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Students |
5124.1-AR |
PROMOTION/RETENTION
A.
Purpose
and Scope
To establish (1)
promotion and retention criteria for grade levels specified by board policy,
(2) assessment systems for student achievement that are aligned with the California
Content Standards for the purpose of early identification and parent
notification, and (3) intervention programs for students at risk of retention
and students retained early in their school years
B.
General
1.
The
principal of each school site shall be responsible for the implementation of
this board policy and administrative regulation.
2.
The
teacher, using district-established multiple measures of student achievement,
shall assess student performance and progress toward established California
state standards systematically so that (1) at-risk students may be identified
early in the school year and be provided with supplemental instruction, (2)
remedial instruction may be based on identified student needs, (3) a student's
progress toward levels of proficiency may be monitored, and (4) appropriate
student progress reports may be provided when a student is failing or is in
danger of failing a subject.
3.
Supplemental
instruction shall be offered to pupils in Grades K to 8, inclusive, who have
been retained in the previous year or who are at risk of being retained.
4.
Supplemental
instructional programs in reading or written expression shall, as needed,
include instruction in phonemic awareness, systematic explicit phonics and
decoding, word attack skills, spelling and vocabulary, explicit instruction in
reading comprehension, writing and study skills.
5.
Supplemental
instruction shall be offered during summer school, on Saturdays, before school,
after school or a combination of these times. Such supplemental services shall
not be provided during the pupil's regular instructional day if it would result
in the pupil being removed from classroom instruction.
6.
Students
who do not demonstrate expected progress toward district adopted standards
established for Grades K-8 shall be considered for retention. Pursuant to state
law (Education Code 48070.5) and this Board policy, the promotion of students
between the following grade levels shall be based on the attainment of
established levels of proficiency in reading, language arts and mathematics as
specified in these regulations:
·
Second
grade to third grade (reading)
·
Third
grade to fourth grade (reading)
·
Fourth
grade to fifth grade (reading, language arts and mathematics)
·
Elementary
school to middle school (reading, language arts and mathematics)
·
Middle
school to high school (reading, language arts and mathematics)
If a student fails
to attain the minimum standard for promotion established for the above grade
levels, the student's teacher may promote the student to the next grade only if
the teacher determines, in writing, that retention is not the appropriate
intervention. The written determination must include the specific reasons that
retention is not appropriate and shall include recommendations for academic
interventions.
C.
Forms
Used and Additional References
1.
Agreement
to Retain Pupil in Kindergarten (Exhibit A)
2.
Parent
Notification letter of At-Risk of Retention (Exhibit B)
3.
Achievement
Improvement Plan (Exhibit C)
4.
Parent
Conference Summary (Exhibit D)
5.
Parent Notification
of Retention (Exhibit E)
6.
Student
Achievement Data Summary (Exhibit F)
7.
Parent
Appeal Request
D.
Procedures
1.
Early
Admittance into
Kindergarten
a.
A child
shall be admitted to a kindergarten at the beginning of a school year or at any
later time in the same year if the child will have his or her fifth birthday on
or before December 2 of that school year.
b.
Early
entrance of a child who attains five years of age after December 2 but during
the school year is not permitted (see Board Policy, Admission, 5111). Although
permissive in Education Code (48000), experience has shown that early admission
is disruptive to the classroom and that students admitted under this basis are
almost always retained for an additional full year in order to attain necessary
first grade readiness skills. Additionally, the implementation of criteria for
acceleration and related assessment procedures as required by law results in
unreasonable costs to the district.
2.
Acceleration from Kindergarten to First Grade
a.
A student
enrolled in kindergarten may be admitted to the first grade in the same year at
the discretion of the Superintendent or designee and with the consent of the
parent/guardian, upon determination that the child is ready for first grade
work. (Education Code 48011)
b.
Admission
shall be subject to the following minimum criteria: (5 CCR 200)
1)
The
child is at least five years of age.
