Davie County students shall meet state standards, local standards and attendance standards for promotion to the next grade level in K-8 or to receive high school course credit. Consideration may be given to the following:

• the student’s chronological age.
• the student’s physical and emotional maturity.
• the student’s prior retention(s).

Attendance
Attendance at school contributes to a student’s ability for success at his/her level of instruction. Attendance records will be reviewed regularly by the principal and teacher to determine if absences are contributing to a student’s lack of progress. Absences will be considered when making decisions regarding retention. (Reference to Policy 309 – Attendance)

Acceleration
Some students may need less time to learn the curriculum. Teachers are encouraged to challenge these students by expanding the curriculum, providing opportunities to explore the subject in greater detail or providing different types of educational experiences. The principal may place the student at a higher level of study in order to sufficiently challenge the student.

Reporting Requirements
At least on an annual basis, the superintendent will provide the Board of Education with the following information on each school: aggregate student performance scores on state mandated tests, and any other standardized tests used by a school or the school district; the proportion of students not meeting standards by grade level; and remedial or additional educational opportunities provided by the school district and the success of these efforts in helping students to meet promotion standards.

Resources
Consistent with the objective of improving student performance, the Board will provide maximum flexibility to schools in the allocation of State funds. Schools are expected to budget financial resources in a manner which will meet the standards established in this policy. The Board will consider requests to transfer funds from other fund allotment categories to intervention strategies as part of the school improvement plan submitted by a school.

Legal Reference: G.S. 115C-36, -47, -81, -105.21A(a), -105.21(b)

A. State Standards or Gateways
Grade-level Proficiency Guidelines

The following grade-level student accountability standards are based on a belief in the need to provide early intervention to students who need it. Our aim must be that all students have the reading and mathematics skills critical for participating in and benefiting from high school curricula in core academic and vocational areas.

STANDARDS

Elementary

Gateway 1

In addition to meeting local promotion requirements, students in grade 3 shall demonstrate proficiency by having test scores at Level III or above on end-of-grade tests in both reading and mathematics. Students scoring at Level III or above and meeting all local promotion requirements shall be promoted to grade 4 unless determined otherwise by the school principal, in consultation with teacher(s).

The effective date is 2001-02.

Gateway 2

In addition to meeting local promotion requirements, students in grade 5 shall demonstrate proficiency by having test scores at Level III or above on end-of-grade tests in both reading and mathematics. Additionally, the grade 4 writing assessment shall be used as a screen to determine whether students are making adequate progress in developing writing skills. If a student has not scored at or above proficiency level 2.5 on the grade 4 writing assessment, the school shall provide intervention and assistance to develop writing skills. The principal and teacher(s) shall use locally developed and scored writing samples during grade 5 to determine if students have made adequate progress in order to be promoted to grade 6.

Students scoring at Level III or above on reading and mathematics, meeting all local promotion standards, and making adequate progress in writing shall be promoted to grade 6, unless determined otherwise by the school principal, in consultation with teacher(s).

The effective date is 2000-01.

Middle School – Gateway 3

In addition to meeting local promotion requirements, students in grade 8 shall demonstrate proficiency by having test scores at Level III or above on end-of-grade tests in both reading and mathematics. Additionally, the grade 7 writing assessment shall be used as a screen to determine whether students are making adequate progress in developing writing skills. If a student has not scored at or above proficiency level 2.5 on the grade 7 writing assessment, the school shall provide intervention and assistance to develop writing skills. The principal and teacher(s) shall use locally developed and scored writing samples during grade 8 to determine if students have made adequate progress to be promoted to grade 9.

Students scoring at Level III or above on reading and mathematics, meeting all local promotion standards, and making adequate progress in writing shall be promoted to grade 9, unless determined otherwise by the school principal, in consultation with teacher(s).

The effective date is 2001-02.

High School – Gateway 4

Students shall meet the following requirements to receive a North Carolina high school diploma.

1. Existing local and state graduation requirements.

2. Students who entered the ninth grade in 1994-1995 through 2005-2006 must meet the competency requirements of Achievement Level III (without the standard error of measurement), or above, on the grade 8 end-of-grade reading and mathematics tests/retests or the NC Compentency Tests of reading and mathematics in grades 9-12.

