Curriculum

SMART CORE CURRICULUM AND GRADUATION REQUIREMENTS FOR THE CLASSES OF 2022, 2023, 2024, AND 2025

All students are required to participate in the Smart Core curriculum unless their parents or guardians, or the students if they are eighteen (18) years of age or older, sign a Smart Core Waiver Form to not participate. While Smart Core is the default option, a Smart Core Information Sheet and a Smart Core Waiver Form will be sent home with students prior to their enrolling in seventh (7^th) grade, or when a seventh (7^th) through twelfth (12^th) grade student enrolls in the district for the first time and there is not a signed waiver form in the student’s permanent record. This policy is to be included in student handbooks for grades six (6) through twelve (12) and both students and parents must sign an acknowledgement they have received the policy. Those students not participating in the Smart Core curriculum will be required to fulfill the Core curriculum or the Alternate Pathway to Graduation when required by their IEP to be eligible for graduation. Counseling by trained personnel shall be available to students and their parents or legal guardians prior to the deadline for them to sign and return the waiver form.

While there are similarities between the two curriculums, following the Core curriculum may not qualify students for some scholarships and admission to certain colleges could be jeopardized. Students initially choosing the Core curriculum may subsequently change to the Smart Core curriculum provided they would be able to complete the required course of study by the end of their senior year. Students wishing to change their choice of curriculums must consult with their counselor to determine the feasibility of changing paths.

This policy, the Smart Core curriculum, and the courses necessary for graduation shall be reviewed by staff, students, and parents as part of the annual school district support plan development process to determine if changes need to be made to better serve the needs of the district’s students. The superintendent, or his/her designee, shall select the composition of the review panel.

Sufficient information relating to Smart Core and the district’s graduation requirements shall be communicated to parents and students to ensure their informed understanding of each. This may be accomplished through any or all of the following means:⁴

• Inclusion in the student handbook of the Smart Core curriculum and graduation requirements;
• Discussion of the Smart Core curriculum and graduation requirements at the school’s annual public meeting, PTA meetings, or a meeting held specifically for the purpose of informing the public on this matter;
• Discussions held by the school’s counselors with students and their parents; and/or
• Distribution of a newsletter(s) to parents or guardians of the district’s students.

Administrators, or their designees, shall train newly hired employees, required to be licensed as a condition of their employment, regarding this policy. The district’s annual professional development shall include the training required by this paragraph.⁵

To the best of its ability, the District shall follow the requirements covering the transfer of course credit and graduation set forth in the Interstate Compact on Educational Opportunity for Military Children for all students who meet the definition of “eligible child” in Policy 4.2—ENTRANCE REQUIREMENTS including the waiving of specific courses that are required for graduation if similar coursework has been satisfactorily completed.

GRADUATION REQUIREMENTS

The number of unit’s students must earn to be eligible for high school graduation is to be earned from the categories listed below. A minimum of twenty-two (22) units is required for graduation for a student participating in either the Smart Core or Core curriculum. In addition to the twenty-two (22) units required for graduation by the Division of Elementary and Secondary Education (DESE), the district requires additional __ units to graduate for a total of __ units. The additional required units may be taken from any electives offered by the district.⁶ There are some distinctions made between Smart Core units and Graduation units. Not all units earned toward graduation necessarily apply to Smart Core requirements.

All students must receive a passing score on the Arkansas Civics Exam in order to graduate.

Students shall be trained in quality psychomotor skill bases in cardiopulmonary resuscitation and the use of automated external defibrillators in order to graduate.

Digital Learning Courses

The District shall offer one or more digital learning course(s) through one or more District approved provider(s) as either a primary or supplementary method of instruction. The courses may be in a blended learning, online-based, or other technology-based format.⁷ In addition to the other graduation requirements contained in this policy, students are required to take at least one (1) digital learning course for credit while in high school.

SMART CORE: Sixteen (16) units

English: four (4) units – 9^th, 10^th, 11^th, and 12^th

Oral Communications: one-half (½) unit

Mathematics: four (4) units (all students under Smart Core must take a mathematics course in grade 11 or 12 and complete Algebra II.)

