Board Policy 5530 R&P

Wake County public school students are required to meet promotion standards and graduation requirements. The promotion standards will ensure that students are working at grade level in reading, writing, and mathematics. For high school graduation, students need to have received required course credits, demonstrated computer competency, and achieved a passing score on the Competency Test and the Exit Exam of Essential Skills.


Grade Level Requirements

  Math Profile Reading/Writing Assessment EOG Reading/Math EOG Writing WCPSS Course Credits Computer Skills Test Competency Test Exit Exam
K III+ Emergent NA          
1 III+ Developing NA          
2 III+ Early Independent NA          
3 III+ Independent III+          
4 III+ Independent III+          
5 III+ Independent III+ 2.5+        
6 III+ Proficient III+   Meet existing promotion and graduation standards.      
7 III+ Proficient III+        
8 III+ Proficient III+ 2.5+      
9-12         Passing Score Passing Score Passing Score

Students with Disabilities

1. To the extent possible, all students with disabilities shall participate in the student accountability standards for elementary, middle, and high school levels. All interventions/remediations and other opportunities, benefits, and resources are made available to students with or without disabilities.

2. 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.

3. The Graduation Certificate and the Certificate of Achievement will remain available to recognize students unable to meet diploma requirements.

4. 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.

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.

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 units by general subject area (4 English, 3 math, 3 science, 3 social studies, 1 health and physical education, and 6 local electives) under paragraph (b). These students are not required to pass the specifically designated courses such as Algebra I, Biology, or US History.

  2. completion of all IEP requirements.


Students with Limited English Proficiency

1. Students with limited English proficiency 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.

2. Students who are exempt from statewide EOG testing in accordance with the Guidelines for Testing Students with Limited English Proficiency are exempt from promotion standards for passage through each of the State gateways. Instead, an instructional portfolio containing documentation of student English language proficiency and progress in all academic areas shall be submitted to a committee of teachers and administrators to determine if students are ready to be promoted to the next level.

3. Grades 3 through 8 - Once limited English proficient students are no longer eligible for exemption from EOG testing, they may be eligible for a waiver from the testing standard for up to two additional years. Such a waiver may be requested if their English language proficiency is below "superior" in reading and writing (noted in Guidelines for Testing Students with Limited English Proficiency). A committee of teachers and administrators shall examine the student instructional portfolios to determine that: a) The English language proficiency is the cause of the students' inability to perform at grade level on the required test. b) Documentation indicates that the students are making adequate progress in all academic areas to be promoted to the next level.

4. High School Graduation Requirements - Limited English proficient students shall meet the same standards as all students for high school graduation.

5. Focused interventions shall be provided for these students until they have met promotion standards and high school graduation requirements (up to age 21). This intervention shall involve extended, supplemental instructional opportunities that include assistance in the development of English language proficiency. These students shall have personalized education plans with the following components: diagnostic evaluation, intervention strategies, and monitoring strategies.


5530.1 K-8 Promotion And Intervention

To ensure that every effort is made to meet promotion standards, students in grades K-8 shall demonstrate proficiency in grade level competencies in English/language arts and mathematics.


6-8 Promotion Criteria

Students in grades 6, 7, and 8 shall:

1. Demonstrate proficiency in grade level competencies in English/language arts and mathematics.

2. Attain a passing course grade in English/language arts, mathematics, either social studies or science, and a minimum of 50% of remaining courses taken.


K-8 Promotion and Intervention Procedures

Promotion to the next grade in grades K-8 is based upon meeting grade level proficiency standards. Grades K-8 students not meeting promotion requirements are guaranteed school-based intervention services throughout the academic year to maximize opportunities for promotion.

1. Grade K-8 students are given continuous, quarterly, and end-of-year grade level assessment to document student progress. At the end of the academic year, students demonstrating grade level proficiency are eligible for promotion to the next grade.

