All registration will take place at the home school of the student, so parents should determine the student's home school based on the family's address and register at the appropriate school.

If special support (such as hardship caregiver, etc.) is needed during the registration process at the home school, then the Student Placement Department (Spaugh Administrative Center, 1901 Herbert Spaugh Lane, Charlotte, NC 28208, 980-343-5335) may be contacted to provide additional enrollment support.

If the student is involved in a magnet program, please consult the Magnet Program processes

Depending on the grade level, students may have some choices to make at registration.

• For elementary schools, the classes and schedule are set.
• For middle schools, core classes are set, and some electives may be available (depending on the school).
• For high schools, courses are chosen based on transcripts from previous schools as well as graduation requirements. Within those parameters, students may be able to choose certain course options based on interest and availability of the course.

CMS requires a parent or guardian to provide the following documents:

• Certified Copy of Birth Certificate (Birth Certificate Requirement Form) or passport of the student
• Immunization Records  
• Proof of Residency (View Acceptable Documents) Please note: if you cannot produce a current utility bill, a home or apartment lease contract will suffice until you can provide a current utility bill (required before starting school).
• Last Report Card / Unofficial Transcript (high school)
• Driver's License, passport, or other official form of identification of the Parent/Guardian
• Submit Additional Documentation/Qualification Criteria for Pre-K Students 

Find out more information on the Student Placement page

The P.A.C.E. Framework builds the capacity of educators to maximize academic achievement for multilingual learners. P.A.C.E. incorporates effective, evidence/research-based instructional strategies and digital tools to support students in mastering content and language. P.A.C.E. disrupts systems of inequity by promoting access to grade level standards for multilingual learners through supportive instruction while maintaining the integrity of the NC Standard Course of Study academic standards. 

Language Instruction Educational Program (LIEP) services are provided at all schools, including magnet schools. Teachers use the World-Class Instructional Design and Assessment (WIDA) English Language Development standards to plan and deliver instruction. Learning & Language Acquisition receives local, state, and federal funding to support program initiatives which align with federal Title III requirements. ML Committees have been established at all schools to ensure that multilingual learners receive appropriate language assistance programs, testing accommodations, instructional enhancements and program placements. 

Engaging actively in your child's education plays a crucial role in setting them up for success both academically and in life. We encourage you to keep talking and reading with your child in your native language at home. Using your language at home will provide your child with a strong base for their learning at school, and those who graduate fluent in two or more languages will enjoy greater and more diverse job prospects after they graduate.

Students are far more likely to build skills, progress, and succeed in academics when they attend school regularly. Consistent attendance at school means:

• a reduced risk of dropping out of school
• improved academic performance
• higher chances of graduating, becoming employed, getting into college
• aids in mental and physical development
• increased confidence

Children learn language every day by talking with others. Here are some activities that families can use to practice language in the home.

Using your native language at home will not hinder your child's acquisition of English. Research shows the opposite: that maintaining the native language is beneficial in many ways. Here are some basic ways that families can encourage connection to their native language. 

Students identified as multilingual learners (MLs) are required by state and federal law to be assessed annually with a state-identified English language proficiency test. The test currently used by North Carolina for annual assessment is the Assessing Comprehension and Communication in English State-to-State for English Language Learners (ELLs) or the ACCESS for ELLs 2.0.® Eligible students may participate in the Alternate ACCESS for ELLs® in place of the ACCESS for ELLs 2.0.

ACCESS measures what students know and can do in English in the domains of Listening, Reading, Speaking and Writing. Students do not need to study for the test, but rather, focus on demonstrating their language abilities.

Teachers use ACCESS test scores to help them make decisions about instruction for your child and monitor the progress your child makes toward English proficiency. 

WIDA has a guide, available in several languages, to help parents understand what scores mean and how they are used: https://wida.wisc.edu/resources/access-ells-understanding-your-childs-scores

Your student's ML teacher can help you understand the ACCESS Individual Student Report as well. 

A student exits ML status when they score a 4.8 or higher on their composite proficiency level on their ACCESS tests (containing listening, reading, writing, and speaking components). 

Each school has access to request an immediate interpreter via a telephonic line or to request an in-person interpreter at least 5-days in advance.

Parents should work with your student's ML Teacher and/or Counselor to request an interpreter. This can include parent-teacher conferences, IEP meetings, etc.