Warren City School District
Administrative Guidelines
 

5410 - PROMOTION, ACCELERATION, PLACEMENT, AND RETENTION

Optimal school achievement is obtained when students experience success in their daily activities and build upon successful experiences as they encounter new learning situations. All aspects of the student must be considered as grade placements are made.

DEFINITIONS

 

A.

Promotion:

 
 

Occurs when a student is doing the caliber of work (grade level) that indicates the student has met the criteria established in Policy 5410.

 
 

B.

Acceleration:

 
 

Occurs when a student is not only doing the caliber of work necessary to be promoted to the next grade or enrolled in the next course in the academic sequence, but also demonstrates the ability to do the caliber of work required of students in the next grade level/subject/course. Provided the studentís teacher(s) recommend(s) it and the building administrator and parent(s)/guardian(s) concur, the student will be permitted to skip a grade level, take a subject at a higher level, or skip a course in the usual and customary academic sequence.

 
 

C.

Placement:

 
 

Occurs when a student is not doing the caliber of work that indicates the student should be promoted to the next grade. The Intervention Assistance Team may recommend that it is in the studentís best interest to move to the next grade.

 
 

D.

Retention:

 
 

Occurs when a student is not doing the caliber of work that indicates the student should be promoted to the next grade, based on the recommendation of the Intervention Assistance Team.

 
 

E.

Intervention/Assistance Teams:

 
 

Intervention Assistance Teams are to be appointed by the principal each year. Such a team may include the principal, classroom teachers, and other support staff. One duty of this team is to consider situations in which students may not be promoted to the next grade. The team shall provide proper documentation for the decision which will be placed in the studentís Permanent Record Folder.

If a student is not considered by the Intervention Assistance Team, the final decision on student promotion, acceleration, placement, or retention rests with the building principal.

To implement Board policy, the following guidelines are to be utilized:

Elementary Level

 

A.

Criteria

 
 

When the Intervention Assistance Team is convened for placement or retention, the following criteria shall be considered:

 
 

1.

current levels of achievement

 
 

2.

potential for success at the next level

 
 

3.

emotional, physical, and social maturity

 
 

B.

Midyear Promotion under the Third Grade Guarantee

 
 

Any student retained by the Third Grade Reading Guarantee is eligible for midyear promotion in accordance with District policy based on ORC. Such actions shall be considered in consultation with the parent/guardian, classroom teacher(s), and/or reading teacher, special education teacher or guidance counselor with the concurrence of the building administrator and approval of the Superintendent. A student must show that s/he has attained on-level reading. A student's performance in other academic areas will be a factor of consideration in determining midyear promotion.

 
 

The timeline for a midyear promotion falls from the start of the school year until December of the current school year.

 
 

C.

Retention

 
 

1.

Teacher/principal judgement, based on data, shall remain a major criterion for assessing promotional practices.

 
 

2.

No child is to be retained solely on the basis of only one (1) criteria. In all cases, the whole child, including achievement in all subject areas, social, behavioral, and maturity factors should be considered in the process of evaluating promotion.

 
 

3.

Every effort should be made to have the childís parent/guardian apprised of the circumstances surrounding the instructional level. Parents should be involved and made aware of the opportunities that additional time may provide. A written notice of retention shall be sent to the parent(s)/guardian(s) and a copy kept on file.

 
 

D.

Time Line for Elementary Grade Placement Changes

 
 

1.

Before first Parent/Teacher Conference: Principal will review grade placement procedures with teachers and procedures for convening the Intervention Assistance Team.

 
 

2.

September Ė February: Teacher will initiate documentation through the Intervention Assistance Team. Parents/Guardians will be notified to attend team meetings.

 
 

3.

Early March: Teacher will notify principal, in writing, if an alternative grade placement or retention is being considered. The Intervention Assistance Team may be convened by the principal. A "possible retention" letter will be sent to the parent.

 
 

4.

Early April: If placement or retention is still being considered, parents should be notified and commitment to the decision secured, if possible.

 
 

5.

May-June: Decision on placement or retention is made, the student Grade Placement Recommendation is completed, and the studentís parents are notified of the decision.

 
 

E.

