Academics & Extracurriculars

Guilford County Schools provides a world-class education to all students, meeting each child where they are and developing them into well-rounded individuals ready for college, career and life. Our students succeed through innovative programs, highly qualified and caring educators and a range of school choice options to fit every child’s needs. Our district boasts some of the highest ranked high schools in the state and the nation.  

Click here for more information about teaching and learning in GCS. 

GCS believes that strong, evidence-based instructional materials for classrooms and media centers are a critical part of our academic program. 

• Selection Criteria: Educational resources should align with the NC Standard Course of Study and general educational goals of the school district, be appropriate for the students’ age, interests, abilities, learning styles, social development, and maturity levels, and represent the diversity of values in society. They should also provide various points of view, including those considered controversial. 

• Selection Process: The selection of instructional materials involves input from faculty, staff, students, parents, and the community. In addition, each school establishes a Media and Technology Advisory Committee (MTAC) to meet at least three times a year. 

• Types of Resources: Resources can include textbooks, student materials, supplementary reading and informational materials, learning software, periodicals, newspapers, charts, community resource people, agencies, programs, machine-readable data files, kits, maps, microforms, motion pictures, realia, slides, sound and video recordings, plays, concerts, athletic events, and written and performed music. 

• Meeting Student Needs: The materials should provide supports and scaffolds to help all students access the North Carolina standards and should provide supports for effective and sustainable implementation. 

• Parent Rights: Parents have the right to view educational materials used in the classroom and to challenge materials selected by the staff for use in the classrooms.  

• Challenging Resources: At the individual level, in some cases, parents or guardians may have the option to select an alternate assignment for their child if they find a selected resource personally offensive or too mature for the student. Parents may also choose to opt out of instructional topics or materials that they believe place a significant burden on the religious upbringing of their child or their right to a free expression of their religion. At the school level, parents may also challenge educational resources, and the resources will remain in use during the challenge. 

For more details, see Board Policy 3200 Selection of Instructional Materials and Administrative Regulation 3200-R Selection of Instructional Materials/Educational Resources. 

GCS offers a comprehensive health education program that aims to provide students with accurate information and encourages them to be responsible for their own health. Our program complies with all requirements of North Carolina state law. 

Program Scope: The program covers all major aspects of healthful living for students from kindergarten through high school. Instruction on gender identity, sexual activity, or sexuality is not included in the curriculum for kindergarten through fourth grade. 

Instruction Focus: The program includes instruction on the benefits of sexual abstinence until marriage, risks of premarital sexual activity, prevention of unintended pregnancies and sexually transmitted diseases, awareness of sexual assault, sexual abuse, sex trafficking, and risk reduction. 

Parental Involvement: Parents can review all program objectives and instructional materials before they are used with students. Parents also have the right to withdraw their student from participating in the program by writing to the principal. 

Standards for Instruction: Instructors are expected to follow the program objectives and only use the instructional materials that have been made available to parents for review. Information conveyed during instruction will be objective and based upon scientific research that is peer-reviewed and accepted by professionals and credentialed experts in the field of sexual health education. 

For more details, see Board Policy 3540 Comprehensive Health Education Program. 

Social and Emotional Learning (SEL) is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions. The Collaborative for Academic, Social and Emotional Learning (CASEL) has developed a framework to apply SEL strategies. All competencies are embedded in our classrooms and schools' practices and policies, and through partnerships with families and communities. 

• SEL Competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. 

• How we approach: GCS supports Harmony SEL for the elementary school level, Second Step for the middle school level, and School Connect for the high school level.   

• Parents as Emotional Coaches: YOU are your child’s most impactful teacher for developing the skills to understand themself and others.  Click here for resources that support parents with social emotional learning at home.   

Click here for more information and resources about SEL in GCS. 

The Guilford County Schools has a comprehensive grading system to keep parents/guardians informed about their children’s academic progress. 

• Report Cards: Sent at the end of each grading period, with interim progress reports issued at the midpoint. Additional reports are made if a student is making unsatisfactory progress or has excessive absences. 

• Grading Scale for K-2: 

• Grading Scale for 3-12: 

• Weighted Grades: Only for Advanced Placement, International Baccalaureate, college courses, and designated honor courses. 

• Final Exams: For high school-level courses, exams make up a significant part of a student’s grade. See Administrative Regulation 3400-R Grading and Reporting Student Progress for more details. 

