II. Elementary Student Progression Procedures
A. ENROLLMENT ANDPLACEMENT PROCEDURES
B. PROMOTIONAL REQUIREMENTS FOR BASIC EDUCATION
Students are expected to achieve or work towards achieving established performance standards each school year. Students shall not be retained more than two (2) times in grades K-5. Please note that a student in grade 3 who scores Level 1 on the state required assessment (1008.25 F.S.) shall be retained unless he/she qualifies for a good cause exemption. Grade 3 students who are retained due to not meeting promotion criteria in Language Arts may be eligible for remediation and potential promotion through a summer school assessment.
Prior to retaining students in grades K-5, a progress monitoring plan shall be developed and implemented. If the student is retained, the progress monitoring plan shall continue to be implemented the following year. Students who have been retained one time and are still not making adequate progress shall be referred to the school’s collaborative planning team to determine appropriate Tier 2 and Tier 3 interventions. No student shall be assigned to a grade level based solely on age or other factors that amount to social promotion or administrative placement. This does not preventstudents from being promoted based upon exemption according to state law and district policy.
A decision to retain a student may be appealed by a parent or legal guardian to the Superintendent or designee and a final decision will be made after a review of the student’s performance. This appeal process does not apply to Grade 3 students who fail due to not meeting the state reading assessment requirements.
KINDERGARTEN | ||
|---|---|---|
Promotion ofstudents in Grade K will be determined through a collective analysis between the parent, teacher, and school site administrator of the following indicators: | ||
LANGUAGE ARTS Teacher judgment that the student has met applicable state standards in Language Arts as indicated by a final grade of E, S, or N (see General – Appendices A and E), OR a pre-defined grade level expectation score on a districtdetermined research based reading assessment, OR a sufficient growth score as determined by the difference in the district’s baseline and post-test. | AND | MATH Teacher judgment that the student has met applicable state standards in Math as indicated by a final grade of E, S, or N (see General – Appendices A and E), OR a pre-defined grade level expectation score on a districtdetermined research based mathematics assessment, OR a sufficient growth score as determined by the difference in the district’s baseline and post-test. |
FIRST GRADE | ||
|---|---|---|
Promotion ofstudents in Grade 1 will be determined through a collective analysis between the parent, teacher, and school site administrator of the following indicators: | ||
LANGUAGE ARTS Teacher judgment that the student has met applicable state standards in Language Arts as indicated by a final grade of E, S, or N, or above or final grades of S or N in Language Arts for students at Montessori schools (see General – Appendices A and E), OR a pre-defined grade level expectation score on a districtdetermined research based reading assessment, OR a sufficient growth score as determined by the difference in the district’s baseline and post-test. | AND | MATH Teacher judgment that the student has met applicable state standards in Math as indicated by a final grade of E, S, or N, or final grades of S or N in Math for students at Montessori schools (see General – Appendices A and E), OR a pre-defined grade level expectation score on districtdetermined research based mathematics assessment, OR a sufficient growth score as determined by the difference in the district’s baseline and post-test. |
SECOND GRADE | ||
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Promotion ofstudents in Grade 2 will be determined through a collective analysis between the parent, teacher, and school site administrator of the following indicators: | ||
LANGUAGE ARTS Teacher judgment that the student has met applicable state standards in Language Arts as indicated by a final grade of D or above or final grades of S or N in Language Arts for students at Montessori schools (see General – Appendices A and E), OR a pre-defined grade level expectation score on a districtdetermined research based reading assessment, OR a sufficient growth score as determined by the difference in the district’s baseline and post-test. | AND | MATH Teacher judgment that the student has met applicable state standards in Math as indicated by a final grade of D or above or final grades of S or N in Math for students at Montessori schools (see General – Appendices A and E), OR a pre-defined grade level expectation score on a districtdetermined research based mathematics assessment, OR a sufficient growth score as determined by the difference in the district’s baseline and post-test. |
THIRD GRADE | ||
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Promotion ofstudents in Grade 3 regarding Language Arts* and Math will be determined through a collective analysis between the parent, teacher, and schoolsite administrator of the following indicators: | ||
LANGUAGE ARTS Teacher judgment that the student has met applicable state standards in Language Arts as indicated by a final grade of D or above or final grades of S or N in Language Arts for students at Montessori schools (see General Appendices A and E). Promotion of studentsis based on attaining the minimum required score on the statewide standardized reading assessment asspecified in 1008.25 F.S. The School Board may only exempt studentsfrom mandatory retention for good cause. * | AND | MATH Teacher judgment that the student has met applicable state standards in Math as indicated by a final grade of D or above or final grades of S or N in Math for students at Montessori schools (see General – Appendices A and E), OR a pre-defined grade level expectation score on a district-determined research based mathematics assessment, OR a sufficient growth score as determined by the difference in the district’s baseline and post-test. |
**GRADE 3 GOOD CAUSE EXEMPTIONS (See Elementary - Appendix B): (1) Have less than two years of instruction in an English for Speakers of Other Languages (ESOL) program based on the initial entry date into a school in the United States; or (2) Have an Individual Education Plan (IEP) for a student with disabilities which indicates that participation in the statewide assessment program is not appropriate; or (3) Score at or above the required percentile on the State-approved alternative assessment at the end of the school year or the end of Third Grade Reading Recovery Program; or (4) Complete a Student Portfolio in accordance with district guidelines demonstrating that they are reading at least at Level 2 performance on the statewide standardized assessment; or (5) Be a student with a disability who participates in the statewide standardized assessment and has an IEP or Section 504 plan that reflects that the student has received intensive reading instruction for more than two years but still demonstrates a deficiency in Reading or English Language Arts AND was previously retained in grades K, 1, 2, or 3; or (6) Received intensive reading instruction for 2 or more years but still demonstrates a deficiency in reading and who were previously retained in kindergarten, grade 1, grade 2, or grade 3 for a total of 2 years. A student may not be retained more than once in grade 3. NOTE: A student who is promoted to grade 4 with a good cause exemption shall be provided intensive reading instruction and intervention that includes specialized diagnostic information and specific reading strategies to meet the needs of each student so promoted. | ||
FOURTH GRADE | ||||
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Promotion ofstudents in Grade 4 will be determined through a collective analysis between the parent, teacher, and school site administrator of the following indicators: | ||||
LANGUAGE ARTS Teacher judgment that the student has met applicable state standards as indicated by a final grade of D or above in Language (see General – Appendices A and E), OR a pre-defined grade level expectation score on a district-determined research based reading assessment, OR a sufficient growth score as determined by the difference in the district’s baseline and post-test. | AND | MATH Teacher judgment that the student has met applicable state standardsin Math as indicated by a final grade of D or above (see General – Appendices A and E), OR a pre-defined grade level expectation score on a districtdetermined research based mathematics assessment, OR a sufficient growth score as determined by the difference in the district’s baseline and post-test. | AND | SOCIAL STUDIES/SCIENCE Teacher judgment that the student has met applicable state standards as indicated by a final grade of D or above in Social Studies or Science (see General – Appendices A and E) OR a sufficient score as determined by the post-test in Science. |
FIFTH GRADE | ||||
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Promotion ofstudents in Grade 5 will be determined through a collective analysis between the parent, teacher, and school site administrator of the following indicators: | ||||
LANGUAGE ARTS Teacher judgment that the student has met applicable state standards as indicated by a final grade of D or above in Language Arts (see General – Appendices A and E), OR a pre-defined grade level expectation score on a district-determined research based reading assessment, OR a sufficient growth score as determined by the difference in the district’s baseline and post-test. | AND | MATH Teacher judgment that the student has met applicable state standardsin Math as indicated by a final grade of D or above (see General – Appendices A and E), OR a pre-defined grade level expectation score on a districtdetermined research based mathematics assessment, OR a sufficient growth score as determined by the difference in the district’s baseline and post-test. | AND | SOCIAL STUDIES/SCIENCE Teacher judgment that the student has met applicable state standards as indicated by a final grade of D or above in Social Studies or Science (see General – Appendices A and E) OR a sufficient score as determined by the post-test in Science. |
C. ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL) PROGRAM
a) Eligibility for ESOL Services: As soon as possible following initial enrollment, a district tester will administer an initial listening, speaking, reading, and writing assessment using the WIDA Screener for students in Kindergarten or the WIDA Screener for students in grades 1 – 5. The assessment should be completed within four weeks (20 school days) following the student’s initial enrollment in the district. The test is administered at the neighborhood school, district office, or the Center for Language and Culture.
GRADE | SUB-TEST | ELIGIBLE | INELIGIBLE |
|---|---|---|---|
K | WIDA Screener for K | ELP Level 1.0 to 3.9 | ELP Level 4 and higher in ALL: Speaking, Listening, and Oral Scores |
1-2 | WIDA Screener Listening and Speaking | Listening and Speaking Score 1.0 to 3.9 | Listening and Speaking Score of 4.0 or higher |
3-5 | WIDA Screener Listening, Speaking Reading & Writing | Overall Composite Score of 1.0 to 3.9 or a score of 1.0 - 3.9 on the Reading domain subtest | Composite Score of 4.1 or higher and no less than 4.0 on the Readin domain subtest |
Enter by ELL Committee | ELL Committee Recommendation | ||
Enter by IEP/ELL Committee | IEP/ELL Recommendation | ||
a) Provision to Notify Parent/Guardian in Home Language when Testing is Delayed: A letter, developed by the district, shall be sent to the parent/guardian in the student’s home language advising that theirstudent’s English language assessment has not been completed within the required time period according to federal/state guidelines.
b) Programmatic and Academic Assessment: Programmatic assessment is required prior to placement in the ESOL program. The student’s ELL Plan must be completed by certificated personnel with the parents/guardians at the time of the initial registration in Duval County Public Schools. The indicators used are the following:
1) academic records/report card
2) transcripts
3) parent interview,student interview, bilingual interpreter interview
4) any other evidence of educational experience
Students who do not have documentation of educational records are placed based on age. Academic records should be current within one school year of initial registration. Upon the student’s entry into the schoolsystem, it is the responsibility of the principal to determine proper grade placement through programmatic and academic assessment.
c) Assignment of Report Card Gradesfor English Language Learners(ELL) Students Enrolling During the Fourth Quarter: If an ELL student enrolls during the 4th quarter with no records for the current school year, the following procedure should be followed:
The student should be placed in the appropriate grade level for the following school year based on his/her age,
1) At the end of the school year, final grades MUST NOT be entered,
2) FOCUS will assign an “N”; therefore, the student will remain in the same grade level,
3) Student will be neither promoted nor retained.
d) Accommodations for ELL Studentsin the Administration of Statewide Assessments: Test accommodations are provided to all active ELLs and ELLs in the first two years of exit status (two-year post follow-up period) as indicated in the Test Administration Manuals
e) Statewide Assessments: All ELLs will be tested on the F.A.S.T. ELA in each year they are enrolled in a tested grade level.
f) Extension of Services: An Annual Evaluation for extension ofservices must be completed by an ELL Committee on or before the student’s third anniversary of the program entry date and annually thereafter for as long as he/she is an active ELL student.
g) Statewide English Language Proficiency Assessment: In accordance with the Federal mandates outlined in Every Student Succeeds Act (ESSA), all English Language Learners (ELL) K – 12 will be assessed annually each spring using the statewide English language proficiency assessment in the areas of language acquisition: reading, writing, listening, and speaking. It is administered by school-based personnel.
i) Implementation of the Remediation and Retention Provisionsfor ELL Students:
1) The ELL Committee may exempt ELL students who have been in the program
a) amount of time in the country,
b) academic experience(s),
c) time needed to reach proficiency based on research,
d) oral language proficiency in English,
e) reading and writing proficiency in English, and
f) cultural background.2) No ELL student may be retained solely due to language acquisition without proof that the teacher used ESOL teaching strategies. Documentation of the use of appropriate ESOL teaching strategies appropriate to the student’s level of English proficiency must be recorded in the teacher’s lesson plans.
3) The ELL Committee must meet to discuss any student recommended for retention prior to the retention of that student. A teacher will inform parents in a language they understand. Forstudents who have been receiving ESOL services for less than two years, an ESOL district representative must be invited to and should be present at the meeting.
j) Summer Educational Programs Services(SEP): SEP services will be offered to active ELL students for acquisition and maintenance of English language. This is a non-promotional program.
k) Program Exit Procedures: Schools are encouraged to provide ESOL support for as long as the student has difficulty meeting state required Reading assessments and statewide English language proficiency assessment (ACCESS for ELLs). Students may exit from the ESOL program and are classified as English proficient when the exit criteria indicated below are met.
ESOL Program Exit Options
Exit | GRADES | INDICATOR |
|---|---|---|
Exit by Test Scores | K - 2 | ACCESS for ELLs Language Proficiency Assessment composite score of 4.0 or higher and no lower than 4.0 on the Reading domain subtest |
3 - 5 | ACCESS for ELLs Language Proficiency Assessment composite score of 4.0 or higher and no lower than 4.0 on the Reading domain subtest and a score at or above a “proficient” level 3 or higher on the F.A.S.T. in ELA. | |
Exit by ELL Committee | ELL Committee Recommendation | |
Exit by IEP/ELL Committee | IEP/ELL Recommendation | |
The ELL or IEP/ELL Committee will consider the following criteria to override the statewide English language proficiency assessment or other state required assessment scores that do not meetstate exit criteria:
1) extent and nature of prior educational and social experiences and student interview,
2) written recommendation and observation by current and previousinstructional and supportive services staff,
3) level of mastery of basic competencies orskills in English and home language according to appropriate local,state and national criterion-referenced standards
4) grades from the current or previous year, and
5) test results other than those used in initial language proficiency assessment
Once the student is exited, an ELL Student Plan must be completed. An exit letter in the home language, where feasible, will be sent home to the parents by the District Office. Also, the monitoring section, an ELL Plan must be completed within two years.