Board Policies


Adoption Date: Nov 03, 2006
5410AG - GRADE ADVANCEMENT ADMINISTRATIVE GUIDELINES

PROMOTION STANDARDS

 

 

SECTION I:  Intent; Standards for Evaluation of Student Performance

 

Promotion Standards: It is our intent that each student’s progression from one grade to another be determined, primarily, by academic proficiency. It is also our intent that each student’s parent be involved. Students must demonstrate grade-level expected proficiency of standards, or the student participates in Section II of these guidelines.  Grade level expected proficiency of standards is determined by the student’s performance in three areas:  standardized assessments, attendance, and appropriate behavior.  The primary determinants are standardized assessments.  A student’s performance, which falls below average, shall participate in section II of these guidelines.  The Level I and Level II interventions shall begin as early as possible.

 

·        Standardized Academic Assessment            (Primary Determinant)

 

The student’s performance will be ranked as average growth, below average growth, or above average growth.  Student performance will be ranked using a combination of ISTEP+ data, NWEA data, standards-based report card data (Guideline: secondary students in grades 6-8 must maintain a 2.0 G.P.A. or better), and other standardized assessment data (i.e., Indiana state reading assessments, among others. 

 

·         Attendance            (Secondary Determinant)                                               

Quality attendance habits are integral to academic and future success; therefore, the student’s attendance shall be ranked as average, below average, or above average.  (Guideline: ninety-five percent attendance rate or better is deemed “acceptable” unless student has documented extenuating circumstances)

 

·        Appropriate Behavior                                    (Secondary Determinant)

 

The professional educators who know the student best will offer information regarding maturity level, work ethic, responsibility, previous retentions, quality of classroom work, parental involvement, and other relevant criteria.  The number of reported discipline referrals will also be criteria used.

 

Data, from the above three areas, (See Form “A”- K-8 Student Profile) shall be triangulated noting the weight of the primary determinants to determine whether the student participates in Section II of these guidelines. The principal, as per policy 5410, shall make the determination.  Standards for this data will be developed for each level (Primary, intermediate, and middle school).

SECTION II:  Academic Intervention (Level I and Level II intervention)

The student’s teachers and principal will design an appropriate intervention process formulated for academic standards mastery that will assist the student and engage the parent at any time during the first semester (Level I intervention). (See Form “A”- K-8 Student Profile) At the beginning of second semester and no later than mid-February, a more robust intervention shall include a personal educational contract when it is determined that documented intervention (Level I) during the first semester was not successful enough (now becomes a Level II intervention). (See Form B)

 

The Personal Educational Contract (Level II intervention) (See Forms C & D)

 

·        Will identify gaps in the student’s learning.

·        Will identify responsibilities for the student, school, and parent.

·        Will identify which standards are to be met before advancing to the next grade level.

·        Will include a variety of strategies that may include but are not limited to:

 

§   Technology

§   Looping

§   Multi-age instruction

§   Tutoring (after school, during school)

§   Mentoring

§   Double dose – i.e. two math classes

§   Differentiated instruction

§   Frequent assessment of progress on benchmarks

§   Revised schedule

§   “Accelerated Math”

§   “Peer-Assisted” tutoring

§   Parent-Student-Teacher Contract

§   Standards based conferences

§   Student portfolio

§   Alternative program-school

§   Required summer school or other remediation program

§   Principal-approved tutorial program

§   Extended day, week, year

§   Transition classes.

  

Upon completion of the Level II intervention, the principal shall direct the process to determine whether the student shall be promoted. (See Form E)  The principal shall once again consider areas identified in Section I of these guidelines.  The expectation is that the

student will successfully complete Level II by experiencing significant academic progress.  If the student does not successfully participate in the intervention, the matter may require a

retention intervention and the parent is so advised at or before the end of the school year (see Section III of these guidelines). (See Form E)

 

 

If there is a decision recommending retention, see Section III of these guidelines. (See From F)

SECTION III :  Retention (Level III intervention)

 

The principal will direct the development of an appropriate personal educational contract (PEC) for the retained student that encompasses some of the attributes of the Level II intervention of these guidelines (but not limited to these). (See From F)  Frequent diagnostic assessment linked to instruction is a guiding principle to address the identified academic deficiencies.

 

Principals will communicate all information concerning retained children to the teacher(s) who will be instructing them in their repeated grade. It is expected that previous interventions will be revisited at the beginning of the year and modified if there is no evidence they were effective.

 

Distribution of all forms is noted in the upper right corner. Principals are to insure that copies are distributed appropriately.

References:
Policy 5410
This page was last modified:
Jan. 13 2015