Hi Riders,

Each year, I look through this Academic Mini Guide, and I am so excited about all of the classes that you have to choose from.  I know there are required classes each of you have to take to graduate, but you have SO MANY choices for your elective classes. With eight classes each year, you have 32 opportunities to earn the 24 credits you need for graduation.  That means you have EIGHT extra classes that you can take just because you are interested or excited about learning something.  So, I’m going to offer some advice - take the classes that you are curious about.  Wonder about engineering or computer science?  Go for it!  You might find that you really like those subjects (and there are so many job opportunities in those fields right now that pay really well!).  Do you wonder how your brain works and how people are motivated to do (or not do) things?  Then take psychology.  Want to learn how to make digital, print, or video representations of you and your lived experience?  Or do you want to know how to share information in a compelling way so that others will want to hear about it?  Take Intro to Communications and then take videography, digital photography, and the other classes in the Communications CTE program.  Find something that you are interested in, and talk to your counselor and teachers to find classes that might be a good fit for you.

If you are a senior, take a third, fourth, or fifth year of a World Language.  Take an extra science class or a fourth year of math.  Don’t breeze through your last year of high school.  Take a few challenging classes and/or something new.  

If you are not a senior, don’t just think about next year.  Think about your entire high school career and what you want to do after high school.  That might help you find ways to broaden your experiences or focus in on what you know you want to do.  Take art, ceramics, creative writing, or climate justice.  There are so many great opportunities at Roosevelt, and I want to make sure you take the time to really look at the options.  You never know what class will be the one that sparks an interest that might last for the rest of your life.  

Go Riders!

Dr. KD Parman

Principal

Office of School Performance High School Programs 

Dear High School Students and Families,

Creating a schedule that optimizes opportunities for learning is critical to your student’s success. Please take time to review the forecasting materials available from your school and work with your student to build a full schedule tailored to your student’s needs and  interests.

What are the goals of a carefully planned schedule?

• Preparation for college and/or career

• Exposure to rigorous academic material

• Opportunity to explore a great variety of electives

• A transcript that is competitive for college applications

• The option to secure extra support in academic areas that are challenging

• Opportunity to earn college credit, reducing the cost of college

• Preparation for college admission tests (SATs and ACTs)

Oregon Administrative Rule 581-022-1620 requires most students to take a full load of courses. All 9th through 11th graders will be  enrolled in a full schedule. This opportunity will prepare students to earn a high school diploma, become prepared for college material, and help students to pursue career and extra-curricular interests. It is important to take the time now to create a schedule that  best reflects your interests and aspirations. I cannot emphasize enough that making the most of these years increases the likelihood  of your post-high school success, whether you plan to enroll in college or pursue other post-secondary options after graduation.

Additionally, course selection will occur through an online process where families will have the opportunity to view students selected courses online. Please make sure you have an active ParentVue account to view these courses in January 2026. As you go through the registration process, consult with your school counselor about any questions you may have about course availability or  the forecasting process. They are an excellent resource!

I wish you the best for the new school year!

Sincerely,

Filip Hristic

Filip Hristic

Senior Director of Secondary Academics

Quick Navigation MenuFORMAT

RHS School Counselors

Roosevelt High School Four-Year Plan Examples & Graduation Requirements

Advanced Placement, AVID, CTE, & Dual Credit Courses at Roosevelt

Department Preview

ENGLISH LANGUAGE DEVELOPMENT

HEALTH & PE

LANGUAGE ARTS

MATH

SCIENCE

SOCIAL STUDIES

SPECIAL EDUCATION

VAPA

WORLD LANGUAGE

Additional information and resources

Credit Opportunities outside RHS

Credit recovery opportunities

PPS athletic eligibility & NCAA requirements

PPS grading practices

Talented & Gifted (TAG)

RHS School Counselors

The goal of Roosevelt’s school counseling program is to provide developmental and systematic support to each and every student to ensure their academic, career, personal and social development, and support their participation in the broader community. Roosevelt’s licensed school counselors provide an array of interventions and supportive services to students. These are delivered collaboratively with students, school staff, families and members of the RHS community. Our intent is to help prepare our students to leave high school with the skills and knowledge to live, learn, work and contribute to the world in a meaningful way. RHS students and families are assigned and will work with the same school counselor throughout their four years at Roosevelt.

