3000 - Educational Program

3420 - R Student Promotion and Accountability - R&P

3420 - R Student Promotion and Accountability - R&P

R & P for Student Promotion and Accountability 

Board Policy 3420

 B: Student Promotion Standards

The following criteria determine promotion for high school students who have the opportunity to earn eight credits annually.

To be a Sophomore: 6 units including English I

To be a Junior: 13 units including English II

To be a Senior: 20 units including English III

 

Student transfers who had fewer than eight credit opportunities each year may be promoted using the following criteria. 

To be a Sophomore: earned credits of at least the potential credits minus 1 including English I

To be a Junior: earned credits of at least the potential credits minus 2 including English II

To be a Senior: earned credits of at least the potential credits minus 3 including English III

 

Students following approved Individual Graduation Plans (IGP) that include reduced credit requirements may be promoted using the following criteria.

To be a Sophomore: 5 units including English I

To be a Junior: 11 units including English II

To be a Senior: 16 units including English III

 

Principals agree that some students’ readiness to progress to the next level of study may occur during the middle of the school year.  Student promotions that happen mid-year may require a student to progress from elementary school to middle school or middle school to high school.  Pender County Schools recognizes that it is necessary to establish a transition process to be used when determining a student’s readiness to progress to the next level of study, specifically when a student may be promoted from one school to another.  The following process shall be implemented for mid-year promotions:

 

At the beginning of each school year, principals shall review all student demographic and achievement data to determine potential students who may be eligible for mid-year promotion.

Potential students who may be eligible for mid-year promotion shall either be in the Student Support Team (SST) case load, or meet the criteria for grade skipping or grade acceleration as outlined in section F: Acceleration. Additionally, some students may also be eligible for mid-year promotions with principal recommendation. These students may or may not be referred to SST.

Principals shall meet with the principal of the receiving school to discuss potential students and to create a transition plan for students whom both principals agree may be eligible for mid-year promotion.  The transition plan may include an Individual Graduation Plan (IGP).  Mid-year promotions at the high school level will reduce a student’s maximum course potential.

Principals shall meet with the eligible student and his or her parents to create a promotion contract.

Principals shall meet with the eligible student a minimum of three (3) times to assess student progress in meeting the goals established in the promotion contract.  Any interventions implemented must be documented in the student’s SST paperwork.  A student progress report that outlines student achievement in relation to the goals and objectives of the promotion contract will be sent to the student’s parents and to the principal of the receiving school.

Principals will notify the student’s parents and the principal of the receiving school upon successful completion of the student promotion contract.

No later than three (3) weeks prior to the mid-year promotion of the student, all SST paperwork, including the student promotion contract, and the student’s cumulative folder shall be submitted to the principal of the receiving school.

 

F: Acceleration

Principals agree that some students may need less time to learn the curriculum.  The principal, after consulting with professional staff and the student’s parents, may determine that skipping a grade level or a subject area is appropriate.  Pender County Schools recognizes that it is necessary to establish a process for acceleration.  The following process shall be implemented for acceleration.

Whole grade level advancement and/or subject acceleration is determined in accordance with a student’s needs.  Evidence must be provided to demonstrate a need for grade skipping or acceleration.

Examples of evidence shall include:

Portfolio of student work

Assessment data demonstrating mastery of skills at least two (2) grade levels above current grade

Input from classroom teachers (current and prospective)A committee shall convene to review the evidence. The committee shall include the AIG Coach, teachers, school counselor, and the principal. The committee’s findings shall be shared with the student’s parents. If the committee determines there is a need for grade skipping or subject acceleration, an acceleration plan must be completed. Information regarding how subject acceleration services will continue in the coming years shall be included in this plan.

High school courses implemented at the middle school level is another form of acceleration.  When a high school course is implemented at the middle school level, the middle school curriculum is compacted so that students are able to access the high school courses without skipping important middle school curricula.  Compacted curriculum requires students to move through the curriculum at an accelerated pace.  Creating a compacted curriculum guide ensures that no gaps exist in students’ learning.  The following process shall be implemented when offering a high school course at the middle school level.

Principals shall consult State Board of Education Policy “Course for Credit” GS 115C-81 to determine which high school courses students may take in middle school and receive credit toward high school graduation requirements.

A compacted curriculum guide for all high school courses implemented in middle school shall be created by middle and high school teachers in collaboration with the Middle and High School Principals and AIG Coaches.  The compacted curriculum guide shall include a plan to address all middle and high school course standards during 6th, 7th, and 8th grade.

Principals shall determine student eligibility to take high school courses in middle school using the following criteria:

  • An overall grade of a 90 or higher in the correlating middle school subject area course
  • For high school science and social studies courses, students must also have an overall grade of a 90 or higher in the middle school language arts course
  • A score of 90 or above on the subject area prognosis test, if applicable
  • A passing score (32 out of 36) on the PCS Teacher Recommendation and Acceleration Characteristics Form.
  • A score of 90% or above on the subject area EOG test

Students are required to meet all criteria to be eligible to take the correlating high school course offered in middle school. 

If a student does not have an EOG score, the placement in high school courses may be made by the Principal based on available data.

 Principals shall notify the parents of the students who qualify for high school courses in middle school.  If the decision is made for a student to take a high school course in middle school, an acceleration plan must be completed.

Legal References:

Cross References:

Adopted:  September 09, 2013

Last Updated:  February 3, 2014

Legal References:  Cross References:  Adopted:  September 09, 2013

Last Updated:  February 03, 2014, August 3, 2015, September 8, 2015

 

Legal References:
Cross References:
Adopted:
Monday, 09 September 2013
Last Updated:
Tuesday, 08 September 2015