Regulation 3420

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3420-R Student Promotion and Accountability

Students in Chatham County Schools 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. After a variety of factors are considered the principal will assign students to the grade level, which provides the best opportunity to progress and develop educationally. Personal Education Plans (PEPs, tier plans), focused intervention strategies and accelerated activities are provided for students not performing at grade level.

  1. Promotion Standards
    In addition to any other promotion standards established by the Board and/or superintendent, students should meet the following areas:
    a. Grades K-2
    I.Students will be proficient or above in the following areas:
    • CCS Mathematics Assessment - students must score in the average (or above) range
    • CCS Literacy Assessment – students must score as follows:
    o Kindergarten – reading at a level D (minimum lexile level of 100)
    o Grade 1 – Reading at a level I (minimum lexile level of 275)
    o Grade 2 – Reading at a level M (minimum lexile level of 450)
    b. Grades 3-5
    I. Students will be proficient or above in the following areas:
    • CCS Mathematics Assessment o Grade 3 – Quantile score within the range (or above) of 375Q-605Q
    o Grade 4 – Quantile score within the range (or above) of 480Q-720Q
    o Grade 5 – Quantile Score within the range (or above) of 550Q-815Q
    II. CCS Literacy Assessment
    •Grade 3 – at or above 600L
    •Grade 4 – at or above 750L
    •Grade 5 – at or above 850L
    III. NC End-of-Grade Test of Reading Comprehension*
    IV. NC End-of-Grade Test of Mathematics
    V. NC End-of-Grade Test in Science (Grade 5)
    VI. Passing final grades in Language Arts, Mathematics and Social Studies or Science Courses
    c. Grades 6-8
    I. Students will receive passing grades in:
    • Language Arts and Mathematics courses
    • Social Studies or Science Courses
    II. Students will be proficient or above in the following areas:
    • NC End-of-Grade Test of Reading Comprehension
    • NC End-of-Grade Test of Mathematics
    • NC End-of-Grade Test of Science (Grade 8)
    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:
    • Promotion with focused intervention or
    • As a last resort, retention with focused intervention.
    d. Grades 9-12
    I. Freshman: promoted from grade 8
    II. Sophomore: earned 6 credits
    III.Junior: earned 13 credits IV.Senior: earned a total of 20 credits
    e. Grades 9-12
    Alternative Promotion Requirements
    The district's alternative school, SAGE Academy, offers a 22 credit diploma. To afford those students who voluntarily enroll full-time at SAGE complete access to community college course offerings and various grade-level activities, the following promotion requirements apply:
    I. Freshman: promoted from grade 8
    II.Sophomore: earned 5 credits
    III.Junior: earned 10 credits
    IV.Senior: earned a total of 15 credits
    These requirements are not applicable for students assigned temporarily to SAGE Academy in accordance with Policy 4353 and Policy 3470-4305.
  2. Personalized Education Plans/RtI Tier I Plans (PEPs) Grades K-8
    a. Due to the ongoing nature of Grades K-2 assessments in literacy and mathematics, documentation of students and progress occurs throughout the year.
    b. Schools shall identify students who are at risk for academic failure and who are not successfully progressing toward grade promotion and graduation. 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 the end-of-grade or 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/Tier I 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/tier plan to the student’s parents or guardian. Parents should be included in the implementation and ongoing review of personal education plans.
  3. Testing and Retesting in Grades K-8
    a. Retesting in Grades K-2: Due to the ongoing nature of Grade K-2 assessments in mathematics and literacy, documentation of student progress occurs throughout the year.
    b. Testing and Retesting for Grades 3-8: All of End-of-Grade testing and retesting requirements are set forth in accordance with NC State Board of Education policy.
  4. Grade Acceleration
    To determine the eligibility of a student to move to a higher grade level than the current enrollment, the principal shall confer with a committee of professional educators to consider the following factors:
    a. Student Aptitude. The child shall be highly advanced in academic and social development and shall score at the 98th percentile on specified standard individual test(s) of intelligence administered by a licensed psychologist or psychiatrist. The most recent edition of the specified test(s) shall be used. Testing must have occurred less than one calendar year prior to proposed advancement.
    b. Achievement. The child shall be functioning from two to three years beyond the child's peers. The child shall score at the 98th percentile on both reading and mathematics on specified standard individual test(s) of achievement. Results must be less than one calendar year old.
    c. Performance. The child shall be able to perform tasks well above age peers as evidenced by behaviors in all areas such as independent reading, problem-solving skills, advanced vocabulary, and writing fluency.
    d. Observable Student Behavior/Student Interest and Motivation. The principal or principal's designee shall conduct an interview with the child and a more structured interview with the parent to determine if the child is able to successfully move to the new grade level.
    e. Completion of the Iowa Acceleration Scale, the most current edition, shall be accomplished to assist the principal in making an informed decision regarding the promotion. An AIG specialist will manage the completion process.
    f. After considering all factors, including input from the committee, the principal shall decide whether to grant the request for enrollment within four weeks after receiving all information. If the principal determines that the child has not adjusted to the grade level setting, the principal shall retain the right to reverse enrollment from the now current grade level to the original grade level.
    g. Parents may be required to supply information in addition to that required by this policy.
    h. Decisions related to early admission to kindergarten shall be made pursuant to applicable state board policy.
  5. Testing and final course grades:
    State required testing, including End-of-Course (EOC) testing and CTE Post-Assessments, shall count as 20% of the student’s final grade for each eligible course. At the high school level, NC Final Exams and teacher-made final exams shall count as 20% of the student’s final grade for each eligible course.

Chatham County Schools will not conduct testing for grade acceleration. Accepted tests include: CogAT, ERB, and Iowa Assessments. ACT and SAT scores may be considered at the discretion of the district administrator who oversees the AIG Department. The administered level of the CogAT shall be two grade levels above the student’s current grade. Chatham County Schools may require parents to supply information in addition to that required by this policy and may also require specific tests or other measures to provide information relating to the factors listed in this policy.

*As one of the seven components of Read to Achieve, from The Excellent Public Schools Act legislation, 115C-83.1G Elimination of Social Promotion states the State Board of Education shall require that a student be retained in the third grade if the student fails to demonstrate reading proficiency appropriate for a third grade student, as demonstrated on a State-approved standardized test of reading comprehension administered to third grade students.

Students can be exempt from mandatory retention in third grade for good cause. Good Cause exemptions can be found in 115C-83.1G.

(Note: This Regulation 3420-R Student Promotion & Accountability will be effective with the 2014-2015 school year.)

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