Our mission as Roosevelt High School counselors is to advocate for all students and provide a comprehensive program that will assist them in acquiring the skills, knowledge and attitudes necessary to become effective students, responsible community members, productive workers and lifelong learners. School counselors are an integral part of the school community who address the personal/social, academic and college/career needs of all students. School counselors collaborate with students, teachers, administrators, families, community members and partner organizations to deliver a comprehensive school counseling program.

Roosevelt High School Four-Year Plan Examples & Graduation Requirements

These four-year plans include the two options to fulfill the SB 3- Higher Education & Personal Finance graduation requirements.  Example A is earned by participating in the AVID program for four years of high school.  Plan B has the stand alone Higher Ed/Personal Finance course during the senior year.  Use these examples to get inspired and help you see the different opportunities to take a wide variety of classes.  

Advanced Placement, AVID, CTE, & Dual Credit Courses at Roosevelt

Advanced Placement (AP) courses are rigorous, college-level classes in a variety of subjects that give students an opportunity to gain the skills and experiences that they will need in college.  Deciding to take an AP course lets colleges and universities know that students have what it takes to succeed academically.    Students who take and pass an AP exam may also be eligible for college credit.  While taking AP courses, students sharpen their time management and study skills while tackling challenging coursework, exploring complex issues and problems, and applying new learning.

AP courses are open to all students who have successfully completed the required prerequisite courses, and who are willing to dedicate the time and energy necessary to complete a college-level course. Roosevelt High School currently offers fourteen Advanced Placement courses. Our AP teachers are invested in supporting their students’ success and in providing ample opportunities for students to prepare and build confidence for their exams.

*If you have further questions about prerequisites, contact Merri Garcia at mgarcia@pps.net

Believe in yourself, learn, and never stop wanting to build a better world- Mary McLeod Bethune

When we study together, we learn together, we work together, and we prosper together- Barack Obama

 AVID’s mission is to close the opportunity gap by preparing all students for college readiness and success in a global society. By committing to the AVID program for three years, you will participate in college and career field trips, support with personal and professional organization, information on colleges, scholarships and financial aid, as well as support in completing applications for colleges and financial aid.  Students can earn the Higher Ed and Career graduation requirement through AVID 11 and the Personal Finance graduation requirement through AVID 12 (class of 2027 and beyond).

Career and Technical Education (CTE) offers high school students cutting edge, relevant, rigorous classes that prepare them for post-secondary opportunities and high-wage, high skill and high-demand jobs.  CTE Programs of study are a cohesive, sequenced, and rigorous progression of courses that allow students to develop better connections to school, breadth and depth of knowledge and skills, authentic application of learning, and college and career readiness.  Students who complete three sequential courses within a Program of study are considered  CTE Program of Study Completers. 

Dual College Credit provides all eligible students the opportunity to begin to take college-level coursework that aligns with their post-high school goals and plans.  Our partnerships for 2026-27 include Portland Community College and Portland State University.  Roosevelt has a well-rounded selection of courses that expose students to a wide variety of content and experiences.  Please note that all credits are free of charge to the student.

Oregon Promise has a 90 credit limit on college credits, including any of the following:

• College credits you take while in high school or as part of a high school completion program
• College credits you take during summer term*
• College credits you take at another college or university while dual-enrolled at a community college
• College credits for courses you withdraw from or fail
• Any other college credits you attempt or complete prior to and during your time as an Oregon Promise recipient

**Pending approval with PCC

Department Preview

Each department has provided a general overview and a list of the courses that are typically available for students.  Course descriptions can be found in our Interactive Course Guide- ICG for short.  

Elective courses at Roosevelt High School are taught by teachers from many departments!  They range from Leadership, to Psychology, to Public Speaking & Debate.  Be sure to search for Electives in the ICG so you can see the wide variety of choices you have.

Don’t forget!  You can build your schedule with classes from all departments.  Any time you take additional classes in any graduation requirement they count as electives too.  

In English Language Development courses, students focus on developing Academic English skills in the four domains; reading, writing, listening and speaking. Through leveled texts, scaffolded essays, and classroom discussions our English language learners will be supported in their journey of learning English. Placement in ELD courses is dependent on the English Language Proficiency Assessment (ELPA Summative) score the student receives and teacher recommendation.

