Principals will oversee site admission procedures and time tables which comply withPolicies 5200-5299and meet the unique needs of their individual school.

The Director of Finance will oversee systems for collecting demographic data into Chancery and revising admissions forms for new and returning students. Policy considerations/limitations/restrictions which need to be incorporated into site admittance procedures include:

·         verification of a student passport other than ROC and People's Republic of China (Students who are residents of Hong Kong / Macau may be admitted if their parents have residency status in Hong Kong /Macau and have a legal working status in Taiwan.)

·         evidence that the passport is recognized by the ROC, i.e. embarkation card, ROC visa, and exceptions may be made by the Superintendent

·         admission priorities for ranking of candidates (priority one candidates are approved by the Director of Finance) (policy 5210).

·         age requirements for kindergarten and first grade (policy 4220)

·         special needs student and class/course size limitations (policy 5205)

·         students who are married, pregnant, or who have children

·         students who have previously graduated from high school

·         living arrangement considerations

·         Students transferring within the system (policy 5235) will have a higher admission priority than new non-missionary applicants (policy 5210).

·         Students or siblings of students who were formerly enrolled in the Morrison school system and wish to return may be given preferential consideration. (policy 5210)

·         Furthermore, site admission procedures will incorporate the following principles:

·         A minimum of two staff are to be involved in any applicant's evaluation and recommendation regarding enrollment, i.e. interviewer, tester, classroom teacher, ELL teacher, guidance counselor, and/or administrator.

·         The Principal’s admissions decisions are final and may not be appealed. The Principal may request that the Superintendent make exceptions to the grade level enrollment limits (policy 5205).

·         Students transferring from a non-English speaking school or a student who has been home-schooled will routinely be tested before admittance and placement.

·         Morrison does not knowingly accept students who are NOT the children of missionaries who have special needs; exceptions may be made by the Superintendent.

·         If a student seeking admittance has siblings seeking admittance at other levels of the school, the likelihood of the siblings being admitted should be determined and reported to the parent early in the process. This is especially important on campuses where there are multiple principals.

·         After the first quarter, the classroom teacher and/or the guidance counselor/scheduler should be consulted regarding the entrance of any new students. When a new student is accepted after the beginning of school, the classroom teacher/scheduler should be consulted regarding the actual day the student should begin school.

·         Tuition Discount Application forms should only be given to those who may qualify for the missionary and Christian worker discounts. The Director of Finance determines eligibility for these discounts.  Robert Morrison Scholarship applications forms may be given to missionary families who may have financial need.

·        Attendance is conditional upon signing of the registration form and full payment of tuition (or approval of a Deferred Payment Plan).

·        Within three working days of the receipt of each Preliminary Applications the campus should send a personalized response.

Normally applicants take a grade-appropriate preliminary screening test. Applicants who pass the preliminary screeningtest may be required to take the additional admissions assessments. Instruments vary according to entry grade level and English language proficiency. If an applicant does not pass any portion of the admissions assessment, then the applicant will have a chance to take it again 6 months later.  Each applicant has only three chances to take admissions tests.

SAC 8/09
Reference -Policy 5200-5299

241 Student Transfers within the Morrison System

Students who have completed ninth grade at the Morrison Taipei and Kaohsiung Campuses or sixth grade at a Morrison satellite school will be allowed to transfer to another Morrison Campus to continue their education, provided they meet the criteria for student living arrangements and continuing enrollment.

SAC 2/08
Reference - Policy 5235, 5290, 5351

242 Academic Probation

Principals may place students with academic deficiencies on academic probation subsequent to communication with the parents. The Principal, working with the student's teachers and/or the guidance counselor, determines the parameters and time line for the probation. Parents must be notified in writing when the student is placed on academic probation. While on academic probation, the student is to meet regularly with an assigned staff member for counseling.

