Parent’s Guide to Student Achievement (PGSA)
Based on Parents’ Bill of Rights – SB 49; Session Law 2023-106
TESG’s PGSA is located on our website under SB49 and a hard copy can be requested in the front office.
| Section Requirements | PSU Response |
| How can my child be promoted to the next grade level? | Promotion and Retention Policy Promotion to the next grade level at The Experiential School of Greensboro is based on multiple factors: school based assessments and growth measures, student portfolios containing work samples of the student’s work over the year, personal learning goals (if available), teachers’ assessments and recommendations, standardized assessments, and student attendance. Students must perform consistently above grade level to be considered for acceleration. Assessments must demonstrate exceeding proficiency and growth throughout the year, EOG scores must be 5s, classroom academic assessments and work habits must be consistent 4s throughout the year. Students must also have attended a minimum of 157 days per school year. A student who is absent 15 days or more may be retained. Retention at TESG is based on multiple factors: school based assessments and growth measures, student portfolios containing work samples of the student’s work over the year, personal learning plan goals (if available), teachers’ assessments and recommendations, standardized assessments, and student attendance. Students with more than 15 days absent, having consistently performed below grade level as evidenced in growth measures, classroom academic assessments and work habits demonstrating 1s, as well as EOG scores at 1s may be recommended for retention. Evidence must be documented through the Pre-referral Assessment Team process of what interventions were in place to support students or if IEP eligibility testing was recommended.When deciding promotion or retention, the Executive Director, in collaboration with current and rising classroom teachers, shall review the above components concerning a student’s academic growth and development. The Executive Director in consensus with the team will make the final determination for all students’ promotion or retention. A corresponding form addressing the criteria will be completed and inserted in the student’s cumulative file. In the event a case is not evident, the Executive Director can bring the case to the Board of Directors for consultation. The decision to accelerate or retain a student with an Individualized Education Program (IEP) is determined by the IEP team. Students with IEPs may not be retained based solely on their disability, but may be retained or accelerated, as determined by the IEP team, with consideration given to factors such as their proficiency in classroom assessments, growth measures, standardized tests, and attendance. If the IEP team cannot come to an agreement on acceleration or retention, the LEA will make the decision. |
| What is my child learning at school? How can a parent review these materials? | TESG follows the North Carolina Standard Course of Study. The standards can be found on the NCDPI Office of Academic Standards website. Teachers develop standard-based units of study. Any questions on curriculum can be directed to both our Curriculum Facilitator and the classroom teacher. Assignments are posted on Google Classroom for middle school. |
| How will a parent learn about my child’s progress in school or with a class? | TESG provides progress reports mid-trimesters, reports at the end of each trimester, parent-teacher conferences, and student-led conferences. Parents can reach out to their student’s teacher at any point for further questions. Parents can have access to Google Classroom and can monitor completed or missing assignments there as well. TESG also disseminates NC Check-ins to assess progress towards BOG/EOG state tests at both the beginning of the year for 3rd grade and at the end of the year for grades 3-8. Classroom Assessment The Experiential School of Greensboro utilizes a comprehensive assessment process that includes the collection, analysis, and triangulation of multiple quantitative and qualitative data sources to inform effective teaching and learning experiences and summarize student growth and learning. This approach drives instruction based on needs of students and allows for flexibility in curriculum implementation to promote rich, relevant, and engaging pedagogy. The Experiential School of Greensboro’s comprehensive assessment process incorporates multiple ongoing quantitative and qualitative assessments designed to support student growth and monitor continuous academic progress. In addition to state and federally mandated tests, The Experiential School of Greensboro’s comprehensive assessment process may include student portfolios demonstrating a wide range of skills and understanding, as well as scaffolds for support through the Pre-referral Assistance Team process and acceleration, providing the necessary differentiation for each student to succeed. Progress Reports The Experiential School of Greensboro has a standards-based report system. At mid-trimester students and families receive progress reports and at the completion of each trimester, report cards are issued. Two parent-teacher conferences at the end of the first and second trimester will take place. The second trimester conferences will be student led conferences for grades 3-8. Conferences may be requested at any time throughout the year. State Assessments:Individual Student Reports for end-of-grade/course tests and other state assessments (English language proficiency assessment) are accessible in the parent portal of the NC-SIS (PowerSchool). In NC, all students take end-of-grade assessments for reading and math in grades 3-8. Students take end-of-grade science assessments in grades 5 and 8. Students in Math 1 take an end-of-course assessment. An Individual Reading Plan (IRP) shall be developed for any student in kindergarten through third grade demonstrating difficulty with reading. An IRP will have specific strategies/ideas that can be done at home. |
