Early Entrance to Kindergarten

Wayne County Public Schools

According to North Carolina General Statute 115C-364(d):

A child who has passed the fourth anniversary of the child's birth on or before April 16 may enter kindergarten if the child is presented for enrollment no later than the end of the first month of the school year and if the principal of the school finds,based on information submitted by the child's parent or guardian, that the child is gifted and that the child has the maturity to justify admission to the school. The State Board of Education shall establish guidelines for the principal to use in making this finding. 
* Although the Entry Date to Kindergarten has changed to
August 31, the Early Admittance date remains April 16.


Step 1:

Is it after April 16 and is your child 4?

Will your child be 4 after August 31?

Is your child able to work at a level 1-2 years above other children his age?

Is your child independent?
If yes, go to Step 2, if you answered no to any of these, do not proceed.

This means that a child must be 4 years old on or before April 16 to be considered for Early Admittance to Kindergarten.  If a child turns five years of age after August 31, and s/he is gifted and has the maturity for a full-day kindergarten year, then the principal may consider each child based on student aptitude, achievement, performance, student behavior/interest, and motivation. The parent is responsible for having the child tested for student aptitude and achievement, of which the child must score at the 98th percentile or above on both tests.

For additional details and requirements for early admission, please go to the North Carolina State Board of Education website: http://sbepolicy.dpi.state.nc.us/apa.asp for the State

BoardPolicy: HSP-J-OO1
If a child turns 4 years old after April 16, they will not be considered for admittance to Kindergarten.



Step 2:

Make an appointment for testing with a private psychologist.  Make her aware that the testing is for early entrance to kindergarten. The parent is responsible for this testing.

If the child does not make 98% on the total composite of the test, do not proceed.

If the child makes 98% on testing, begin to gather the rest of the information needed and give it to the principal of the school in your district.

The principal will make the final determination on entrance.
Be aware that the principal still has the right to deny a student even if all of these criteria are met.
To be considered for Kindergarten at the age of 4, the parent/family of the child must gather specific information on that student and take it to the principal of the

school the child would attend for review.

This information includes:

Aptitude: 98% total composite on one of the following tests administered by a licensed psychologist:  StanfordBinet,The Wechsler Preschool and Primary Scale of Intelligence, the Kaufman Anderson,or any other comparable test.
If a student has less than a 98% total composite on this test, they will not be considered for placement in Kindergarten.
The parent is responsible for this testing.

Achievement: 98% in reading or math on one of the following tests administered by a licensed psychologist: Metropolitan Readiness Test, the Stanford Early School Achievement Test, The Mini Battery of Achievement, the Woodcock-Johnson, the Test of Early Mathematics Ability (TEMA), the Test of Early Reading Ability (TERA), or any other comparable test.
The parent is responsible for this testing.

Performance: A sample of the child's work that shows outstanding examples of ability in any area including, but not limited to, art, mathematics, writing, dramatic play, creative productions,science, or social interactions. The child shall be able to perform tasks well above age peers as evidenced by behaviors in one or more areas such as independent reading, problem solving skills, advanced vocabulary, and some writing fluency. 
The parent is responsible for providing the samples.

Observable Student Behavior: Two recommendation letters with specific documentation of physical and social maturity from preschool teachers, child care workers, pediatricians, or others who have direct knowledge of the child. Useful documentation checklists include the California Preschool Competency Scale, the Harrison Scale, or any other comparable scale of early social development. The child shall demonstrate social and developmental maturity sufficient to participate in a structured setting for a full school day.
The parent is responsible for providing this documentation.

Motivation to Learn/Student Interest: An informal interview with the child and a more structured interview with the parent to determine if the child displays a thirst for knowledge and seeks new and challenging learning situations.  This will be conducted at the school by the principal or a person that is assigned by the principal.

Step 3:

Take all information to the principal within the first 30 days of school.

The principal may call for a student interview to help determine placement.
Be aware that the principal still has the right to deny a student even if all of these criteria are met.
The parent is responsible for making sure that the information required by the North Carolina General Statute 115C-364(d) is given to the principal within the first 30 calendar days the school's instructional year (or before the school year if testing has been completed). All testing shall be administered after the April 16th that follows the child's fourth birthday.  If testing is done before April 16, the testing will be invalid.  The principal shall decide whether to grant the parent's request for enrollment within three weeks after receiving this information.

Early admission to kindergarten shall not automatically result in the placement of the child in the program for academically gifted students. By the time the child has been enrolled for 90 calendar days, or at any earlier time that school officials determine that the child has adjusted satisfactorily and shall be allowed to remain in school,the gifted identification team shall review the child's information to determine if the child shall receive gifted services. If the team determines that the child shall receive gifted services, it shall develop either a differentiated education plan or an individual differentiated education plan for the child.
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