Academics

Lexington County School District One encourages students to maintain high standards of academic integrity and honesty. In an effort to clarify expectations, the following list provides examples of unacceptable acts of cheating:

• looking on someone else’s quiz, test or exam;
• revealing items to someone who has not taken a quiz, test or exam;
• copying from others on assignments designated as independent work;
• referring to unauthorized notes and materials during a quiz, test or exam;
• positioning a paper or technological device into viewing range of another student during a quiz, test or exam;
• using unauthorized technological devices or software to complete or disseminate answers during a quiz, test or exam;
• using technological devices to secure work from another student’s project;
• obtaining an unauthorized copy of a quiz, test or exam;
• plagiarizing a paper or using a paper written by another person (citation errors are handled during the writing process by classroom teachers) and/or plagiarizing work from another student’s project; and
• attempting to take an online assignment or assessment for another student or allowing another person to complete an online assignment or assessment for another student.

Teachers and administrators treat cheating as a serious matter. Teachers will confer with the appropriate administrator to review evidence of any misconduct.

Parents will be notified and a mandatory conference will be held with the student, parent/guardian, teacher and administrator. Any behavioral consequence such as in-school suspension will be explained at that time.

After the conference is held, the student will be required to complete an appropriate assignment/assessment if needed. This work will be graded in lieu of the original assignment/assessment.

If the student does not complete the assignment/assessment by the due date, a zero will automatically be entered into the grade book. If the offense occurs during a reassessment opportunity, the reassessment score will be dropped and the original grade will be recorded.

The behavioral infraction of cheating will be documented through a discipline referral and noted in the student’s discipline record. Behavioral consequences up to out-of-school suspension for repeated incidences of cheating will be administered at the discretion of the school-based administrator.

Considerations for the use of generative Artificial Intelligence (AI) as a tool for learning:

1. Educational Purpose and Teacher Direction: Generative AI may be used as a tool to support learning when allowed by the teacher, assignment directions, and the Lexington One AI Use Scale. AI should support, not replace, the learning process. Some assignments may allow AI support, some may limit AI to specific parts of the task, and some may prohibit AI use entirely, especially during unassisted assessments. 
2. Original Work and Academic Integrity: Students may use approved AI tools, when permitted, to brainstorm, organize ideas, receive feedback, revise work, study, or better understand complex concepts. Students may not use AI to replace original thinking, complete assignments automatically, bypass learning, or submit AI-generated work as their own. Copying and pasting AI output, or using AI in a way that violates teacher directions or assignment expectations, may be considered academic misconduct. 
3. Citation, Attribution, and Disclosure: When students use AI to support their work, they must follow teacher directions for citation and disclosure. This may include citing the AI tool, naming the platform used, describing how it was used, and explaining how the student reviewed, revised, or built upon the AI output. 
4. Responsible Use and Accountability: The use of AI should not absolve individuals of responsibility. Students are responsible for reviewing AI-generated content for accuracy, bias, missing context, and misinformation. AI-generated information should be checked against trusted sources, course materials, library databases, primary sources, or teacher-approved references before being used in student work. 
5. Respect for Intellectual Property: Students must respect intellectual property, copyright, licensing, and the rights of creators when using AI. AI should not be used to copy, imitate, publish, or submit protected work in ways that violate copyright, assignment expectations, or ethical use of sources.

In Lexington County School District One, the primary purpose of assessment (formative and summative) is to make visible the evidence of student learning for the purpose of providing feedback to make revisions/corrections during or throughout the learning process (formative - Non-graded Formative/Checks for Understanding and Graded Minors) or to evaluate student mastery of standards at the end of a designated unit or time of instruction (summative — Graded Majors). 

Grades communicate to students and parents/guardians the student’s level of progress related to the designated standards in a given course, and are a result of fairly evaluating evidence of student learning through graded minor assessments and graded major assessments. 

Assessment - Lexington County School District One records school-based, classroom assessments in three categories: non-graded formative assessment/checks for understanding, graded minor assessments, and graded major assessments.

