3000 - Educational Program

3405 Students At-Risk Of Academic Failure

3405 Students At-Risk of Academic Failure

It is the goal of the board that all students will make adequate progress each year and thereby acquire the skills necessary for secondary education and career success. To realize this goal, students who are at risk of academic failure and who are not successfully progressing toward grade promotion and graduation must be identified and provided additional assistance. The principal or designee is responsible for ensuring that students at risk are identified and that the school improvement team develops a plan to include successful transition between grade spans for such students in compliance with G.S. 115C-105.41.


The superintendent shall organize available resources to implement a multi-tiered system of support (MTSS) that uses data-driven problem-solving and evidence-based instructional practices for all students.  The superintendent shall establish processes and standards for providing individual support plans, address concerns about student performance, attendance, and behavior and for documenting student responses to evidence-based instruction and interventions within the MTSS.  Using information about the student’s response to instruction and/or interventions and other student performance data, school personnel must identify students who are at risk of academic failure, who are chronically absent, and/or who have behavior concerns as early as reasonably may be done, beginning in kindergarten. School administrators and teachers shall address the needs of students identified as at risk through individual support plans, the supports available in the MTSS, and/or other processes established by the superintendent or designee.  The parents or guardians of such students shall be included, through face to face, oral, and written communication or other means, in the implementation and review of academic, attendance, and/or behavioral interventions for their children.




Transitions in the school environment can be stressful experiences that pose academic, social, and emotional challenges for students.Creating successful transitions of MTSS supports that address students’ academic, social, and emotional needs will ease these challenges for students who have been identified as at risk and provide them with supports for future academic success. A comprehensive and coordinated transition plan will be implemented for students who are at risk of academic failure in order to facilitate their educational transitions between elementary school and middle school and between middle school and high school.

Principals and their school improvement teams and/or MTSS teams will coordinate plans with feeder schools and prepare written plans for the superintendent on transitions at school levels, with specific focus on transitions from preschool to kindergarten, elementary to middle grades, and middle to high school grades. North Carolina has identified these particular grade level transitions as critical times in a student’s educational experience.

Legal References:  G.S. 115C-105.41; State Board of Education Policy DROP-001

Other Resources: NC DPI Memorandum to LEAs Re: Session Law 2015-46, (August 11, 2015), available at http://www.ncpublicschools.org/docs/superintendents/messages/2015/08/education-plans-memo.pdf; NC DPI Multi-Tiered System of Support resource page, available at http://www.ncpublicschools.org/integratedsystems/mtss/

Legal References:
G.S. 115C-105.41
Cross References:
Monday, 04 June 2012
Last Updated:
Tuesday, 10 April 2018