• I-D - Promotion, Retention, Placement of Elementary Students

    Promotion shall be based on mastery of the curriculum. Expectations and standards for promotion shall be established for each grade level and shall be coordinated with the compensatory/accelerated services. Students who fail to meet the established criteria shall be considered for placement, retention, and/or an alternative setting (refer to Board Policy EIE). Parent concerns regarding grade level placement may be submitted for consideration to the campus principal.

    The criteria for promotion shall include consideration of the following factors:

    • Mastery of the Texas Essential Knowledge and Skills (TEKS),
    • Compliance with the attendance policy,
    • Reading and math instructional level,
    • Extenuating circumstances that may have contributed to the student's performance during any period which, or on any examination on which the student's performance was inconsistent with the student's overall grade,
    • Student performance on the state mandated assessments.

    NOTE: Specifics concerning elementary guidelines for promotion, retention, and placement follow in subheadings.


    When considering promotion, retention or placement decisions during the spring, Board Policy EIE will be followed. However, in making these decisions, the following apply:

    Kindergarten and Grade 1
    Both kindergarten and grade one use a non-graded report card with the following key: + exceeds expectations; v meets expectations; and - below expectations. In order to determine standards for promotion, the following apply to both grades (kindergarten and grade one).

    A student in kindergarten who meets each of the following criteria shall be promoted:

    • Proficiency of the Kindergarten Texas Essential Knowledge and Skills (TEKS) in the four core areas: Language Arts, Math, Science, and Social Studies as evidenced by a student portfolio of works (measured against district rubric standards);
    • Developmentally appropriate social adjustment;
    • Appropriate language development (reading and writing); and
    • Compliance with the attendance policy.
    Grade 1
    A student in grade one who meets each of the following criteria shall be promoted:
    • Proficiency of the grade one Texas Essential Knowledge and Skills (TEKS) in the four core areas: Language Arts, Math, Science, and Social Studies as evidenced by a student portfolio of works (measured against district rubric standards);
    • Demonstration of on-grade-level proficiency in reading (determined by teacher observations and other data, including state assessments) and mathematics (determined by teacher observation, assessments, and other data); and
    • Compliance with the attendance policy.
    Grades 2-5
    In grades 2-5, students shall be promoted only on the basis of academic achievement. In order to be promoted, students must meet each of the following criteria:
    • On-grade-level proficiency in reading (determined by teacher observations and other data, including state assessments) and mathematics (determined by teacher observation, assessments, and other data);
    • A 70% yearly average in language arts;
    • A 70% yearly average in mathematics;
    • A 70% combined yearly average in language arts, mathematics, social studies, and science;
    • Compliance with the attendance policy; and
    • Proficiency on the state assessment as delineated below:
        * Grade 3 - reading, beginning in 2002-2003
        * Grade 5 - reading and mathematics, beginning in 2004-2005.
    NOTE: Yearly averaging for a student transferring into PISD during the year will be determined by the following criteria:
    • Average all PISD grading periods together; and
    • If the above average is inconsistent with the current year's grades from the previous school, the teacher shall consult with the principal in determining yearly averaging.

    For grade 3 students transferring into PISD refer to Board Policy EIE (Local).


    Beginning with 3rd grade students in the 2002-2003 school year, parents may initiate an appeal of their child's retention following the student's failure to demonstrate proficiency on the state assessment after the third testing opportunity. The Grade Placement Committee (GPC) shall review all facts and circumstances and apply the following standards in deciding promotion or retention of the student:

    • Evidence of satisfactory student performance, including grades, portfolios, work samples, local assessments, or individual reading or mathematics diagnostic tests or inventories, as appropriate;
    • Improvement in the student test performance over the three testing opportunities; or
    • Extenuating circumstances that may have adversely affected the student's participation in either the required assessments or accelerated instruction.

    If all members of the GPC agree that the student is likely to perform on grade level when given additional accelerated instruction during the following school year, the student shall be promoted.