Assessments and Grades are dependent on one another in such a way that assessments clearly and accurately assess student learning in relation to standards, enabling grades to clearly and accurately communicate to students and parents/guardians the level of progress toward or mastery of those same standards.

In accordance with the South Carolina Uniform Grading policy, seventh and eighth graders may take high school credit bearing courses in middle school. High school credit bearing units will be transferred from middle school to high school to be included on the high school transcript when earned within the district or awarded by an accredited school outside of the district. If a middle school student wishes to take any online courses, the student should first consult with the middle school counselor to ensure the courses comply with state and district guidelines. The online program offering the course must be state approved. There is no limit to the number of courses for transfer credit. In accordance with SC Uniform Grading Policy (UGP) middle school students are not permitted to take PE 1 and health. However, our district does permit rising 9th graders to take these courses over the summer through VirtualSC.

The Educational Activities Geared for Learning Excellence program is for academically gifted students in third through fifth grades.

This state-funded gifted and talented program requires the testing and screening of all second graders to identify those who qualify for placement in the program starting in third grade.

Students who are not currently in EAGLE are evaluated each year for possible placement.

In order to qualify for the program, students must meet eligibility criteria in two of the three state-defined dimensions:

All report cards and transcripts will use numerical grades for courses carrying Carnegie units.

Elementary schools will issue printed copies of the progress reports and report cards. Digital progress reports and reports cards are accessible to all elementary parents through PowerSchool at the end of each quarter. 

For middle and high school students, the district issues digital progress reports through PowerSchool at the end of the grading period. 

Final grades on the report card for elementary and middle are official and a printed copy remains in the student’s permanent record. Final grades for high school are posted on the transcript in PowerSchool. 

High School Credit: In accordance with SC regulation 43-234, to receive one unit of credit, a student must be in attendance at least 120 hours, per unit, regardless of the number of days missed (excused or unexcused), or must demonstrate proficiency as determined by the local school district. This exception to the 120-hour requirement is to be administered by local school districts on a case-by-case basis and only for students who have excessive absences that have been approved by the local school board. Students whose absences are approved should be allowed to make up any work missed in order to satisfy this requirement.

Lexington One’s high schools offer a broad range of study programs and courses designed to meet the diverse needs of all Lexington One high school students.

Courses may last for 45 days, 90 days or 180 days. High school credit bearing courses taken over the summer must be completed prior to the first day of the new school year and students are limited to earning two credits per summer. .

The district emphasizes critical-thinking and problem-solving skills at all levels. To encourage academic excellence and continued study, the district offers courses beyond the minimum plan required by the state.

A student’s overall average, grades in particular courses and grades on final examinations are private information of value to the student, the parent/guardian and the instructional staff. Those grades are not public information. Therefore, our schools do not publish or announce — on school or classroom bulletin boards or elsewhere — student rankings or a list of grades pupils receive in courses or on exams.

International Baccalaureate

The International Baccalaureate Diploma Programme is a rigorous pre-university course of studies designed to meet the needs of highly motivated high school students in grades 11 and 12. It is a comprehensive 2-year curriculum that has been designed to address and develop students intellectually, socially and emotionally.

Students study and complete examinations in six academic subjects that are studied over a 2-year period, allowing students to explore each in great depth. Students will also take Theory of Knowledge (a critical thinking course exploring the concept of knowledge), write an extended essay of 4,000 words, and complete CAS (Creativity, Activity and Service) through a wide range of experiences alongside their academic courses that allow students to learn and develop personal and interpersonal skills through experience.

The district’s IB Diploma Programme is located at Lexington High School. For more information on the IB Diploma Programme, visit ibo.org or contact your student’s school counselor.

Dual Enrollment

Commencement

Only those students who pass the required units for a South Carolina High School Diploma may participate in commencement exercises held at the end of the school year. Students served in special education who meet all the requirements of their Individual Education Plan but have not met the requirement for the South Carolina High School Diploma are allowed to participate in the commencement exercises and receive a certificate of achievement.

