
   Reading	Health
   Language Arts	Science
   Mathematics	Social Studies
   	Spelling
   	Writing

7. Procedure for Retention
   1. Prior to the end of the first reporting period, principals will meet with the faculty to review and discuss the standards for promotion and to review the retention policy. During the first semester, parent-teacher conferences, notes to parents and telephone calls in addition to report cards, will be used to communicate the student’s progress to parents.
   2. During the fourth reporting period principals will schedule conferences with classroom teachers to review the academic progress of students and to identify each student who is a candidate for retention. Conferences with parents shall be arranged at this time.
   3. The final decision regarding retention of a student for academic reasons shall be made during the last fifteen school days of the school year. Written notification of retention, with an appropriate explanation, must be issued from the principal’s office to the parents prior to the final teacher workday.
   4. All correspondence and minutes of meetings related to retention shall be kept by school officials.

Promotion/Retention Middle Grades 6-8

Promotion from one grade to the next will be based on mastery of skills and content for the particular grade level. These decisions will be based on the following considerations in determining whether a student should be promoted or retained.

1. Classroom achievement
2. Results from the Standards of Learning (SOL) tests
3. Previous retention(s)
4. Attendance
5. Current IEP or 504 Plan

In order for a middle school student to be promoted, the student must pass the equivalent of four full-year courses, three of which must be in the academic core subjects. The subject areas include the following:

1. Academic/core subjects
   1. Language Arts
   2. Mathematics
   3. Science
   4. Social Studies
2. Exploratory
3. Electives
4. Physical Education

If a student fails language arts or mathematics, it is recommended that the student be scheduled in an English or math intervention program as specified by the principal.

The final decision as to whether a student is retained or promoted will rest with the principal with input from teachers and other stakeholders.

Secondary Promotion Policy

1. Upon completion of the eighth grade a student is promoted to the ninth grade. The student must earn six units of credit before being promoted to the tenth grade, twelve units before being promoted to the eleventh grade, and eighteen units before being promoted to the twelfth grade.
2. Student grade classification will be determined prior to the beginning of each school year. Grade classification shall not change during the school year.
3. Students shall not be permitted to enroll in English 9 and English 10, in English 10 and English 11, in English 11 and English 12, or in U.S. History and U.S. Government during the same school year unless an English course or the U.S. History course are repeat subjects or unusual scheduling problems arise.
4. If a parental request is received for a student to be promoted for more than one grade, the following steps must be completed:
   1. A formal written request must be made by the parents which should include reasons why they are making the request. This must be made to the school principal.
   2. The school principal notifies the superintendent of the request and the superintendent arranges for the following assessments:
      1. academic
      2. social/emotional
      3. maturity
      4. ability
      5. achievement present/past
   3. The staff responsible for the assessment will make a final report to the superintendent with a recommendation.
   4. The superintendent will then notify the school principal of his decision and the school principal will arrange for a conference with the parents to review the information and the decision.

Revised: May 12, 2006

6.06: Diplomas and Certificates

Standards of Quality, Standards of Accrediting Secondary Schools

A standard diploma or an advanced studies diploma certifying the completion of requirements for graduation, as outlined in the Standards of Quality and in the Standards for Accrediting Secondary Schools, will be awarded each student having completed such requirements. Students who meet the requirements for the standard diploma and graduate with an average grade of “B” or better will receive a Board of Education Seal on the diploma.

Students who meet the requirements for the advanced studies diploma and graduate with an average of “B” or better and successfully complete at least one advanced placement course (AP) or one college level course for credit will receive a Governor’s Seal on the diploma.

Studies identified as disabled who complete the requirements of their individualized education program shall be awarded special diplomas by the local school boards. Students who have completed a prescribed course of study as defined by the local school board shall be awarded certificates by local school boards if they do not qualify for diplomas.

Alternative education students shall fulfill the requirements as prescribed by the Virginia Board of Education for the Adult Education Diploma. In addition all students shall be vocational completers.

6.07: Transition and Articulation Plan

Careful planning and effective coordination between feeder schools and receiving schools will insure that the transition from one school to the other is a smooth and positive experience for students. Professional staff involved in working with the students through the transition experience must be knowledgeable of the process and instrumental in its fruition. All programs must be carefully articulated between the schools involved. Two committees are to be established to accomplish this task: a school-based Transitional Committee and a Joint Transitional Committee.

Each school shall establish a standing School Transitional Committee to develop relevant transitional activities at the home school. This committee shall merge, when appropriate, with other schools' Transitional Committees to form a Joint Transitional Committee.

The purpose of the Joint Committee is to:

1. Coordinate curriculum and instructional efforts
2. Promote an atmosphere of comfort, safety, and familiarity for students, and
3. Plan and coordinate all articulation and transitional activities.

This committee shall be composed of the principal, a guidance counselor, and three teachers (including one special education teacher) from each feeder and receiving school. This committee is to elect a chairperson at its first meeting each year, such person is to be responsible for documentation of plans, activities, and schedules for the year. A plan of action is to be submitted to the superintendent September 1 of each year with a final report of action taken submitted by July 1.

This Joint Transitional Committee is responsible for planning the following activities:

1. Orientation of receiving school faculty concerning the school concepts and characteristics of the feeder school students.
2. Orientation of the feeder school faculty concerning the philosophies, objectives, and expectations of the receiving school.
3. Biannual meetings of feeder and receiving school departments, grade groups, and/or teams for the purpose of articulation.
4. Receiving school guidance personnel meetings with feeder school transitional students to discuss scheduling and other aspects of the new school.
5. Guided tours of new school. The receiving school principal is responsible for making sure that these tours are conducted as scheduled. These tours are to include:
   1. Student orientation at the new school
   2. Written information concerning the new school including policies, rules, and expectations
   3. Other activities and materials that may help provide a smooth transition.

