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  The District operates on the philosophical basis that any educational decision should be in the best interest of the students. The District is committed to a constant pursuit of educational excellence in meeting the cognitive, academic, affective, and linguistic needs of the students. When a student is not meeting the academic requirements, decisions are made to reflect the course of action that ultimately will benefit the student in a positive sense and is in the student's best interest. A.R.S. 15-341(16), 15-342(11), 15-521(3), 15-701(D), and Attorney General's Opinion I-81-145 state that the teacher shall make the decision to promote or retain a pupil in a grade in a common school (kindergarten through eighth grade) or to pass or fail a pupil in a course in high school. If a parent or legal guardian chooses not to accept a decision of the teacher, the parent or legal guardian may request in writing that the Governing Board review the teacher's decision. Nothing shall be construed to release the School District from any liability relating to a child's promotion or retention. The final determination whether to accept or reject the teacher's decision is that of the Governing Board. All students are promoted based upon successful completion of prescribed curriculum and adherence to ninety percent (90%) attendance of the required school days. The District standards that students must achieve in reading, written communication, and mathematics for promotion are identified by the state of Arizona. In addition to these standards, test scores, grades, teacher-principal recommendations, attendance, and other pertinent data will be used to determine promotion. Retention of students is a process that is followed when the professional staff, in consultation with the parent, determines it to be in the best interest of the student. Though primary grades are suggested as the most appropriate time, retention may be considered at any grade level. When circumstances indicate that retention is in the best interest of the student, the student will have individual consideration and decisions will be made only after a careful study of facts relating to all phases of the student's growth and development. A decision should be based on sufficient data collected over a period of time and motivated by a desire to place a student in school programs where he/she will be the most successful. In addition to the above, such decisions, when applied to students enrolled in special education, shall be on a case-by-case basis, consistent with the individualized education plan and in accordance with A.A.C. R7-2-301 and R7-2-401. Special Education A student who does not meet regular promotion requirements must meet the course of study and promotion requirements for special education under the guidance of A.A.C. R7-2-401. The programs for such student may need modifications, which may include but not be limited to:
Any student unable to meet regular academic requirements for promotion must meet the requirements of an alternative curriculum derived from the regular curriculum, which will be developed by a multidisciplinary team on an individual basis. A student placed in special education will complete the course of study as prescribed in his/her individual promotion plan and implemented through individual education programs. Course work will be presented at a level commensurate with the student's ability. The student's permanent file shall identify the courses completed through special education; however, the student will receive the standard certificate of promotion. Acceleration When circumstances indicate that acceleration in grade placement is in the best interest of the student, close cooperation between the parents and all school personnel involved in imperative. Each student will have individual consideration, and decisions will be made only after a careful study of facts relating to the student's growth and development. The student's academic achievement level and mental ability are important, but the physical and social characteristics are also determining factors. A decision should be based on sufficient data collected over a period of time and motivated by a desire to place the student in the school program where the greatest success will result. The final decision to accelerate a student rests with the Superintendent. Parental involvement in all steps of the process is vital. Parental consent to the acceleration of a student should be in writing. If the parents do not approve of a decision regarding the acceleration of the student, they may appeal the decision to the Superintendent. Further appeal, if necessary, may be made to the Governing Board.
Attendance on a daily basis is the responsibility of the student and parents. Grades are earned based on lectures, class discussions, guided practice, student participation and assessment. The student is expected to attend a minimum of ninety percent (90%) of the required school days; a maximum of ten percent (10%) unexcused absences will be allowed. After the fifth absence of the semester, a student will have an opportunity to make up missed classes in Attendance Make-up School. Promotion/Retention Standards The following criteria will be considered for promotion: Kindergarten
1st - 3rd
4th -5th
6th - 8th
9th -12th
Special Education Special education students are expected to meet promotion standards as addressed on their individualized education program. Limited English Proficient/Monolingual Students The promotion/retention of Limited English Proficient and monolingual students will be determined by teacher evaluation and recommendation based on the following criteria:
Tutorial K - 8 Providing an intervention program to students who are potential retainees is of the utmost importance. Such intervention may decrease the possibility of retention and its effects on students as well as on the District. During the first grading period, any student who is failing in any academic area may be placed in the regular school year tutorial program on the recommendation of the teacher and/or principal. Summer School Summer school will be provided for students upon recommendation by the teacher and/or principal. An Individual Education Plan (IEP) will be provided for students by the classroom teacher. The following will be guidelines for summer school. K - 5th
6th - 8th
Retention Procedures The teacher/team and principal will send a progress report notice during each 9-week grading period if the student is not meeting academic requirements. The teacher/team checks the appropriate areas identifying problems the student is having and checks the recommended improvement plans. The teacher/team may request a parent conference. After the first 9-week grading period, the teacher/team and principal will have a conference with or verbally contact the parents of each student who is failing two (2) or more subjects. The first potential retainee notice shall be delivered at this time. After the third 9-week period the teacher/team and principal will have a conference with or verbally contact the parents of each student who is failing two (2) or more subjects. The second potential retainee notice shall be delivered at this time. During or before the last two (2) weeks of school, the teacher/team and principal will have a conference with or verbally contact the parents of each student who is failing two (2) or more subjects. The parents will be notified at this conference of the possible retention of the student. A final retention decision notice shall be delivered to or sent by certified mail to the parents during the last week of school. Parents who wish to appeal the teacher/team's decision shall notify the Superintendent's office in writing within ten (10) days after the date of the notice. Upon receipt of written notification from the parents, the administration shall schedule a hearing by the Governing Board. Adopted: June 26, 2001 |
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