topleft >  Services >  Governance Technology > 

Central Un ESD Lemoore |  BP  5123  Students


arrow Previous bar Next arrow

The Board of Trustees expects students to progress through each grade level within one school year. Toward this end, instruction shall be designed to accommodate the variety of ways that students learn and provide strategies for addressing academic deficiencies as needed.

Students shall progress through the grade levels by demonstrating growth in learning and meeting grade-level standards of expected student achievement.

(cf. 6011 - Academic Standards)

(cf. 6146.1 - High School Graduation Requirements)

(cf. 6146.5 - Elementary/Middle School Graduation Requirements)

(cf. 6162.52 - High School Exit Examination)

(cf. 6170.1 - Transitional Kindergarten)

The Board recognizes that students do their best work in school when they are placed in a grade with other students of their same chronological age. Students will normally progress annually from grade to grade. However, it is occasionally desirable for a student to be placed in a grade above or below his/her chronological age because of maturity, academic ability, health, background, attendance, or other contributing factors.

Exceptions may be made when, in the judgment of the professional staff working with the parents, there is a clear and compelling case that has a high probability of academic benefit to the student. The district's normal appeal process will be made accessible to parents.

Multiple indicators will be used as the basis for consideration of retention or special promotion. Students being considered for retention will be identified as early in the school year as possible. Parents will be provided complete information and an opportunity to consult. A comprehensive case study shall be carried out by staff prior to a recommendation to the principal for special promotion or retention

Teachers shall identify students who are at risk of being retained at their current grade level as early as possible in the school year and as early in their school careers as practicable. Both research and experience demonstrate that neither social promotion nor retention is effective. Therefore, instructional policies and practices will emphasize prevention of retention, and early intervention with those students who are deemed to be at risk of retention. Likewise, interventions shall be focused on the specific areas of reading and/or mathematics diagnosed as deficient: (Education Code 48070.5)

Such students shall be identified at the following grade levels.

1. Between grades 2 and 3

2. Between grades 3 and 4

3. Between grades 4 and 5

4. Between grades 5 and 6

5. Between grades 6 and 7

6. Between grades 7 and 8

7. At the end of grade 8 and before transitioning to high school (9th grade)

Students shall be identified as at risk for retention on the basis of failure to meet minimum levels of proficiency, as indicated by grades, regular attendance, and student proficiency with key essential standards for the student's grade level.

(cf. 5121 - Grades/Evaluation of Student Achievement)

(cf. 6162.5 - Student Assessment)

(cf. 6162.51 - State Academic Achievement Tests)

Students in grades 1 through 3 shall be identified primarily on the basis of their level of proficiency in reading.

Proficiency in Reading, English language arts, Mathematics, Science, and Social Studies/History shall be the basis for identifying students in grades 4 through 8. (Education Code 48070.5)

(cf. 6142.91 - Reading/Language Arts Instruction)

(cf. 6142.92 - Mathematics Instruction)

If a student does not have a single regular classroom teacher, the Superintendent or designee shall specify the teacher(s) responsible for the decision to promote or retain the student. (Education Code 48070.5)

The teacher's decision to promote or retain a student may be appealed in accordance with AR 5123 - Promotion/Acceleration/Retention.

When a student in grades 2-8 is retained or recommended for retention, the Superintendent or designee shall offer an appropriate program of remedial instruction, intervention, or supplemental instruction to assist the student in meeting grade-level expectations. (Education Code 37252.2, 37252.8, 48070.5)

(cf. 6176 - Weekend/Saturday Classes)

(cf. 6177 - Summer Learning Programs)

(cf. 6179 - Supplemental Instruction)

Legal Reference:


37252-37254.1 Supplemental instruction

41505-41508 Pupil Retention Block Grant

46300 Method of computing average daily attendance

48010 Admittance to first grade

48011 Promotion/retention following one year of kindergarten

48070-48070.5 Promotion and retention

56345 Elements of individualized education plan

60640-60649 California Assessment of Student Performance and Progress

60850-60859 Exit examination


200-202 Admission and exclusion of students

Management Resources:


FAQs Promotion, Retention, and Grading (students with disabilities)

FAQs Pupil Promotion and Retention

Kindergarten Continuance Form



California Department of Education:


adopted: March 8, 1999 Lemoore, California

revised: June 13, 2005

revised: May 22, 2017

revised: June 10, 2019