Academics

Who we are and what we do:

  • Our classical education builds the foundation that creates great learners.
  • Our students work hard, have fun, and get the support they need to become productive citizens in an engaged community of teachers and parents.
  • We hold our students to high academic and character expectations to ensure they have the tools necessary for success in life, whatever path they choose.

Assessment & Standards

The teachers and faculty at LLCA are committed to providing an enriched and challenging curriculum in every grade level and every subject to every student at LLCA. LLCA’s curriculum fulfills the Core Knowledge sequence, and adheres to the North Carolina Standard Course of Study (NCSCOS). Although our school is a charter school, we have the same requirements as all other North Carolina public schools in meeting state standards through End-of-Grade testing in grades 3-8, End-of-Course Testing in grades 9-12, and NCFE’s in grades 9-12. We adhere to NC requirements for PreACT testing for students in 10th grade, and the ACT for students in 11th grade. LLCA also provides benchmark testing using the Measurements of Academic Progress (MAP) testing during specific times of the school year. Data from benchmark testing and state standardized testing is used to guide student’s academic growth and success.

Assessment Briefs

NC Ready Beginning of Grade 3 English Language Arts/Reading Test

NC Ready EOG Assessments

Middle/High

Like students at other public schools, students at Lake Lure Classical Academy take the State of North Carolina’s End of Grade and End of Course tests.

Historical State Assessment Results

Read to Achieve

2016-2017 Read to Achieve Grade 3 EOY Results

2017-2018 EOY Read to Achieve Grade 3 Results

Testing Information

END-OF-GRADE (EOG) TESTING

North Carolina End-of-Grade tests are administered in reading and math to students in the 3rd through 8th grade, and in science to students in the 5th and 8th grade. For additional information about each assessment, click one of the links below.

END-OF-COURSE (EOC) TESTING

North Carolina End-of-Course tests are administered as the final exams for Biology, English II, NC Math I, and NC Math III courses in grades 9-12. For additional information about each assessment, click one of the links below.

NORTH CAROLINA FINAL EXAMS (NCFE)

North Carolina Final Exams are administered in subjects or courses at the elementary, middle, and high school level that do not have and End-of-Grade or an End-of-Course assessment. This year students in grades 9-12 will be taking the North Carolina Final Exams for the following subjects/courses:

English I, III, and IV

NC Math 2

American History I and II

American History: Founding Principles, Civics, Economics

World History

Chemistry

Earth/Environmental Science

ACT TESTING

Students in high school are provided several opportunities to demonstrate college and career readiness as they prepare to exit high school.

ACT Website

The PreACT

Administered to all 10th grade students in North Carolina, the PreACT provides early practice for the ACT. Since the PreACT is so closely aligned to the ACT, students receive scores that predict future performance on the ACT.

The ACT

North Carolina administers the ACT to all 11th graders during the statewide administration. Students and schools receive results on the 4 subtests that make up the Composite Score (English, Math, Reading, and Science) and the Writing subtest.

CREDIT BY DEMONSTRATED MASTERY (CDM)

The State Board of Education defines “mastery” as a student’s command of course material at a level that demonstrates a deep understanding of the content standards and the ability to apply his or her knowledge of the material.

“Credit by demonstrated mastery” is the process by which school districts shall, based upon a body-of-evidence, award a student credit in a particular course without requiring the student to complete classroom instruction for a certain amount of seat time.

Exceptional Children

Mission

The mission of the Exceptional Children Division is to assure that students with disabilities develop mentally, physically, emotionally, and socially through the provision of an appropriate individualized education in the least restrictive environment.

Eligibility

Within the Policies Governing Services for Children with Disabilities (Department of Public Instruction), are detailed procedures that outline the rules and regulations that NC public schools must follow for the delivery of special education services. Services are provided under the following areas of identification:

• Autism Spectrum Disorder (AU),

• Deaf/Blindness,

• Developmental Delay (DD),

• Serious Emotional Disability (SE),

• Hearing Impairment (HI),

• Intellectual Disability (ID),

• Multiple Disabilities (MD),

• Other Health Impairment (OHI),

• Orthopedic Impairment,

• Specific Learning Disability (SLD),

• Speech or Language Impairment (SLI),

• Traumatic Brain Injury (TBI),

• Visual Impairment including Blindness (VI).

Families New to Lake Lure Classical Academy:

If you are new to LLCA and have a child who has been receiving special education services, contact Mimi Kyres, EC Coordinator. Be prepared to provide documentation of your child’s special needs (such as a copy of the student’s Individual Education Plan). When school is not in session, you may contact:

Exceptional Children (EC) Department, 1058 Island Creek Rd., Lake Lure, NC 28746

Phone 828-625-9292 Fax 828-625-9298

If you are concerned your child might be in need of special education and/or related services, you should contact the EC Department.

