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Burbank USD |  AR  5123  Students

Promotion/Acceleration/Retention   

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Definitions

1. Promotion shall be defined as advancement to the next immediately higher-grade level of a student who has met the criteria for promotion.

2. Retention shall be defined as continuation of a student at his/her present grade level for another school year, the school year beginning in August and ending in May or June.

3. Conditional Promotion from grade 8 to grade 9 only shall be defined as temporary advancement to the next immediately higher-grade level for the purpose of attending summer school to remediate academic deficiencies, after which a reassessment shall be made to determine placement at the beginning of the next school year.

4. Promotion Standard shall be defined as meeting expected grade level standards, in reading, English language arts, and/or mathematics.

5. Acceleration (Double Promotion) shall be defined as exceeding expected grade level standards at the grade level of placement, in addition to which the student shall be able to meet or exceed end of grade level standards in the grade level to be passed over as a condition of placement in the next immediate grade beyond the grade level which is to be passed over.

6. Criteria for promotion shall be defined as meeting Board adopted content standards:

a. In kindergarten and grades 1-3 standards shall be primarily in reading as determined by district multiple measures.

b. In grades 4-8, standards shall be defined as meeting Board adopted content standards in reading, English language arts, and/or mathematics as determined by district multiple measures. In addition, other requirements for promotion as specified in these administrative regulations also apply.

7. Student Study Team (SST) shall consist of a classroom teacher or teachers of the student, including, the principal, an ELD teacher specialist, counselor, psychologist, and other support personnel, the student's parent/guardian/caregiver, and the student, when appropriate, who will explore strategies and develop interventions to support the student's academic, social, and emotional growth. The SST shall be called upon to consult with the classroom teacher regarding a student's promotion, retention, or acceleration/double promotion. When considering a student's promotion or acceleration to another school level, fifth to sixth grade or eighth to ninth grade, the Student Study Team shall also include the principal or designee from the receiving school.

8. An English Learner (EL) shall be defined as a student who does not speak English or whose native language is not English and who is not currently able to perform ordinary classroom work in English, also known as a Limited English Proficiency or LEP student (Education Code 306).

9. The Individual Learning Plan (ILP), kindergarten and grades K-5, shall be defined as a written plan that includes assessment information, intervention strategies, and other information that is developed with the classroom teacher(s), the principal, and the parent/guardian/caregiver. The purpose of the ILP is to document identified needs of students and proposed actions, including instructional interventions and strategies or modifications identified to assist the student. The ILP contains a section, which must be used to designate a student at risk of retention.

10. The Instructional Intervention Plan/Student Study Team (IIP/SST), grades 6-8, shall be defined as a written plan that includes assessment information, intervention strategies, and other information that is developed with the classroom teacher(s), a site administrator, parent/guardian/caregiver, and students. The purpose of the IIP/SST is to document identified needs of students and proposed actions, including instructional interventions and strategies or modifications identified to assist the student. The IIP/SST contains a section which is to be used to designate a student at risk of retention.

Performance Standards for Promotion and Retention

1. Students who are at risk of retention shall be identified as early as possible in the school year and as early as possible in the student's career. When a student's academic performance demonstrates that he/she may be at risk of retention, the site administrator and classroom teacher shall arrange and convene an SST meeting at which the student is placed on an ILP or IIP. This will facilitate a prescriptive academic plan to address the specific needs of the student.

a. In kindergarten and grades one through five, students shall be promoted to the following, immediately higher grade levels, based on demonstration of performance on one or more assessment(s) or evaluation measures.

b. In grades six through twelve, progress toward promotion/commencement shall be based on passing grades in the required courses and/or earned credits required (to graduate from high school), in addition to which students may be required to meet other state and/or district requirements.

c. The district shall require each student to pass the California High School Exit Exam (CAHSEE) to receive a diploma of commencement beginning with the graduating class of 2006.

2. Students shall be considered for retention between the following grade levels and in the specific subject areas:

a. Kindergarten and Grade 1 - Primarily On Basis of Level of Proficiency in Reading (District Expectation)

b. Grade 1 and Grade 2 - Primarily On Basis of Level of Proficiency in Reading (District Expectation)

c. Grade 2 and Grade 3 - Primarily On Basis of Level of Proficiency in Reading (*Required, Education Code 48070.5)

d. Grade 3 and Grade 4 - Primarily On Basis of Level of Proficiency in Reading (*Required, Education Code 48070.5)

e. Grade 4 and Grade 5 - Primarily On Basis of Level of Proficiency in Reading, English language arts, and/or mathematics (*Required, Education Code 48070.5)

f. Grade 5 and Grade 6 - Reading, English language arts, and/or mathematics (*Required, Education Code 48070.5)

g. Grade 6 to Grade 7 - Reading, English language arts, and/or mathematics (District Expectation)

h. Grade 7 and Grade 8 - Reading, English language arts, and/or mathematics (District Expectation)

i. Grade 8 to Grade 9 - Reading, English language arts, and/or mathematics (*Required, Education Code 48070.5)

