IKE-PROMOTION, RETENTION AND ACCELERATION OF STUDENTS
File: IKE
PROMOTION, RETENTION, AND ACCELERATION OF STUDENTS
It is the MSAD #11 Board’s intent to provide sequential instruction programming that provides equitable opportunity for students to learn the knowledge and skills that will enable them to meet the content standards at each grade level. The MSAD #11 Board recognizes that at every grade level, there are differences among students in their intellectual, physical, social, and emotional development and that individual students may be more proficient in some content areas of the Learning Results than in others.
While most students will advance from one grade to another at the end of the academic year, some students may benefit from retention or acceleration. Decisions concerning promotion, retention, or acceleration of a student should be consistent with the best educational interest of that student.
Considerations
The following considerations will be used in making decisions concerning promotion, retention and acceleration. Although all listed criteria may be considered in the decision-making process, because of the relationship
between a student’s achievement of the content standards of the system of
Learning Results and his/her future success in school, more consideration
shall be given to the criterion articulated below than to
any other factors.
1. Achievement of the content standards of the Learning Results, as
demonstrated through classroom assessments, common assessments,
and standardized tests; (see Academic Standards and Criteria)
2. Participation and success in remedial programs, tutoring, summer
school, and/or other opportunities for success;
3. Potential benefit from repetition of a grade or learning experiences;
4. Potential for success if accelerated;
5. Attendance;
6. Social and emotional maturity;
7. Health;
8. Age in relation to grade placement;
9. Program options;
10. Student attitude;
11. Parental concerns;
12. Complete Light’s Retention Scale for those students under consideration
for retention.
A. Retention
Parents should be notified as early as possible in the event that retention is
being considered. Parents will be informed of the remediation options
available to students such as tutoring, after-school programs, and summer
school. Decisions concerning retention should be made through a conference involving parents, the student’s teacher, the building principal, and as appropriate, the guidance counselor, other professional staff, and/or consultant’s (Administrative Placement Team). Advancement to the next grade may be made conditional on successful remediation or demonstrated proficiency within a specified period of time. A parent who is dissatisfied with the principal’s decision may appeal to the Superintendent. The Superintendent’s decision shall be final.
B. Acceleration
Decisions regarding acceleration shall be made by the principal in consultation
with the student’s teacher(s), the Gifted and Talented Education Coordinator,
the parent, the classroom teacher, the guidance counselor and other professional staff as appropriate. A parent who is dissatisfied with the principal’s decision may appeal to the Superintendent. The Superintendent’s decision shall be final.
[NOTE: Board members and superintendents should be aware that we have
used “acceleration” to refer to placement of a student in a grade or course level beyond that which is normally the next in the sequence. Many, but not all students who have excelled or have the potential for excelling academically beyond their age peers have been identified for a school unit’s “gifted and talented” program, and are assigned to grade levels in accordance with their individual education plans. Consideration of acceleration may indicate a need for further exploration of a student’s potential through the identification process. See Department of Education Rule Chapter 104, Education Programs for Gifted and Talented Children, for additional information.]
C. Transfer Students
For students who transfer into the school system from another state or
educational program not required to meet the content standards of MSAD #11,
the principal will determine the substance of the student’s prior education experience for the purpose of grade placement or the fulfillment of credits.
Academic Standards and Criteria
All students must participate in all State and local required courses.
Kindergarten
Kindergarten promotion and retention placement decisions will be made on an individual basis in conjunction with the following:
Teacher recommendation;
Reading readiness objectives;
Mathematics readiness objectives; and
Social, emotional, and language development
The school system will provide alternative developmentally appropriate instruction to students who spend an additional year in kindergarten. No student may be enrolled in a kindergarten for more than two (2) years.
Grades 1-2
Students must be passing in language arts, and mathematics.
Grades 3-5
Students must be passing in language arts, and mathematics, social studies and science.
Grades 6-8
Students must be passing in language arts, mathematics, and all of the following: science, social studies, and Allied Arts such as music, art, physical education, media, health, career prep, and/or guidance. (Grades for the topics in Allied Arts will be averaged for a final grade).
Grades 9-12
High School Grade Level Assignment
Successful completion of the requirements specified in the MSAD #11 Board’s policy IKF (Graduation Requirements) and demonstrated achievement of the mandated content standards in the MSAD #11 system will be required for a high school diploma.
For sophomore status, a student must have successfully completed 5.5 credits, for junior status 11 credits and for senior status 16.5 credits.
However, high school grade level assignment will be based on the number of credits successfully completed prior to the beginning of the current school year. Twenty-two credits are required for graduation.
Note: At all levels work habit grades will become an official part of student transcripts.
Prior to any decision regarding retention, the following steps should be considered by the team (see B above):
1. Attempt alternative methods of instruction; ie develop a personal learning plan
and explore multiple modalities of instruction;
2. Refer the student to SAT;
3. Increase services through available resources during school, after school
or during the summer for deficiencies in work habits or academics;
4. Offer a summer school study skills and reading comprehension course for students in danger of failing or who have failed essential courses.
5. Offer a student who attains passing grades on course work but fail to meet standards in the Work Habits portion of the Report Card may be offered a summer school study skills as a preventative measure.
6. Offer students who are not passing in core academic subjects and are also not meeting standards in the Work Habits portion of the Report Card, a summer school study skills program as well as course work in core areas.
Note: The summer school provision is subject to annual District budgetary funding.
Placement of Students Prior to Complete Implementation of this Policy
Any student who does not achieve the prescribed criteria in each grade (K-8) may be referred to an administrative placement team which will consider the student’s potential for success and make recommendations for placement in promotion, retention or acceleration cases. Parents are to be invited to participate in this process. The recommendation of the administrative placement team must be documented on a designated form and placed in the student’s cumulative folder.
Legal Reference: Ch. 127 (ME. Dept. of Ed. Rule)
Cross Reference: IK- Student Achievement
IKA-Grading/Academic Assessment
IKAB-Report Cards/ Progress Reports
IKF-Graduation Requirements
ILA-Student Assessment/Local Assessment System
Adopted: Prior to 1985
Revised: April 7, 1986; May 5, 1994; August 2, 2007