Procedure for 2421 Promotion Retention
Promotion/ Retention Procedures
The Board of Directors endorses that all students be challenged to meet high academic standards using research based practices and materials. Progress towards attainment of these standards shall be the basis from which to make decisions regarding a student’s school program and placement. Promotion and retention decisions will not be based on a student’s race, color, gender, national origin, religion, age, mental or physical handicap but solely on whether a student will benefit academically, socially and emotionally.
Retention will be considered only in the instances where there is a strong likelihood that the student will benefit academically, socially, and emotionally. Research has shown that only certain students benefit from retention. Retention will be considered as the option of last resort. If retention is considered at all, it should be considered in kindergarten or first grade.
The District shall implement procedures that govern the promotion of students from grade level that include the following:
· Adopting and maintaining rigorous academic grade level content and performance standards.
· Communicating clearly to parents and guardians regarding the progress their student is making toward attaining those standards and adjustments being made to assist the students.
· Early identification of students (1) experiencing learning problems and difficultly in meeting grade level standards, and (2) who demonstrate exceptional ability.
· Attempting a variety of instructional interventions by modifying an existing program or providing additional support.
· Involving parent, guardian and student (when appropriate) in a team process of multiple disciplines when decisions are being made regarding significant modifications in a students educational program or placement.
K-5 Procedures: Retention/ Promotion
Communication regarding possible retention will be frequent, early and include adjustments to student’s instructional program, assessments and involve a Student Support Team (SST) and parents.
The following procedures indicate various times for communication. In the event that a student moves into the district after one of the communication points, the next earliest date for discussion will be utilized. Multiple factors will be analyzed when considering a student for retention. No one factor by itself is sufficient reason for retention.
Procedural Steps
1) Express concerns to parents by November conferences regarding student progress and explain, discuss and agree upon adjustments to instructional program with parents.
2) Document student progress in December progress report.
3) Request a SST meeting, including parents; be convened in January if appropriate progress is not made by December reporting.
4) Include report on progress and success of program adjustments by March parent conferences.
Factors to Consider
· Effects of instructional interventions and remediation activities
· Effects of on-going communication plan with parents
· Time requirements/flexibility for learning
· Opportunities of additional learning
· Results of accommodations and/or modifications
· Use of alternative assessments
· Individual learning style/preferences
· Attendance
· Present level of achievement
· Age/grade of siblings
· Previous retention
· History of learning disabilities of other special learning needs
· Student & parent attitude about possible retention
· Motivation for learning
· History of delinquency/pre-delinquent behaviors
· Knowledge of English language and rate of acquisition
· Transiency
· Emotional problems
· Experiential background
· Health history
· Immature behaviors/personality characteristics
Elementary Procedures
The SST should make a decision and written report regarding promotion and retention. The SST should at least include one primary teacher, one intermediate teacher, school psychologist and the principal. Other support staff may be added when appropriate. The Lights Retention Scale results and student academic progress will be included as well as a written plan for next year.
Menu of Possible Instruction Modifications/Accommodations to be Attempted Prior to Recommendation for Retention or Considered as Part of the Plan
· Repeating rephrasing, clarifying directions
· Teacher proximity
· Frequent monitoring
· Visual aids
· Material modifications
· Content vocabulary preview of reinforcement
· Use of calculator
· Grading and assessment modifications
· Scheduling modifications
· Guided notes/outlines
· Advanced organizers
· In class support from special services
· Out of class support from special services
· Alternative assignments/projects
· Highlighted texts or reading material
· Partial assignments
· Tapes texts or reading material
· Paired peer practice
· Volunteer tutor, older student or parent
· Use of computer
· Alternate material
· Study skills taught and monitored
· Changes in lesson objective/outcomes
· System reinforcement of targeted behaviors
· Observation of behaviors by other team members
· Home-school contract
· Functional behavioral assessment
· Self-monitoring of targeted behaviors
Factors to Rule Out Retention
· Student has little or no knowledge of the English Language
· Difficulties with receptive/expressive language
· Difficulty with retaining and recalling information
· Serious emotional problems
· Disability
· Extenuating family circumstances
· Health conditions
The following worksheets can be used to help identify a student for promotion and or retention.
Student Worksheets:
1) Procedures and Team Worksheet
2) Student Retention/Promotion Worksheet
3) Recommendation and Intervention Plan
First enacted 08.05.03
Stanwood-Camano School District
Revised: 06.23.08
Reviewed 01.17.17