Retention & Promotion Criteria

This is a policy about Retention and Promotion:

Elementary School K-5

Promotion Criteria

The School Board of Broward County is dedicated to meeting the educational needs of all students in a safe learning environment. Decisions regarding promotion and retention are based on state law and criteria defined in School Board Policy 6000.1 and apply to all kindergarten students; all first and second grade students who take the Stanford Achievement Test (SAT); and all students who take the Florida Comprehensive Assessment Test (FCAT).  This includes students with disabilities and limited English proficient (LEP) students.

KINDERGARTEN PROMOTION CRITERIA

Criterion #1: Scores Instructional Reading Level 3 or greater on the Developmental Reading Assessment (DRA).
Criterion #2: Scores Instructional Reading Level 2 or greater on the Rigby PM Benchmark Assessment.

GOOD CAUSE CRITERIA

Criterion #3:

Alternative Assessment

Scores Instructional Reading Level B or greater on the Benchmark Assessment System (BAS).
Criterion #4:

Alternative Assessment

Recognizes 48 of 52 Letter Names AND

Distinguishes 20 of 26 Letter Sounds AND

Understands 15 of 21 Concepts of Print

Criterion #5:

Previous Retention

Student has received intensive reading intervention and was previously retained in Kindergarten.
Criterion #6:

ELL Program Participation

English Language Learner (ELL) student with less than two years in the English for Speakers of Other Languages (ESOL) program.
Criterion #7:

ELL Committee Recommendation

English Language Learner (ELL) student with two or more years in the English for Speakers of Other Languages (ESOL) program cannot be retained solely due to lack of English proficiency.  Retention requires the recommendation of an ELL committee.
Criterion #8:

ESE Alternate Assessment

Student with a disability whose Individual Education Plan (IEP) indicates participation in a statewide alternate assessment.
Criterion #9:

ESE Retention Deferral

Student with a disability whose parent chooses to defer retention (maximum of one retention in K-5 unless parent requests additional retention).
Criterion #10:

Intervention through RtI Process

Student receives intensive Tier 2 or Tier 3 intervention through the RtI process and demonstrates increased performance based on progress monitoring data (increase in student achievement to the level set by the goal of the intervention).  Student will continue to receive intensive intervention in the subsequent grade level.
Criterion #11:

Extraordinary Circumstances

Student receives a Superintendent’s Exemption from retention due to extraordinary circumstances.

 

FIRST GRADE PROMOTION CRITERIA

Criterion #1: Scores Instructional Reading Level 16 or greater on the Developmental Reading Assessment (DRA).
Criterion #2: Scores Instructional Reading Level 16 or greater on the Rigby PM Benchmark Assessment.

GOOD CAUSE CRITERIA

Criterion #3:

Alternative Assessment

Scores Instructional Reading Level I or greater on the Benchmark Assessment System (BAS).
Criterion #4:

Alternative Assessment

Scores 70% or greater on the Houghton Mifflin Harcourt Florida Journeys Common Core 2014 Benchmark Test (Unit 5) Reading and Analyzing Text section (multiple choice items 1-15, pages 81-91).
Criterion #5:

Alternative Assessment

Scores 55% or greater on the Primary End of Year Reading Test that aligns with the Florida Standards in reading comprehension.
Criterion #6:

Previous Retention

Student has received intensive reading intervention and was previously retained in K-1 for a maximum total of two years, not to exceed one retention per grade level.
Criterion #7:

ELL Program Participation

English Language Learner (ELL) student with less than two years in the English for Speakers of Other Languages (ESOL) program.
Criterion #8:

ELL Committee Recommendation

English Language Learner (ELL) student with two or more years in the English for Speakers of Other Languages (ESOL) program cannot be retained solely due to lack of English proficiency.  Retention requires the recommendation of an ELL committee.
Criterion #9:

ESE Alternate Assessment

Student with a disability whose Individual Education Plan (IEP) indicates participation in a statewide alternate assessment.
Criterion #10:

ESE Retention Deferral

Student with a disability whose parent chooses to defer retention (maximum of one retention in K-5 unless parent requests additional retention).
Criterion #11:

ESE Previous Retention

Student with a disability participating in districtwide assessment, has an Individual Education Plan (IEP) or a Section 504 Plan reflecting intensive instruction for more than two years, and was previously retained in grades K-1.
Criterion #12:

Intervention through RtI Process

Student receives intensive Tier 2 or Tier 3 intervention through the RtI process and demonstrates increased performance based on progress monitoring data (increase in student achievement to the level set by the goal of the intervention).  Student will continue to receive intensive intervention in the subsequent grade level.
Criterion #13:

Extraordinary Circumstances

Student receives a Superintendent’s Exemption from retention due to extraordinary circumstances.

 

SECOND GRADE PROMOTION CRITERIA

Criterion #1: Scores Instructional Reading Level 28 or greater on the Developmental Reading Assessment (DRA).
Criterion #2: Scores Instructional Reading Level 22 or greater on the Rigby PM Benchmark Assessment.

