Adopted: MSBA/MASA Model Policy 513
Revised: Rev. 2023
513 STUDENT
PROMOTION, RETENTION, AND PROGRAM DESIGN
I. PURPOSE
The purpose of this policy is to provide guidance to professional
staff, parents, and students regarding student promotion, retention, and
program design.
II. GENERAL
STATEMENT OF POLICY
The school board expects all students to achieve at an
acceptable level of proficiency.
Parental assistance, tutorial and remedial programs, counseling, and
other appropriate services shall be coordinated and utilized to the greatest
extent possible to help students succeed in school.
A. Promotion
Students who achieve at levels deemed acceptable by local
and state standards shall be promoted to the next grade level at the completion
of each school year.
B. Retention
Retention of a student may be considered when professional
staff and parents feel that it is in the best interest of the student. Physical development, maturity, and emotional
factors shall be considered, as well as scholastic achievement. The superintendent’s decision shall be final.
C. Program
Design
1. The
superintendent, with participation of the professional staff and parents, shall
develop and implement programs to challenge students that are consistent with
the needs of students at every level. A process
to assess and evaluate students for program assignment shall be developed in
coordination with such programs.
Opportunities for special programs and placement outside of the school
district shall also be developed as additional options. All programs will be aligned with creating
the World’s Best Workforce.
2. The school
district may identify students, locally develop programs and services
addressing instructional and affective needs, provide staff development, and
evaluate programs to provide gifted and talented students with challenging and
appropriate educational programs and services.
3. The school
district must adopt guidelines for assessing and identifying students for
participation in gifted and talented programs and services consistent with
Minnesota Statutes, section 120B.11. The
guidelines should include the use of:
a. multiple
objective criteria; and
b. assessments
and procedures that are valid and reliable, fair, and based on current theory
and research. Assessments and procedures
should be sensitive to under-represented groups, including, but not limited to,
low-income, minority, twice-exceptional, and English learners.
4. The school
district must adopt procedures for the academic acceleration of gifted and
talented students. These procedures will
include how the school district will:
a. assess a student’s readiness and motivation for
acceleration; and
b. match the level, complexity, and pace of the curriculum to a
student to achieve the best type of academic acceleration for that student.
5. The school
district must adopt procedures consistent with Minnesota Statutes, section
124D.02 for early admission to kindergarten or first grade of gifted or
talented learners consistent with Minnesota Statutes, section 120B.11,
subdivision 2, clause (2). The procedures must be sensitive to underrepresented
groups.
Legal References: Minn. Stat. § 120B.15 (Gifted and Talented
Students Program)
Minn.
Stat. § 123B.143, Subd. 1 (Superintendent)
Cross References: MSBA/MASA Model Policy 613 (Graduation
Requirements)
MSBA/MASA
Model Policy 614 (School District Testing Plan and Procedure)
MSBA/MASA Model Policy 615 (Testing Accommodations,
Modifications, and Exemptions for IEPs, Section 504 Plans, and LEP Students)
MSBA/MASA Model Policy 617 (School District Ensurance of Preparatory and High School Standards)
MSBA/MASA Model Policy 618 (Assessment of Student Achievement)
MSBA/MASA Model Policy 620 (Credit for Learning)