Lewisburg Area School District Policies	Printable version
215 Promotion, Acceleration and Retention 215. PROMOTION, ACCELERATION, AND RETENTION The Board recognizes that all children learn and experience success given time and opportunity, but the degree to which academic content standards are met and the time it takes to reach the standards will vary from student to student. The Board believes that all students, including advanced learners, should be challenged and supported to reach their full potential. It shall be the policy of the Board that each child be moved forward in a continuous pattern of achievement and growth that is appropriate, based on the individual developmental needs of the child. Promotion, retention, and acceleration of students enrolled in district programs shall be based on the consideration of data from a variety of sources. These multiple factors may include, but are not limited to: 1. Performance on district standards. 2. Measures of achievement based on local, state and national assessments. 3. Physical and social/emotional implications. 4. The student’s attitude regarding retention or acceleration. 5. The input of the student’s parent/guardian. 6. Relevant teacher input. 7. Appropriate diagnostic testing results (e.g., Iowa Acceleration Scale). 8. Anecdotal reports. 9. Other factors that may be determined relevant to the individual consideration for each student. Prior to the recommendation of specialized instruction, a variety of intervention progressions shall be considered to meet the needs of any student. A student will be promoted when s/he has completed the course requirements at the present level or, in the opinion of district professional staff, achieved the learning outcomes established for the present level. The input of the classroom teacher shall be required for the promotion or retention of a student. This policy shall not apply to the routine determinations made by professional staff for the placement of all students into ability groups, even when such placements result in some students skipping selected levels. Promotion - The matriculation of students through a planned sequence of academic courses or grade levels of gradually increasing complexity. Acceleration - The promotion of a student to a grade other than the next succeeding one, or enrollment in courses other than the next one in the academic sequence. This may also involve a more rapid movement through the planned sequence of instruction. Examples of acceleration include demonstration of proficiency through exam, dual enrollment, distance learning, compacting of curriculum (students spend less time completing a course than usual (example: a year's course is completed in one (1) semester)), and early graduation. Retention - The repetition of an academic grade level by a student who has failed to demonstrate appropriate competency for promotion. Retention shall only be considered in the most extenuating circumstances, based on sound educational data, and shall not be a common practice within the school district. The Superintendent shall develop procedures that ensure that appropriate instructional interventions are implemented to remediate students with difficulties before retention is considered and that appropriate interventions are available to provide enrichment opportunities for advanced students. The principal shall be responsible for the final determination of the promotion, acceleration, or retention of each student. To the extent not governed by applicable Pennsylvania state regulations for Special Education of Gifted Students, the promotion, acceleration and/or retention of students shall be governed by the following guidelines. PROMOTION Students shall be promoted to the next grade level based upon mastery of the curriculum for the current year enrolled as determined by the building principal. At the high school, promotion shall be determined by the achievement of the required number of credits for graduation for each grade level. GRADE ACCELERATION Referral Process A teacher, administrator, gifted-education specialist, guidance counselor, school psychologist, or parent/guardian may refer any student, or the child may refer him/herself by completion of an acceleration referral form submitted to the building principal. Consideration for acceleration requires submission of the referral form no later than May 1 of the year prior to the school year possible acceleration would occur. The principal or designee shall meet with the parent/guardian and when appropriate, the student, to discuss the referral and obtain written permission from the referred student’s parent/guardian to evaluate the student for possible acceleration. Acceleration Evaluation Team (AET) The principal shall convene an evaluation team to analyze the student data and review relevant information regarding the child, to develop a recommendation regarding the most appropriate available learning environment, and to recommend instructional strategies for the student. The recommendation shall be based on the individual needs of the referred student. The team should be comprised of the following: 1. The principal. 2. A current teacher of the referred student (if course acceleration is being considered, then the specific subject teacher). 3. A teacher from the grade level to which the student may be accelerated. 4. A guidance counselor. 5. Any additional individuals the principal believes could contribute expertise to the development of the recommendation. The team may consider accelerating a student to a grade other than the next succeeding one, when the AET determines acceleration to be in the child’s best interests and the AET believes the following conditions are present: 1. The student has demonstrated through diagnostic testing, achievement and measured ability that significantly exceeds that of his/her grade-level peers. 2. The student has achieved the grade objectives and state-mandated requirements, if applicable, of the grade in which s/he is presently enrolled, as well as of the grade that will be skipped. 3. The student has demonstrated sufficient competency to permit acceleration and that significant gaps in learning would not occur. 4. The student has demonstrated the degree of social, emotional, behavioral, and necessary for a successful learning experience in the grade to which s/he will be promoted. 