Student Progress – Procedures - 2421-P
Elementary Procedures: Promotion/Retention
Communication regarding possible retention will be frequent, early, include adjustments to students instructional program, include assessment and involve Child Study Team and parents.
The following procedures indicate various times for communication. In the event that a student moves into the district after one of the communication points, the next earliest date for discussion will be utilized.
Utilizing our current reporting system, teachers should:
- Express concerns to parents by October conference regarding student progress and explain, discuss, and agree upon adjustments to instructional program with parents.
- Document student progress in December progress report.
- Request a child Study Team meeting, including parents; be convened in January if appropriate progress is not made by December reporting.
- Include report on progress and success of program adjustments by March parent conference.
A decision and written plan regarding promotion and retention should be made by the Child Study Team and forwarded to the building principal by mid-May. The Child Study Team should include the student’s parent(s) or guardian(s). Results of Light’s Retention Scale and student academic progress to be included as well as a written plan for next year (e.g. Summer School). If the parent or guardian wants the student to be promoted or retained without regard to the Child Study Team’s decision, the parent(s) or guardian(s) may appeal the decision according to the grievance procedures appearing in the Mukilteo School District Student Rights & Responsibilities Handbook.
Menu of Possible Instructional Modifications/Accommodations
- Repeating, rephrasing, clarifying directions
- Teacher proximity
- Frequent monitoring
- Visual aids
- Material modifications
- Content vocabulary preview of reinforcement
- Use of calculator
- Grading and assessment modifications
- Scheduling modifications (e.g. looping, extended day)
- Guided notes/outlines
- Advance organizers
- In class support from special services
- Out of class support from special services
- Alternative assignments/projects
- Highlighted texts or reading material
- Partial assignments
- Taped texts or reading material
- Paired peer practice
- Volunteer tutor, older student or parent
- Use of computer
- Alternate material
- Study skills taught and monitored
- Changes in lesson objective/outcomes
Menu of Possible Behavioral Interventions
- Systematic reinforcement of targeted behaviors
- Observation of behaviors by other team members
- Home-school contract
- Functional behavioral assessment
- Self-monitoring of targeted behaviors
Red Flags to Rule Out Retention
- Student has little or no knowledge of the English Language
- Difficulties with receptive/expressive language
- Difficulty with retaining and recalling information
- Serious emotional problems
- History of extensive absences
- Extenuating family circumstances
- Health conditions
Draft Student Progress: Grades 6-8
Academic Performance – Middle school students should meet the following minimum standards to be promoted to the next grade:
- Grades – Students should achieve passing grades in all classes at semester. Each middle school shall develop and implement a building intervention plan to ensure that students receive appropriate support to meet this goal. The plan will detail how students in danger of not meeting the academic goal will be monitored and provided with additional assistance. The plan will also include the role of parents in the intervention process. Teachers are expected to notify parents whenever a student is in danger of failing. By May 1 of each school year, students who are failing despite intervention actions will be referred to the school’s student progress review committee. The student progress review committee will make recommendations for further action to the building principal.
- Assessments –Reading, writing and mathematic grade equivalent performance based assessment results will be considered in determining a student’s eligibility for promotion to the next grade.
Student Progress Review Committee – Each middle school will establish a review committee composed of teachers, counselors and the learning support specialist for the purpose of making recommendations about students whom may be ineligible for promotion to the next grade. Students with failing semester/trimester grades or poor performance test scores will be referred to this committee by teachers and/or counselors. The committee will review each student’s academic performance record, including the interventions attempted to assist the student. The review process will be completed no later than May 20 of each school year. The committee will make recommendations regarding summer school attendance, alternative placement, or retention to the building principal.
Summer School – The summer school program for middle level students is designed to remediate deficiencies in the essential academic skills of reading, writing, mathematics, social studies and science. Failure to successfully complete the prescribed summer school program will lead to a decision to either retain the student or place the student in an alternative placement. While some funds for needy students may be made available for summer school tuition, parents or legal guardians assume the primary financial responsibility for summer school courses.
Retention – Retention will be considered as the option of last resort. The student progress review committee will take all factors into consideration, including student effort and cooperation with the academic intervention plan. After receiving the recommendation of the student progress review committee and holding a conference with the parents, the building principal will make the final decision regarding promotion or retention. This decision may be appealed to the executive director of secondary operations.
Alternative School Placement – For social and emotional reasons, it may not be appropriate and in the best interest of the school community for every student ineligible for promotion to remain on the middle school campus. Alternative programs will be made available for these students who do not meet the standards for promotion to grade nine on the high school campus. Students in these alternative classes will not be awarded high school credits until minimal academic performance standards for grade nine have been reached.
Timeline for Student Progress Decisions Grades 6-8
1st week of February
1st Semester grade reports prepared and sent home
2nd week of February
Letter to parents of marginally performing students. Parent-teacher conferences scheduled and individual student intervention plans written.
1st week of March
Mid-quarter progress reports
2nd week of April
3rd quarter ends
3rd week of April
3rd Quarter grade reports to parents. Interdisciplinary grade level teams review intervention plans of students and make needed adjustments.
1st week of May
Mid-quarter progress reports
2nd week of May
Student Progress Review Committee reviews individual student performance. Recommends promotion/retention. Letter sent to parents to communicate recommendation and summer school option.
May 15 – end of school year
End of school year
Placement decisions for upcoming school year
Student Progress Review Committee Placement Criteria Grades 6-8
Any student that has earned one or more failing grades after 1st semester will be placed on an academic improvement plan for 2nd semester. Each student on such a plan will have their academic progress reviewed by the student progress review committee no later than May 20th to determine a recommendation for promotion or retention.
For identified academically-deficient students, the following point system criteria will be used to evaluate student performance to decide if a student may advance to the next grade or be retained in all or specific classes for the upcoming school year. Accumulating three or more points according to these criteria will mandate retention or alternative placement. Points will be assigned as follows:
Failing an exploratory, P.E. or elective class
1 point per class
Failing a core academic class
2 points per class
Performance on standards-based or Standardized assessment in math 2 years or more below grade level equivalence
Performance on standards-based or Standardized assessment in reading 2 years or more below grade level equivalence
Students identified as special education will be referred to the IEP team for determination and correct placement.
Students that successfully complete summer school (80% mastery of all assigned work) will allow promotion to the next grade level. Students who have already been retained once may be referred to alternative placement in lieu of retention.
June 8, 1998
Revised: July 19, 1999