William H. Burges High School Home of the Mustangs…

William H. Burges
High School
Home of the
Mustangs…
BURGES EARLY COLLEGE HIGH SCHOOL
STUDENT HANDBOOK 2014-2015
SCHOOL WEBSITE/E-MAIL BECHS@episd.org
7800 EDGEMERE WAY EL PASO, TX 79925
Contact Information:
Main: (915) 780-1100
Attendance: 780-1101
Fax: (915) 771-6914
Cafeteria: (915) 772-7611
The El Paso Independent School District does not discriminate in its educational programs or employment
practices on the basis of race, color, age, sex, religion, national origin, marital status, citizenship, military
status, disability, genetic information, gender stereotyping and perceived sexuality, or on any other basis
prohibited by law. Inquiries concerning the application of Titles VI, VII, IX, and Section 504 may be referred
to the District compliance officer, Patricia Cortez, at 230-2033; Section 504 inquiries regarding students may
be referred to Cecilia Whiteman at 230-2836.
El Distrito Escolar Independiente de El Paso no discrimina en los programas de educación o en prácticas de
empleo usando el criterio de raza, color, edad, sexo, religión, origen nacional, estado civil, ciudadanía, estado
militar, discapacidad, información genética, estereotipo sexual o sexualidad percibida, u otra práctica
prohibida por la ley. Preguntas acerca de la aplicación del título VI, VII o IX, y la Sección 504 pueden ser
referidas al oficial del distrito, Patricia Cortez al 230-2033; preguntas sobre 504 tocante a estudiantes pueden
ser referidas a Cecilia Whiteman al 230-2836.
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MISSION STATEMENT:
At Burges Early College High School, our mission is to provide advanced educational
opportunities for our community in a traditional high school setting enabling students
to graduate on the distinguished level of achievement plan with an Associates Degree
in four years.
VISION STATEMENT:
Our vision is to afford a strong educational foundation producing highly motivated
students who pursue post-graduate education to become productive citizens and well
rounded leaders.
Value Statements
STUDENT
As Burges students we: Are proud of our past and present success and believe in you
to continue the tradition. Lead by example, respect others and ourselves in order to
create a positive environment. Are loyal, responsible and strive to never give up, like
true mustangs.
FACULTY
The Burges High School faculty will provide a caring environment where
professionalism and commitment to excellence are pursued.
ADMINISTRATION
The Burges High School Administration will provide a safe supportive environment
conducive to learning through positive guidance and interaction with students, faculty,
and community.
Administrative Team
Principal:
Principal Secretary:
Student Activities:
At-Risk Coordinator:
School Nurse:
BECHS Counselor
Dr. Randall Woods
Ms. Debi Marks-Dent
Ms. Monica Seymore
Ms. Rachel Olguin
Mrs. Aida Gomez
Ms. Nancy Priego
Asst. Principals:
Mr. Scott Gray (Guidance & Instruction)
Ms. Laurie Enloe Early College High School
Mr. Michael Paulino (Discipline M-Z )
Mr. J. Manuel Duran Jr. (Discipline A-L)
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Welcome to Burges Early College High School
The administration, faculty and staff would like to take this opportunity to welcome you to Burges High
School. This handbook is designed to give you information that will be helpful as you start the year at
Burges High School. Please read it carefully and use it as a reference. The faculty, staff, and
administration are here to assist you with a quality education.
STUDENT EXPECTATIONS & INFORMATION
All students must abide by policies adopted by the Board of Trustees. A complete copy of the EPISD
Policy Manual and Student Code of Conduct is available: http://www.episd.org/
I. ACADEMICS
Burges High School will maintain an academic program that is challenging and focused on continuous
learning. Students will be on task throughout the instructional period and will be expected to arrive in
class prepared to contribute, perform academically, and actively participate.
Students are also
expected to take responsibility for their learning and complete all assigned work.
COMMON INSTRUCTIONAL FRAMEWORK
Burges High School uses a common instructional framework consisting of six instructional strategies.
These instructional strategies drive the instructional practices. These strategies create classrooms that
allow for powerful learning and powerful teaching and form the basis of a coherent college preparatory
curriculum. They give all students of all skill levels access to the complex information needed to meet
state and college readiness standards. These instructional strategies succeed because they engage all
students in learning and require them to take an active role in their education.
Collaborative Group Work: Collaborative group work involves bringing students together in small
groups for the common purpose of engaging in learning. Effective group work is well planned and
strategic. Students are grouped intentionally with each student held accountable for contributing to the
group work. Activities are designed so that students with diverse skill levels are supported as well as
challenged by their peers. Collaborative group work uses questioning, scaffolding and classroom talk
and centers literacy groups.