Course requirements for graduation

To receive a South Carolina High School Diploma, students must earn 24 units. Based on state law, requirements to receive a diploma for students in Grades 9–12 are as follows:

* Marching Band for PE is offered to marching band students. This is a course that students must sign up for. It is equivalent to PE 1 and counts for this graduation requirement. Students who register and enroll in Marching Band for PE are also required to complete a comprehensive health course. The student’s school counselor can assist in the scheduling of the course.

**Two units of world language are now required for students planning to attend a 4-year college or university. Some 4-year institutions, however, require three years of the same language as part of their entrance requirements.

*** ½ Unit Personal Finance for incoming freshman class 2023 and beyond.

Course requirements for S.C. public colleges and universities

English — 4 units
At least two units must have strong grammar and composition components, at least one must be in English literature and at least one must be in American literature. Students can meet this criterion by successfully completing College Preparatory English 1, 2, 3 and 4.

Mathematics — 4 units
Students are required to complete Geometry with Statistics and Algebra 1. Upon successful completion of these courses, they will have the opportunity to select from various mathematics sequences aligned with their college and career goals. The Commission on Higher Education (CHE) requires a minimum of four units in mathematics (including Geometry with Statistics, Algebra 1, Algebra 2 with Probability, and a fourth, higher-level mathematics unit) for applicants to four-year programs in South Carolina public colleges and universities.

Laboratory science — 3 units
Two units must be taken in two different fields of the physical, earth or life sciences, and selected from among biology, chemistry, physics, or earth science.

The third unit may be from the same field as one of the first two units (biology, chemistry, physics, or earth science) or from any laboratory science for which biology, chemistry, physics and/or earth science is a prerequisite.

Courses in general or introductory science for which one of these four units is not a prerequisite will not meet this requirement.

It’s strongly recommended that students desiring to pursue careers in science, mathematics, engineering, or technology take one course in all four fields: biology; chemistry; physics; and earth science.

World language — 2 units
Two years of the same world language

Social sciences — 3 units
One unit of U.S. history, one-half unit of economics, one-half unit of government and one unit of a social studies elective

Fine arts — 1 unit
One unit in appreciation, history, or performance in one of the fine arts

Physical education — 1 unit
Physical education or JROTC

Elective — 2 units
A college preparatory course in computer science (i.e., one involving significant programming content, not simply keyboarding) is strongly recommended for this elective.

Other acceptable electives include college preparatory courses in English, fine arts, world language, social sciences, humanities, laboratory science (excluding earth science, general physical science, general environmental science or other introductory science courses for which biology and/or chemistry is not a prerequisite) or mathematics above the level of Algebra II.

Credit Recovery

Destination: Four-year College

Students who plan to enter a 4-year college immediately after graduation should follow the 4-year college preparatory program.

Colleges are offering other alternatives for enrollment requirements beyond the ACT/SAT. Students should refer to their college of interest for enrollment requirements.

All high school counseling offices have registration bulletins for both tests. Students may also choose to register for the SAT and/or ACT online. About six weeks before the testing date, students must register directly with and pay the registration fee directly to the testing company.

South Carolina students in their third year of high school are offered a school-day administration of the ACT or SAT. No fee or extra registration is required for the state administration of the test for students enrolled in public high schools.

The Commission on Higher Education establishes the minimum course requirements for students who plan to attend a public college in South Carolina. Some colleges require courses in addition to those listed in this section (see college catalogs for admission requirements).

For more information, please visit the CHE website at che.sc.gov.

Students who plan to attend college upon graduation are encouraged to complete an area of focus in high school that aligns with their potential college major. These programs are located at each student’s home high school, the district’s Advanced Centers of Study and Lexington Technology Center.

Destination: Military

Students who plan to enter the military could follow the 2-year college preparatory program or the 4-year college preparatory program.

Students who plan to enter the military must take the Armed Services Vocational Aptitude Battery test, offered through our high schools and Lexington Technology Center at no cost.

Destination: Two-year Technical College

Students planning to attend a 2-year technical college could follow the 2- or 4-year college preparatory programs or a combination of both.

A student who plans to attend a 2-year technical college is advised, however, to consider the advantages of enrolling in an occupational program at either his/her high school or the Lexington Technology Center. Students enrolled in occupational programs have the opportunity to earn advanced standing at technical colleges.

