C. Students who are not promoted after the second or third administration of the test shall be given focused intervention of a time period that is instructionally sound. Strategies may include, but are not limited to, alternative learning models, special homework, smaller classes, tutorial sessions, extended school day, Saturday school, modified instructional programs, parental involvement, summer school instruction, or retention. B. Students with disabilities may be exempted from the statewide student accountability promotion standards by the Individualized Education Program Team, including the principal or school district representative, if it is determined by the team that the students do not have the ability to participate in the State Standard Course of Study. However, they shall be enrolled in a functional curriculum and demonstrate acceptable outcomes on alternate assessments. These students may receive a certificate of achievement or graduation certificate.
All services offered are in addition to the special education services provided to the student.
Students of Limited English Proficiency Students of limited English proficiency shall meet the same standards as all students. However, in accordance with federal law, English language proficiency cannot be the factor that determines that a student has not met performance standards at each gateway. Instead, an instructional portfolio containing documentation of the students' English language proficiency and progress in all academic areas shall be submitted to a local committee of teachers and administrators to determine if students area ready to be promoted to the next level. Gateways 1. 2, and 3. Once limited English proficient students are no longer eligible for exemption from statewide testing, they may be eligible for a waiver up to two additional years.