6.08: Smyth County Early Release Program

Students who have obtained senior status and meet all requirements for graduation may be eligible for early release. Students may request early release to pursue employment or to provide community service.

Students seeking early release must secure parental permission, meet with a school counselor to discuss alternatives available to them if they remain at school, and receive initial approval from the principal. Each student's request will be evaluated on an individual basis with final approval granted by the superintendent.

Students in a school with the 4 x 4 schedule may be released the last block of the school day in either or both terms.

Students in a school on the alternative schedule must carry a minimum of five credits for the full school year.

6.09: Curriculum Guides

In addition to textbooks and other instructional aids, local curriculum guides may be developed and revised periodically to assist teachers in meeting the individual needs of pupils. Instructional committees composed of teachers and principals may be formed in each instructional area. These committees may meet and develop guides and procedures for their curriculum area.

6.10: Selection and Evaluation of Instructional Materials

Standards of Quality

In Smyth County schools the selection and evaluation of instructional materials shall be consistent with the philosophy and objectives of the total educational program. Selection shall be based upon the following principles:

1. Student learning can be accelerated by the use of better instructional materials.
2. Materials promote good teaching when they fit the curriculum and are adapted to the needs, interests, and abilities of students.
3. The program for securing materials should permit representatives of all parties with interest to participate in varying degrees in the selection. Sections 6.11 thru 6.14 constitute the policy for the selection and evaluation of instructional materials.

6.11: Textbooks Not on State-Adopted List and New Courses

(22.1-238) Regulations of State Board of Education

The Constitution of Virginia empowers the State Board of Education to adopt textbooks for basal use in the schools of Virginia. Section 22.1-239 of the Code of Virginia provides for such adoption to be made for a six-year period. Section 22.1-238 states, "Any school board may use textbooks not approved by the board provided the school board selects such books in accordance with regulations promulgated by the State Board of Education." Those regulations are:

1. An Evaluation Committee(s) shall be appointed by the school board to review and evaluate textbooks in specified subject areas for which state adoptions are in effect.
2. The Evaluation Committee(s) shall be representative of the supervisory staff of the central office, elementary and/or secondary school administrators, and classroom teachers of the subject fields in which adoptions are to be made.
3. Before recommending a textbook not on the state-adopted list, the committee(s) shall first have examined and evaluated the appropriate textbooks on the state-adopted list.
4. The Evaluation Committee(s) shall submit in writing its recommendations and supporting data via the division superintendent to the school board for action.
5. Criteria to be used by the Evaluation Committee(s) in the review and assessment of textbooks must first have the official approval of the school board. The criteria as approved shall be on file in the offices of the school board.
6. The division superintendent shall provide to the superintendent of public instruction a list of all books adopted by the local school board. The superintendent shall certify that such books have been adopted in full compliance with regulations, and that price information is available upon request.
7. A local school board which adopts one or more textbooks in accordance with these regulations in a particular subject area may also adopt one or more of the state basal textbooks for that particular field.
8. Sufficient evidence must be on file in the local administrative office to document that the price charged for any textbook adopted under these regulations is not in excess of that charged elsewhere in the United States.
9. These regulations are applicable to those subjects or subject fields for which State Board adoptions was in effect and when modified, to other subjects and subject fields as adoptions are made by the State Board.

6.12: Textbooks on the State-Adopted List

(22.1-238, 22.1-239)

The Code of Virginia provides that the Board of Education approve textbooks suitable for use in the public schools and to furnish each school division with a list of state-adopted books. The code also provides that "no textbook approved by the board for use in the public schools shall be changed until such book has been in use for a period of not less than six years, subject to renewal from one to four years, unless such book becomes obsolete or unless a change would result in a material decrease in price."

The Smyth County School Board adopts basal textbooks from the state-adopted list using the following procedures:

1. All publishers on the state-adopted list are contracted and asked to send sample copies for evaluation.
2. All teachers, principals, and supervisory staff are asked to study and evaluate all materials at the appropriate grade or subject matter level. Sample materials are sent to each school in the county.
3. A written evaluation is requested from all teachers who use the textbooks.
4. Each school will submit recommendations and the instructional reasons for such.
5. A set of all materials is made available for public inspection during the adoption period. Written comments from members of the general public are encouraged through the local media.
6. A committee of all principals and central office staff then studies all recommendations, consolidates them, and makes final recommendations to the superintendent to present to the school board.
7. The school board makes the final adoption.

6.13: Other Instructional Materials Including Library Materials

Other instructional materials and library materials are selected to enrich the basal program and provide a wide range of materials to meet the needs of students. These materials support the curriculum and take into consideration the varied interests, abilities, and maturity levels of the students served.

Requests for materials can be made by students, teachers, administrators, parents, or members of the community. As funds are available, the principal and his staff consider priorities on the following basis.

1. Need
2. Desirability
3. Suitability
4. Balance of collection
5. Coverage of subject
6. Copyright date
7. Reputation and authority of the author
8. Quality of writing
9. Reputation and authority of the illustrator
10. Readability and timeliness
11. Recommendations
12. Format, durability, and price

The principal will requisition desired materials, subject to the approval of the superintendent and appropriate professional staff.

6.14: Challenged, Controversial Materials

One of the fundamental purposes of the educational process is to provide students with a broad background of information which will enable them to make intelligent judgments in their daily lives. Any and all complaints that certain materials are controversial in nature will be carefully evaluated.

All such complaints are to be initially directed to the respective school principal. The principal and appropriate staff shall carefully examine the materials involved and work with the complainant to resolve the matter. The superintendent shall be kept fully informed of any such complaint and if necessary will work with the principal and appropriate supervisor to seek resolution to the situation.