SAC 93

Reference - Policy 5363 Academic Probation

244 Student Assignment to Programs

The Principal places a student in the most appropriate educational program based on the student's past school records, chronological age, evidence of maturity, results of entrance or other standardized tests, and English speaking ability. The Principal has the right to adjust the educational program, providing the program is not meeting the needs of the student. In extreme cases, the Principal has the right to initiate termination of enrollment.

SAC 93

Reference - Policy 5200-5299 Admissions

248 Graduation Requirements (Policy 5352)

Twenty-four (24) units of high school credit are required for graduation. These credits shall include the following:

Typical college entrance requirements are included in the Morrison Academy High School Course Book and materials in the High School Counseling Center.

Students must be enrolled in a minimum of 6 classes each quarter. Credits will be granted on the basis of acceptable grades for class time spent.

SAC 4/08
Trustees 6/99

Reference- Policy 5352 Graduation Requirements

250 Attendance

If a student's unexcused absences exceed eight (8) days in a semester, a recommendation for termination of enrollment may be made by the Principal to the Superintendent. Generally, excused absences are given for sickness, doctor's visits, necessary trips to government offices and approved school trips. Most other absences are unexcused.  Parent notes will not necessarily result in an approved excused absence. The Principal may excuse a student's absence due to special events or extenuating circumstances.

Attendance is to be taken daily at the beginning of the school day by the teaching staff. Each EMS first period teacher is responsible for reporting these absences to the school office.

The HS may require that attendance be taken and/or reported more often than once a day.

Each school is to have a defined procedure for checking and recording attendance. This should be described in the school's teachers' handbook.

The number of days present, absent, and times tardy are to be recorded on the pupil's report card.

The total number of days present is recorded on the pupil's Cumulative Record Folder at the end of each school year.

SAC 1/08

Reference - Policy 5360 Absences

255 Discipline

It is expected that teachers will exhibit effective classroom management skills. Disciplinary actions, therefore, will normally be administered at the classroom level. Where there is a serious occurrence or continued student misbehavior negatively affecting the learning of others, the teacher may consult with the guidance counselor for advice or he/she may request the Principal to intervene and/or send him/her to the Principal.

Staff shall be responsible for encouraging and teaching students to be responsible for their own behavior. They shall clearly communicate in a timely manner with parents and Principal pertinent information and appropriate documentation and evidence regarding students' behavior.

Instructional staff is responsible for consistently applying the following guidelines in administering consequences of positive and negative behavior:

• Consequences and teacher behavior should be administered in, and tempered by love
• Consequences and teacher behavior should maintain the dignity of the student
• Consequences and teacher behavior should be logical and appropriate
• Consequences and teacher behavior should be fair, equitable and consistent

Probation

In the event that a student fails to meet the stipulations for continuing enrollment, the Principal may choose to place the student on probationary status for a specified period of time, normally no more than nine weeks before a full review. Probationary status is to serve as an intermediate step, prior to discontinuing a student's enrollment, in order to give the student an opportunity to comply with the continuing enrollment stipulations. However, probation is not a mandatory step before expulsion. The student's probationary status will be reviewed at the end of the specified period of time.

The Principal will document any such action and will inform the Superintendent when and why a student is placed on or taken off of probationary status. Furthermore, the parent/guardian will be notified verbally and by registered letter at the time their child is placed on probation. If the parent does not read English, then whenever possible a translation in the parent's mother tongue will be provided.

The Principal may suspend a student from school for violations of school rules, which are deemed to be a serious detriment to the student, the staff, the school, and/or the progress of learning. The Principal may remove a student from the campus immediately, with notification to or communication with the parent, if the student's presence poses a danger to persons or property, is an on-going threat or disruption to the academic process, and/or it is deemed to be in the student's best interest.

The Principal determines the length of suspension to a maximum of 5 days, and whether the suspension will be in-school or whether the student will be sent home. A suspension may go for longer than 5 days with the Superintendent's prior approval. The Principal will also be responsible for determining the conditions of reinstatement. The Principal will notify the Superintendent if an out of school suspension is longer than one day.