Physical education classes are created with a focus on fitness that will enable each student to understand the long term benefits of a wellness lifestyle.  To accomplish this, the PE curriculum is designed to offer a variety of lifetime activities that will allow each student to make healthy choices in life.  All courses are structured to create, support, and sustain a culture of access and equity in the teaching and learning of physical education. Students may choose from one of the four focus options to meet their graduation requirement.  Once a student has satisfied their 1 credit of PE, they can take another PE course as an elective provided there is space and they have satisfied other graduation requirements. Advanced courses require that the student take the intro class the prior year.

Health is a required course for all 10th graders and focuses on learning the skills to make healthy informed choices throughout your life. We talk about nutrition, mental health, substance use, healthy relationships, and more. It is an equity-based curriculum that reflects the lives of our diverse learning community.  

Language Arts four-year standards-aligned sequence starts with English 1-2 in 9th grade.  Students are prepared for college and career success with an equity-based curriculum that reflects the lives of our diverse learning community.  In all of our courses, students read a wide range of texts that include fiction, poetry, drama and nonfiction, and write in multiple genres to deepen critical thinking and analytical skills.  Students seeking additional opportunities to strengthen college level skills as well as the chance to earn college level credit are encouraged to sign up for AP (offered in grades 9-12) or Dual Credit opportunities.

The mathematics department at Roosevelt High School focuses on engaging students in meaningful, challenging mathematics; facilitating collaborative tasks; helping students develop critical thinking and communication skills; and preparing students for the challenges of whatever path they choose beyond high school.  The high school core mathematics include:  Algebra 1-2, Geometry / Statistics, and Advanced Algebra 3-4.  Students are encouraged to complete a 4th year of mathematics and have a variety of choices.  College Algebra: Math 111, AP Statistics: Stat 243z/244, Data Science and Society, or Financial Algebra. Math 111 is a dual credit course through Portland Community College, and students receive four credits if they pass the course.  AP Calculus and/or AP Statistics provides an opportunity to receive college credit based on their AP exam score. AP Statistics is also dual credit through PCC and students receive 4 credits per semester (8 total) if they pass the course. Students are welcome and encouraged to take multiple courses concurrently to explore different areas of mathematics.  

The Roosevelt High School science department offers a rigorous sequence of courses designed to provide students with a clear understanding of science concepts and of how science works as a process for generating knowledge about the world. The goal of the department is to prepare students for postsecondary success in science, and instill in our students an understanding of the power of science to illuminate the wonder and complexity of the natural world. The core science sequence at Roosevelt is the same as that used by all PPS high schools.  All 9th graders take Physics: NGSS, followed by Chemistry: NGSS in 10th grade and Biology: NGSS in 11th grade.  All students are encouraged to take at least one AP science class their senior year.  Students who are interested in taking AP classes earlier, or who are interested in STEM fields, are encouraged to take two science classes concurrently, beginning in the 10th grade. Students should talk to their current Science teacher to help them make the best choice for any classes outside of the standard sequence. Students interested in STEM are also able to enroll in engineering or computer science classes in addition to their core science classes. Both the core science sequence, and the other course pathways, can be seen in the flowchart.  

Social Studies classes critically examine the world around us by looking at past and present issues and movements relating to race and social justice. We apply critical thinking to examine historical and current methods for anti-racist and anti-hate education in the United States and beyond.  In celebrating and honoring our diverse communities, we disrupt any attempts to discriminate against people based on race, ethnicity, gender identity, sexual orientation, nationality, ability, or citizenship status. Moreover, the focus in each of our social studies classes is to investigate problems of inequalities and injustice through critical analysis to imagine a more just world.

The Roosevelt High School Special Education Department assists students who have Individualized Education Plans (IEPs). Services include improving skills in reading, writing, math, communication, emotional/social and behavioral growth.  Additional services include physical adaptations for motor impairments, speech and language difficulties, and vocational and community training.  Placement is determined by the IEP team for those students who have specialized instruction identified on their IEPs.  These classrooms include learning centers and focus classrooms. Each classroom has a case manager, who will communicate with parents/guardians and outside team members about  the appropriate courses determined by the student’s IEP. In order to be enrolled in one of the following classes the student must have the prerequisite of Identification of Need; Special Education Eligibility; and/or specialized and individualized instruction IEP. IEP teams determine the current type of educational placement (OAR 581-015-2250). Selection of a school site is an administrative decision. Prerequisite:  All students must be served by an Individualized Educational Plan.

