3227 -ACADEMIC STANDARDS AND PROMOTION FOR GRADES K-8

The goal of Durham Public Schools is to develop academically proficient students.  The progress of students will be monitored at each grade level to determine appropriate grade assignment.  Promotion standards are based on the belief that students must perform at grade level or above to be successful in school.

3227.1 INTRODUCTION

Students must be assessed for the purpose of student academic assignment recognizing that there are a wide range of variables that must be considered in this process.  The school principal should make promotion and retention decisions in accordance with state regulations and this policy.

Teachers are responsible for early identification of students who are at risk of not meeting promotion standards.  At the time students are identified as functioning below grade level, the teacher and principal with the support and assistance of the students’ parent/guardian and central services staff will use all available resources to begin intervention, including but not limited to Personal Education Plans as per Board Policy 3240. 

Advancement beyond the normal one-grade promotion will be considered on an individual basis after discussion among teachers, counselors, principals and parents/guardians concerned.  Assessment data shall document the need for this advancement.  The final decision shall rest with the principal after consulting with the parent/guardian.

3227.2 PROMOTION REQUIREMENTS

Students are required to meet promotion standards in grades K-8 that include demonstrated grade level proficiency on local assessments, standardized tests, report cards, and student work.  In determining the best educational interests of a student, appropriate grade placement decisions shall be based upon the mastery of critical knowledge and skills including reading and mathematics.  The educational program shall provide for the continuous progress of students.
In order to be promoted to the next grade levels, students in all grades should be proficient in reading and mathematics, which may be demonstrated through NC End-of-Grade tests, district assessments, student portfolio of work, and report card grades.  A promotion decision should not be made solely on the basis of a state assessment.
If a student appears likely to be retained, then the parent/guardian of the student shall receive at least two (2) notices.  The first notice may be a conference; the second notice must be in writing and must be provided by the end of the third quarter.  The principal’s office must provide in writing an official notice of retention to the parent/guardian by the last day of school.

3227.3 STUDENT ASSESSMENT REVIEW

1. If the parent/guardian of a retained student would like to appeal the decision to retain a student, then the following review procedures will apply: 
2. A parent may initiate a retention review hearing by requesting, in writing, to the principal within three (3) days of the last day of school for students, a Student Assessment Review.
3. The review committee will be appointed by the school, and will be comprised of the student’s teachers and principal.  Special education personnel must be included if the student is identified as a Student with Disabilities.  English as a second language staff must be included if the student is identified as LEP. 
4. The student and the student’s parent/guardian shall be invited to the review and allowed to speak on the student’s behalf.  The parent/guardian may submit additional information for review.
5. The review committee will be convened to determine whether the student met promotion requirements.
6. The committee will review documentation presented by teachers on behalf of the student, including but not limited to: NC End-of-Grade tests, district assessments, student portfolio of work, and report card grades.  Additionally, the team may consider information from parents; an IEP or PEP, if applicable; and any other information tending to verify that the student is proficient.
7. The recommendation of the review committee is subject to the principal’s authority to grade and classify students (G.S. 115C-288(a)).  A decision to retain or promote a student may be appealed to the Board as provided in the Student/Parent Grievance Policy 4800, which allows a student, parent, or guardian to initiate the grievance procedure when there is evidence that a final administrative decision has violated a board policy or regulation and procedure, or state or federal law or regulation.

3227.4 STUDENTS WITH DISABILITIES AND LIMITED ENGLISH PROFICIENCY STUDENTS

Students with disabilities who do not have the ability to participate in the Standard Course of Study may be exempt from the promotion standard. However, exempt students must be enrolled in a functional curriculum and demonstrate evidence of progress on alternate assessments. All recommendations regarding special needs students will be made in conjunction with the IEP Committee or the Section 504 Committee.

Students of Limited English Proficiency (LEP) as identified by state and federal standards shall meet the same standards as all students.  However, in accordance with federal law, English language proficiency cannot be the factor that determines whether a student has not met performance standards.  All retention recommendations regarding Limited English Proficient students should be made in consultation with the English as a Second Language teacher.

3227.5 NOTICE

This policy or a summary of its requirements shall be provided to students and/or parents at the start of each school year.

Legal Reference: N.C.G.S. 115C-45©, -47(39), -105.41, -288(a).
Cross Reference:  Policy 3240, Personal Education Plans; Policy 3235, Graduation Requirements; Policy 4800, Student/Parent Grievance Policy
Adopted Effective:  March 24, 2011