Board of Education Policy Manual
Number:	IHE
Title:	Promotion and Retention
Status:	Active
Created:	04/21/1992
Updated:	02/10/2009
Legal:	Georgia Code: §20-2-280; §20-2-163. Authority O.C.G.A. § 20-2-240; §20-2-282; §20-2-283; §20-2-284; §20-2-285; State Board Rule 160-4-2.11.
Last Reviewed:	02/13/2007

Policy Detail

This policy is in accordance with Georgia Code 20-2-280; §20-2-163. Authority O.C.G.A. § 20-2-240; §20-2-282; §20-2-283; §20-2-284; §20-2-285 and State Board Rule 160-4-2.11.

(1) DEFINITIONS

(a) Accelerated instruction – challenging instructional activities that are intensely focused on student academic deficiencies in reading and/or mathematics. This accelerated instruction is designed to enable a student who has not achieved grade level, as defined by the Office of Education Accountability, to meet grade-level standards in a compacted period of time.

(b) Additional instruction – academic instruction beyond regularly scheduled academic classes that is designed to bring students not performing on grade level, as defined by the Office of Education Accountability, to grade level performance. It may include more instructional time allocated during the school day, instruction before and after the school day, Saturday instruction, and/or summer/inter-session instruction.

(c) Differentiated instruction – instructional strategies designed to meet individual student learning needs.

(d) English Language Learner (ELL) Student - student whose primary or home language is other than English (PHLOTE) and who is eligible for services based on the results of a language placement assessment and, if warranted, additional assessments specified in Rule 160-4-5-.02 Language Assistance: Programs for Limited English Proficient (LEP Students).

d) Grade level – standard of performance, as defined by the Office of Education Accountability, on a Criterion-Referenced Competency Test.

(e) Placement – the assignment of a student to a specific grade level based on the determination that such placement will most likely provide the student with instruction and other services needed to succeed and progress to the next higher level of academic achievement.

(f) Placement committee – the committee established by the local school principal or designee to make placement decisions concerning a student who does not meet expectations on the Criterion-Referenced Competency Test. This committee shall be comprised of the principal or designee, the student’s parent or guardian, and the teacher(s) in the content area(s) in which the student did not achieve grade level on the Criterion-Referenced Competency Test.

(g) Promotion – the assignment of a student to a higher grade level based on the student’s achievement of established criteria in the current grade.

(h) Retention – the re-assignment of a student to the current grade level during the next school year.

(2) PROMOTION STANDARDS AND CRITERIA GRADES K, 1, 2, 4,

A student may be considered for retention if:

(a) Performance indicates level 1 performance on state criterion-referenced testing in both reading and math or,

(b) Failing grades exist in the core academic areas of reading and math or,

(c) Performance indicates additional remediation is needed in both reading and math or,

(d) Student does not meet the exit criteria established in the Early Intervention Program Guidelines.

(e) A combination of any of the above factors may indicate a need for retention rather than when only one factor is present.

Other considerations:

(a) Possible retention students must have supporting documentation that provides evidence of instructional support which provided accelerated, additional, or differentiated instruction throughout the academic year.

(b) Out of system summer transfer students who have been retained by the prior school due to level 1 performance and low academic performance and who did not participate in an opportunity for remediation/acceleration are not eligible for the MCS appeals committee process. The retention decision of the prior school will be honored.

(c) A student may not be retained if all requirements for promotion have been met.

(3) CRITERIA FOR GRADES 6, 7, and 8 (only sections b-d for grade 8)

A student may be considered for retention if:

(a) Performance indicates level 1 performance on state criterion-referenced testing in both reading and math.

(b) Final grades indicate failure in any two of the core academic areas of reading, language arts, math, science, or social studies.

(c) Possible retention students must have supporting documentation as evidence of instructional support which provided accelerated, additional, or differentiated instruction throughout the academic year

(d) The retention of students for athletic purposes (participation in interscholastic competition) is prohibited.

(4) REQUIREMENTS FOR GRADES 3, 5, AND 8 (State Board Rule 160-4-2.11)

(a) Promotion of a student shall be determined as follows:

1. No third grade student shall be promoted to the fourth grade if the student does not achieve grade level on the Criterion-Referenced Competency Test in reading and math and meet promotion standards and criteria established in this policy.

