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Retention/Accelerated Promotion Guide

The Superintendent shall not fail to provide procedures for acceleration in grade placement. When circumstances indicate that acceleration in grade placement is in the best interest of the student, close cooperation between the parents and all school personnel involved is imperative. Each student will have individual consideration, and decisions will be made only after a careful study of facts relating to the students growth and development. The students academic achievement level and mental ability are important, but physical and social characteristics are also determining factors. A decision should be based on sufficient data collected over a period of time and motivated by a desire to place the student in the school program where the greatest success will result.

Response to Intervention

Each child considered for accelerated promotion or retention will be provided with an individual intervention plan through the Response to Intervention (RTI) team.  The RTI team includes parents, school administration and key educators.  The team will provide intervention strategies to be implemented and monitored for student success.
 
The accelerated promotion or retention process may be initiated by the parent/guardian or the child's teacher(s).
 
Arizona has state statutes that establish requirements for promotion or retention of students.  A.R.S 15 701 is described below.  A.R.S. 15-701 E., A.R.S. 15 521.4 and A.R.S. 15-342.11 all regard promotion and retention of students. http://www.azleg.gov/ArizonaRevisedStatutes.asp
 
Arizona Revised Statute (A.R.S.) 15-701, Move on When Reading, established the requirement that a student not be promoted from third grade if the student obtains a score on the reading portion of AIMS or a successor test that demonstrates that a students reading falls far below the third grade level.http://www.azleg.gov/ArizonaRevisedStatutes.asp
 
Governing Board Policy 9.36 Promotion and Retention of Students, establishes the guidelines for promotion and retention of regular education and special education students.  The parent appeal process is also included.


Decisions for kindergarten through eighth grade students should be based on the following criteria:

1.  A students academic achievement as defined by successful completion of a course/subject by earning a meets in grades K-2 and at least a grade of D in grade 3-8.

2. Attendance/discipline records

3. Standardized and alternative assessment results

4. Any other information considered pertinent to the recommendation including age, educational history or health/medical issues.

5. Physical and social indicators (i.e., response to behavioral intervention, participation in school activities, interactions with peers, etc.)