Students who plan to attend a 2-year technical or community college should review the school’s website or contact their admissions office for admission requirements.

Destination: Workforce

Students who plan to enter the workforce immediately after high school are encouraged to pursue a 2-year college preparatory program of study, and to take advantage of occupational programs and school-to-work opportunities offered at their high school or at Lexington Technology Center.

State high school diploma criteria require students to take at least one occupational course for graduation from the 2-year college preparatory program. We encourage students, however, to take advantage of the district’s outstanding occupational programs and to enroll in a four-unit complete program.

Grade Point Ratio and Class Rankings

The South Carolina Uniform Grading Scale assigns grade points for each numeric grade and is used to calculate grade point ratio and class rank.

By state mandate, all courses carry the same grade points with the exception of Honors, Advanced Placement, International Baccalaureate and dual credit courses.

Honors courses receive an additional 0.5 weighting and AP/IB/dual credit courses receive an additional 1.0 weighting. Appendix A provides a grade point conversion table.

Graduation Options for Students with Individual Education Plans (IEPs)

Lexington One provides specialized instructional services to students with disabilities under the Individuals with Disabilities Education Act. The majority of students served under IDEA are able to earn a high school diploma. To the extent determined by the IEP team of each child, students may be determined eligible to participate in the program earning a high school diploma, the S.C. High School Credential, enroll in the Occupational Credential Program or District Certificate or Certificate of Attendance.

Students with IEPs must meet all the state and district requirements to earn a regular high school diploma. 

Students with IEPs must meet all the state credential requirements to earn a S.C. High School Credential (non-diploma). The purpose of the SCHSC is to provide equitable job-readiness opportunities and help students develop skills for competitive employment. Since the SCHSC is a state program, students must meet defined state academic, occupational and attendance criteria.

Students with IEPs who earn all required Occupational Credential Program units and successfully complete employment training will earn a Lexington One Occupational Credential which is a District Certificate (non-diploma).

Lexington One’s Certificate of Attendance is awarded to those students who attended high school for at least four years or who have reached the age of 21.

Honor Graduates

To be recognized as an honor graduate at graduation, seniors must rank in the Top 10% of their graduating class or earn a final GPA of 4.0 or higher on the S.C. Uniform Grading Scale.

Honor Societies

Each district middle school sponsors a chapter of the Junior Beta Club or National Junior Honor Society.

Sixth grade focuses on establishing eligibility status for participation. Students in grade six who obtain an end-of-year grade of 90 in all classes will be eligible for participation in the seventh grade. Induction into the school’s honor society will occur during the fall semester.

Students in the seventh grade who obtain an end-of-year grade of 90 in all will be eligible for participation in the eighth grade. Induction into the school’s honor society will occur during the fall semester.

Each district high school sponsors a chapter of the Beta Club and/or National Honor Society. The first year of high school focuses on establishing eligibility status for participation. Students in the ninth grade who obtain an end-of-year GPA of 3.75 will be eligible for participation in Beta Club the following year. Ninth graders who obtain an end-of-year GPA of 4.0 will be eligible for participation in National Honor Society the following year.

Students in grades 10–11 will be required to obtain a cumulative end-of-year GPA of 3.75 for Beta Club and a cumulative end-of-year GPA of 4.0 for National Honor Society.

Homework may be assigned as an independent activity to allow students to practice and apply what they have learned in class. The amount and frequency of homework assigned will vary among grade levels, subjects and course levels. Homework is a non-graded formative assessment/check for understanding. If homework is assigned, it will be reviewed.

For those courses that use state-adopted instructional materials (i.e. textbooks), parents/guardians have the option to request a copy of the textbook during the time their student is enrolled in the course. Parents/guardians should check the course information provided by teachers for details on the availability of instructional materials (i.e. textbooks) and how to request copies.

Lexington One provides all-day 5-year-old kindergarten classes for children living in the district’s attendance areas who attain the age of five on or before September 1 of the school year. 

Students in kindergarten experience learning through strategies designed to enhance their physical, emotional, social and intellectual growth and development. This foundation prepares them for future scholastic success.