A student shall not be retained more than once in grades 1-4 and once in grades 5-8.

Grade Five

 

A.

Criteria

 
 

To be promoted, it is recommended students pass either:

 
 

1.

four (4) of five (5) courses (Math, Social Studies, Language Arts, Reading, Science); or

 
 

2.

three (3) of five (5) core courses and one (1) full year minor course or its equivalent;

 
 

For minor courses that are grouped as individual nine (9) week courses, students must pass three (3) of the four (4) grading periods and two (2) of the last three (3) grading periods.

 
 

Additional criteria to be considered:

 
 

1.

current levels of achievement;

 
 

2.

potential for success at the next level

 
 

3.

emotional, physical, and social maturity

 
 

B.

Retention

 
 

1.

Teacher/principal judgment shall remain a major criterion for assessing promotional practices.

 
 

2.

No child is to be retained solely on the basis on only one (1) criteria. In all cases, the whole child, including achievement in all subject areas, social, behavioral, and maturity factors should be considered in the process of evaluation promotion.

 
 

C.

Time Line for Grade 5 Assignment

 
 

1.

Before Parent/Teacher Conference: Principal will review grade placement procedures with teachers and procedures for convening the Intervention Assistance Team.

 
 

2.

September Ė February: Teacher will initiate documentation through the Intervention Assistance Team. Parents/Guardians will be notified to attend team meetings.

 
 

3.

Early March: Teacher will notify principal, in writing, if an alternative grade placement or retention is being considered. The Intervention Assistance Team may be convened by the principal. A "possible retention" letter will be sent to the parent.

 
 

4.

Early April: If placement or retention is still being considered, parents should be notified and commitment to the decision secured, if possible.

 
 

5.

May-June: Decision on placement or retention is made, the student Grade Placement Recommendation is completed, and the studentís parents are notified of the decision.

 
 

D.

A student shall not be retained more than once in grades 1-4 and once in grades 5-8.

Middle School Level Grades 6-8

 

A.

Criteria

 
 

To be promoted, students must pass either:

 
 

1.

all four (4) core courses (Math, Social Studies, Language Arts and Science); or

 
 

2.

three (3) core courses and one (1) full year minor course or its equivalent.

 
 

For minor courses that are grouped as individual nine (9) week courses, students must pass three (3) of the four (4) week grading periods.

 
 

B.

Time Line for Middle School Grade Assignment

 
 

1.

Before Parent/Teacher Conference: Principal will review grade placement procedures with teachers and procedures for convening the Intervention Assistance Team.

 
 

2.

September-February: Teacher will initiate documentation through the Intervention Assistance Team. Parents/Guardians will be notified to attend team meetings.

 
 

3.

Early March: Teacher will notify principal, in writing, if an alternative grade placement or retention is being considered. The Intervention Assistance Teams may be convened by the principal. A "possible retention" letter will be sent to the parent.

 
 

4.

Early April: If placement or retention is still being considered, parents should be notified by this time and commitment to the decision secured, if possible.

 
 

5.

May-June: Decision on placement or retention is made, the student Grade Placement Recommendation is completed, and the studentís parents are notified of the decision.

 
 

Summer school credits are applied toward promotion to the next grade.

 
 

C.

A student shall not be retained more than once in grades 1-4 and once in grades 5-8.

 
 

D.

Any student who turns sixteen (16) during the eighth grade year will be considered as a candidate for special placement in a ninth grade program.

 
 

This placement should be made at the end of the school year preceding the studentís sixteenth birthday.

High School

Criteria

For the official records, student class placement will be determined in the following manner:

 

A.

Freshman: 5 credits and below

 
 

B.

Sophomore: 6-11 credits

 
 

C.

Junior: 12-17 credits

 
 

D.

Senior: 18 + credits

Students enrolling from schools having different graduation requirements will have their credits pro-rated for class placement.

 

A.

Final determination will be made by the building principal.

 
 

B.

All incoming students will be informed of these requirements at the time of admission.

Acceleration: Individual Subject or Whole Grade

 

A.

1.

