No. 215

SECTION: PUPILS

TITLE: PROMOTION AND RETENTION BURRELL ADOPTED: October 19, 1999 SCHOOL DISTRICT REVISED: August 16, 2011

215. PROMOTION AND RETENTION

1. Purpose The Board recognizes that the personal, social, physical and educational growth of children will vary and that they should be placed in the educational setting most appropriate to their needs at the various stages of their growth.

The basic expectation of the school district is that students will be able to satisfactorily complete the work of each grade level within the time allowed which will result in promotion each year to the next higher grade.

2. Authority In general, it shall be the policy of the Board that each child shall be moved forward SC 1531, 1532 in a continuous pattern of achievement and growth that is in harmony with his/her Title 22 own development. Sec. 4.42 Pol. 213, 217 1. The district believes that a promotion policy must meet the needs of individual students and be appropriate for the maturational level of the child.

2. In the elementary years, the students build upon and master academic skills as they developmentally progress through various learning stages.

3. Through the transient years, the middle school child must meet stricter academic requirements, although other developmental factors may be considered as well.

4. At the high school level, graduation requirements and the need to complete coursework successfully for credits is the primary consideration in promotion of the learner.

3. Delegation of The Superintendent shall develop procedures for promotion and retention of students Responsibility which assure that every effort will be made to remediate the student's difficulties Title 22 before s/he is retained. Sec. 4.13

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The building principal shall be assigned the final responsibility for determining the promotion or retention of each student. The primary determinant regarding promotion or retention shall be whether the student will make progress toward the attainment of academic standards through promotion or retention.

SC 1532 The classroom teacher may be required to give a recommendation for promotion and retention of a student.

The parents/guardians shall be informed well in advance of the possibility of retention of a student.

4. Guidelines Letter grades as a consideration for promotion or retention will be based on the percentages as follows:

Letter And Numeric Grade Scale

Grade Point Percentage Letter Grade Grade Point Honors/Pre-AP/AP Grade Earned Assigned Assigned Assigned 95-100 A+ 4.0 5.0 94 A 3.9 4.9 93 A 3.8 4.8 92 A- 3.7 4.7 91 A- 3.6 4.6 90 A- 3.5 4.5 89 B+ 3.4 4.4 88 B+ 3.3 4.3 87 B+ 3.2 4.2 86 B 3.1 4.1 85 B 3.0 4.0 84 B 2.9 3.9 83 B 2.8 3.8 82 B- 2.7 3.7 81 B- 2.6 3.6 80 B- 2.5 3.5 79 C+ 2.4 3.4 78 C+ 2.3 3.3 77 C+ 2.2 3.2 76 C 2.1 3.1 75 C 2.0 3.0 74 C 1.9 2.9 73 C 1.8 2.8 72 C- 1.7 2.7 71 C- 1.6 2.6

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Grade Point Percentage Letter Grade Grade Point Honors/Pre-AP/AP Grade Earned Assigned Assigned Assigned 70 C- 1.5 2.5 69 D 1.4 1.4 68 D+ 1.3 1.3 67 D+ 1.2 1.2 66 D 1.1 1.1 65 D 1.0 1.0 64 D 0.9 0.9 63 D 0.8 0.8 62 D- 0.7 0.7 61 D- 0.6 0.6 60 D- 0.5 0.5 50-59 F 0.0 0.0

Grade Point Average (GPA) - Calculated by dividing the total amount of grade points earned by the total number of course credits per grading period.

Cumulative Grade Point Average (CGPA) - Calculated by dividing the number of grade points earned in all courses by the total of all course credits to date.

Elementary School

Responsible decisions concerning the promotion of a student must be made on a variety of academic and social grounds. Retention should be chosen only as a last resort.

A kindergarten student will be considered for promotion/retention with satisfactory/unsatisfactory progress in cognitive, social, and motor development. The following criteria shall be used as a guide:

1. Academic performance.

2. Maturity of the student.

3. Aptitude for achieving at the next grade.

4. Test scores (Brigance Testing, McGraw Hill Tests, etc.).

5. Attendance.

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Pol. 113 Under ordinary circumstances, most children should not spend more than seven (7) years in kindergarten - fifth grade. If, after one (1) retention, a student’s achievement is significantly below grade level, an individual multidisciplinary evaluation to determine a proper program will be recommended.

