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Kingsburg Elementary Charter |  E  5123  Students

Promotion/Acceleration/Retention   

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General Intro

Students are expected to progress through each grade within the school year. However, differences in the rate of student learning indicate the need for flexibility in the promotional pattern for select elementary students. Education Code 48070.5 addresses the minimum student proficiency levels in grades kindergarten through 8th grades. The following reflects all basic principles addressed in Ed Code as well as the uniqueness found within the Kingsburg Elementary Charter School District.

Identification

Students who should be retained and who are at-risk of being retained are identified on the basis of academic achievement. More specifically, the primary focus of retention consideration for grades kindergarten through three shall be reading proficiency. * Age/Birthdate Consideration: Student is not eligible for retention if, with the added retention year, the student would turn 19 before April 1st of their senior year of high school.

1. Reading: Indicators of reading proficiency will be based on multiple measures, which may include but are not limited to:

a. Standardized reading tests:

(1) Developmental Reading Assessment (DRA2)

(2) Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

b. ELA District Benchmarks Assessments

c. ELA Common Formative Assessments

d. Standards-Based Report Cards

In grades 4 through 8, primary focus for retention consideration shall be based on reading, English language-arts, and mathematics proficiency. * Age/Birthdate Consideration: Student is not eligible for retention if, with the added retention year, the student would turn 19 before April 1st of their senior year of high school.

2. Reading and ELA: Indicators of reading and English language-arts proficiency will be based on multiple measures, which may include but not limited to measures such as:

a. Standardized reading tests: Developmental Reading Assessment (DRA2)

b. ELA District Benchmarks Assessments

c. Common Formative Assessments

d. Standards-Based Report Cards

3. Mathematics: Indicators of mathematics proficiency will be based on multiple measures, which may include but not be limited to such measures as:

a. Math District Benchmarks Assessments

b. Standards-Based Report Cards

c. Common Formative Assessments

4. Grade Point Average: (7th - 8th grade only)

5. Performance Criteria (Cut Points - Subject to adjustments on an annual basis): For each assessment tool addressed above, district-set cut points are used to determine at-risk status:

Kindergarten

Assessment Mid-Year Level End-of-Year Level

DRA2 1 or lower 2 or lower

DIBELS Intensive Intensive

Benchmark Reading Test Limited Limited

First Grade

Assessment Mid-Year Level End-of-Year Level

DRA2 4 or below 6 or below

DIBELS (ORF): Intensive Intensive

Benchmark Reading Test: Below 30% Below 70%

CFAs (ELA): Far Below Basic Far Below Basic

Standards-Based Report Cards Far Below Basic Far Below Basic

Far Below Basic (0-59%)

Second Grade

Assessment Mid-Year Level End-of-Year Level

DRA2 - 8 or below

DIBELS (ORF): Intensive Intensive

DBA Benchmark - Reading: Below 30% Below 70%

Standards-Based Report Cards Far Below Basic Far Below Basic

Far Below Basic (0-39%)

Third Grade

Assessment Mid-Year Level End-of-Year Level

DRA2 - 18 or below

DIBELS (ORF): Intensive Intensive

DBA Benchmark - Reading: Below 30% Below 70%

Standards-Based Report Cards Far Below Basic Far Below Basic

Far Below Basic (0-39%)

Fourth - Sixth Grade

Assessment Mid-Year Level End-of-Year Level

DBA Reading and Math Far Below Basic Far Below Basic

CFAs (ELA & Math) Far Below Basic Far Below Basic

Common Assignments Far Below Basic Far Below Basic

Seventh - Eighth Grade

Assessment Mid-Year Level End-of-Year Level

GPA Below 2.0 Below 2.0

DBA Reading and Math Far Below Basic Far Below Basic

Parent Notification

In the event of significant academic struggles, the parent(s)/guardian(s) of the at-risk student should be notified as early as possible, this being done at the fall Parent Conference (with the exception of kindergarten). In the event that these academic struggles continue and the student becomes at-risk for retention, the teacher and principal will hold an At-Risk for Retention- Learning Contract Meeting with the parent (see Retention Calendar). At this time, student assessment results will be shared, indicating cut points and the student's at-risk status. In addition, current school interventions and accommodations will be shared (Learning Contract). The report card, the At-Risk Notification form or the Learning Contract may serve as the written notification.

