VI-16: Acceleration / Retention
North Sanpete School District
Board Policy with Guidelines
|Policy Number: VI-16
Effective Date: 10/18/2011
Subject: Acceleration / Retention
The Philosophy of the District is that all students can learn. We believe that each student is an individual who grows and matures within his/her own unique pattern of development. Varying rates of time are, therefore, needed to accommodate differing developmental growth patterns. This may necessitate a retention or double promotion. In double promoting or retaining students, decisions for placement will support the opportunity for maximum growth and development of the students.
- Decisions will be based upon a careful study of individual student needs. In the event that double promotion or retention is proposed, the decision must be determined through a committee convened to discuss the area of development outlined in this policy. The school principal, child’s teacher, school counselor, child’s parent, and a representative from the District Office shall be included on the committee to make decisions about retention or double promotion of a student.
- The areas of the student’s growth which must be considered before recommending retention or double promotion are academic progress, social development, emotional development, and physical development attendance, and placements/interventions.
CONSIDERATION FOR GRADE PLACEMENT
- Academic Progress
- Has the child mastered the grade level expectations?
- What does the summary of test score data indicate?
- What is the teacher’s observation of the child’s classroom performance?
- What does achievement on daily work in basic skills areas indicate?
- Social/Emotional Development
- What is the child’s attitude toward school?
- Describe peer and adult relationships.
- Describe child’s behavior in a school setting.
- Describe attention span and task commitment.
- Does the child appear to be confident in school?
- Physical Development
- Is the child’s gross and fine motor coordination adequate?
- Is the child physically able to perform expected tasks?
- Examine health factors.
- What is the student’s age in relationship to other students in the grade level?
- Are there gaps in learning due to illness/excessive absences?
- Was there a change of school or other factors that created learning problems?
- Alternative Placements/Interventions
- Has there been a previous alternative grade placement (transition room, developmental kindergarten, or grade level retentions)?
- What other interventions have been attempted (additional instructional time for math or reading, extended year or extended day programs, language instruction, etc.)?
A plan shall be developed for a child that is retained or promoted to ensure success for the following school year. The plan should include:
- Grade level expectations to be addressed both at school and at home.
- Suggested program placements and instructional procedures, i.e. learning styles, delivery systems, classroom placement.
- Additional support services to be provided for the student.
A parent/guardian who does not accept the decision of the committee may file a complaint with the Board of Education using the form and process outlined in Policy Number VII-8, Public complaints About School Personnel and/or Services.