Parents are to be notified as soon as possible regarding the reason for the suspension and the conditions of reinstatement. If notification is done verbally, then a follow-up letter to the parents, documenting the conversation, is to be sent. The Principal is required to document the reasons for the suspension, conditions of reinstatement, and the record of parent notification. The Principal is required to keep a file of all pertinent documentation.

Absences due to out of school suspensions are unexcused. In collaboration with the student's teacher, the principal will determine if any missed and made up course work may be counted as credit. A student will not be counted absent and credit will be given for work completed during an in-school suspension.

The Principal may recommend to the student's parents that they withdraw their child based on the guidelines of Policy #5351 - Continuing Enrollment. In the event that the parents are not receptive to this counsel and the Principal is supportive of discontinuing enrollment, then the Principal may request the Superintendent to consider terminating a student's enrollment during a semester or for the consecutive semester/year. The Principal must provide evidence that the termination of enrollment is warranted under the guidelines of Policy #5351 - Continuing Enrollment, and that due process has been followed. All documentation will be made available to the Superintendent.

If the Superintendent decides to terminate the student's enrollment, then he/she will notify the parent (s) of the decision. They will also be informed that they have the right to appeal the decision to the Board of Trustees within seven calendar days. The decision will be documented by registered letter to the parents with a copy sent to the chair of the Board of Trustees. If the parent does not read English, then whenever possible a translation in the parent's mother tongue will be provided.

The Superintendent will be responsible for notifying the Board of Trustees regarding the decision to terminate a student's enrollment. The Superintendent will keep a record of all documentation. A statement regarding the conditions and date of the student's termination of enrollment will be placed in the student's cumulative folder, and a dated notation will be entered on the permanent record.

SAC 5/04

Reference: Policy #5510, #5520, #5530, #5540

260 Grading

Grading Scales: Kindergarten - 5th

Grade Calculation for Elementary Classroom and Middle School Quarter/Selective Courses:

90-100%    Excelling

77-89%      Proficient

60-76%      Basic

0 - 59%      Unsatisfactory

Note:

1. Plus and minus entries will not be used with the elementary EPBU or SBU grade reporting.
2. The following glossary is to be given out and explained to EMS parents at the Fall report card conference (This glossary is available from your principal - see Appendix):

Glossary of K-5 Report Card Terms

E (Excelling) = The student consistently exhibits advanced understanding and applies the concepts/skills of the subject area.

S (Secure) (...only used with Kindergarten and replaces the 'excelling' and 'proficiency' ratings) = The student understands and uses the concepts/skills of this subject at a satisfactory level.

P (Proficient) = The student usually understands and can apply the concepts/skills of this subject area at a satisfactory level.

B (Basic) = The student is learning the basic concepts/skills of this subject at a developing level; he/she is working to reach a satisfactory level of accomplishment.

U (Unsatisfactory) = The student does not yet exhibit an understanding of the necessary concepts/skills and/or does not complete tasks; he/she is below the needed level of accomplishment.

Additional services = When noted on the report card, this indicates that there is a provision of ELL (English Language Learner) and/or Special Needs services for which the parent pays additionally. Enrollment is based on school identification of need and enrollment limitations. When marked, a copy of the IEP evaluation is included with the report card.

Modified Program = When noted on the report card, this indicates that in this area of study, the student's program has been adjusted from the standard school expectations in order to meet individual need(s) and/or circumstances. This is done and indicated only with principal permission and will normally be limited to those receiving additional special needs services.

Grading Scale: 6th -12th

Note:

1. All subcategories on the card are to be completed by the teacher(s).
2. Plus (+) or Minus (-) may be used where A-D grade reporting is used.
3. Middle School (6th-8th grade) Exploratory and ELL Courses use the (E) Excelling, P (proficient), B (Basic), U (unsatisfactory) rating scale with the teachers providing an expectations scoring rubric for his/her activity. Ninth grade Exploratory Courses use letter grades.
4. Semester averages do not apply to MS levels.
5. Percents that fall in between the grade categories will be rounded to the nearest integer. (e.g. 96.5 percent would be an A+, but 96.4 would be an A.
6. High School (9th-12th) AP (advanced placement) classes earn GPA credit based on a 5.0 scale (i.e. A=5.0, A- = 4.7, B+ = 4.3, B = 4.0, etc.)