Teachers are responsible for keeping accurate records and completing the progress report. The Superintendent ensures that the grading system is uniform at all grade levels throughout the school system. 

For more details, see Board Policy 3400 Grading and Reporting Student Progress. 

Progress reports and report cards are sent electronically, and student grades are available in the PowerSchool Parent Portal at all times. You may opt to receive a weekly email with an update on your child’s grades and attendance through the Parent Portal. You will need your child’s GCS student ID number to claim your Parent Portal account. This number is located on your student's report card, or you can contact your school for help.

We are excited about being a one-to-one technology district where every student has their own dedicated device. These devices are used by students to receive information from their teachers, connect to learning applications inside the classroom and at home, and to design and submit work for their classes. Click here for links and log in information. 

For more information about the devices used by students, click on the pages dedicated to the device below. 

• Grades Pre-K to 3: iPads 

• Grades 4 to 12: Chromebooks 

The Guilford County Board of Education’s Technology Responsible Use policy provides students and staff with access to various technological resources to enhance learning and communication. Students are expected to use district devices and technology in ways that benefit their education. 

• These resources should be used responsibly, ethically, and respectfully. 

• The use of these resources is monitored, and misuse can result in disciplinary action. 

• District technological resources are for school-related purposes only. Personal use for entertainment or commercial gain is prohibited. 

• Users must respect copyright laws and not make unauthorized copies of software. 

• Users must respect the privacy of others and not share personal information without consent. 

• Users may not damage or disrupt the system’s performance, including transmitting viruses or disabling antivirus programs. 

• Unauthorized activities, such as hacking, are prohibited. 

• Users may not use private WiFi hotspots or other personal technology on campus to access the Internet outside the District’s wireless network. 

• Personal websites that disrupt the school environment or misuse District names, logos, or trademarks may be removed. 

• All users must agree to comply with this policy and consent to the District’s use of monitoring systems to detect inappropriate use of technological resources. 

Remember, the use of these resources is a privilege, not a right, and it comes with responsibilities. Let’s all work together to use technology in a way that enhances learning and respects others. 

For more details, see Board Policy 3225/4312/7320 Technology Responsible Use, Board Policy 3226/4205 Internet Safety and Administrative Regulation 3225/4312/7320-R Responsible Use of Electronic Transmission Capabilities. 

To help everyone stay focused and learn their best, students can’t use or have turned on any phones, smartwatches, earbuds, or other electronic devices during class time—unless a teacher or staff member says it’s okay.

There are a few exceptions:

• A teacher or staff member gives you permission to use it for a class activity.
• You need it for an emergency.
• It’s part of your IEP, 504 plan, or needed for a medical reason.

Even if you’re allowed to use a device, you may only use it the way the teacher says. That means no texting, gaming, or browsing the internet unless it’s part of the lesson.

Devices that are used inappropriately might be taken away and only returned to the parent or caregiver.

Your child’s use of Google, Google Earth, YouTube, and other websites may result in your child’s personal information being collected and used  by those website operators, or by third-parties related to the operators of those websites.  If you do not wish for your child to use such websites through District computers or devices, you may complete the annual opt-out form before the first day of school and check the box indicating your request to opt out of your child’s use of these websites.  Failure to opt-out before the first day of school will indicate your consent to your child using these websites through District computers or other devices, and your consent for the corresponding potential for your child’s personal information to be collected and used by the website operators. Please note that GCS imposes significant restrictions on the use of its computers and devices by students and monitors activity on its computers and devices to prevent dangerous or unlawful disclosure of personal information; however, not all such risks can be eliminated and website providers place the obligation on the end users to opt out of using their services. For more information, contact your child’s school.

Click here for basic troubleshooting resources. 

For issues, concerns, and assistance with broken, lost or stolen devices, contact your child’s school. 

GCS provides tutoring options during and outside the school day to help your child succeed. Some options are available by invitation based on student needs; while homework help and other options are available to all students. Click here for more information about tutoring offerings for 2024-25. 

The Guilford County Board of Education has responsibility to ensure all students receive a sound basic education. This means that students learn the skills needed for higher education and the workforce. 

Promotion Standards: The superintendent develops standards for promoting students to the next grade level. These standards are used by teachers and administrators to assess each student’s readiness to move up. 

Kindergarten through Grade 8: Promotion is based partly on reading proficiency. Multiple criteria are used to assess readiness, including test scores, grades, and a portfolio of the student’s work. 

Grades 9 through 12: Promotion is based on the number of units earned towards graduation. 

