5411 - REMEDIAL INSTRUCTION

The educational program is designed and operated to be developmentally appropriate and avoid the necessity for remedial education. In those cases in which students have clearly not performed commensurate with their capabilities, efforts are made to remedy the condition and attain the learning results sought.

Effective July 1, 1998

The Board of Education directs the classroom teachers of students in the first, second and third grade to annually assess and identify, at the end of the school year, the reading skills of each student who is reading below grade level. The parent or guardian is notified of each student whose reading skills are below grade level and intervention services are provided to the student.

Students who are reading below grade level at the end of the third grade are offered intense remediation services during the summer following third grade.

The District involves the student’s parent(s) and classroom teacher in developing the intervention strategy and offers to the parent(s) the opportunity to be involved in the intervention.

Effective Summer 1999

Any fourth or sixth grade student who fails to pass three (3) or more of the five (5) proficiency tests is offered summer remediation.

Students in the fourth and sixth grade failing to pass three (3) or more of the five (5) proficiency test requirements may be retained in their current grade levels, if they have previously failed only one grade level.

Effective July 1, 2001

Fourth grade students who do not attain a passing score in the fourth grade reading proficiency test by the end of the fourth grade are offered intense remediation services and another opportunity to take that test during the summer.

Fourth grade students failing to pass the fourth grade reading proficiency test are not promoted to the fifth grade, unless the student is a disabled student excused from the test or the student’s principal and reading teacher agree the student is academically prepared to be promoted.

The Superintendent is directed to maintain remedial instructional programs which assist all students in meeting and maintaining minimum levels of student proficiency in communication and computation skills. These programs include procedures to evaluate student achievement related to the remedial program objectives and standards. Ongoing communication between teaching staff members and parents of students participating in remedial educational programs is coordinated by the Superintendent and the administrative staff. The Superintendent is directed to evaluate the remedial education programs and report to the Board each school year as to their effectiveness in maintaining minimum levels of student proficiency.