Recommendations regarding Calculating Grades (K-12)

In developing a grading system, the following recommendations will help insure a clear, fair, and easily understood grading system:

The Bell Curve

The bell curve is used to rank large samples of students which reflect the achievement of the general population. Morrison Academy's small student body is not reflective of the general population, and, as a result, achievement is skewed to the upper end of the normal bell curve. Therefore, the use of the bell curve at Morrison is an inappropriate tool for determining grades.

Using Percentages

It is often appropriate to convert grades and numbers to a system based on 100. This simplifies explanations to parents and administrators because they can then see grades in terms of percents. EXAMPLE: You gave a quiz worth 30 points. The student received 27 points. 27/30 gives a percentage of 90%. A score of 90% is written in your grade book.

Weighting Grades

Teachers, with administrative approval, should determine the relative weight given to each assessment task recorded in their grade books. This should be published to their students and K-8 parents early in the course.

EXAMPLE 1 - Tests =25%, Quizzes =15%, Project =15%, Homework =30%, Class participation =10%, Attendance =5%.

EXAMPLE 2 -Tests =50%, Quizzes =25%, Projects =25%.

SAC 1/07

Reference - Policy 5361 Report Cards

265 Report Cards

Report cards are confidential written records of student's progress. They are provided to students and parents at the end of each major grading period (four times per school year). It is noted that report cards are important communication documents. They should be completed with accuracy and with care. They should be neat, use good grammar, and be readable (i.e. easily understood and interpreted). The following procedures apply to their creation, completion and communication with parents:

1. The report card document:
   • is created by the appropriate administrators and receives Superintendent approval before being printed and used.
   • may differ in content and/or layout according to grade level groupings as long as it is standard throughout the system.
   • is to include the appropriate grading scale with explanation of terms.
   • is to include appropriate indication of student attendance i.e. days in school, times tardy, etc.
   • is to include, except for high school, grade placement for the following year.
2. Individual report cards are completed with regard to grade, student name, etc. before being given to the individual teachers when using a hard copy. This is done by a person designated by the Principal in order to (a) save teacher time and (b) have consistency in presentation. When using computerized report cards, the schools computer tech specialist is responsible for set-up and teachers enter grades directly.
3. Reports cards are to be completed by the appropriate teachers within a time line determined by the site administrator - usually within a week after the end of the grading period. There should be a minimum of one (1) day between this completion and the time when the report goes to the parent in order to give the office/Principal time to review for accuracy, completeness, neatness, and the appropriateness of comments. As deemed necessary by the Principal, a system of duplicate copies (including a hard copy) is to be established in order to have an on-site record in case of card loss.

   NOTE: When academic work has not been completed at the time reports cards are distributed, it will be shown by an "Inc." (Incomplete) on the card. Normally a maximum of two weeks is given for students to complete the work and clear the Incomplete. After that time, the grade is to be recorded with the appropriate reduction. Cases needing longer than two weeks must have the prior approval of the Principal.

4. Report cards are given to the parent in one of four (4) ways:
   • at the time of the Parent Teacher Conference - end of the first and third quarter in K-8. It may be given out at the High School Parent Teacher Conference dependent on its timing.
   • sent home with the student after appropriate parent notification.
   • parent(s) come in and pick it up from the office or teacher - useful when there is a need to talk with the parent(s) directly.
   • mailing the report card home - usually done in the high school and especially important with dorm students.
5. It is the responsibility of the site administrator to be certain that (a) there is a site copy of the earned grades, and (b) the earned grades, plus the activity record and GPA where appropriate, are recorded in the student's cumulative record card; there needs to be a certainty of 'tracking' a grade and other records when needed.

Transcripts/permanent records are not released at any time until all accounts are settled and fully paid.

SAC 5/04

Reference - Policy 5361 Report Cards

270 Progress Reports

Progress Reports are mid-term communication tools used to report the child's school performance to parents. These are usually sent out at the mid-point in each quarter but may be sent at any time. These are not limited to poor performance but should also be used when a child has shown stellar work or when noticeable improvement has been made. Any student falling below the satisfactory level (equivalent to 70% and below) shall be issued a progress report.

SAC 2/08

Reference - Policy 5361 Report Cards

275 Student Records

Student records will be kept on all students who enroll at Morrison Academy. These records will include, but are not limited to, the following:

• Academic Records
• Progress Reports (current year)
• Documentation regarding major disciplinary action(s) including suspension or expulsion
• Standardized Achievement Test results
• Registration Form (current year)
• Consent/Medical Update (current year)
• Transcript Data Sheet (as applicable)
• Health Form
• Previous School Records

At the beginning of each new school year, dated forms should be replaced with current forms. Dated forms which are removed from the student's file will be destroyed. At the end of the school year, the person or persons designated by the Principal to maintain the academic records will record each student's academic progress for the year.

Student records are to be kept in a secure place designated by the Principal. Student records are confidential, and access is limited to the administration, guidance counselor, teaching staff, secretary, school nurse, custodial parents/guardian, and an emancipated student. Academic records, standardized achievement test results, and the Health Form may be copied and forwarded to custodial parents/guardian or to a school where the student has enrolled. These records will not be released without a signed request from the custodial parent/guardian or majority child. Official student records may be released only after all financial obligations to the school have been met.

When a student leaves Morrison Academy, his/her file will be transferred to an inactive file which will be kept for a minimum of five years. Documentation of any requests for student records will be included in the file. If a student enrolls again in Morrison Academy, the file will become active once more. Student records may be transferred within Morrison Academy schools without the consent of custodial parents/guardian. Copies of transcripts of Morrison Academy High School graduates will be stored with the Association of Christian Schools, International (ACSI) and are available upon authorized request.

SAC 5/04

Reference - Policy #5340 Student Records Policy #5350 Withdrawal

280 Retention

A retention decision is a responsibility of the Principal. A teacher is not to suggest/recommend this to a parent without prior Principal knowledge and approval. The 'Light Retention Scale' should be obtained by the teacher to assist in the decision-making process as to whether or not to retain a student. If the retention scale confirms that the student is a good candidate for retention, then the Principal should be notified as soon as possible, preferably before the end of the first semester, and before communicating the possibility with the parent(s).

The Principal, after consulting with the appropriate teacher(s), will be responsible for consulting with the parent(s) regarding the possibility of retention or the decision to retain. If the parent(s) is not in agreement with the retention, the school retains the right to make retention a qualification for continuing enrollment according to Policy # 5351 - Continuing Enrollment. All meetings between the parent(s) and school personnel will be documented, and the documentation should be kept in the Principal's confidential file.

SAC 5/96

Reference: Policy #5362 - Retention; Policy #5351 - Continuing Enrollment

281 Intervention Teams

Students suspected of needing extra support to meet classroom expectations can be referred to the learning specialist* by any staff member, parent, or self referral by the student.  Based on the referral, analysis will be made to determine if an intervention is necessary.  If an intervention is not deemed necessary, the learning specialist will follow up in 30 calendar days. If an intervention is deemed necessary, an intervention team will be developed, which may include student, parents, teachers, learning specialist, guidance counselor, and principal. This team will meet to discuss the concerns, analyze the cause of the problem, identify goals, select intervention strategies, and develop a monitoring system. The intervention will be implemented for no less than 45 calendar days. During the 45 days, a variety of strategies may be used and monitored. The team will meet again at the end of this time to review the student’s progress and recommend any necessary adjustments to the intervention plan, which may include additional evaluation.