Parents/guardians who do not send their child to public or private kindergarten must sign a S.C. Department of Education waiver.

The Lexington One Graduate Profile is a district framework that clearly outlines nine essential competencies students should develop as they progress through our school system: Knowledgeable, Creative Thinker and Problem Solver, Independent Learner, Communicator, Collaborator, Future-ready Literate, Personally and Socially Responsible, Kind, and Resilient. 

This district-specific profile, developed with community feedback, guides our schools in curriculum development, instruction, and assessment. Its purpose is to ensure that as students progress through our system, they develop the skills necessary for future success in college, career, or the military.

In practice, students will actively engage with the Graduate Profile by setting goals aligned to these competencies, regularly reflecting on their progress, self-assessing against grade-level descriptions, documenting their learning through various means like portfolios, and articulating their growth routinely to others, including peers, teachers, and families.

The district uses a Multi-Tiered System of Support framework that provides educators and school leaders a clear process for identifying and serving students who demonstrate needs in academic and/or behavioral support. The MTSS framework in Lexington One is wide-reaching and encompasses support beginning in the general education classroom, continuing through collaborative problem-solving in schools’ School-based Student Review Teams (SSRT) which are identified by names unique to each school, such as RtI, Student-Support Team, and Core Teams. The MTSS framework encompasses multiple aspects of support and instruction as educators and school leaders work to foster positive outcomes for all students.

At times, students in the classroom may not respond positively to classroom-level interventions (Documented Classroom Intervention - DCI) and will need to be considered for more targeted support. Within the MTSS framework of support, classroom teachers can work with lead interventionists, school counselors, school psychologists, school leaders and other pertinent staff to begin problem-solving discussions based on the students’ needs. This problem-solving process may lead to Tier II interventions (academic or behavioral) provided by classroom teachers, interventionists, school counselors or other support services such as mental health, social work, or more ongoing support from the school counselor. At this stage, parents/guardians are notified, and a written plan outlines a specific timeline for implementing the appropriate intervention. Progress is closely monitored to assess both the learning rate and level of performance of individual students to help determine the effectiveness of the intervention. Based on the effectiveness of the intervention, the intervention service may continue, end or be modified. At times if progress is not being made, it may be necessary to increase the intervention to a Tier III level. When a student is moved to Tier III for intensified intervention services, the process of data collection and progress monitoring continues in order to document the student’s response to additional interventions being provided. Throughout both Tier II or Tier III interventions, it is appropriate to adjust and adapt as necessary based on how students respond and progress. An adjustment or adaptation to intervention instruction does not always constitute a move to the next Tier level, but it can serve to more accurately target the specific skills or needs the student demonstrates. Because each student presents a different set of needs and pace for learning, the SSRT team or the lead and teaching interventionists will be engaged in ongoing discussion and problem-solving about how to best respond to each child individually with the intent of providing each student with the specific support needed.

For all decisions related to promotion or retention, the district adheres to the S.C. Education Accountability Act of 1998 and district Policy and Administrative Rule IKE and IKE-R, Promotion, Retention, and Acceleration of Students.

In Kindergarten through grade 8, the principal decides on promotion or retention for students.  The principal will take into consideration the academic aspects, as well as other relevant educational aspects (social, emotional, and physical maturity), of the student’s development and will be responsible for ensuring parents are adequately apprised of their child’s progress and options.  

Promotion 

Students in Grades 6-8 will be required to complete courses in each of the core content areas in English language arts, mathematics, science, and social studies for promotion each year. 

For grades 9–12, promotion depends on earning the required credits each year.  Students in Grades 9-12 will be awarded units of credit for courses that have been approved by the South Carolina Department of Education. Requirements for promotion to each grade level are as follows:

• promotion from Grade 9 to Grade 10: a total of five units of credit, including one unit of English and one unit of mathematics 
• promotion from Grade 10 to Grade 11: a total of 12 units of credit, including two units of English and two units of mathematics
• promotion from Grade 11 to Grade 12: a total of 18 units of credit, including three units of English and three units of mathematics
• high school graduation: a total of 24 total units of credit, including four units of English; four units of mathematics; three units of science, including one in which an end-of-course test is administered; one unit of U.S. History; 1/2 unit of Economics; 1/2 unit of Government; one additional unit of social studies; one unit of physical education, junior ROTC, or marching band with physical education; one unit of computer science; one unit of foreign language or career and technology education; and seven electives, including 1/2 unit of health.