Writing to Learn: Writing
critical thinking ability and
day with written language
learn can also be used as a
assignments and tests.
to learn is a strategy through which students can develop their ideas, their
their writing skills. Writing to learn enables students to experiment every
and increase their fluency and mastery of written conventions. Writing to
formative assessment and as a way to scaffold mid- and high stakes writing
Questioning: Questioning challenges students and teachers to use good questions as a way to open
conversations and further intellectual inquiry. Effective questioning (by the teacher and by students)
deepens classroom conversations and the level of discourse students apply to their work. Teachers use
this strategy to create opportunities for students to investigate and analyze their thinking as well as the
thinking of their peers and the authors that they read in each of their classes.
Scaffolding: Scaffolding helps students to connect prior knowledge and experience with new
information. Teachers use this strategy to connect students with previous learning in a content area as
well as with previous learning in an earlier grade. Scaffolding also helps facilitate thinking about a text
by asking students to draw on their subjective experience and prior learning to make connections to
new materials and ideas.
Classroom Talk: Classroom talk creates the space for students to articulate their thinking and
strengthen their voice. Classroom talk takes place in pairs, in collaborative group work and as a whole
class. Classroom talk opens the space for questioning, effective scaffolding and successful collaboration.
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Literacy Groups: Literacy groups provide students with a collaborative structure for understanding a
variety of texts and engaging in a higher level of discourse. Group roles traditionally drive literacy
groups by giving each student a role to play and a defined purpose within the group. The specific roles
or discussion guidelines may vary for different content areas, lengths of texts, or student level of
sophistication using this strategy, but the purpose of literacy groups is to raise student engagement
with texts by creating a structure within which they may do so.
Standards Based Instruction: Students will be assessed and graded on curriculum standards aligned
to the Texas Essential Knowledge and Skills and College Readiness Standards.
Late Work Policy: Students must follow the late work policy from each class instructor.
RE-TEACHING OPPORTUNITIES: Teachers will re-teach, as needed, when non-mastery is perceived.
Teachers will monitor students' progress by the following methods: monitoring of grades below 70,
monitoring of comprehension, checking for understanding as part of their daily teaching, or through
other demonstrated lack of comprehension
RE- TEACHING STRATEGIES: As teachers monitor student progress and check for understanding as
part of their daily teaching, they will reteach as needed through one or more of the following strategies:
· Mandatory tutorials with teacher, where material is re-taught in individual or group format;
· Peer tutoring within the class period or tutorial period;
· Warm-up activities, supplementary materials, or alternate instructional materials over
previously taught materials/concepts in which students lack mastery;
·
Collaborative/cooperative learning;
·
Adjustments to pace;
·
Increase use of manipulative and other kinesis techniques;
·
Individual assistance from the teacher;
·
Regrouping within the class;
·
Computer-assisted instruction;
·
Utilization of special education, ESL, etc., services where appropriate;
·
Materials are re-presented on a daily basis;
·
Additional models or examples;
·
Multi-sensory teaching techniques;
· Presentation of the materials in a modified modality appropriate to meet the needs and the
learning style of the individual student; (i.e., taped reading materials, visual aids;
manipulatives)
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RE-TESTING: will be done following the re-teaching process and guidelines as stated above. An
alternate form of the test or the same test may be utilized in the re-testing process. The teachers will
provide the opportunity for re-testing according to their own grading practices specified within their
syllabi; the student must take the initiative to retake the test. Only one re-testing will be offered. When
retesting involves the entire class or a large group, time during the regular class period must be
utilized. When the classroom setting is used, students who do not require re-testing will be provided
with other activities in keeping with the curriculum.
In the event that more than 30% of students tested do not receive grades of 70 or above on a test, the
teacher should conclude that the test construction was faulty, or an error in judgment concerning
student readiness was made. In such a case, the teacher will re-teach and re-test the entire class. Any
major test, which culminates a summative assessment, may be considered to be the second
opportunity for students to demonstrate mastery of previously non-mastered concepts from a formative
assessment.
EXCEPTIONS TO RE-TESTING Grades for products, which result from a full, extended process, such
as process papers, research papers, lab practicals, and etc., do not necessarily fall within the reteaching/re-testing guidelines. The process itself, and adherence to it, will provide several opportunities
for students to make improved scores. By nature, semester exams are a type of re-testing in that they
are cumulative for that grading period. Therefore, re-testing will not be offered for semester
examinations.
Students who are found to be taking unfair advantage of the re-test opportunities will not be allowed to
participate in the procedures. Unfair advantage is determined to be:
· Unverified absence the day of either test or any day on which re-teaching/re-testing is offered;
· Cheating on either the original test or on the re-test;
· Habitually failing major tests on the first attempt and failing to take advantage of reteaching
opportunities, student/teacher conferences, and/or parent/teacher conferences, in order to
catch up with the class;
· Failing to consistently take advantage of mutually acceptable scheduled tutorials;
· Failure to take a re-test at the appointed time;
El Paso Independent School District GRADING SCALE:
Range
90 - 100
80 - 89
75 - 79
70 - 74
69 & Below
Letter Equivalent
A
B
C
D
F
PROGRESS REPORTS
Report cards are issued each nine weeks. At three-week intervals, teachers will send progress reports
home with students who are not maintaining passing grades or achieving the expected level of
performance. Parents are encouraged to sign progress reports and return them to the teacher the
following day. These reports may necessitate a conference with parents.
