The following article is very technical, somewhat boring, but very important. The decisions our NC State Board of Education are currently making concerning student promotion standards have the possibility of making a high school diploma an impossible dream for many students with disabilities. Please take the time to read this article. Our students need our support!

      State Board of Education Chairman Phil Kirk called the Board's January meeting "one of the most important meetings in the history of the State Board of Education". Members of the State Board of Education got their first look at the draft student promotion standards policy that will reshape public schools in North Carolina. This policy will have a major impact on students with disabilities who are working towards a high school diploma. Many advocates for students with disabilities strongly believe the existing proposal will lead to a higher drop out rate and lower graduation rate for those students.

      The proposal includes four "Gateways" through which students must pass in order to move the next level or grade. For the first three "Gateways", grades 3, 5, and 8, students will have to demonstrate at or above grade level skills on the End-of-Grade Test in Mathematics and Reading in order to be promoted to the next grade. The 4th and 7th grade Writing Tests will also be used to identify students who need intervention to improve writing skills.

      The final Gateway is at the end of the 12th grade. In order to graduate, students would have to perform at grade level or above on a new "Essential Skills Competency Test of Reading and Mathematics" beginning with the graduating class of 2003. Other proposed graduation requirements include:

• Meeting existing standards for local and State course requirements;
• Passing score on the Computer Skills Test;
• Completion of a Senior Project;
• Compilation of a Portfolio which reflects the student's level of performance in the areas of Communication, Using Numbers and Data, Processing Information, Problem Solving, Technology, and Team working (Freshman Class of 2000-2001);
• Completion of an Exit Exam beginning with the graduation class of 2000.

      The proposed policy also includes a requirement for local procedures that include limits on how many times a student can be retained, notification and involvement for parents, an appeals process and intervention plans, strategies, and opportunities to assist the student in doing grade level work. It also clearly states the school system's responsibilities to students who are not working at grade level including the statement that "school districts shall provide focused intervention to all students not meeting statewide promotion standards demonstrating grade-level proficiency." In addition, the policy says "strategies may include but are not limited to alternative learning models, special homework, smaller classes, tutorial sessions, extended school day, Saturday school, modified instructional programs, parental involvement, summer school instruction, or retention.

      Alarmingly, the original proposal made to the State Board of Education did not specifically mention students with disabilities, however, a new draft includes the following:

• To the extent possible, all students with disabilities shall participate in the statewide promotion standards for elementary, middle, and high school levels.
• Students with disabilities may be exempted from the statewide promotion standards by the Individualized Education Program Team, including the principal, if it is determined by the team that the students do not have the ability to participate in the State Standard Course of Study and the Statewide Assessment Program. Exempted students will not receive a diploma, but may receive a certificate of achievement or graduation certificate.
• If a student with a disability does not meet proficiency standards for promotion at grade 3 by the end of the first year of retention, the Individualized Education Program Team, including the principal, shall determine promotion or retention of the student.
• If a student with a disability does not meet proficiency standards for promotion at grade 5 by the end of the first year of retention, the Individualized Education Program Team, including the principal, shall determine promotion or retention of the student.
• Grade 8 students with disabilities, unless exempted by the Individualized Education Program Team, shall participate in the end-of-grade tests. If a student does not meet proficiency standards for promotion at grade 8 and has already been retained two or more times, the Individualized Education Program Team, including the principal, shall determine promotion or retention.
• Students above grade eight, unless exempted by the Individualized Education Program Team, shall participate in state-mandated promotion requirements. If a student does not meet proficiency expected of students by the end of grade twelve and has already been retained two or more times, the Individualized Education Program Team, including the principal, shall determine graduation or retention.
• All interventions and/or remediation and other opportunities, benefits and resources, including funding for student promotion standards, that are made available to students without disabilities shall be made available to students with disabilities who participate in the student promotion standards. All services offered are in addition to the special education services provided to the student.

      Advocates for students with disabilities are extremely concerned about this proposal and are working to educate the State Superintendent and Board of Education about the possible negative impact. The policy, as currently written, requires students to be retained before the IEP Team can decide what is in the best interest of the child. Most advocates for students with disabilities, including ECAC, feel that the IEP team should have the authority to make that decision before and without retaining the child.

      The Learning Disabilities Association of North Carolina is working closely with the other disability organizations and is taking the lead in this effort. But the disability organizations cannot do this alone. The State Board of Education needs to hear from you! They may be holding public forums next month - if you hear about one in your area GO! Comments can also be sent to Mary Anne Therin by e-mail at MTharin@dpi.state.nc.us or at NC Department of Public Instruction, 301 N. Wilmington Street, Raleigh, NC 27601-2825. A complete copy of the proposal is available on the NC Public School web page http://www.dpi.state.nc.us/student_promotion/comments.html.

This is important…so… get involved!