Retention

Consistent with Policy JH Student Absences and Excuses, a student with excessive absences may be subject to retention. 

Kindergarten Through Grade 8 

Any decision to retain a student in Kindergarten through Grade 8 will be made following considerable deliberation and consultation, as outlined in Administrative Rule IKE-R Promotion, Retention and Acceleration of Students. A student will be retained only when the student has not demonstrated appropriate grade level competencies. The action of retention will be in the best academic interest of the student and will be based on the professional judgment of the school-based instructional personnel and the principal. 

Read to Succeed State-Mandated Retention for Grade 3 

A student will be retained in the third grade if the student fails to demonstrate reading proficiency at the end of the year as indicated by scoring “Does Not Meet Expectations” or at the lowest achievement level on the state summative reading assessment and if the student does not meet one of the good cause exemptions provided by the South Carolina State Department of Education. Parents/Legal guardians of each student not demonstrating third-grade reading proficiency will be notified in writing during the second grading period that the student is being considered for retention, and a conference will be held prior to a determination regarding retention.

Appeals of retention decisions in Kindergarten through Grade 8

After meeting with the principal, parents/guardians may appeal retention decisions. Appeals should be directed to the district's Executive Director for the relevant grade level (Elementary, Middle, or High School).

Parents/guardians must make a written appeal to the appropriate executive director within two weeks of being notified that their student is being retained.

The letter must state the specific reason(s) why the parent/guardian disagrees with the decision.

The executive director will make a decision within five working days after receiving the written appeal and will send written copies of the decision to the parent/guardian and to the principal.

Lexington County School District One provides a free appropriate public education (FAPE) to eligible students with disabilities, ages 3 through 21, in accordance with the Individuals with Disabilities Education Act (IDEA).

The district conducts ongoing Child Find activities to identify, locate, and evaluate children who may have disabilities and require special education and related services. Referrals may be made by parents/guardians, school personnel, or others with knowledge of a student's educational needs. Written parental consent is required before an initial evaluation is conducted.

Eligibility is determined by a multidisciplinary team that includes the student's parent(s)/guardian(s) and qualified school personnel. For students who qualify, an Individualized Education Program (IEP) is developed to address the student's unique needs and support access to and progress in the general education curriculum.

Lexington County School District One provides a continuum of special education and related services based on individual student needs. Services are delivered in the least restrictive environment (LRE) and, whenever appropriate, within the student's zoned school. Parents are active partners throughout the process and are provided procedural safeguards in accordance with federal and state requirements.

Destruction of Special Education Records

Special education records for each child with a disability are maintained by Lexington District One until no longer needed to provide educational services to the child.

The special education records for the student will be destroyed after five years following program completion or graduation from high school or exit from the district, unless the student (or the student’s parent/guardian) has taken possession of the records prior to that time.

Students are not permitted to use, wear, or access any personal, non-testing electronic devices during testing or while on a break when in an active testing session. These electronic devices include but are not limited to media players, smartphones, cell phones, smartwatches, Bluetooth headphones, electronic translators, handheld devices, or any electronic imaging or photographic devices, headphones that allow access to voice assistant technology, and computers and/or tablets not being actively used for testing purposes. The school will have procedures in place for the collection of these devices prior to the beginning of testing. This restriction does not apply to devices documented for use in a student’s IEP, Section 504 Accommodation Plan, or Individual Health Plan, such as medical devices for monitoring diabetes or headphones or earbuds needed for an oral administration. A student may not access any additional websites or applications during testing, or for any other purpose after testing, while in the testing room.

