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Accountability L ouisiana’s Accountability Program ​ The Louisiana school and school system accountability system was developed to: • inform and focus educators through clear expectations for student outcomes; and • provide objective information about school quality to parents and other community stakeholders. ​ Annually, public schools in Louisiana receive a School Performance Score (SPS) and corresponding letter grade that measures how well they are preparing all of their students for the next grade-level or post-secondary education. ​ Director of Testing and Accountability Cassie Owens 318-325-0601, x3010 WHAT SUCCESS HAS THE LOUISIANA K-12 ACCOUNTABILITY SYSTEM HAD IN LOUISIANA & NATIONALLY? ​ In its plan to implement the new federal Every Student Succeeds Act, Louisiana has set expectations for all students that are as ambitious as expectations in any state in the country. The state’s system for measuring and reporting student and school success is seen as a national model. In the News • ESSA Brings User Friendly Makeover of State Report Cards (Education Week) • Louisiana Releases New Tool to Help Parents Find Good Early-Learning Options (Education Week) • A School Finder to Empower: Case Study of Louisiana’s New School Report Card (CCSSO) • States Leading for Equity: Promising Practices Advancing the Equity Commitments (CCSSO) • ESSA seeks a well-rounded education. Louisiana seeks partners to explore new measures. (The Thomas B. Fordham Institute) • Louisiana education plan provides more—and better—information to families, educators (Daily Advertiser) To get further information about School Performance Scores, please visit the Louisiana Believes K-12 Accountability System website, where most of this information was collected. Latest 4-Year Cohort Graduation Rate ​ Family Tips for Test Taking ​ Reassure your child that he or she does not have to answer all the questions correctly to pass. It is not expected that students answer every question correctly. Tell your child to attempt to answer all of the questions and not to leave any blanks. There is no penalty for guessing, and students can get partial credit on the open-ended items. Remind your child that the test is important. Explain to your child the importance of using time wisely. If your child gets stuck on a question, encourage him or her to make the best guess or place a mark in the test booklet by that item and go back to it after finishing that section of the test. Make certain your child gets a good night's sleep and a good breakfast before taking the test. Try to make the morning of the test a pleasant one. Do not add to your child's stress. Get your child to school on time the day of the test. Remind your child to listen carefully to the instructions from the teacher and to read the directions and each question carefully. Encourage your child to stay focused on the test, even if other students finish early. Remind your child that it is okay to mark in the test booklet as a help in taking the test - i.e., underlining important words - but to mark all answers on the answer sheet. Director of Testing and Accountability Cassie Owens 318-325-0601, x3010

Sherrouse School Location... 300 Sherrouse Avenue Monroe, LA 71203 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Contact Us​ ​ (318) 343-3258 ​ ​ ​ MISSION STATEMENT Sherrouse School is established with the belief that all children can learn. We recognize that the traditional school setting does not meet the needs of all children. Keeping children in school is of paramount importance. To that end, we will provide new educational experience for our students. Welcome to Sherrouse School! ​ Our aim is to help you be successful in modifying your attitude/behavior so you can return to your home school. With the assistance of the school administration and faculty, with efforts by the parents/guardians, and with your commitment, this goal can be attained. We believe in you and are here to help you. ​ The discipline alternative program is structured so you may continue your educational program in lieu of activation of a suspension or expulsion from the MCS (Monroe City Schools) district. Sherrouse’s DAP provides you with an OPPORTUNITY to begin a new, positive experience that will help you in your future educational and career endeavors. With an honest effort on your part and a willingness to change, you can be on the path that will lead back to your home school. Best wishes and much success. ​ ​ This website is under construction and the process of being updated where possible. Please check back for more information. ​ You can contact the school about their social media presence through Facebook, Instagram, Twitter, and Remind!