1. Algebra I or Algebra A & B* which may be taken in grades 7-8 or 8-9;
2. Geometry or Geometry A & B* which may be taken in grades 8-9 or 9-10;

* A two-year algebra equivalent or a two-year geometry equivalent may each be counted as two units of the four-unit requirement for the purpose of meeting the graduation requirement, but only serve as one unit each toward fulfilling the Smart Core requirement.

3. Algebra II; and
4. The fourth unit may be either:

• A math unit approved by DESE beyond Algebra II; or
• A computer science flex credit may be taken in the place of a fourth math credit.

Natural Science: three (3) units DESE approved biology – 1 credit;

• DESE approved physical science – 1 credit; and
• A third unit that is either:
• An additional science credit approved by DESE; or
• A computer science flex credit may be taken in the place of a third science credit.

Social Studies: three (3) units

• Civics - one-half (½) unit
• World History - one unit
• American History - one unit
• Other social studies – one-half (½) Unit

Physical Education: one-half (½) unit

Note: While one-half (½) unit is required for graduation, no more than one (1) unit may be applied toward fulfilling the necessary units to graduate.

Health and Safety: one-half (½) unit

Economics – one half (½) unit – dependent upon the licensure of the teacher teaching the course, this can count toward the required three (3) social studies credits or the six (6) required Career Focus elective credits.

Fine Arts: one-half (½) unit

CAREER FOCUS: - Six (6) units

All career focus unit requirements shall be established through guidance and counseling based on the student’s contemplated work aspirations.  Career focus courses shall conform to the curriculum policy of the district and reflect state curriculum frameworks through course sequencing and career course concentrations where appropriate.

A student who enlists in a branch of the United States Armed Forces or the National Guard through the military delayed entry program, the National Guard Split Training Option, or other similar early entry program and completes basic training before graduating from high school shall receive two (2) units of the Career Focus graduation requirements.

A student who completes at least seventy-five (75) clock hours of documented community service in grades nine (9) through twelve (12) at any certified service agency or a part of a service-learning school program shall receive one (1) Career Focus credit.⁹

CORE: Sixteen (16) units

English: four (4) units – 9^th, 10^th, 11^th, and 12^th

Oral Communications: one-half (½) unit

Mathematics: four (4) units

• Algebra or its equivalent* - 1 unit
• Geometry or its equivalent* - 1 unit
• All math units must build on the base of algebra and geometry knowledge and skills.
• (Comparable concurrent credit college courses may be substituted where applicable)
• A computer science flex credit may be taken in the place of a math credit beyond Algebra I and Geometry

* A two-year algebra equivalent or a two-year geometry equivalent may each be counted as two units of the four (4) unit requirement.

Natural Science: three (3) units

• DESE approved biology – 1 credit;
• DESE approved physical science – 1 credit; and
• A third unit that is either:
• An additional science credit approved by DESE; or
• A computer science flex credit may be taken in the place of a third science credit.

Social Studies: three (3) units

• Civics one-half (½) unit
• World history, one (1) unit
• American History, one (1) unit
• Other social studies – one-half (½) unit

Physical Education: one-half (½) unit

Note: While one-half (½) unit is required for graduation, no more than one (1) unit may be applied toward fulfilling the necessary units to graduate.

Health and Safety: one-half (½) unit

Economics – one half (½) unit – dependent upon the licensure of the teacher teaching the course, this can count toward the required three (3) social studies credits or the six (6) required Career Focus elective credits.

Fine Arts: one-half (½) unit

CAREER FOCUS: - Six (6) units

All career focus unit requirements shall be established through guidance and counseling based on the student’s contemplated work aspirations. Career focus courses shall conform to the curriculum policy of the district and reflect state curriculum frameworks through course sequencing and career course concentrations where appropriate.

A student who enlists in a branch of the United States Armed Forces or the National Guard through the military delayed entry program, the National Guard Split Training Option, or other similar early entry programs and completes basic training, before graduating from high school shall receive two (2) units of the Career Focus graduation requirements.

A student who completes at least seventy-five (75) hours of documented community service in grades nine (9) through twelve (12) at any certified service agency or a part of a service-learning school program shall receive one (1) Career Focus credit.