If it is identified that the student requires individual instruction, this instruction is not included in standard tuition. The principal will work with the parents to identify what the additional costs will be and how the parents will cover the additional costs.

*NOTE: At Taichung high school the counseling center will serve the function of the learning specialist described above. ADDITIONAL NOTE: This procedure as described requires more than the guidance counselor to implement (the guidance counselor does not have enough time to follow up on intervention plans).

Intervention Team Meeting Procedure

1. Before the meeting assign Time-Keeper and Recorder who is not an active participant and distribute Intervention Information Form
2. Introductions, if necessary, ground rules, goal of making child a success, and prayer (4 minutes)
3. Assess teacher concerns and analyze the problem (5 minutes)
4. Inventory student strengths and interests (5 minutes)
5. Review background information found on Intervention Information form (5 minutes)
6. Select target teacher concerns (5-10 minutes)
7. Academic and/or behavioral goals (10-15 minutes)
8. Design an intervention plan (15-20 minutes)
9. Select a method of monitoring progress of goals and develop a communication plan (5 - 10 minutes)
10. Schedule a follow-up meeting (2 minutes)

283 Special Needs Students

Admissions Screening

If during the admissions process the registrar/principal determines that a student may have special needs, then the registrar/principal may arrange for the student to be screened for special needs. This expense will be paid by the parent. If testing indicates that the student does not have special needs, then this expense will be reimbursed to the parents.

Normally, special needs students who are not children of missionaries will not be eligible for admittance to the school. Some exceptions may be made by the Superintendent for non-missionary students who do not require direct services, providing the school is capable of meeting their educational needs.

Students who have profound special needs are ineligible for admission. These special needs include:

• Significantly limited intellectual ability (IQ score of less than 88
• significant sight, hearing, or speech impairment
• Severe physical disabilities and mobility impairments
• profound autism
• Severe forms of learning disabilities
• Need for intensive and inclusive one-to-one support and/or specialized instruction and facilities
• mental retardation
• pronounced social/emotional/behavioral difficulties

In addition to normal admission procedures, the Principal will determine eligibility for admission using the following criteria:

• The ability of the school to provide qualified personnel and appropriate resources beyond the year of admittance
• The school's potential for helping the family meet their educational goals for the student.
• The results of screening, interview, and testing procedures
• Enrollment limitations as stated in Policy 5205
• The strengths of the teacher(s)

Teacher Referrals

The classroom teacher, other Morrison staff, or the parent should meet with the principal regarding any student who is not achieving at an appropriate level or who is suspected of having special needs. If the referral is from the teacher or staff member, the classroom teacher should contact the parents and discuss his/her concerns.

If concerns persist, the teacher should request the principal to arrange an intervention team meeting. After an examination of past records/reports, the principal or Learning Specialist will meet with the teacher and explore alternative strategies, and set a date for a follow-up meeting with the intervention team members.

If little or no progress is noted after four to six weeks, and the classroom teacher still feels that a referral is warranted, he/she should refer the student for assessment.* A referral packet is provided by the Learning Specialist. It is the Learning Specialist’s responsibility to see that the referral packet is distributed to the appropriate people who need to provide input. Normally, the referral packet should be completed within ten days.

Before the referral packet is completed, the Learning Specialist should notify the parents that a referral has been made and that arrangements will be made for the assessment of the student for learning disabilities.  The Learning Specialist will arrange for the assessment during the School Psychologist’s annual visit. The Learning Specialist will forward the complete referral packet to the person responsible for assessment.

Upon completion of the assessment and report, a time will be scheduled to meet with parents, guidance counselor, teacher(s), principal, and the person who conducted the assessment. The Learning Specialist will give written notification of the meeting to the parents at least five days prior to the meeting; the parents may request an earlier meeting. The Learning Specialist will be responsible for chairing the meeting. If the test results indicate that a student has learning disabilities, and that their needs can be met within Morrison Academy's program, then an individualized education plan (IEP) will be developed. An evaluation of continuing enrollment will be made annually for those students who are receiving direct services to determine if the school can continue to meet their educational needs.