If the complaint remains unresolved, the superintendent shall present his findings and recommendations to the school board, which will have final authority in resolving conflicts over any challenged controversial materials.

6.15: Workbooks and Supplies

Principals, teachers, and the supervisory staff will be involved in evaluating and recommending textbooks, workbooks, and instructional supplies to be used in the instructional program. Students shall not be required to purchase additional supplies and supplementary instructional materials, unless prior approval has been granted by the school board to transfer such cost to the student.

6.16: Extracurricular Activities

Accreditation Standards for Secondary Schools

Extracurricular activities must be approved by the superintendent and the school board. The organization for and implementation of such approved activities shall be the responsibility of the principal. All such activities shall be designed to promote character and develop leadership ability, and shall be organized and administered so as to supplement rather than interfere with the regular classroom program. Students should not be permitted to participate in clubs, organizations, and extracurricular activities to the point that such participation interfere with academic achievement.

6.17: Interscholastic Activities

Standards for Accrediting Secondary Schools

Interscholastic athletic activities at the middle school and high school level must be approved by the superintendent and the school board. The organization for and implementation of such activities shall be the responsibility of the principal. Each high school shall be a member of, and shall conduct all interscholastic activities in accordance with, rules established by the Virginia High School League. The provisions of this policy will include such non-athletic interscholastic activities such as forensics, one-act plays, and literary competition when such comes under the auspices of the Virginia High School League. Competitive sports of a varsity nature (i.e. scheduled league contests) are prohibited at the elementary school level.

6.18: Ethics and Sportsmanship in Interscholastic Activities

The Smyth County School Board recognizes that interscholastic activities, as a component of the educational process, provide those students who participate the opportunity to develop values related to sportsmanship, ethics, and integrity.

Student participants, professional staff, and interested adults involved in board-approved activities are expected to demonstrate an appropriate level of sportsmanship, ethics, and integrity at practice and competition. The Board further encourages the development and promotion of sportsmanlike conduct in all segments of the community, including administrators, participants, professional staff, parents, fans, spirit groups, and support/booster groups.

6.19: Intramural Activities

Intramural activities are encouraged in all schools. These activities should be structured to meet the needs and interests of all pupils. Primary emphasis should be placed on participation rather than competition. Students should be involved in the planning and implementation of intramural programs.

6.20: Assembly Programs

Assembly programs shall have the purpose of broadening the educational experiences for the total school population. The schedule for all regular programs should be prepared and printed in the school calendar, and should be planned to permit maximum student participation.

6.21: Pilot Programs

The school board encourages the development and implementation of experimental and innovative programs. Assessment of educational needs should be the basis for such proposed programs.

The purposes for conducting pilot studies are to develop new knowledge about important problems in education, to devise new methods for solving problems, and to demonstrate how research findings may be applied to education practice.

Applications for pilot programs must be submitted to the superintendent for approval by the school board.

6.22: Summer Schools

Standards For Accrediting Secondary Schools (22.1-211)

The purpose of summer school is to allow high school students to repeat coursework as may be necessary and/or take new courses. Bus transportation will be made available to transfer students from their respective home school to their assigned summer program.

The length of the summer program will be 140 hours of class time for students enrolled in new courses and 70 hours for repeat courses. Students may be charged a registration fee.

A new course is defined as either a course which has not been previously taken or as a course previously taken in which the student earned a numerical grade of 59 percent or lower.

A repeat course is defined as a course previously taken in which the student earned a numerical grade of 60 percent or better.

The summer school enrollment policy is as follows:

1. A student may enroll for not more than one new course per summer session.
2. With the exception of seniors who qualify for graduation at the end of summer school, a student taking a new course may not also take repeat courses. Seniors who qualify may be permitted to take one new and one repeat course with prior approval of the principal.
3. A student not taking a new course may enroll for up to two repeat courses.

The school board, upon the recommendation of the superintendent, may require, under compulsory school attendance laws, attendance in a special program of prevention, intervention, or remediation in a summer school session.

Revised: June 12, 2006

6.23: Adult and Evening Schools

Standards for Accrediting Secondary Schools (22.1-210)

Adult and evening classes are operated to meet the needs of the community. Minimum enrollments, tuition, and salaries of teachers shall be set by the superintendent. These classes will be operated in accordance with policies and regulations of the State Board of Education.

6.24: Special Education

(22.1-7)

The Smyth County School Board will provide programs for students with disabilities or who have special needs which cannot be met through the regular classroom program.

A comprehensive six year plan for special education has been prepared and approved by the State Board of Education. This program will be implemented as scheduled. The plan will be evaluated and updated annually.

6.25: Driver Education

A program of driver education shall be offered in accordance with the Code of Virginia and Regulations of the State Board of Education.

At the conclusion of the behind-the-wheel phase of driver education, students will be required to pass a school administered road test. If a student fails to demonstrate an acceptable performance level on the road test, the parent/guardian will be so notified in writing by the driver education instructor. The notification shall include specific deficiencies so that the parent/guardian may provide additional driving experiences while concentrating on the deficiencies. After 30 calendar days, the parent/guardian may request a re-examination of the road test. The examination may be administered each 30 calendar days, at parent/guardian request, until the student performs at an acceptable level.

6.26: Controversial Subjects

Principals shall make certain that literature of a partisan, sectarian, or controversial nature is not distributed in the schools, and that professional staff present academic material in an accurate and unbiased manner.

6.27: Religious Instruction

Religious education of sectarian or denominational nature shall not be included in the instructional program in any Smyth County school.

6.28: Religion Activities

The Smyth County Schools will not sponsor, endorse, promote, or otherwise establish religion in the school system. The Smyth County Schools will not prohibit the free exercise of religion and speech by students so long as the exercise thereof does not interfere with the rights and freedoms of others or disrupts the educational process.