Students with Disabilities: These students are held to the same promotion standards as others unless the student’s Individualized Education Program (IEP) team has determined that a modified curriculum resulting in an alternative assessment and graduation pathway is most appropriate for the student. 

Children of Military Families: The superintendent can waive course prerequisites for these students. 

Appeals: Appeals of promotion decisions can be made if there’s an alleged violation of a specific law or policy. Otherwise, final decisions about promotion are the responsibility of the principal. 

Credit by Demonstrated Mastery: Students in grades 9 through 12 can earn course credit by showing they’ve mastered the material without taking the course. Students in grades 6 to 8 can earn credit for high school courses offered in middle school this way. 

Credit Recovery: High school students who haven’t earned required course credit for graduation can recover lost credits. Beginning in 2025-26, the grade for the portion of the course recovered is incorporated into the students’ original course grade on the transcript.

For more details, see Board Policy 3420 Student Promotion and Accountability. 

For Kindergarten to 2nd grade, students’ reading progress is checked using the DIBELS assessment. This helps see if students are on track and if they need extra help. 

In 3rd grade, students need to score at or above Level 3 on the NC End-of-Grade Test of Reading or the Read to Achieve Alternate Assessment. Some students might be able to move to 4th grade for a good reason, even if they don’t meet these standards. This is called a Good Cause Exemption. It can apply to: 

• English Learner students with less than two years in an English as a Second Language program. 

• Students with disabilities. 

• Students who show they can read at the 3rd grade level on a different approved test. 

• Students who have gotten extra help with reading and have repeated a grade before. 

For 4th and 5th grade, the principal decides if a student moves up based on their grades, how they do on tests, and other ways they show they’re ready for the next grade. 

For more details, see Administrative Regulation 3420-R Student Promotion and Accountability. 

To move up in grades 6 to 8, the school looks at several things: 

• If students meet the local promotion standards for Guilford County Schools. 

• If they pass at least five subjects, including three of the four core subjects (language arts, math, science, social studies). 

• Their scores on interim assessments. 

• Their portfolio of work. 

• Their growth from one year to the next. 

If a student fails the same core subject more than once during middle school, they need extra help to move up to high school. Parents get a progress report at the end of each grading period, and teachers meet with parents if a student is having trouble learning. 

If a student might need to repeat a grade, parents are told by the end of the third quarter. The school forms a committee to review the student’s performance and the help they’ve been given. This committee includes three teachers, a school administrator, and the student’s parent or caregiver. 

The principal makes the final decision about whether a student moves up or repeats a grade. If a parent or teacher disagrees, they can ask for an appeal. But the final decision is up to the principal, according to state law. 

For more details, see Administrative Regulation 3420-R Student Promotion and Accountability. 

In high school, grade-level promotion represents that the student is on-track for high school graduation in four years. Each academic year, students in grades 9 to 12 must earn a minimum number of credits to be promoted to the next grade level. 

All high school credits earned in middle school apply toward the student’s promotion requirements. 

For more details, see Administrative Regulation 3420-R Student Promotion and Accountability. 

Guilford County Schools' Exceptional Children Services works as a collaborative team to serve and advocate for students with disabilities through the provision of personalized instruction in the least restrictive environment as outlined in a student’s Individualized Education Program (IEP) document. 

Exceptional Children Services, also called special education, is defined as: 

• Specially designed instruction designed to meet the unique needs of a student with a disability 

• Access to the general curriculum and intervention programs are designed to provide maximum opportunities for instruction in the general education setting 

• Full continuum of service 

• Curriculum-driven instruction using the North Carolina Standard Course of Study and the North Carolina Extended Content Standards 

• Related services that include but are not limited to speech, occupational and physical therapy 

If you are concerned that your child may need special services, contact your child’s school. Click here for more information about Services for Exceptional Children in GCS. 

Click here for information about parents' rights and responsibilities in Special Education. 

Click here for resources for parents of Exceptional Children and dispute resolution. 

Guilford County Schools is dedicated to supporting students who need more challenging learning beyond the general curriculum. 

• K-2 Consultative Services: These services include collaboration and consultation between the AG teacher and general education teacher to identify differentiation strategies best suited to meet the individual needs of high performing students referred for consultation in reading and math in the general education classroom. 

• Talent Development: Talent Development services aim to increase Academically and/or Intellectually Gifted identification of students from underrepresented populations in certain priority schools. Participation in our Talent Development services is determined on an annual basis and is dependent upon student performance and scheduling capacity. 