Normally, the school will cover all in-house testing costs for students who have been referred for assessment. In the event of a parent-initiated request that their child be tested, then, with the parents being duly notified, the parent will be billed for these costs.

 Teacher LD Referral Form

Admission, Review, Dismissal Committee

The Admission, Review, and Dismissal (ARD) Committee will include the principal or his/her designee, the student's teacher(s), the Learning Specialist, special needs teacher, the student's parent(s) and the student, when appropriate.

It will be the responsibility of the ARD Committee to determine the eligibility for support services, to develop and review the students IEP, and to review a students continuance or dismissal from the special needs program. The Principal, after consultation with the System Learning Specialist, has the authority to administer discipline according to procedure 255.Individualized Educational Plan (IEP) An IEP will be developed by the ARD Committee, for students who are placed into special needs. The IEP will include:

• A statement of the student's present levels of performance.
• Annual goals and short term goals.
• The amount of time to be spent in each setting.
• The projected dates for initiation of services and the anticipated duration of the services.
• The services and person responsible for each service to be provided.
• The objective criteria, evaluation procedures, and the schedule for evaluating progress, (at least annually) and whether or not the short-term objectives are being achieved.
• The modifications or exemptions from some or all of the basic skills assessment instruments, including grading and academic assignments.
• The modifications of regular classroom procedures, including behavioral and discipline expectations.

IEP's will be reviewed at least annually by the ARD Committee to determine the student's progress and whether or not the plan needs to be modified.

Placement

Students with disabilities will be educated appropriate to meet the student's individual educational plan and overall educational needs. In most cases, students with special needs are mainstreamed into the regular classroom, and it will be the responsibility of the classroom teacher(s) to implement the IEP, with the assistance of the support services teacher serving as an additional resource.

Student Records

Students who have undergone diagnostic testing for special learning needs should have two files. They should have a regular cumulative folder, which is kept in the school office (High School files may be kept in the Counseling Center). On this file should be stamped in red ink, ADDITIONAL EVALUATIVE INFORMATION LOCATED IN THE LEARNING SPECIALIST'S OFFICE.

The second file, the diagnostic file, should be kept in the office of the Learning Specialist. This file should contain all records of psychological testing, psychological reports, recommendations, IEPs etc. On the outside of this file should be stamped in red ink, ONLY TO BE VIEWED IN THE PRESENCE OF PRINCIPAL-DESIGNATED SCHOOL EMPLOYEE.

Teachers will have access to diagnostic files of any of their students. These files must be viewed while in the presence of the diagnostician or the Learning Specialist. The following persons will have complete access to diagnostic files:

• parents or legal guardians
• diagnostician - system
• Learning Specialist
• principal - site
• Director of Curriculum and Professional Development
• Superintendent

A copy of the regular cumulative folder is sent at the receiving school's request. A copy of the diagnostic file is only released outside of the Morrison system upon receiving a signed release from the custodial parents or guardians; the original remains in Morrison's possession. This signed release is filed in the diagnostic file and kept in the file.

Cumulative folders of former students should be kept in an archives filing cabinet for seven years. Diagnostic files of former students should be kept in an archives file in the office of the Learning Specialist for seven years. A diagnostic file log should be kept on the inside jacket of the diagnostic file to record those who have accessed it. After seven years of inactivity and the student has left Morrison Academy, the file will be shredded.  

Fees

Special needs programs are not covered by tuition. A fee shall be charged to the parents of a student who has been identified as a special needs student. These special needs instructional fee will be based on the student's level of need and direct service contact time, as reflected in the Tuition and Fees Schedule.

SAC 1/10

References - Policy 4320, 5205, 5240, 5340, 5540

287 English Language Learner (ELL) Program