Mt. Diablo USD
Board Policy
Promotion/Retention/Acceleration

BP 5123 
Students

The Governing Board expects students to reach high levels of achievement and to progress through each grade within one school year. To accomplish this, instruction should accommodate the varying interests and rate of development of individual students and include strategies for addressing academic deficiencies when needed.

Grades 1-8
Students shall progress through the grade levels by demonstrating progress towards meeting standards required for satisfactory performance in the subsequent grade. This includes mastery of standards by achieving a 2 or 3 on the standards-based elementary report card or passing grades in middle school English Language Arts and Mathematics courses.

Teachers shall identify students who should be retained or who are at risk of being retained at their current grade level as early as possible in the school year and as early in their school careers as practicable. Such students shall be identified at the following grade levels:  (Education Code 48070.5)

1.	Between grades 2 and 3
2.	Between grades 3 and 4
3.	Between grades 4 and 5
4.	Between grades 5 and 6 
5.	Between the end of the middle school grades and the beginning of the high school grades

Students between grades 2 and 3 and grades 3 and 4 shall be identified primarily on the basis of their level of proficiency in reading.  Proficiency in reading, English language arts, and mathematics shall be the basis for identifying students between grades 4 and 5, between intermediate and middle school grades, and between middle school grades and high school grades.  (Education Code 48070.5)

(cf. 6142.91 - Reading/Language Arts Instruction)
(cf. 6142.92 - Mathematics Instruction)

If a student does not have a single regular classroom teacher, the Superintendent or designee shall specify the teacher(s) responsible for the decision to promote or retain the student.  (Education Code 48070.5)

Grades 9-12
Progress toward high school graduation shall be based on the student passing the required and elective subjects necessary to earn the annual required number of credits as outlined by current Board policy. The student must also meet proficiency requirements as measured by the High School Exit Exam in the first year specified by state law.

As early as possible in the school year and in students' school careers, the Superintendent or designee shall identify students who are at risk of being retained and who should be retained in accordance with law, Board policy and administrative regulation.

The indicators of academic achievement shall include but not be limited to:

1.	Report card standards or grades where applicable

2.	California standardized standards tests

3.	Teacher documented achievement levels in reading, mathematics and written expression

4.	Site or district assessments

When any student in grades 2-9 is recommended for retention or is identified as being at risk for retention, the Superintendent or designee shall offer an appropriate program of remedial instruction to assist the student in meeting grade-level expectations.  (Education Code 48070.5)

(cf. 6176 - Weekend/Saturday Classes)
(cf. 6177 - Summer Learning Programs)
(cf. 6179 - Supplemental Instruction)

The teacher's decision to promote or retain a student may be appealed in accordance with AR 5123 - Promotion/Acceleration/Retention.

In the event of a federal, state or local emergency where the district is mandated to modify classroom instruction to include partially or fully remote learning for all students, and with approval from the Superintendent and School Board, students will not be retained at the elementary and middle school grades. At the high school level, Credit/ No Credit marks may be issued according to Board Policy 5121. 

When a student is identified as being at risk for retention or is recommended for retention, the Superintendent or designee shall provide opportunities for supplemental instruction to assist the student in achieving academic proficiency. Such opportunities may include but are not limited to alternative academic courses and intervention (supplemental instruction).

When exceptional academic achievement is demonstrated, the Superintendent or designee 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.

Legal Reference:
EDUCATION CODE
37252-37254.1  Supplemental instruction
41505-41508 Pupil Retention Block Grant
46300  Method of computing ADA
48010  Admittance to first grade
48011  Promotion/retention following one year of kindergarten
48070-48070.5  Promotion and retention
48431.6  Required systematic review of students and grading
56345  Elements of individualized education plan
60640-60649 California Assessment of Student Performance and Progress
60850-60859  Exit examination
CODE OF REGULATIONS, TITLE 5
200-202 Admission and exclusion of students
Management Resources:
CALIFORNIA DEPARTMENT OF EDUCATION
0900.90  Changes in Law Concerning Eligibility for Admission to Kindergarten 90-10
CDE PUBLICATIONS
FAQs Promotion, Retention, and Grading (students with disabilities)
FAQs Pupil Promotion and Retention
Kindergarten Continuance Form
Performance Level Tables for the California Standards Tests and the California Alternative Performance Assessment
Parental Agreement Form:  Agreement for Pupil to Continue in Kindergarten
LEGISLATIVE COUNSEL'S OPINION
Promotion and Retention #21610
WEB SITES
CSBA:  http://www.csba.org
California Department of Education: http://www.cde.ca.gov

Policy	MT. DIABLO UNIFIED SCHOOL DISTRICT
adopted:  	January 23, 2012	Concord, California
revised:	April TBD 2020	Concord, California