School personnel will recommend to parents/guardians what placement will be in the best educational interest of the child. Decisions regarding retention should be reached cooperatively among all persons connected with the situation (teachers, principal, parents/guardians, and counselor). However, the principal retains the right to make decisions regarding the child’s placement.

No child may be retained in his/her grade without ESAP interventions for students having academic difficulty.

When retention is necessary, parents/guardians shall be notified in writing concerning the final decision before the close of the school year.

Pol. 113 Promotion and retention requirements for students having an Individualized Education Program (IEP) are based upon each student meeting the goals and objectives in their IEP.

A letter of disagreement must be written by the custodial parents/guardians when the school’s recommendation for retention is opposed by the custodial parents/guardians. This letter will be placed in the child’s permanent record file.

Middle School

Students at the middle level may be promoted to the next grade level if the student has passed sixty-five percent (65%) of his/her total subjects. This sixty-five percent (65%) must include a year of English or language arts, a year of reading or literature, and a year of mathematics.

Courses offered at the middle school in the normal eight-period day are:

Reading/Literature Full Year/daily Language Arts/English Full Year/daily Social Studies Full Year/daily Mathematics Full Year/daily Science Full Year/daily Physical Education Full Year/two (2) days/cycle

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Encore classes will be offered to all students within the six-day rotation. These courses may include but are not limited to industrial arts, home economics, art, music, foreign language, computers, health, and band/choir.

Teachers recommend students for placement for the following year. This recommendation is based on past performance in the classroom.

Counselors and BEST team members continuously monitor students having academic difficulty.

Decision Factors –

1. Promotion to the next grade level may be granted if the student has passed sixty- five percent (65%) of the total subjects taken. This sixty-five percent (65%) must include a year of English, a year of reading or literature and a year of mathematics.

2. Students who do not meet the above promotion requirements may be advanced by action of a committee consisting of the student's teacher team, counselor and the building principal based on the following criteria:

a. Chronological age.

b. Emotional maturity.

c. Prior retention history.

3. Students may attend summer school with the following guidelines:

a. A student may make up two (2) academic classes in summer school.

b. A student who has failed more than three (3) academic subjects cannot fulfill all academic requirements in summer school and thus will be retained.

c. All courses must be provided by a district-approved certified summer school program and must be approved by counselors prior to students taking the course if credit is to be granted.

4. When a student’s classroom behavior or performance is unusual or below the level expected of him/her, an evaluation by the psychologist is requested. The recommendations of the psychologist are discussed with parents/guardians and then implemented.

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Pol. 113 5. Promotion and retention requirements for students having an Individualized Education Program (IEP) are based upon each student meeting the goals and objectives in their IEP.

Parent/Guardian Communication –

1. Every forty-five (45) days, report cards are issued to inform parents/guardians of the child’s progress. Throughout the grading period, subject teachers shall post grades online and attempt to contact parents/guardians to inform them of a potential failure in the subject.

2. Counselors, teachers, principals or parents/guardians may initiate parent-teacher conferences as needed.

3. Parents/Guardians may request, of the teacher and/or counselor, an evaluation of the student's progress at any time.

4. At the end of every nine-week period, a letter is sent to inform parents/guardians of inadequate progress in school subjects. Parents/Guardians are encouraged to call the middle school for a conference.

5. At the end of the year, a letter is sent to inform parents/guardians of the child's retention in grade. Parents/Guardians are encouraged to call the guidance office for possible alternatives.

High School

To be promoted to a tenth grade homeroom, a student must have earned five (5) credits during the ninth grade year.

To be promoted to an eleventh grade homeroom, a student must have earned eleven (11) credits by the end of the sophomore year.

To be promoted to a twelfth grade homeroom, a student must have earned seventeen (17) credits by the end of the junior year.

Pol. 217 Graduation requirements:

1. Scholastic achievement in grades 9, 10, 11 and 12, determines a student's status for graduation.

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2. Students must have completed the following credits including all required courses for the classes of :

2007, 2008, 2009 23.86 2010 24.20 2011 24.7

3. Students must meet the district PSSA requirements by demonstrating proficiency in math and reading as indicated by:

a. Attaining a designation of proficient or above on the PSSA in grade 11.

b. Attaining a designation of proficient or above on the PSSA retest in grade 12.

c. Attaining a score of proficient or above on the local assessment, 4Sight Test, retest grade 12.

d. Successful completion of math and/or reading acceleration course in grade 12.

