IKE – Promotion, Retention and Acceleration of Students

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  1. Performance Requirements for Promotion
The Board of Education recognizes that high expectations and high standards for student achievement are necessary so that students will be well prepared for the next level of their education. To the extent that a student is struggling to meet proficiency standards, teachers and other staff shall implement interventions and supportive measures designed to improve the individual student's proficiency. Students are expected to meet or exceed the proficient level of performance in reading, writing, and mathematics for promotion in the traditional manner from fifth to sixth grade, and reading, writing, mathematics, and science for promotion in the traditional manner from eighth to ninth grade. Other circumstances which require special consideration in terms of advancement to the next level of education include students with disabilities who have IEPs or Section 504 plans, health situations, emergencies, or other circumstances which are beyond a student's ability to control.
  1. Students at Risk of Not Meeting Performance Requirements
Students who are at risk of not meeting performance requirements will be identified as early as possible. Teachers shall counsel with parents/guardians to provide information on programs, which are available to assist the student, such as summer school, special programs, and tutoring. Parents/Guardians shall work with the teacher and school personnel to support the student in meeting required proficiency levels. Teachers shall keep parents/guardian apprised of student progress. To the extent that a student in grades kindergarten through third grade has a significant reading deficiency (as defined by state law) at the end of a school year, the parents/guardians, the student's teacher, and other school staff shall work with parents to develop intervention strategies, including consideration of the appropriateness of retention under the criteria set forth herein and in state law.
  1. Decisions Regarding Promotion and Acceleration
Acceleration or promotion means to advance a student one or more grade levels or for a student to advance past one year's worth of academic content. Decisions regarding the promotion and/or acceleration of a student are the responsibility of the principal. Decisions regarding the acceleration of a student are the responsibility of the principal to make, but all such decisions shall be in compliance with the most current District acceleration guidelines as issued by the Office of Neurodiverse Student Services. These decisions will be made after considering all pertinent information from a variety of sources including but not limited to, academic and/or educational diagnostic data, information from parents, administration, teachers or counselors, and other appropriate staff. The standard used to determine if promotion or acceleration is warranted is whether a preponderance of the evidence establishes student need which is greater than what can be met through grade level differentiation. The final decision will be documented in the student's educational records. An appeal of a principal's decision on promotion or acceleration shall be directed to the appropriate executive director of education and any designated team members, whose decision on promotion or acceleration shall be final.
  1. Decisions Regarding Retention
Retention means having a student repeat the same grade for a second year. Retention should be employed as an intervention on a very limited basis. Retention is only appropriate when there is reasonable assurance based upon a preponderance of the evidence that the student will benefit from the decision and after multiple efforts to intervene have proven ineffective. Retention decisions shall be made by the principal, shall consider a body of evidence, including information regarding academic performance, cognitive abilities, social/emotional development, physical development of the student, and information provided by the student's teacher(s), and shall be made after consulting with both the parents and other school staff. Retention decisions shall not be governed by consideration of a single factor alone. An appeal of a principal's decision on retention shall be directed to the appropriate executive director of education and any designated team members, whose decision on retention shall be final. Originally Adopted: June 11, 2001 Last Revised: March 9, 2020 Current Revision: July 29, 2024
Cross References: AE – Accountability/Commitment to Accomplishment
AEA, Standards Based Evaluation
IK, Academic Achievement
IKA – Assessment and Evaluation for Student Performance Improvement
ILBC and ILBC-R, Early Literacy and Reading Comprehension
Legal References: C.R.S. § 22-7-1013(2.5) (recommended considerations for academic acceleration procedure)
C.R.S. § 22-7-1205(2)(b)(VII) (reading competency interventions)
C.R.S. § 22-32-109 (1)(hh) (board duty to provide opportunity for an academic remediation plan upon request by student's parent/guardian)
Adoption Date: June 11, 2001 Last Revised: July 29, 2024
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