• Elementary Gifted Services: Formal identification for gifted services begins in the third grade. Gifted instruction provides appropriate extension and enrichment of grade level standards. The units are culturally diverse and infused with future-ready content and skills that address cross-curricular domains. 

• Middle School Gifted Services: In the middle grades, academically gifted services consist of proper course placement coupled with advocacy for learner needs. 

• High School Gifted Services: In high school, academically gifted services consist of proper program and course placement coupled with advocacy for learner needs. GCS also provides targeted information sessions for families and students regarding enrichment and college readiness opportunities appropriate for advanced learners (i.e., NC Governor’s School). 

Parents will be kept informed about assessments and services as appropriate for their child. Click here for more information about Academically and Intellectually Gifted Services in GCS. 

Assessment is an important part of the learning process. In GCS, your child will experience some kind of “test” of how their learning is progressing nearly every day. Some of these assessments look like an assignment provided by the teacher, a quest in a digital learning app or an exit ticket. Others are teacher-created quizzes, projects, and traditional tests. Our teachers use these to adjust their instruction so that every child gets what they need.  

Districtwide and statewide assessments are also a critical component of the learning program. These tests are used to measure students’ needs for targeted supports (like gifted instruction), how students are doing compared with their peers, how the district may need to support teachers and schools differently, and to measure at the end of the year whether students are on track. 

Below are some examples of the districtwide and statewide assessments you may hear your child is participating in this year. 

• DIBELS (grades K-5) 

• NWEA MAP (grades 3-8) 

• FastTrack (pilot for 2025-26)

• WIDA Screener and WIDA ACCESS (multilingual students - grades K-12) 

• Learning Snapshots & Interim Assessments (grades 3-12) 

• North Carolina End-of-Grade Tests (grades 3-8) 

• North Carolina End-of-Course Tests (grades 7-12) 

• GCS Final Exams (grades 6-12) 

• Pre-ACT & ACT (grades 9-11) 

• Pre-SAT & SAT (grades 9-12) 

• Advanced Placement (AP) & International Baccalaureate (IB) (grades 9-12) 

Click here for more information about assessments in GCS and the 2025-26 Testing Calendar. 

In GCS, all students should graduate prepared for success in higher education and the career of their choice. Students must meet the course unit requirements of the state of North Carolina and complete a Cardio-Pulmonary Resuscitation (CPR) course to qualify to graduate. There are limited exceptions in certain circumstances where a student has moved from another state. 

For more details, see Board Policy 3460 Graduation Requirements. 

The year a student enters 9th grade for the first time determines the requirements they will meet to earn a diploma. To graduate and participate in graduation exercises, students must complete the Future Ready course of study outlined in the table below except for a small number of students with disabilities who qualify for the Occupational Course of Study or certificate of completion. For more details, see Administrative Regulation 3460-R Graduation Requirements.  

Families may request a conference with the school counselor to review a student’s transcript, eligibility for early graduation, and post-secondary options available to early graduates. Students who have completed all graduation requirements including specific course and testing requirements, an appropriate course of study, and total number of graduation credits required, may request to graduate early, either at mid-year of their senior year or at the end of their junior year. The student’s grade classification will be based on the GCS high school promotion standards. Diplomas are awarded only at the end of the school year. Contact your child’s school counselor for more information. 

North Carolina requires that students complete at least ONE course in the arts in grades 6 through 12 to earn a diploma. The one arts credit may be earned by taking music, visual art, theatre or dance.  

Learning happens all around us! Your child’s teacher or activity sponsor may occasionally plan activities off campus to enrich the learning experience.  

• Planning: Field trips should be well-planned, safe, and related to classroom instruction. They should provide meaningful experiences that can’t be had in school.  

• Special Needs: Arrangements will be made for students with special needs. This includes checking if the destination can accommodate them and arranging specialized transportation. 

• Approval: The principal approves most field trips. For overnight or out-of-state trips, the Superintendent’s approval is needed at least one month in advance.  

• Supervision: At least two adults, which can include parents, are required per class for a trip. To volunteer as a chaperone, parents must register and complete a GCS volunteer background check. 

• Permission: Students need written permission from their parent to go on each specific field trip or off-campus activity. An alternate activity will be provided for students without parental permission, and students’ grades won’t be lowered if parents don’t consent to a field trip. 

• Medications: Medications taken by a student during the school day should also be administered during a field trip according to medication protocols. 

