Administrative​ ​Procedure​ ​362

STUDENT​ ​GRADE​ ​PLACEMENT​ ​IN​ ​GRADES​ ​1​ ​TO​ ​9 Background The​ ​district​ ​recognizes​ ​all​ ​students’​ ​diverse​ ​learning​ ​abilities,​ ​interests,​ ​and​ ​needs.​ ​ ​The​ ​district’s goal​ ​is​ ​for​ ​all​ ​students​ ​to​ ​experience​ ​success​ ​to​ ​the​ ​maximum​ ​of​ ​their​ ​abilities​ ​while​ ​progressing in​ ​their​ ​educational​ ​programs. Teachers​ ​assess​ ​student​ ​progress​ ​and​ ​collect​ ​data​ ​on​ ​which​ ​decisions​ ​about​ ​grade​ ​placement and​ ​grade​ ​advancement​ ​can​ ​be​ ​made.​ ​ ​A​ ​balance​ ​of​ ​assessment​ o ​ f​ ​learning​ ​and​ ​assessment for​ ​learning​ ​is​ ​important​ ​to​ ​ensure​ ​a​ ​connection​ ​between​ ​instruction​ ​and​ ​assessment.​ ​ ​A teacher’s​ ​documentation​ ​of​ ​assessment​ ​of​ ​and​ ​for​ ​learning​ ​includes​ ​observations, conversations​ ​with​ ​students,​ ​products​ ​created​ ​by​ ​students,​ ​and​ ​test​ ​and​ ​examination​ ​results. The​ ​district​ ​expects​ ​teachers​ ​to​ ​use​ ​evidence​ ​of​ ​learning​ ​to​ ​adapt​ ​instruction​ ​and​ ​adjust​ ​skill​ ​and process​ ​expectations​ ​to​ ​meet​ ​students’​ ​needs. Educational​ ​research​ ​generally​ ​shows​ ​that​ ​grade​ ​retention​ ​does​ ​not​ ​improve​ ​academic achievement​ ​for​ ​students​ ​who​ ​experience​ ​academic​ ​difficulties.​ ​ ​Retention​ ​is​ ​also​ ​one​ ​of​ ​the best​ ​predictors​ ​that​ ​a​ ​student​ ​will​ ​leave​ ​school​ ​before​ ​graduation.​ ​ ​Motivating​ ​and​ ​engaging students​ ​in​ ​learning​ ​and​ ​supporting​ ​students​ ​to​ ​complete​ ​high​ ​school​ ​is​ ​more​ ​effective​ ​than retention.​ ​ ​Therefore,​ ​to​ ​maximize​ ​student​ ​success,​ ​and​ ​as​ ​a​ ​preferred​ ​alternative​ ​to​ ​retention, the​ ​district​ ​supports​ ​differentiation​ ​or​ ​specialized​ ​programming​ ​while​ ​accommodating​ ​a​ ​student’s needs​ ​in​ ​the​ ​classroom.​ ​ ​Specialized​ ​programming​ ​includes​ ​adapted​ ​programming,​ ​assistive technology,​ ​work/study​ ​programs,​ ​alternative​ ​pathways​ ​or​ ​programs,​ ​blended​ ​programs, outreach​ ​programs,​ ​and​ ​on-line​ ​learning​ ​(U-Learn). Educational​ ​research​ ​also​ ​generally​ ​shows​ ​that​ ​acceleration​ ​is​ ​appropriate​ ​only​ ​when​ ​it​ ​is assessed,​ ​planned,​ ​and​ ​implemented​ ​carefully.​ ​ ​Acceleration​ ​is​ ​associated​ ​with​ ​academic​ ​and social-emotional​ ​gains;​ ​however,​ ​some​ ​educators​ ​and​ ​parents​ ​resist​ ​acceleration​ ​because​ ​of concerns​ ​that​ ​acceleration​ ​can​ ​cause​ ​social​ ​or​ ​emotional​ ​harm​ ​to​ ​students.​ ​ ​Alternatives​ ​to acceleration​ ​include​ ​differentiation​ ​of​ ​instruction​ ​and​ ​assessment,​ ​adapted​ ​programming, expanded​ ​learning​ ​options,​ ​and​ ​assistive​ ​technology. A​ ​comprehensive​ ​and​ ​ongoing​ ​approach​ ​to​ ​student​ ​assessment​ ​is​ ​key​ ​to​ ​support​ ​all​ ​learners. In​ ​all​ ​cases,​ ​the​ ​district​ ​expects​ ​appropriate​ ​instructional​ ​programming​ ​to​ ​support​ ​success​ ​for​ ​all students. Definitions For​ ​the​ ​purposes​ ​of​ ​this​ ​administrative​ ​procedure: “acceleration”​ ​means​ ​progress​ ​through​ ​an​ ​educational​ ​program​ ​at​ ​rates​ ​faster​ ​or​ ​at​ ​ages younger​ ​than​ ​the​ ​average​ ​for​ ​one’s​ ​age;​ ​acceleration​ ​may​ ​be​ ​grade-based​ ​or​ ​subject-based;