    Whether the GPC decides to promote or to retain a student in this manner, the committee shall determine an accelerated instructional plan for the following year. Parents will be provided interim progress reports and opportunities to meet with the teacher or principal as needed. The principal or designee shall monitor the student's progress during the following school year to ensure that he/she is progressing in accordance with the plan.


    If a student is not promoted to the next grade level, the district shall place the student nevertheless according to the following (See EIE Local):

    1. A student may not be retained more than twice in grades K-5, no more than once in grades 6-8 (if a student is
      retained in grades 6-8, his/her age cannot exceed 15 years in grade 8); or when
    2. A student shows mastery of the curriculum at the following reading and mathematics levels (at a minimum).

      Grade Reading Level Mathematics Level Note: Based on No Child Left Behind and the Student Success Initiative, all students are expected to read on grade level by grade 3.
      1 14 For each grade level, students must score 70% or better on CBA.
      2 24
      3 34
      4 4/2
      5 5/2

    3. A student has reached his/her retention limit for a grade span (refer to "Retention" below);
    4. A student fails to meet the attendance requirements but completes the "time make-up" requirements set by the
      attendance committee; or when
    5. A student who fails to meet promotion criteria and falls under none of the above situations, but is perceived to be
      able to succeed at the next grade level, may be placed.

      All placement decisions shall reflect thoughtful consideration of summer school.


    Failure to meet the promotion or placement requirements will result in retention. Students may not be retained more than twice in grades K - 5 and more than once in grades 6 - 8 (See EIE Local).

    Prekindergarten - No student shall be retained in or placed from prekindergarten.

    Kindergarten - No student shall be retained without parental consent. In addition, with parent consent, six-year-old students determined by the school not to be developmentally ready for first grade (includes proficiency on the state mandated reading assessment--effective 2003-2004 school year) may be reassigned to kindergarten.

    Grades 1 - 5 - Students failing to meet one or more of the promotion or placement standards will be retained.


    Monitoring of grades shall be done after the third reporting period. Each teacher shall report any possible retainees or placement students to the principal in a manner determined by each principal. At this time, parents will be informed of possible retention or placement in a letter or conference. By the middle of the second semester, parents who receive a letter or conference discussing possible retention or placement will receive a follow-up letter identifying a continued need for retention or placement consideration or no longer in need of retention or placement consideration. (A NOTICE OF POSSIBLE RETENTION OR PLACEMENT WILL BE SENT TO PARENTS ANY TIME AFTER THE FIRST SEMESTER THAT THE STUDENT'S WORK INDICATES A POSSIBLE NEED FOR RETENTION OR PLACEMENT. THE GRADE PLACEMENT COMMITTEE (GPC) FOR GRADE THREE SPECIAL ECUCATION STUDENTS IS THE ARD COMMITTEE AND PLACEMENT DECISIONS WLL BE MADE BY THIS COMMITTEE).

    In addition, a letter will be sent to parents regarding their child's performance on the required state assessment administration (grades 3, 5, and 8 -- see Promotion guidelines for implementation schedule).

    • First administration - All parents receive a letter (sent through regular mail) informing them that their children either met or exceeded the standard or that the standard was not met. In addition, for those children who did not meet the standard, information will be provided on the twenty-one day intervention instructional program.
    • Second administration - Letters will be sent (by registered mail) to all parents stating the standards of the test eithereither; for those parents/guardians whose children did not meet the standard, they are also given information about the second intervention instructional program. In addition, the opportunity to waive the third testing opportunity will be afforded parents/guardians if they believe it will cause harm to the child.
      • -The waiver form must be completed and returned to the campus before the 2nd GPC meets. Parents are expected to
        bring supporting evidence and other documentation for the waiver request.
      • The committee makes the decision as to whether the third administration will cause harm to the child and then
        notifies the parent/guardian of the decision.
    • Third administration - Letters sent (by registered mail) stating the standards of the test were either met or not met. For those students failing to the standards of the test, parents/guardians will receive information regarding the GPC's final options.