Lexington One designates specific days during the school year for collaborative planning, where students are released early. During early release/collaborative planning days approved on the district’s academic calendar, educators at all levels - elementary, middle, and high school - engage in professional learning and team-based planning. The primary goal of collaborative planning is to improve instructional practices and increase student achievement by creating the conditions for educators to share their expertise.

In 2026–27, Collaborative planning takes place on:

Each of our Lexington One Elementary schools offers related arts classes in music and visual art. Instruction and activities in these classes are aligned to the South Carolina College and Career standards for visual art and general music. 

In middle school, students have the opportunity to take multiple visual arts classes as well as enrolling in various music ensembles, dance and theater (note: dance and theater are currently not available at all middle schools). Music ensemble offerings include: Band (winds and percussion), Chorus, and Orchestra (strings). Students wishing to pursue Band or Orchestra are encouraged to join beginning band or orchestra classes in 6th grade in order to receive the foundational instruction needed to play in 7th grade and beyond. 

At the high school level, even more opportunities can be found for the visual and performing arts. All of our Lexington One high schools offer visual art, band, orchestra and chorus. Many of our schools have additional sections and levels of visual arts classes and music ensembles to choose from. These may include: 3-D art, photography, media arts, jazz band, show choir, chamber orchestra, steel drums, audio/video production, theater, musical theater, dance and much more. See course catalogs for specific class offerings by school. 

Lexington One's nationally recognized World Language Program offers comprehensive language opportunities for students from kindergarten through 12th grade. Beginning with dual-language immersion or Related Arts Spanish in kindergarten, students gain early exposure to language and culture. World language instruction is offered for all grade levels in all elementary, middle, and high schools.

Elementary Spanish

Elementary Spanish is offered in kindergarten through 5th grade at all elementary schools. This course is an exploratory course that students attend during related arts. It is designed to introduce students to the basics of the Spanish language and the cultures of Spanish-speaking countries.  Additionally it helps students develop a global perspective.

Elementary Dual Language Immersion

Dual language immersion (also known as partial dual language) is a means of acquiring a world language through content matter instruction. In the program, students develop communicative and academic proficiency in the target language while succeeding academically in all subject areas at levels comparable to those they would have reached if they had been schooled only in English. Elementary students in the dual language immersion program spend half the day studying the regular grade-level curriculum and standards in classes conducted in the target language by an immersion teacher. The other half of the day is conducted in English by an English-speaking teacher. Mathematics, science and literacy are taught in the target language. English language arts and social studies are taught in English.

Middle School World Languages

World languages are part of the Exploratory schedule for middle school students. In 8th grade, students can earn high school credit in a Level 1 world language class. Language offerings vary by school, but may include: French, German, Latin, Mandarin Chinese, or Spanish.

Assessments in the middle school world language classes will reflect and mirror performance-based instruction. Learners must demonstrate what they know and can do in the language, showing their progress toward increased language proficiency using real-world tasks.  Their performances in modern languages are rated on a scale of 1–20 and performances in classical languages (Latin) are rated on a scale from 1–18, based on the ACTFL Performance Descriptors for Language Learners.

Middle School Immersion

Language acquisition continues for Immersion students during middle school. Each year, immersion students enroll in two target language courses: Language Arts and Passport.

The Language Arts course focuses on literacy and the mechanics of how the language works, while the Passport course allows students to explore cultural practices and real-world problems. Students participating in middle school immersion courses will have the opportunity to earn high school credits based on their successful completion of course objectives.

High School World Languages

Lexington One offers courses in Chinese, French, German, Latin and Spanish. Languages and levels offered, including Levels 1-5, AP, and IB, depending on the high school. All high school units focus on proficiency in the second language. Assessments in high school world language classes will reflect and mirror performance-based instruction. Learners must demonstrate what they know and can do in the language, showing their progress toward increased language proficiency using real-world tasks.  Their performances in modern languages are rated on a scale of 1–20 and performances in classical languages (Latin) are rated on a scale from 1–18, based on the ACTFL Performance Descriptors for Language Learners.

High School Immersion

Immersion students at the high school level advance their language skills through honors and advanced language courses. These learners, alongside their immersion peers, engage in unique interdisciplinary studies. This specialized coursework supports their language acquisition journey.