Calgary​ ​Roman​ ​Catholic​ ​Separate​ ​School​ ​District​ ​No.​ ​1 Administrative​ ​Procedures​ ​Manual

April​ ​2017 Page​ ​1​ ​of​ ​5

“grade​ ​advancement”​ ​means​ ​the​ ​single​ ​grade​ ​step​ ​most​ ​students​ ​take​ ​from​ ​year​ ​to​ ​year​ ​with their​ ​peers​ ​who​ ​are​ ​the​ ​same​ ​age; “grade​ ​placement”​ ​means​ ​the​ ​placement​ ​of​ ​students​ ​new​ ​to​ ​the​ ​District​ ​in​ ​the​ ​appropriate​ ​grade; and “retention”​ ​means​ ​the​ ​repetition​ ​of​ ​a​ ​grade​ ​with​ ​explicit​ ​strategies​ ​focused​ ​on​ ​supporting​ ​student success​ ​that​ ​are​ ​different​ ​than​ ​strategies​ ​used​ ​previously. Procedures 1.

Grade​ ​1​ ​placement 1.1​ ​ ​ ​ ​ ​ ​A​ ​student​ ​who​ ​is​ ​6​ ​years​ ​of​ ​age​ ​or​ ​older​ ​by​ ​March​ ​1​ ​of​ ​that​ ​school​ ​year​ ​and​ ​who has​ ​already​ ​accessed​ ​Early​ ​Childhood​ ​Services​ ​Base​ ​Instruction​ ​Funding​ ​or Program​ ​Unit​ ​Funding​ ​must​ ​be​ ​placed​ ​in​ ​Grade​ ​1. 1.2

2.

3.

In​ ​rare​ ​circumstances,​ ​a​ ​student​ ​who​ ​is​ ​6​ ​years​ ​of​ ​age​ ​or​ ​older​ ​by​ ​March​ ​1​ ​of​ ​that school​ ​year​ ​may​ ​be​ ​registered​ ​in​ ​Grade​ ​1​ ​but​ ​placed​ ​in​ ​a​ ​Kindergarten​ ​class.

Grade​ ​placement​ ​for​ ​English​ ​Language​ ​Learning​ ​(ELL) 2.1

A​ ​student​ ​who​ ​requires​ ​ELL​ ​programming​ ​must​ ​be​ ​placed​ ​in​ ​an​ ​age-appropriate grade.

2.2

The​ ​district’s​ ​Reception​ ​Centre​ ​must​ ​make​ ​the​ ​grade​ ​placement​ ​for​ ​a foreign-born​ ​student​ ​who​ ​requires​ ​ELL​ ​programming​ ​during​ ​the​ ​intake​ ​process. Once​ ​the​ ​student​ ​is​ ​integrated​ ​into​ ​a​ ​school​ ​setting,​ ​consideration​ ​for​ ​retention​ ​or acceleration​ ​falls​ ​under​ ​the​ ​purview​ ​of​ ​the​ ​principal,​ ​as​ ​outlined​ ​in​ ​sections​ ​3 through​ ​6.

Students​ ​for​ ​whom​ ​retention​ ​or​ ​acceleration​ ​may​ ​be​ ​considered 3.1

Teachers​ ​must​ ​be​ ​familiar​ ​with​ ​and​ ​understand​ ​the​ ​learner​ ​outcomes​ ​in​ ​the Alberta​ ​Education​ ​Programs​ ​of​ ​Study​ ​not​ ​only​ ​at​ ​the​ ​grade​ ​level​ ​they​ ​teach​ ​but also​ ​at​ ​the​ ​grade​ ​levels​ ​immediately​ ​above​ ​and​ ​below.

