WCPSS: Board Policy - Promotion and Intervention (5530 R&P)

5530 R&P	PROMOTION AND INTERVENTION				5530 R&P
Purpose and Standards for Progression 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.
Retesting opportunities are available for students in grades 3-8 who score below Level III on EOG tests in reading and/or mathematics. Waivers from the EOG promotion standards for students in grades 3-8 may be requested by parents or teachers following the Retest 1 or Retest 2 of the EOG tests administrations. An external or school-based review committee will review these waivers.
Students in the Wake County Public School System (WCPSS) are required to meet promotion standards and graduation requirements. Policy/R&P 5530 addresses: Ų Promotion standards Ų Criteria for assessing student progress Ų Personal Education Plans (PEPs) Ų Interventions Ų Opportunities for retesting Ų Opportunities for waiver reviews by school committees Ų Opportunities for appeals to promotion/retention decisions
5530.1.1	Promotion Standards Grades K-8
	A.	In addition to any other promotion standards established by the board and/or superintendent, students must meet the following promotion standards:
		1.	Grades K-2 Students will perform at Level III (proficient) or above in the following areas:
			Ų WCPSS Mathematics Assessment Ų WCPSS Literacy Assessment - Kindergarten - Late Emergent: 17 of 19 print concepts, Reading level 3-4 with 90% accuracy with a retelling score of 3 or above - Grade 1 - Late Developing: Reading level 15-16 with 90% accuracy with a retelling score of 3 or above - Grade 2 - Early Independent: Reading level 23-24 with 90% accuracy with a retelling score of 3 or above
		2.	Grades 3-5 Students will perform at Level III (proficient) or above in the following areas:
			Ų WCPSS Math Assessment Ų WCPSS Literacy Assessment Ų NC End-of-Grade Test of Reading Comprehension Ų NC End-of-Grade Test of Mathematics Ų NC Alternate Assessment Academic Inventory (AAAI) of Reading or Math
			Students will score at Level III or above on the Grade 4 NC Writing Test, the NCAAAI for Writing in Grade 4, or demonstrate adequate progress by the end of Grade 5.
		3.	Grades 6-8 Students will receive passing grades in:
			Ų Language Arts and Mathematics courses Ų Social Studies or Science courses Ų 50% of other courses
			Students will perform at Level III (proficient) or above in the following areas:
			Ų NC End-of-Grade Test of Reading Comprehension Ų NC End-of-Grade Test of Mathematics Ų NC Alternate Assessment Academic Inventory (AAAI) of Reading or Math
			Students will score at Level III or above on the Grade 7 NC Writing Test, the NCAAAI in writing in Grade 7, or demonstrate adequate progress by the end of Grade 8.
	B.	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:
		1.	Promotion with focused intervention or,
		2.	As a last resort, retention with focused intervention.
5530.1.2	Personalized Education Plans (PEPs) Grades K-8
	A.	Due to the ongoing nature of Grades K-2 assessments in literacy and mathematics, documentation of student needs and progress is recorded on summary profiles.
	B.	Students in grades 3-8 who do not score Level III or above in reading comprehension and/or mathematics on at least one of the three administrations of the EOG accountability tests shall be provided Personalized Education Plans (PEPs) constructed by the student’s current teacher(s) whether the student is promoted or retained. The K-5 report card can suffice as the PEP.
5530.1.3	Retesting Grades K-8
	B.	Retesting opportunities shall be made available for students who score below Level III on EOG tests in reading and/or mathematics.
	C.	Retesting options and procedures include:
		1.	Retesting procedures for Grades K, 1, and 2 Due to the ongoing nature of Grade K-2 assessments in mathematics and literacy, documentation of student progress occurs throughout the year.
		2.	Retesting procedures for Grades 3-8 (Traditional and Modified Calendars) and Grade 8 (Multi-track Year-round Calendar)
			a.	Students scoring below Level III on an EOG test are given an opportunity to retest prior to the end of the school year and another opportunity prior to the beginning of the next school year.
			b.	Parents may request that a child be excused from the second or third test administration.
			c.	Students scoring Level III or above on the second or third test administration are eligible to be considered for promotion to the next grade.
			d.	Students scoring below Level III on the second or third test administration will be retained and provided focused intervention unless the student is granted a waiver from promotion standards based upon other criteria.
		3.	Re-testing Procedures for Grades 3-7 (Multi-track Year-round Calendar)
			a.	Students scoring below Level III on an EOG test are given an opportunity to retest prior to the end of the school year.
			b.	Parents may request that a child be excused from the second test administration.
			c.	Students scoring Level III or above on the second test administration are eligible to be considered for promotion to the next grade.
			d.	Students scoring below Level III on the second test administration may be retained and provided focused intervention unless the student is granted a waiver from promotion standards based upon other criteria.
			e.	Focused interventions must include intersession academies.
5530.1.4	Review of Students At Risk of Retention Grades K-8
	A.	Not later than the interim of the third nine weeks, schools will notify parents of the possibility of student retention.