Exceptional Children’s Director Mimi Kyres: mkyres@llca.school

Teacher Jennifer Kruseman: jkruesman@llca.school

Teacher Kimberly Hutchins: khutchins@llca.school

Parent Resources

Project Child Find

What is Project Child Find?

An effort coordinated by your local school system and the Exceptional Children Division, State Department of Public Instruction, to:

• Locate and identify children and youth ages birth through 21 with disabilities who are in need of special education and related services.

• Inform parents and/or guardians of the services available from their local school system and other state and community agencies.

Who are the Children?

Children and youth who have been diagnosed or are suspected to have intellectual, physical, or emotional disabilities and are unable to benefit from a regular school program without special assistance.

What help is available?

• A complete evaluation and, if appropriate,

• An Individualized Education Program for children with a disability beginning at age three,

• An Individual Family Service Plan for each child with a disability if applicable

• A referral to other agencies when needed.

Project Child Find-Spanish

Parent’s Rights & Responsibility Handbook

Derechos Y Responsabilidades de los Padres de Familia

NC Policies Governing Services for Children with Disabilities

National Resources for Children with Disabilities

EC Assistance Center

Parents’ Rights

The special education process is a collaboration between families and LLCA. It is important for parents of children with disabilities to understand their rights throughout this process.

Procedural Safeguards: Handbook on Parents’ Rights

As stated in the Procedural Safeguards: Handbook on Parents’ Rights, Public Schools of North Carolina, Exceptional Children Division, “The IDEA requires schools to provide parents of a child with a disability a notice containing a full explanation of the procedural safeguards (legal rights) available under the IDEA and the federal regulations.” Additional information can be found at the US Department of Education’s searchable website at http://idea.ed.gov/.

Advocates and attorneys

Special Education Services believes that collaboration between district staff and parents is the best way to make decisions related to the development of a student’s IEP. From time to time, parents may wish to bring a representative to an IEP meeting, such as an advocate or attorney.If you need additional information about this, please contact Mimi Kyres EC Coordinator.

Dispute Resolution

Any person who has a concern about the education of a student with a disability can raise the issue in one of several ways. For example, it is always appropriate to discuss the matter with the student’s teacher or the school Dean at LLCA. Also, a person may contact the Coordinator of Exceptional Children Program, Mimi Kyres, to discuss their concerns and to work towards a resolution. In additional, any person may contact the Department of Public Instruction Exceptional Children’s Division for disputes concerning a student with a disability.

Information for dispute resolutions can be found at https://ec.ncpublicschools.gov/parent-resources/dispute-resolution/due-process-hearings The consultants for dispute resolution work with parents, traditional local educational agencies, charter schools, state operated programs and other individuals to resolve disputes. They provide information about facilitated IEP meetings, mediation, formal written complaints and due process hearings. They also investigate formal written complaints.

504 Rehab Act

PARENTAL RIGHTS REGARDING SECTION 504 OF THE REHABILITATION ACT OF 1973

LLCA is committed to complying with federal law and Section 504 of the Rehabilitation Act of 1973, which ensures a free and appropriate education to each student with a disability. Under the Act, anyone who has a physical or mental impairment that substantially limits a major life activity may be considered handicapped. The school has responsibilities to identify, evaluate and provide appropriate education services for all students eligible as having a disability under Section 504. Parents are entitled to be fully informed of decisions regarding their child’s education and to be advised of those rights to challenge any of the decisions.

Parents have a right to:

Receive notification that your child is being evaluated and identified as handicapped.

Receive notification that an educational plan is being developed.

Have evaluation and educational decisions made from a variety of information sources and by persons who know your child, the evaluation data and placement options.

Examine all relevant records.

Have your child receive a free and appropriate public education which includes being educated with non-handicapped students to the maximum extent appropriate and receiving reasonable accommodation in school and school-related activities.

Have periodic reevaluations and an evaluation prior to any significant change in educational program.

Have an informal conference with the school principal and the multidisciplinary team and, if your concerns are not addressed, you may request an impartial hearing.

Request an impartial formal hearing if there is disagreement related to actions regarding your child’s identification, evaluation, educational program or placement and be represented by counsel.

Please contact the school for questions or concerns regarding your child’s education.

For additional information regarding Section 504 of the Rehabilitation Act of 1973, contact Kristen Collette, Elementary 504 Coordinator, or Morgan Poff, Secondary 504 Coordinator at (828) 625-9292.