*Students with prior musical experience should work with the teacher to determine what level of coursework they are prepared for.  Students with little or no musical experience are welcome and encouraged to join any entry level course at any grade level!

As the visual and performing arts department, we believe that ALL arts (art, dance, music, and theatre) are academic and vital to EVERY student in their preparation for their lives past high school, including college and career.  Once students complete their matriculation, we want students to:  

• Be aware of arts as a legitimate career-path and/or its influence on other career choices.
• Engage in critical thinking on a variety of levels in Bloom’s taxonomy.
• Feel empowered to showcase their own creative voice as a developing artist.

• Experience intellectual and emotional growth.
• Demonstrate the skill and knowledge required to participate in the professional arts community.

Active engagement in the arts benefits every student.  The visual and performing arts department offers disciplines of art, music, and theatre arts to create a well-rounded educational experience for college and career readiness with the intellectual foundations as a necessary part of human development.  Coursework is offered as yearlong classes and fulfills the fine arts credit for graduation. Independent study and extended opportunities are available with demonstration of higher-level coursework. Each discipline follows the national standards for creating new ways of thinking about all subject areas, performing/presenting/producing intellectual work, responding critically with deeper meaning, and connecting to the greater community and world.

Theatre Arts:  Theatre arts is active hands-on learning with the most diverse academic subject, because it uses art, music, dance, business, computer science, construction, engineering, history, language, and more! Theatre arts courses are designed to develop, support, and sustain quality educational theatre for all students through multi-level coursework, diversity of performance opportunities, connections with other theatre organizations, and involvement in Thespians. Performance and technical theatre skills support students with college majors/minors and/or career opportunities. For CTE students wanting to complete a Program of Study in “Theatre Production,” they must take the Technical Theatre sequence of Stagecraft courses; performance classes count as CTE electives beyond the Stagecraft requirements. Students also can work toward advanced levels and earn PCC Dual Credit.

Music:  Music study promotes the development of well-rounded successful individuals who positively contribute to society.  The study of music provides opportunities for teamwork, instills pride, and gives students a sense of personal accomplishments.  Involvement in music stimulates brain activity and positively impacts students in other academic areas.  Music is art, history, science, math, and is the most universal foreign language.  The study of music improves thinking, self-discipline, creativity, self-esteem, and listening skills. Roosevelt music students can expect a well-rounded music education in performance, improvisation, and an overall greater appreciation of the arts.

Visual Arts:  The mission of visual arts courses at Roosevelt High School is to provide rigorous, professionally-led, standards based curriculum to all students.  We strive to develop student abilities to create, understand, and appreciate art as well as foster creative problem solving within our students using a variety of meaningful experiences.  Students can work themselves from beginning through advanced art and have the option of submitting a portfolio to the AP College Board for AP credit. We also provide classes in three-dimensional art, including three levels of sculpture / ceramics.  

Two years of a world language or Spanish immersion is a graduation requirement for all students.  Students can obtain this credit by studying Spanish either as a new language or through the Spanish Language Arts program for native speakers and students coming from immersion programs.  Additionally, students who are fluent in another language can check with a counselor to see if the district offers a test in their language to demonstrate fluency and gain credit.

Lengua y literatura en español / Spanish Language Arts:  Programa de inmersión en español / Spanish Immersion

El programa de lengua y literatura en español de Roosevelt lleva más de 20 años de existencia. El programa surgió en respuesta a las necesidades específicas de los estudiantes bilingües para su desarrollo académico en español. Con el paso de los años, la población hispanohablante de Roosevelt ha pasado de constituir el 11% al 40% de la población total estudiantil. Esto nos ha permitido ampliar el número de cursos en español (así como el número de secciones) que ofrecemos a lo largo de los cuatro años de la preparatoria.