| What are the qualifications of my child’s teachers? | TESG lists qualifications and licenses on the staff directory. |
| What are the requirements for school enrollment? What are the immunizations needed or recommended for children? | Students applying for Kindergarten must be 5 years old by August 31st of the year they are starting that grade. Immunization records for any student k-8 are required upon enrollment. Any student enrolled must be a resident of North Carolina. Kindergarten students must complete a Health Assessment as well. The schedule of immunizations can be found here.The following are statutory school entry requirements, this includes required immunizations: Admission requirements: GS_115C-364.pdf (ncleg.gov)Immunization records: GS_130A-155.pdf (ncleg.gov)Immunization requirements: GS_130A-152.pdf (ncleg.gov) (*this law was amended but is not reflected on the current GA page; see SL2023-134.pdf (ncleg.gov), Section 5.8(e) on page 64”) |
| How can a parent help their child learn and make progress? | TESG encourages open communication between the school and parents. TESG sends weekly schoolwide and house newsletters to parents, as well as a weekly call from our Principal/Executive Director with information about curriculum and events. Parents/families are encouraged to connect with their student’s teachers if they have any concerns about their progress. Teachers can provide a variety of strategies to support a student’s learning at homel. Students are encouraged to read for at least 20 minutes a day after school. Parent Guides for Academic Standards:The following grade level guides contain information to supportparents and caregivers with understanding the North Carolina Standard Course of Study. The purpose of these guides is to inform parents about the standards, as well as provide useful strategies to incorporate at home.ELA Parent GuidesELD Parent GuideMath Parent Guides: K-5, 6-8Social Studies Parent Guides (coming soon)Science Parent Guide (coming soon) Reading and Literacy Support:This following site provides resources for families to practice and reinforce important literacy skills with their children who are being assessed with mCLASS reading assessments: Amplify Parent ResourcesHome activities, printables, and games to support reading and literacy are also available at North Carolina’s Digital Children’s Reading Initiative (DCRI). These activities include the following topics, Pre-K-Grade 5:(1) Phonemic awareness(2) Phonics(3) Vocabulary(4) Fluency(5) Comprehension(6) Oral language Printable activities will be made available for students who do not have digital access at home and may be provided to all students as a supplement to digital resources. For paper copies, please contact the school office. DCRI Printables for Families |
| How can a parent help their child develop citizenship, social skills and respect for others? | TESG has student conduct policies shared through the Family Handbook. Families are expected to discuss these with their students and support the school’s implementation of these policies. TESG’s curriculum also focuses on social emotional learning that provides further support for social skills, citizenship, and respect for others. Grade level specific resources, including developmentally appropriate milestones can be found in the following resource repositoryNC Portrait of a Graduate – Durable Skills. |
| How can a parent help their child develop citizenship, social skills and respect for others? | Grade level specific resources, including developmentally appropriate milestones can be found in the following resource repositoryNC Portrait of a Graduate – Durable Skills. |
| How can a parent strengthen communication with the school/teacher? | TESG sends weekly newsletters to parents from both houses and the Principal/Executive Director, as well as text messaging as necessary. TESG holds family nights throughout the year to showcase student work. TESG uses the following platforms for communication between home/schoolNewsletters, emails through mailchimp and G-suite.Communication is sent weekly. Parent/Families must provide valid and current emails and phone numbers to the school. Parents can request to see student progress/grades in between progress reports, report cards or parent/teacher conferences. The following are NCDPI developed parent guides that provide suggestions for building strong relationships with your child’s teacher and supporting communication between home and school. Building Strong Relationships with Your Child’s Teacher (NC Rethink Education Program)How You Can Use Questions to Support Your Child’s Learning (NC Rethink Education Program) Additional general parent guides and parent resource webinar recordings can be found at the following website. |
| What services are available for parents and their children? | TESG offers after school tutoring and school counseling throughout the year. Tutoring may be specific to reading or math as needed. Tutoring: NCVPS EdVantage Tutoring offers virtual statewide wraparound support to middle and high school students in NC public schools. Tutoring is available in Math, Science and ELA, and is offered via a personalized partnership with district/school leadership to best meet the needs of selected students each semester. |
