General Information

Homework

Homework provides an essential communication link between the school and the home. The amount of homework and the time required to complete homework assignments will vary. However, the average time required for most students to complete assignments each evening will conform to the following:

• Grades 6, 7: total of 1 ½ hours
• Grade 8: 30 minutes per teacher

Academic Honor Roll

A  Honor Roll – A student who receives all A’s for subjects in which he/she is enrolled.

A-B Honor Roll – A student who receives all A’s and B’s for subjects in which he/she is enrolled

B Honor Roll – A student who receives all B’s for subjects in which he/she is enrolled.

Report Cards

All interim progress reports and report cards will be sent to parents by e-mail. Therefore, all parents and guardians must have completed the PowerSchool Enrollment procedures for student enrollment.

Family Life Education

Physical Education teachers deliver the family life program. This program is designed to help students understand and adjust to the pressures of growing up. Factual information dealing with physical growth and development is presented. Each school Parents may choose to have their child participate in all or part of family life education instruction. The curriculum is available for review.

Gifted Education

The gifted education program provides services for students in accordance with the Standards of Quality. The program is designed to address individual learning styles, needs, and interests. Henry County Public Schools requires appropriately differentiated instructional services for students at all grade levels.  The Henry County Public Schools Local Plan for the Education of the Gifted provides detailed information on referral and identification processes as well as the services provided for identified students.

Character Education

The Character Education Program is intended to educate students regarding the core civic values and virtues that are efficacious to civilized society and are common to the diverse social, cultural and religious groups of the Commonwealth.

Programs for Students with Disabilities

Special education is an essential part of the total program of public education in our community, sharing with elementary, middle, secondary, and technical education the responsibility for providing instruction, training, and necessary supportive services for all children of Henry County. The ages of students identified for special education services range from two through twenty-one.  The educational interests of children with various types of exceptionality can best be served when they are accepted as an integral part of the total school program. As the law mandates, the education of disabled students in the “least restrictive environment” is emphasized. Special education, as is true for all education, is based on the fundamental concept of the dignity and worth of the human personality. The school division’s commitment is to provide an appropriate program for all children in need of special education.

School Based Intervention Team

SBIT is a multidisciplinary team that uses a problem solving approach to meet the unique needs of each student. The team may review the records and other performance data for referred children and develop interventions that can be done in the regular education program to address academic or behavioral concerns. If a student is suspected of being disabled and in need of special education, then that child is referred by this team for a comprehensive evaluation.

Student Support Teams

Student support teams identify and support students who exhibit academic or behavioral problems by providing early systematic assistance to students and connect them to appropriate interventions and support.

Remediation Programs

Remediation in the subject areas of English, science, social studies, and mathematics is required for students having difficulty mastering the Standards of Learning.

Alternative Education

According to Henry County Public Schools Policy IGBH, an alternative education program may be offered for students in grades six through twelve who are not succeeding in the traditional school environment.

Promotion and Retention 

The decision to promote or retain a student is based on the student’s academic achievement with consideration given to social and emotional maturity, age, and attendance pattern. It is the expectation that all students pass the core classes of English, math, social studies and science. The final determination of grade placement is made by the principal on an individual basis and in accordance with board policy.

Summer School

The school principal and/or division superintendent may require students who are academically at risk to participate in special programs in summer school. These may be programs of prevention, intervention, or remediation. Assessment data on each student is used to plan a course of study for those recommended for summer school. The curriculum for the summer program focuses on improving the reading and math skills of students. If the identified students are unable to attend summer school, they will be scheduled into a course such as, but not limited to, math remediation, reading remediation, and/or Read 180 for the following school year which will occupy a minimum of one exploratory choice in their schedule.  Students who have demonstrated adequate progress could be exited from remediation courses at the end of each grading period or semester based on measured academic growth. Any student who attends summer school but does not show appropriate growth and progress will follow this same process.

English Learners (EL)

At each grade level, EL students engage in instructional activities to increase listening, speaking, reading and writing skills.  While building on their prior knowledge and learning new material, students are provided support services through a cohesive program.  Proficiency is determined by the WIDA WAPT Screening Assessment and/or the WIDA ACCESS Test.  Students build Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) through an inclusion model.