Tulsa Public Schools Policy 2406: Promotion, Retention, and Failing Grades - Passing/Failure
PURPOSE: To provide information concerning promotion, retention and failing grades of students and of parents’/guardians’ right of appeals as required by Oklahoma law.
Definitions
Promote or promotion - As used in this policy means to place a student successfully completing the requirements of a particular grade level into the next higher grade level following the end of the school year and to record on the student’s permanent cumulative record that the current grade level has been successfully completed.
Retain or retention -As used in this policy, means a decision to decline to advance a student into the next higher grade level following the end of the school year and to indicate on the student’s permanent cumulative record that the current grade level has not been successfully completed.
High School Promotion/Retention, grades 9 through 12
Grade level designations are determined by the cumulative total of Carnegie Units earned. To be classified as a sophomore, a student must have earned 6 units. To be classified as a junior, a student must have earned 12 units. To be classified as a senior, a student must have earned 18 units. Students may earn 18 units prior to their senior year; their grade classification will remain the same as their cohort class unless an official request for early graduation has been approved per Board policy 2404.
Students demonstrating competency in a curriculum subject shall receive credit. Credit can also be given for the successful completion of a Carnegie Unit. A Carnegie Unit is defined as a course that meets 40 minutes a day, five days per week for at least 36 weeks, or the equivalent of 120 clock hours within the school year, or equivalent in block scheduling. Credit can also be given for the successful completion of 1/2 half of a Carnegie Unit, or the equivalent of 60 clock hours within a semester. Educational options such as correspondence courses, independent study and certain internet instruction will also be considered appropriate methods for earning credit. Students who do not possess the required number of credits and the required coursework by the end of their senior year will not graduate with their cohort class.
Students who demonstrate competency by meeting specific standards in a curriculum subject shall receive credit. Educational options, including but not limited to, correspondence courses and certain internet instruction delivered via an accredited educational agency, will also be considered appropriate methods for earning credit.
Middle School Promotion, grades 6 through 8
A student shall be placed in the next grade providing the student has earned five (5) units (a unit is a full academic year, a semester equals .5 of a unit; three (3) of which must be in core academic subjects (language arts, mathematics, social studies, or science); two (2) of the three (3) core academic subjects must be reading or language arts and math. If the student has failed to earn credit in as many three (3) core academic subjects, the student shall be retained in the same grade or be required to attend summer school before being promoted to the next grade. If the student attends summer school and demonstrates competency in one of the core academic subjects previously failed, the student shall be placed in the next grade level providing a combined total of five (5) units has been earned, three (3) of which must be in the core academic subjects listed above. No later than fifteen (15) days after the completion of summer school, retention committees must review all students who failed to meet these minimum standards. Students should not be retained more than once at any grade level.
Middle school students should not be retained more than once. Students who have completed each grade level (6th, 7th, and 8th) within a four-year span, but do not meet the promotion criteria will be reviewed for high school placement through the district retention committee.
Placement decisions will be based on a holistic review of the student’s:
- Attendance history
- Academic performance (grades and overall achievement)
- Age and developmental appropriateness for high school transition
The goal is to ensure students are placed in the most developmentally appropriate setting to support their long-term success.
Elementary School Promotion, grades K through 5
Promotion Criteria:
Students in grades K-5 will be promoted to the next grade level based on their mastery of grade-level academic standards in core subjects, including reading, writing, mathematics, science, and social studies. Evidence of mastery will be determined using a combination of:
- Classroom performance (grades or teacher evaluations)
- District and state assessments
- Attendance (excessive unexcused absences may affect promotion decisions)
Retention Criteria:
Retention may be considered for students who fail to demonstrate sufficient academic growth despite intervention and support.
Retention decisions will be based on:
- Lack of proficiency in core academic areas
- Documented intervention, accommodations, and supports provided (e.g., Student Literacy Intervention Plans, Response to intervention or individualized learning plans)
- Input from parents/guardians, teachers, and school administrators
- A clear plan for a differentiated experience for the student to make appropriate gains in the retained grade level
Retention in the same grade level for two consecutive years must be accompanied by additional targeted support to address the student's needs.