2)
The
child has attended a public school kindergarten for a long enough time to
enable school personnel to evaluate his/her ability.
3)
The
child is in the upper five percent of his/her age group in terms of general
mental ability.
4)
The
physical development and the social and emotional maturity of the child are
consistent with his/her advanced mental ability.
5)
The
parent/guardian of the child has filed a written statement with the school
district approving the placement in first grade.
6)
The
determination to accelerate the placement of a kindergarten student to first
grade shall be made by the child's teacher and other professionals
knowledgeable of the student and must be agreed to by the principal.
3.
Advancement
from Kindergarten to First Grade
a.
Students
who have completed one year of kindergarten shall be admitted to first grade
unless the parent/guardian and the district agree that the student shall
continue in kindergarten for not more than one additional school year.
(Education Code 48011)
b.
Whenever
a student continues in kindergarten for an additional year, the Superintendent
or designee shall secure an agreement, signed by the parent/guardian (Agreement
to retain pupil in kindergarten), stating that the student shall continue in
kindergarten for not more than one additional school year. (Education Code
46300)
c.
Advancement
of a kindergarten student to first grade shall be based on the student
achieving minimal levels of proficiency in reading, language arts and math
skills. Students are expected to have attained the following levels of
proficiency by the end of the kindergarten year:
1)
Oral
reading assessment score of level one.
2)
Mastery
of kindergarten phonics skills as measured by the end-of-the-year phonics
assessment.
3)
Recognition
of combined upper and lower case letters with 80% accuracy.
4)
Passing
score (75%) on the district Kindergarten Phonemic Awareness test measure.
5)
Mastery
(80%) on 3 of the 5 kindergarten mathematic skill areas as measured by the
district kindergarten math assessment.
d.
Kindergarten
students demonstrating difficulty in learning these basic skills shall be considered
at risk for retention and shall be provided with a program of supplemental
instruction. (See Assessment Timeline and Timeline for Promotion/Retention)
e.
Students
retained in kindergarten for a second year shall be provided with a program of
supplemental instruction emphasizing remediation of deficit reading skills,
specifically, phonemic awareness, systematic explicit phonics and word
decoding. Supplemental instruction may be provided in an after-school program,
tutorial within the regular instructional program and/or summer school program.
1.
Identification
of Students At Risk of Retention
a.
Each
year students in Grades K-8 who do not demonstrate expected growth toward
grade-level standards in reading, English language arts and/or mathematics
shall be identified as at risk of retention.
b.
During
the first two months of each school year, the school principal and teacher
shall compile a list of students determined to be at risk for retention based
on individual student assessment and performance information from the prior
school year and from fall entry assessment data.
c.
The
principal and teacher shall notify the parent/guardian of each child on the
list that the student is at risk of retention in his/her current grade if
performance standards are not met. This notification shall be in writing and
include information regarding the Board's policy on promotion and retention and
information on the student's current level of achievement. This notification
shall be signed by both the principal and teacher and with the exception of
kindergarten students, shall be made no later than parent conference of the new
school year.
d.
A
student may be determined to be at risk of retention and in need of
supplemental instruction at any time during the year. This determination may be
made by the teachers on the basis of the students' performance on classroom
instruction and/or performance on multiple measures of achievement during the
year. The parent/guardian shall be notified in writing of this determination
and the student shall be provided with supplemental instruction in the deficit
area.
e.
The
teacher, in conjunction with the student's parent(s) and other certificated
staff as appropriate, shall develop an achievement improvement plan (based on
identified student needs) of specific interventions and strategies to be
implemented during the current year to assist the student in achieving
grade-level standards. Each plan should specify the supplemental instruction to
be provided, the responsibilities of staff and parents in assisting the student
and how the effectiveness of the instruction will be evaluated. The
principal/designee shall document with parent signature any aspect of the
proposed plan declined by the parent. Similarly, the principal/designee shall
document any failure to attend required before- or after- school, Saturday or
summer school instructional programs. The educational plan shall be developed
and implemented as soon as possible following the identification of a pupil as
at risk, but no later than 12 weeks following the first day of school.
f.