TUTORING
Tutoring is offered during the school year. A separate bulletin will be published later regarding tutoring.
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II. Campus Community Resources
EXTRA-CURRICULAR ACTIVITIES
Students are encouraged to join the many fine clubs and activity organizations available at Burges. Not
only will you be involved in something you enjoy, but also you will meet new and interesting people and
help build school pride.
LIBRARY
We encourage each student to utilize the library services. Classes will visit the library on a regular
basis with teachers remaining with classes during scheduled visits. Students are encouraged to use the
library and are responsible to pay for lost, damaged, or overdue books. Library hours are 7:45 a.m. –
4:45 p.m.
COUNSELORS
Your assigned counselor is available for academic or personal problems. Counselors are available
before and after school and during the lunch period. You may stop briefly in the counselor’s office,
located on the 2nd floor of the main building, to make an appointment to see your counselor. The
counselor will send for you at the appointed time.
SCHOOL NURSE
All students must have an emergency card on file. Students must have a nurse’s pass from their
teacher when reporting to the nurse. Medicine may be dispensed under the following school guidelines:
1. No medicine shall be administered unless the parent or guardian of the student requiring the
medication has given the school written authorization to administer the medicine. A prescription
label must be affixed on the container, and a doctor’s written order must accompany the
medication.
2. All medication shall be stored in the nurse’s office.
3. It is the student’s responsibility to take medication at the proper time.
TEXTBOOK/BOOKROOM
All student textbooks are provided free of charge to students. However, if a student loses a book,
he/she will have to pay for it. The original receipt is required if a lost book is found for a
refund. Fines may be assessed to students whose books may have been damaged. Students are
required by state law to keep state-owned textbooks covered at all times. Failure to cover books will
result in a fine. Students are requested not to share or lend their books to other students as this often
results in a problem when a student loses a book belonging to another student. The school policy is to
hold the student responsible, who was issued book even if another student was using it.
LOCKERS
Students must supply their own lock. Students are responsible for all items stored in their locker.
Lockers are available for student use before school, before and after lunch, and after school.
Disciplinary consequences will be administered to any student who vandalizes a locker. Broken lockers
must be reported to the administration. Students may not share lockers. Illegal weapons, drugs or
inappropriate items stored in lockers are subject to being confiscated. Students who store illegal
weapons may be subject to expulsion.
CAFETERIA
The cafeteria accommodates students for breakfast, lunch and is available during inclement weather
conditions. Students may bring a sack lunch. All students are expected to clean their eating
area. Burges High School participates in the National School Breakfast and Lunch Program. Do not
break into the lunch line at any time. If you leave the line, you must start at the end of the line
upon your return. Take your turn and do not save places in line or eating areas.
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III. District and Campus Policies
CHANGE OF ADDRESS
As it is extremely important that we are able to reach parents, please notify the school immediately of
changes of address, telephone, employment, or emergency telephone number. Please forward this
information to the registrar’s office.
TRANSFER/WITHDRAWL
We ask that parents notify the school at least two days prior to departure, in order that necessary
paper work can be completed properly. Parents must sign the withdrawal form before the withdrawal
will be processed. Students must finish the school day on the day they withdraw.
ATTENDANCE
When absent the parent or legal guardian must call the attendance office at 780-1101 before noon on
the day of the absence. CCTE students must call the Center for Career & Technology attendance office.
Failure to notify the attendance office by 12:00 noon may result in an unexcused absence. Schoolwork
missed due to an unexcused absence cannot be made up, and a zero for all work missed will be
recorded for that day. *Students have 48 hours to resolve all absences.
If you must leave school during regular school hours, you must present written permission from a
parent or legal guardian to the attendance office. Clearance must be obtained before leaving the
campus. If clearance is not obtained, your absence will be unexcused. You may not receive credit for a
course if you have exceeded the 90% attendance rule. When you are notified of the loss of credit,
consult your assistant principal for an appeal. Students must appeal within 30 days.
Excused Absence
Make-up work assigned prior to an absence is due on the first (1st) day of the return from absence.
Make-up work will be allowed for an excused absence. It is the student’s responsibility to request
make-up work. A minimum of one day of make-up time must be allowed for each day absent. Failure
to make-up work will result in a grade of zero.
Unexcused absence
1. If the absence is unexcused, make-up work will not be allowed. A zero will be recorded for any
written or oral work in the teacher’s grade book.
2. EXCESSIVE ABSENCES MAY RESULT IN A REFERRAL TO THE COUNTY TRUANCY COURT.
3. Truancy is an unexcused absence.
TARDINESS
All students are expected to be in class before the tardy bell rings. If you are tardy to class, your
teacher determines if the tardy is excused or unexcused. After school Study Hall will be assigned
for unexcused tardiness.
