Student Promotion and Accountability Policy 3420

Student Promotion and Accountability Policy 3420

Purpose

ENCSD is committed to ensuring that all students are held to rigorous academic and developmental standards.  Promotion and retention decisions must reflect each student's readiness for the next level of learning, their individual progress, and their IEP-defined goals.  This policy outlines clear expectations for student advancement, with a focus on academic growth, accessibility, and compliance with:

  • The North Carolina Course of Study
  • NCDPI promotion and graduation standards
  • North Carolina General Statutes
  • Individuals with Disabilities Education Act (IDEA)
  • Americans with Disabilities Act (ADA)
  • Section 504 of the Rehabilitation Act

All communication and procedures related to this policy will be accessible, including American Sign Language interpretation, captioned content, and alternative formats to ensure equitable participation for Deaf and hard of hearing students and families.

I. General Principles of Student Promotion

Promotion decisions will be based on a variety of factors, including student performance on academic assessments, mastery of grade-level standards, attendance, and overall readiness for the next grade level.  The primary goal is to ensure that each student acquires the knowledge, skills, and habit necessary for success in school and life.

Promotion decisions must:

  1. Be grounded in consistent, fair, and objective standards.
  2. Consider individualized needs, services, and the requirements of each student’s IEP.
  3. Be determined collaboratively by educators, parents/guardians, and, where appropriate, the student
  4. Align with the North Carolina Standard Course of Study, Extended Content Standards, and the student’s IEP, and NCDPI accountability frameworks.
  5. Ensure decisions are free from discrimination and fully accessible, including ASL interpretation and accessible formats for all communications (ADA, 42 U.S.C. § 12101; 20 U.S.C. § 1400 et seq.).

Promotion decisions will always reflect the best educational interest of the individual student, using data-informed and developmentally appropriate practices.

II. Promotion Standards

Grades K-2

Promotion is based on mastery of foundational skills in: 

  • Reading
  • Writing 
  • Mathematics 
  • Social-emotional development.  

Teacher observations formative assessments, and progress toward IEP goals will inform promotion decisions.

Grades 3-5

Promotion decisions will consider:

  • Classroom performance and coursework completion
  • Benchmark and formative assessment data
  • State assessments
  • Attendance
  • Progress toward grade-level standards

Students in Grade 3 must comply with the requirements of the North Carolina Read to Achieve Program.  Students who do not demonstrate reading proficiency by the end of third grade will receive intensive reading interventions and may qualify for good cause exemptions as defined by state law.

Alternative demonstration of proficiency may include:

  • Approved reading portfolios
  • Retesting opportunities
  • State-approved alternate assessments for eligible students

Grades 6-8

Students must demonstrate adequate progress in:

  • English Language Arts
  • Mathematics
  • Science
  • Social Studies

Promotion decisions will consider:

  • Course grades
  • Classroom performance
  • Assessment results
  • Attendance
  • Completion of required coursework

For students receiving instruction through Extended Content Standards, the IEP team will determine appropriate measures of academic progress.

Grades 9-12

High school promotion is based primarily on credits earned toward graduation.

Students must earn the following minimum credits to advance:

  • To Grade 10: Earn a minimum of 6 credits
  • To Grade 11: Earn a minimum of 12 credits
  • To Grade 12: Earn a minimum of 18 credits

Credits must be earned through successful completion of courses aligned with the North Carolina Standard Course of Study or approved alternative pathways.

Students must meet the North Carolina Graduation Requirements and any additional ENCSD-specific requirements including:

  • Future-Ready Core
  • Occupational Course of Study (OCS)
  • Extended Content Standards Pathway 

All promotion and graduation requirements will be aligned with NCDPI guidelines and IEP team determinations (IDEA, 20 U.S.C. § 1414(d)).

III. Graduation Requirements

ENCSD will award diplomas based on successful completion of requirements established by the North Carolina State Board of Education.

Future-Ready Core Diploma

Students must earn a minimum of 22 credits, including required coursework in:

  • English Language Arts
  • Mathematics
  • Science
  • Social Studies
  • Health and Physical Education
  • Electives
  • Additional State Requirements

Occupational Couse of Study (OCS)

Students with disabilities may pursue the OCS pathway if determined appropriate by the IEP team.  This pathway includes:

  • Occupational preparation coursework
  • Career and technical education components
  • Work-based learning experiences

Other State-Approved Pathways

Students receiving instruction aligned with Extended Content Standards may follow graduation pathways determined by the IEP team consistent with State Board policies.

Students who do not meet diploma requirements may receive a Certificate of Completion if specified by the IEP team.

