524 Policy: Promotion, Retention and Acceleration
524 Policy: Promotion, Retention and Acceleration
Continue to Guideline 524.1: Promotion, Retention and Acceleration
I. PURPOSE
The purpose of this policy is to provide guidance to professional staff, families and students regarding student promotion, retention, and acceleration.
II. GENERAL STATEMENT OF POLICY
Because Richfield Public Schools is dedicated to the best total and continuous development of each student enrolled, the professional staff is expected to place students at the instructional level for which they are best suited academically, socially and emotionally.
III. DEFINITIONS
A. Promotion
Promotion is the system of students moving from grade level to the next grade level in school.
B. Retention
Retention is the practice of repeating an academic year of school.
C. Acceleration
Acceleration is the practice of moving students through traditional curriculum at a rate faster than is typical. Acceleration can include single subject acceleration (e.g. learning fifth grade math as a fourth grader), grade skipping (e.g. going from first to third grade), early entrance to kindergarten, compacted curriculum or classes (e.g. learning all sixth grade math standards and half of seventh grade math standards in a single year), or college-credit bearing courses at high school (e.g. College in the Schools, Advanced Placement).
D. Twice-exceptional
The term “twice-exceptional”, also referred to as 2E, is used to describe gifted children who have the characteristics of gifted students with the potential for high achievement, and who also give evidence of one or more disabilities as defined by federal or state eligibility criteria (National Association of Gifted Children [NAGC]).
IV. PROGRAM DESIGN
A. Students will normally progress annually from grade to grade through achievement or by working toward meeting the goals set in the student’s individualized education program (IEP). This determination is made through the judgment of the professional staff, and such decisions are made in the best educational interest of the students involved. Any consideration for retention or acceleration will involve consultation with the student's parent/guardian and the professional staff, but the final decision will rest with the superintendent or designee. The superintendent is directed to establish regulations for retention or acceleration of students to ensure the required consultation with parents/guardians and the necessary involvement of various professional staff members leading to such decisions.
B. The District will develop guidelines for assessing and identifying students for participation in advanced academics, including enrichment and acceleration programs. The guidelines will include the use of multiple objective criteria; assessments that are based on current theory and research; assessments and procedures that are sensitive to historically under-represented groups including, but not limited to, students of color, English learners, students of limited economic means, and twice-exceptional students.
Legal References:
Minn. Stat. § 120B.15 (Gifted and Talented Students Program)
Minn. Stat. § 123B.143, Subd. 1 (Superintendent)
Cross References:
Board Policy 501: Early Entrance to Kindergarten
RATIFIED BY THE BOARD OF EDUCATION: April 7, 1997
REVIEWED AND REAFFIRMED BY THE BOARD OF EDUCATION: December 17, 2001; May 1, 2017
REVISED BY THE BOARD OF EDUCATION: November 18, 2019; February 3, 2025