ID CARDS MUST BE WORN BY STUDENTS AT ALL TIMES. ID CARDS ARE REQUIRED FOR
BUS TRANSPORTATION, HALL PASSES, LIBRARY USAGE, AND FOR SAFETY REASONS. Students must
show ID Cards to any school employee upon request. Failure to carry or show ID Card upon request
will result in disciplinary action.
PARKING ON CAMPUS
If you drive a motorcycle, scooter, or car to school, you must have a valid parking permit in order to
park in the student parking area. YOU WILL LOSE THE PRIVILEGE OF DRIVING ON CAMPUS OR USING
THE STUDENT PARKING AREA IF YOU:
1. Park or drive into the faculty parking area after being warned.
2. Drive at an excessive speed on the campus.
3. Loiter in the student parking area.
4. Failure to place the appropriate Burges parking permit on the rear view mirror of your car.
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PASSES
Students may not be out of class at any time without a pass from the teacher. ID CARDS WILL BE
REQUIRED TO OBTAIN A PASS.
VISITORS
Parents are always welcome to visit the school. Please sign in at the visitor’s table located in the main
foyer or the principal’s office. Student visitors will not be allowed on campus during class time. People
without legitimate business or those who do not check in at the main office will be escorted out and
proper authorities called.
OUTSIDE ACTIVITES
Students who belong to organizations that are not school sponsored or affiliated may not use the school
grounds to initiate or conduct activities.
IV. Student Expectations
SCHOOL PERONNEL JURISDICTION
All school personnel are expected to enforce school policies and regulations regardless of whether the
student is in the teacher’s class or not. Students who refuse to comply with the directives of any
teacher or administrator will be subject to disciplinary action. Any student who feels he/she is
being mistreated or misjudged should comply with the teacher’s directives and then discuss
the matter with an assistant principal or the principal. All students must comply with the El
Paso Independent Student Code of Conduct.
Study Hall
Students may be assigned Study Hall for disciplinary reasons and unexcused tardies. It is the
student’s responsibility to inform parents that they were assigned Study Hall. Study Hall is
held from 3:50 – 4:50 p.m. Students are to attend Study Hall, once assigned, at the designated time,
after a twenty-four hour period.
Paper, pencil and books are necessary when assigned after school Study Hall. While in Study Hall, the
student will read or work on school assignments. Continued tardiness, and or failure to attend Study
Hall may result in more serious consequences. Students will not cause disturbances. Students in
violation of Study Hall rules will be removed from the room. The time served will not count and will
result in a more serious consequence. All school rules will apply while Study Hall is in session. The
student will be referred to an assistant principal if the Study Hall is not served.
SUSPENSION FROM SCHOOL
A student may be suspended from school for violating school rules and regulations. The absence is an
excused absence if the student satisfactorily completes the assignments for the period of suspension. A
maximum grade of 70% will be assigned for satisfactory work. A minimum of one school day of makeup time will be allowed for each day’s absence due to suspension. Failure to make up the assigned
work by an established deadline will result in a grade of zero. The student is excluded from attending
any school functions or being on or about school property without the principal’s permission during the
time the student is suspended.
STUDENT BEHAVIOR AT SCHOOL ACTIVITIES
Students involved inappropriate behavior at any school activity during school hours or after school
hours will be subject to disciplinary action.
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Dress Code
In accordance to the District policy, the following is the specific Standard of Dress for Burges
H.S. 2014-2015
1. Student Identification cards (IDs) must be worn at ALL times.
2. Clothing and accessories are not to be sexually suggestive, indecent, vulgar, and violent, depict
alcoholic beverages, not show, identify or allude to illegal group/gang affiliation, no tobacco
products; nudity; drugs, or racist depictions.
3. Clothing and accessories and general appearance are not to be of the type that would interfere
with the instructional program and not constitute a health or safety hazard. Cleanliness of body
and clothing is expected.
4. The tattered or torn clothing look is prohibited. Coveralls must be worn with straps fastened
appropriately at all times.
5. Shoes must be worn at all times while at school. Steel toe shoes are prohibited. Unsecured
sandals or flip-flops are not permitted.
6. Underwear/undergarments must not be exposed – Bras, bra straps, sports bras, boxers, briefs,
shorts under the pants.
7. Hats, caps, and knit caps may not be worn in any of the buildings on campus. Bandanas and
hairnets of any kind must not be worn or used. If caps are worn outside the buildings they must
be worn with bill to the front. Hats/caps may be confiscated if worn inside the building or
inappropriately.
8. Hair that is colored, dyed, shaved or styled with designs/symbols in a manner that may cause a
distraction to the learning environment is prohibited. Hair must be of natural color. Spiked
or styled hair should not extend beyond 2 inches from the scalp.
9. Tattoos must be covered due to the varying nature and varied interpretations of the depictions
as religious, racial, gang affiliation, profane, and vulgar that may be considered offensive or a
disruption to the learning environment.
10. Students with law enforcement devices/monitors must wear pants or bottoms that fully cover
the device.