Effective with the class entering ninth grade for the first time in the 2006-2007 school year, students who are following the career preparation, college technical preparation, or college/university preparation courses of study shall meet the following exit standards:

(A) score at proficiency level III or above on the end-of-course assessment for Algebra I, Biology, Civics and Economics, English I, and United States Histroy; and
(B) successfully complete a graduation project that is developed, monitored, and scored within the LEA using state-adopted rubrics.

3. A passing score on the North Carolina Test of Computer Skills (Effective date: Graduating Class of 2001)

Students following the Occupational Course of Study are not required to pass the North Carolina Competency Test and must meet the computer skills requirement as specified in their IEP.

B. Local Standards
1. Local Standards K-5

•Academic Requirements K-5

K-2: Entry level for all beginning students is considered to be kindergarten. Kindergarten through second grade standards are based on current research and the expectations established in the North Carolina Standards Course of Study. Kindergarten through second grade teachers shall use established criteria from the North Carolina K-2 Assessment in Reading, Writing, and Mathematics documents when making recommendations to the principal regarding promotion decisions. The Davie County Literacy Assessment and the individual schools math assessments, including the summative math instruments support the critical decisions teachers make daily, document students performance during the grading period, and identify instructional focus for direct instruction in reading, writing, and mathematics.

3-5: Third through fifth grade standards are based on current research and the expectations established in the North Carolina Standard Course of Study. Third through fifth grade students must pass language arts, math, and either science or social studies.

• Attendance Requirements K-5

Attendance records will be reviewed to determine if excessive absences are a contributing factor to the student’s lack of progress. Any student absent in excess of 20 days is subject to retention unless a waiver is granted by the principal. The principal may, as part of the waiver, require absences be made up outside of the normal school day. Refer to policy 309.

• Retention Documentation Requirements K-5

(Refer to Procedures for Implementing Standards and Accountability)

2. Local Standards 6-8

• Academic Requirements 6-8

Sixth through eighth grade standards are based on research and the expectations established in the North Carolina Standard Course of Study. Sixth through eighth grade students must pass language arts, math, and two of the following: science, social studies or physical education.

• Attendance Requirements 6-8

Attendance will be considered when making a decision concerning retention. Any student absent in excess of five days per quarter is subject to failure unless a waiver is granted by the principal. The principal, as part of the waiver, may require absences be made up outside the regular school day. Refer to policy 309.

• Retention Documentation Requirements 6-8

(Refer to Procedures for Implementing Standards and Accountability)

3. Local Standards 9-12

Requirements

Beginning with the freshman class of 2001, students must have 28 units as follows:

English	4
Math	3 (one of which must be Algebra I)
Social Studies	3 (US History, ELPS, and World Studies)
Science	3 (A Physical Science, Earth/Environmental Science, Biology)
Physical Ed	1
Electives	14
Total	28

Promotion
Beginning with the class of 2001, students must pass the following courses for promotion

• A student will be considered a freshman upon entering the ninth grade.

• A student will be considered a sophomore upon completion of either:

A. English and three additional units

OR

B. A total of 6 units.

• A student will be considered a junior upon completion of either:

A. English I, English II, 1 math, 1 science, 1 social studies, Health/PE, and six other units for a total of 12 units

OR

B. English I, 2 math, 2 science, 2 social studies, Health/PE, and six other units for a total of 14 units.

• A student will be considered a senior upon completion of either:
A. English I, English II, English III, 2 math, 2 science, 2 social Studies, Health/PE, and ten other units for a total of 20 units

OR

B. English I, English II, 2 math, 2 science, 2 social studies, Health/PE, and thirteen other units for a total of 22 units.

Exit Documents

DIPLOMA: A diploma will be issued to those students who pass the North Carolina Test of Computer Skills, meet the competency or exit standars as outlined in Section III (A)(2), and successfully complete four years of a high school program consisting of certain required courses and electives.

A student who is enrolled in the Occupational Course of Study may or may not take the aforementioned exams as determined by his/her IEP, but will receive a diploma if he/she has met the guidelines for that course of study.

