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San Carlos ESD |  AR  5123  Students

Promotion/Acceleration/Retention   

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The site administrator in accordance with the considerations and procedures outlined below shall make student assignment decisions.

Children five years old or older who have completed one year of kindergarten shall be admitted to first grade regardless of age unless the parent/guardian and the district representative agree that the child should be retained in kindergarten for not more than one additional school year.

The Student Study Team process should facilitate decisions regarding acceleration, placement, or retention. This process involves professionals, the family, and the students when appropriate, to ensure follow-up and monitoring of intervention strategies. The team will evaluate the academic, social, emotional, and physical development of the student in reaching its decision.

The following definition of terms shall be used in implementing this policy:

Promotion: The advancement to the next higher-grade level of a student who has met the criteria for promotion.

Placement: The administrative advancement to the next higher-grade level of a student who has not met the criteria for promotion, but for whom there are extenuating circumstances.

Retention: The continuation of a student at his/her present grade level for an entire second year.

Acceleration: The advancement of an exceptionally high-achieving student at a more rapid rate than the year-by-year promotion.

Administrative Placement: The site administrator may place a transfer student with incomplete records or a student who does not meet the criteria for promotion due to entering the school program mid-year. This placement would occur after evaluation of any of the following criteria:

• Previous school records when available;

• The student's chronological age;

• The parent's descriptions of prior school experience;

• Results of initial site level assessment;

• Classroom performance after initial placement.

Age-Appropriate Advancement: Students who are over-age due to prior retention or late entry into school may be advanced with the recommendation of the Student Study Team. The wishes of the student and parent/guardian and the long-range effect on the student shall be important considerations before this advancement takes place.

Intensive Instructional Support: Supplemental instructional programs provided to students who may not meet the criteria for promotion.

At Risk: Students who are not meeting the criteria for promotion.

Criteria for Promotion: Meeting grade level promotion standards and meeting expected classroom performance standards.

Student Study Team: A group of school professionals (classroom teacher, site administrator, and support personnel), the student's parent/guardian(s), and the student when appropriate, who explore strategies and interventions to support the student's academic, social, and emotional growth. For the purpose of this policy, the Student Study Team may be called upon to determine a student's placement or retention and must be called upon to determine acceleration or age-appropriate advancement.

Supplemental/Remedial Instruction: Opportunities for supplemental instruction may include, but are not limited to the following:

• Tutoring during or after school hours

• Homework Center

• Extended Learning Year Summer School

• Classroom interventions affecting teaching methodology and/or materials to address individual, specific deficiencies

Students in grades 2 and 3 shall be provided with remediation in phonemic awareness, systematic explicit phonics, decoding, word attack skills, vocabulary, and explicit instruction of reading comprehension.

Students in grades 4 - 8 shall be provided with remediation in phonemic awareness, systematic explicit phonics, decoding, word attack skills, vocabulary, and explicit instruction of reading comprehension and fluency, writing strategies, study skills, computation, and problem solving skills.

Additional Student Assignment Factors To Be Considered:

Criteria for being considered at risk of Retention

Grades 2 and 3:

• Scores Below Basic or lower on the California Standards Test for English Language Arts

• Performance indicator "Requires Support" in a significant number of areas in reading.

Grade 4:

• Scores Below Basic or lower on the California Standards test for English Language Arts or Mathematics:

• Performance indicator "Requires Support" in a significant number of areas in reading.

• Level (1) or lower on the district writing assessment rubric

• Level (1) or lower on the report card math rubric (3-point scale)

• Level (2) or lower on the SCSD writing assessment (6-point scale)

• Level (1) or lower on the MARS math assessment (4-point scale)

Grades 5 through 8:

• Scores falling below basic on the California Standards Test for English Language Arts or Mathematics

• Grade of (D) or lower in language arts on the report card

• Grade of (D) or lower in math on the report card

• Level (2) or lower on the SCSD writing assessment (6-point scale)

• Level (1) or lower on the MARS assessment (4-point scale)

The following shall be taken into consideration for any student who is at risk of not meeting state or district standards:

1. Teacher observations of student performance, including grades, anecdotal records, informal and formal assessments

2. Teacher evaluation of student's ability, interests, and motivation; learning disabilities; knowledge of English

3. Physical maturity, age, physical coordination, general health

4. Social and emotional maturity such as ability to communicate, social adaptability, emotional difficulties, antisocial attitudes

5. Attendance history; transiency/stability

6. Previous retention, placement, acceleration, promotion history

7. Family situation such as age and grade assignment of siblings; opportunities for cultural stimulation; student's and parent/guardian attitude towards school and towards retention/acceleration.

Special Consideration will be given to students who qualify in the following areas:

• Special Education IEP goals

• English Language Learner status

• Previous Retentions

• Extenuating Circumstances

• Student Working at Maximum Capacity

• Meaningful Participation in Remedial Programs

Procedures for Acceleration or Retention:

1. Early in the school term, the classroom teacher shall review the academic, social, and emotional performance of students and shall employ individual remedial strategies with students whose work indicates there may be reason to consider retention/acceleration. This information will be shared with the site administrator and a Student Study Team meeting will be held.

2. As early as possible in the school year, formal written notice must be sent to parent/guardian of a student at-risk of being retained. The site administrator will maintain a list of all students who are at-risk.

3. Throughout the year, the district will offer supplemental instruction, monitor student progress, and maintain written, contact with parent/guardian/s who were sent formal written notices, to apprise them of their child's progress. Copies of these notifications will be kept on file.

4. Between May 1 and June 1, the site administrator or designee shall inform the parent/guardian(s) of intention to retain or accelerate the student.

5. Parental accord is desirable, but is not required for retention. The site administrator has authority for all promotion, retention, placement, and acceleration decisions. However, a parent/guardian has the right to appeal the principal's decision to the district office.

6. A written plan will be developed by the classroom teacher and/or Student Study Team, indicating specific goals, materials, and interventions that will be used to assist the student who has been retained. This plan will be kept within the student's cumulative records.

7. Supplemental instruction must be offered to students in grades 2 to 8 who have been retained unless a parent/guardian declines to enroll the student in the program. Supplemental instruction may be offered to students in grades 2 - 8 who have low scores in math, reading, or written expression to help them achieve standards.

Regulation SAN CARLOS ELEMENTARY SCHOOL DISTRICT

approved: January 16, 2014 San Carlos, California