IV. Credit Recovery

Students who fail a course required for graduation may enroll in a credit recovery program that:

  • Aligns with NCDPI standards and ENCSD curriculum goals.
  • Focuses on mastery of specific course content rather than seat time.
  • Requires approval by the principal or designee.
  • Includes appropriate modifications and accommodations based on the students IEP.

Credit recovery courses may be offered during the school year, summer session, or through approved virtual platforms.

V. Repeating Courses for Credit

Students may repeat a course in which they previously earned a passing grade if approved by school administration.

When a course is repeated:

  • Both course attempts will appear on the transcript.
  • Only the higher of the two grades will be included in the GPA calculation.

VI. Attendance and Accountability Regulations

Attendance is a critical factor in student success.  Promotion decisions must take attendance into account:

  • Students who are chronically absent (as defined by ENCSD attendance policy) may be retained if they have not demonstrated adequate academic progress.
  • All excused and unexcused absences must be documented and considered in promotion decisions.
  • For students with chronic health issues or disabilities, attendance expectations will be addressed in the IEP and accommodated as needed.

ENCSD will follow state and NCDPI accountability standards and reporting procedures.

VII. Students with Disabilities

Promotion decisions for students with disabilities must:

  • Comply with the requirements of IDEA (20 U.S.C. § 1400 et seq). 
  • Be based on the student’s IEP and progress toward individualized goals.
  • Incorporate appropriate accommodations, modifications, and alternate assessments as determined by the IEP team.
  • Include accessible communication with families.

VIII. Academic Interventions and Supports

ENCSD is committed to providing timely, evidence-based interventions for students who are not meeting grade-level expectations. 

ENCSD will implement evidence-based interventions, which may include:

  • Targeted academic support and remediation
  • Small group or individual instruction
  • Extended learning opportunities (ex: extended day programs)
  • Parent-teacher conferences and regular progress monitoring
  • Additional supports as determined by the IEP team

Documentation of interventions and student response is required for all students considered for retention.

IX. Retention Decisions

Retention will be considered only after all appropriate interventions have been exhausted and when it is determined that the student is likely to benefit from an additional year at the current grade level.

  • Retention decisions shall be made by a school-based team that includes the principal, instructional staff, and other relevant personnel.
  • Parents/guardians shall be consulted and provided with written notice of potential retention, with accessible communication (including ASL as needed).
  • Documentation of the student’s performance, progress monitoring, and IEP team recommendations must be maintained.

X. Parental Involvement and Notification

  • Parents/guardians shall be informed regularly of their child’s academic progress and potential promotion or retention decisions.  
  • All communication methods will be accessible, including sign language interpretation, written summaries, and translated materials as needed.  
  • Parents will be notified in a timely manner if their child is at risk of retention and will be included in conferences to discuss the student’s progress and options.
  • Documentation of all communications and meetings will be maintained in the student’s record.

XI.  Appeals Process

  • If a parent/guardian disagrees with a promotion or retention decision, they may submit a written appeal to the principal within five (5) business days of notification.  
  • The appeal must include a statement of reasons and any supporting documentation.  
  • The principal will convene a review committee (including at least one administrator, a teacher, and a staff member knowledgeable about the curriculum and deaf education) to consider the appeal and render a decision within ten (10) business days.  
  • The decision of the principal is final.

XII. Record Keeping and Reporting

  • All promotion and retention decisions, including documentation of interventions, IEP team recommendations, and appeals must be maintained in the student’s cumulative records.  
  • ENCSD will comply with all state and NCDPI reporting requirements regarding promotion, retention, and student progress monitoring.

XIII. Accessibility

ASL interpreters and communication access services will be provided for all policy-related proceedings, including investigations, meetings, and appeals, as required by the Americans with Disabilities Act (42 U.S.C. § 12101) and IDEA. All communications regarding promotion and retention will be made available in accessible formats including ASL and captioned content, upon request.  OSHR Reasonable Accommodation Procedures shall guide implementation.

Legal References

  • North Carolina General Statutes §115C-83.1 et seq. (Read to Achieve)
  • North Carolina General Statutes §115C-47(32a) (Promotion Standards)
  • North Carolina General Statutes §115C-288(a) (Principal Authority)
  • Individuals with Disabilities Education Act (IDEA), 20 U.S.C. §1400 et seq.
  • Americans with Disabilities Act (ADA), 42 U.S.C. §12101
  • Section 504 of the Rehabilitation Act
  • North Carolina State Board of Education Graduation Requirements
  • NCDPI Student Accountability and Promotion Guidelines

This policy shall be reviewed and updated periodically to ensure continued compliance with all applicable laws, regulations, and best practices for serving deaf and hard of hearing students.

Policy