Adopted: MSBA/MASA Model Policy 513
Revised: Rev. 20243
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 comprehensive achievement and civic readiness.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)