3. Performance levels and criteria for promotion or retention are defined as follows:

a. A student requiring interventions shall be a student who is "below standard" based on multiple measures which include criterion-referenced assessments, both internal and external, and/or performance based assessments.

b. A student in kindergarten, grade 1, or grade 2 at risk of retention is one who:

(1) Scored below grade level on multiple assessments in reading tied to the achievement of district adopted content standards administered

annually at the end of the school year, or at such other time as the results of multiple assessments may be of assistance in identifying a student at risk of retention.

(2) Received, in the subject of reading a mark of 1 or 2 on the final traditional progress report OR received, in the subject of reading, primarily marks of 1 on the final standards based progress report of the school year.

(3) In the teacher's and principal's judgment, after considering the results of content specific multiple measures, class work, performance during the current school year, and progress made towards content standards would benefit by an additional year of study or retention in kindergarten, grade 1 or grade 2.

c. A student in grade 3 (Education Code 48070.5) at risk of retention is one who:

(1) Does not meet grade level expectations in English language arts on the California Assessment of Student Performance and Progress (CAASPP).

(2) Scored below grade level on multiple assessments in reading tied to the achievement of district adopted content standards administered annually at the end of the school year, or at such other time as the results of the multiple assessments may be of assistance in identifying a student at risk of retention.

(3) Received, in the subject of reading a mark of 1 or 2 on the final traditional progress report OR received, in the subject of reading, primarily marks of 1 on the final standards based progress report of the school year.

(4) In the teacher's and principal's judgment, after considering the results of content specific multiple measures, class work, performance during the current academic year, and progress made towards achieving content standards would benefit by an additional year of study or retention in grade 3.

d. A student in grade 4 or grade 5 at risk of retention is one who:

(1) Does not meet grade level expectations in English language arts and/or mathematics on the California Assessment of Student Performance and Progress (CAASPP).

(2) Scored below grade level on multiple assessments in reading, English language arts, and/or mathematics tied to the achievement of district adopted content standards administered annually at the end of the school year, or at such other time as the results of the multiple assessments may be of assistance in identifying a student at risk of retention.

(3) Received, in the subject of reading, English language arts, and/or mathematics a grade of D or F on the final traditional progress report or primarily a mark of I on the final standards based progress report.

(4) In the teacher's and principal's judgment, after considering the results of content specific multiple measures, class work, performance during the current academic year, and progress made towards achieving content standards would benefit by an additional year of study or retention in grade 4 or grade 5.

e. A student in grade 6 or 7 at risk of retention is one who:

(1) Does not meet grade level expectations in English language arts, and/or mathematics on the California Assessment of Student Performance and Progress (CAASPP).

(2) Scored below grade level on multiple criterion-referenced tests in reading, English language arts, and/or mathematics tied to the achievement of district adopted content standards administered annually at the end of the school year, or at such other time as the results of the criterion-referenced tests may be of assistance in identifying a student at risk of retention.

(3) Received, in the subject of reading, English language arts, and/or mathematics a mark/grade of F on the final progress report of the school year.

(4) In the teacher's and principal's judgment, after considering results of content specific multiple measures, performance during the current academic year, and progress made towards achieving content standards would benefit by an additional year in a specific middle school course or courses at grade 6 or 7.

(5) Has completed insufficient courses or completed with a grade of F the required courses of study for promotion to the next higher grade level.

f. A student in grade 8 (Education Code 48070.5) at risk of retention is one who:

(1) Scored in the Far Below Basic or Below Basic Performance Band in English language arts, and/or mathematics on the California Standards Test administered annually in the spring of each school year, or using the results of the most recent test.

(2) Scored below grade level on multiple criterion-referenced tests in reading, English language arts, and/or mathematics tied to the achievement of district adopted content standards administered annually at the end of the school year, or at such other time as the results of the criterion-referenced tests may be of assistance in identifying a student at risk of retention.

(3) Received, in the subject of English language arts, and/or mathematics a mark/grade of F on the final progress report of the school year.