	B.	After the interim of the fourth nine weeks, a school-based committee will review documentation of student progress for students who have not met grade level promotion standards using the Review Team Summary. The committee will make a recommendation to the principal (pending EOG tests scores if applicable).
	C.	Waivers from the promotion standards may be requested by parents or teachers following the second or third EOG test administration. An external or school-based review committee will review these waivers.
		1.	A waiver from promotion standards for students scoring below Level III on an EOG test is required for students recommended for promotion with focused intervention.
		2.	A review committee will meet to make a recommendation to the base school principal concerning promotion to the next grade.
			a.	The review committee is composed of teachers and principals.
			b.	Special Education personnel shall be on the committee if a student with a disability is being considered for a waiver.
			c.	At ESL schools, an ESL teacher shall be on the committee if a LEP student is being considered for a waiver.
			d.	An interpreter may be present for non-English speaking parents.
			e.	Recommendations are based upon documentation. Documentation may include:
				Ų Final progress reports/report card grades Ų Literacy Assessments Ų Mathematics Assessment Ų Student work samples Ų Information supplied by parents, teachers, and/or principals Ų Other test data Ų For students with disabilities, information that is included in the IEP and other information that verifies that a student is at grade level. (Students with disabilities shall be at grade level or be making adequate progress to meet the requirements of the next grade level.)
			f.	Parents of any student being presented for review shall have the right to be non-voting participants and further shall have the right to speak on behalf of their child.
			g.	For grades 3, 5, and 8, an External Review Committee composed of teachers and principals from another school will review waiver requests and documentation of student progress.
			h.	For grades 4, 6, and 7, a School-based Review Committee composed of teachers and the principal will review waiver requests and documentation of student progress.
5530.2.1	Promotion Standards Grades 9-12
	A.	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. (Note: The appropriate English credit is required for promotion each year.)
	B.	Personalized Education Plans (PEPs) shall be implemented for students in grade 9 who were promoted from grade 8 with intervention. PEPs shall be developed by the students’ eighth grade teacher(s). Teachers who implement the PEPs select intervention strategies. PEPs are recommended for students who fail an End-of-Course test.
5530.2.2	Graduation Requirements
	A.	Graduation requirements include:
		1.	High school students shall be awarded a high school diploma based upon completion of local and state standards for graduation.
		2.	In order to graduate and receive a high school diploma, students must meet all course, credit, and testing requirements for at least one Course of Study.
		3.	Completion of WCPSS graduation requirements does not necessarily guarantee NC Academic Scholars Recognition or UNC System admission.
		4.	Graduation from all WCPSS high schools requires completion of a minimum of 22 or 26 credits earned in grades 9 through 12. For the Occupational Course of Study, 22 credits are required for graduation.
	B.	The Graduation Certificate (special education only) and the Certificate of Achievement will remain available to recognize students unable to meet certain diploma requirements.
5530.2.3	Testing and Retesting Grades 9-12
	A.	Testing and retesting options include:
		1.	End-of-Course (EOC) test results shall count as 25% of the student’s final grade for each respective course. The courses are English I, Algebra I, Geometry, Algebra II, Physical Science, Biology, Chemistry, Physics, US History, and Civics and Economics.
		2.	Failure to pass a course required for graduation results in students retaking the course. If the course has an EOC test, it must also be re-administered.
		3.	Students with Disabilities and some limited English proficient students may be assessed with the EOC Alternate Assessment Academic Inventory in the place of the multiple choice EOC test. The assessment must be specified in the student’s IEP or LEP plan and must count as 25% of the student’s grade for the course.
		4.	Students who have not passed the grade 8 EOG tests must score Level III or above on the NC Competency Tests at the high school level to receive a diploma. Transfer students from another state may meet this requirement through other state-approved tests. Students who have not met the requirement must be remediated and given one opportunity each school year to score proficient on the NC Competency Tests of Reading and Math. Seniors must be given an additional opportunity to score proficient and receive a diploma. Occupational Course of Study (OCS) students shall not be required to pass these tests in order to graduate and receive a diploma.
		5.	Students who have not scored proficient on the NC Tests of Computer Skills before entering high school must be remediated and given one opportunity to score proficient each school year. Seniors must be given one additional opportunity to score proficient and receive a diploma. OCS students must demonstrate computer proficiency requirements as documented in the student’s current IEP.
		6.	Multiple opportunities for retesting will be provided for tests required for graduation. *Not administered in 2004-05 school year.
5530.3.1	Parent Notification Grades K-12
	A.	Parents will receive progress reports/report cards every nine weeks.
	B.	Grades K-1 interim reports and progress updates are sent, at the end of the 9-week grading period and mid-point of the third nine weeks. Grades 2-12 interim reports and progress updates are issued to all students at the mid-point of the first and third nine weeks. Students who are failing or whose grades have fallen a letter grade or level will receive at a minimum an interim report at the mid-point of the second and fourth nine weeks.