2. No fifth grade student shall be promoted to the sixth grade if the student does not achieve grade level on the Criterion-Referenced Competency Test in reading and math on the Criterion-Referenced Competency Test and meet promotion standards and criteria established in this policy.

3. No eighth grade student shall be promoted to the ninth grade if the student does not achieve grade level on the Criterion-Referenced
Competency Test in reading and in mathematics on the Criterion-Reference Competency Test and meet promotion standards and criteria established in this Policy.

4. The school principal or designee may retain a student who performs satisfactorily on the Criterion-Referenced Competency Test, but who does not meet promotion standards and criteria established in this policy.

(b) When a student does not perform at grade level in grades 3, 5, or 8 on the Criterion-Referenced Competency Tests specified in section (a) above, then the following shall occur:

1. Within ten calendar days, excluding weekends and holidays, of receipt of the Criterion-Referenced Competency Test individual student scores, the school principal or designee shall notify in writing by first-class mail the parent or guardian of the student regarding the following:

(i) The student’s below-grade-level performance on the Criterion- Referenced Competency Tests;

(ii) The specific retest(s) to be given the student and testing date(s);

(iii) The opportunity for accelerated, differentiated, or additional instruction based on the student’s performance on the Criterion-
Referenced Competency Tests; and

(iv) The possibility that the student might be retained at the same grade level for the next school year.

2. The student shall be given an opportunity for accelerated, differentiated, or additional instruction in the applicable subject(s) prior to the retesting opportunity; and

3. The student shall be retested with appropriate section(s) of the Criterion- Referenced Competency Test(s) or an alternative assessment instrument that is appropriate for the student’s grade level as provided for by the State Board of Education and the Marietta Board of Education.

(c) When a student does not perform at grade level on the Criterion-Referenced
Competency Test in grades 3, 5, and 8, and also does not perform at grade level
on a second opportunity to take the assessment, then the following shall occur:

1. The school principal or designee shall retain the student for the next school year except as otherwise provided for in this policy.

2. The school principal or designee shall notify in writing by first-class mail the parent or guardian of the student and the teacher(s) regarding the decision to retain the student.

(i) The notice shall describe the option of the parent or guardian or teacher to appeal the decision to retain the student;

(ii) The notice shall describe the composition and functions of the placement committee; it shall describe the option of the parent or
guardian, teacher(s), or principal to invite individuals who can provide information or facilitate understanding of the issues to be discussed to attend the placement committee meeting and

(iii) The notice shall include the requirement that the decision to promote the student must be the unanimous decision of the placement committee comprised of the parent or guardian, teacher(s), school counselor, and principal or designee.

(5) REQUIREMENTS FOR GRADES 1-8

(a) Each school principal shall distribute student data from the Criterion-Referenced Competency Test to teachers prior to the beginning of each school year. Each teacher shall use data to focus instruction on identified student academic performance in grades 1-8.

(b) Each school principal or designee shall establish a Response to Intervention(RtI)/or Student Support Team (SST) for each student in grades 1, 2, 4, 6, and 7 who does not achieve grade level in reading and/or mathematics sections of the criterion-referenced competency test.

The RtI/Student Support Team:
1. Develop a Level One Plan which provides accelerated, differentiated, or additional instruction for each student who does not achieve grade level on the reading and/or mathematics sections of the criterion-referenced competency test; and

2. Develop a plan of formative assessment throughout the school year in order to monitor the progress of the student.

(c) Students shall be tested in accordance with requirements specified in State Board Rule 160-3-1-.07 Testing Programs – Student Assessment.

(d) The school principal or designee shall annually notify parents or guardians that placement or promotion of a student into a grade, class, or program will be based on the academic achievement of the student on criterion-referenced assessments and other criteria established in this policy.

(6) Appeals Process and Appeals Committee

(a) If the parent or guardian or teacher(s) appeals the decision to retain the student, then the school principal or designee shall establish a placement committee to consider the appeal.

(i) The Appeals Committee shall be comprised of the principal or designee, the student’s parent or guardian, school counselor, and the teacher(s) of the subject(s) of the Criterion-Referenced Competency Test or the alternative assessment instrument on which the student failed to perform at grade level.

(ii) The principal or designee shall notify in writing by first-class mail the parent or guardian and teacher(s) of the time and place for convening the placement committee.