Cross References:4.55—STUDENT PROMOTION AND RETENTION

5.2—PLANNING FOR EDUCATIONAL IMPROVEMENT

5.11—DIGITAL LEARNING COURSES

5.12—COMPUTER SCIENCE INTERNSHIPS AND INDEPENDENT STUDIES

5.16—COMPUTER SCIENCE COURSE PREREQUISITES AND PROGRESSION

Legal References: Standards for Accreditation 1-C.2, 1-C.2.1, 1-C.2.2, 1-C.2.3

DESE Guidelines for the Development of Smart Core Curriculum Policy

DESE Rules Governing Distance and Digital Learning

Smart Core Information Sheet

Smart Core Waiver Form

Commissioner’s Memo LS-18-082

A.C.A. § 6-4-302

A.C.A. § 6-16-122

A.C.A. § 6-16-143

A.C.A. § 6-16-149

A.C.A. § 6-16-150

A.C.A. § 6-16-1406

A.C.A. § 6-18-107

Date Adopted: August 27, 2017
Last Revised: September 27, 2019

Concurrent Courses

A ninth (9th) through twelfth (12th) grade student who successfully completes a college course(s) from an institution approved by the Arkansas Department of Education (ADE) shall be given credit toward high school grades and graduation at the rate of one (1) high school credit for each three (3) semester hours of college credit. Unless approved by the school’s principal prior to enrolling for the course, the concurrent credit shall be applied toward the student’s graduation requirements as an elective.

As permitted by the DESE Rules Grading and Course Credit, a student who takes a three (3) -semester hour remedial/developmental education course receives a half (1/2) credit for a high school career focus elective. The remedial/developmental education course cannot be used to meet the core subject area/unit requirements English and Mathematics.

Participation in the concurrent high school and college credit program must be documented by a written agreement between:

• The student;

• The student’s parent(s) or legal guardian(s), if the student is under the age of eighteen (18);

• The District; and

• The publicly supported community college, technical college, four-year College or university, or private institution of higher education the student attends to take the concurrent credit course.

Students are responsible for having the transcript for the concurrent credit course(s) they have taken sent to their school in order to receive credit for the course(s). Credit for concurrent credit courses will not be given until a transcript is received. Students may not receive credit for the course(s) they took or the credit may be delayed if the transcripts are not received at all or in a timely manner--this may jeopardize students’ eligibility for extracurricular activities, graduation.

Students will retain credit earned through the concurrent credit program that was applied toward a course required for high school graduation from a previously attended accredited, public school.

A student eligible to receive free or reduced price meals shall not be responsible for any of the costs for the student’s first six (6) concurrent credit hours so long as the concurrent credit courses are taught on the District grounds and by a teacher employed by the District.   Any and all costs of concurrent credit courses beyond the six (6) hours permitted shall be the responsibility of parent/guardian of the student. Students who are not eligible to receive free or reduced price meals are responsible for any and all costs associated with concurrent credit courses.

Cross Reference: 4.59—ACADEMIC COURSE ATTENDANCE BY PRIVATE SCHOOL AND HOME SCHOOLED STUDENTS

Legal References:       A.C.A. § 6-15-902(c)(2)

A.C.A. § 6-16-1201 et seq.

A.C.A. § 6-18-232

DESE Rules Governing Grading and Course Credit

Virtual Learning

OVERVIEW  

 All students will follow the same LRSD attendance policies and guidelines as onsite learners. 

 LRSD will provide students in grades K-12 with a virtual learning experience that allows for school choice. Students enrolled in the Virtual program will have flexible learning options, and enriching learning experiences. Teachers will provide instruction through live-streaming, and pre designed digital coursework, as well as, computer-based platforms. students will attend school online and work with LRSD teachers to complete learning activities, both teacher-guided and independently, that hold to the same standards, concepts/skill and mastery requirements as students in traditional classrooms. 

Application Process  

Enrollment is available to all students in grades K-12.  Parents/Guardians must apply with the LRSD Student Registration Department in order to attend LRSD’s Virtual Learning Program. Limited seats are available and will be assigned based on a first come, first served basis.  

Students who are not admitted into the Virtual Program will be assigned to On-site school campuses.  

All students will follow the same LRSD attendance policies and guidelines as onsite learners. 

Click below for Virtual Policy:

Virtual Discipline Policy II.pdf

 Inclement Weather Alternative Learning Activities Days (AMI)

The Little Rock School District was approved by the state to provide alternative home learning activities for up to 5 inclement weather days. The alternative home learning activities will allow students to continue their instruction when school is closed for inclement weather.

