Students in the Wake County Public School System are required to meet promotion standards and graduation requirements. State law grants school principals the authority to determine the appropriate grade level for each pupil. Promotion decisions are based upon multiple criteria including local assessments, standardized test scores, and final progress reports. Personal Education Plans (PEPs), focused intervention strategies, and accelerated activities are provided for students not performing at grade level. State law and State Board policies regarding who is required to be re-tested will always be adhered to.
Effective 2008-09, all students in grades 3-8 who score at an Achievement Level II on the EOG reading and math assessments (and science in grades where this test is administered) must be administered Retest 1. Students who score at an Achievement Level I may be re-tested if parents request it. After Retest 1, schools can begin making student accountability decisions at grades 3, 5, and 8. At that time 1 standard error of measure may be used to determine level.
Students in the Wake County Public School System (WCPSS) are required to meet promotion standards and graduation requirements. Policy/R&P 5530 addresses:
In addition to any other promotion standards established by the board and/or superintendent, students must meet the following promotion standards:
At the end of the academic year, students demonstrating grade level proficiency are eligible for promotion to the next grade. Options for students not meeting promotion standards include:
Due to the ongoing nature of Grade K-2 assessments in mathematics and literacy, documentation of student progress occurs throughout the year.
All End-of-Grade testing and retesting requirements are set forth in accordance with NC State Board of Education policy GCS-C- 031. Unless otherwise noted by policy, effective with the 2008?09 school-year and beyond:
Focused intervention involves extended instructional opportunities that are different from and supplemental to regular grade level or high school course work and that are specifically designed to improve the student' performance to proficient.
In addition to any other promotion standards established by the board and/or superintendent, high school students shall be promoted by attaining credits that are earned through successful completion of specific required courses.
Schools shall identify students who are at risk for academic failure. Identification shall occur as early as can reasonably be done and can be based on grades, observations, State assessments, and other factors that impact student performance that teachers and administrators consider appropriate, without having to await the results of end-of-course tests. No later than the end of the first quarter, or after a teacher has had up to nine weeks of instructional time with a student, a personal education plan for academic improvement with focused intervention and performance benchmarks shall be developed for any student at risk of academic failure who is not performing at least at grade level, as identified by the factors noted above. Focused intervention and accelerated activities should include research-based best practices that meet the needs of students. Schools shall give notice of the personal education plan and a copy of the personal education plan to the student's parent or guardian. Parents should be included in the implementation and ongoing review of personal education plans.
The Graduation Certificate (special education only) will remain available to recognize students unable to meet certain diploma requirements.
Effective with the 2009-10 school year:
Credit recovery provides students who have met the EOC achievement level of III or IV with an opportunity to earn credit for a course they are repeating. For a student to be eligible for credit recovery, the student must meet the following criteria:
Students enrolled in courses for credit recovery may take the EOC assessment again, but it is not required. If a student chooses to take the EOC assessment again, the higher of the previous test score or the most recent test score will be used to calculate 25% of the student's class grade. If the student does not take the EOC assessment again, the score the student received on the original EOC assessment will be used as 25% of the student's final grade in the credit recovery course.
In Wake County some students take high school level EOC courses and assessments while in middle school. Typically these students receive a Level III or IV on the assessment and pass the class. When these students begin high school, some have chosen to reenroll in the same or a similar EOC course as preparation for a higher level course. These students, will not re-take the EOC examination again since they have already met the EOC standard and the exit standard requirement. Instead, the high school should enroll these students in an elective course with a teacher-made examination (e.g. Special Topics in Mathematics).
Focused intervention strategies and accelerated activities must be provided and should include research-based best practices that meet the needs of students. These activities may include but are not limited to:
Legal Reference: G.S. §115C-288(a)
Revised: February 7, 2000
Revised: January 18, 2001
Revised: February 28, 2001
Revised: April 25, 2001
Revised: May 17, 2002
Revised: November 6, 2002
Revised: December 19, 2002
Revised: March 18, 2004
Revised: October 14, 2004
Revised: June 2010
Revised: April 5, 2011