| What are opportunities for parents to participate with school? | TESG’s parent and family organization is the TESG Community Collaborative. Any parent ot family is encouraged to participate. More information can be found here. Parent can also volunteer at different events or during field trips. |
| What are the rigorous academic programs available to my child? How can I learn more about them? | TESG offers a variety of options for students to pursue their interests, skills at their academic level. Academic units are designed and differentiated for student access at various levels. TESG offers a robust arts curriculum including visual art, music, dance/movement, theater and garden arts.At TESG, students are often provided the following services:Differentiated curriculum and instruction with flexible student groups;Enrichment experiences, which may be during the school day or beyond, and may be within the regular calendar year or may include summer opportunities; and Other opportunities for extension of content standard. |
| What school choices are available for my child? | Students in public school districts are assigned to certain schools based on a local assignment plan approved by the Local Board of Education. Parents can choose these schools, magnet/choice programs within their district, or a variety of charter schools in the area. TESG is a public charter school serving grades kindergarten through 8th grade, www.tesgk8.org. Charter SchoolsCharter schools are public schools of choice that are authorized by the State Board of Education and operated by independent non-profit boards of directors. State and local tax dollars are the primary funding sources for charter schools, which have open enrollment and cannot discriminate in admissions, associate with any religion or religious group, or charge-tuition. Charter schools operate with freedom from many of the regulations that govern district schools, but charter schools are held accountable through the State assessment and accountability system. Visit NC charter school for information, resources, and contacts. Nonpublic Education and Scholarship GrantsNonpublic education is overseen by the NC Department of Administration. For a list of private schools, visit this NC Private Schools. For information on how to start a homeschool visit:Homeschool Information Scholarship grant programs/voucher information is available via the NC State Education Assistance Authority. |
| What rights do students with disabilities have based on the law? | For students suspected of or identified with a disability by the Individuals with Disabilities Education Act (IDEA), the following links provide important information regarding the procedural safeguards available to ensure a free, appropriate, public education. Parent Rights HandbookParent Rights Handbook (Spanish)IDEA Dispute ResolutionSpecial Education Surrogate ParentsProject Child Find Excerpt from Family Handbook:Supporting Diverse Learners – Exceptional Children Policies Finding Students with Prior EC IdentificationTESG will identify students who have previously qualified for Exceptional Children services in the following ways:As part of the enrollment paperwork, parents/legal guardians will be asked to report their student’s previous EC identification. Once a child has completed their enrollment paperwork, the Executive Director shallconduct a search for that child in ECATS (or another database, as applicable). Upon identification, the Executive Director shall immediately request existing documentation regarding the child’s Exceptional status from their previous school, care providers, and parent/legal guardian so as to ensure all necessary service as documented in a student’s IEP can begin on their first day of enrollment. Requesting Records from Previous SchoolsWhen a child transfers into TESG with an existing IEP or 504 Accommodation plan, those records will immediately be requested from the student’s previous school. In addition to a traditional records request being faxed, a phone call will accompany all records requests for students with an IEP or 504 plan. The purpose of this call is to immediately verify and obtain pertinent information regarding the placement and service needs of students with disabilities and to prepare accommodations as applicable to support identified students on their first day of enrollment. In cases where records or services information is not received, the Executive Director or EC Coordinator will personally contact the previous school’s Principal or Director to request this information. Child FindTESG adheres to the Child Find Mandate included within the Individuals with DisabilitiesEducation Act (IDEA).Child Find requires that all children with disabilities age three through twenty-one residing in the LEA, including children who are homeless or are wards of the State and highly mobile children, including migrant children, regardless of the severity of their disability, and who are in need of special education and related services, are identified, located, and evaluated. Child Find extends to the process of determining which children are currently receiving needed special education and related services, even if they are advancing from grade to grade. TESG is responsible for participating in state Child Find activities (such as posting and distributing information on Child Find to families). TESG will also use family questionnaires upon enrollment