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Standard Elementary SD  |  AR  5123  Students

Promotion/Acceleration/Retention   

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Acceleration from Kindergarten to First Grade

A student enrolled in kindergarten may be admitted to the first grade at the discretion of the Superintendent or designee and with the consent of the parent/guardian, upon determination that the student is ready for first-grade work. (Education Code 48011)

Admission shall be subject to the following minimum criteria: (5 CCR 200)

1. The student is at least five years of age.

2. The student has attended a public school kindergarten for a sufficient time to enable school personnel to evaluate his/her ability.

3. The student is in the upper five percent of his/her age group in terms of general mental ability,

4. The physical/social development of the student is sufficient to meet the demands of first grade.

5. The parent/guardian of the student has filed a written statement with the school district approving of the placement in first grade.

Acceleration at Other Grade Levels

Acceleration from one grade to the next without having completed the preceding grade is contingent upon the following:

1. The student is capable of performing in at least the average range at the higher grade level, as measured by performance on standards-based assessments at that higher grade level.

2. The parent/guardian agrees with the grade acceleration and writes a statement to that effect.

3. If a student shows advanced knowledge in a specific curriculum area, based on standards based assessments, it may be appropriate for the student to attend a higher grade level for instruction in this area, with parent/guardian permission.

Retention Procedure

The Superintendent or his/her designee shall identify students who should be retained or who are risk of being retained at the following grade levels based upon performance in:

Grades K-3

Students in grades K-3 shall be identified as candidates for retention on the basis of their level of proficiency in reading. (Education Code 48070.5)

(cf. 6142.91 - Reading/Language Arts Instruction)

Content Area: Reading Proficiency

Process for identifying/remediating students who are at-risk and are candidates for retention:

1. Assessment: Assessment methods to be used in the determination of at-risk status include curriculum-linked assessments related to the content standards in reading proficiency, along with other relevant information, such as grades. At-risk students will be identified by their significantly low rank in class, and by being significantly below average for that grade level in the district, and by failing grades.

2. Notification of Parent/Guardian: Parents/guardians will be notified of their student's at-risk status as early in the school year as practicable. The teacher, vice principal, or designee will:

a. Request a parent/guardian conference to explain the student's ranking in the class,

b. Explain the student's performance discrepancies, describing to the parent/guardian precisely what the student is not able to do that results in such a low ranking, and

c. Explain classroom/school site interventions that are being used for remediation

d. Help develop an action plan for the parent, and recommend specific materials and procedures the parent/guardian can use to help the student improve his/her reading skill levels,

e. Have a follow-up parent/guardian conference if necessary by end of the following quarter to identify existing barriers to and problems with remediation.

f. Students with severe academic deficits noted at the beginning of the academic year may be referred directly to the SAT

If the student is still performing at the at-risk level after parent/guardian involvement, the following steps for intervention are initiated:

1. Attendance at an intervention program to work on specific goals and objectives is

2. If the goals and objectives are not achieved by the end of the intervention program, the student may be retained at the recommendation of the Student Assistant Team.

Grades 4 - 8

Students in grades 4-8 shall be identified as candidates for retention on the basis of their low level of proficiency in reading, English language arts and mathematics. (Education Code, 48070.5(c)

(cf. 6142.91 - Reading/Language Arts Instruction)

(cf. 6142.92 - Mathematics Instruction)

Content Areas: Reading/Language Arts, Math

Process for identifying/remediating students who are at-risk and are candidates for retention:

1. Assessment: Assessment methods to be used in the determination of at-risk status include curriculum-linked assessments related to the content standards in reading, English language arts and mathematics, along with other relevant information, such as grades. At-risk students may also be identified by their significantly low rank in class, and by being significantly below average for that grade level in the district, and by failing grades.

2. Notification of Parent/Guardian: Parents/guardians will be notified of their student's at-risk status as early in the school year as practicable. The teacher, counselor, assistant principal, or designee will:

a. Request a parent/guardian conference to explain the student's ranking in the class,

b. Explain the student's performance discrepancies, describing to the parent/guardian as precisely as possible what the student is not able to do that results in such a low ranking, and

c. Explain classroom/school site interventions that are being used for remediation

d. Help develop an action plan for the parent, and recommend specific materials and procedures the parent/guardian can use to help the student improve his/her reading, language arts, or math skill levels,

e. Follow-up parent/guardian conference if necessary by the end of the following quarter to identify barriers to remediation.

f. Students with severe academic deficits noted during the academic year may be referred directly to the SAT.

