High School Course



High School Course

Assignment Principles and Process

2011-12

The Course Assignment Principles were established to have students enroll in the most rigorous courses available. This goal remains consistent with efforts at the state level to ensure rigor in all honors courses taught in North Carolina. Also, at the national level, reform efforts to increase student participation in more rigorous courses continue. To that end, guiding principles have been developed to assist parents, students, and teachers with the most appropriate course assignments.

1. Students will be assigned to the most rigorous and challenging courses based on their most recent end of grade, end of course, and writing exam scores.

2. Parent-Teacher communication is an integral part of the process. It is hoped that parents would seek input from teachers as they consider course assignments.

3. Parents may elect to choose a course different from the course assigned.

4. Students whose exam scores do not adequately reflect their performance or abilities will be allowed to take the most challenging courses of their choice.

5. Assignment to an honors course will be based on students achieving mid-level three proficiency and/or greater than 50th percentile on the identified exam.

6. Each high school will develop guidelines regarding how course assignments or course level changes will be handled after the school year begins. These guidelines will be communicated to parents and students during the spring registration period.

7. Teachers and counselors will assist parents when there is more than one course option available based on the exam score.

8. Course assignment will be based on student grades when no recent standardized test information is available.

ENGLISH (9th)

• Rising 9th grade students with a scale score below Level III ( ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download