• Student Conduct: School rules apply during field trips. 

• Absences and Make-Up Work: Field trip participation is considered part of the instructional program, and students will be counted present. Students can make up any work they miss in other classes. 

• Cancellation: Trips can be cancelled or postponed by the Superintendent due to emergencies or hazardous conditions. 

• Fees: The school may ask parents/caregivers to contribute to cover the actual cost of a field trip; however, no student should miss out on a field trip because they can’t afford it. 

For more details, see Administrative Regulation 3320-R Field Trips. 

The Guilford County Board of Education encourages students to participate in extracurricular activities and sports, which promote accomplishment, leadership, sportsmanship, self-discipline, teamwork, and physical fitness.  

Participation in school extracurricular activities is a privilege, and students are expected to behave appropriately. Misconduct may result in this privilege being revoked.  

Students who are absent or suspended may not participate in meetings, practices or competitions on days they are absent from school, unless the absence was planned in advance with the school (like a funeral or a doctor’s appointment) and the student is not ill.  

Students are required to travel to and from events with the group or team, unless given permission to do otherwise. 

For more details, see Board Policy 3620 Student Participation in Extracurricular Activities. Contact your child’s school for information about offered activities. 

Guilford County Schools offers an interscholastic sports program at both middle and high schools. Competitive interscholastic athletics are a great way for students to learn teamwork, self-discipline, and physical fitness. GCS athletics programs also have high standards for academic excellence and attendance for our scholar-athletes.  

To participate in sports, students must meet certain standards: 

• Medical examination: Student athletes must have an exam by a licensed provider once every 395 days. 

• Athletic fees: A $45 annual fee is required to assist with the costs associated with athletics. Families who cannot afford the fee may request a waiver. 

• Academic Performance: Students must meet minimum grade and course requirements each semester for middle school or high school to be eligible. 

• Attendance: Students must attend school 85% of the time in the previous semester. This means they cannot miss more than 13 days in a typical 90-day semester. 

• Conduct: Students must behave appropriately, represent the school well, and comply with all school rules. 

• Base School Assignment: Middle school students participate at the school where they are enrolled. For high school, each student is assigned a “base” school when they enter 9th grade. If they switch schools, they must wait 365 days before they can participate in sports at the new school. 

If a student becomes ineligible, they or their school can request a hardship exception. If a student is found to be ineligible after participating in a sport, they will be removed from the team, and the team may have to forfeit any contests in which the student participated. If you have any questions, please contact the school athletic director. 

For more details, see Board Policy 3621 Student Participation in Interscholastic Athletics and Administrative Regulation 3621-R.  

Click here for more information about athletics eligibility, fees, and transfers. 

In addition to encouraging students to stay hydrated and take breaks, GCS follows warm weather guidelines to keep our students, activity sponsors and coaches safe. 

 * GCS works with the National Weather Service to use the official Wet Bulb Globe Temperature (WBGT) to make calls regarding outdoor activities. 

GCS follows strict safety protocols to reduce the chances that a student will experience a head injury and to follow emergency established procedures to respond when a head injury is suspected. As a parent, you can expect that: 

• Schools will provide information to parents, athletes, and coaches about concussions. 

• Appropriate, well-fitted protective equipment will be worn when students are participating, per the guidelines for each sport. 

• An established return to play (RTP) protocol will be used in all cases involving a concussion. 

• Schools will have an emergency action plan. 

For more details, see Administrative Regulation 4270/6145-R Concussion Awareness and Safety. 

The Guilford County Board of Education offers voluntary student accident insurance to each student each year. Enrollment information can be found on the GCS Athletics website. Several options are offered, and a family may enroll throughout the school year. Enrollment forms can be requested from the schools for parents/guardians who do not have access to online enrollment. Parents are encouraged to review the voluntary accident insurance plans each year. 

Athletic accident insurance is provided at no cost to students or parents for each student participating on a school-sponsored team. This coverage is only effective when participating in practice, an event, or traveling directly to and from an event. No accident coverage is provided for any accident outside the school-sponsored team. Physical education classes and recess are not covered. 

For more details, see Board Policy 4220 Student Insurance. 

Click here for online student accident insurance enrollment. 

GCS offers a range of summer programs from traditional summer school programs to help students who need help recover learning from the school year to acceleration programs and enrichment. You can expect details about 2026 summer programs to be available in April of 2026. Click here for more information about GCS summer programming.