(4) In the teacher's and principal's judgment, after considering results of content specific multiple measures, performance during the current academic year, and progress made towards achieving content standards would benefit by an additional year in a specific middle school course or courses at grade 8.

g. Students graduating from high school no later than June 2001 must complete 220 credits in order to meet commencement credit requirements. Students graduating from high school beginning with the graduating class of 2002 must complete 230 credits to meet commencement credit requirements. Specific subjects and courses are identified in the Burbank Unified School District High School Course Description Guide.

Students Recommended for Retention

1. Students in Kindergarten and grades 1-8 shall be recommended for retention based on the criteria enumerated in these administrative regulations and one or more of the following conditions:

a. Failure to participate in and complete an assigned intervention(s)

b. Lack of academic progress despite participation in an assigned intervention(s)

c. Performance below standard on multiple measures for the current academic year

d. Performance below standard as indicated by subject or course grades for the current academic year

2. Alternative placement and/or programs shall be considered for students, who fail to meet grade-level standards after supplemental instructional interventions, including retention, have been attempted.

3. Elementary students who enroll after the first semester shall not normally be considered for retention until they have completed at least one academic year in the district. They may, however, participate in supplemental instructional interventions as appropriate. A signed agreement for student to continue in kindergarten must be on file.

4. Elementary students who may be retained in kindergarten or at grades 1-5 shall have an Individual Learning Plan specifying interventions, which address the student's needs. This plan shall be produced and activated no later than the elementary conference period in November.

5. Middle school students who may be retained in grades 6, 7, or 8 shall have an Instructional Intervention Plan specifying interventions, which address the student's needs.

This plan shall be produced and activated no later than the end of the first fifteen week grading period.

6. A student in grade 8 designated at risk of retention shall be referred by the classroom teacher(s) for instructional interventions at the earliest possible time in the academic year, no later than the beginning of the third grading period. This referral, SST meeting, and ILP plan shall be completed and set in place by the end of the first fifteen week grading period.

a. If, after receiving or refusing supplemental instructional intervention services, the student's progress is designated as below standard, in the same subject(s) in the third quarter of grade 8, the student may be conditionally promoted to grade 9.

b. Students who are conditionally promoted to grade 9 must attend summer school and receive a passing score or better on the end of course district examination(s). Students who do not pass the summer school class may be retained in grade 8 typically returning to the middle school where they were previously enrolled.

7. Parents/guardians of students who do not meet grade level expectations in English language arts in the grade 7 academic year and receive a letter grade of F in the same subject area in the first semester of grade 8 shall receive a written notice of possible Conditional Promotion to grade 9 within 30 days of the end of the first semester.

8. A retention conference will be arranged to include the principal or designee, classroom teacher(s) and parent/guardian/caregiver. The parent/guardian will receive information during this meeting on policies, regulations and procedures regarding student interventions, academic progress, and retention.

Instructional Interventions

1. The following procedures shall be followed for students at risk of retention:

a. Students shall not be recommended for retention until instructional interventions have been developed and implemented through a written Individual Learning Plan (ILP) in grades K-5 or an Instructional Intervention Plan (IIP) in grades 6, 7, and 8.

b. The ILP shall be developed by the classroom teacher(s), the principal, and parent/guardian. Students in grades 6, 7, and 8 shall participate in the development of the IIP/SST.

c. Students shall be provided designated instructional intervention(s) to remediate academic deficiencies and promote learning.

d. Instructional interventions shall be directed toward reading, English language arts, and/or mathematics based on the student's identified needs.

e. It is the parent/guardian's and student's responsibility to see that the student attends the supplemental intervention programs as set forth in the ILP or TIP and completes the required work.

2. In general, intensive instructional interventions shall be of two types:

a. Instructional options within the regular class/day which may include but are not limited to:

(1) Individual or small group tutoring

(2) Flexible grouping

(3) Use of technological interventions including computers and computer assisted programs of instruction

(4) Additional instructional time in the content or subject in which the student is deficient

(5) Other intensive instructional interventions that do not remove the student from ongoing access to core curriculum.

b. Extended day/year supplemental programs may include, but are not limited to:

(1) Before and/or after school programs

(2) Summer school

(3) Tutorial programs

(4) Saturday school

(5) Other intensive instructional interventions that do not remove the student from ongoing access to core curriculum.

3. Even though instructional interventions are planned and provided by teachers, an instructional assistant may assist in the delivery of the instructional intervention, provided that the intervention has been planned and the delivery is monitored by the classroom teacher.

4. Intensive instructional interventions should be specific to and delivered at each school site in order to meet the needs of students at that site.

5. The classroom teacher(s) shall be responsible for differentiating instruction and providing assistance for students in the regular classroom. The teacher(s) shall be responsible for design and delivery of the intensive instructional interventions, as well as monitoring, assessing and reporting academic progress. By the time an SST meeting has been convened to discuss the possibility of retention, appropriate formative and summative assessment information (based on grade level criteria) shall be presented by the teacher(s).

