5410 - PROMOTION, PLACEMENT, AND RETENTION

The Board recognizes that the personal, social, physical, and educational growth of children will vary and that they should be placed in the educational setting most appropriate to their needs at the various stages of their growth.

It shall be the policy of the Board that each student be moved forward in a continuous pattern of achievement and growth appropriate for each student's development.

Such pattern should coincide with the system of grade levels established by this Board and the instructional objectives established for each.

Definitions

Promotion: Occurs when a student is doing the quality of work that indicates the student has met the criteria established in this policy and AG 5410 and shall be moved forward to the next grade.

Placement: Occurs when a student is not doing the quality of work that indicates the student shall be promoted to the next grade, but a determination has been made that it is in the student's best interest to move forward to the next grade. A placement determination is made by the building administrator.

Retention: Occurs when a student is not doing the quality of work that indicates the student should move forward to the next grade, and the student should repeat the current grade. A retention decision is made by the building administrator.

For consideration of promotion or retention for students from grade three (3) to grade four (4) with respect to reading, see Policy 5411 - Third Grade Promotion and Retention: At-Risk Students.

A student will be promoted to the succeeding grade level when the student has:

1. completed the course requirements at the presently assigned grade;
2. in the opinion of the professional staff, achieved the instructional objectives set for the present grade;
3. demonstrated sufficient proficiency to permit him/her to move ahead in the educational program of the next grade;
4. demonstrated the degree of social, emotional, and physical maturation necessary for a successful learning experience in the next grade.

Following sound principles of child guidance, the Board discourages the skipping of grades.

The District Administrator shall develop administrative guidelines for promotion, placement, and retention of students which:

1. ensure students who are falling seriously behind their peers or who may not be promoted receive the special assistance they may need to achieve the academic outcomes of the District's core curriculum;
    
2. require the recommendation of the relevant staff members for promotion, placement, or retention;
    
3. require that parents are informed in advance of the possibility of retention of a student at a grade level;
    
4. assure that efforts are made to remediate the student's difficulties before the student is retained;
    
5. assign to the principal the final responsibility for determining the promotion, placement, or retention of each student.

Promotion of KindergartenStudents

The District’s decision to promote or retain kindergarten students is made after careful consideration of academic achievement in core academic areas (reading, written language, mathematics, science, and social studies). Also considered are study skills, social development, physical development, problem-solving abilities and attendance. The principal, school counselor, and classroom teacher are key members of the committee responsible for assessing student progress and making promotion and retention decisions. Others are considered as necessary. Parent involvement is encouraged throughout the process.

Promotion of Elementary School Students (Grades 3-5)

Grade advancement decisions in grade 3 through 5 will be based on the four criteria listed below (A-D). Students whose parent/guardian have opted them out of the state assessment, the grade promotion decision is based on the other three specified criteria (B-D).

1. Student Score on the State Assessment. Student receives a score of basic or above on the majority of subtests) that comprise the state assessment.
2. Student’s Academic Performance. Student obtains a grade of 2 (Developing an understanding of targeted learning goals and expectations) on at least half of the skills on the grade level final report card.
   
   OR
3. Teacher Recommendations If a student fails to meet the criteria as stated above, securing a consensus recommendation from the grade level advancement committee will be required for promotion to the next grade. The grade level advancement committee will consist of the classroom teacher(s), counselor, and principal. Teacher recommendations shall attest to the student’s knowledge and skill level and shall be in writing. Teacher recommendations shall be based solely on student academic performance.
   
   OR
4. Other Academic Criteria that may be considered
    
   1. Successful participation in after-school sessions or a specialized education plan
   2. Successful completion of an approved summer school program
   3. Recognition of the individualized education plan (IEP) for a student with a disability
   4. Recognition of an Individual Learning Plan (ILP) for English Language Learners
   5. Identified At-Risk and has an On Track to Graduation Plan (Grade 5 only)

The District Administrator shall be responsible for the general supervision and management of the promotion of students under this policy. This policy is designed to encourage early identification and interventions for those students who have academic, behavioral, and/or emotional difficulties. Written confirmation on the report card will be sent to the parent/guardian regarding their child’s grade level promotion/retention decision at the end of the school year.

Promotion of Middle School Students (Grades 6-8)

1. Grade advancement decisions in grades 6 through 8 will be based on the four criteria listed below (A-D). For those students whose parents/guardian have opted them out of the state assessment, grade advancement will be based on the other three specified criteria (B-D).A. Student Score on State Assessment Student receives a score of proficient or above on the majority of subtests that comprise the state assessment.
2. Student’s Academic Performance Student obtains an average of "D" or above in each of the four core areas (language arts, mathematics, science, social studies).
   
   OR
3. Teacher Recommendations If a student fails to meet the criteria as stated above, securing a consensus recommendation from the grade level advancement committee for promotion will be required. The grade level advancement committee will consist of the core teachers, counselor, and principal. Teacher recommendations shall attest to the student’s knowledge and skill level and shall be in writing. Teacher recommendations shall be based solely on student academic performance.
4. Other Academic Criteria that may be considered
    
   1. Successful participation in the following after school study sessions or a specialized education plan
   2. Successful completion of an approved summer school program
   3. Recognition of IEP requirements for students with disabilities
   4. Recognition of an Individual Learning Plan (ILP) for English Language Learners
   5. Identified At-Risk and has an On Track to Graduation Plan

The District Administrator shall be responsible for the general supervision and management of the promotion of students under this policy. The District Administrator or, if assigned the responsibility by the District Administrator, the building principal shall determine whether a student has satisfied the criteria in this policy. This policy is designed to encourage early identification and interventions for those students who have academic, behavioral, and/or emotional difficulties. Written confirmation will be sent to the parent/guardian regarding the final decision at the end of the school year.

Revised 2/12/24
T.C. 8/11/25

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