3.2

A​ ​teacher​ ​who​ ​identifies​ ​a​ ​student​ ​for​ ​whom​ ​retention​ ​or​ ​acceleration​ ​may​ ​be considered​ ​must​ ​work​ ​with​ ​their​ ​principal​ ​to: 3.2.1

consult​ ​with​ ​the​ ​Instructional​ ​Services​ ​supervisor​ ​to​ ​determine​ ​whether the​ ​student​ ​may​ ​require​ ​differentiated​ ​instruction,​ ​assessment​ ​or specialized​ ​programming;

3.2.2

consider​ ​placing​ ​the​ ​student​ ​on​ ​a​ ​Learner​ ​Support​ ​Plan​ ​that​ ​identifies intervention​ ​strategies​ ​to​ ​be​ ​implemented​ ​throughout​ ​the​ ​year;​ ​and

3.2.3

meet​ ​with​ ​the​ ​student’s​ ​parent​ ​or​ ​legal​ ​guardian​ ​regularly​ ​throughout​ ​the year​ ​to​ ​discuss​ ​the​ ​student’s​ ​progress​ ​and​ ​to​ ​identify​ ​strategies​ ​that​ ​can be​ ​implemented​ ​at​ ​home.

Calgary​ ​Roman​ ​Catholic​ ​Separate​ ​School​ ​District​ ​No.​ ​1 Administrative​ ​Procedures​ ​Manual

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4.

Required​ ​steps​ ​when​ ​a​ ​school​ ​considers​ ​retention​ ​or​ ​acceleration 4.1 ​ ​ ​ ​ ​ ​​ ​If​ ​a​ ​school​ ​is​ ​considering​ ​retaining​ ​or​ ​accelerating​ ​a​ ​student,​ ​then​ ​the​ ​principal must:

5.

4.1.1

request​ ​the​ ​student’s​ ​teachers​ ​to​ ​provide​ ​documentation​ ​of​ ​the​ ​student’s progress​ ​and​ ​program​ ​adaptations​ ​the​ ​teachers​ ​have​ ​used​ ​or​ ​are​ ​using with​ ​the​ ​student;

4.1.2

inform​ ​the​ ​area​ ​superintendent​ ​or​ ​area​ ​director​ ​about​ ​the​ ​possible retention​ ​or​ ​acceleration;

4.1.3

consult​ ​with​ ​the​ ​Instructional​ ​Services​ ​supervisor​ ​to​ ​determine​ ​whether additional​ ​assessments​ ​are​ ​required;

4.1.4

only​ ​after​ ​the​ ​processes​ ​outlined​ ​in​ ​steps​ ​4.1.1​ ​through​ ​4.1.3​ ​are complete,​ ​will​ ​the​ ​principal​ ​then​ ​inform​ ​the​ ​parent​ ​or​ ​legal​ ​guardian​ ​about the​ ​implications​ ​of​ ​retention​ ​or​ ​acceleration;​ ​and

4.1.5

document​ ​all​ ​communication​ ​with​ ​the​ ​parent​ ​or​ ​legal​ ​guardian​ ​about retention​ ​or​ ​acceleration,​ ​and​ ​include​ ​the​ ​documentation​ ​in​ ​the​ ​student’s cumulative​ ​record​ ​file.

Required​ ​steps​ ​when​ ​a​ ​parent​ ​or​ ​legal​ ​guardian​ ​requests​ ​retention​ ​or​ ​acceleration 5.1

If​ ​a​ ​parent​ ​or​ ​legal​ ​guardian​ ​requests​ ​a​ ​principal​ ​to​ ​retain​ ​or​ ​accelerate​ ​a​ ​student, then​ ​the​ ​principal​ ​must: 5.1.1

request​ ​the​ ​student’s​ ​teachers​ ​to​ ​provide​ ​documentation​ ​of​ ​student’s progress​ ​and​ ​any​ ​program​ ​adaptations​ ​the​ ​teachers​ ​have​ ​used​ ​or​ ​are using​ ​with​ ​the​ ​student;