School Responsibilities

1. The school principal shall be responsible for informing the parents and teachers of all policies, regulations, and procedures regarding student interventions and academic progress.

2. When an SST is convened, the school principal or administrative designee shall be responsible for convening the meeting at the request of the classroom teacher(s) or the parent/guardian/caregiver. The principal/administrative designee shall also be responsible for arranging the day/time of the SST in such a manner as to be certain that parents/guardians/caregivers, the classroom teacher(s), and others on the team will be present for the meeting.

3. A parent/guardian/caregiver may request a meeting with the classroom teacher(s) for the purpose of discussing a parent request to retain and not promote a student.

4. The parent/guardian requesting retention shall, prior to the meeting, submit in writing the reasons for denying promotion and retaining the student at the present grade level. If, after the meeting, the teacher recommends promotion and not retention, the parent may follow the same appeal procedure as enumerated in these administrative regulations.

5. The classroom teacher(s) shall be responsible for differentiating instruction and providing assistance for all students in the regular classroom.

Communications

1. The parent/guardian/caregiver shall be provided with written notification that the student is at risk of retention as early in the school year as practical, but no later than the elementary conference period in November or at the secondary level by the beginning of the third grading period.

2. Parents/guardian shall be offered a copy of district Board Policy 5123 Promotion/Retention/Acceleration and accompanying Administrative Regulations at the retention conference.

3. The parent/guardian/caregiver of students in Kindergarten through grade 5 shall be required to confer with the teacher(s) and principal responsible for the decision to promote or retain the student at the retention conference.

4. The parent/guardian/caregiver of students in grades 6-8 shall be required to confer with the teacher(s) and/or counselor responsible for the evaluation of progress toward promotion to high school. The counselor shall notify the parent/guardian/caregiver of a student's at risk status with regard to commencement.

5. Parents/guardians of students in grades 9-12 shall be notified when the student is at risk of not meeting the minimum academic standards for commencement beginning as early in the year and as early in the student's high school career as when first determined.

6. The parent/guardian/caregiver shall be notified in writing and confirm the meeting date/time for the retention conference with the teacher(s) and administrator and, where appropriate, the student.

7. The development of the ILP or IIP shall include the participation of the parent/guardian/caregiver. The parent/guardian/caregiver will accept or refuse the ILP or TIP in writing.

8. The teacher shall notify the principal or administrative designee of the decision to retain or promote the student in writing prior to conducting a meeting with the parent.

9. Decisions regarding promotion/retention and commencement/non-commencement will be provided to parents/guardians/caregivers in writing by the principal or designee upon request or at the promotion/retention or commencement/non-commencement conference.

Appeal of Decision By Teacher to Promote or Retain A Student

1. The decision to promote or retain a student may be appealed consistent with Board Policy 5123, administrative regulations, and state law.

2. Pending resolution of an appeal, the Student Study Team and current teacher(s) will determine the student's placement.

3. To appeal a decision, the appealing party shall submit a written request specifying the reason(s) why the teacher's decision should be overruled to the Superintendent.

4. The appeal must be initiated within 10 working days of the receipt of the written determination of retention.

5. Within 30 working days of receiving the appeal request, the Superintendent or designee shall determine whether or not to overrule the teacher's decision. Prior to making this determination, the administrative designee may, but is not required to, meet with the appealing party and teacher(s), site administrator or designee.

6. The criteria by which appeals will be decided should be based on a review of the teacher's recommendation for retention, pertinent Student Study Team meeting information, current assessment results, attendance records of the student in both the regular and intensive instructional intervention programs, course grades, both separate and cumulative, and the documented reasons as presented by the appealing party.

7. The administrative designee shall deny the appeal unless it appears, by a preponderance of the evidence, that the appealing party has demonstrated that the evidence does not support the decision regarding promotion or retention, in which case the appeal shall be granted.

a. The Superintendent or administrative designee shall render a brief, written decision.

b. If the administrative designee determines that the appealing party has sufficiently proven that the teacher's decision should be overruled, he/she shall overrule the teacher's decision.

8. When the Superintendent or designee renders a decision which upholds the teacher's recommendation to promote or retain a student, the appealing party may request in writing, that the Superintendent review the administrative designee's decision. Such a written request to review the decision must be received in the Superintendent's office within 15 working days after the receipt of written decision of the administrative designee. The Superintendent will follow, but is not limited to, reviewing the factors enumerated in these administrative regulations.

9. The decision of the Superintendent shall be final. The Board has determined that the Superintendent is delegated by the Board to make the final decision to retain or promote a student on behalf of the district (Education Code 35161).

