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Fallbrook Union ESD |  5000 |  AR  5123  Students

Promotion/Acceleration/Retention   

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Acceleration

Prior to acceleration of any student, grades K - 8, the following conditions will be met:

1. The student's parent/guardian will be involved to the fullest extent possible in the process leading to the final decision for acceleration and will be notified and informed of the reasons.

2. The decision to accelerate shall be based upon the probability to succeed. The following factors should be considered as a basis for a possible acceleration:

a. Academic achievement

b. Age - chronological/developmental

c. Relationships with peers

d. Parental attitudes

e. English Language Development

f. Special Education needs

g. Mental ability

h. Previous retention

i. Emotional factors

j. Student attitude

k. Behavioral factors

3. A Student Success Team may be formed to make the final determination for acceleration (principal, teacher, parent, other teacher/principal if needed).

Retention

Prior to the retention of any student, grades K - 8, the following conditions will be met:

1. Students will be provided remediation in the basic skills where there is evidence that progress toward mastery has not been sufficient.

2. The student's parent/guardian will be involved to the fullest extent possible in the process leading to the final decision of retention and will be notified and informed of the reasons.

3. The decision to retain shall be based upon the probability to succeed. Students, who are academically capable and are not performing, should be held accountable and not be socially promoted. Preferably, retentions should occur in early primary grades. The following factors should be considered as a basis for possible retention:

a. Academic achievement

b. Age - chronological/developmental

c. Relationships with peers

d. Parental attitudes

e. English Language Development

f. Special Education needs

g. Mental ability

h. Previous retention

i. Emotional factors

j. Student attitude

k. Behavioral factors

4. When retention occurs, an assistance plan shall be developed on each retained student.

5. A Student Success Team shall be formed as needed at each school site to make final determination of retention. (Principal, teacher, parent, other teacher/principal if needed.)

6. Retention of students in kindergarten requires parent permission.

Retention: Grades K - 3

Students who are to be considered in danger of retention:

1. Students who do not show mastery of critical standards at their grade level; or

2. Students scoring below basic or far below basic (as defined by the State Board of Education) in Total Reading on state standards test; or

3. English Learners who do not meet district standards for placement in English mainstream classes after one year of English immersion; or

4. Students with special needs who do not meet at least 75% of their IEP goals in reading.

Students who are in danger of retention are eligible for the following interventions:

1. Placement in site reading intervention programs.

2. Teacher review of action plan with principal during critical standards conferences.

3. Parent notification and identification of responsibilities of the teacher, student, and parent during fall parent/teacher conferences. Steps are to include:

a. Referring of student to Student Success Team if classroom interventions, following fall conferences, are not successful.

b. Progress review based upon critical standards assessment at spring parent/teacher conference.

4. Extended Year Summer Program may be required for students who have not made progress on the essential standards in reading.

5. Extended Year Summer Program with targeted instruction in English Language Development may be required for English Learners who have not met criteria for transition to English mainstream after one year of English immersion instruction.

6. Extended Year Summer Program may be required for students with special needs who do not meet IEP goals in reading.

A student will be considered for retention when interventions have been implemented and:

1. Students being retained continues to be reading far below basic; and

2. A Student Success Team has determined that retention is in the best interest of the child; and

3. The classroom teacher has determined retention as the appropriate intervention for the child.

4. For English Learners, prior to retention, the student should have been in the mainstream classroom for at least two school years and have had intensive remediation before being considered for retention.

5. For students with special needs, student retentions shall be based upon the inability to meet goals established in the student's IEP in reading and requires the agreement of the IEP team that retention is an appropriate intervention.

Retention: Grades 4 - 6

Students who are to be considered in danger of retention:

1. Students who are not able to write a passing paper on their grade level target writing standards; or

2. Students who in the previous year scored below basic and far below basic (as defined by the State Board of Education) in Total Reading, Total Mathematics, or Total Language on the state standards test; or

3. English Learners who do not meet transition criteria for placement in an English mainstream classroom after one full year of English immersion instruction; or

4. Students with special needs who do not substantially (75%) meet their IEP goals in English-Language Arts and mathematics.

Students who are in danger of retention are eligible for the following interventions:

1. Identification of being in danger of retention during principal's essential standards conference and planned classroom interventions identified.

2. Parent, student, and teacher will develop a plan of interventions in the classroom and appropriate home support for academic achievement during the fall parent/teacher conference.

