Purpose

The Eastern North Carolina School for the Deaf (ENCSD) recognizes the importance of continuity in education during inclement weather, emergencies, or other unforeseen circumstances that prevent in-person attendance. This policy establishes the framework for remote learning to ensure that students continue their education in a structured and accessible manner, in compliance with North Carolina Department of Public Instruction (NC DPI) guidelines.

I. Definitions

• Remote Learning: Instruction provided to students when in-person attendance is not possible, utilizing digital platforms, printed materials, or other alternative instructional methods
• Synchronous Learning: Real-time interaction between students and teachers through video-conferencing or other live communication tools.
• Asynchronous Learning: Instruction that does not occur in real time, allowing students to complete coursework on a flexible schedule.

II. Implementation Criteria

ENCSD may implement remote learning days when:

1. Inclement weather conditions make travel to school unsafe.
2. A state of emergency or public health concern prevents in-person instruction.
3. Facility-related issues (ex: power outages, structural damage, etc.) render the campus unsafe or inoperable.
4. Other situations that may be deemed necessary by ENCSD administration, NCDPI, ENCSD Board of Trustees, and/or any state or federal government department.

III. Notification Procedures

• ENCSD will notify students, parents, and staff as early as possible regarding the transition to remote learning.
• Announcements will be made through school communication channels, including email, phone, text alerts, social media, and the ENCSD website.
• Teachers will provide students with schedules, expectations, and access instructions for remote learning platforms.

IV. Instructional Expectations

• Synchronous Learning: When feasible, teachers will conduct live instruction using video conferencing tools for direct engagement with students.
• Asynchronous Learning: Students may be assigned pre-recorded lessons, readings, assignments, or other instructional activities to complete independently.
• Accessible Learning: Instructional materials will be adapted to meet the needs of deaf and hard of hearing students, including captioned videos, ASL interpretation, and visual aids.
• Student Participation: Attendance and engagement expectations will align with state remote learning guidelines, and teachers will monitor participation and attendance through submitted assignments, check-ins, and virtual discussions.

V. Support of Students and Families

ENCSD will provide guidance and resources to ensure students have access to remote learning, including:

• Devices (laptops, tablets, etc.) for students as needed.
• Internet access support for students lacking connectivity at home.
• Technical assistance for families and students to troubleshoot issues.
• Teachers and support staff will be available to provide assistance during designated office hours.

VI. Special Education and Related Services

ENCSD will ensure compliance with Individualized Education Programs (IEPs) by providing necessary accommodations and modifications for remote learning.

Special education teachers, interpreters, and other support personnel will coordinate with families to deliver services effectively.

VII. Staff Responsibilities

• Teachers must prepare and deliver remote learning materials and ensure accessibility for all students.
• Staff will document student engagement and maintain communication with students and families to support learning.
• Administrators will oversee the implementation and effectiveness of remote learning plans, making adjustments as necessary.

VIII. Evaluation and Review

• ENCSD will periodically review the effectiveness of its remote learning policy and procedures.
• Feedback from students, families, and staff will be collected to make improvements.

Legal and Policy References

• North Carolina Department o Public Instruction Remote Learning Guidance
• North Carolina General Statutes § 115C-84.2, § 115C-102.6A-C
• NCDPI Accessibility and Equity in Remote Learning Standards

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.

Purpose

ENCSD recognizes and respects the right of parents and guardians to participate actively in their child’s education, including the right to inspect instructional materials and to raise objections to content they find inappropriate.  This policy establishes transparent procedures to support parental engagement and timely resolution of concerns, in compliance with North Carolina Parents’ Bill of Rights (N.C.G.S. § 115C-76.25)

I. Parental Right to Inspect Instructional Materials

Parents, legal guardians, and certain other caregivers of currently enrolled students shall have the right to review all instructional materials used in their child’s education, including:

• Textbooks and digital texts
• Supplementary reading materials
• Audio and video resources
• School Media Center Resources
• Teacher-created instructional materials
• Online instructional content or digital learning platforms
• Surveys or assessments that probe beliefs, attitudes, or personal information

Materials are available for inspection during regular school hours upon written request to the principal or designee, specifying the material to be reviewed.  A mutually agreeable time will be arranged within a reasonable timeframe, not to exceed ten (10) school days from the date of request, in accordance with N.C.G.S. § 115C-98.

II. Procedures for Objecting to Instructional Materials

Informal Resolution 

Parents/guardians are encouraged to first address concerns informally with the teacher or relevant instructional staff.  If unresolved, a formal review process may be initiated.

Formal Objection Process

To file a formal objection, the parent or guardian must complete and submit a Request for Reconsideration of Instructional Materials Form to the Principal.  The request must include:

• Specific identification of the material (title, author, etc.)
• The portion or content to which the objection is made
• The reason for objection
• The desired outcome (ex: removal, alternate assignment)

Review Committee

Upon receipt of a formal request, the Principal shall convene a Review Committee within ten (10) school days.  

This committee shall include:

• One administrator or designee
• One certified teacher (preferably not using the challenged material)
• The school media specialist
• One parent of a current ENCSD student
• One staff member knowledgeable about the curriculum or deaf education

The committee shall review the material, relevant curriculum standards, applicable policies, and the parent’s state concerns.  They may interview staff, examine comparable materials, and seek additional information as needed.  

A written recommendation will be submitted to the principal within ten (10) school days of the committee’s formation.

Final Determination

The Principal shall review the committee’s recommendation and make a final determination within five (5) school days of receipt.  The decision will be communicated in writing to the parent/guardian.  If the parent/guardian remains dissatisfied, they may submit a written appeal to the ENCSD Superintendent within five (5) school days.  The Superintendent’s decision is final.

III. Alternative Instructional Materials

If a parent objects to specific instructional material, the student shall be provided with an alternative assignment of comparable educational value that meets the curriculum requirements, as determined by the school, without academic penalty, as required by N.C.G.S. § 115C-76.25.