6.29: Family Life Education

Regulations of State Board of Education

Family life education shall be included in the curriculum of the Smyth County Schools as prescribed by the Smyth County School Board and the State Board of Education. The Family Life Education program K-12 in Smyth County schools

shall be based on Section 22.1-207.1 of the Code of Virginia and upon the Virginia Board of Education's response to House Bill No. 1413, revised March, 1988.

A parent/guardian may chose to opt their child out of all or part of the family life education classes. Some areas of the curriculum are considered non-sensitive and therefore if the parent/guardian chooses to opt their child out, the student will nonetheless be responsible for satisfactory performance on tests, reports, etc. For areas of the curriculum considered sensitive, a student who has been opted out is not responsible for mastery of the material included in the sensitive areas of the family life curriculum.

6.30: Homebound Instruction

Children who are unable to attend regular public day schools because of physical disabilities, disease, emotional disorders, or long-term illness may become eligible for home instruction. Home study and instruction may be approved for credit provided that it meets the Regulations of the State Department of Education as stated in the Standards for Accrediting Secondary Schools in Virginia.

6.31: Home Instruction

Home instruction in Smyth County is available as an alternative to compulsory school attendance. All conditions under which home instruction may be conducted are based on Section 22.1-254 and 22.1-254.1 of the Code of Virginia and upon regulations issued by the Virginia Board of Education.

The following procedure will be followed for granting credit for courses through home instruction when the courses are intended to meet graduation requirements:

1. The student desiring credit for courses taken through home instruction shall provide to the school a list of courses taken, the objectives for each course and evidence of achievement.
2. Should the placement process require more than one day, the student will be placed in those courses that seem appropriate according to the school records. Such placement is temporary, and parents or legal guardians should be so informed. The principal and guidance counselor will determine course credit.
3. If sufficient information is not available to determine course credit, an examination may be required.
4. Credit granted by the Smyth County schools for courses taken under home instruction shall be indicated as such on the student’s scholastic record. Grades shall be recorded at (P) pass or (F) fail.

Students earning more than one-fourth the minimum number of credits for graduation while on home instruction shall not be considered for class rank.

6.32: Classroom Organization

Plans for classroom organization are the responsibility of the principal. Such plans should be submitted to the superintendent and should include objectives, procedures, and evaluation techniques.

Continuous self-study and evaluation of classroom organization and management should be conducted by each school with changes made as necessary to meet the instructional needs of the students.

6.33: Gifted Students

A comprehensive program for gifted and talented students has been prepared and approved by the State Board of Education. This program will be implemented as scheduled. The program will be evaluated and updated annually.

6.34: Honor Rolls

The purpose of an honor roll system is to provide an incentive for students to reach their potential in academic programs.

Honor Roll Determination: High School

Honor roll recognition for high school students will be determined as follows:

First Honor Roll: GPA of 4.0 or above with no individual course grade below a C.

Second Honor Roll: GPA of 3.0 or above with no individual course grade below a C.

Honor Roll Determination: Middle School

Honor roll determination for middle school students will be determined as follows:

First Honor Roll: A grade of A in all subjects taken

Second Honor Roll: No individual course grade below a B.

6.35: Standardized Testing

The standardized testing program prescribed by the State Department of Education shall be administered in accordance with state regulations. Standardized tests should be used to measure achievement and potential for learning. The results of standardized tests will be used by the school for evaluation and improvement of the instructional program.

The teacher and the parent have a mutual need to understand the student. Information from test results should be utilized in assisting professional staff and parents develop an understanding of a student's abilities, needs, interests, and achievements.

6.36: Tests and Examinations

Elementary

Tests shall be administered to students in grades one through five when appropriate for student evaluation. In grades one through three, tests should not exceed thirty minutes in length nor cover more than one week of instruction except for end of level or unit tests that are built into the curriculum. In grades four and five, tests should not exceed thirty minutes in length nor cover more than two weeks of instruction except for end of level or unit tests that are built into the curriculum.

Middle

In grade six, chapter tests and unit tests shall be administered when appropriate. Cumulative six-weeks tests shall not be administered. The first semester of grade seven will follow the same policy as grade six. During the second semester of grade seven cumulative six-weeks tests shall be administered in language arts, mathematics, science, and social studies. Tests shall not exceed one regular class in length nor carry a grade value of more than any major test. In grade eight, semester length cumulative examinations shall be administered in all courses except when a student has earned an examination exemption. Examinations shall not exceed one hour in length and shall carry a grade value of ten percent of the semester grade.

Secondary

In grades nine through twelve, cumulative examinations shall be administered in all courses. Examinations shall not exceed two hours in length and shall carry a grade value of twenty-five percent of the semester grade.

Revised and Adopted: Nov. 13, 2006

6.37: Examination Exemption

Students attending classes on a block schedule in grades 9-12 will be exempt from, and will not be required to be in attendance for review in preparation of, the final exam, providing they have a final average of "B" or better and have missed no more than five (5) class periods during the term of the class. High school and middle school students attending classes that meet daily for the entire school year can be exempted from final examinations if they meet the same grade requirements as above and miss no more than nine (9) days in that class.

Students in grades 8-12 will also be exempt from taking the final examination in a class if they have a passing grade, meet the attendance requirements, and pass the Standards of Learning test for that class. Middle school students, while exempt from exams, must be present for reviews.

Averages and attendance will be figured on the last teaching day. No exceptions will be granted to the attendance stipulations above.

In determining the student average, the following procedure shall be used:

Block Schedule

1. Compute the average for the first nine weeks and count this 3 times. Add in the mid-term exam and divide the sum by 4 to determine the semester average. Use numerical notations.
2. Compute the average for the second nine weeks. Add this with the first semester average (first nine weeks final grade) and divide by 2 to arrive at the final grade. If the student must take the final exam, follow the same procedure used to determine the first semester average.