1. Kindergarten:

If at-risk for retention:

Week 23 Mid-February At-Risk for Retention/Learning Contract Meeting

2. Grades 1 through 8:

If academically at-risk:

Week 9 Mid-October Parent Conferences

If at-risk for retention:

Week 24 Mid to Late Feb At-Risk for Retention/Learning Contract Meeting

Learning Contract

A Learning Contract (SST/At-Risk for Retention/Learning Contract form) will be developed for each student who is at-risk for retention. The parent/guardian will be given a copy of the Learning Contract at the At-Risk for Retention Meeting, which will be held mid-year (see Retention Timeline). The teacher, PLC (Professional Learning Community) team, and school site intervention team (principal, school psychologists, Resource Specialist, Speech Therapist, Mental Health staff, school nurse, RTI staff) will work together to determine appropriate school site services and strategies. Academic interventions and supports will include:

Classroom interventions and accommodations

Site interventions and accommodations

Parent responsibilities

Student responsibilities

Monitoring or Student Progress and Learning Contracts

The teacher and school-site intervention team (which includes the principal) will monitor each student's progress and the appropriateness of interventions and accommodations (referring to the student's Learning Contract).

Promotion/Retention Decision

Following end-of-the-year assessments (April-May) the teacher and school site intervention team (principal, school psychologists, Resource Specialist, Speech Therapist, Mental Health staff, school nurse, RTI staff) will work together in order to:

1. Look at classroom and Learning Contract progress/data and retention cut points

2. Consider all factors (including EL and Special Education issues)

3. Determine whether the student will be retained in his/her current grade level or be promoted. It's important to note that the team may determine that despite scoring below assessment cutoff points, retention may not be an appropriate intervention given that student's particular set of conditions. In that situation, the team must document the reasons for this exception (promotion rather than retention).

4. Develop the intervention plan (services and strategies) for upcoming school year

Final Parent Meeting

The teacher, principal, and parent/guardian will meet (May) in order to:

1. Discuss student progress and cutoffs

2. Discuss decision to promote or retain

3. Discuss intervention plan

4. Parent, Teacher, and Principal complete and sign DECISION TO PROMOTE OR RETAIN FORM

If retention involves a kindergarten student, the parent/guardian must also sign the CDE-required KINDERGARTEN CONTINUANCE FORM

5. Explain Appeal Process to Parent

Appeal Process

School sites shall provide parent(s)/guardian(s) an opportunity to appeal the retention/

promotion decision.

Parent Appeal to Superintendent/Designee:

1. The appeal shall be in writing and occur within 10 days of the retention/promotion decision. Within the appeal, the parent must specify the reasons why they feel the decision should be overruled.

2. The school site intervention team shall be provided an opportunity to state orally and/or in writing the criteria on which their decision was based.

3. The parent's written appeal and input from the school site intervention team is forwarded to the Superintendent or designee.

4. If the Superintendent or designee deems that more information is needed prior to a determination, the Superintendent or designee may meet with the appealing party and/or any part of the school intervention team.

5. Within 30 days of receiving the appeal request, the Superintendent or designee shall determine whether or not to overrule the team's decision. The Superintendent or designee shall contact the parent/guardian with that determination.

Parent Appeal to School Board - Final Appeal:

1. If the parent is not in agreement with the Superintendent or designee's decision, the parent may make one final appeal, this time to the School Board. The appeal must be in writing and occur within 15 school days (or within three weeks if during summer break) of the Superintendent or designee's decision.

2. Within 30 days of receipt of a written appeal, the Board shall meet in closed session to decide the appeal.

3. The Board's decision may be made on the basis of documentation prepared as part of the appeal process or, at the discretion of the Board; the Board may also meet with the appealing party, any member of the school site intervention team and the Superintendent/designee to decide the appeal. The decision of the Board shall be final.

Special Needs Students - Special Education

Students who are identified under the Individuals with Disabilities Education Act (IDEA) and who are receiving Special Education and/or related services will be promoted or retained in accordance with the IEP (Individualized Education Program). No student shall be retained due to an identified disability.

English Language Learners

No student identified as an English Language Learner shall be retained due to lack of English language skills. The site EL specialist must be involved in decisions regarding the EL student's Learning Contract (interventions and accommodations) as well as in the retention decision.

*Birthdate/Age Considerations

Student is not eligible for retention if, with the added retention year, they would turn 19 before April 1st of their senior year of high school.

Exhibit KINGSBURG ELEMENTARY CHARTER SCHOOL DISTRICT

version: December 10, 2012 Kingsburg, California