5.1.2

consult​ ​with​ ​the​ ​Instructional​ ​Services​ ​supervisor​ ​to​ ​determine​ ​whether additional​ ​assessments,​ ​differentiated​ ​instruction​ ​or​ ​specialized​ ​programs are​ ​required;

5.1.3

inform​ ​the​ ​area​ ​superintendent​ ​or​ ​area​ ​director​ ​about​ ​the​ ​possible retention​ ​or​ ​acceleration;

5.1.4

inform​ ​the​ ​parent​ ​or​ ​legal​ ​guardian​ ​about​ ​the​ ​implications​ ​of​ ​retention​ ​or acceleration;

5.1.5

request​ ​the​ ​parent​ ​or​ ​legal​ ​guardian​ ​to​ ​provide​ ​a​ ​written​ ​statement​ ​that explains​ ​the​ ​parent’s​ ​or​ ​legal​ ​guardian’s​ ​reasons​ ​for​ ​the​ ​request​ ​for retention​ ​or​ ​acceleration;

5.1.6

if​ ​circumstances​ ​warrant,​ ​request​ ​the​ ​parent​ ​or​ ​legal​ ​guardian​ ​to​ ​provide​ ​a report​ ​written​ ​by​ ​a​ ​registered​ ​psychologist​ ​that​ ​includes​ ​a​ ​comprehensive psychological​ ​assessment​ ​of​ ​the​ ​student’s​ ​intellectual​ ​functioning,

Calgary​ ​Roman​ ​Catholic​ ​Separate​ ​School​ ​District​ ​No.​ ​1 Administrative​ ​Procedures​ ​Manual

April​ ​2017 Page​ ​3​ ​of​ ​5

academic​ ​skill​ ​levels,​ ​and​ ​social-emotional​ ​adjustment​ ​and​ ​the psychologist’s​ ​recommendation​ ​about​ ​retention​ ​or​ ​acceleration;​ ​and 5.1.7

6.

document​ ​all​ ​communication​ ​with​ ​the​ ​parent​ ​or​ ​legal​ ​guardian​ ​about retention​ ​or​ ​acceleration,​ ​and​ ​include​ ​the​ ​documentation​ ​in​ ​the​ ​student’s cumulative​ ​record​ ​file.

Final​ ​decision​ ​about​ ​retention​ ​or​ ​acceleration 6.1

The​ ​principal,​ ​in​ ​consultation​ ​with​ ​the​ ​Instructional​ ​Services​ ​supervisor​ ​and​ ​the area​ ​superintendent​ ​or​ ​area​ ​director,​ ​must​ ​make​ ​the​ ​final​ ​decision​ ​about retention​ ​or​ ​acceleration.

6.2

Before​ ​a​ ​principal​ ​may​ ​make​ ​a​ ​final​ ​decision​ ​to​ ​retain​ ​a​ ​student,​ ​the​ ​principal must​ ​be​ ​satisfied​ ​that: 6.2.1

none​ ​of​ ​the​ ​following​ ​alternatives​ ​to​ ​retention​ ​will​ ​assist​ ​the​ ​student​ ​to succeed​ ​with​ ​a​ ​single​ ​grade​ ​advancement: 6.2.1.1​ ​ ​ ​ ​ ​ ​differentiated​ ​instruction​ ​and​ ​assessment; 6.2.1.2 ​ ​ ​ ​ ​ ​​ ​adapted​ ​programming; 6.2.1.3 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​assistive​ ​technology; 6.2.1.4​ ​ ​ ​ ​ ​ ​work/study​ ​programs; 6.2.1.5​ ​ ​ ​ ​ ​ ​alternative​ ​pathways​ ​or​ ​programs; 6.2.1.6​ ​ ​ ​ ​ ​ ​blended​ ​programs; 6.2.1.7​ ​ ​ ​ ​ ​ ​outreach​ ​programs;​ ​and 6.2.1.8 ​ ​ ​ ​ ​ ​online​ ​learning​ ​(U-Learn);

6.2.2​ ​ ​ ​ ​retention​ ​is​ ​in​ ​the​ ​student’s​ ​best​ ​interest;​ ​and 6.2.3 6.3

if​ ​circumstances​ ​warrant,​ ​a​ ​registered​ ​psychologist​ ​supports​ ​the​ ​retention.