and again annually to identify family concerns that may result in student evaluation. Teachers and administrative staff will also be trained in how to identify students who may need evaluation. Within thirty (30) days of receipt of written notification of concerns regarding a child from a parent/legal guardian, TESG shall issue a written response. The response shall include an explanation of reasons TESG will not pursue the concerns or an invitation to a meeting to review existing data with the school team. At this meeting a parent/legal guardian may be invited to give consent to an evaluation of their child for consideration during a special education eligibility determination meeting. Eligibility for an Individualized Education Program is determined by the team (including the parent/legal guardian) within ninety (90) days of the referral based on standards published by the state. If an evaluation is deemed necessary and the parent/legal guardian consents to evaluation, TESG shall facilitate that evaluation at the public expense. If a parent/legal guardian is dissatisfied with the findings of that evaluation, they have a right to an independent educational evaluation at the public expense in accordance with 34 CFR §300.502 and NC 1504-1. Full Continuum of Service TESG shall offer a full continuum of services to enrolled students, providing all settings, modifications, and accommodations a child requires as documented in their IEP.General education teachers will be notified of student IEP or 504 plans and trained to implement and document all accommodations and modifications to their classroom instruction as required before the student’s first day of enrollment if they have been previously identified and as soon as the plan is developed for students identified after the school year begins. Least Restrictive Environment Per the Least Restrictive Environment (LRE) Requirement in IDEA, special education services should be delivered in regular education classes (not special classes, separate schooling, or other removal from the regular ed environment) except “when the nature or severity of the disability of the child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.” 20 U. S. C. § 1412(a)(5). If the IEP of a student with a disability can be implemented satisfactorily with the provision of supplementary aids and services in the regular classroom in the school the student would attend if not disabled, that placement is the LRE placement for that student. The Experiential School of Greensboro recognizes that parents are members of any team that develops the IEP and decides on placement. IDEA Section 1414(e) requires that the school “…ensure that the parents of each child with a disability are members of any group that makes decisions on the educational placement of their child.” The full continuum of service chart is updated by the EC teachers and located in the EC office and digitally. It includes child’s initials, grade-level, date records were received, and is separated by placement category (Regular – 80% or more of the day with nondisabled peers; Resource – 40% – 79% of the day with nondisabled peers, Separate – 39% or less of the day with nondisabled peers). EC Transportation as a Related Service Plan 1. Aligned with IDEA, The Experiential School of Greensboro will meet transportation needs included in a student’s IEP, as defined as a related service under the regulations in 34 CFR §300.34(a) and (c)(16) to and from or between schools and/or extra curricular or therapeutic activities. The IEP Team is responsible for determining if transportation is required to assist a child with a disability to benefit from special education and related services, and how the transportation services should be implemented. The IEP should describe the transportation services to be provided, including transportation to enable a child with disabilities to participate in nonacademic and extracurricular activities in the manner necessary to afford the child an equal opportunity for participation in those services and activities to the maximum extent appropriate to the needs of that child. TESG has a community based transportation plan for all students to and from school and will make every effort to be inclusive of children with disabilities. If the IEP team determines modifications should be made to accommodate transportation for children with IEPs, TESG will contract for that service through First Student. These specialized buses with attendants have additional costs per day. If wheelchair accessible buses are needed for field trips, these can be chartered for local trips and for nonlocal trips. These charter buses can hold the wheelchair and an additional 20 students. Funds for this service will come from the state per pupil money for Exceptional Children. EC Confidentiality All EC and 504 records will be stored in a locking file cabinet, separate from other student records, in a secure location within the school. EC Records will have their own file drawer or drawers as necessary and access will be limited. Each file will have a file review sheet attached to the front which lists individuals who are granted permission to review the file, including individuals working directly with the student, the student’s parents/guardians, and those with a signed release. In the front cover of the file will be a review log where individuals who are reviewing the file will record their access. All electronic files will be password protected and when electronic devices are not being used, they will be stored in a locked cabinet. EC Accountability Per North Carolina’s