2400 - Promotion and Retention

The Board recognizes that the rate of physical, social, emotional, and academic growth will vary among individual students. Since each student grows at his/her own rate, these individual growth characteristics shall be recognized in designing instruction. 

Grade-level curricula and associated student learning objectives of the District represent the expectations for student performance. After a student has successfully completed a year of study at a specific grade level, he/she shall be promoted to the next grade. Classroom instruction is planned to accommodate a reasonable range of performance. 

Retention at the same grade may be beneficial to the student when he/she is not demonstrating minimum competency in basic skill subjects in relation to ability and grade level. Retention shall not be considered except in these instances where there is a strong likelihood that the student will benefit with minimum social and emotional disruption. 

The superintendent shall establish procedures which provide that parents will be informed at least one (1) quarter in advance of any retention decision on the part of the school. 

Students at risk of not being promoted will be identified as early as possible in their academic careers. District staff will work with the student and his/her parent(s)/guardian(s) to develop and deliver an individualized improvement plan to help the student qualify for promotion. Timely and effective communication among those involved is essential. 

The final decision on retention or promotion shall be made by the Student Assistance Team (SAT). The SAT team shall be comprised of the student’s classroom teacher(s), principal, counselor, and parent. Consensus of the team is the goal when deciding to retain any student. If the classroom teacher(s), principal, and counselor agree to retain the student, the student will be retained. No more than two retention decisions will be allowed for any student in their educational career. 

A. Early Interventions 

It is the responsibility of school staff to identify individual student needs at the earliest possible opportunity. This early identification will enable a timely intervention program to be implemented in order to optimize the student’s chance of earning promotion. In order to determine student academic needs, instructional assessments in the areas of reading, writing, and math shall be given in the fall at each grade levels K-8th. Based on the results of these and other assessments, students not at standard shall be identified and have a plan developed to assist the student as soon as possible. Interventions, both in and outside of the school day, will be communicated to the parents/guardians. 

The District will be aggressive in assessing students in grade levels K-2 who have not demonstrated sufficient mastery in basic skills. These skills will be assessed throughout the year with current district assessment tools. 

Students who transfer into grades 6th through 9th during the school year shall be assessed at the earliest possible opportunity and, if indicated, have a Student Learning Plan (SLP) developed no later than four weeks after transfer. 

B. When students are considered for retention 

1. It is the District’s responsibility to: 

2. It is the parent(s)/guardian(s) responsibility to: 

3. It is the student’s responsibility to: 

C. Students on a 504 Plan 

For a student determined eligible for Section 504 accommodations, the SAT team will develop the plan for the student. The impact of the student’s disability on all areas of achievement will be considered. Parents are always invited to be involved in the development of the 504 plan. 

D. Students with Limited English Proficiency 

Active English Language Learners (ELL) students are required to meet the Annual measurable Achievement Objectives (AMAOS) or Student Learning Plans (SLP) in place and will be expected to make adequate yearly progress. Final promotion decisions will be determined by a school team consistent with the ELL or General Education teacher, principal, counselor not later than the last day of school 

E. Students with Special Needs 

For students determined eligible for Special Education Services, the Individualized Education Program (IEP) will determine the goals and appropriate achievement levels for progress and promotion. The impact of the student’s disability on all areas of achievement will be considered regardless of program placement. Parents are always invited to be involved in the development of the IEP. 

F. Students Recommended for Retention from another school district 

Decisions made by other districts in regard to Promotion and Retention will be upheld by the Richland School District. If parents feel “exceptional circumstances” exist they may appeal the decision. 

G. Appeal Process 

If parents feel “exceptional circumstances” exist that should allow their child to go to the next grade, they may appeal to the Superintendent or designee. 

Appeals must be made in writing prior to ten (10) business days before the start of the school year and shall document the rationale for promotion/retention and take into consideration a student’s portfolio (file of evidence) and other circumstances that may exist for the team to consider. Decisions by the Superintendent or designee are final. 

Student Intervention Form F1

Student Intervention Form F2

Student Intervention Form F3