10. If the decision of the Superintendent or administrative designee is unfavorable to the appealing party, he/she shall have the right to submit a written statement of objections, which shall become a part of the student's record.

Acceleration (Double Promotion) of Students to a Higher Grade Level

Any student who meets the age eligibility requirement and has completed one year of kindergarten shall be admitted to first grade unless the parent/guardian and the Superintendent or designee agree that the student shall continue in kindergarten. (Education Code 48010, 48011)

(cf. 5111 - Admission)

A student who does not meet the age eligibility requirement may be admitted to first grade at the discretion of the Superintendent or designee and with the consent of the parent/guardian upon determination that the student is ready for first-grade work, subject to the following minimum criteria: (Education Code 48011; 5 CCR 200)

1. The student is at least five years of age.

2. The student has attended a public school kindergarten for a long enough time to enable school personnel to evaluate his/her ability.

3. The student is in the upper five percent of his/her age group in terms of general mental ability.

4. The physical development and social maturity of the student are consistent with his/her advanced mental ability.

5. The parent/guardian of the student has filed a written statement with the district approving the placement in first grade.

Continuation in Kindergarten

Whenever the Superintendent or designee and the parents/guardians agree that a student shall continue in kindergarten for an additional year, the Superintendent or designee shall secure an agreement, signed by the parent/guardian, stating that the student shall continue in kindergarten for not more than one additional school year. (Education Code 46300, 48011)

1. The teacher at the elementary level or classroom teachers at the middle school level may request to initiate the process to accelerate the promotion of a student beyond the present grade level, passing over the next immediate grade level, to the next higher grade level.

2. Such request to accelerate a student must be in written form and submitted to the principal of the school. The request must state in specific terms the rationale for requesting a double promotion or acceleration which passes over the next immediate grade level and should include, but is not limited to: separate and cumulative assessments, California Standards Test scores, teacher observations, portfolio of student work, other class work, and class or course grades.

3. The request must establish that the student is achieving at a superior level of performance both in the present grade placement, and, also, that the student is performing at an academic year-end level of superior performance compared to students enrolled in the grade level to be passed over. Superior levels of performance must be identified in English language arts, and mathematics in order for double promotion or acceleration to be considered. Superior levels of performance in a single subject does not qualify a student for consideration for double promotion or acceleration to a higher grade level.

4. Upon receipt of the request, the principal or administrative designee shall arrange for a Student Study Team (SST) meeting (as described in these administrative regulations).

5. A parent/guardian/caregiver may also make a request in writing to the principal of the school to consider the parent's request to convene an SST meeting to discuss acceleration (double promotion). The parent/guardian/caregiver shall provide specific information and data for review in the SST process and may include information as suggested in section two of these administrative regulations.

6. The SST shall review the following criteria when considering a teacher(s) or parent/guardian/caregiver's request for a student's acceleration (double promotion); current assessment results in reading, English language arts, and mathematics; the results of an end-of-course subject assessment in the next grade level in reading, English language arts, and mathematics, teacher(s) observations, portfolio of student's work, and such other evidence of superior achievement and performance as may be available for review as described in these administrative regulations.

7. The SST shall render a recommendation in writing to either promote only to the next higher grade level or to accelerate (double promote) the student.

8. Should the recommendation of the SST not support the request of the parent/guardian/caregiver to accelerate (double promote) the student, the parent may appeal the decision in writing to the Superintendent or designee. The administrative designees of the Superintendent shall be:

a. The administrator supervising elementary education for Kindergarten and grades 1-5

b. The administrator supervising secondary education for grades 6-8

9. The written request shall be received by the Superintendent or administrative designee no later than 15 workdays after the SST meeting at which a decision was rendered.

10. Within 15 working days of receiving the appeal request, the administrative designee shall determine whether or not to overrule the SST's decision. Prior to making this determination, the administrative designee may, but is not required to, meet with the appealing party and teacher(s).

11. When the administrative designee of the Superintendent renders a decision which upholds the Student Study Team's recommendation to not accelerate (double promote) a student, the appealing party may request in writing, that the Superintendent review the administrative designee's decision. Such a written request to review the decision must be received in the Superintendent's office within 10 working days after the receipt of the written decision of the administrative designee.

12. Following a review of pertinent information as related to the appeal request of the appealing party, the Superintendent will render a decision to promote the student to the next higher grade level or to accelerate (double promote) the student to a higher grade level. The decision of the Superintendent is final.

Regulation BURBANK UNIFIED SCHOOL DISTRICT

approved: January 15, 2015 Burbank, California