Seven-Period Day Schedule

1. Compute the average for the first and second nine weeks and count this 3 times. Add in the mid-term exam and divide the sum by 4 to determine the semester average. Use numerical notations.
2. Compute the second semester average by taking the average for the third and fourth nine weeks and dividing by 2. Add this with the first semester average and divide by 2 to arrive at the final grade. If the student must take the final exam, follow the same procedure used in the first semester.

Middle School (8th grade only)

1. Compute the average for each of the first three six-weeks. Count each 3 times. Add in the mid-term exam and divide the number by 10 to arrive at the semester average. Use numerical notations.
2. Compute the average for each of the second semester six-weeks. Divide this number by 3. Add this number with the first semester average and divide by 2 to arrive at the final grade. If a student must take the final exam, follow the same procedures as used first semester.
3. A student who is exempt from an examination may elect to take the exam; the final grade can be no lower than it would have been if the exam had not been taken.
4. A student not exempt from an examination in a subject is expected to be present for and participate in review activities in preparation for the examination in that subject.

Revised and Adopted: Nov. 13, 2006

Homework

Homework is an important and integral part of the total educational process. It shall be a purposeful and meaningful extension of the regular classroom work. Homework serves as a tool in training students to accept responsibility, budget their time, and develop good work habits.

Homework shall be planned and assigned in such a manner that it:

1. Has specific class objectives to be accomplished.
2. Reinforces or extends work previously introduced in the regular classroom.
3. Takes into consideration the student's needs and abilities.
4. Takes into consideration the age and grade level of the individual student.
5. Is evaluated and returned promptly with credit being given for effort.
6. Promotes research efforts on the part of the individual student.
7. Is not used for disciplinary reasons.

6.39: Home Assistance

Standards of Quality, 22.1-253.13:7

The Smyth County School Board encourages parents to take an active role in helping their children achieve success at school. To this end, guidance and support to parents shall be provided by schools and professional staff as follows:

1. At the beginning of each school year, written communication will be provided to all parents regarding the importance of talking with their children about school and assisting them with homework. Guidelines as to how parents may best assist their children at home shall be provided.
2. Each school library shall maintain publications on the value of parental support for students. Parents shall be informed of such materials and encouraged to use them.
3. Teachers shall include in parent conferences suggestions as to how it might be possible to assist the student at home.
4. Parents shall be provided opportunities to become involved with the school through membership in parent groups, discussion groups, volunteer service, school visits, and teacher conferences.
5. Special programs on how to help children at home may be scheduled with parent groups.

6.40: Class Size

Accreditation Standards for Elementary and Secondary Schools

The Smyth County School Board will make every effort to meet the accreditation standards prescribed by the State Board of Education. Consideration shall be given to the total instructional and non-instructional assignments of each teacher in determining the teaching load. Individual class size will vary according to teaching method being used, grade level, and subjects being taught. Classes shall be structured so as to best enhance the learning process.

6.41: Teacher Aides

Teacher aides may be employed in specific classrooms to perform such duties as the superintendent shall designate. All teacher aides will hold at least a high school diploma or its equivalent (GED). Teacher aides will work under the direct supervision of teachers in direct instructional and non-instructional activities.

6.42: Field Trips

Field trips which significantly supplement the student's classroom work shall be permitted if approved by the principal, superintendent, and the school board. Requests for field trips must be submitted in writing to the principal, who may approve or disapprove of the request. If the principal approves, the request will be forwarded to the superintendent for review and approval. Field trips endorsed by the superintendent must be submitted to the school board for final approval, although the board may in some cases delegate the responsibility for final approval to the superintendent.

Guidelines for planning and conducting school sponsored trips are listed in Chapter VII, Students, Section 7.22. Guideline number 6 requires that written permission be obtained from parents/guardians prior to student participation in the field trip.

6.43: Educational Television

Instruction through the television media shall be integrated into the curriculum where it can be used appropriately as a supplementary method of teaching. Proper planning for the optimum use of educational television shall receive primary consideration of supervisors, principals, and teachers.

6.44: Grading System

A major component in the evaluation of a student's progress is the grading system. The most important factor in determining a grade is the attainment of the fundamentals of a particular course. Evaluative criteria may include periodic tests, in-class and/or home work assignments, class discussions, desire to learn, attempts to complete assignments, initiative, capability, regular attendance, and promptness in completing assignments. Performance on SOL tests should be an important factor in determining the pass/fail status of students in their individual courses, and should be considered along with other factors listed as evaluative criteria. The grading system should not be used to penalize a student for disruptive behavior or discipline problems.

Each teacher should adequately determine the weight each of the evaluative criteria should be assigned in determining that grade which best represents that progress made by the individual student.

A report card will be prepared for reporting the student's grades and progress to the parents or guardian each grading period.

6.45: Grade Scale

Kindergarten

• S = Satisfactory
• I = Improving, but not mastered
• N = Needs Improving

Primary (Grades 1-3)

• A = Superior
• B = Good
• C = Average
• D = Poor
• U = Unsatisfactory

Art, handwriting, music, and physical education grades are:

• S = Satisfactory
• U = Unsatisfactory

Elementary (Grades 4-5)

• A = 93 - 100
• B = 85 - 92
• C = 77 - 84
• D = 70 - 76
• F = Below 70

Art, music, handwriting, and physical education grades are:

• S = Satisfactory
• U = Unsatisfactory

Middle (Grades 6-8)

• A = 93 - 100
• B = 85 - 92
• C = 77 - 84
• D = 70 - 76
• F = Below 70

Grades for exploratory classes are:

• S = Satisfactory
• U = Unsatisfactory

Secondary (Grades 9-12)