IV. Exclusions

This policy does not apply to:

• Standardized tests or assessments administered by state or federal authorities
• Special education evaluations or services governed by IDEA or Section 504 (which have separate procedural safeguards)
• Classroom assignments selected independently by students (ex: book reports or self-selected reading)

V. Non-Retaliation

ENCSD strictly prohibits any form of retaliation or discrimination against a student or parent for submitting a request to inspect or object to instructional materials, in accordance with federal and state law.

VI. Recordkeeping

The school shall maintain a record of all formal objections and final determinations for a period of at least three (3) years.  These records will be reviewed periodically to identify patterns that may warrant broader curricular review.

VII. 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 Section 504 of the Rehabilitation Act (29 U.S.C. § 794). All communications regarding instructional materials will be made available in accessible formats including ASL and captioned content, upon request.  OSHR Reasonable Accommodation Procedures shall guide implementation.

Legal References

• N.C. Gen. Stat. § 115C-76.25 (Parents’ Bill of Rights) 
• N.C. Gen. Stat. § 115C-98 (Inspection and objection to instructional materials) 
• Individuals with Disabilities Education Act (IDEA), 20 U.S.C. § 1400 et seq.
• Section 504 of the Rehabilitation Act, 29 U.S.C. § 794
• Americans with Disabilities Act (ADA), 42 U.S.C. § 12101
• N.C. General Statute § 115C-98.1 (enacted by S.L. 2025-84)

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.

(Aligned to the Children's Internet Protection Act (CIPA) [Pub. L. No 106-554 and 47 USC 254(h)])

I. Purpose

The Eastern North Carolina School for the Deaf (ENCSD) is committed to providing a safe, respectful, and secure online environment for all students. This policy establishes guidelines for internet safety, ethical digital behavior, and measures to prevent and respond to cyberbullying and harassment in compliance with federal and state laws, including G.S. § 115C-102.10 and the Children’s Internet Protection Act (CIPA).

II. Definitions

• Cyberbullying: The use of electronic communication to harass, intimidate, or harm an individual.
• Inappropriate Material: Content that is obscene, depicts child pornography, or is harmful to minors as defined by the Children's Internet Protection Act (CIPA).
• Unauthorized Access: Any attempt to access restricted data, systems, or networks without permission.
• Deepfakes: Digitally altered media, including images, audio, and videos, that manipulate reality in a misleading or deceptive manner, often using artificial intelligence.
• Social Media Platform: Any platform or application that allows users to create and share content publicly or privately.

III. Policy Requirements

A. Internet Safety Measures

ENCSD shall adopt, implement, and maintain an internet safety policy that does the following:

1. Limit Access to Age-Appropriate Content: Limit student access to only age-appropriate subject matter and materials on devices or internet services.
2. Protect Communication Security: Protect the safety and security of students when access email, chat rooms, and other forms of electronic communication.
3. Prohibit Unauthorized Access: Prohibit and prevent unauthorized access by students to data or information maintained by ENCSC, including “hacking” and other unlawful online activities.
4. Prevent Personal Information Disclosure: Prevent access to websites, web applications or software that do not protect against disclosure, use, or dissemination of a student’s personal information.
5. Prohibit Social Media Access: Prohibit and prevent students from accessing social media platforms, except when expressly directed by a teacher solely for educational purposes.
6. Implement CIPA Technology: Implement and maintain technology protection measures to block inappropriate material (obscene, child pornography, or harmful to minors) in compliance with CIPA.
7. Staff Supervision: Provide supervision and monitoring of student internet use by ENCSD staff.
8. CIPA Compliance: Conduct public notice and at least one public hearing before adopting or making significant changes to this policy, per CIPA requirements.

B. Internet Safety Education

ENCSD shall provide age-appropriate internet safety training as part of the standard course of study, including:

• General Safety and Cyberbullying: Safet internet practices, cyberbullying awareness and response, and responsible use of electronic communication.
• Deepfakes and Media Literacy: Education on deepfakes, misinformation, and media literacy to help students critically evaluate online content.
• Mandated Social Media and Health Instruction: Instruction on social media and its effects on health (social, emotional, and physical), provided:
  • Once during elementary school
  • Once during middle school
  • Twice during high school
  • This instruction must cover:
    • Negative effects on mental health (including addiction)
    • Misinformation distribution
    • Manipulative behavior methods
    • The permanency of online information
    • Maintaining personal security
    • How to identify cyberbullying/predatory behavior/human trafficking
    • How to report suspicious behavior

IV. Bullying and Harassment Prevention

A. Definition

Bullying and harassment involve repeated verbal, written, electronic, or physical behavior that:

• Causes fear of harm to a student or employee.
• Creates a hostile environment that interferes with a student’s education.

Bullying may be motivated by characteristics such as race, gender, disability, or socioeconomic status.

B. Prohibited Conduct

The following behaviors are prohibited:

• Threats, intimidation, and abusive language
• Spreading false rumors
• Cyberbullying via text, social media, or email
• Use of deepfake technology to spread false or misleading information about students or staff
• Physical aggression (e.g., hitting, shoving, spitting)

V. Reporting and Investigation

1. Any student who experiences cyberbullying or harassment should report the incident to a teacher, counselor, or administrator. Anonymous reporting is available.
2. Employees who witness violations must report them immediately.
3. All reports shall be investigated within 24 hours by school administration.
4. Disciplinary actions will follow the ENCSD Code of Conduct and may include counseling, parental notification, and suspension.
5. Retaliation against individuals who report bullying is strictly prohibited.

VI. Compliance and Review

1. All ENCSD employees, students, and volunteers shall receive annual training on Internet safety and cyberbullying prevention.
2. ENCSD shall conduct annual policy reviews to ensure compliance with evolving state and federal laws, including NC DPI guidelines.
3. ENCSD shall maintain documentation of compliance with CIPA, including records of public notices, hearings, and technology protection measures.
4. The LAN Manager or designated representatives shall be responsible for implementing and managing technology protection measures.
5. This policy shall be incorporated into employee training materials, student codes of conduct, and school handbooks.