Districts that have an Arkansas Department of Education approved plan in place to provide alternative home learning will not have to make up days (up to 5) during which school is closed for inclement weather. Little Rock School District has constructed a two-part plan that consists of an online or offline option for alternative home learning in case of inclement weather. By providing both an online and offline option, all students are provided instructional materials to use in the event that school is closed due to inclement weather. Your school will inform you regarding which method you will be using.

Promotion, Acceleration, Retention, And Administrative Placement of Students, Pre K-12

Purpose

The purpose of the following regulations is to provide guidelines for teachers and campus-level administrators to use in making decisions relating to promotion, acceleration, retention, and administrative placement of students from one grade to the next. Failure of students to take part in their Remediation Plan will result in retention in grades K-8 and loss of credit for high school courses.

Elementary School, Pre K-1

Students in grades Pre K-1 are not to be retained except under extenuating circumstances where the best interest of the child would clearly be served, according to multiple criteria and in consultation with the parent/guardian(s). Extenuating circumstances include, but are not limited to, excessive absences, lack of participation in pre-kindergarten, fetal alcohol syndrome, fetal drug addiction, and developmental delays.

Elementary School Grades 2-5

A student who is not proficient on the Summative Assessments in math, literacy, or science must participate in his/her Remediation Plan for that subject in order to be promoted from one grade to the next. Students take Summative Assessments in both math and literacy in grades 3-8 and in science in grades 5 and 7.

If a student is proficient on the Summative Assessments  for math, literacy, and science or if a student is not proficient but participates in an Remediation Plan, promotion of the student from one elementary grade to the next will be determined by the degree to which the student has achieved the District’s curriculum standards identified in the curriculum at each grade level as evidenced by multiple criteria (e.g., criterion-referenced tests, state examinations in literacy and mathematics, norm-referenced tests, grades, teacher/counselor predictions of success at the next level, extenuating circumstances, etc.). Achievement in reading/language arts and mathematics are of primary importance.

The decision to accelerate (double-promote) a student will be made based on multiple criteria and in consultation with the parent/guardian(s), classroom teacher(s), principal, counselor, staff from the gifted/talented office, and other appropriate curriculum and assessment staff. Students not performing at or above the proficient level on the most recent standards-based assessments in both literacy and mathematics are not generally candidates for acceleration. A four-year-old is not permitted to skip pre-kindergarten and be “double-promoted” to kindergarten since he/she would not be old enough to enter kindergarten under state law.

The decision to retain a student in a grade will be made based on multiple criteria and in consultation with the parent/guardian(s), classroom teacher(s), and principal. Achievement in English language arts and mathematics are of primary importance, and for that reason, students performing at the Below Basic level on state assessments, if substantiated by other criteria, may be considered for retention, even though scores may be reported during the summer after the end of the school year.

Prior to a decision to retain, the student’s remediation plan must be implemented fully by the teacher, and Interim Reports must be sent home each quarter of failing work so that parents are alerted. In addition, contact with parents must be documented (such as the Parent- Teacher Conference Form and/or the parent-teacher conference) to show efforts made to prevent student failure or retention through intervention and remediation.

Parent/guardian(s) must be notified by the end of the third nine week grading period and given reasons for the probable retention of the student. This notification (or attempts to encourage the parent’s participation) must include a good-faith effort to include the parent/guardian(s) in a parent-teacher conference and must be documented in writing. Parent/guardian(s) must be advised of all available programs and services provided by the District to support the child’s remediation. The documentation must include the date, persons involved, and results of the conference, and it must be placed on file. It is also strongly recommended that any student facing possible retention attend summer school or any district sanctioned summer intervention.

If a student will reach age eleven (11) before June 1 of his/her third grade year, he/she may be administratively assigned from grade 2 to grade 4. If a student will reach age thirteen (13) by June 1 of his/her fifth grade year, he/she may be administratively assigned from grade 4 to grade 6.

