K-8 Annual Timeline (Effective July 1, 2000)
The following timeline reflects the activities required for implementation of the new Promotion and Intervention Policy, effective July 1, 2000.
Before the First Day of Student Attendance
- Staff reviews student records and writes Personal Education Plans (PEP) for those students who qualify for intervention programs and strategies.
- School begins implementation of intervention strategies for Level I and II students and students scoring below 2.5 on the Grade 4 and 7 NC Writing Assessment.
- High school principals/guidance counselors determine incoming ninth graders who qualify for the Introduction to High School English Intervention course.
- Principal holds information session for staff at the school on promotion/intervention policy.
First Nine Weeks
- Superintendent notifies parents of State and WCPSS promotion/intervention policy and procedures.
- Principal holds information session for parents at the school on promotion/intervention policy and ALP and other interventions.
- Staff reviews student records for students new to the school.
- Staff writes Personal Education Plans (PEP) for new students who will receive interventions (ALP, etc.) for the school year (students who perform below proficiency as indicated in student records).
- School begins implementation of intervention strategies for Level I and II students and students scoring below 2.5 on the Grade 4 and 7 NC Writing Assessment.
- Staff notifies parents of schedule for ALP and other interventions.
- Grade 3 students are given the pretest for the grade 3 EOG.
- Continuous, quarterly, and EOG assessments are given to document student progress.
- Grade 8 language arts teachers initiate intervention strategies outlined on the document, Eighth Grade Gateway – Writing.
Second Nine Weeks
- Staff implements intervention strategies (ALP, etc.).
- Staff administers and scores grades 3, 4, 6, and 7 mock writing tests.
- Staff prescribes focused interventions.
- Staff revises School Improvement Plan.
- Continuous, quarterly, and EOG assessments are given to document student progress.
- Grade 8 language arts teachers continue interventions as outlined in Eighth Grade Gateway – Writing.
- In December students enrolled in Introduction to High School English retake the eighth grade EOG Test (Competency) in reading.
- Principal notifies parents in writing that student is at risk of retention.
Third Nine Weeks
- Staff implements intervention strategies (ALP, etc.).
- School team reviews records of students at risk of retention. Students must meet established proficiency levels for report card grades, local and state assessments. Principal notifies parents of students at risk of retention.
- Grade 8 language arts teachers continue intervention outlined in Eighth Grade Gateway – Writing document.
- Second semester Introduction to High School English begins for qualifying students.
- Students take Grade 4 & 7 NC Writing Assessment.
- Grades 5 & 8 students take Grade 4 & 7 NC Writing Assessment retest.
- Principal sends letter to parents regarding implications of student’s score on the writing test. (Students scoring below 2.5 will receive intervention strategies and retake the grade 4 writing test in grade 5. Students scoring below 2.5 will receive intervention strategies and retake the grade 7 writing test in grade 8.)
- Grades 3 & 6 students take off-level NC Writing Assessment.
- Continuous, quarterly, and EOG assessments are given to document student progress. Released forms of EOGs are administered and scored.
Fourth Nine Weeks
- Staff implements intervention strategies (ALP, Eighth Grade Gateway – Writing, etc.).
- Staff administers EOG and EOC tests.
- E&R analyzes and returns student assessment data.
- School team reviews records of students at risk of retention.
- In May, the eighth grade reading EOG Test (Competency) is readministered.
Retesting Procedures for Grades K, 1, 2, 4, 6, and 7
- At grades K, 1, and 2 retesting opportunities are provided as needed through ongoing K-2 assessments in mathematics and literacy.
- At grades 4, 6, and 7 school-based committees may request a retest in cases where additional information is needed.
Review Procedures for Grades K, 1, 2, 4, 6, and 7
- If at the end of the academic year the decision is made to retain with intervention, teachers shall provide documentation of student performance during a review conference with parents.
- Documentation of intervention may include:
- Student work samples,
- Other test data,
- Information supplied by parents, teachers, and/or principals,
- 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 requirements at upper elementary levels.)
- Principal makes recommendations for promotion, promotion with intervention or retention with intervention for each student.
- Personal Education Plans (PEP) are written for students who perform below proficiency on local or state assessments.
- Principal verifies student participation in ALP or other interventions.
Retesting Procedures for Grades 3, 5, and 8 (Gateways)
- Students at grades 3, 5, and 8 scoring at or above Level III on the EOG test and having demonstrated writing proficiency of 2.5 are eligible for promotion to the next grade.
- Students at grades 3, 5, and 8 scoring below Level III on an EOG test are given an opportunity to retest prior to the end of the school year.
- Parents may request that a child be excused from the first retest provided they accept participation in short-term, focused intervention.
- Students scoring Level III or above on the first retest are eligible for promotion to the next grade.
- Students scoring below Level III on the first retest must receive short-term, focused intervention in order to take a second retest before the beginning of the next school year.
- Students scoring Level III or above on the second retest are eligible for promotion.
- Students scoring below Level III on the second retest may be promoted with focused intervention or retained with focused intervention. These students’ cumulative folders are flagged to indicate a guaranteed focused intervention plan.
Review Procedures for Grades 3, 5, and 8 (Gateways)
- Teachers or parents may request a waiver from the promotion standard for students scoring below Level III on an EOG test after the second or third test administration.
- A committee shall be appointed to review student waiver requests. This committee, composed of teachers and principals from other schools or the central office staff shall make recommendations to the particular principal concerning whether students should be promoted to the next grade. Such recommendation is based upon documentation presented by teacher on behalf of the student.
- Documentation may include:
- Student work samples,
- Other test data,
- Information supplied by parents, teachers, and/or principals,
- 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 requirements at upper elementary levels.) Special Education personnel shall be on the committee if a student with a disability is being considered for a waiver.
Retesting Procedures for Grades 3, 5, and 8 (Gateways)
- Parents of any student being presented for review shall have the right to be a non-voting participant and further shall have the right to speak on behalf of their child.
- Principal makes recommendations for promotion, promotion with intervention, or retention with intervention for each student.
- Personal Education Plans (PEP) are written for students who perform below proficiency on local or state assessments.
- Principal verifies student participation in ALP.