VII. Contact Information

For questions regarding this policy, please contact the ENCSD Administration Office.

Approval & Adoption: This policy is adopted in accordance with federal and state regulations and will be enforced across ENCSD.

Legal References:

• Children's Internet Protection Act (CIPA) [Pub. L. No. 106-554 and 47 USC § 254(h)]
• Protecting Children in the 21st Century Act
• Family Educational Rights and Privacy Act (FERPA)
• G.S. § 115C-407.5 (Related to Bullying and Harassment)
• G.S. § 115C-102.10 (Internet Safety Policy, enacted by S.L. 2025-38, § 1(a))
• G.S. § 115C-81.26 (Social media and mental health instruction, enacted by S.L. 2025-38, § 2(a))
• North Carolina Department of Public Instruction (NC DPI) CIPA Compliance Guidelines

Revision History:

I. Purpose

The Eastern North Carolina School for the Deaf (ENCSD) is committed to maintaining fair, accurate, and equitable grading practices that reflect student learning and promote academic success. This policy provides a clear framework for assessing and reporting student performance in alignment with the North Carolina Department of Public Instruction (NC DPI) policies and applicable federal and state laws.

Grading practices shall support instructional goals and reflect individual student progress toward mastery of the North Carolina Standard Course of Study or the Extended Content Standards. Grading for students with disabilities shall include appropriate accommodations or modifications as required under the student’s Individualized Education Program (IEP).

II. Definitions

For the purposes of this policy, the following definitions apply:

• Accommodations: Changes in the way a student accesses learning or demonstrates learning without altering the learning expectations. These are required for students with disabilities as specified in their IEP.
• Assessment: Any method used to evaluate a student’s knowledge, skills, or performance. This includes formative (ongoing) and summative (end-of-unit) assessments.
• Extended Content Standards (ECS): Alternate academic achievement standards aligned with the North Carolina Standard Course of Study for students with significant cognitive disabilities.
• Formative Assessment: Assessment conducted during the learning process to provide feedback and guide instruction.
• Grade Appeal: A formal request to review and reconsider a student’s final grade due to concerns about fairness, error, or compliance with policy.
• Grade-Level Standards: Expectations for what students should know and be able to do at each grade, as defined in the North Carolina Standard Course of Study.
• Grading Scale: The standardized 10-point scale used in North Carolina public schools to assign letter grades and corresponding quality points.
• Individualized Education Program (IEP): A written educational plan developed for a student with a disability, outlining services, supports, goals, and accommodations under IDEA.
• Modification: A change to the curriculum or expectations that alters the level or complexity of content taught or assessed, typically used for students with significant disabilities.
• Standards-Based Grading: A system of reporting student progress based on mastery of specific learning standards, commonly used in early elementary grades and for students on extended standards.
• Summative Assessment: Assessment used to evaluate student learning at the end of an instructional period, such as unit tests or projects.

III. General Principles

All grading practices must comply with the North Carolina Standard Course of Study, the North Carolina Extended Content Standards, and all relevant NC DPI grading and reporting policies.

1. Grades shall reflect a student’s academic achievement and progress based on clear learning targets and standards.
2. Non-academic factors such as behavior, attendance, and participation shall not be included in academic grades, in accordance with NC DPI guidance.
3. Teachers shall ensure that grading practices are accessible, unbiased, and supportive of all learners, including those receiving special education or related services.
4. All grading shall be aligned with state curriculum standards and follow NC DPI grading and reporting guidance.

IV. Grading Scale (Grades 3–12)

ENCSD shall follow the North Carolina State Board of Education’s standard 10-point grading scale:

• Honors courses: +0.5 quality points
• Advanced Placement (AP) and Dual Enrollment courses: +1.0 quality point
  (See NC SBE Policy GRAD-009 for weighting standards)

Note: ENCSD uses the 10-point grading scale for individual student grades in accordance with NC State Board of Education Policy GRAD-009.  For school accountability and reporting, performance grades are calculated on a 15-point scale as required by G.S. 115C-83.16

V. Grades for K–2 and Students on Extended Content Standards

For students in grades K–2, a standards-based reporting system will be used to reflect student progress toward mastery of foundational academic skills and individual learning goals. The North Carolina Department of Public Instruction (NCDPI) OSNU grading scale (O–Outstanding, S–Satisfactory, N–Needs Improvement, U–Unsatisfactory) will be utilized in accordance with state policy and guidelines.
Progress for students with significant cognitive disabilities shall be aligned with their IEP goals, per IDEA and NCDPI Exceptional Children (EC) Division guidance.

VI. Grading Procedures

A. Assessment and Evidence of Learning
Grades shall be based on a variety of academic evidence including, but not limited to:

• Classwork and homework
• Quizzes and tests
• Projects and presentations
• Performance tasks
• Teacher observations

B. Make-Up Work and Late Assignments
It is the responsibility of the student to make up all work missed due to absence from school. Students must have an opportunity to make up work or tests missed during an absence, and make-up work will be graded at a standard consistent with the original assignment.

Students will have the same number of days to complete make-up work as the number of days they were absent (e.g., 2 days absent = 2 days to make up work). It is the student’s responsibility to contact their teacher(s) regarding missed assignments and instruction. The school principal, in cooperation with the teacher(s), may extend the make-up window in cases of extended absences or emergency situations.

Teachers must provide make-up opportunities and appropriate flexibility in accordance with North Carolina Department of Public Instruction (NCDPI) policy and the student’s Individualized Education Program (IEP). Students with IEPs must receive support and accommodations as documented in their IEPs.

The school principal shall ensure full compliance with make-up work procedures throughout the school.

C. Academic Integrity
Academic honesty is expected of all students. Incidents of cheating or plagiarism will be addressed through appropriate disciplinary measures; however, students will be provided the opportunity to demonstrate content mastery through an alternative assessment.  Disciplinary actions for academic dishonesty will not deny students the opportunity to demonstrate mastery.

D. Progress Reports and Report Cards
Progress reports will be issued mid-quarter, and report cards will be distributed at the end of each quarter. Teachers shall maintain ongoing communication with parents and guardians about student performance, including through the parent portal, scheduled conferences, or upon request.

E. Minimum Grade Floor for Quarters 1 and 3

To encourage students to remain engaged and motivated throughout the academic year, no student shall receive a grade lower than 50 in the first (Q1) and  third (Q3) grading quarters.

• Teachers must enter the earned grade in the comment section for parents in Infinite Campus
• The posted grade shall then be overridden to 50 in Infinite Campus
• This provision applies only to Quarter 1 and Quarter 3 grades and does not affect semester or final course grades, which must reflect actual student achievement.

F. Parent and Guardian Communication
Parents/guardians shall have timely access to information about student progress. Teachers are expected to communicate concerns early and document efforts to support student learning.

G. Late Work and Missing Assignments Policy
ENCSD is committed to fostering responsibility and accountability in students while ensuring that grades reflect content mastery. The following guidelines apply to late work that is not covered under excused absences, IEPs:

• Teachers will continue to accept the assignment after four days, but the maximum score that may be earned will be a 50.
• Students are encouraged to complete all assignments regardless of lateness to support learning.
• This late work policy shall not supersede any accommodations or modifications required by a student’s IEP.

VII. Students with Disabilities

In accordance with IDEA, Section 504, and ADA:

1. Students with disabilities must be provided the accommodations and/or modifications documented in their IEP.
2. Grades must reflect student progress toward grade-level standards and/or IEP goals.
3. A student’s disability shall not be used as a reason to reduce academic grades unless it directly impacts performance and is addressed through the IEP process.
4. Teachers must use differentiated assessment methods as needed to ensure equity in grading.
5. All grading and assessment accommodations or modifications shall be implemented as documented in each student’s IEP, in accordance with NC DPI EC Division Policy.

VIII. Staff Responsibilities and Training

1. All instructional staff shall receive annual training on grading policies and practices, including updates to NC DPI guidance.
2. Teachers are responsible for maintaining accurate and current records of student grades.
3. This policy shall be reviewed annually and revised as needed to remain compliant with state and federal regulations.

Cross References:

• NC State Board of Education Policy GRAD-009
• NC DPI EC Division Policies and Procedures
• IDEA (20 U.S.C. § 1400 et seq.)
• Section 504 (29 U.S.C. § 794)
• Americans with Disabilities Act (42 U.S.C. § 12101 et seq.)
• N.C.G.S. § 115C-12(9c)

Revision Summary:

• Changed references from EDA to TA
• Changed references of NAVVY to MAPS
• Missing work section added

I. Purpose

The Eastern North Carolina School for the Deaf (ENCSD) maintains a balanced, inclusive and legally compliant testing and assessment program to measure student learning, guide instruction, and satisfy state and federal accountability standards.  This policy ensures equitable access to assessments, including accommodations for deaf or hard of hearing students while fostering transparent reporting and data-driven decision making.

Non-Discrimination Statement

ENCSD does not discriminate based on race, color, national origin, sex, gender identity, sexual orientation, religion, disability, age, or any other protected status.  Curriculum development and implementation shall reflect these principles and support equitable educational access for all students and staff, including necessary accommodations for Deaf and hard of hearing individuals.

This policy aligns with:

• Individuals with Disabilities Education Act (IDEA)
• Title VI and Title IX of the Civil Rights Act
• Americans with Disabilities Act (ADA)
• North Carolina General Statutes (N.C.G.S.) §§ 115C.81.5, 115C-83.15 
• NCDPI Exceptional Children Division and Deaf Education Program Guidelines
• NCDPI Standard Course of Study and Accountability Testing Program

II. Definitions

For purposes of this policy, the following terms are defined as:

• Assessment: Any tool or method used to evaluate student learning and progress, including state, federal, and local measures.
• State Accountability Testing: North Carolina End-of-Grade (EOG) and End-of-Course (EOC) assessments required by NCDPI.
• Local Assessments: School or district-created tests (benchmark, unit tests), screeners, or progress monitoring tools.
• Formative Assessments: Ongoing checks for understanding to guide instruction.
• Summative Assessment: End-of-unit or end-of-course evaluations of mastery.
• Alternate Assessment: A state-approved assessment or evaluation method used in place of traditional statewide, local, formative, or summative assessments when standard testing formats do not appropriately measure student learning.  Such assessments must be approved by the North Carolina Department of Public Instruction and implemented in accordance with applicable state and federal accountability requirements.
• Accommodations: Changes in testing procedures or materials allowing equitable access, as specified in a student’s IEP.
• Testing Coordinator: District staff responsible for administering and monitoring compliance with assessment policies.

I. Policy Statement

1. ENCSD administers all required state assessments (EOG/EOC), alternate assessments, and federal assessments, as per NCDPI and ESSA guidelines.
2. Local assessments complement state tests to measure curriculum mastery and guide instruction.
3. Accommodations required in instructional settings must also be applied during all assessments, in accordance with each student’s IEP and NCDPI guidelines.
4. Testing must be secure, valid, and administered consistently.
5. Assessment results are used to inform instruction, identify student needs, and fulfill reporting obligations to families, ENCSD, and NCDPI

II. Testing Administration Procedures

1. State and Federal Testing
   • Administer EOG/EOC assessments as scheduled by DPI.
   • Provide alternate assessments for eligible students with significant cognitive disabilities, per NCDPI and IDEA requirements
   • Post disaggregated test results by grade and student groups, as required by ESSA, ensuring data privacy
2. Local Assessments
   • Develop formative and summative assessments aligned with NCSCOS
   • The district testing coordinator reviews and approves local assessments to ensure equity, accessibility, and validity.
3. Test Security and Integrity
   • All testing staff complete annual training on test security, confidentiality, and ethical test administration, including specific training on accessible testing for Deaf and hard of hearing students.
   • Secure handling and storage of testing materials before, during, and after administration is required.