5. The student has demonstrated that acceleration is necessary because other interventions will not meet the student’s individual educational needs. If acceleration is recommended, the AET shall specify the appropriate transition period and ensure that appropriate monitoring and follow up review of the placement occurs. The Acceleration Evaluation Team shall issue a written recommendation. The principal or designee shall meet with the parent/guardian to present the findings and recommendation of the Acceleration Evaluation Team. Appeal Process The parent/guardian of the referred student may appeal the decision of the Acceleration Evaluation Team in writing to the Superintendent within thirty (30) days of the presentation of the written recommendation by the principal. The Superintendent will review the process and findings of the Acceleration Evaluation Team and shall notify the parent/guardian of the appeal decision within thirty (30) days of receiving the appeal. The decision of the Superintendent shall be final. COURSE/SUBJECT ACCELERATION A student or parent/guardian may apply for course/subject acceleration through the building principal. Permission to accelerate must be requested in advance. The application shall be signed by the parent/guardian. Acceleration may occur through a variety of methods depending upon the student’s individual circumstances. The building principal shall take into consideration the following when making his/her decision: 1. The student’s past and current grades in the subject area. 2. The input of the student’s current teacher in the subject area. 3. Any significant gaps in learning that may occur. 4. The student’s motivation for acceleration. 5. The student’s overall school record of academics, behavior, and citizenship. 6. The student’s likelihood for success in school resulting from the acceleration. 7. Other relevant factors. The following requirements are applicable to course acceleration situations: 1. All prerequisites for a course must be met prior to an application for acceleration. 2. The student must maintain the minimum credit schedule established in policy during the normal school year in addition to taking a course(s) for acceleration. The student shall receive a copy of the approved application for acceleration or a written reason for a denial. METHODS OF ACCELERATION The above detailed procedure is required in order to apply for any of the methods of acceleration listed below. Credit For Alternative Instruction A student may apply for written permission from the building principal prior to beginning instruction for credit in select courses at the middle school and high school level based on mastery of the relevant curriculum resulting from instruction received by the student from sources other than the school district. A minimum of thirty (30) hours of instruction is recommended and a passing grade of at least 89% on the district exit exam for the course is required for credit. A student may only make one (1) attempt per course to pass the exam. This restriction does not apply to credit recovery. The transcript will list, “pass” as the grade and the credited course shall not be calculated in the student’s GPA. It is preferred that acceleration courses be taken during the summer months. The district shall only recognize and credit students for instruction delivered by the Lewisburg Area School District or other schools recognized by the Pennsylvania Department of Education. An instructor with an active certification by the Pennsylvania Department of Education, in the subject to be taught, may be approved at the discretion of the building principal. Approval MUST be secured prior to the student receiving instruction. Students must carry the minimum load of credits required regardless of acceleration. Acceleration By Examination The principal may permit a student to demonstrate proficiency in a course or subject area by examination. No credit will be awarded and the passage of the test will not be calculated into the student’s GPA. The student’s transcript will reflect that the student has demonstrated proficiency of the specified course material by examination. The student will be permitted demonstrate proficiency by examination to meet prerequisite requirements. College Courses College level courses will be accepted for high school credit upon approval of the principal. Approval must be secured prior to the student receiving instruction. Credit for passing an approved college course will be awarded, however these courses will not be reflected in the student’s GPA. The student’s transcript will list the course as a college course and the grade earned will be designated on the transcript. Other Courses Institutions (i.e. colleges or universities) other than the Lewisburg Area School District may offer middle or high school courses at an accelerated pace when school is not in session. Students who wish to have these courses accepted for middle or high school credit, must secure approval from the principal prior to receiving instruction. Appeal Process The parent/guardian of the referred student may appeal the decision of the Principal in writing to the Superintendent within thirty (30) days of the presentation of the written recommendation by the principal. The Superintendent will review the process and findings of the principal and shall notify the parent/guardian of the appeal decision within thirty (30) days of receiving the appeal. The decision of the Superintendent shall be final. RETENTION In extenuating circumstances, a student may be retained if in the opinion of the professional staff, the individual needs of the student would be best served by the repetition of the student’s current grade. The input of the relevant professional staff member(s) and guidance counselor, along with the approval of the building principal is required to retain a student. A research based retention survey will be administered at the elementary level to assist the team in determining the best placement for the student. The parent/guardian shall be notified in writing in advance of the possibility of retention. The principal shall meet with the parent/guardian of any child that is being considered for retention prior to the final determination. The principal will provide a written recommendation to the parent/guardian of the student. If the building principal has determined that a student should be retained, then the principal shall submit a written notification to the Superintendent indicating the student’s name and the rationale for the retention. Appeal Process The parent/guardian of the referred student may appeal the retention decision in writing to the Superintendent within thirty (30) days of the presentation of the written recommendation by the principal. The Superintendent will review the process and findings and shall notify the parent/guardian of the appeal decision within thirty (30) days of receiving the appeal. The decision of the Superintendent shall be final. Applicability To Gifted Students To the extent Pennsylvania state regulations for Special Education of Gifted Students shall apply, and in the event of a conflict between such regulations and the terms of this Policy, the regulations shall control. References: School Code – 24 P.S. Sec. 1531, 1532, 1611, 1613 State Board of Education Regulations – 22 PA Code Sec. 4.12, 4.13, 4.42 Board Policy – 000, 100, 212, 213, 217