11. Sunglasses may not be worn inside the building unless prescribed by a doctor.
12. Facial, tongue, and body piercing jewelry may not be worn. A set of earrings traditionally worn
on the ear lobes and no larger than a quarter (25 cent coin) is permitted.
13. Chains, studs or spikes on clothing or accessories of any type are prohibited.
14. Army belts are prohibited and belt buckles with initials or inappropriate symbols are prohibited.
Excess belt must be tucked into the belt loops.
All shirts, tops, dresses and blouses MUST:
1. Have sleeves
2. Not be low cut and not expose any part and chest/breast area, tops must cover the entire
shoulder, no bare shoulders
3. Be buttoned and not expose any part of the chest/breast area.
4. Must cover the entire stomach area and be worn to the hip level.
5. NOT ALLOWED – Sheer or see through tops, spaghetti straps, tank tops, muscle shirts, halter
tops, backless dresses and tops, body suits are prohibited even if covered by other garments.
Pants, Bottoms, Dresses, Shorts and Skirts MUST:
1. Fit and be worn at the waist.
2. Shorts, skirts and dresses must be longer than the downward outstretched hands of the wearer
between the fingertip and knee.
3. NOT ALLOWED - Large baggy/oversized pants with oversized pockets and low crotch,
Sagging/Low pants are prohibited. No pajama bottoms. The width of the pant’s leg must not be
so large as to cover the entire shoe. Leggings and hosiery in place of pants or bottoms are not
allowed. Stockings and hosiery with designs or patterns are not permitted.
We strive to have a school that is clean, orderly and safe and where students are proud to attend.
The school administration, faculty and staff will continue to encourage all students to dress in a
fashion that reflects good taste and a style appropriate for a school environment.
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Burges Early College High School is an educational opportunity provided through the collaboration of
the El Paso Independent School District, El Paso Community College, and the Texas Education Agency.
Early college schools provide rigorous, supportive learning environments that blend high school and the
first two years of college. This college for all concept is a unique opportunity for high school students to
acquire a college associate’s degree while attending and participating in a traditional high school
achieving a high school diploma. This concept is a first of its kind within the El Paso County as it
promotes advanced coursework for college credit promoting a rigorous curriculum, while providing a
school atmosphere that nurtures student participation in age appropriate high school pursuits.
The Early College Core Principles
All early college schools adhere to five interrelated Core Principles, which together constitute the
fundamental beliefs of the initiative.
Core Principle 1: Early college schools are committed to serving students underrepresented in
higher education. In this initiative they recruit low-income students, racial and ethnic minorities, first
generation college goers, and English language learners.
Core Principle 2: Early College schools are created and sustained by a local education agency, a
higher education institution, and the community, all of whom are jointly accountable for student
success.
Core Principle 3: Early college schools and their higher education partners and community jointly
develop an integrated academic program so all students earn one to two years of transferable college
credit leading to college completion.
Core Principle 4: Early college schools engage all students in a comprehensive support system
that develops academic and social skills as well as the behaviors and conditions necessary for college
completion.
Core Principle 5: Early college schools and their higher education and community partners work
with intermediaries to create conditions and advocate for supportive policies that advance the early
college movement.
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Part I:
BECHS Admission Guidelines and Student Expectations:
Burges Early College High School is a great start toward your college degree. Upon graduation from
high school, you might have already earned up to 60 hours of college credit! Other benefits include:
•
•
•
•
Waived tuition
College resources at your service (tutoring labs, libraries, computer labs)
Convenience – classes at your high school campus
Transition – A taste of college curriculum and life
The program also introduces you to a culture that you may not have had the chance to
experience on the traditional high school campus.
We expect your experience will be challenging yet rewarding!
Expectations and Responsibilities
1. You will be expected to complete course work to fulfill your high school curriculum requirements
along with the college level curriculum. This will require more effort and work to meet the
increased rigor of the Dual Credit option.
2. The college grades you earn in a Dual Credit course will become part of your permanent college
record and the grades may affect you in various ways. For example, an unsatisfactory grade in a
course that is a prerequisite to another course would prevent you from enrolling in the
secondary course.
3. El Paso Independent School District policies apply regarding the awarding of high school grades.
College policies apply regarding the awarding of college grades.
4. You will be expected to perform at the college level and to honor all deadlines declared by the
College or your instructor. Pay careful attention to your instructor’s grading system. Your
instructor distributes a course syllabus detailing class policies and specific course requirements
during the first week of class.
