Promotion, Acceleration, and Retention Requirements
The Central R-III School District is committed to the continuous development of students enrolled in the district’s schools, and to student achievement of the skills for the current grade assignment for promotion to a higher grade. The superintendent, in cooperation with the professional staff, shall develop administrative procedures for the promotion, acceleration and retention of students.
In evaluating student achievement, each teacher will make use of all available information, including results of teacher-made tests, other measures of skill and content mastery, standardized test results and teacher observation of student performance. The principal will direct and aid teachers in student evaluations and will review grade assignments in order to ensure uniformity of evaluation standards.
Decisions on whether to promote, accelerate, or retain a student with disabilities will be made in accordance with the Individuals With Disabilities Education Act (IDEA) and as required by other applicable law.
The following describes the standards or students must meet in order to maintain academic excellence and to be considered for promotion from one grade to the next. It is applicable to all students who are in the regular school program. Students functioning in special education programs will be governed by their Individualized Education Programs (IEP). The district will administer this policy fairly, equitably, and consistently in grades K-8 and will follow additional credit-based guidelines for grades 9- 12.
Promotion
Students will normally progress annually from grade to grade. Acceleration, promotion, academic probation, and retention may be considered when, in the judgment of the professional staff, it is in the best interest of the students involved. The final decision to promote a student rests with the school administration.
The district requires remediation as a condition of promotion to the next grade level for any student identified by the district as failing to master skills and competencies established for that particular grade level. The superintendent or designee shall determine which skills and competencies must be mastered, how they are to be assessed, and what type of remediation is appropriate.
Remediation may include, but shall not necessarily be limited to, a mandatory summer school program focused on the areas of deficiency or other such alternatives conducted by the district outside of the regular school day. If the district provides remediation in this manner outside the traditional school day, the extra hours of instruction may be counted in the calculation of average daily attendance. Such remediation shall recognize that different students learn differently and shall employ methods designed to help these students achieve at high levels.
The district may require parents or guardians of such students to commit to conduct home-based tutorial activities with their children. Decisions concerning the remedial reading instruction of a student who receives special education services, including the nature of parental involvement consistent with a free appropriate public education, shall be made in accordance with the student’s IEP.
Acceleration
The district will assist students so that they progress academically in accordance with their capabilities. While provisions for individual differences should be adequately accomplished within a grade level, it may occasionally be necessary to advance a student to the next grad. Acceleration to a higher-grade level should be approached with caution. Capable students may be so advanced, but only after thorough discussion with the student’s guidance counselor and with the joint approval of the parent/guardian, the principal and the superintendent.
Academic Probation and Retention
Parents/Guardians will receive prior notification and explanation concerning the retention. However, the final decision will rest with the school administration.
State law requires that all students who are reading below a third-grade reading level according to the district’s fourth-grade reading assessment shall be retained if the student has not adequately improved by the end of summer school. Further, if a student fails to attend remediation assigned as a condition of promotion, the student will be retained.
If a student acquires three (3) concerns (two concerns if achievements test data is unavailable) based on the following criteria he or she will be considered for retention and/or academic probation. Academic probation could include, but not be limited to, mandatory summer school, at-risk classes, before/after school tutoring, action the parent/guardian and student will take to ensure success, and formulation of an academic plan. The parent/guardian will sign off on the academic plan, including any requirements for summer school attendance. Parent/Guardian signature does not indicate that the parent/guardian agrees or disagrees with the plan. The signature indicates that the parent/guardian and student have been informed about the necessary requirements.
3. Attendance - An accumulation of 16 days of absentees or 96 hours of tardiness and/or absentees per school year indicates a concern.
4. Teacher Judgment – Teachers will use professional judgment to determine the student’s attempt to master academics. Student’s failure to meet the expected performance levels indicates a concern.
5. Assessments – Student’s performance on achievement tests will be considered, when available. A concern is noted if the student’s overall proficiency in one (1) or more subject areas is:
Appeals Process
The parent/guardian can appeal retention by meeting with committees of teachers and administrators at the building level. The final decision will rest with the school administration.
Retention and Academic Probation Time Line
Procedures to follow when considering a student for retention and/or academic probation: