School Board Policy 513 -
Student Promotion, Retention and Program Design
Adopted: september 8, 1997
REVISED: june 11, 2001
revised: november 8, 2010
revised: july 16, 2018
revised: December 14, 2020
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.
Students who achieve at levels deemed acceptable by local and state standards shall be promoted to the next level at the completion of each school year.
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
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 can 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.
The school district will adopt guidelines for assessing and identifying students for participation in gifted and talented programs. 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 sensitives to gender participation and to under-represented groups, including, but not limited to low-income, minority, twice, exceptional, and English learners.
3. The school district will 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 pact of the curriculum to a student to achieve the best type of academic acceleration for that student.
4. The school district will adopt procedures which describe the comprehensive evaluation in cognitive, social, and emotional development domains to help determine a child’s ability to meet kindergarten grade expectations and progress to first grade. The comprehensive evaluation must use valid and reliable instrumentation, be aligned with state kindergarten expectations, and include a parental/guardian report and teacher observation of the child's knowledge, skills, and abilities. The procedures must be sensitive to under-represented groups.
Minn. Stat. § 120B.15 (Gifted and Talented Program)
Minn. Stat. § 123B.143 Subd.1 (Superintendents)
WBLASB Policy 613 (Graduation Requirements)
WBLASB Policy 614 (School District Testing Play and Procedure)
WBLASB Policy 615 (Testing Accommodations, Modifications, and Exemptions for IEP, Section 504 Plans, and LEP Students) WBLASB Policy 618 (Assessment of Student Achievement)
WBLASB Policy 620 (Credit for Learning)