Texas Success Initiative College Readiness Requirements
1. The student is classified as a high school student and demonstrates college readiness by
achieving the minimum passing standards under the provisions of the Texas Success Initiative:
MATHEMATICS - 350 cut score
READING - 351 cut score
WRITING - Essay Score of 5; 6 OR 7
Essay Score of 4 Multiple Choice of 363 cut score
or
a. The student achieves a combined score of 107 on the PSAT/NMSQT with a minimum of
50 on the critical reading and/or mathematics test relevant to the courses to be
attempted, or
b. The student achieves a composite score of 23 on the PLAN with a 19 or higher in
mathematics and English. An eligible high school student who has enrolled in dual credit
under this provision must demonstrate eligibility to enroll in dual credit courses in twelfth
grade, and
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2. The student meets all of the college's regular prerequisite requirements designated for that
course (e.g., minimum score on a specified placement test, minimum grade in a specified
previous course, etc.), and
3. Students must complete the admissions process:
a. Complete an admissions application at www.applytexas.com and await the EPCC
Student ID # from Admissions/Registrar.
b. Complete an Early Admission form (EA) signed by you, Burges high school
principal, and your parent guardian.
c. Note: If you transfer to another high school you will need to complete another EA
form at the new high school.
d. Students who will take dual credit courses at EPCC must place into college-level
course work.
e. Attend New Student Orientation session – learn more about the College and take
a campus tour. Dual Credit students may use College facilities.
4. TSI Test Fees: There is no charge for the TSI assessments when taken at Burges High School.
5. Retests: All TSI retests are required to obtain a dual credit test referral approved by the Early
College High School counselor.
(Student requirement information adapted from El Paso Community College Dual Credit handbook)
6. TSI Test Participation and Preparation
a. Freshman enrolling in the Burges Early College High School must agree to attend a June
2014 Summer Bridge program intended to prepare students for the Texas Success
Initiative – TSI.
b. Students must minimally meet the “college level” on the Reading TSI test (with a score
between 351 and 390) or are required to remediate with instructional class and tutorial.
This will be required to begin dual credit courses for freshman and sophomores.
c. If an incoming freshman student continues to not meet TSI requirements they may be
required to attend summer college classes prior to the 10th grade making up the college
courses missed in the 9th grade.
d. A pre-assessment (P.A.A.M.) will be administered to these students prior to their
participation on the TSI assessment.
e. Students must have met TSI requirements for Reading, Writing and Mathematics by the
beginning of their Junior high school year, or they will not be allowed to enroll in college
level courses to complete an associate’s degree. These students may continue to retest
through their junior year to enroll in Dual Credit classes for their senior year.
7. Summer Bridge Program: A rigorous TSI test preparation curriculum will be implemented in a
2-week summer workshop setting for incoming 9th grade students. Middle school students from
Burges attendance zone will apply for EPCC enrollment in the 8th grade Spring semester, and will
register for the TSI college readiness exam, taking the first assessment prior to the end of their
8th grade year. The data results from this TSI assessment will be used in the curriculum design
for the summer bridge program. Highly qualified teachers for reading, writing and mathematics
will be providing instruction for the workshop to prepare students for the college readiness
placement exam (TSI) with second administration for the reading section of the TSI test given
upon completion of week 2 of the summer program.
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High School Graduation Requirements
El Paso Independent School District has implemented the Texas Education Agency’s approved Five (5)
new graduation plans (Foundation plus a choice of 5 Endorsements for a total of 26 credits.
Go to www.episd.org to download the new graduation plans.
All Burges Early College High School students are required to take pre-advanced placement or
advanced placement & dual credit coursework within their core academic classes. Students may choose
to take AP tests for classes they are receiving dual credit when the College Board offers these tests. A
score of a 3 or above may be accepted for college credit.
Effective as of the 2014–15 school year, in addition to the state graduation requirements, a student
must have completed the equivalent to at least 15 hours of community service each semester while
enrolled in a District high school. (Policy FMH local) This will allow each student 120 hours of
community service upon graduation. Community services will be reported each school year through the
online reporting by the student and verified by the parent/guardian.
All BECHS students will graduate with an endorsement and a distinguished level of achievement for
graduating from an Early College High School.
State Testing Requirements
The State of Texas requires students to take the State of Texas Assessment of Academic Readiness
(STAAR) end-of-course (EOC) exams in 4 subjects. Students must meet cumulative score proficiency in
the following end-of-course exams in order to fulfill graduation requirements:
Algebra 1, Biology, English 1, English 2 & U.S. History
Grades 9-12 Classification
Beginning with the freshman class of 2007-2008, the following credits shall be required for
each classification:
Units Earned
Classification
0–6
Grade
9
6.5 – 12
Grade 10
Credits and a minimum of 1⁄2 credit of Algebra 1
12.5 – 18
Grade 11
18.5 – 26
Grade 12
13
Four-Year Course of Study
Students enrolled in dual credit courses may follow a course of study that pursues an Associates of Arts
Degree from El Paso Community College while following the Graduation Plan as mandated under the
Texas Education Agency. The following is the recommended Program of Study:
Freshman –
PAP English 1, PAP Biology, Advanced Placement Human Geography, PAP Algebra 1 or PAP Algebra 2,
Foreign Language 1 0r 2, Practical Writing, Dual Credit College Readiness (Education 1300), College
and Career 1, 1 High School Elective
Summer: PAP Geometry
Sophomore –
PAP English 2, Dual Credit Pre-Calculus or Algebra 2, PAP Chemistry, Dual Credit U.S. History, Dual
Credit Government and State/Local Government, Foreign Language 2, Dual Credit Visual and
Performing Arts, College and Career 2
*1 High School Elective (Only if student has completed their foreign language credit and attended
summer school)
Junior –
Dual Credit English 3, Dual Credit Pre-Calculus, PAP Physics, Advanced Placement World History, Dual
Credit Speech Communication (online course), Dual Credit Economics (online course), ACT/SAT Prep,
Technology Credit, Physical Education .5 credit, Health .5 credit,
* One High School Elective only if student has completed their Health and PE credits.