Los cursos de lengua y literatura en español ofrecen a los alumnos/as de habla hispana, así como a los alumnos angloparlantes que vengan de un programa de inmersión en español, la oportunidad de estudiar español formalmente en un ambiente académico. El enfoque es la lectura y la escritura, con el objetivo de mejorar la expresión oral y escrita, ampliar el vocabulario y desarrollar un amor por la lectura. Nuestro objetivo es que los estudiantes que hayan estado en nuestro programa durante cuatro años hayan alcanzado, a la hora de graduarse, un nivel académico universitario en español. Tenemos una secuencia de cursos y opciones cada año de la preparatoria para que los estudiantes entren al curso que les corresponda de acuerdo con sus destrezas. Es nuestra intención y nuestro objetivo apoyar a cada estudiante para que alcance el nivel más avanzado posible a lo largo de su tiempo en Roosevelt.

The Spanish language arts department at Roosevelt celebrates more than 20 years of existence. The program arose in response to the specific needs of bilingual students to further develop their academic skills in Spanish. As the years have passed, the Spanish-speaking population of Roosevelt has gone from 11% to approximately 40% of the total student population. This growth has allowed for an increase in the number of Spanish language arts courses (as well as in the number of sections) offered throughout the four years of high school.

Roosevelt’s Spanish language arts courses offer native Spanish-speaking students, as well as students coming from Spanish immersion programs, the opportunity to study Spanish formally in an academic environment. The focus is on reading and writing, with the objectives of improving oral and written expression, increasing vocabulary, and developing a love of reading. Our goal is that, upon graduation, students who have been in the program for four years will have reached an academic level of Spanish equivalent to that of university-level coursework. We have a sequence of courses and options for each year of high school to appropriately meet the needs and skill levels of all students enrolled in the program. Our intention and goal is to support each student in reaching the most advanced level possible during their time at Roosevelt.

Additional information and resources

Credit Opportunities outside RHS

Pre-Ninth Grade Credit

Credit may be offered for selected academic courses taken prior to grade nine in the pre-grade nine courses that meet the same, or equivalent, criteria as a high school course.  Students must earn a grade of “C” or better, and enroll in the next appropriate course at the high school level.  These grades will be factored into the student’s grade point average (GPA).  If a student wants a pre-high school credit removed from their transcript, they must complete the required paperwork before the end of the first semester of their freshman year.  See your counselor for more information or download and print out this form and return it to the counseling office.  Request to Remove Pre 9th Grade Credit.

Other PPS Program Offerings

Students may choose to take courses or recover credits at Portland Evening Scholars or Summer Scholars.  Students must plan these courses with their school counselor.

Virtual Scholars:  An option for credit recovery

Virtual Scholars is an on-line program supported by Portland Public Schools teachers and staff.  Not all courses are available through virtual Scholars, and spaces are limited.  Virtual Scholars may be available for credit recovery or for initial credit.  Students and families must work with their counselor for enrollment and approval.

Credit by Exam

Any student may test for credit by examination.  Limited courses are available. Visit www.pps.net/Page/2330 for more information.

Off Campus/Work Experience Learning

Portland Public Schools recognizes that student involvement in learning activities outside of school is a valuable way for students to learn and grow as lifelong learners.  Elective credit can be awarded for off campus work and/or volunteer experiences.  Students cannot earn more than two credits per year using off campus/work experience and cannot exceed more than six credits earned throughout their high school career.  Here are the requirements:

• Students are required to submit a proposal for approval before starting.
• Students must be enrolled in the high school and the proposed program shall not infringe upon regularly scheduled classes.
• Students must maintain a 2.0 GPA
• School personnel will not directly supervise off-campus experiences.

To earn off campus/work experience credit, please see your counselor.  Off campus includes any credits earned by other, non-PPS, accredited high school programs.

Other Accredited Study Opportunities

Students may earn high school credit through independent study opportunities.  Online, independent study course opportunities are available from a few different schools, universities, and organizations.  Students must get approval from their counselor before enrolling in these programs for high school credit.  

Credit recovery opportunities

Portland Public Schools offers students multiple pathways to credit recovery. For more information or enrollment details, speak to your school counselor.

PPS athletic eligibility & NCAA requirements

The student athletes at Roosevelt High School must follow the requirements established by the Oregon School Activities Association (OSAA) and the Portland Interscholastic League (PIL).

In order to be eligible per OSAA rules, a student must have passed five classes during the semester prior to the beginning of the sports season. For example, a student athlete must have passed five classes during the spring semester (2021-22 school year) to be eligible for a fall sport (i.e. football, volleyball, soccer).