• A = 93 - 100
• B = 85 - 92
• C = 77 - 84
• D = 70 - 76
• F = Below 70

6.46: Weighted Grade System and Use of Grade Point Average for High School Class Ranking

The numerical and letter grades for each course shall be correlated with the following grade points:

High level, advanced courses shall be granted weighted status according to the following criteria:

1. All advanced placement (AP) courses shall be weighted status because they have a standard, advanced curriculum and a standard assessment component.
2. Other advanced, honors, and college dual credit courses shall be granted weighted status by the school board when teachers of the course ask for such status and offer in support a well-defined curriculum, solid evidence of standards that exceed normal course requirements, and a well-defined assessment component. The superintendent and the supervisory staff shall certify to the board that the preceding requirements have been met.
3. Students enrolled in advanced placement courses will be allowed to take the advanced placement test in lieu of the teacher-made exams at the end of the school year if they meet all requirements for examination exemption. Students may take the advanced placement examination, but only those students meeting the examination exemption requirements may be excused from taking the teacher-made exams. If students take the advanced placement examination in lieu of the teacher-made exam, the second semester grade will be the average of the two nine-week grading periods.
4. Class rank for students transferring from schools outside of Smyth County shall be based on the quality points system identified in section 1 above. Weighted grades for these transferring students shall be given only for weighted courses offered in Smyth County schools. A student transferring from outside Smyth County public schools may not accumulate more weighted credits than are available to students in Smyth County.

Students attending the Governor's Magnet school for Science and Technology may not gain an advantage in class rank over students who choose to remain in the home schools, nor may such students be adversely affected because of such attendance. An exception will be made for students whose enrollment in additional weighted courses occurred prior to 12/06/93.

Students attending the Magnet School may not accumulate more weighed credits than are available to Smyth County students who attend the home school. No weighted credit will be awarded to any such student who chooses not to take an available weighted course at the home school.

An updated list of all courses granted weighted status by the Smyth County School Board will be maintained on file at each high school location.

6.47: Alternative Method for Granting Credit

Alternative methods for granting unit credit may be developed with the approval of the school principal and the division superintendent. The course or work experience for which credit is awarded must be:

1. Comparable in scope to the scope of a corresponding course meeting the standard of 140 clock hours of instruction;
2. Based on a set of performance objectives for a well-defined course of study which will clearly indicate that, upon completion, the student will have met the aims and objectives of the course as evidenced through the mastery of certain predetermined skills, knowledge, and values associated with the course; and
3. Evaluated by procedures developed to measure the progress of students in this program including criterion-referenced tests or standardized norm-referenced tests.

Revised: June 12, 2006

6.48: Weighted Course Policy: Governor's Magnet School

The Smyth County School Board offers qualified students from county high schools the option to apply for admission to the Governor's Magnet School for Science and Technology. Students who are admitted to the Governor's School take specialized, advanced courses in science, mathematics, and technology that augment the courses of study in the county's three high schools.

The Smyth County School Board also offers specialized, advanced courses in its home high schools for the benefit of county students who have the interest and ability to take such courses.

To give proper credit for advanced courses, the school board has adopted a weighted grade system to use in figuring grade point averages for high school class ranking. It is the philosophy of the Smyth County School Board that all students shall have equal access to advanced, weighted courses. To that end a minimum of three additional advanced, weighted courses will be made available to students at the home high school.

Therefore, students attending the Governor's Magnet School may not gain an advantage in class ranking over students who choose to remain in the home school. Neither may students attending the Governor's Magnet School be adversely affected in the number of weighted classes taken because of such attendance.

In a similar manner, no student transferring from outside Smyth County's public schools may accumulate more weighted credits than are available to students in county schools.

All advanced placement and college dual credit courses shall be weighted because they have a standard, advanced curriculum and a standard assessment component. Other courses can be granted weighted status following criteria previously adopted by the school board. No course is to be weighted solely because it is the next advanced course in a sequence.

Students attending the Governor's Magnet School may not have more weighted courses than available to students in county schools counted in determining grade point average for class rank except for students whose enrollment in additional weighted courses occurred before this implementation plan was adopted 12/6/93.

If a student who attends the Governor's Magnet School or a student who remains in the home school all day choose not to take an available weighted course at the home school, no weighted credit will be received.

As additional weighted courses are added at the home school, the number of weighted courses that can be used in determining class ranking shall be increased to the new total number. A current list of all courses granted weighted status will be maintained on file at each high school location.

6.49: Counting College Credits Toward High School Graduation

The issuance of high school diplomas to students who begin advanced education, whether academic or vocational, before graduating from high school shall be regulated by the Standards for Accrediting Schools in Virginia.

6.50: Dual Credit Courses

Whenever possible, students shall be encouraged and afforded opportunities to take college courses simultaneously for high school graduation and college degree credit, under the following conditions:

1. Prior written approval of the high school principal for the cross registration must be obtained;
2. The course being taken must be comparable in scope to the corresponding high school course meeting the standards of 140 clock hours of instruction;
3. The course being taken must be based on a set of performance objectives which will clearly indicate that, upon completion, the student will have met the aims and objectives set out in the corresponding high school course;
4. The course to be taken must be given by the college for degree credit (hence, no remedial courses will be accepted);
5. The college must accept the student for admission to the course;
6. The college course must be taken in sequence comparable to the sequence provided by the student's home high school;
7. An official grade transcript must be received by the home high school prior to the high school granting credit.

Revised: June 12, 2006

6.51: Determining Class Rank and Honors Graduates

Schools that have a seven period day schedule will average grades for senior ranking at the end of the first semester (90 days of instruction) for courses that are taken the entire year (180 days).

