Lima City Board of Education Policy
STUDENTS
5410

PROMOTION, ACADEMIC ACCELERATION, PLACEMENT, AND RETENTION



The Board of Education recognizes that the personal, social, physical, and
educational growth of children will vary and that they should be placed in the
educational setting most appropriate to their needs at the various stages of their
growth.

It is the Board's intent that each student be moved forward in a continuous pattern
of achievement and growth that is in harmony with his/her own development.

The promotion and retention provisions of this policy shall be in compliance with the
terms of Ohio's Third Grade Reading Guarantee (Policy 2623.02).

Promotion:

A student will be promoted to the succeeding grade level when s/he has:

A. in the opinion of the professional staff, achieved the instructional
objectives set for the present grade;

B. demonstrated sufficient proficiency to permit him/her to move
ahead in the educational program of the next grade;

C. demonstrated the degree of social, emotional, and physical
maturation necessary for a successful learning experience in the
next grade.

Academic Acceleration:

Academic acceleration may involve whole-grade acceleration or individual subject
acceleration. Academic acceleration occurs when a student is not only doing the
caliber of work necessary to be promoted to the next grade or enrolled in the next
course in the academic sequence, but also demonstrates the ability to do the caliber
of work required of students in that next grade level/subject/course. An
acceleration evaluation committee will determine whether the student will be
permitted to skip a grade level (i.e., whole-grade acceleration), or take a subject at a
higher grade level or skip a course in the usual and customary academic sequence
(i.e., individual subject acceleration).

Any student residing in the District may be referred by a staff member or a
parent/guardian to the principal of his/her school for evaluation for possible
accelerated placement. Students may refer themselves or a peer through a staff
member who has knowledge of the referred child's abilities. Copies of referral forms
for evaluation for whole-grade or individual subject acceleration will be available at
each school building.

Students referred for accelerated placement will be evaluated in a prompt manner.
The building principal will schedule the evaluations. Normally, changes in a
student's schedule will occur only at the start of a grading period.

Before a student is evaluated for accelerated placement, the principal (or his/her
designee) shall obtain written permission from the student's parent/guardian.

Evaluations related to referrals that occur during the school year will ordinarily be
completed and a written report issued within forty-five (45) calendar days.
Evaluations related to referrals that occur at the end of a school year or during the
summer will be completed and a written report issued either before the end of the
school year, if possible, or within forty-five (45) calendar days of the start of the next
school year.

Upon referral, the student's principal (or his/her designee) shall convene an
acceleration evaluation committee to determine the appropriate learning
environment for the referred student. This committee shall include the following:

A. a parent/guardian, or a representative designated by that
parent/guardian

B. a gifted education coordinator or gifted intervention specialist, or if
neither is available, a school psychologist or guidance counselor
with expertise in the appropriate use of academic acceleration may
be substituted

C. a principal or assistant principal from the child's current school

D. a current teacher of the referred student

E. a teacher at the grade level or course to which the referred student
may be accelerated

The acceleration evaluation committee shall be responsible for conducting a fair and
thorough evaluation of the student. The acceleration evaluation committee will
consider the student's own thoughts on possible accelerated placement in its
deliberations. In the event that career-technical programs are considered for
acceleration, a career-technical educator shall be consulted as a part of the
evaluation.

Students considered for whole-grade acceleration will be evaluated using an
acceleration assessment process approved by the Ohio Department of Education.

Students considered for individual subject acceleration will be evaluated using a
variety of data sources, including measures of achievement based on State academic
content standards (in subjects for which the State Board of Education has approved
content standards) and consideration of the student's maturity and desire for
accelerated placement.

The acceleration evaluation committee shall issue a written decision on the outcome
of the evaluation process to the principal and the student's parent/guardian. This
notification shall include instructions for appealing the decision.

Appeals must be made in writing to the Superintendent within thirty (30) calendar
days of the parent/guardian receiving the committee's decision. The Superintendent
or his/her designee shall review the appeal and notify the parent/guardian of
his/her decision within thirty (30) calendar days of receiving the appeal. The
Superintendent or his/her designee's decision shall be final.

If the student is recommended for whole-grade or individual subject acceleration,
the acceleration evaluation committee will develop a written acceleration plan. The
parent/guardian shall be provided with a copy of the plan. The plan shall specify:

A. placement of the student in an accelerated setting;

B. strategies to support a successful transition to the accelerated
setting;

C. requirements and procedures for earning high school credit prior to
entering high school (if applicable); and,

D. an appropriate transition period for accelerated students.

A school staff member will be assigned to oversee implementation of the acceleration
plan and to monitor the adjustment of the student to the accelerated setting.

At any time during the transition period, a parent/guardian of the student may
request in writing that the student be withdrawn from accelerated placement. In
such cases the principal shall remove the student from the accelerated placement
without repercussions.

At any time during the transition period, a parent/guardian may request in writing
an alternative accelerated placement. In such cases, the principal shall direct the
evaluation committee to consider other accelerative options and to issue a decision
within thirty (30) calendar days of receiving the request. If the student will be
placed in a different accelerated setting from that initially recommended, the
student's acceleration plan shall be revised accordingly, and a new transition period
shall be specified.

At the end of the transition period, the accelerated placement shall become
permanent. The student's record shall be modified accordingly, and the acceleration
implementation plan shall become part of the student's permanent record to
facilitate continuous through the curriculum.

Retention:

A student may be retained at his/her current grade level when s/he has in the
opinion of the professional staff, failed to achieve the instructional objectives set
forth at the current grade level that are requisite for success at the succeeding grade
level.

A student may be placed at the next grade level when retention would no longer
benefit the student.

The Superintendent shall develop administrative guidelines for promotion,
placement, and retention of students that assign to the principal the final
responsibility for determining the promotion, placement, or retention of each
student.


R.C. 3313.608, 3313.608(D), 3313.609, 3313.647, 3324. 10
A.C. 3301-35-02(B)(5)


Revised 8/17/06
Revised 7/26/07
Revised 12/13/12


Attachment
Copyright NEOLA 2012