Middle School, Grades 6-8

The following regulations are established to guide decision-making at grades 6-8.  Any exceptions to these regulations will be the result of a collaborative decision involving the classroom teacher(s), the counselor, the principal, parent/guardian(s), and other appropriate staff. Such an exception must be based on multiple criteria, including criterion-referenced tests, grades, teacher/counselor predictions of success at the next level, extenuating circumstances, etc. An exception can be made for those students who can successfully earn credit for a failed course through a District-approved correspondence or distance-learning program or through summer school.

A student who is not proficient on the Summative Assessments in math, literacy or science must participate in his/her Student Success Plan for that subject in order to be promoted from one grade to the next. Students take Summative Assessments  in both math and literacy in grades 3-8 and in science in grades 5 and 7. If a student is proficient on the Summative Assessments  for math, literacy, and science or if a student is not proficient but participates in an Remediation Plan promotion of the student from the sixth grade to the seventh grade, from the seventh grade to the eighth grade, or from the eighth grade to the ninth grade, requires that a student must earn a passing grade (D) or above in both English and mathematics and in either science or social studies. Grades will reflect the degree to which the student has achieved the core curriculum standards appropriate for the grade level.

Although a student may be accelerated (double-promoted) from grade 4 to grade 6, acceleration is rarely an option in middle school and should only be considered under extenuating circumstances. Any decision to accelerate will be based on multiple criteria (e.g., criterion-referenced tests, examinations in literacy and mathematics, norm-referenced tests, grades, teacher/counselor predictions of success at the next level, extenuating circumstances, etc.) Students not performing at or above the proficient level on the most recent standards-based assessments or the state Benchmarks in both English language arts and mathematics are not generally candidates for acceleration.

The parent/guardian(s) of any student likely to be retained must be notified through teacher- parent conferences relating to the Remediation Plan and quarterly Progress Reports of the student’s low performance. In addition, parent/guardian(s) must be notified, in writing, by the end of the third nine-weeks grading period of the likelihood of retention and the need to attend summer school to make up for failing grades.

A student who fails either English or mathematics may be promoted to the next grade level if he/she earns a passing grade or above in summer school in either the English or mathematics course that was failed.

A student who fails either English or mathematics and one other core curriculum course may be promoted to the next grade level if he/she earns a passing grade or above in summer school in either the English or mathematics course that was failed.

At the discretion of school officials, the student may be required to retake the other failed course or enroll in an extra remedial course during the next school year instead of allowing an elective course.

A student who fails both English and mathematics must attend the full-day summer school program and earn passing grades in both subjects in order to be promoted.

A student who fails both English and mathematics and either science or social studies must attend the full-day summer school program and earn passing grades in both English and mathematics in order to be promoted.

A student who fails either English or mathematics and both science and social studies must attend the full-day summer school program and earn passing grades in English/mathematics and in science/social studies – two of the three failed courses.

A student who fails all four core curriculum areas is not eligible for promotion and must be retained.

A student who performs at the Below Basic level on the most recent criterion-referenced assessments or state Benchmarks in both literacy and mathematics may be retained if other student performance data verify the low performance and if scores are received by the school before the beginning of the next school year.

A student who does not earn promotion the second year at a grade level in grades 6 or 7 may be administratively assigned to the next grade level. A student who will be age sixteen (16) before June 1 of his/her eighth-grade year and who has not successfully completed the requirements for grade 8 may be administratively assigned to an alternative education program if program eligibility and placement criteria are met.

It is also strongly recommended that any student who is below grade level attend summer school or any district sanctioned summer intervention.

High School , 9-12

A high school student must earn a minimum of 5.5 units of credit each year in order to be promoted to the next grade level, as follows:

Sophomore (grade 10) 5.5 units

Junior (grade 11) 11 units

Senior (grade 12) 16 .5 units

Over-age and credit-deficient students may be administratively assigned to an alternative education program if program eligibility and placement criteria are met.                

Accelerated Learning Center (ACC) – The Accelerated Learning Center provides effective education to students identified as needing a flexible, nontraditional learning environment with alternative ways to acquire a high school diploma. Students must apply to become a student at the ACC through their high school counselor, and must have failed one or more courses.

English:  4 units - English 1, English 2, English 3, English 4

Oral Communication: ½ unit: Oral Communication 1A

Mathematics: 4 units - Algebra I, Geometry, Algebra II, one or more additional units of advanced mathematics

Science: 3 units - Physical Science, Biology, Chemistry I or Physics I

Social Studies: 3 units - Civics/Economics, World History, US History

Physical Education: – ½ unit - Physical Education

Health and Safety: ½ unit - Health and Safety

Fine Arts: ½ unit - One unit from art, dance, drama, or music

Career Focus: 6 units: - Six units from any of the approved Career Focus programs

Total – 22 units

Student Success Plan

Beginning with the 2018-2019 school year, each student shall have a student success plan (SSP) developed by school personnel in collaboration with the student’s parents and the student that is reviewed and updated annually.

The SSP is an individualized student driven plan that prepares students to graduate ready for postsecondary opportunities. The plan addresses student needs and interests associated with post-secondary education and career goals.  The SSP is a collection of programs and services that address academic, college, and career exploration topics for students in grade 8. 

The purpose of the Student Success Plan is to:

• Set personal and academic goals
• Support most rigorous high school expectations for each student
• Explore postsecondary education and careers

What will be covered:

• Pathways to Graduation
• Accelerated Learning Opportunities
• Academic Deficit Interventions provided
• College Career Planning

LRSD uses Naviance as an online tool that supports academic, career, and college planning.  These tools are located in the Naviance student portal.  Students and parents can communicate with school staff and work on college and career readiness activities assigned by counselors and teachers.  Students can set personalized goals, take career interest inventories, and assessments.  Students can search for colleges and information on careers.

Students who either refuse to sit for a Statewide assessment or attempt to boycott a Statewide assessment by failing to put forth a good faith effort on the assessment as determined by the assessment administrator/proctor, or whose parents do not send their student to school on the dates the assessments are originally administered or scheduled as make-up days shall not be permitted to participate in any non-curriculum related extracurricular activity, including school dances, prom, homecoming, senior events, and may be prevented from walking or participating in graduation exercises. The student shall remain ineligible to participate until the student takes the same or a following Statewide assessment, as applicable. The Superintendent or Principal may waive this paragraph's provisions when the student’s failure was due to exceptional or extraordinary circumstances. Students falling under the provisions of this paragraph shall be permitted to attend curriculum related field trips occurring during the school day.

General Graduation Requirements

The Little Rock School District Board of Education believes that students should graduate from high school possessing the skills, knowledge, and attitudes needed for responsible citizenship, life-long learning, and productive employment in our modern economy.  Programs for post-secondary preparation will be available to equip students for the advanced training that will be needed for the work of the 21^st century.  The Little Rock School District will be responsible for providing the educational opportunities and experiences that will enable our students to take full advantage of post-secondary education and employment opportunities available to them after graduation.

The District shares with the state of Arkansas the commitment to ensure all students have access to a rigorous curriculum.  The District’s general graduation requirements meet the State’s adopted Smart Core or Core Curriculum.

SEALS

ADE Seal

In order to receive the ADE Seal, students must complete the state’s recommended core curriculum with a minimum grade point average of 2.75.

Magnet Program Seal

Students who participate in the District’s high school magnet programs may meet the magnet curriculum requirements through completion of the designated Career Focus courses established for each magnet.  In order to receive a Magnet Seal, magnet students must complete all the requirements of the magnet program.  Students transferring into a magnet program after the freshman year may earn a diploma from that high school, but they will not earn the Magnet Seal. 

Arkansas Scholars Seal (privately sponsored)

Arkansas Scholars, a program of the Arkansas Business & Education Alliance, is a partnership between the District and the Little Rock Chamber of Commerce’s Education Committee.   Many local businesses have agreed to recognize the achievement of Arkansas Scholars status as a symbol of high quality education.  A special Arkansas Scholars seal will be affixed to the diploma and transcript of a student who meets the following standards established by the Arkansas Scholars program:

1. Earn semester grades of "C" or above in all courses.
2. Achieve a 95% or better attendance record (average over four years).
3. Complete the recommended courses to graduate from high school and to prepare for post- secondary education, including:
• English. 4 units (I, II, III, & IV)
• Science. 3 units (from biology, chemistry, physics, and physical science, lab based).
• Mathematics. 4 units (algebra I, geometry, algebra II and an advanced math course)
• Social studies. 3 units (to include world history, U.S. history, civics/government)
• Complete the balance of state mandated high school graduation requirements.
4. Finish high school in 8 consecutive semesters.