Schools that have a seven period day schedule where students are taking a block course (90 days of instruction) first semester will have that course averaged at the end of the first semester and included in the senior ranking. When a student is taking a block course (90 days of instruction) the second semester, the grade will be averaged at midpoint of instruction (45 days) and included in the seniors final grade point average at that time.

Schools that are on a block schedule will average grades for seniors at the midpoint of instruction (45 days) the second semester and arrive at a class ranking at that time.

Students will be ranked by grade point average from highest to lowest.

Students with the same grade point average will have the same class rank.

When several students have the same class rank, the student(s) with the next highest grade point average will be given a rank in class according to the actual number of students in the class.

Example: Class Rank

Grade point averages will be rounded off to the nearest tenth.

Students in the top ten percent of the class (plus ties) will be recognized as honor graduates in each graduating class.

Valedictorian or salutatorian speakers will not be named. The honor graduates themselves will select from their ranks the student speakers for the graduation ceremony.

6.52: Courses Retaken: Grade Point Average

When a student receives an F in a course for which high school credit is granted the F shall remain on the student's permanent record and be included in determination of the high school grade point average, regardless of whether the student retakes the course. The grade earned if/when the student retakes the course will also be included in determination of the high school grade point average.

Should a student choose to retake a course for which the student received a passing grade and a course credit, the grade listed on the student's permanent record and included in determination of the high school grade point average will be the higher of the grade received when the course was originally taken or when the course was retaken.

Beginning with the class of 2001, this policy shall not apply to ninth grade and above classes taken at the eighth grade level.

For purpose of this policy, regular class and a weighted class in the same subject area shall not be considered the same course.

6.53: Notification Of Students And Parents Of The Availability Of Advanced Placement, Dual Credit, And Academic Year Governor’s School Programs

Letters will also be sent to parents of all students in the appropriate grades informing them of this information.

School administrators, guidance counselors, and teachers will emphasize to students the value of Advanced Placement, Dual Credit, and Academic Year Governor’s School classes and programs.

6.54: Dual Credit/AP Drop Procedures

Within the following policy guidelines, students enrolled in Dual Credit classes or AP classes will be permitted to drop the class:

1. The student could transfer to a regular level course, provided that class is available for enrollment.
2. If the regular level course is not available at that time, the student could enroll in the regular level class during the next semester or next year (guideline #3 would not apply).
3. All grades earned while enrolled in the dual credit or advanced placement class would count toward the final average of the student transferred to the regular level class.
4. The student would not be eligible for weighted grade status if they transfer from a dual credit or AP class to a regular level course.
5. The student would not be given the opportunity to drop grades from the higher level course which under # 3 above would count toward the final average in the regular level course.

6.55: Minute of Silence

(22.1-203)

In accordance with section 22.1-203 of the Code of Virginia as amended, there will be a daily observance of one minute of silence in each classroom in the Smyth county school division.

Each teacher is responsible to assure that all students remain seated and silent and make no distracting display which would interfere with, distract, or impede other students in the like exercise of individual choice to meditate, pray, or engage in other silent activity.

6.56: Local Option for Verified Credit

Eligibility

Virginia Board of Education Guidelines require that a student must:

1. Enter the 9th grade for the first time in the school years 2000-2001, 2001-2002, or 2002-2003 and graduate with a standard diploma.
2. Pass the high school course, not pass the related Standards of Learning test at least twice, and score within the range of 375-399 on any one of the test administrations of a Science or History/Social Science SOL test.
3. Earn 2 verified credits in English (reading and writing).
4. Earn fewer than 4 verified credits of his/her choice to be eligible for the local option verified credit.
5. Earn no more than 4 verified credits through the local option process.
6. Demonstrate achievement through the appeal process at the local level.

Additional Smyth County Board of Education Guidelines require that a student must:

1. Have no more than 9 unexcused absences on the seven-period day nor 5 unexcused absences on the block schedule. These absences are reviewed for the year in which the student took the SOL tested subject.
2. Complete a remediation program.
3. Receive teacher recommendation.

Process

Application

The student, parent, teacher, or guidance counselor may initiate the appeal process for seeking a verified credit by local option by completing an application form.

Screening

Each high school will establish a screening committee composed of a guidance counselor, administrator, classroom teacher, and/or other staff at the principal's discretion. The screening committee will review each student's application for verified credit by local option. The screening committee will verify that the student has or has not met the guidelines for awarding the verified credit by local option and forward the request to the Smyth County Local Review Panel.

Awarding Local Option Verified Credit

The Smyth County Local Review Panel, composed of the director of secondary education, representative guidance counselors, and teachers of the content area, will review each application for request of the verified credit by local option. The Review Panel will grant the request, deny the request, or ask that additional work be completed (additional remediation, completion of research projects, portfolios, or other academic assignments) prior to awarding the credit for those applicants who meet the Department of Education and Smyth County guidelines. All decisions will be reported in writing to the principal of the student's home school.

6.57: Admission of Homeless Children (22.1-203)

(McKinney-Vento Federal Law) Reauthorization - 2001

The School Board is committed to educating homeless children and youth. Homeless children and youth shall not be stigmatized or segregated on the basis of their status as homeless. The school division will coordinate the identification and provision of services to such students with relevant local social services agencies and other agencies and programs providing services to such students and with other school divisions as may be necessary to resolve interdivisional issues.

The Smyth County School District will serve each homeless student according to the student's best interest and will:

• Continue the student's education in the school of origin for the duration of homelessness if the student becomes homeless between academic years or during an academic year; or for the remainder of the academic year, if the student becomes permanently housed during an academic year; or
• Enroll the student in any public school that non-homeless students who live in the attendance area in which the student is actually living are eligible to attend.