Any student residing in the District may be referred by a teacher, administrator, gifted education specialist, guidance counselor, school psychologist, or a parent or legal guardian of the student to the principal of his/her school for evaluation for possible accelerated placement. A student may refer himself/herself or a peer through a District staff member who has knowledge of the referred childís abilities.

 
 

2.

The principal (or his/her designee) of the referred studentís school shall obtain written permission from the studentís parent(s) or legal guardian(s) to evaluate the student for possible accelerated placement. The District shall evaluate all students who are referred for evaluation and whose parent(s) or legal guardian(s) have granted permission to evaluate the student for possible accelerated placement.

 
 

3.

Evaluations of a referred child shall be scheduled at the studentís principalís discretion and placed in the accelerated setting(s) at the time recommended by the acceleration evaluation committee Ė if the committee determines the child should be accelerated.

 
 

4.

A parent or legal guardian of the evaluated student shall be notified in writing of the outcome of the evaluation process. This notification shall include instructions for appealing the outcome of the evaluation process. A parent or legal guardian of the referred student may appeal in writing the decision of the evaluation committee to the local Superintendent within thirty (30) days of being notified of the committeeís decision. The Superintendent shall review the appeal and notify the parent or legal guardian who filed the appeal of his/her final decision. The Superintendentís decision shall be final. However, the student may be referred and evaluated again at the next available opportunity if s/he is again referred for evaluation by an individual eligible to make referrals as described in this policy.

 
 

B.

The acceleration process will be led by the principal who will convene an Intervention Assistance Team Committee to implement the process. The parent will be part of the IAT.

 
 

C.

1.

The IAT committee shall conduct a fair and thorough evaluation of the student.

 
 

a.

Students considered for whole-grade acceleration shall be evaluated using an acceleration assessment process approved by the Ohio Department of Education. The committee shall consider the studentís own thoughts on possible accelerated placement in its deliberations.

 
 

b.

Students considered for individual subject acceleration shall be evaluated using a variety of data sources, including measures of achievement based on State academic content standards (in subjects for which the state had approved content standards) and consideration of the studentís maturity and desire for accelerated placement. The committee shall consider the studentís own thoughts on possible accelerated placement in its deliberations.

 
 

2.

The acceleration evaluation committee shall issue a written decision to the principal and the studentís parent or legal guardian based on the outcome of the evaluation process. If a consensus recommendation cannot be reached by the committee, a decision regarding whether or not to accelerate the student will be determined by a majority vote of the committee membership.

 
 

3.

The acceleration evaluation committee shall develop a written acceleration plan for students who will be recommended for whole-grade acceleration, or accelerated in one (1) or more individual subject areas. The parent(s) or legal guardian(s) of the student shall be provided with a copy of the written acceleration plan. The written acceleration plan shall specify:

 
 

a.

placement of the student in an accelerated setting;

 
 

b.

strategies to support a successful transition to the accelerated setting;

 
 

c.

an appropriate transition period of accelerated placement.

 
 

4.

The acceleration evaluation committee shall designate a school staff member to ensure successful implementation of the written acceleration plan and to monitor the adjustment of the student to the accelerated setting.

 
 

D.

Accelerated Placement

 
 

1.

The acceleration evaluation committee shall specify an appropriate transition period for accelerated placement for grade-level accelerated students, and students accelerated in individual subject areas.

 
 

a.

At any time during the transition period, a parent or legal guardian of the student may request in writing that the student be withdrawn from accelerated placement. In such cases, the principal shall remove the student without repercussions from the accelerated placement.

 
 

b.

At any time during the transition period, a parent or legal guardian of the student may request in writing an alternative accelerated placement. In such cases, the principal shall direct the acceleration committee to consider other accelerative options and issue a decision. If the student will be placed in an accelerated setting different from that initially recommended by the acceleration evaluation committee, the studentís written acceleration plan shall be revised accordingly, and a new transition period shall be specified.

 
 

2.

At the end of the transition period, the accelerated placement shall become permanent. The studentís records shall be modified accordingly, and the acceleration implementation plan shall become part of the studentís permanent record to facilitate continuous progress through the curriculum.

Approved 1/07
Revised 12/9/14
Revised 8/18/15

© Neola 2015