Senior –
Dual Credit English 4, Dual Credit Biology, 4 EPCC Elective Courses (completed at the Valle Verde
Campus).
•
•
Students will be encouraged to enroll in the University of Texas El Paso to continue with their
college degree plan during their senior year.
All students will be encouraged to graduate with distinguished achievement and performance
acknowledgments.
College Transition Class
All BECHS students will be enrolled their Freshman and Sophomore years in a college transition class
and will focus on the skills and strategies necessary to be successful in high school and post-secondary
education. Students will focus on study skills and time management. Freshman and sophomore
students who have yet to be successful on the TSI exam will be provided intensive tutorial support in
preparation to re-take this assessment. Additionally, a large emphasis will be placed on preparing for
and taking the SAT and ACT in preparation for senior year.
14
Burges High School
Parent Responsibilities/Expectations for College
The goal is that all students attending Burges Early College High School will be
successful in pre-AP/Honors and dual credit courses, graduate with an endorsement to
include a distinguished level of achievement, and enroll in a four-year college or
university after high school graduation.
What is expected of college students varies greatly from what is expected of high school students. Most
collegiate coursework requires students to pursue their education not only in the classroom but on their
own, either by completing coursework, doing research, and reading, studying, or preparing for class. It
requires a high level of responsibility, motivation, and self-discipline to complete college courses
successfully.
Students should be reminded about how challenging college courses can be and encouraged to prepare
and study accordingly. The rule of thumb is for every hour spent in class students should spend the
same amount of time studying. Some students will need to spend more time. All students should
schedule more study time when they have an exam or when projects are due.
Some of the topics covered in college courses may be controversial. College is a time for students to
critically analyze information gathered through public school courses and confront questions without
easy answers. College instructors will teach the same course regardless if it is a dual credit course or
has dual credit students in the course.
High school extra-curricular activities may conflict with a dual credit course. Students are responsible
for all materials related to the course whether or not they are in class the day the information or the
assignment is made. Students will need to talk to their instructor to make arrangements for receiving
handouts, classroom information, obtaining lecture notes, or turning in work. Parents and students
should seriously discuss priorities before and during enrollment in a dual credit course.
Parent Responsibility:
Attend mandatory parent conferences and dual credit meetings. Provide time and space for their
student to complete schoolwork at home, knowing that their student will have homework every night.
Provide or arrange for transportation to and from school when their student requires tutoring or other
learning resources before or after school. The school day is 8:40 am to 3:50pm. The building is open
from 7:15 am to 5:00 pm. Review progress reports when they are sent home every three weeks.
Maintain accurate contact information with the school by reporting any changes in address or telephone
numbers immediately. Communicate with students and staff regularly regarding progress, goals,
questions, comments, and concerns.
15
Part II
Course Enrollment/Participation Requirements
Class Syllabus: Every instructor will provide all students with a syllabus that will provide the
following information to assist in preparation and successful completion of the course. All dual credit
courses and syllabus will be approved by El Paso Community College. Students will be expected to fulfill
the course requirements and instructor’s policies.
1. Course Number and Instructor Information
2. Text(s) and Materials
All college and high school textbooks will be distributed and assigned to each student with no charge. At
the end of each course textbooks will be returned to the Burge High School book room. Fees will be
assessed for lost or damaged books.
3. Course Requirements
Include the individual instructor’s course requirements, specific grading policies, grading scale, policies
regarding late work, and other evaluation methods.
4. Instructor’s Policies
Includes make-up policy for verified absences, redo and late work, class conduct and other class
procedures required by the instructor.
5. Calendar:
Includes a calendar of subjects to be studied, activities, and assignments. This may be a detailed
calendar specifying daily, weekly, or unit activities/assignments, or it may be a more general calendar
specifying assignments on a week-by-week basis.
Student Learning Resources: All students enrolled in Burges High School are held to a
standard of “Nothing Less Than Success”. Students are expected to maintain passing grades,
participate in class, uphold good discipline, and take a role in school-sponsored activities.
Burge High School supports the following student learning resources:
1. Tutoring – Provides homework assistance and opportunity to make up/redo
tests and assignments before and after-school Monday thru Friday. All students
failing any class are required to attend tutoring. (Tutoring schedule is available
each semester in the counseling center and with your instructors)
2. Saturday School – Provides re-teaching opportunities
3. Library – Offers research and database materials and support
4. ACT Prep – Class providing Princeton Review study guide with instructor
support to prepare students for the ACT exam (recommended for Junior year)
5. Meet with your Instructor!
16
Course Drop Policy for Burges Dual Credit/Early College High School Students
The overall goal of the Early College High School Program is to create a seamless transition between
high school and college by compressing the timeline for and increasing opportunities to obtain a college
degree.