Good Cause Promotion:
Students who do not meet promotion criteria may be considered for promotion based on "good cause" exemptions, including:
- IEP alignment, multilingual learner status, extenuating family or health circumstances, or other extenuating circumstances as determined by the superintendent or designee.
- Parent/Guardian Involvement:
- Parents/guardians will be notified in writing as soon as a student is identified as being at risk for retention.
- Parents/guardians will be involved in discussions regarding interventions and supports to address academic deficiencies.
- Final decisions regarding promotion or retention will be communicated to parents/guardians before the end of the school year.
Students on IEPs
If a student on an IEP is failing a course, the IEP team will meet immediately upon notification and provide support for students on an IEP to pass.
Multilingual Learner Students
Multilingual learners may not fail a course or be retained where English language proficiency, or lack thereof, is the reason for the failure or retention. Failure or retention of a multilingual learner shall not be based solely upon the level of English Language Proficiency. It is required by law that every teacher provide modifications for multilingual learners in order to address any linguistic barriers that would prevent them from fully participating in the educational opportunities offered at Tulsa Public Schools (Lau v. Nichols, Equal Education Opportunities Act, 1974).
If a multilingual learner is being considered for a failing grade or retention by the classroom or content area teacher, an English Language Development staff member must be consulted, and the following points must be considered prior to assigning a failing grade for or retaining a multilingual learner:
- Is the student’s English language proficiency assessment current and completed?
- Has the English Language Academic Plan (ELAP) been established, signed by appropriate teachers, and staff and fully implemented in the instructional and assessment routines and practices for the student?
- Have assigned classroom modification and test accommodations been used consistently in the student’s instructional and assessment routines?
- Is there documentation that shows that modifications and accommodations have been correctly implemented and the student is continuing to struggle in the classroom?
- Are content area instruction and assignments scaffolded according to the student’s English language proficiency level?
- Has the parent/guardian been contacted when the student is in danger or not passing or is failing in a language the parents understand?
- Have the student’s English language development services been re-evaluated and adjusted according to student needs if the student is continuing to struggle?
- Is there sufficient evidence to show that the student is below grade level due to factors OTHER than English language proficiency?
If the above points have not occurred in a sufficient manner and have not been documented, failure or retention is not appropriate. The decision to fail or retain a student should be based on several pieces of criterion to determine if retention is appropriate. English Language Proficiency, or lack thereof, cannot be a factor in considering the failure or retention of a multilingual learner.
The district is responsible for providing an interpreter/translator in the language of the parent/guardian for meetings and/or any documentation communicated to the parent regarding the potential failure or retention of the student.
Multilingual Learner Retention Documentation
To ensure that the school has provided multilingual learners modifications and accommodations in order to address any linguistic barriers preventing them from fully participating in the educational opportunities offered at their schools, it is strongly encouraged that sites create a binder (either hard copy or digital) with documentation for students who may be retained.
The binder should include:
- History of the student’s WIDA Screener and/or ACCESS for ELLs 2.0 scores
- Copy of the student’s current ELAP and any revised versions, if available
- Documentation of how and when the ELAP information was shared with classroom teachers
- Documentation of the classroom modifications used
- Examples of a range of classroom assignments and assessments that include:
- High, average, low grades
- The original assignment and the modified assignment
- Explanation of how the assignments were modified to meet the student’s English proficiency levels
- Documentation of dates and ways student’s parent/guardian were contacted when the student was in danger of failing due to either grades or attendance. This should include documentation that the parent/guardian was notified in their home language.
- Documentation that the student’s ELD services were adjusted if they were in danger of failing or being retained.
- Documentation that the student’s ELD teacher was present at retention, CST, MTSS, and/or department meetings when the student was discussed.