A
student shall be considered as at risk for retention when prior or current year
performance indicators demonstrate a lack of expected achievement. A student
will be considered at risk of retention if the following apply:
1)
For Students
in First Grade (Three of six indicators are present):
·
A score
of less than 80% on kindergarten measures of phonemic awareness
·
A score
of less than 80% on kindergarten phonics skills
·
A score
of less than 75% on letter recognition (combined upper and lower case)
·
A
reading score of less than 1 on the kindergarten oral reading record
assessment.
·
A score
of less than 80% on three of five skill areas of the kindergarten math mastery
test
·
Excessive
absences (over 18 days)
2)
For
Students in Second Grade (Three of six indicators are present):
·
A score
of less than 80% on first grade year-end measures of phonemic awareness
·
A score
of less than 80% on first grade year-end phonics assessment
·
A score
of less than 2 on the first grade oral reading record assessment
·
A score
of 2 or below on the last administration of the first grade district writing
prompt
·
A score
of less than 80% on the final administration of the first grade math mastery
test
·
Excessive
absences (over 18 days)
3)
For students
in Grade 3 (A SAT 9 or SABE II score in first quartile on reading test or if
two of the five other indicators are present):
·
A score
of less than 80% on second grade year-end phonics test
·
A score
of one or more levels below grade level on the district oral reading assessment
·
A score
of 2 or below on the district writing prompt
·
A score
of less than 80% on the second grade math mastery test
·
Excessive
absences (over 18 days)
4)
For
students in Grade 4 to Grade 5 and Grades 5 or 6 transitioning into middle
school, and Grade 8 (A SAT 9 or SABE score in first quartile in reading or
mathematics or if two of the five other indicators are present):
·
A score
of one or more levels below grade level on the district oral reading assessment
·
A score
of 2 or below on the district writing prompt
·
A score
of less than 80% on the previous year's grade-level math mastery test
·
Excessive
absences (over 18 days)
·
Grade
of F at the end of any reporting period in reading, language arts, and/or
mathematics
·
Failing
grades at the end of any reporting period in social science or science
g.
Students
considered at risk for retention shall be provided with supplementary
instruction in deficit areas in before- or after-school, Saturday and/or summer
instructional programs based on their educational plan.
2.
Identification
of Students to be Retained in Grade 2, Grade 3, Grade 4, From
Elementary School (Grades 5 or 6) to Middle School, and Grade 8:
a.
A
student's promotion from second to third grade and from third to fourth grade
shall be primarily based on the student's achievement in reading. (Refer to
district assessment timelines.)
b.
A
student's promotion from one grade to the next, beginning in fourth grade,
shall be based on achievement in reading, language arts and mathematics. (Refer
to district assessment timelines.)
c.
During
the month of May, the teacher and a team of professionals knowledgeable of the
student shall evaluate the progress of the student at risk of retention toward
established grade-level standards and determine if a student will be retained.
If it is determined that a student is to be retained, the teacher shall specify
the reasons for the retention and develop recommendations for further
supplemental instruction. The teacher's determination and recommendations shall
be forwarded to the principal and notification of the intent to retain shall be
provided to the parent by the end of May.
d.
Students
will be retained if any of the following apply:
1)
Grade 2
(to Grade 3) and Grade 3 (to Grade 4):
·
A
reading score placing a student 2 or more levels below grade level on the
district oral reading assessment, and
·
A score
of less than 80% on the district's previous grade-level phonics assessment
2)
Grade 4
(to Grade 5); Grade 5 (to middle school); Grade 6 (to middle school).
