• Kindergarten

    The elementary school is an agency designed to provide appropriate learning experiences to meet the needs, capabilities, and interests of its students. Opportunities for total student development include involvement in a strong academic core of skills, as well as activities that promote social, moral, and physical enhancement.

    Language Arts:  Our students start school with a wide range of prior experiences and background knowledge.  Therefore, it is especially important to assess growth from the beginning to the end of the year in kindergarten.  If a student is significantly below (two or more years delayed) the expected level in either receptive or expressive language on the spring assessment (Success in Early Prevention of School Failure) a Personalized Education Plan should be developed to address special remediation strategies needed in the first grade.

    Mathematics:  In addition to Language Arts, a student should show understanding of the expected concepts on an ongoing basis and achieve 75% or higher mastery on the end of the year summative assessment.

    TITLE I PRESCHOOL PROGRAMS

    PURPOSE:  A Title I Preschool is a program of high quality educational experiences designed to enable young children to meet challenging state standards.  Curricula used in Title I preschool is comprehensive and researched based.  It also supports a range of interests and abilities and is aligned with NC's early learning standards.

    The learning experiences offered in a Title I preschool promote growth in all developmental domains, including language, literacy, math, physical, emotional, and social development.  We used thematic, literacy based centers that should meet the needs of diverse learners.

    To ensure that children enrolled in Title I preschools make progress; teacher monitor their growth in an ongoing manner Observations, work samples and classroom notes are used to provide information that helps teachers plan appropriate instruction.

    Family involvement is an integral component of all Title I Preschool program.  Communication between home and school strengthens the family's knowledge and understanding of their child's development and allows parents and teachers to work together to plan appropriate learning experiences.  Teachers use a variety of methods to involve parents in the education of their child including home visits, conferences, and written communications.

    First Grade

    The elementary school is an agency designed to provide appropriate learning experiences to meet the needs, capabilities, and interests of its students.  Opportunities for total student development include involvement in a strong academic core of skills, as well as activities that promote social, moral, and physical enhancement.

    The following criteria should be met, or a Personalized Education Plan should be developed prior to the next school year to address the strategies needed in second grade:

    Reading:  A student should show proficiency in reading a level 16 on the Developmental Reading Assessment (DRA) by the end of the year. 

    Writing:  A student should demonstrate progress in writing fluency from the beginning to the end of the year and be able to convey a message in writing. 

    Mathematics:  A student should show understanding of the expected concepts on the ongoing math assessments and demonstrate 75% or higher mastery on the summative assessment.

    Second Grade

    The elementary school is an agency designed to provide appropriate learning experiences to meet the needs, capabilities, and interests of its students. Opportunities for total student development include involvement in a strong academic core of skills, as well as activities that promote social, moral, and physical enhancement. The following criteria should be met, or a Personalized Education Plan should be developed prior to the next school year to address strategies needed in the third grade:

    Reading:  A student should show proficiency in reading on level 28 or above on the Developmental Reading Assessment (DRA) by the end of the year.

    Writing:  A student should be able to write a piece with a beginning, middle, and end, demonstrating a sense of story. 

    Mathematics:  A student should show understanding of the expected concepts and demonstrate 75% mastery on the end of the year summative assessment.

    The elementary school is an agency designed to provide appropriate learning experiences to meet the needs, capabilities, and interests of its students.  Opportunities for total student development include involvement in a strong academic core of skills, as well as activities that promote social, moral, and physical enhancement.

    To be promoted to the next grade level, students in grade 3 must score at least an Achievement Level III on end-of-grade tests in both reading and mathematics.  Students who do not meet the promotions standards will be given remediation and retesting opportunities, as provided in subsection D of the Student Accountability Standards Policy.  Students who do not score at least an Achievement Level III in reading and mathematics after receiving remediation and retesting will not be promoted, unless otherwise determined by the school principal, in accordance with Subsection F of the Student Accountability Standards Policy.

    Fourth Grade

    The elementary school is an agency designed to provide appropriate learning experiences to meet the needs, capabilities, and interests of its students.  Opportunities for total student development include involvement in a strong academic core of skills, as well as activities that promote social, moral, and physical enhancement.

    The following criteria should be met or a Personalized Education Plan developed prior to the next school year to address strategies needed in the fifth grade:

    An Achievement Level III on end-of-grade tests in reading and mathematics, and a miminum score of 2.5 on the state writing test are required for promotion to fifth grade.

    A student not on grade level on the end-of-grade tests in reading and mathematics who has not achieved a miminum score of a 2.5 on the state writing test will be required to receive other remediation.  Progress, attendance, and past retentions will determine promotion status.

    Fifth Grade

    The elementary school is an agency designed to provide appropriate learning experiences to meet the needs, capabilities, and interests of its students.  Opportunities for total student development include involvement in a strong academic core of skills, as well as activities that promote social, moral, and physical enhancement.

    To be promoted to the next grade level, students in grade 5 must:

    • Score at least an Achievement Level III on the end-of-grade tests in both reading and mathematics; and
    • Demonstrate adequate progress in writing.

    Students who do not meet the promotion standards will be provided remediation and retesting as provided in Subsection D of the Student Accountability Standards Policy.  Students who do not score an Achievement Level III in reading and mathematics and demonstrate progress in writing after remediation and retesting will not be promoted, unless otherwise determined by the school principal in accordance with Subsection F of the Student Accountability Standards Policy.