Successfully completing your regular high school and dual credit courses is extremely important! Not
only do these courses affect your high school graduation, but also your performance in each course is
recorded on your permanent transcript, which will be seen, by all colleges, universities, and employers
to which you apply for the rest of your life. While dropping a course is an option, it should always be
the last option after you have done everything else in your power to pass the class.
* If a dual credit student withdraws from (drops) a course before the Census Date, the course will not
appear on the EPCC transcript. It is the responsibility of the student to check with the instructor or their
course syllabus for the Census Date. Students who withdraw from (drop) a course on or after the
census date will receive a “W” on their EPCC transcript.
* Students may withdraw from (drop) a course up to the “Last Day to withdraw with a W.” It is the
responsibility of the student to check with the instructor or the course syllabus for date of the “Last day
to withdraw with a ‘W’.”
* These withdrawals/drops will result in a “W” on the EPCC transcript and may impact Federal Financial
Aid eligibility after high school.
Steps Required in Dropping a Dual Credit Course:
Before attempting to withdraw from a dual credit class, students must:
1.
First talk to their instructor.
a. No more than 3 excused absences (No unverified absences)
b. Have documented 3 visits with the instructor following the recommendations for support
c. Have turned in all assignments (No zeros)
2. After talking with the instructor the student must visit the BECHS Counselor and discuss their
valid reasons for dropping the course. Counselor will contact parent and advise them of
student’s decision advising them of consequences of dropping a course. Student will obtain a
drop form to be signed by all involved parties.
3. Student’s instructor, parent and self must sign drop form and return it to the counselor.
4. The high school counselor will have to sign the “Student Initiated Withdrawal Form” before it can
be processed by EPCC.
17
Part III
Dual Credit Alignment
Course
#
EPCC College Course
Credit
Hours
4
PEIMS #
High School Course
Biology DC
Credit
s
.5
UTEP
Transfer
BIOL
1303
Credit
Hours
4
BIOL
1308
BIOLOGY FOR NONSCIENCE MAJORS I
13037200
BIOL
1309
BIOLOGY FOR NON
SCIENCE MAJORS II
4
13037200
Biology DC
.5
BIOL
1304
4
DRAM
1310
INTRODUCTION TO
THEATRE
3
03250100
THEATRE 1 DC
1.0
THEA
1313
3
ECON
2301
MACRO ECONOMICS
3
03310300
ECONOMICS DC
.5
3
EDUC
1300
MASTERING
ACADEMIC
EXCELLANCE
3
03270100
COLLEGE
READINESS STUDY
SKILLS
.5
ECON
2303
UNIV
1301
ENGL
1301
EXPOSITORY
ENGLISH
COMPOSITION
3
03220300
ENGLISH 3 DC
.5
ENGL 1311
3
ENGL
1302
RESEARCH WRITING
LITERARY ANALYSIS
3
03220300
ENGLISH 3 DC
.5
ENGL
1312
3
ENGL
2322
BRITISH LITERATURE
I
3
03220400
ENGLISH 4 DC
.5
ENGL
2311
3
ENGL
2323
BRITISH
LITERATURE II
3
03220400
ENGLISH 4 DC
.5
ENGL
2312
3
GOVT
2305
AMERICAN GOVT.
AND POLITICS
3
03330100
U.S. GOVERNEMNT
.5
POLS
2311
3
GOVT
2306
STATE AND LOCAL
GOVERNMENT
3
03380041
STATE AND LOCAL
GOVERNMENT
.5
HIST
1301
HISTORY OF U.S.
TO 1865
3
03340100
US HISTORY
.5
HIST
1301
3
HIST
1302
HISTORY OF U.S.
SINCE 1865
3
03340100
U.S. HISTORY
.5
HIST
1302
3
MATH
1314
PRECALCULUS
3
03101100
PRE-CALCULUS DC
.5
MATH
1314
3
3
3
18
Course
#
EPCC College Course
Credit
Hours
PEIMS #
High School Course
Credit
s
UTEP
Transfer
Credit
Hours
MATH
2412
PRECALCULUS 2
3
03101100
PRE-CALCULUS DC
.5
MATH
2412
3
SPCH
1315
FUNDAMENTALS OF
EFFECTIVE SPEECH
3
03241400
COMMUNCATIONS
APPLICATIONS DC
.5
COMM
1301
3
Macro
Econ
2301
MACRO ECONOMICS
3
03310300
ECON -FE DC
.5
ECON
2301
3
TOTAL*
17
TOTAL
53
TOTAL
51
* Students may be required to attend college level classes at EPCC should they require courses not
offered within the dual credit classes at the high school.
19