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General Information Procedures Manual |
The Board of Education expects students to meet grade-level standards and progress through each grade within one school year. To accomplish this, instruction should be focused on the District standards, accommodate the varying needs and interests of individual students, and include strategies for addressing academic deficiencies. To further promote student learning, schools and parents should form partnerships that involve parents in their child's education; foster shared responsibility among students, parents, and staff; and encourage ongoing two-way communication between parents and the school.
Students shall progress through the grade levels by demonstrating growth in learning and by meeting the grade-level standards established by the District. Progress toward high school graduation shall be based on the student's ability to pass the subjects and electives necessary to earn the required number of credits. Students will be promoted to the next grade level in high school based on District-established criteria and credits earned.
RETENTION
Students not making adequate progress in meeting the District-established criteria will be identified as early in the school year and in their school career as practicable. When a student is identified as being at risk of retention, parents will be notified and the student will be provided additional opportunities to learn. The interventions prescribed will be designed to assist the students in reaching grade-level expectations in core academic areas and to motivate and connect the students to school. Such opportunities may include but are not limited to tutorial programs, after-school programs, and/or summer school programs. Ongoing assessment of student progress will be a part of each intervention program.
CRITERIA FOR K-8 RETENTION
The following criteria shall be used for identification and decision making regarding retention of K-8 students:
Students shall be identified on the basis of (a) grades and other indicators of academic achievement that may include but shall not be limited to Terra Nova and District assessments; (b) physical, social, and emotional factors; and (c) teacher, principal, and/or parent recommendations. Such identification at all grade levels shall be based primarily on the level of the pupil's proficiency in reading, language arts, and mathematics.
Promotion or retention decisions for students performing below the minimum standards shall be based on a written recommendation by the teacher(s) and principal outlining the rationale for the decision and the appropriateness of promotion or retention for a particular student. At the middle school, such decisions shall be based primarily on the recommendations of the academic team teachers and the principal. The recommendation shall include suggestions for interventions that, in the opinion of the teacher(s) and principal, are necessary to assist the pupil to attain acceptable levels of academic achievement. The written recommendation shall be provided and discussed with the parent(s) or guardian(s) before any final determination is made for promotion or retention.
Addendum Grades K-8
Parent Notification
Parents/guardians shall be notified at the first indication of probable retentions and a conference will be scheduled. Official notification of student progress is made by signed and returned report cards. When a student's progress is marginal or unsatisfactory, a notice of concern regarding the student's academic progress will be sent to the parent/guardian at the end of the second and fourth six weeks. Communication between the home and the school shall be such that retention of the student will not occur unless there has been documented notification. Documentation pertaining to these notifications and conferences will be maintained in the student's cumulative record.
Special Education
Special Education students who meet the goals of their Individualized Education Plan (IEP) will not be considered for retention, but may be considered at risk and be eligible for interventions designed to assist the students in reaching grade level expectations in core academic areas. The IEP Team shall determine retention of Special Education students.
English Language Learners
In most instances, English Language Learners making adequate progress in their designated program will not be considered for retention but will be eligible for interventions. These interventions will be targeted to helping the student learn English and acquiring core academic content knowledge.
Promotions Contingent on Participation in Summer School
If the recommendation to promote is contingent upon the pupil's participation in an intervention program, the pupil's academic performance shall be reassessed at the end of the intervention program. After such reassessment, a decision shall be made to retain or promote.
Authority for Retention Decisions
Retentions may be made when, in the judgment of the teacher, parent/guardian and principal, such retentions are in the best educational interest of the students involved. Upon disagreement, the principal has final authority for determination of a student's grade placement for the following academic year.
Number of Retentions
The consideration to retain should always be taken very seriously and retention should only occur if it is determined to be in the best educational interests of the student. Retention decisions need to be made carefully because the overwhelming majority of research on retention practices published during the past 20 years has found no positive effects on student achievement. (Jackson, 1975; Teachers College Record, 1996; Holmes and Matthews, 1984 meta-analysis of 44 studies: Shepard and Smith, 1989; Meisels and Liaw, 1993; Texas Education Agency, 1993).
A student may not be retained more than two times during his/her K-8 school years, without prior approval of the Chief Instructional Officer.
Appeal Process
Promotion or retention decisions may be appealed to the, Executive Director, K-4 or 5-12 in Learning Support Services. It shall be the burden of the appealing party to show why the decision should not be upheld. If the appeal is not sustained, an appeal may be made to the Chief Instructional Officer. The Chief Instructional Officer's decision is final.
ACCELERATION IN ELEMENTARY GRADES 1-8
When high academic achievement is evident, the principal may recommend a student for acceleration into a higher grade level. The student's social and emotional growth shall be taken into consideration in making a determination to accelerate a student. Pupils may be accelerated one grade under the following provisions:
a. Acceleration may be recommended when, in the judgment of the teacher, parent, and principal, the pupil will be able to perform with above average success at the grade level assigned and that this acceleration will not be detrimental to the growth and development of the child.
b. Standardized test and District's assessment results should be used to supplement the observations of the parent, principal, and teacher. Special tests may be given where necessary if in the judgment of the parent and principal, acceleration may be warranted.
c. Signed documentation will be placed in the cumulative file verifying parental agreement or disagreement regarding the recommendation to accelerate.
d. The student is in the upper five percent of his/her age group in terms of general mental ability.
ACCELERATION FOR MORE AGE-APPROPRIATE PLACEMENT
Acceleration for more age-appropriate placement must be approved by the principal and parent. If this acceleration involves more than one school, the sending and receiving principals must agree to the time of the transfer and placement of the student.
PROMOTION CRITERIA FOR GRADES 9-12
Students in grades 9-12 will be required to meet the following criteria:
PROGRAM REQUIREMENTS
In order to be promoted to the next grade, students must complete and/or accrue the prescribed minimum number of credits (Carnegies units) per grade level designated by the Metropolitan Board of Public Education and the State of Tennessee:
Schools offering 6 credits per year
Schools offering 8 credits per year
5 credits 10 credits 16 credits 22 credits
7 credits* or more at the end of the ninth grade 14 credits* or more at the end of the tenth grade 21 credits* or more at the end of the eleventh grade 28 credits* at the end of the twelfth grade
Students in schools offering 8 credits per year must have 6 credits at the end of the ninth grade, 12 credits at the end of the tenth grade, 18 credits at the end of the eleventh grade, and 26 credits at the end of the twelfth grade.
CRITERIA FOR EARNING CREDIT
In order to be awarded credit students must meet the following criteria:
Student Evaluation/Instructional Assessment
A. Grades
B. Daily work (homework, class participation tests)
Mastery of Course Objectives
A student must master 70% of the course objectives as defined in the systemwide curriculum frameworks.
Addendum to Grades 9-12
Parent Notification
Official written notification of student progress is made by signed and returned report cards. Parents whose children are functioning marginally are encouraged to contact the school to discuss student performance. When a student's progress is marginal, a Notice of Concern regarding the student's academic progress will be sent to the parent at the end of the second and fourth six weeks.
Behavior and Credit
All students are expected to exhibit appropriate conduct and behaviors that permit a safe, orderly learning environment. While the Metropolitan Public School System has a very clear, widely publicized policy for student conduct, denial of credit in a grade or a subject shall not be utilized as a disciplinary measure.
Board Approved: 7/23/85
Revised: 8/26/86
8/11/98
7/27/99
8/14/01
5/28/02
4/22/03
Converted to MNPS CAPM July 16, 2003 |