- This may include information from the student’s Wellness or CST logs or SLIP (elementary only)
- Documentation of additional interventions provided for the student. This may include:
- Amount of time student spent on the student’s assigned intervention platform throughout the school year
- Wraparound services provided by the school or another partnering agency
- Additional time spent on reading and/or math interventions, outside of ELD related interventions
- If the student is on an IEP, documentation that the ELD and special education teacher have collaborated to ensure that the student’s linguistic and IEP needs and goals are met.
- Elementary: Documentation of any relevant SRA information, including SLIP and/or Wellness or CST logs
Retention Success Plan
In addition to the above information, schools are encouraged to create a plan outlining how the student will be successful in the next school year if they are failed or retained. The plan should be made in collaboration with the classroom, and any other staff, including ELD or
IEP teachers, supporting the student. When creating a success plan for students, schools should consider the following questions:
- Students at all grade levels:
- Who will be the student’s teacher(s)? Does that person/people have experience in successfully working with the student and addressing their unique learning needs and supports?
- How will the student’s instruction in the classroom as well as other instructional services such as IEP or ELD services be changed to better meet their needs?
- What additional interventions will be newly provided for the student in the retained year?
- If attendance is the reason for retention or failure, what can be put in place to ensure the student will come to school?
- How will the school work differently with the family to ensure that they will be informed throughout the year about their student’s progress?
Additional considerations for High school:
- How will students make up the credit they lost due to failure by the end of the next school year?
- Will they attend summer school?
- Will they be re-enrolled in the course again?
Promotion/Retention and Failing Courses
The student and the parent/guardian must be made aware of the possibility of the student’s impending retention or failing grade in a course Any student in danger of being retained or failing a course will be notified as soon as it becomes apparent that performance may be insufficient. The student’s parents/guardians will be mailed a written notice. If the notification to parents/guardians is by telephone, written documentation of the conversation should be maintained. The school staff will make every effort to help the student improve academic standing.
Promotion will be determined by a number of successfully completed units of instruction to be established by the Board, the Superintendent, and the relevant principal.
Retention Committee
Each school will form a committee to review and make decisions regarding retention and promotion. The committee must be composed of a classroom teacher, a counselor, the principal and additional personnel who may be assigned by the principal or Superintendent, when appropriate. Teachers selected to the committee must be familiar with the student’s work in the subject areas of concern. When parents/guardians are notified of the
committee’s decision to retain a student, evidence supporting the decision must be shared
with the parent/guardian.
The committee will consider the following:
- Scholastic achievement
- Cognitive ability
- Multilingual Learner Status
- Student’s age, physical size, and maturity level
- Student’s attendance and mobility records
- Student’s emotional and family status
- Previous retentions
The standardized retention rubric or scale used as well as any written statements submitted by the parent/legal guardian/caregiver are to be placed in the student’s permanent record.
Appeal Process
Any parent/guardian may request reconsideration of a retention decision or a decision to not pass a student a student in a course by taking the following steps:
First Level of Appeal: (to principal)
The parent/guardian may request review of the initial decision by letter to the building principal. If no request is received within five school days of the parent’s/guardian’s receipt of written notification of the initial decision, the initial decision will be final and nonappealable.
Second Level of Appeal: (to Superintendent or Designee)
The parent/guardian may request a review of the principal’s decision by letter to the Superintendent or designee. If no request is received within five school days of the parent’s/guardian’s receipt of the principal’s written notification of the decision, the principal’s decision will be final and nonappealable.
Final Level of Appeal: (to Board of Education)
The parent/guardian may request review of the Superintendent’s decision by letter to the Clerk of the Board. If no request is received within five school days of the parent’s/guardian’s receipt of the Superintendent’s or designee’s written notification of the decision, the decision will be final. The parent/guardian will be notified in writing of the date, time and place of the Board meeting at which the decision will be reviewed. The Board’s decision will be final and nonappealable. The parent/guardian may prepare a written statement giving reason(s) for disagreement, if any. The written statement will be placed in and become a part of the student’s permanent cumulative record.