The OSAA also required that each student be “On Track to Graduate.” At the end of each school year students must have a minimum number of credits posted to their transcript. Minimum number of credits by the end of the year:

The failure to earn the required minimum credits would mean that the student athlete would be ineligible to participate in athletics for the entire school year.

Portland Public Schools requires PPS student athletes to maintain a GPA of 2.0 with no Fs, or a GPA of 2.5 with one F per quarter. Any student athlete will be placed on academic probation if they are below their required standards. Please note that no student may be on academic probation for two consecutive quarters and remain eligible for athletics.

During any time that a student is not academically eligible, they may continue to be proactive with their team, but they may not “suit up” (be in uniform) or represent their school in competition.

Grading, Course Change, and Credit/Transcript Guidelines

---

It is a teacher’s role to establish grading criteria and implement a policy that is clear and fair in accordance with district approved policies and procedures. Grading practices need to be predetermined before the course is offered, written in the course syllabus and clearly communicated to families and students. To that end, Oregon Department of Education (ODE) regulations require all courses that award credit to have a syllabus available for families and students to view. PPS teachers are expected to abide by this ODE requirement and use the online syllabus program to write each required syllabi. After approval by the school administrator, the syllabus is posted on-line for students and parents to view.

GRADING

• All PPS high schools use an A-F or proficiency system for recording grades. The option of using a Pass/No Pass (P/NP) substitute for a letter grade may be available to students.

GRADE NOTATIONS and GUIDELINES

• A letter grade of A, B, C, or D is passing and indicates a level of achievement.
• Although a letter grade of D is figured into a student’s GPA (D= 1 point) a letter grade of D may indicate that the student has not demonstrated adequate proficiency to move on to the next level.
• Even though PPS awards credit for a letter grade of D, the Oregon University System and the NCAA may determine that a student earning a D in any core class does not meet their requirements.
• A grade of F or WF (Withdraw/Fail) indicates that performance in a class was not at a level sufficient to earn credit toward graduation. An F/WF grade is averaged into a student’s cumulative GPA.
• Three weeks prior to the end of the semester/two weeks prior to the end of the trimester: If a student withdraws from a class, an “F” is recorded on the transcript. No exceptions.

INCOMPLETE

• A notation of Incomplete indicates that the student did not submit sufficient evidence to meet course requirements or demonstrate proficiency within the grading period.
• An Incomplete (I) notation should rarely be used, based on unforeseen circumstances beyond the student’s control and accompanied by a written plan.  The plan should include a timeline for completion, requirements to complete the course and obtain a passing grade and current grade earned. An “I” grade requires prior building administrator approval.
• If there is an agreement between the teacher, and the family, and the building administrator approves:

• The student has up to nine weeks from the date a grade is issued to complete the work, and obtain a new grade. Otherwise the “I” will revert to the initial grade earned.
• A detailed, written plan using a district form will be provided at the end of the grading period to ensure that the student and family understand the requirements needed to replace the “I” with a grade.
• If an Incomplete is given at the end of the second semester in June, the nine week time period to replace the “I” begins with the start of school the following academic year.

PASS/NO PASS

Core courses required for graduation are NOT subject to the Pass/No Pass Option. However, credits earned from secondary schools outside of the US will be transcribed as P/NP in accordance of PPS 4.20.024-AD

• In courses fulfilling elective credit or under special circumstances, students may request within the first 15 days of each semester to take a course pass/no pass.
• After this time period (see above) and under extenuating circumstances, only a building administrator can initiate a Pass/No Pass option.
• The Pass/No Pass option is:

• Written in the course syllabus
• Clearly communicated to students and families
• Chosen by a student as a grading option within the timeline mentioned above.

• To receive a “Pass”, a student must meet minimum course requirements that would earn a credit in the course. A “No Pass” is given to a student who does not meet minimum course requirements to earn credit. See specific course grading criteria for more information.
• GPA: Neither a Pass or a No Pass grade is calculated in the student’s GPA.

• A Non-Standard Diploma exception may be made by the IEP team for a student on an IEP.

NO GRADE (NG)

• When a student enrolls in the school more than halfway through a grading period, with no transfer grades, and there is insufficient time to assess the student prior to the end of the grading period, a “No Grade (NG)” may be given. This option requires prior administrator approval.