In determining the best interest of a homeless student, the Smyth County School Board shall:

• To the extent feasible, keep the student in the school of origin, except when doing so is contrary to the wishes of the student's parent or guardian;
• Provide a written explanation, including a statement regarding the right to appeal as described below, to the homeless student's parent or guardian, if the division sends the student to a school other than the school of origin or a school requested by the parent or guardian; and
• In the case of an unaccompanied youth, ensure that the district's homeless liaison assists in placement or enrollment decisions regarding the student, considers the views of such unaccompanied youth, and provides notice to such youth of the right to appeal described below.

Enrollment

The school selected in accordance with this policy shall immediately enroll the homeless student, even if the student is unable to produce records normally required for enrollment, such as previous academic records, birth records, medical records, proof of residency, or other documentation. The enrolling school shall immediately contact the school last attended by the student to obtain relevant academic and other records.

If the student needs to obtain immunizations, or immunization, birth or medical records, the enrolling school shall immediately refer the parent or guardian of the student to the district's homeless liaison, who shall assist in obtaining necessary immunizations, or immunization, birth, or medical records.

If the documentation regarding the comprehensive physical examination required cannot be furnished for a homeless child or youth, and the person seeking to enroll the pupil furnishes to the school division an affidavit stating that the documentation cannot be provided because of the homelessness of the child or youth and also indicating that, to the best of his or her knowledge, such pupil is in good health and free from any communicable or contagious disease, the school division shall immediately refer the student to the local school division homeless liaison who shall, as soon as practicable, assist in obtaining the necessary physical examination by the county or city health department or other clinic or physician's office and shall immediately admit the pupil to school.

The decision regarding placement shall be made regardless of whether the student lives with the homeless parents or has been temporarily placed elsewhere.

Enrollment Disputes

If a dispute arises over school selection or enrollment in a school, the homeless student shall be immediately admitted to the school in which enrollment is sought and provided all services for which he or she is eligible, pending resolution of the dispute.

The parent or guardian of the student shall be provided with a written explanation of the school's decision regarding school selection or enrollment, including the rights of the parent, guardian, or student to appeal the decision. The student, parent or guardian shall be referred to the district's homeless liaison, who shall carry out the appeal process as expeditiously as possible after receiving notice of the dispute.

In the case of an unaccompanied youth, the homeless liaison shall ensure that the youth is immediately enrolled in school pending resolution of the dispute.

Appeal Process

Oral Complaint

In the event that an unaccompanied student or the parent or guardian of a student (hereinafter referred to as the Complainant) disagrees with a school's decision regarding the student's eligibility to attend the school, the Complainant shall orally present his position to the division's homeless liaison.

Written Complaint

If the disagreement is not resolved within five (5) school days, the Complainant may present a written complaint to the homeless liaison. The written complaint must include the following information:

• the date the complaint is given to the homeless liaison;
• a summary of the events surrounding the dispute;
• the name(s) of the school division personnel involved in the enrollment decision; and
• the result of the presentation of the oral complaint to the homeless liaison.

Within five (5) school days after receiving the written complaint, the homeless liaison will reach a decision regarding the contested enrollment and shall provide a written statement of that decision, including the reasons therefore, to the Complainant. The liaison will inform the Superintendent of the formal complaint and its resolution.

Appeal to Superintendent

If the Complainant is not satisfied with the written decision of the homeless liaison, the Complainant may appeal that decision to the Superintendent by filing a written appeal. The homeless liaison shall ensure that the Superintendent receives copies of the written complaint and the response thereto. The superintendent or designee shall schedule a conference with the Complainant to discuss the complaint. Within five (5) school days of receiving the written appeal, the Superintendent, or designee, shall provide a written decision to the Complainant including a statement of the reasons therefore.

Comparable Services

Each homeless student shall be provided services comparable to services offered to other students in the school attended by the homeless student including the following;

• Transportation services;
• Educational services for which the student meets the eligibility criteria, such as services provided under Title I, educational programs for children with disabilities, and educational programs for students with limited English proficiency;
• Programs in vocational and technical education;
• Programs for gifted and talented student; and
• School nutrition programs.

Transportation

At the request of the parent or guardian (or in the case of an unaccompanied youth, the liaison), transportation will be provided for a homeless student to and from school of origin as follows:

• If the homeless child or youth continues to live in the area served by the division in which the school of origin is located, the child's or youth's transportation to and from the school of origin shall be provided or arranged by the division in which the school of origin is located.
• If the homeless child's or youth's living arrangements in the area served by the division in which the school of origin is located terminate and the child or youth, though continuing his or her education in the school of origin, begins living in an area served by another division, the division of origin and the division in which the homeless child or youth is living shall agree upon a method to apportion the responsibility and costs for providing the child with transportation to and from the school or origin. If the divisions are unable to agree upon such method, the responsibility and costs for transportation shall be shared equally.

Definitions

The term "homeless student" means an individual who lacks a fixed, regular, and adequate nighttime residence and includes:

1. children and youths, including unaccompanied youths who are not in the physical custody of their parents, who
   1. are sharing the housing of other persons due to loss of housing, economic hardship, or other causes; are living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative adequate accommodations; or in emergency, congregate, temporary, or transitional shelters; are abandoned in hospitals; or are awaiting foster care placement;
   2. have a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings;
   3. are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings; and
2. migratory children who qualify as homeless for the purposes of this policy because the children are living in circumstances described above.

The term "migratory child" means a child who is, or whose parent or spouse is, a migratory agricultural worker, including a migratory dairy worker, or a migratory fisher, and who, in the preceding 36 months, has moved from one school district to another in order to obtain, or accompany such parent or spouse in order to obtain, temporary or seasonal employment in agricultural or fishing.

The term "school of origin" means the school that the student attended when permanently housed or the school in which the student was last enrolled.

The term "unaccompanied youth" included a youth not in the physical custody of a parent or guardian.