Summary of minimum requirements in grades 9-12:

Classes of 2007, 2008, 2009

English 9, 10, 11, 12 4.0 credits American History I 1.0 credit American History II 1.0 credit World Cultures 1.0 credit Economics .5 credit Government .5 credit Biology 1.0 credit Other Science Courses 2.0 credits Mathematics 3.0 credits Physical Education 9, 10, 11, 12 1.36 credits Health 11 1.0 credit Speech .5 credit Computer Applications 1.0 credit Portfolio .25 per year 1.0 credit *Electives 5.0 credits

Total Credits 23.86

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Class of 2010 English 9, 10, 11, 12 4.0 credits American History I 1.0 credit American History II 1.0 credit World Cultures 1.0 credit Economics .5 credit Government .5 credit Earth Science 1.0 credit Biology 1.34 credits Other Science Course 1.0 credit Mathematics 3.0 credits Physical Education 9, 10, 11, 12 1.36 credits Health 11 1.0 credit Speech .5 credit Computer Applications .5 credit Portfolio .25 per year 1.0 credit *Electives 5.5 credits

Total Credits 24.20

Class of 2011

English 9, 10, 11, 12 4.0 credits American History I 1.0 credit American History II 1.0 credit World Cultures 1.0 credit Economics .5 credit Government .5 credit Biology 1.0 credit Other Science Course 2.0 credits Mathematics 3.0 credits Physical Education 9, 10, 11, 12 1.36 credits Health 11 1.0 credit Speech .5 credit Computer Applications .5 credit Portfolio .25 per year 1.0 credit *Electives 5.5 credits Personal Finance .5 credit

Total Credits 24.36

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*Electives include foreign languages, career education, language arts, home economics, industrial arts, band, choir, additional math or science courses, and vocational education.

6. Students, with parent’s/guardian’s approval, have the right to select a subject placement such as College Prep or Honors when prerequisites are met.

Pol. 113 7. Promotion and retention requirements for students having an Individualized Education Program (IEP) are based upon each student meeting the goals and objectives in their IEP.

Decision Factors –

1. Retention is based on Board-approved Chapter 4 curriculum requirements and independent of individual feelings, student age, physical maturity or previous retention.

2. Students in the following grades must have earned credits indicated to be promoted to the next grade level. Although total credits are important, they must include credits in the required subject areas plus electives for graduation as follows:

Grade 9 - 5 credits Grade 10 - 11 credits Grade 11 - 17 credits Grade 12 - 22.71 for the classes of 2004 and 2005 22.86 for the class of 2006 23.86 for the classes of 2007, 2008, and 2009 24.20 for the class of 2010 24.70 for the class of 2011 and thereafter

Parent/Guardian Communication –

1. Every forty-five (45) days, report cards are issued to inform parents/guardians of the child’s progress. Throughout the grading period, subject teachers shall post grades online and attempt to contact parents/guardians to inform them of a potential failure in the subject.

2. Counselors throughout the school year arrange teacher, student, and parent/guardian conferences when it is found to be in the best interest of the student.

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3. At the end of each grading period, counselors meet with subject failures to discuss the student's class responsibilities, study habits, career and educational interests.

4. Parents/Guardians may request, of the counselor, an evaluation of the student’s progress at any time.

5. Letters are mailed to parents/guardians of subject failures at the end of the first, second and third grading periods. At this time, parents/guardians are encouraged to make arrangements to speak with the teachers in person or by phone regarding their child's academic problems. The letter warns of credit deficiencies for graduation and possible retention.

6. At the end of the second semester, letters are sent to parents/guardians to notify them of subject failures for the year. Parents/Guardians are advised to call counselors for alternatives when retention results.

Alternatives To Retention –

1. When a student's classroom behavior is unusual or his/her achievement level is below the level anticipated for his/her ability, an evaluation by the school psychologist may be requested. Results of the evaluation are discussed with parent/guardian and teachers. Recommendations to improve the student's performance are made.

2. Where failures resulted in a student's retention, parents/guardians may contact counselors to discuss summer school.

3. School policy is explicit with respect to "making up" failed subjects.

Students must attend a certified school program such as summer school. All courses must be preapproved by counselors prior to student taking the course if credit is to be granted.

References:

School Code – 24 P.S. Sec. 1531, 1532, 1533

State Board of Education Regulations – 22 PA Code Sec. 4.12, 4.13, 4.42

Board Policy – 113, 124, 212, 213, 217

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