·
·
·
A grade
of F in language arts/reading and a score of 2 or below, or less than one level
of growth on the district writing prompt
·
A score
of less than 70% on the District Math Mastery Test and a final grade of F in
mathematics
·
A final
grade of F in mathematics and a final grade of F in language arts/
reading
3)
Middle
School to High School
·
Grades
of F in 4 or more of the 12 core classes (language arts, mathematics, science,
and social science) attempted in the eighth grade year
·
Failure
to show progress in CARE (reading) or other supplemental instructional programs
provided and a score of less than 70% on the District Math Mastery Test and
a score of 2 or below, or less than one level of growth on the district writing
assessment over the academic year
e.
Students
may be retained in seventh grade if they receive multiple failing grades and/or
fail to progress toward grade-level standards and the principal, teachers and
parent determine that retention is an appropriate intervention. It is
recommended, however, that the emphasis be placed on intensive intervention
efforts and supplemental instruction.
3.
Promotion of Students Who Meet Criteria for Retention
a.
In
Grades K-1 the principal shall make the final determination for promotion or
retention after considering the criteria, the student's progress, the parents'
desires and the teacher's recommendations.
b.
Students
in Grades 2-8 who have not met district grade-level performance standards as
specified above shall be retained unless the student's teacher determines, in
writing, that retention is not an appropriate intervention for the student's
academic deficiencies. The written determination shall specify reasons that
retention is not appropriate and include recommendations for academic
interventions that will assist the student in meeting district standards for
promotion.
c.
In
making such a determination the teacher may consider the following variable:
1)
Validity
of the student's test scores. Promotion may be
recommended when the teacher deems that the tests administered are not valid
and that the student demonstrates the expected skills in everyday work.
2)
Student's
effort, work habits, and attendance are deemed to be appropriate, but
achievement remains below the established standards. For example, the student
may receive satisfactory and/or outstanding evaluation in work habits, effort
and behavior during all grading periods. Promotion is appropriate if the
student's effort is within expectations and progress in school is being made.
3)
Student's
participation and effort in the supplemental instructional programs provided
has resulted in significant progress toward achievement of the district
performance standards, but remains below the minimum standards for promotion,
and it is determined that retention is not an appropriate intervention to
continue such growth. For example, a student may be recommended for promotion
if:
·
The
student receives an increase of at least one letter grade in reading/language
arts representing progress in these areas.
·
The
student increases his/her writing performance score by one or more on the
writing prompt rubric.
·
The
student progresses on the phonics assessment and/or the district designated
reading assessment by achieving 70% in identified deficit skill areas.
·
The
student masters 70% of the math mastery concepts identified as deficit areas in
the initial assessment.
·
The
student demonstrates proficiency in skill areas and raises his/her grade point average
during the final semester/trimester to above 2.0.
4)
The
student attends a summer program and achieves a passing grade on work completed
within a curriculum focused on the development of deficit skill areas in
reading, mathematics and language arts and demonstrates steady progress toward
achieving established standards. Post-test measures should include district
writing prompts, reading tests and math mastery tests appropriate to the
student's grade level.
d.
If the
student has more than one teacher, the principal shall designate a teacher to
make the final determination regarding the appropriateness of retention. This
teacher should be the teacher of the subject area in which the student is
failing to meet the established standards. If there are multiple areas of
deficit, it is recommended that the language arts teacher be designated as the
teacher to make the determination regarding promotion.
e.
A group
of professionals knowledgeable of the student shall develop appropriate
recommendations for interventions for students who are recommended for
promotion but who do not reach the established criteria. The team findings and
recommendations may represent the determination of the child's teacher
regarding promotion and shall be presented to the principal and discussed with
the parent. This plan shall include target academic objectives, planned
activities and supplemental instruction, and a process for the evaluation of
progress.
4.
Appeal
Process
a.
The
parent/guardian shall have the right to appeal the decision of the teacher to
retain or promote the student. The parent must submit a written objection to
the principal within five school days of the notification to retain. Parents
who make oral objections must be informed by the teacher or principal of the
necessity of putting their appeal in writing. The parent's written rationale
must specify the reasons why the teacher's decision to retain or promote should
be overturned.
b.
