WCPSS: Board Policy - Promotion and Intervention (5530)

5530		PROMOTION AND intervention	5530
Promotion standards are based on the belief that students should meet grade level proficiency and graduation requirements in order to be promoted to the next grade level or to graduate from school. The purpose of this policy is to ensure that appropriate intervention is provided as early as possible for students who are identified as unlikely to meet the promotion standards.
5530.1.1	Students are required to meet local and state standards for promotions in grades K-8 that include demonstrated proficiency on local assessments, standardized tests, and final progress reports/report cards. In determining the best educational interests of a pupil, appropriate grade placement decisions shall be based upon the mastery of critical knowledge and skills including reading, writing, and mathematics and in consideration of social, emotional, and physical needs. The educational program shall provide for the continuous progress of students. In grades 6-8, promotion requirements also include successful course completion, as indicated on the final progress report, in English/language arts, and mathematics, and either science or social studies and at least fifty percent (50%) of the remaining courses taken.
5530.1.2	Personal Education Plans (PEPs) must be provided for K-8 students not performing at grade level. Parents should be included in the implementation and ongoing review of Personal Education Plans.
5530.1.3	Retesting opportunities shall be made available for students in grades 3-8 who score below Level III on End-of-Grade tests in reading and/or mathematics.
5530.1.4	Waivers from the EOG promotion standards for students in grades 3-8 may be requested by parents or teachers following the second or third End-of-Grade test administration. An external or school-based review committee will review these waivers.
5530.2.1	In grades 9-12, students shall be required to meet local and state standards for graduation from high school that include demonstrated proficiency on state tests. Local promotion requirements are based on credits, which may be earned by successful completion of specific courses. A high school course carrying a one-unit credit must be scheduled for a minimum of 150 hours. A course carrying a fractional part of one unit or multiples of one unit must be scheduled for proportional fractions or multiples of 150 hours. Magnet and block schedule high schools are exceptions to these guidelines.
5530.2.2	Students will be notified annually of graduation course requirements as defined in both the Wake County Public School System High School Program Planning Guide and Middle School Program Planning Guide. Whenever a student completes graduation requirements early or late, the student: A. May elect to graduate prior to the end of the academic year. B. May not participate in any extracurricular activities or athletics after mid-year graduation. C. May participate in graduation practice and ceremony at the principal’s discretion if a written request from the parent/guardian has been received within two weeks of the end of the final semester of study.
5530.2.3	Testing and retesting opportunities shall be made available for high school students for specific tests. This process is outlined in R&P.
5530.3.1	Parent consultation and involvement, including timely notification, is required for K-12 students at risk of not meeting promotion and/or graduation standards and requirements.
5530.3.2	Focused intervention strategies and accelerated activities will be provided to meet the needs of identified students.
5530.3.3	To the extent possible, all students with disabilities shall participate in the student accountability standards for elementary, middle, and high school levels.
5530.3.4	Students with limited English proficiency are required to meet the same promotion standards as all other students. However, in accordance with federal law, English language proficiency cannot be the factor that determines whether or not a student has met performance standards.
5530.3.5	It is the responsibility of the school principal to determine the appropriate grade level for each student. In determining the appropriate grade level for a student who is already attending a public school, the principal shall consider the student’s classroom work and grades, the student’s scores on standardized tests and the best educational interests of the student. If a principal’s decision to retain a child is partially based on the student’s scores on standardized tests, the test scores shall be verified as accurate. A decision to retain or promote a student may be appealed to the Board as provided in the Student Grievance Policy 6520 which allows a student, parent, or guardian to initiate the grievance procedure when there is evidence that a final administrative decision has violated a board policy or regulation and procedure, or state or federal law or regulation.
Legal Reference: 115C-45(c), -47(39), 288(a); North Carolina Administrative Code 2E.0103; G.S.115C-288; State Board of Education Policy Reference and ID No. 01A108 Student Grievance Policy 6520 APA Policy 16CAC6D.0305 Adopted: January 21, 1980 Revised: August 9, 1982 Revised: April 21, 1986 Revised: August 20, 1990 Revised: December 18, 1995 Revised: February 7, 2000 Revised: October 9, 2000 Revised: December 4, 2001 Revised: December 2, 2003 Revised: July 15, 2008