2. In grades 6-8 interim reports will be issued at the midpoint of the first and third reporting periods. Students who are failing or whose grades have fallen a letter grade will again receive interim reports at the midpoints of the second and fourth reporting periods.

3. Parent notification will be given no later than February 1 when students are at risk of not meeting promotion requirements.

4. Assessment documents for Grade K-8 students scoring below end-of-year proficiency will be reviewed by a review committee to make a placement recommendation to the principal.

5. Options for placement for students scoring below end-of-year proficiency are:

  1. Promotion with focused intervention and
  2. As a last resort, retention with focused intervention.

Intervention strategies may include, but are not limited to, alternative learning models, modified homework, smaller classes, tutorial sessions, extended school day, Saturday school, modified instructional programs, parental involvement, and/or summer school/interventions.


K-8 Retesting Procedures


Grades K, 1, and 2

Due to the ongoing nature of K-2 assessments in mathematics and literacy, retesting opportunities are available as needed.


Grades 4, 6, and 7

The school-based committee may request a retest in cases where additional information is needed.


Grades 3, 5 and 8

Students in grades 3, 5, and 8 not meeting EOG test and Writing assessment standards are required to be retested before a final decision regarding promotion is made.

1. During grades 4 and 7 a score of 2.5 or above is required to meet proficiency standards on the writing test. Students scoring below 2.5 will receive remediation. These students will be retested on the North Carolina Writing Assessment in grades 5 and 8 to determine writing proficiency.

2. Students at grades 3, 5, and 8 scoring at or above Level III on the EOG test and having demonstrated writing proficiency are eligible for promotion to the next grade.

3. Grades 3, 5, and 8 students scoring below Level III on an EOG test are given an opportunity to retest prior to the end of the school year.

4. Parents may request that a child be excused from the first retest provided they accept participation in short-term, focused intervention.

5. Students scoring Level III or above on the first retest are eligible for promotion to the next grade.

6. 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.

7. 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.


K-8 Review and Waiver Procedures

Promotion 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.

When students do not meet grade-level proficiency standards for promotion, decisions for grade placement must be made by the principal. A review of student performance shall be conducted to guide the principal's decision to retain with intervention or to promote with intervention.

Ongoing assessment is vital to the development of appropriate instructional plans. Intervention strategies may include, but are not limited to, alternative learning models, modified homework, smaller classes, tutorial sessions, extended school day, Saturday school, modified instructional programs, parental involvement, and/or summer school/interventions. An individual Personal Education Plan (PEP) will be developed prior to the start of the school year for students who have not demonstrated grade level proficiency.


Grades K, 1, 2, 4, 6, and 7

The procedural steps for monitoring the progress of students who do not demonstrate grade level proficiency are:

1. Parents must be notified of the danger of non-promotion no later than February 1.

2. An additional parent conference must be held in conjunction with third quarter progress.

3. 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:

4. The principal's decision, based upon a review of existing student performance documentation, is final.


Grades 3, 5, and 8

At grades 3, 5, and 8 the review process requires multiple retesting and outside committee review opportunities. The procedural steps for monitoring the progress of students who do not demonstrate grade level proficiency are:

1. Parents must be notified of the danger of non-promotion no later than February 1.

2. An additional parent conference must be held in conjunction with the third quarter progress report.

3. Teachers or parents may request a waiver from the promotion standards for students scoring below Level III on an EOG test after the second or third test administration.

4. 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 teachers on behalf of the student. Documentation may include:

5. The principal's decision, based upon a review of existing student performance documentation and the recommendation of the review committee, is final.


5530.2 High School Promotion and Intervention Requirements


High School Promotion Criteria

High school students shall be promoted by attaining units of credit that are earned through successful completion of specific required courses as illustrated in the following chart:

Grade Promotion Criteria Units
9 Successful completion of Grade 8  
10 One credit must be in English and two must be in the areas of mathematics, social studies, or science. 4
11 Two credits must be in English, one must be in mathematics, one in social studies, and one in science. 8
12* Three credits must be in English. The student must be enrolled in a program which, if successfully accomplished, will result in the completion of graduation requirements. 14

*Differentiated criteria for grade 12 at Southeast Raleigh High School: 14 credits to include three credits in English, two in mathematics, one in social studies, and two in science.