	C.	Parents will receive notification of the possibility of retention no later than the interim of the third nine weeks.
	D.	Parents will receive results and interpretation of assessments, testing, and coursework in a timely manner.
	E.	Parents will receive testing, retesting, and/or waiver/review procedures in a timely manner.
5530.3.2	Interventions Grades K-12
	A.	Focused intervention strategies and accelerated activities must be provided and should include research-based best practices that meet the needs of students.
	B.	These activities may include but are not limited to: 1. Coaching 2. Mentoring 3. Tutoring 4. Saturday School 5. Intersessions and/or 6. Extended Days.
5530.3.3	Student with Disabilities Grades K-12
	A.	All intervention and other opportunities, benefits and resources that are made available to students without disabilities shall be made available to students with disabilities who participate in the student promotion standards. Such opportunities will be in addition to the special education services provided to the student.
	B.	Students with disabilities may be exempted from the promotion standards by the Individualized Education Program Team, including the principal or school district representative, if it is determined by the team that the students do not have the ability to participate in the Standard Course of Study. Students who were exempt 1999-2000 from the NC Writing Assessment at Grades 4 and 7 should demonstrate adequate progress in Grades 5 and 8 through unassisted writing samples or portfolio documentation.
	C.	The Graduation Certificate and the Certificate of Achievement will remain available to recognize students unable to meet diploma requirements.
	D.	Beginning with the class of 2004, special education students meeting specific criteria and based on IEP may receive a Standard North Carolina Diploma by completing an Occupational Course of Study (OCS). OSC students must meet the NC Computer Skills proficiency requirement “as specified in the IEP”.
	E.	Certificate of Achievement: Students who satisfy all state and local graduation requirements but who fail the competency tests will receive a Certificate of Achievement and transcript and shall be allowed by the LEA to participate in graduation exercises.
	F.	Graduation Certificate: Effective with the class entering ninth grade for the 1992-93 school year, special needs students as defined by G.S. 115C-109, excluding academically gifted and pregnant, who do not meet the requirements for a high school diploma will receive a graduation certificate and shall be allowed to participate in graduation exercises if they meet the following criteria:
		1.	Successful completion of 20 course credits by general subject area (4 English, 3 math, 3 science, 3 social studies, 1 health and physical education, and 6 local electives).
		2.	Passing the specifically designated courses such as Algebra I, Biology, or US History is not required.
		3.	Completion of all IEP requirements.
5530.3.4	Students with Limited English Proficiency Grades K-12
	A.	Limited English Proficient (LEP) students, as determined by scores on the IDEA Proficiency Test, must be included in all state mandated testing.
	B.	The IPT must be administered to students whose Home Language Survey indicates a language other than English within the first 30 days of enrollment (15 for block calendar schools), and then annually thereafter until the student scores superior on all three subtests.
	C.	Some LEP students may be assessed with the AAAI in accordance with state guidelines for LEP students. Regardless of whether the student is assessed with the AAAI or the paper and pencil state test with or without accommodations, the assessment must be administered on the assigned grade level of the student.
	D.	LEP students may receive accommodations on state mandated tests; however, those accommodations must be in the student’s WCPSS LEP Testing Plan and used routinely during classroom instruction and similar classroom assessments. A student who scores below Intermediate High on the initial assessment of the IDEA Proficiency Test (IPT) and is in the first academic school year within the United States, in accordance with NCLB regulations, is exempt from formal reading assessments including the Reading EOG and the Reading High School Comprehensive Test.
	E.	LEP students shall meet the same standards as all students. However, in accordance with federal law, English language proficiency cannot be the factor that determines that a student has not met performance standards. Limited English proficient students shall meet the same standards for a high school diploma. If the current IDEA Proficiency Test scores indicate that the student’s English language proficiency is the cause of the student’s inability to perform at grade level on the required test (State-Mandated Tests with or without accommodations, or AAAI), a local committee of teachers and administrators can recommend promotion. Promotion should be recommended if work samples indicate that the student is making adequate progress in all academic areas. Adequate progress should be based on English Proficiency level as determined by the student’s IDEA Proficiency Test scores.
	F.	School districts shall provide focused intervention for Limited English Proficient students until they have met statewide promotion standards and high school graduation requirements (up to age 21). This intervention shall involve extended, supplemental instructional opportunities which include assistance in the development of English language proficiency. These students shall have personalized education plans with the following components:
		Diagnostic evaluation (IDEA Proficiency Test [IPT] initial and annual assessment scores) Intervention strategies · Monitoring strategies
		In the Wake County Public School System the WCPSS LEP Testing Plan form, as found in the ESL/LEP Guidelines and Procedures Handbook, 2004-2005 shall be used as the personalized education plan.
5530.3.5	Grade Placement and Appeal Process Grades K-12
	A.	It is the responsibility of the school principal to determine the appropriate grade level for each student. In grades K-8 the principal shall make promotion/retention decisions in consultation with school review teams. 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.
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