III. Accessibility and Accommodations

• Students with IEPs, EL status, or temporary health needs receive accommodations consistent with those used in instructional settings and as outlined by IDEA and NCDPI.
• Accommodations for Deaf and hard of hearing students may include, but are not limited to:
  • Sign language interpreters
  • Captioned instructions
  • Visual aids
  • Extended time
  • Separate settings
  • The use of assistive technology
• The testing coordinator ensures accommodations do not invalidate assessments and do not hinder other students.
• All assessment materials and environments must be accessible to Deaf students and staff, including accessible instructions, communication supports, and alternative formats as needed.

IV. Reporting Results and Transparency

1. To Families
   • Individual student score reports are distributed per NCDPI requirements, in accessible formats as needed.
   • Additional reports include class-level and subgroup performance data, with interpretation support for Deaf families.
2. To the Community and Agencies
   • Public posting of district assessment data per ESSA testing transparency requirements.
   • Annual district reports include disaggregated results for comparison across student groups, including deaf and hard of hearing students.
3. Data Use
   • Instructional decisions informed by formative, summative, and state assessment data.
   • Schools use assessment data to identify interventions, processes, and adjust curriculum and instruction as needed.

V. Roles and Responsibilities

• Superintendent: Implements district-wide compliance, allocates resources, and reports outcomes to the Board and NCDPI
• Testing Coordinator: Oversees scheduling, staff training, security, accommodations, and reporting; ensures accessibility for deaf and hard of hearing students and staff
• Principal: Ensure compliance at the school level, secures testing environments, and monitors test integrity
• Teachers: Administer local assessments, incorporate accommodations aligned with IEPs, participate in test training, and ensure accessibility for all students

VI. Legal References

• Every Student Succeeds Act (ESSA) – testing transparency & accountability
• Individuals with Disabilities Education Act (IDEA) – equitable access and accommodations
• Title VI & IX of the Civil Rights Act – non-discrimination
• Americans with Disabilities Act (ADA) – access and reasonable accommodations
• North Carolina General Statutes §§ 115C-12(24), 115C-81.5, 115C-83.15 – state assessment mandates
• NCDPI Standard Course of Study and Accountability Testing Program
• ENCSD Policies:
  • 1710/4021/7230 – Nondiscrimination
  • 3200 – Instructional Planning
  • 3400 – Evaluation of Student Progress
  • 3420 – Promotion and Accountability

This policy will be reviewed annually and updated as necessary to remain compliant with changes in federal or state law and NCDPI guidance.

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.

Purpose

ENCSD is committed to continuous school improvement to ensure high levels of academic achievement, equitable access, and a safe, inclusive environment or all students.  This plan is designed to meet the requirements of North Carolina Department of Public Instruction (NCDPI) School Improvement Planning Implementation Guide, and all relevant federal and state laws, with a focus on the unique needs of deaf and hard of hearing students, including the provision of American Sign Language (ASL) accommodations.

I. School Improvement Team (SIT)

The School Improvement Team (SIT) is responsible for developing, monitoring, and amending the School Improvement Plan (SIP).

• The SIT must include the principal, teachers representing each school division (elementary, middle, high school), support staff, parents of enrolled students, and community members, in accordance with N.C.G.S. § 115C-105.27.
• Teachers must be elected by their peers.  Parent representatives are selected by the school’s parent organization or, if no such organization exists, by the SIT.
• Membership must reflect the diversity of the school community, including parents and staff who are fluent in ASL and represent the deaf community.
• The principal will serve as chair unless the team elects another member.
• The SIT must operate under bylaws consistent with state law, meet regularly, and maintain records of meetings.

II. Selection Procedures

• Selections of SIT members shall occur bi-annually, prior to the start of the school year.
• Documentation of the selection process shall be retained by the school administration.
• Terms of service and procedures for filling vacancies must be clearly outlined in SIT bylaws.

III. Needs Assessment

The School Improvement Plan (SIP) shall be based on a comprehensive needs assessment that includes:

• Student achievement and growth data
• School climate and safety data
• Stakeholder surveys (students, staff, families)
• Teacher Working Conditions Survey
• Equity and accessibility audits, including ASL and communication access review.

Data is disaggregated by subgroup, including disability, language preference, and other relevant demographics to identify areas for targeted improvement.

IV. Goals and Measurable Objectives

The SIP establishes clear, measurable goals aligned with State Board of Education’s mission and annual performance targets as required by G.S. § 115C-105.35:

• Academic Achievement
  • Increase proficiency in reading, mathematics, and science as measured by state assessments and growth metrics.
  • Ensure all instructional materials and assessments are accessible in ASL and other preferred communication modes.
• School Climate and Safety
  • Foster a safe, respectful, and inclusive environment, free from bullying and harassment.
  • Integrate positive behavioral interventions and supports (PBIS) and trauma-informed practices.
• Equity and Access
  • Eliminate achievement gaps among student subgroups.
  • Ensure all programs, services, and communications are accessible in ASL and other formats as needed.
• Family and Community Engagement
  • Increase family participation in school activities and decision-making.
  • Provide all communications and meetings in accessible formats, including ASL interpretation and captioning.
• Transition and Postsecondary Readiness
  • Strengthen transition planning and services for students moving between grade levels and into postsecondary opportunities.

V. Strategies and Action Steps

• Implement evidence-based instructional practices and interventions.
• Ensure all staff receive ongoing professional development in:
  • Deaf education and ASL proficiency
  • Culturally responsive teaching
  • Accessibility and legal compliance (IDEA, ADA, Section 504)
• Provide all core instruction, counseling, and extra-curricular activities in accessible communication modes, with ASL interpretation and visual supports as standard practice.
• Develop and maintain a safe school plan, integrated into the SIP, addressing emergency preparedness and crisis response.
• Schedule regular progress monitoring and data reviews to assess the effectiveness of strategies and make timely adjustments.