CERTIFICATE OF ACHIEVEMENT: A certificate of achievement will be issued to those students who successfully complete four years of a high school program consisting of certain required courses and electives, but who do not pass either the North Carolina Test of Computer Skills, or the competency/exit standards.

GRADUATION CERTIFICATE: A graduation certificate will be issued to students who complete four years of high school, but for whom the Standard Course of Study is inappropriate.

Competency Test
Students who have failed the North Carolina Competency Test, the last failure occurring during the spring semester of the senior year, and who will earn enough credits to fulfill graduation requirements at the end of their senior year will have the following options:

1. Elect to receive the certificate (fill out form).

2. Petition the principal for an individual competency test administration during the next scheduled testing (fill out request form)

3. Elect to request remediation during the coming school year and take the regularly scheduled competency test.

OR

Take the regularly scheduled competency test during the coming school year without remediation.

Seniors who have not yet passed the North Carolina Competency Test will be given an opportunity to take the test during the last month of school. This test will be scheduled so that students needing remediation may receive the maximum amount possible prior to the test administration. Students who fail the administered competency test will have the option of receiving the certificate or returning to school for remediation and/or testing during the next school year.

C. Focused Intervention
Davie County Schools recognizes the uniqueness and potential for achievement in each student. Evaluation of student progress must be continuous, documented, and based on diagnostic assessment and student performance. Students, parents/guardians, school principals, and classroom teachers have a responsibility to work together for successful achievement. Early identification of student academic needs, opportunities for focused intervention, communication with parents/guardians, students and school will be vital to each student’s success.
a. School Intervention Plan
Each school will submit an intervention plan during the first month of school. Intervention involves identifying strategies specifically designed to increase grade level proficiency. Strategies may include, but are not limited to alternative learning models, special homework, smaller classes, tutorial sessions, extended school day, Saturday school, modified instructional programs, parental involvement, small or large group counseling sessions, modified school year, participation in or restriction of participation in extracurricular activities, individualized instruction or goals, or retention. Extended instructional opportunities should be different and supplemental to regular classroom instruction. The school must seek to involve parents/guardians and the student in discussing intervention strategies. Students may be required to participate in the intervention strategies and demonstrate acceptable growth before being promoted to the next grade level or being eligible to participate in extracurricular activities.

b. Identification Information
Diagnostic assessment, classroom performance, and student work products will be used for early identification of academic needs of students in reading, writing, math and computer competencies.

c. Personalized Education Plan
A Personalized Education Plan will be developed for each student identified as at-risk of not meeting promotion standards. It is the responsibility of classroom teachers and the principal to ensure all students qualifying for focused intervention are identified, have a written plan and receive specialized services.

The PEP components include:


1. Diagnostic evaluation information
2. Specific intervention strategies
3. Monitoring strategies for documenting results
4. Evidence of parental/guardian involvement

Parents/Guardians are encouraged to attend school conferences, keep open lines of communication with teachers/school and sign an agreement contract for shared accountability measures.

Each school will hold an open house before the first day of school. A parent/guardian/teacher conference will be held during the 1st grading period. Conferences may be scheduled throughout the school year as needed for feedback on student performance. Teachers/principals will document parent conference attendance. Parents/Guardians must be informed of the possibility of retention in a timely manner. Parents/Guardians have the right of appeal to the Review Committee in the retention process.

Grade 3 – effective 2001-2002
Grade 5 – effective 2000-2001
Grade 8 – effective 2001-2002
Grades 9-12 - effective 2006-2007 for studnets entering ninth grade for the first time in 2006-2007, or after

The Review Committee will review all necessary documentation of requested appeals. A teacher or parent/guardian may request a review. A teacher will present the documentation, but have no vote in the decision of the committee. A parent/guardian may speak on behalf of the student. Teacher from the areas of Exceptional Children’s programs, ESL or other programs may serve on the committee as deemed necessary.

All reviews will be completed by July 15th.

Members of the committee will be trained in reviewing and documenting appropriate grade level work.

• Exceptional students taking alternative assessments may be waived from the state standards as determined by the IEP Team and principal.