GOOD CAUSE CRITERIA

Criterion #3:

Alternative Assessment

Scores Instructional Reading Level M or greater on the Benchmark Assessment System (BAS).
Criterion #4:

Alternative Assessment

Scores 70% or greater on the Houghton Mifflin Harcourt Florida Journeys Common Core 2014 Benchmark Test (Unit 5) Reading and Analyzing Text section (multiple choice items 1-20, pages 133-150).
Criterion #5:

Alternative Assessment

Scores 65% or greater on the Primary End of Year Reading Test that aligns with the Florida Standards in reading comprehension.
Criterion #6:

Previous Retention

Student has received intensive reading intervention and was previously retained in K-2 for a maximum total of two years, not to exceed one retention per grade level.
Criterion #7:

ELL Program Participation

English Language Learner (ELL) student with less than two years in the English for Speakers of Other Languages (ESOL) program.
Criterion #8:

ELL Committee Recommendation

English Language Learner (ELL) student with two or more years in the English for Speakers of Other Languages (ESOL) program cannot be retained solely due to lack of English proficiency.  Retention requires the recommendation of an ELL committee.
Criterion #9:

ESE Alternate Assessment

Student with a disability whose Individual Education Plan (IEP) indicates participation in a statewide alternate assessment.
Criterion #10:

ESE Retention Deferral

Student with a disability whose parent chooses to defer retention (maximum of one retention in K-5 unless parent requests additional retention).
Criterion #11:

ESE Previous Retention

Student with a disability participating in districtwide assessment, has an Individual Education Plan (IEP) or a Section 504 Plan reflecting intensive instruction for more than two years, and was previously retained in grades K-2.
Criterion #12:

Intervention through RtI Process

Student receives intensive Tier 2 or Tier 3 intervention through the RtI process and demonstrates increased performance based on progress monitoring data (increase in student achievement to the level set by the goal of the intervention).  Student will continue to receive intensive intervention in the subsequent grade level.
Criterion #13:

Extraordinary Circumstances

Student receives a Superintendent’s Exemption from retention due to extraordinary circumstances.

 

THIRD GRADE PROMOTION CRITERIA

Criterion #1: Scores Level 2 or greater on the Florida Standards Assessment (FSA) for English Language Arts.

GOOD CAUSE CRITERIA

Criterion #2:

Alternative Assessment

Scores 45th percentile or greater on the current version of the Stanford Achievement Test in reading comprehension.
Criterion #3:

Portfolio Assessment

Scores acceptable level of performance on the state-approved English Language Arts portfolio assessment.
Criterion #4:

Summer Assessment/Alternative Assessment

Scores acceptable level of performance on the state-approved reading assessment (administered at the end of the Reading Academy for Third Grade Promotion in the summer following third grade retention).
Criterion #5:

Mid-Year Assessment/Alternative Assessment

Scores acceptable level of performance on the Broward Assessment of Florida Standards (BAFS) reading assessment (administered in September following third grade retention).
Criterion #6:

Previous Retention

Student has received intensive reading intervention and was previously retained in K-3 for a maximum total of two years, not to exceed one retention per grade level.
Criterion #7:

ELL Program Participation

English Language Learner (ELL) student with less than two years in the English for Speakers of Other Languages (ESOL) program.
Criterion #8:

ESE Alternate Assessment

Student with a disability whose Individual Education Plan (IEP) indicates participation in a statewide alternate assessment.
Criterion #9:

ESE Previous Retention

Student with a disability participating in statewide assessment, has an Individual Education Plan (IEP) or a Section 504 Plan reflecting intensive instruction for more than two years, and was previously retained in grades K-3.

Fourth grade promotion requires the student to meet criteria for both reading and mathematics. Satisfaction of these promotion criteria provides students the opportunity to use one criterion option for reading and another criterion option for mathematics, if needed.

FOURTH GRADE PROMOTION CRITERIA

Criterion #1: READING: Scores Level 2 or greater on the Florida Standards Assessment (FSA) for English Language Arts.
MATH: Scores Level 2 or greater on the Florida Standards Assessment (FSA) for Mathematics.
Criterion #2: READING: Scores 70% or greater on the Houghton Mifflin Harcourt Florida Journeys Common Core 2014 Benchmark Test (Unit 5) Reading and Analyzing Text section (multiple choice items 1-35, pages 147-169).
MATH: Scores 60% or greater on the Houghton Mifflin Harcourt Florida Go Math! Mathematics Florida Standards End of Year Test.