VI. Parent and Community Involvement

• Actively engage parents and guardians in the development, review, and implementation of the SIP.
• Offer all meetings, materials, and communications in ASL and other accessible formats upon request.
• Establish partnerships with community organizations serving deaf and hard of hearing populations.

VII. Plan Review, Amendment, and Accountability

• The SIP is reviewed at least annually by the SIT, with adjustments made as needed based on student performance and stakeholder feedback.
• The plan is submitted for approval to the ENCSD Board of Trustees and posted publicly as required by N.C.G.S. § 115C-105.27 and NCDPI guidelines.
• Progress toward goals is monitored using explicit indicators and timeframes, with data driven decision-making guiding all amendments.

VIII. Posting and Public Availability of the Plan

• The final SIP must be posted prominently on the ENCSD website and made available in hard copy upon request.
• All posted content must be accessible, including ASL videos, captioned materials, and translated content when necessary.
• A summary of the plan’s goals and progress shall be shared at a public Board of Trustees meeting annually.

IX. Accountability and Monitoring

• The principal is responsible for ensuring faithful implementation of the SIP.
• The SIT will monitor progress through regular meetings, using established benchmarks and timelines.
• Adjustments to the plan must be documented and submitted for approval as needed.

X. Accessibility

All components of the SIP, including instruction, meetings, and communications, are accessible in ASL and other preferred communication modes. 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. OSHR Reasonable Accommodation Procedures shall guide implementation.

Legal References

• North Carolina General Statutes, Article 8B (G.S. § 115C-105.20 et seq.)
• G.S. § 115C-105.27 (School Improvement Plan requirements)
• Individuals with Disabilities Education Act (IDEA), 20 U.S.C. § 1400 et seq.; 34 C.F.R. Part 300
• Section 504 of the Rehabilitation Act of 1973, 29 U.S.C. § 794; 34 C.F.R. Part 104
• Americans with Disabilities Act (ADA), 42 U.S.C. § 12101 et seq.
• North Carolina Department of Public Instruction (NCDPI) School Improvement Planning Implementation Guide

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.

Purpose

ENCSD is committed to ensuring that all students, including those who are deaf or heard of hearing, have equitable access to a rigorous and meaningful high school education that prepares them for postsecondary opportunities.  This policy establishes graduation requirements in accordance with the North Carolina State Board of Education, and all applicable federal and state laws.

I. Graduation Requirements

To receive a North Carolina high school diploma from ENCSD, students must:

• Satisfy the minimum state-mandated course and credit requirements in effect for their ninth-grade cohort, as set by the State Board of Education (16 NCAC 06D .0503; G.S. § 115C-83.31; NCDPI).
• Earn a minimum of 22 course credits in the Future-Ready Core or an approved course of study.
• Complete all additional state and ENCSD-specific requirements.

Future-Ready Core State Requirements for Students Entering Ninth Grade for the First Time Between 2021-2022 and 2025-2026

* Students seeking to complete minimum course requirements for UNC universities must complete four mathematics courses, including a fourth math course with math 3 as a pre-requisite.

** Students who are learning disabled in math may have other options for meeting the four mathematics credits requirement.

NC DPI Math Chart

*** This course must, at a minimum, include the standards established by the second edition of the Voluntary National Content Standards in Economics and the 2013 National Standards for Financial Literacy, as developed by the Council for Economics Education.

† Students entering grade 9 for the first time in the 2025-2026 school year must complete at least one arts education course in grades 6-12 that satisfies the standard course of study for that course, unless exempt due to transfer status.

Future-Ready Core State Requirements for Students Entering Ninth Grade for the First Time in 2026-2027

* Students seeking to complete minimum course requirements for UNC universities must complete four mathematics courses, including a fourth math course with math 3 as a pre-requisite.

** Students who are learning disabled in math may have other options for meeting the four mathematics credits requirement.

NC DPI Math Chart

*** This course must, at a minimum, include the standards established by the second edition of the Voluntary National Content Standards in Economics and the 2013 National Standards for Financial Literacy, as developed by the Council for Economics Education.

† Students who are exempt from this requirement due to a disability or because they enrolled in NC public school after completion of grade 11 must earn one additional credit.

^ Students must complete at least one arts education course in grades 6-12 that satisfies the standard course of study for that course, unless exempt due to transfer status.

Future-Ready Occupational Course of Study Credits Required for Students Entering Ninth Grade for the First Time in 2021-2022 (only available to certain students with disabilities who have an IEP)

*The work hours included in Employment Preparation I, II, III, IV are as follows:

1. 150 hours of school-based training with work activities and experiences that align with the student’s post-school goals
2. 225 hours of community-based training 
3. 225 hours of paid employment or 225 hours of unpaid vocational training, unpaid internship, paid employment at community rehabilitation facilities, and voluntary and/or community services hours, for a total of 600 required work hours.

Future-Ready Core State Requirements for Students Entering Ninth Grade for the First Time in 2026-2027 (only available to certain students with disabilities who have an IEP)

* The work hours (total work hours 600) included in Employment Preparation I, II, III, IV shall be as follows:

1. 150 hours of school-based training work with activities and experiences that align with student’s post school goals, and
2. 225 hours of community-based training, and
3. 225 hours of paid employment or 225 hours of unpaid vocational training, unpaid internship, paid employment at community rehabilitation facilities, and volunteer and/or community service hours.

Special provision: Students with disabilities, as defined in G.S. § 115C-106.3, may participate in graduation exercises and receive a Graduation Certificate, if all the graduation requirements of the Occupational Course of Study, with the exception of 225 hours of paid employment, have been met.  Upon the documented completion of the 225 hours of paid employment, the student may request the exchange of the Graduation Certificate for a high school diploma, if the student satisfied the requirements before or during the school year in which the student turns age 22, commensurate with the student’s eligibility for a free, appropriate, public education defined by G.S. § 115C-107.1.