statewide testing policy which requires all students with disabilities to participate in the statewide testing program, TESG will provide EC students with the accommodations necessary to ensure access to these state-mandated tests and/or North Carolina alternate assessments. Individual student needs will be met through the development of individualized testing accommodations as part of the EC student’s IEP. Accommodations will be used and documented during instruction and similar classroom assessments that measure the same construct. TESG will maintain uniformity of the test administration to maintain test validity and to fulfill the requirements of testing for accountability. Maintenance of Effort Per Policy 1502-4 from NC Policies Governing Services for Students with Disabilities, TESG will demonstrate Maintenance of Effort by maintaining special education expenditures. Funding streams for Special Education expenditures may come from federal IDEA grant money, NC Special State Reserve, NC Risk Pool, state per pupil funding for students with exceptional needs, and other temporary state or federal funding streams for students with specific needs or belonging to specific categories (e.g. foster children). It is understood that 100% fiscal effort for special education and related services from year to year must be maintained with few exceptions. These exceptions (NC 1502-5) include, but are not limited to: retirement of highly paid personnel or the graduation or exit of a high-cost student. TESG is committed to maintaining stable funding and service levels from year to year. EC Discipline Policies Students who are served under IDEA (Special Education) or under Section 504 of the Rehabilitation Act of 1973 are entitled to certain additional rights in the area of discipline based upon their qualification for services under these federal laws. At TESG the Executive Director along with the IEP team will determine whether the student’s disciplinary infraction was a manifestation of an identified or not yet identified disability. With this determination, TESG will apply the code of conduct with accommodations and ensure that the student continues to receive services outlined within the IEP.Per IDEA Discipline Regulations on Discipline, for disciplinary actions resulting in the removal from their typical classroom placement of an EC student for more than ten school days in the same year, TESG will continue to provide a free and appropriate public education by providing services so as to enable the student to continue to participate in the general education curriculum and/or progress toward meeting the goals set out in their IEP. Based on the disciplinary removal, the IEP Team must determine how these services will be provided and should amend the IEP to address the service delivery. The IEP must indicate that the IEP is being revised due to disciplinary removal. Suspension and Expulsion of Students with Disabilities Students with disabilities are subject to suspension on the same grounds as general education students provided that suspension is not considered a change of placement as determined by the student’s IEP or direct manifestation of the disability. When a behavior arises that may result in suspension of more than ten (10) days, a meeting will be held by the Director and the IEP team to determine if the behavior is a result of the disability (Manifestation Determination). If a Manifestation Determination is made, the student may not be excluded, and the IEP team, parents or guardians, and Administrators will determine immediately what, if any, changes need to be made to the IEP to mitigate the chances of the dangerous behaviors reoccurring. If a Manifestation Determination is not made, the student with disabilities may be suspended or excluded. These students will still be provided with academic and behavioral services as outlined in their IEP. Expulsion of Students with Disabilities: Students with disabilities are subject to expulsion only if all of the following conditions are met: The IEP team determines that the misconduct was not caused by, or was not a direct manifestation of, the student’s identified disability. The team determines that the student had been appropriately placed at the time the misconduct occurred and services were fully in place. Availability of Exceptional Children Policies and Handbooks The Family Handbook containing the policies related to Exceptional Children is available to families on our school website. Parents/guardians can request a printed paper copy. The handbook of Parent Rights and Responsibilities in Special Education: Notice of Procedural Safeguards is also linked on TESG’s website and offered to families at every IEP meeting. |
| What is the contact information for the schools and district office? | Mr. David Jarmon, Executive Director, executivedirector@tesgk8.orgMrs. Beth Meyer, Curriculum Facilitator, bmeyer@tesgk8.orgMs. Jessica Glenn, Operations Manager, office@tesgk8.orgMs. April Vaugh, Office Assistant, avaughn@tesgk8.orgMrs. Shavonne Oliver, school counselor, soliver@tesgk8.orgDr. Leila Villaverde, Board President, boardpresident@tesgk8.org |
| What are some resources to support my child’s health and wellbeing? What immunizations are required and when should they be scheduled? | Mrs. Oliver, school counselor, leads Student Services and provides a variety of services to support students and families. Please click here for more information. The schedule of immunizations can be found here. Please see information about meningococcal meningitis and influenza. |
The Experiential School of Greensboro 