Before​ ​a​ ​principal​ ​may​ ​make​ ​a​ ​final​ ​decision​ ​to​ ​accelerate​ ​a​ ​student,​ ​the​ ​principal must​ ​be​ ​satisfied​ ​that: 6.3.1​ ​ ​ ​none​ ​of​ ​the​ ​following​ ​alternatives​ ​to​ ​acceleration​ ​will​ ​assist​ ​the​ ​student​ ​to succeed​ ​with​ ​a​ ​single​ ​grade​ ​advancement: 6.3.1.1​ ​ ​ ​ ​differentiated​ ​instruction​ ​and​ ​assessment; 6.3.1.2​ ​ ​ ​ ​adapted​ ​programming; 6.3.1.3​ ​ ​ ​ ​expanded​ ​learning​ ​options;​ ​and

Calgary​ ​Roman​ ​Catholic​ ​Separate​ ​School​ ​District​ ​No.​ ​1 Administrative​ ​Procedures​ ​Manual

April​ ​2017 Page​ ​4​ ​of​ ​5

6.3.1.4​ ​ ​ ​ ​assistive​ ​technology;

6.4

6.3.2

the​ ​student​ ​is​ ​well​ ​adjusted,​ ​both​ ​socially​ ​and​ ​emotionally;

6.3.3

the​ ​student​ ​has​ ​expressed​ ​a​ ​desire​ ​for​ ​acceleration;

6.3.4

acceleration​ ​is​ ​in​ ​the​ ​student’s​ ​best​ ​interest;​ ​and

6.3.5

if​ ​circumstances​ ​warrant,​ ​a​ ​registered​ ​psychologist​ ​supports​ ​the acceleration.

Immediately​ ​after​ ​making​ ​a​ ​final​ ​decision​ ​about​ ​retention​ ​or​ ​acceleration,​ ​the principal​ ​must​ ​address​ ​a​ ​decision​ ​letter​ ​to​ ​the​ ​parent​ ​or​ ​legal​ ​guardian​ ​that explains​ ​the​ ​decision,​ ​reasons​ ​for​ ​the​ ​decision,​ ​and​ ​the​ ​parent’s​ ​or​ ​legal guardian’s​ ​right​ ​to​ ​appeal​ ​the​ ​decision​ ​in​ ​accordance​ ​with​ ​Administrative Procedure​ ​390-Appeals​ ​Concerning​ ​Student​ ​Matters​ ​by​ ​writing​ ​to​ ​the​ ​Chief Superintendent​ ​within​ ​10​ ​business​ ​days​ ​from​ ​the​ ​date​ ​the​ ​parent​ ​or​ ​legal guardian​ ​received​ ​the​ ​letter​ ​and​ ​requesting​ ​an​ ​appeal​ ​of​ ​the​ ​decision.

6.5​ ​ ​ ​ ​ ​If​ ​a​ ​student​ ​is​ ​retained​ ​or​ ​accelerated,​ ​the​ ​principal​ ​must​ ​enter​ ​this​ ​data​ ​using CCSD​ ​Demographics​ ​2-​ ​Grade​ ​Change​ ​tab​ ​in​ ​PowerSchool. Approval​ ​Date:​ ​April​ ​24,​ ​2017 Reference:

School​ ​Act​,​ ​sections​ ​18,​ ​20,​ ​21,​ ​23,​ ​39,​ ​47,​ ​60,​ ​61,​ ​113 Student​ ​Record​ ​Regulation​,​ ​225/2006 Standards​ ​for​ ​Special​ ​Education Ministerial​ ​Order​ ​016/97​ ​–​ ​Teaching​ ​Quality​ ​Standard Guide​ ​to​ ​Education General​ ​Information​ ​Bulletin-​ ​Provincial​ ​Achievement

Calgary​ ​Roman​ ​Catholic​ ​Separate​ ​School​ ​District​ ​No.​ ​1 Administrative​ ​Procedures​ ​Manual

April​ ​2017 Page​ ​5​ ​of​ ​5

STUDENT GRADE PLACEMENT IN GRADES 1 TO 9

Apr 12, 2016 - Background ... goal of the district that all students progress in their educational programs to the maximum of ... 6.2.5 Assistive technology;.
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