II. Graduation options for Students with Disabilities

• Standard Diploma
  • Students with disabilities, including those who are deaf or hard of hearing, may earn a standard diploma by meeting the Future-Ready Core requirements with appropriate accommodations and modifications as determined by their IEP.
• Occupational Course of Study
  • For qualifying students with disabilities, the IEP team may recommend OCS track, which includes a modified curriculum with a vocational focus and work-based learning requirements.
  • OCS students must meet all state-mandated OCS requirements and participate in work experiences as outlined in their IEP.
• Extended Content Standards/Certificate of Graduation
  • Students following the Extended Content Standards receive a Certificate of Graduation and may participate in graduation ceremonies.

III. Accessibility and ASL Accommodations

• All instruction, counseling, graduation planning, and ceremonies must be fully accessible in ASL and other preferred communication modes, with interpreters, captioning, and visual supports provided as needed.
• Graduation requirements, policies, and communications will be provided to students and families in accessible formats, including ASL and written translation upon request.
• ASL accommodations apply to all coursework, assessments, and graduation-related events.

IV. Individualization and IEP Considerations

• The IEP team determines the most appropriate graduation pathway for each student, ensuring all required accommodations and modifications are documented and implemented in accordance with IDEA and Section 504 (20 U.S.C. § 1400 et seq.; 29 U.S.C. § 794).
• The IEP may exempt a student from certain state requirements if the student’s disability prevents mastery, as permitted by law (G.S. § 115C-83.31(b)).
• Graduation planning is part of the transition services in the IEP, with regular review and family engagement.

V. Special Circumstances

• Students entering from non-public or out-of-state schools will have their transcripts reviewed to determine credit equivalency.
• Foreign exchange or visiting students not seeking a diploma may receive a certificate of participation.
• Homebound or hospitalized students must be provided access to the required curriculum and graduation pathway in accordance with their IEP.
• Students with interrupted education due to extenuating circumstances may be considered for credit recovery, alternative scheduling, or other interventions to support on-time graduation.

VI. Early Graduation and Transcript Notation

• Students may apply for early graduation (three-year completion) if they are at least 16 years old and meet all state minimum graduation requirements, with parental consent if under 18 (G.S. § 115C-83.31(c)).
• Early graduation is noted on the student's official transcript.

VII. Compliance and Legal References

This policy is governed by and references the following:

• North Carolina General Statutes:
  • G.S. § 115C-83.31 (Graduation Requirements)
  • G.S. § 115C-81.25(c)(10) (Founding Principles Requirement)
  • G.S. § 115C-81.45(d)(1) (CPR Requirement)
• North Carolina Administrative Code:
  • 16 NCAC 06D .0503 (Future-Ready Core Requirements)
  • 16 NCAC 06D .0506 (OCS Requirements)
• State Board of Education & NCDPI Graduation Guidelines
• Federal Requirements:
  • Individuals with Disabilities Education Act (IDEA), 20 U.S.C. § 1400 et seq.
  • Section 504 of the Rehabilitation Act of 1973, 29 U.S.C. § 794
  • Americans with Disabilities Act (ADA), 42 U.S.C. § 12101 et seq.
• ENCSD Programs and Graduation Framework

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.

I. Purpose

The Eastern North Carolina School for the Deaf (ENCSD) respects the sincerely held religious beliefs of students and their families.  The school recognizes that, in limited circumstances, participation in certain school programs or activities may cause conflict with a student’s religious beliefs.

This policy establishes procedures for requesting and granting religious-based exemptions from specific school programs while ensuring that the school continues to meet all applicable educational requirements and maintain a safe and inclusive learning environment. 

II. Scope

This policy applies to instructional programs, classroom activities, assemblies, and other school-sponsored programs conducted during the instructional day or as part of the residential program when participation is required as part of the school’s educational mission.

III. Definitions

• Religious-Based Exemption: A request by a parent/guardian or eligible student to excuse the student from participation in a specific school program, activity, or instructional component due to sincerely held religious beliefs.
• Eligible Student: A student who is 18 years of age or older and legally authorized to make educational decisions on their own behalf.
• School Program: Any instructional activity, curriculum component, school assembly, residential life activity, or school-sponsored event that is part of the educational or residential experience at ENCSD.

IV. Policy

ENCSD will reasonably accommodate sincerely held religious beliefs by allowing a student to be excused from participation in a specific school program or activity when participation would substantially conflict with those beliefs.

Such accommodations will be granted in a manner that:

1. Maintains compliance with federal and state law and required instructional standards.
2. Does not interfere with the school’s ability to provide essential services.
3. Does not create a disruption to the instructional environment or residential program.

Religious-based exemptions apply only to specific activities or program components and do not excuse students from general attendance requirements or the completion of essential academic requirements.

V. Request Procedure

1. Written Request

A parent/guardian or eligible student must submit a written request to the principal or designee that:

1. Identifies the specific activity or program from which the student seeks exemption.
   1. Explains that the request is based on sincerely held religious beliefs.
2. Review of Request

The principal or designee will review the request and may consult with relevant instructional staff or residential life staff as appropriate.

The principal may request clarification necessary to understand the nature of the request.

1. Decision

The principal or designee will determine whether the exemption can be reasonably accommodated while maintaining compliance with school requirements.

The decision will be communicated to the parent/guardian or eligible student in writing.

VI. Alternate Activities

When a religious-based exemption is granted:

1. The school may provide alternative educational activity or assignment that aligns with instructional goals when appropriate.
2. The alternate activity will be supervised and structured so that the student remains engaged in educationally appropriate work.
3. Alternative activities are not intended to penalize the student but to ensure continuity of learning.

VII. Limitations

A religious-based exemption will not be granted when:

1. The exemption would prevent the school from meeting mandatory instructional requirements established by law or the North Carolina Standard Course of Study.
2. The requested exemption would pose a health or safety risk to the student or others.
3. The request would substantially disrupt the educational or residential program.

Instruction about religion as part of a secular educational program (such as historical or cultural study) does not constitute religious practice and generally will not qualify for exemption.