GOOD CAUSE CRITERIA

Criterion #3:

Alternative Assessment

READING: Scores Instructional Reading Level 4 or greater on the Burns and Roe Informal Reading Inventory (IRI).
MATH: Scores 60% or greater on the Houghton Mifflin Harcourt Florida Go Math! Common Core Benchmark Test A.
Criterion #4:

Alternative Assessment

READING: Scores Instructional Reading Level 27 or greater on the Rigby PM Benchmark Assessment.
MATH: Scores 60% or greater on the Houghton Mifflin Harcourt Florida Go Math! Common Core Benchmark Test B.
Criterion #5:

Previous Retention

Student has received intensive reading and/or math intervention and was previously retained in K-4 for a maximum total of two years, not to exceed one retention per grade level.
Criterion #6:

ELL Program Participation

English Language Learner (ELL) student with less than two years in the English for Speakers of Other Languages (ESOL) program.
Criterion #7:

ELL Committee Recommendation

English Language Learner (ELL) student with two or more years in the English for Speakers of Other Languages (ESOL) program cannot be retained solely due to lack of English proficiency.  Retention requires the recommendation of an ELL committee.
Criterion #8:

ESE Alternate Assessment

Student with a disability whose Individual Education Plan (IEP) indicates participation in a statewide alternate assessment.
Criterion #9:

ESE Retention Deferral

Student with a disability whose parent chooses to defer retention (maximum of one retention in K-5 unless parent requests additional retention).
Criterion #10:

ESE Previous Retention

Student with a disability participating in statewide assessment, has an Individual Education Plan (IEP) or a Section 504 Plan reflecting intensive  instruction for more than two years, and was previously retained in grades K-4.
Criterion #11:

Intervention through RtI Process

Student receives intensive Tier 2 or Tier 3 intervention through the RtI process and demonstrates increased performance based on progress monitoring data (increase in student achievement to the level set by the goal of the intervention).  Student will continue to receive intensive intervention in the subsequent grade level.
Criterion #12:

Extraordinary Circumstances

Student receives a Superintendent’s Exemption from retention due to extraordinary circumstances.

Fifth grade promotion requires the student to meet criteria for both reading and mathematics. Satisfaction of these promotion criteria provides students the opportunity to use one criterion option for reading and another criterion option for mathematics, if needed.

FIFTH GRADE PROMOTION CRITERIA

Criterion #1: READING: Scores Level 2 or greater on the Florida Standards Assessment (FSA) for English Language Arts.
MATH: Scores Level 2 or greater on the Florida Standards Assessment (FSA) for Mathematics.
Criterion #2: READING: Scores 70% or greater on the Houghton Mifflin Harcourt Florida Journeys Common Core 2014 Benchmark Test (Unit 5) Reading and Analyzing Text section (multiple choice items 1-35, pages 151-178).
MATH: Scores 60% or greater on the Houghton Mifflin Harcourt Florida Go Math! Mathematics Florida Standards End of Year Test.

GOOD CAUSE CRITERIA

Criterion #3:

Alternative Assessment

READING: Scores Instructional Reading Level 5 or greater on the Burns and Roe Informal Reading Inventory (IRI).
MATH: Scores 60% or greater on the Houghton Mifflin Harcourt Florida Go Math! Common Core Benchmark Test A.
Criterion #4:

Alternative Assessment

READING: Scores Instructional Reading Level 30 or greater on the Rigby PM Benchmark Assessment.
MATH: Scores 60% or greater on the Houghton Mifflin Harcourt Florida Go Math! Common Core Benchmark Test B.
Criterion #5:

Previous Retention

Student has received intensive reading and/or math intervention and was previously retained in K-5 for a maximum total of two years, not to exceed one retention per grade level.
Criterion #6:

ELL Program Participation

English Language Learner (ELL) student with less than two years in the English for Speakers of Other Languages (ESOL) program.
Criterion #7:

ELL Committee Recommendation

English Language Learner (ELL) student with two or more years in the English for Speakers of Other Languages (ESOL) program cannot be retained solely due to lack of English proficiency.  Retention requires the recommendation of an ELL committee.
Criterion #8:

ESE Alternate Assessment

Student with a disability whose Individual Education Plan (IEP) indicates participation in a statewide alternate assessment.
Criterion #9:

ESE Previous Retention

Student with a disability participating in statewide assessment, has an Individual Education Plan (IEP) or a Section 504 Plan reflecting intensive instruction for more than two years, and was previously retained in grades K-5.
Criterion #10:

Intervention through RtI Process

Student receives intensive Tier 2 or Tier 3 intervention through the RtI process and demonstrates increased performance based on progress monitoring data (increase in student achievement to the level set by the goal of the intervention).  Student will continue to receive intensive intervention in the subsequent grade level.
Criterion #11:

Extraordinary Circumstances

Student receives a Superintendent’s Exemption from retention due to extraordinary circumstances.

Students will be given multiple opportunities to show that they have learned what they need to know in order to be promoted. These opportunities will include different assessments presented in various ways.  If a student does not meet the promotion criteria on any of these assessments, there are some additional options called “good cause” for a student to be promoted.  In some instances, students who have been previously retained, students who are disabled, and students who have limited English proficiency may be promoted if they meet certain requirements.Good Cause Criteria

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