3. Student shall be provided added support through after school intervention, double dose instruction, extended school week, and an Extended Year Summer Program, if available.

4. If progress is not being made toward meeting grade level essential standards after 30 days of classroom interventions, the child shall be referred to the Student Success Team to further develop an intervention plan.

5. For students who remain in danger of retention at the end of the second trimester, mandatory registration in an Extended Year Summer Program or an alternative educational program may be initiated.

A student will be considered for retention when interventions have been implemented and:

1. Student is performing far below basic in English-Language Arts or mathematics; and

2. Student has not demonstrated mastery of grade level essential standards; and

3. Student has been identified in danger of retention and has been involved in an intervention program designed to make up discrepancies, while identifying responsibilities of the parent, student, and teacher; and

4. The Student Success Team recommends the retention is in the child's best interest. The team should consider:

a. Age of the child (not more than one year delayed)

b. Child's lack of progress on the intervention plan

5. For English Learners, prior to retention, the student should have been in the English language mainstream classroom for at least two years and have had sufficient interventions to allow time to remediate deficiencies created while learning English.

6. For students with special needs, student retentions shall be based upon the inability to meet goals established in the student's IEP in the areas of English-Language Arts and mathematics and requires the agreement of the IEP team that retention is an appropriate intervention.

Note: The classroom teacher may prevent retention with a written statement that the retention is not in the child's best interest as prescribed by state law.

Retention: Grades 7 - 8

Students who are considered in danger of retention:

1. Students who earn two (2) "0" or "F" grades in any core courses at the trimester; or

2. Students who score far below basic (as defined by the State Board of Education) on state standards tests in core subjects of English-Language Arts or mathematics in prior year testing; or

3. Students who are not able to write a passing paper on the grade level writing standards.

4. For English Learners, students who do not meet criteria for placement in mainstream classes after one full year of English immersion instruction.

5. For students with special needs, students who do not meet 75% of their IEP goals in English-Language Arts and mathematics.

Students who are in danger of retention are eligible for the following interventions:

1. Homeroom teacher and/or counseling staff will meet with each student who is in danger of retention each trimester to monitor academic achievement.

2. Program support through academic assistance class, reading lab class, after school homework club, and classroom modifications will be provided as needed.

3. Mandatory registration in an Extended Year Summer Program or an alternative educational program in core academic areas.

A student will be considered for retention when interventions have been implemented and:

1. Student is performing far below basic in English-Language Arts or mathematics.

2. 7th Grade Retention: Students will be retained in the 7th grade if a student fails two or more core courses (social studies, language arts, math, reading, Science, physical education) in the final grading period. In addition, a student who has a total of five or more failing grades out of the 22 core course grades throughout the school year will be retained. Students being retained may make up the failed course work in an Extended Year Summer Program or an alternative educational program, and be promoted to the 8th grade. Failure to attend an Extended Year Summer Program or an alternative educational program will cause the student to repeat the 7th grade.

3. 8th Grade Retention: Students will be retained in the 8th grade if a student fails two or more core courses (social studies, language arts, math, reading, science, physical education) in the final grading period. In addition, a student who has a total of five or more failing grades out of the 22 core course grades throughout the school year will be retained. Students being retained may make up the failed course work in an Extended Year Summer Program or an alternative educational program, and be promoted to the 9th grade. Failure to attend an Extended Year Summer Program or an alternative educational program will cause the student to repeat the 8th grade. Students repeating the 8th grade may be assigned to an alternative educational district program for the next grading period to make up the failed course work.

4. For English Learners, prior to retention, the student should have been in the English language mainstream classroom for at least two years and have had sufficient interventions to allow time to remediate deficiencies created while learning English.

5. For students with special needs, student retentions shall be based upon the inability to meet goals established in the student's IEP in the areas of English-Language Arts and mathematics and requires the agreement of the IEP team that retention is an appropriate intervention.

6. Social Promotion: Any student meeting retention criteria is required to attend, if available, an Extended Year Summer Program or be placed in an alternative educational program. Rare exceptions are granted through an academic review panel process allowing a student to attempt the next grade on contract. The contract requires significantly improved performance during the next grading period or the student will be moved to an alternative program.

Regulation FALLBROOK UNION ELEMENTARY SCHOOL DISTRICT

approved: May 3, 1999 Fallbrook, California

reviewed: September 6, 2011