VIII. Residential Program Considerations

Because ENCSD operates a residential program, this policy also applies to required educational activities conducted within the residential setting.  Reasonable efforts will be made to accommodate religious-based exemption requests while maintaining student supervision, safety, and the integrity of the residential program.

IX. Non-Retaliation

Students who receive approved religious-based exemptions will not be penalized, disciplined, or otherwise disadvantaged for exercising rights under this policy.

X. Appeals

If a parent/guardian or eligible student disagrees with the principal’s decision they may appeal the decision to the Superintendent or designee within ten (10) school days of the decision.

The Superintendent’s decision will be final.

IX. LEGAL REFERENCES

• U.S. Constitution, First Amendment
• N.C. Constitution, Article I
• N.C. Gen. Stat. § 115C-36
• N.C. Gen. Stat. § 115C-81
• N.C. Gen. Stat. § 115C-390.2

Family Educational Rights and Privacy Act (FERPA), 20 U.S.C. § 1232g

Purpose

ENCSD is committed to providing a free appropriate public education (FAPE) to all enrolled students with disabilities, in accordance with their individual needs and the requirements of federal and state laws, including the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act, the Americans with Disabilities Act (ADA), North Carolina General Statutes, and State Board of Education policies.  This policy affirms the rights of students with disabilities and ensures access to specially designed instruction, supports, and services to enable meaningful participation in academic, social, and developmental activities.

I. Eligibility and Identification

• ENCSD shall identify, locate, and evaluate all enrolled children with disabilities who may require special education and related services, consistent with federal and state child find obligations (34 C.F.R. § 300.111; N.C.G.S. § 115C-107.3).  
• Eligibility is determined by a multidisciplinary team in accordance with IDEA and North Carolina criteria for recognized disability categories.

II. Individualized Education Programs

Every student with a disability at ENCSD shall have an IEP developed, reviewed, and revised at least annually by the IEP team, in accordance with IDEA (20 U.S.C. § 1414; 34 C.F.R, §§ 300.320-300.324; N.C.G.S. § 115C-107.6).

Each IEP will:

1. Be tailored to the student's unique strengths, needs, and primary communication mode, including American Sign Language (ASL) or other appropriate modalities.
2. Include measurable annual goals aligned with the North Carolina Standard Course of Study or Extended Content Standards.
3. Provide necessary accommodations, modifications, supports, and services to ensure access to the general curriculum in the least restrictive environment (LRE).
4. Be implemented in accordance with timelines and procedurals safeguards required by law.

III. Least Restrictive Environment

ENCSD is recognized as the least restrictive environment for students who are deaf or hard of hearing, as required by IDEA and North Carolina House Bill 11 (2023-2024).

IV. Procedural Safeguards and Parent Rights

ENCSD ensures the rights of students with disabilities and their parents or guardians are protected through:

• Timely written notice of proposed or refused actions
• Informed parental consent
• Access to independent educational evaluations
• Access to educational records
• Participation in meetings related to identification, evaluation, placement, and provisions of FAPE
• Dispute resolution processes, including mediation, and due process hearings (20 U.S.C. § 1415; 34 C.F.R. §§ 300.500-300.536; N.C.G.S. § 115C-109.1).

A copy of the Parents’ Rights Handbook will be provided at required intervals and upon request in a format accessible to the family, including sign language interpretation or written translation as needed.

V. Discipline of Students with Disabilities

Students with disabilities are subject to disciplinary measures in accordance with IDEA, state regulations, and ENCSD policy 4307 (34 C.F.R. §§ 300.530-300.536).

For any suspension exceeding 10 consecutive or cumulative days:

• Manifestation Determination Reviews (MDRs) must be conducted.
• If behavior is a manifestation of the disability, the IEP team reviews the IEP and determines appropriate interventions or changes in placement. 
• If not a manifestation, standard procedures apply, but FAPE must continue during extended removals.

VI. Section 504 and ADA

ENCSD remains prepared to meet obligations under Section 504 and the ADA should the need arise, ensuring non-discrimination and accessibility (29 U.S.C. § 794; 42 U.S.C. § 12101).

VII.  Transition Planning

Beginning no later than the first IEP in effect when the student turns 16, transition goals and services are developed to support the student’s post-secondary education, employment, and independent living goals, based on age-appropriate assessment and student and family input (34 C.F.R. § 300.320(b); N.C.G.S. § 115C-107.6).

VIII. Confidentiality

ENCSD protects the confidentiality of all personally identifiable information in accordance with the Family Educational Rights Act (FERPA), IDEA and state law (20 U.S.C. § 1232g; 34 C.F.R. Part 99; 34 C.F.R. § 300.610-300.626).

IX. Nondiscrimination and Access

• ENCSD does not discriminate on the basis of disability and ensures access to academic programs, extracurricular activities, facilities, and related services as required by IDEA, Section 504, and the ADA. 
• Facilities, communications, and transportation shall be fully accessible to students with disabilities.

X. Compliance and Monitoring

• ENCSD maintains internal procedures for compliance with all federal and state special education laws and NCDPI monitoring requirements. 
• Staff receive regular training in the student rights, IEP implementation, accommodations, accessibility, and equity in education.

XI. 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 are available in accessible formats including ASL and captioned content, upon request.  OSHR Reasonable Accommodation Procedures shall guide implementation.

Legal References

• Individuals with Disabilities Education Act (IDEA), 20 U.S.C. § 1400 et seq.; 34 C.F.R. Part 300
• Section 504 of the Rehabilitation Act of 1973, 29 U.S.C. § 794
• Americans with Disabilities Act (ADA), 42 U.S.C. § 12101 et seq.
• Family Educational Rights and Privacy Act (FERPA), 20 U.S.C. § 1232g; 34 C.F.R. Part 99
• North Carolina General Statutes, Article 9 (N.C.G.S. § 115C-106.1 et seq.)
• North Carolina House Bill 11 (Session Law 2023-10)
• OSHR Reasonable Accommodation Procedures

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.