Section 504 P olicy ​ It is the policy of the Monroe City School System to provide a free appropriate public education to all handicapped students within its jurisdiction, regardless of the nature or severity of the handicap. ​ Students who are handicapped consistent with documented data fulfilling the definitions set forth in Section 504 of the Rehabilitation Act of 1973 will be identified, evaluated, and provided with appropriate educational accommodations or services. Due process rights of the handicapped students and their parents under Section 504 will be enforced. ​ ​ Overview ​ Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) are major federal legislative acts that are designed to protect the civil right of individuals with disabilities. Both of these two federal laws prohibit any form of discrimination for persons with disabilities. Section 504 applies to all entities that receive federal funds, while the ADA applies to virtually every entity except churches and private clubs. Included in the U.S. Department of Education regulations for Section 504 is the requirement that disabled students be provided with a free appropriate public education (FAPE). These regulations require identification, evaluation, provision of appropriate services, and procedural safeguards in every public school in the United States. ​ School districts have an obligation to avoid discrimination in policies and practices regarding their personnel and students under Section 504. NO discrimination of any person with a handicap will knowingly be permitted in any of the programs and practices of the district. School districts have specific responsibilities under the ACT, which include the identification, evaluation, and if the child is determined eligible under Section 504, to afford access to appropriate educational services. ​ Disability Definitions ​ A Handicapped person is defined under Section 504 (29 U.S.C. Sec. 706(8)) as any person who: ​ has a physical or mental impairment that substantially limits a major life activity, has a record of such an impairment, or is regarded as having such an impairment. The phrase “physical or mental impairment” has been defined to include physiological conditions that affect body systems as well as mental or psychological disorders. Some examples include epilepsy, muscular dystrophy, multiple sclerosis, cancer, heart disease, diabetes, mental retardation, emotional illness, specific learning disabilities, drug addiction, HIV disease (symptomatic or asymptomatic), tuberculosis, alcoholism and orthopedic, visual, speech and hearing impairments. Simple physical characteristics such as left-handedness, skin color, or age, or uncomplicated pregnancy do not constitute physical impairments and therefore cannot be considered disabilities under 504. Similarly, disadvantages attributable to environment, cultural, or economic factors are not the type of impairments covered by 504. The definition also does not include common personality traits such as poor judgment or a quick temper, where these are not symptoms of a mental or psychological disorder. ​ The parent or guardian must be provided with notice of actions affecting the identification, evaluation, or placement of the student and are entitled to an impartial hearing if there is a disagreement with the district decisions in these areas. Handicaps covered by Section 504 and not IDEA must provide a Section 504 hearing if requested. The Parent/guardian does not necessarily have to sign the Individual Accommodation Plan (IAP), but it is best to document at least two different attempts to meet with the parent to discuss modifications in the regular classroom. ​ Section 504 is NOT an aspect of special education. ​ Each school has a school 504 coordinator that is trained by the district 504 coordinator. Every school is provided professional development about 504 during the first six weeks of school. ​ Deann Taylor Coordinato r 318-325-0601, x5221 ​ ​

Homeless Education Services Role ​ The McKinney-Vento Homeless Education for Children and Youth Act defines homelessness as children and youth who lack a fixed, regular, or adequate night-time residence, including: ​ In a shelter Doubled up with relatives or friends Unsheltered (i.e. sleeping in cars, parks, campground without running water/electricity, abandoned building, substandard housing, FEMA trailers, FEMA rental assistance on the street , etc.), Hotel/motel Note: All the above described circumstances apply to unaccompanied youth. Homeless children may attend: ​ The school in which the child or youth was last enrolled (school of origin). The school in the attendance area where the child or youth is temporarily living. ​ ​ For more information, contact, Sallie Sutherland at the address below or access a copy of the Monroe City Schools Educational Plan for Transitional Students . ​ Instructional Support Services 2009 Auburn Avenue Monroe, Louisiana 71201 Phone: 318-387-6511 Ext. 5017 E-mail: sam.moore@mcschools.net

Employee Leave All employee leave options are coordinated by the Human Resources Division through the Financial Clerk and Retirement Specialist. Each full-time employee receives 10 sick days annually, two (2) of which may be used as "personal days." Employees who expect to be absent for more than six (6) consecutive days for personal or family illness must submit a physician’s medical certification form explaining the necessity of the absence. All absences considered long-term must be reported in advance, whenever possible, and must be approved by the Monroe City School Board. ​ Dana Mullins Director, Aesop System Coordinator 318-325-0601, x3016 ​ Linked below is information on the leave options currently available. Use of Accumulated Sick Days Family Medical Leave (Leave Without Pay) Request for Maternity Leave Extended Sick Leave Form Sabbatical Medical Leave Form