The
principal must respond to the parent's appeal within five school days of
receiving the parent's written appeal by notifying the parent of his/her
decision regarding the retention or promotion of the student. The notification
must be followed up in writing.
c.
If the
principal upholds the original decision to retain or promote, the parent may
request a review of that decision with the Educational Services
Promotion/Retention Review Panel. This appeal must be made within five school
days of the receipt of the principal's final decision. The Review Panel shall
review the student's record, the reasons for retention or promotion and the
written objection of the parent and shall hear the parent's rationale for not
retaining the student. The Panel shall be convened and shall render its
decision within 20 school days of the receipt of the parent's appeal.
d.
The
Promotion/Retention Review Panel's determination regarding the school's
decision to retain or promote may be appealed by the parent to the Board of
Education within five school days of receiving the written findings of the
Review Panel. Within 20 school days of receipt of the written appeal of the
parent, the Superintendent/designee shall forward the parent's appeal, with all
documentation, to the Board of Education for their review. The documentation
must include information from the school regarding the decision to retain and
the findings of the Promotion/Retention Review Panel. The Board may choose to
meet with the parent(s), principal and/ or teacher in making their decision.
The decision of the Board shall be final.
e.
The
parent may write a statement of objection to the Board of Education's ruling
for inclusion in the student's legal records.
5.
Supplemental
Instruction
a.
Students
who do not meet the minimum levels of performance for promotion are to be
retained or are designated as at risk for retention and shall attend a summer
school program to make up classes failed and/or develop the necessary skills to
meet district- established promotion criteria.
b.
For
students recommended for retention, the academic progress shall be reassessed
at the end of the summer program, and the decision to retain or promote shall
be reevaluated at that time. If the student achieves the minimum established
standards in reading, English language arts and mathematics for promotion and
passes the required number of core curriculum classes after participating in
the summer program, the student shall be promoted to the next grade.
c.
As
indicated above, students determined to be at risk for retention or who are
retained shall be provided with supplemental instruction during the school year.
Such instruction shall focus on the development of deficit skill areas and
shall be offered before school, after school, and/or on Saturdays.
6.
Students
with Identified Disabilities
a.
Students
who have been identified as individuals with exceptional needs who are eligible
for special educational instruction and services pursuant to Part 30 of
Division 4 of Title 2 of the Education Code and other students with a
disability that affects a major life activity shall be promoted or retained
based on criteria established by the IEP team.
b.
Students
with disabilities who do not exceed the criteria for retention may be
recommended for promotion if the student demonstrates progress toward annual
goals, including benchmarks or short-term objectives as written in the Individual
Education Plan. The IEP team shall review the student's progress toward
district standards in reading, language arts and mathematics to establish
individualized criteria for promotion or retention.
7.
English
Language Learners
a.
Decisions
regarding the promotion or retention of English Language Learners (ELL) also
require special consideration by the school team. It is inappropriate to retain
English learners who have failed to meet academic standards in English if their
level of fluency in English is limited.
b.
English
Language Learners need to reach a level of fluency in English. Until they reach
that level, they shall be considered as at risk and shall be provided with
supplemental instruction. Supplemental instructional programs must include
instructional strategies from SDAIE-, CLAD-, or B-CLAD- trained teachers as
well as other appropriate strategies to engage the ELL student.
c.
The
retention or promotion of English Language Learners should be based on their
achievement and progress within the curriculum provided to them including
instruction in English as well as instruction in their native language.
Criteria for retention shall be determined by the teacher and other
professionals knowledgeable of the child and the curriculum provided to the
student.
E.
REPORTS
REQUIRED
None
F.
RECORD
RETENTION
None
G.
RESPONSIBLE
ADMINISTRATIVE UNIT
Site manager and
Assistant Superintendent, Educational Services
H.
Approved
by:
|
Yvonne
Davis |
|
James O.
Fleming |
|
|
Responsible Division Head |
Date |
Superintendent |
Date |