If the student is still performing at the at-risk level after parent/guardian involvement, the following steps for intervention are initiated.

1. Attendance at an intervention program to work on specific goals and objectives is strongly recommended

2. If the goals and objectives are not achieved by the end of the intervention program, the student may be retained.

Teacher Input

If a student is identified as performing below the minimum standard for promotion, the student shall be retained in his/her current grade level unless the student's regular classroom teacher determines, in writing, that retention is not the appropriate intervention for the student's academic deficiencies. This determination shall specify the reasons that retention is not appropriate for the student and shall include recommendations for interventions other than retention that, in the opinion of the teacher, are necessary to assist the student in attaining acceptable levels of academic achievement. (Education Code 48070.5).

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

Appeal Process

To appeal a teacher's decision, the appealing party shall submit a written request to the Superintendent or his/her designee specifying the reasons why the teacher's decision should be overruled. The appeal must be initiated within 10 school days of the date of the determination of the retention or promotion. The teacher shall be provided an opportunity to state orally and/or in writing the criteria on which his/her decision was based.

Within 30 days of receiving the request, the Superintendent or his/her designee shall determine whether or not to overrule the teacher's decision. Prior to making this determination, the Superintendent or designee may meet with the appealing party and the teacher. If the Superintendent or designee determines that the teacher's decision should be overruled, s/he may overrule the teacher's decision.

The Superintendent or his/her designee's determination may be appealed by submitting a written appeal to the Board within 15 school days of the superintendent/designee's decision. Within 30 days of receipt of a written appeal, the Board shall meet in closed session to decide the appeal. The Board's decision may be made on the basis of documentation prepared as part of the appeal process or, at the discretion of the Board, the Board may also meet with the appealing party, the teacher and the Superintendent/designee to decide the appeal. The decision of the Board shall be final.

(cf. 9321-Closed Session Purposes and Agendas)

(cf. 9321.1-Closed Session Actions and Reports)

If the decision of the Board is unfavorable to the appealing party, s/he shall have the right to submit a written statement of objections which shall become part of the student's record.

(cf. 1312-Complaints Against the Schools)

(cf. 5125-Student Records)

(cf. 5125.3-Challenging Student Records)

Remedial Instruction

With the parent/guardian's consent, the Superintendent or his/her designee may require a student who has been recommended for retention or has been identified as being at risk of retention to participate in a supplemental intervention program. Such programs may be offered during the summer, after school, on Saturdays, or at other times designated by the district, except during the regular instructional days of the student. (Education Code 37252.2, 37252.8)

(cf. 6177-Summer School)

This supplemental intervention program shall be developed in accordance with the requirements of Education Code 37252.2 and 37252.8.

Special Circumstances

1. Students with no prior school experience who enroll during the last semester may be retained at discretion of the SAT, parents may appeal;

2. Students who have missed more than 25 days of school, consecutively or cumulatively, may be retained at the discretion of the SAT, parents may appeal;

3. If a parent/guardian refuses to participate in the promotion/retention process, the student may be retained at the discretion of the SAT, parent/guardian may appeal;

4. If the retention policy has not been followed, yet a parent/guardian wants to retain a student, the parent/guardian may request an SAT meeting at the school site to discuss retention. The parent/guardian request must be made no later than 30 instructional days prior the end of the school year. If the SAT agrees with the parent, the student may be retained. If the SAT does not agree with the parent, the student will not be retained, but the parent/guardian may appeal the decision.

5. Within 30 instructional days of the end of the school year, any student being considered for retention may not transfer to another Standard school until a retention decision has been rendered.

6. All district/school site-initiated retention recommendations shall be received by the superintendent or his/her designee no later than April 1st. This applies only to students who were enrolled in the district before the winter break.

Retention of Special Education or Section 504 Students

Promotion-retention decisions for any special education student receiving instructional services will be the sole responsibility of the student's IEP team. Promotion-retention decisions for any Section 504 student with an accommodation plan for academic improvement will be made by the Student Assistance Team (SAT) overseeing that accommodation plan. This rule does not apply for special education students not receiving instructional services (i.e., speech-only, adaptive PE, etc.) or students who are on a Section 504 accommodation plan for other than academic difficulties.

(cf. 6146.6 - Section 504 Students)

(cf. 6159 - Individualized Education Program)

Regulation STANDARD SCHOOL DISTRICT

approved: October 23, 2006 Bakersfield, California

revised: January 9, 2007