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Hayward USD |  BP  5123  Students


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The Governing Board of Hayward Unified School District expects students to progress through each grade within one school year. Students shall progress through the grade levels by demonstrating growth in learning and meeting grade-level expectations as identified by the California Content Standards. To accomplish this goal, instruction should accommodate the variety of ways that children learn and include strategies for addressing academic deficiencies when needed. The Board realizes that many factors must be carefully weighed when attempting to determine whether or not a student will benefit from retention.

Progress toward high school graduation shall be based on the student's ability to pass the courses necessary to earn the required numbers of credits and on their ability to pass the California high school exit exam (CAHSEE). The student must also meet proficiency requirements and other assessment factors set by the Board.


Students five years old or older who have completed one year of kindergarten shall be admitted to first grade unless the parent/guardian and the Superintendent or designee district agree that the student shall continue in kindergarten for not more than one additional school year. (Education Code 48011)

1st thru 8th Grade

Students shall progress through the school system's grade levels by demonstrating growth in learning and meeting grade-level expectations as identified by the California Content and Performance Standards for grades 2-8. Promotion shall be based on assessment results on the state's standardized testing and reporting program, site and district assessments, and grades.

It is occasionally beneficial for a student to be accelerated or retained for reasons of academic performance, maturity, or attendance. However, grade placement at all levels shall respond to the needs of the students. Retention can also be based on the student's inability to meet grade-level expectations as defined by the California Content Standards.

As early as possible in the school year, the Superintendent or designee shall identify students who are at risk in accordance with the law, Board policy, administrative regulation and the following criteria:

1. Students shall be identified on the basis of assessment results on the state's standardized testing and reporting program, site and district assessments, and grades.

2. When a student in grades 1 through 8 is retained or recommended for retention, the Superintendent or designee shall offer programs of direct, systematic, and intensive supplemental instruction in accordance with Education Code 37252.5


When high academic achievement is evident a student may be accelerated into a higher-grade level. The student's academic achievement as well as the student's social and emotional growth shall be taken into consideration in making a determination to accelerate a student.

Promotion and Retention

Students shall be identified for promotion and retention based on the student's achievement of grade level expectations as defined by the California Content Standards. Identification for promotion and retention is based on assessment results on the state's standardized testing and reporting program, site and district assessments, and grades. Additional multiple measures may be used and added as necessary.

At Risk of Retention

Students who perform below the basic grade level standards on multiple measures are considered at risk of retention. To maximize student opportunity to achieve grade level proficiency, instructional interventions will be provided to students in this category.

Instructional Interventions

Instructional interventions must be offered first to students who are recommended for retention and then to the students identified as at risk of retention. The interventions are designed to assist the student in overcoming his/her academic deficiencies. All instructional intervention programs shall be developed in accordance with the requirements of Education Code 37252.5. Intervention programs shall be offered during the summer, before school, after school, and/or on Saturdays. Additional interventions may be offered during the school day for students who have not passed the CAHSEE.

Assessment after Instructional Interventions

If the teacher's recommendation for promotion and/or retention is contingent on the student's participation in summer school or other intervention programs, the student's academic performance will be reassessed at the end of the remediation program and the decision to promote/retain the student shall be re-evaluated at that time. All decisions regarding promotion/retention following a summer intervention shall be made prior to the opening of school to facilitate the placement of the student in the most appropriate setting. The teacher's evaluation shall be provided to the parent/guardian, and time shall be provided to discuss the recommendation before any final determination of retention or promotion is made.

Promotion/Retention Recommendation

If a student is identified as performing below the minimum standards for promotion to the next grade, the student shall be recommended for retention in his/her current grade unless the student's regular classroom teacher determines, in writing, that retention is not the appropriate intervention for the student. In writing, the teacher will specify the reasons that retention is not appropriate for the student and shall include recommendations for interventions other than retention that, in the teacher's opinion, are necessary to assist the student in attaining acceptable levels of academic achievement. At the middle school level, the Student Study Team (SST) will provide necessary recommendations and interventions.

Special Education Students

The IEP (Individual Education Plan) for special education students supersedes all other promotion and retention criteria set forth in these regulations.

English Language Learners

English Language Learners (ELLs) will not be retained unless it is determined that the student is not making adequate progress due to factors other than language acquisition. The recorded decision of the Language Review Team, including the classroom teacher, will provide documentation as to why this determination was made and will be placed in the student's cumulative record. In order for full parent participation, the parent/guardian must be provided with an interpreter if needed. The parent will receive a translated copy of the determination.

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: August 23, 2000 Hayward, California

revised: September 13, 1999

revised: September 25, 2000

revised: February 28, 2007

revised: October 23, 2013