DROPPING A CLASS

• It is the role of teachers and counselors to support improved performance rather than to counsel students to drop a class. If a student has truly been misplaced in a class, it is appropriate to assist them in changing to a more appropriate level course.
• Students may withdraw from a class within the first 15 school days of the semester (date set by district) without penalty or notation on the transcript. Both the family and the teacher/counselor (or administrator) must approve the change and approval must be documented on the standard district form.
• After the withdrawal period has expired, students shall NOT be allowed to drop a class without a transcript notation of “WF” (Withdraw/Fail) as the final grade UNLESS the building administrator grants an exception based on extreme and/or extenuating, documented circumstances. A level change within the same subject (i.e. a change from calculus into pre-calculus) would not be subject to this practice. A building administrator must sign all approved requests.

GUIDELINES FOR USING NOTATIONS: WF/WN/WX

After the 15-day period for dropping a class has passed, a student will receive one of the

following notations on their transcript if he/she drops a class:

• Withdraw Fail (WF): Student withdraws and is not passing the course at the time of withdrawal or the student withdraws from a course after the 15-day withdrawal period.
• A “WF” is factored into the student’s GPA.
• Withdraw No Pass (WN): Student withdraws in a Pass/No Pass system and is not passing the course at the time of withdrawal.
• A “WN” is not factored into the student’s GPA.
• Withdraw No Grade (WX): A WX notation is given only in rare and unusual circumstances, (i.e., those which are out of the control of the student such as extended illness, death of a family member, etc.) and must be approved by the building administrator. In each extenuating circumstance, written documentation such as grades, attendance, evidence of extenuating circumstances, and record of a parent/teacher/counselor/student/administrator meeting will be kept on file. A “WX” is not factored into the student’s GPA.

REPEATED COURSES

• A student may receive credit for a course only once unless it is designated a multi-semester course.  Repeated courses taken to pass a course or improve a grade are recorded on the transcript with a notation of “R” with the credit for the lower grade deleted. The original course must remain noted on the transcript even though it will no longer be factored into the GPA.

GRADE CHANGES

• A grade change may be made within a year of the entry of the original grade and must be accompanied by written documentation including the building administrator’s signature. The documentation will go directly to the data clerk for a grade change.
• Only an administrator/designee may enter a grade change into the Student Information System.
• For protection of counselors and teachers, no counselor or teacher should have access to Synergy to make grade changes on their own.

CHALLENGING GRADES

The Portland Association of Teachers’ contract with the district provides that should a teacher make a mistake in giving a grade to a student, the teacher’s grade book becomes the reference point and only that teacher can make a change of grade. If the teacher is retired, and the grade book indicates that an error has been made, every effort will be made to contact the teacher to verify the grade. If the teacher cannot be contacted, the principal may authorize a change of grade.

If a student receives an ‘NP’ or ‘F’ and makes an individual contract with a teacher to change that grade by completing certain projects/assignments, upon completion of the contract, the involved teacher will submit a ‘change of grade form’ to the data clerk indicating what class and grade is to be changed.

In the case of a senior who plans to graduate, teachers are obligated to give previous notice prior to giving a final ‘F’. Specifically, a progress report in May ‘F’ and a Senior Failure list ‘F’ (given two days after seniors’ last day) would be expected if a final ‘F’ is coming. If no warning is given, the counselor will consult with the principal about whether or not there should be a change of grade.

UPDATED:  Weighted Grades, Ranking and GPA

Portland Public Schools is updating how high schools recognize valedictorians and how class rank is reported. These changes follow several years of feedback from students, staff, and families, as well as a review of practices across PPS and in neighboring districts.

Beginning in the 2026–27 school year, PPS high schools will no longer report class rank on student transcripts. This shift reflects what research and admissions offices consistently tell us: a student’s grades and the rigor of the courses they take matter far more than class rank. If a college or scholarship specifically requires this information, schools will continue to provide class rank upon request.  

In addition, beginning with the Class of 2027, valedictorian status will be determined using weighted GPA. This approach, used widely across Oregon and the U.S., more accurately reflects the rigor of the courses students take and encourages students to engage in challenging coursework, including AP and IB. While some classes may still have more than one valedictorian, this change ensures the recognition is tied to the most rigorous academic program a student pursues.

TRANSCRIPT DETAILS

1. Any student registering at a PPS high school with previous high school credits should provide an official/unofficial transcript from that accredited high school to be enrolled accurately. If the student is enrolling from another US high school, official transcripts must be sent directly to the PPS school.
2. If a student has no transcript or has not attended an accredited school, they may be enrolled but must meet PPS graduation requirements in order to graduate.
3. Parents/guardians will be asked to provide information so that an official transcript may be obtained from the previous school.
4. Counselors will compile a PPS transcript based on this documentation.
5. International transcripts may be forwarded to the District Registrar for verification and translation.
6. It is the counselor’s responsibility to review transcripts for the following:

• Reviewing progress towards graduation
• For accurate GPA calculation, grade reporting
• To support post secondary planning

7. AP, Honors (H), and IB courses should be designated in the course title. Advanced courses may also be designated in the title.
8. Pre-ninth grade high school credit may be earned as outlined in PPS Board Policy 6.10.100-P and administered in accordance with 6.10.110-AD Parents or students entering high school with credits already earned must request to have the credit and grade removed from their transcript prior to the end of the student's first semester of high school, if they decide to do so.
9. Religion classes: If a student transfers to a PPS school from a faith-based school, or a foreign country where religion is taught as part of their curriculum, students will not be given credit for their religious coursework. Students MAY be given credit for religious studies that are based on history and do not promote one ideology. In this case, students may be asked to provide a copy of the course syllabus to assure the class meets the credit criteria.
10. Home school: Unless a ‘home school’ program is accredited, and the PPS high school receives an official transcript, home school coursework will not count toward PPS high school graduation requirements. Students may elect to take credit by exam courses from an accredited institution (for a fee) to receive credit on their PPS transcript when available.
11. Proficiency: It is possible to note a student’s proficiency in a subject area without the student earning credit. Proficiency must be certified by a licensed instructor at an accredited institution. It is also possible to earn credit by showing proficiency in a specified curriculum area. The student must demonstrate the required knowledge of the subject by meeting the required standards of the course as validated and recorded by a licensed instructor or other district designee.

Talented & Gifted (TAG)

---

In Oregon, the TAG mandate states that students identified as Talented and Gifted receive instruction at their assessed rate and level of learning. Each school in PPS is responsible for creating its own school‐wide TAG Plan addressing the needs of its TAG students and the State Mandate. Identification of students; methods for providing appropriate instruction in the classroom; communicating with students, staff and parents; and professional development for teachers are all a part of a school’s TAG Plan. School TAG plans and course selection (forecasting) serve as a student’s individual TAG plan in high school. Parents and students are asked to make thoughtful decisions regarding elective course selection(s) as a part of their TAG plan. For a copy of the school plan, please contact your school administrators. Individual student plans are only written upon request. Please contact your school counselor for more information.

UNDER OREGON LAW, students cannot be required to pay a fee for classes that are part of the regular school program. However, in some instances, you may be asked to make a contribution to certain classes where additional learning materials enable the school to expand and enrich those classes. Certain science lab expenses and art class supplies are examples of classes where your contribution can make a difference in the quality of the class. You are not required to pay the requested contribution in order to enroll in the class. Roosevelt is only able to offer these enhanced learning opportunities for students because of your support and contributions. We appreciate your commitment to our instructional program and the success of our students.

      In some instances, Oregon law does allow school districts to charge a required fee or deposit. For instance, fees can be required for optional field trips, extracurricular activities, the use of musical instruments, gym clothes when the student does not furnish their own, and other non‐instructional expenses. The school may also require a deposit for a lock or locker. The Student Fee and Contribution Form will provide you with more information about specific fees and contribution options for Roosevelt High School.

PORTLAND PUBLIC SCHOOLS recognizes the diversity and worth of all individuals and groups and their roles in society.    The District is committed to equal opportunity and nondiscrimination in all its educational and employment activities. The District prohibits discrimination based on race; national or ethnic origin; color; sex; religion; age; sexual orientation; gender expression or identity; pregnancy; marital status; familial status; economic status or source of income; mental or physical disability or perceived disability; or military service.  Board of Education Policy 1.80.020‐P

DISCLAIMER: 

The courses listed here are offered and listed in good faith with the intention of teaching them. However, circumstances may occur that are beyond the control of the administration and staff of Roosevelt High School which may cause the limiting of courses, sections,and/or course enrollment.