(iii) The Appeals Committee shall review the overall academic achievement of the student in light of the performance on the Criterion-Referenced Competency Test or the alternative assessment instrument and promotion standards and criteria established in this policy and make determination to promote or retain.

(iv) The decision to promote must be the unanimous decision of the Appeals Committee and must determine that if promoted and given
accelerated, differentiated, or additional instruction during the next year, the student is likely to perform at grade level by the conclusion of the school year.

(v) The Appeals Committee shall prescribe such additional assessments as may be appropriate in addition to assessments administered to other students at the grade level during the year.

(vi) The Appeals Committee shall provide a level 1/Response to Intervention plan of continuous formative assessment during the school year in order to monitor the progress of the student.

(b) A level 1/Response to Intervention Plan for accelerated, differentiated, or additional instruction must be developed for each student who does not achieve grade level performance in grades 3, 5, or 8 on the Criterion-Referenced Competency Test(s) specified in section (a) above whether the student is retained, placed, or promoted for the subsequent year.

(c) A student who is absent or otherwise unable to take the Criterion-Referenced Competency Test in reading and/or mathematics on the first administration or its designated make-up day(s) shall take the Criterion-Referenced Competency Test in reading and/or mathematics on the second administration day(s) or an alternative assessment instrument that is appropriate for the student’s grade level as provided for by the State Board of Education and the Marietta Board of Education shall result in the student being retained. Placement or promotion of these students shall follow the same procedures as students who do not achieve grade level on the first administration of the assessment.

(d) A student’s failure to take the Criterion-Referenced Competency Test in grades 3, 5, and 8 in reading and/or mathematics on any of the designated testing date(s) or an alternative assessment instrument that is appropriate for the student’s grade level as provided for by the State Board of Education and the Marietta Board of Education shall result in the student being retained. The option of the parent or guardian or teacher(s) to appeal the decision to retain the student shall follow the procedure set forth in this policy.

(7) PROMOTION REQUIREMENTS FOR GRADES 9 – 12

(a) The following number of yearly units is required before promotion to the next grade for students entering the ninth grade in year 2005-06 and all subsequent years:

6 units - Promoted to 10th Grade
12 units - Promoted to 11th Grade
20 units - Promoted to 12th Grade

(b) Beginning with the 9^th grade entering in 2006-2007 and all subsequent years, the following additional criteria will be required:

Promoted to 10^th Grade: 6 units must include one (1) unit in Math and one (1) unit in English

Promoted to 11^th Grade: 12 units must include two (2) units in Math and two (2) units in English

Promoted to 12^th Grade: 20 units must include two (2) units in Math, three (3) units in English, two (2) units in Social Studies and two (2) units in Science

(c) Beginning with the 9th grade entering in 2008 -2009 and all subsequent years, the following additional criteria will be required:

Promoted to 10th Grade: 6 units must include one (1) unit in Math and one (1) unit in English

Promoted to 11th Grade: 12 units must include two (2) units in Math and two (2) units in English, one (1) unit in social studies and one (1) unit in science

Promoted to 12th Grade: 20 units must include two (2) units in Math, three (3) units in English, two (2) units in Social Studies and two (2) units in Science

(8) Additional Promotion Criteria

(a) Students with Disabilities
For students receiving special education or related services, the Individualized Education Plan Committee shall serve as the placement committee. The school principal or designee must be present at the IEP placement committee meeting in which promotion retention decisions are made (State Board Rule 160-4-2.11)

(b) English Language Learners (ELL) – Grades K-8
1. After three years of service through the system’s ESOL program, ELL students will be subject to all provisions of the Marietta City Schools Promotion Policy. ELL students, in their first three years, will be promoted/retained based on a recommendation from the state required Language Assessment Conference (LAC) Committee to the principal. The LAC recommendation is not a replacement for the promotion retention committee meeting.

2. Consideration for the level of student language acquisition or years of participation in the system’s ESOL program does not apply to students affected by the state promotion, placement and retention rules for grades 3, 5, and 8.

3. Factors considered for promotion and retention of ELL students, excluding those in grades 3, 5, and 8 include the following: academic performance, ACCESS scores, CRCT performance, formative assessments, attendance, age, and previous schooling.

Created on 12/18/2008 at 01:41 PM by Kendra Young. Last update on 12/18/2008 by Kendra Young.

Created on 12/18/2008 at 01:41 PM by Kendra Young. Last update on 02/13/2009 by Kendra Young.