Fuquay-Varina High School (4 x 4 block schedule)

Grade Criteria Units
9 Successful completion of Grade 8  
10 One credit must be in English and two must be in the areas of mathematics, social studies, or science. 6
11 Two credits must be in English, one must be in mathematics, one in social studies, and one in science. 12
12 Three credits must be in English. The student must be enrolled in a program which, if successfully accomplished, will result in the completion of graduation requirements. 18

1. High school students are given continuous, quarterly, and end-of-year assessments to document student progress. LEAs shall use End-of-Course (EOC) test results from the following courses as at least 25% of the student's final grade for each respective course. The courses are English I; Algebra I; Biology; US History; and Economic, Legal and Political Systems (ELPS). EOC test results from other courses will count as a part of the student's final grade. Report cards are issued to students every nine weeks. Interim reports are issued to all students at the mid-point of the first and third nine weeks. Only students who are failing or whose grades have fallen a letter grade receive an interim report at the mid-point of the second and fourth grading periods.

2. Intervention strategies may include, but are not limited to, alternative learning models, modified homework, smaller classes, tutorial sessions, extended school day, after-school assistance programs, remedial courses, Saturday school, modified instructional programs, parental involvement, and/or summer school/interventions.


Graduation Criteria

High school students shall be awarded a high school diploma based upon completion of Wake County Public School System (WCPSS) graduation requirements as listed in the following table. Completion of WCPSS graduation requirements does not necessarily guarantee NC Scholars Recognition or UNC System Admission. The Graduation Certificate (special education only) and the Certificate of Achievement will remain available to recognize students unable to meet diploma requirements.

Traditional Southeast Raleigh High School Fuquay-Varina High School Proposed Occupational Course of Study Requirements
English (4 credits)
English 9, 10, 11, and 12		 (4 credits)
English 9, 10, 11, and 12		 (4 credits)
English 9, 10, 11, and 12		 4 Courses
Occupational English I, II, III, IV
Mathematics (3 units) Algebra 1 or equivalent and two others (4 units) Algebra 1 or equivalent and three others (3 units) Algebra 1 or equivalent and two others 3 Courses
Occupational Mathematics I, II, III
Science (3 units) Biology, an earth science, and a physical science (4 units) Biology, an earth science, a physical science, and one other science (3 units) Biology, an earth science, and a physical science 3 Courses
Occupational Science I, II; Applied Work Science III
Social Studies (3 units) ELP, World Civilizations, US History (3 units) ELP, World Civilizations, US History (3 units) ELP, World Civilizations, US History 6 Credits
Government/U.S. History; Self Advocacy/Problem Solving; Occupational Preparation I, II, III, IV*

*These courses include:
  • 300 hours School-based Training
  • 240 hours Community-based Training
  • 400 hours Paid Employment
Healthful Living 1 unit 1 unit 1 unit 1 Course
Health/Physical Education
Electives 6 units 4 units 12 units 7 Credits
Vocational Education** (Workforce Development)
**These credits may also be earned for participation in cooperative education, on the job training, and apprenticeships.
Total credits 20 units 20 units 26 units 20 units
NC Computer Test Passing Score Computer proficiency as specified in IEP
Exit Exam of Essential Skills Passing Score Meet IEP Objectives - No Exit Exam

High School Retesting Procedures

1. 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 repeated.

2. Students who have not passed the eighth grade EOG tests must pass the NC Competency Test at the high school level to graduate.

3. Students who have not passed the NC Computer Skills Test before entering high school must repeat and pass the test to graduate.


High School Review and Waiver Procedures

Multiple opportunities for retesting will be provided for tests required for graduation.

Revised: February 7, 2000