Honors Diploma Seal (Honors Graduate Requirements)

1. A special Honors Seal will be affixed to the diploma and transcript of a student who meets the following standards: Completes the units required for the Little Rock Scholars curriculum, which includes and goes beyond the requirements of the Arkansas Higher Education Coordinating Board for unconditional admission to any public two-year or four-year institution of higher education in Arkansas and which includes, but goes beyond, the requirements for eligibility for the Arkansas Challenge Scholarship.  The Little Rock Scholars curriculum also reflects the admission requirements of the most competitive universities in the United States of America.

2.   The Little Rock Scholars curriculum requires the successful completion of any combination of at least six Pre-Advanced Placement, Advanced Placement, and/or International Baccalaureate courses over a four-year period.   Other approved dual-credit courses offered to LRSD students in collaboration with area colleges/universities may also be substituted for the Pre-AP, AP, or IB requirements.

3.Earns a grade-point-average of at least 3.5.  Students designated for valedictory or salutatory recognition must have completed the Little Rock Scholars curriculum.

Recognition of Graduates

Each high school may design its own traditions to commend and celebrate the achievements of the following sets of graduates:

1. The valedictorian and salutatorian;
2. Students earning an overall average of 3.5 or above;
3. Students earning Magnet Program, Arkansas Scholars, Little Rock Scholars, and/or Honors Diploma Seals;
4. Members of the National Honor Society or similar honors organization;
5. Scholarship recipients;
6. Students with perfect attendance throughout high school;

Participation in Graduation Ceremony

In order to be a participant in the graduation ceremony, the student must be within one unit of completing the graduation requirements and must have enrolled in and paid the tuition, if applicable, for the one-half or one unit to be taken in summer school (or, alternately, in another approved credit-earning program).  All high school students and their parents will be informed in writing of this expectation when course lists and graduation requirements are published for the spring registration process.

Principals will make a determination of potential graduates at the end of the junior year and each quarter of the students’ senior year and inform students and their parents immediately if it is determined that the student is in danger of not graduating.  Such students will be advised of all the appropriate credit-earning options, including, but not limited to, evening high school, summer programs, credit recovery, correspondence courses, online courses, and placement at the Accelerated Learning Center.

Early Graduation

When a student is within one year of completing the District’s graduation requirements and the student wishes to graduate early, he/she must submit a written request, signed by the parent/guardian, for early graduation to the high school principal.  If the student requests to graduate at the end of the sixth semester of high school, the request must be made prior to the beginning of the fifth semester.  If the student wishes to graduate at the end of the seventh semester, the request must be made prior to the beginning of the sixth semester. 

A plan for early graduation will be reviewed in a conference to include the student, counselor, parents/ guardians, and the high school principal.  If it is determined that the student can complete the requirements for high school graduation early, then he/she will be permitted to do so, with signed parent consent if the student is a minor.

 Participation in Graduation Ceremony After Six Semesters

If after six semesters the student lacks one-half or one unit of credit to complete the requirements for graduation and has complied with the requirements of early graduation, he/she will be allowed to participate in the graduation ceremony, provided that the additional one-half or one unit can be earned in summer school, evening school, or through completion of correspondence or another form of approved distance learning courses. 

Participation in Graduation Ceremony After Seven Semesters

If the student has completed the credits required for graduation after seven semesters and has complied with the requirements for early graduation, the student may participate in the graduation ceremony at the end of the eighth semester with the other students in the graduating class.  All records completed at the end of the student’s seventh semester will be used for calculating class rank and honors.  All arrangements for participation in the graduation ceremony, such as acquiring the cap and gown, invitations, etc., are the responsibility of the student.

Award of Diploma

The award of the high school diploma will not be made until all graduation requirements are met.

Text Books

Students and their parents are responsible for payment of lost\damaged textbooks. If the book is lost or damaged beyond use, the student will be charged for the entire cost of the book. Books returned damaged beyond an acceptable condition may be assessed a damage fine at the school’s discretion, Guidelines are as follow:

• Minor damage will be assessed at 25% of cost (removal of bar code)
• Major damage will be assessed at 50%
• Lost books will be assessed at up to 100%

It is the student and parent’s responsibility to clear all fines.