    A final letter will be sent (by registered mail) to the parents at the end of the school year. The principal's office will send notification of retention or placement (registered mail).


    Attendance in the summer school program does not guarantee reconsideration of promotion, placement, or retention status. This is at the discretion of the campus principal. A student must show performance indicative of success during the following long term. Because instruction during summer school involves a very low pupil/teacher ratio, is concentrated in math and reading only, involves less independent work, and is very intense in nature, levels of success must be higher than during the regular school term to indicate a better probability of success during the regular school term.

    To reconsider promotion, placement, or retention status, a student, after having attended summer school, must meet all of the promotion/retention/placement criteria listed in the previous sections in addition to the requirements below:

    Indicators of Competency in Summer School:

    • Language Arts -- Students in grades K-3 will receive the TPRI or DRA and grades 4-5 will receive the Flynt-Cooter or the RFU with oral accuracy at the beginning and end of the semester (end-of-year results from school year used as pretest data). Students in K-2 can read no more than a half grade level below, and students in grades 3-5 must be reading on grade level. In addition, students K-5 will be given, and will pass (70% or better), a curriculum based assessment (appropriate level test as per promotion/ retention/ placement procedures), and students in grades 2-5 will maintain a portfolio of works (reading and writing) with self-reflection.
    • Math -- K-5 students will receive, and will pass (70% or better), the math curriculum based assessment (appropriate level as per promotion/retention/placement procedures).
    • Grade 3 Intervention -- Students who have not met the reading standard on TAKS will be placed in an intensive intervention program which will focus on the four TAKS objectives as well as word study, fluency, comprehension and vocabulary development. These students will take the TAKS assessment and must meet the standards of the test to be considered for promotion/placement to grade four. After results come back, the GPC will meet to determine the final grade placement.


    If a special education student masters 70% of the Individual Education Plan (IEP) objectives, he/she may be recommended for promotion, just as a regular education student may be promoted with 70% mastery of grade-level Essential Knowledge and Skills.

    If a special education student fails to obtain 70% mastery of IEP objectives, and it is determined by the ARD committee that lack of mastery was caused by an inappropriate IEP, the ARD committee would revise the IEP to address the inappropriate areas and to "place" the student in the next higher grade level.

    If a special education student fails to obtain 70% mastery of the IEP objectives, and it is determined that instruction and instructional modifications were provided as specified in the IEP, but the student did not put forth the effort to learn, the ARD committee may recommend retention at the present grade level. The ARD committee would need to consider additional motivational and support strategies for the student.

    Reconsideration of promotion/retention/placement of a special education student who attends summer school will be based on the following administrative procedure unless the ARD committee can document clear justification why the student would be exempted from the local procedure.


    Upon enrollment and based upon records from the previous school, parents shall be informed by the campus administration that the student shall be placed initially at the grade level reached at the previous school, pending observation by school educators to determine the placement's academic and social appropriateness (exception: pre-K, kindergarten, and grade 1 enrollment requirements are delineated in Administrative Procedures, II-L). Within the observation period (first three weeks enrolled in school), the campus shall contact the parents or guardian to inform them of the administration of one or more of the following:

    1. An achievement test measuring language arts and mathematics skills;
    2. An informal reading inventory (IRI); and/or
    3. Released TAKS test for the previous grade in the areas of reading, writing (if applicable), and mathematics.

    Based on the results of both the administered measures of assessment and the observation (including work samples and grades), school educators shall determine if the placement may be inappropriate and shall inform the parents. The campus principal shall determine the final grade placement.

    *For those third grade students who were enrolled at the time of the first administration of TAKS Reading and did not meet the standard set by the state and then withdrew from school but later returned to the district, these students will be given either a curriculum-based assessment (CBA), a TAKS based assessment (TBA), or a released TAKS test. These students must meet the minimum standards as set by the state on the given assessment. In addition, the above criteria apply as well in determination of the proper grade placement. The campus principal shall determine the final grade placement.