Promotion to the next higher-grade level shall be based upon the following factors:

Proficiency in reading, writing, and mathematics as demonstrated by mastery of the Sarasota County District Curriculum objectives, the Florida Comprehensive Assessment Test (FCAT Reading, FCAT Mathematics, FCAT Writing Assessment) and district assessments,

Work habits and

Physical, emotional, and social development.

In accordance with Florida Statute 232.245, specific levels of performance in reading, writing and mathematics are defined for grades one through five.

Grade One

Above the 40^th percentile in reading comprehension or on/above level designation for reading on progress report

Above the 40^th percentile in mathematics problem solving or on/above level designation for mathematics on progress report

Grade Two

Above the 40^th percentile in reading comprehension

2.0 or higher on writing assessment

Above the 40^th percentile in mathematics problem solving or on/above level designation for mathematics on progress report

Grade Three

Level 2 or higher on FCAT Reading

3.0 or higher on writing assessment

Level 2 or higher on FCAT Mathematics

Grade Four

Level 2 or higher on FCAT Reading

3.0 or higher on FCAT Writing Assessment

Level 2 or higher on FCAT mathematics

Grade Five

Level 2 or higher on FCAT Reading

3.0 or higher on writing assessment

Level 2 or higher on FCAT Mathematics

Students performing below one or more of these levels will receive further diagnostic assessments and remediation as defined in an individual academic improvement plan (AIP) or Individual Educational Plan (IEP). If the student has been identified as having a deficiency in reading, the Academic Improvement Plan shall identify the student’s specific areas of deficiency in phonemic awareness, phonics, fluency, comprehension and vocabulary. Students who receive a year of intensive remediation but continue to perform below district performance levels may be retained.

Students not meeting required proficiency benchmarks as defined below by the end of grade two, grade three, grade four and grade five must be retained.

Students in grade two will be retained if a district approved reading assessment indicates a reading level of more than a year below grade level or below the 25^th percentile.

Students in grade 3 will be retained if reading proficiency is below level 2 on the FCAT Reading.

Students in grade four will be retained if writing proficiency is below a 2.0 as measured by FCAT Writing Assessment or a district writing assessment.

Students in grade five will be retained if district approved reading assessment indicates a reading level of more than two years below grade level or below the 25^th percentile, and /or a writing proficiency level below a 2.5 as measured by a writing assessment, and/or demonstrated mastery of less than 70% of the grade five essential objectives in the district mathematics curriculum.

A team of professional staff shall review students who do not meet the mandatory reading requirement. Requests for good cause exemptions for grade 3 students from the mandatory retention shall be submitted to the school principal with appropriate documentation. The principal shall review and discuss the recommendation and make the determination as to whether the student should be promoted or retained. If the principal determines that the student meets the requirements for a good cause exemption and should be promoted, the principal shall make such recommendation in writing to the superintendent. The superintendent or designee shall accept or reject the principal’s recommendation in writing. Good cause exemptions for grade three retentions shall be limited to the following:

a) Limited English proficient students who have had less than two years of instruction in an English for speakers of other languages’ program.

b) Students with disabilities whose individual education plan indicates that participation in the statewide assessment program is not appropriate, consistent with the requirements of state board of education rule.

c) Students who demonstrate an acceptable level of performance on an alternative standardized reading assessment approved by the state board of education.

d) Students who demonstrate, through a student portfolio, that the student is reading on grade level as evidenced by demonstration of mastery of the Sunshine State Standards in reading equal to at least a level 2 perfomance.

e) Students with disabilities who participate in the FCAT and who have an Individual Education Plan or a Section 504 plan that reflects that the student has received intensive remediation in reading for more than two years but still demonstrates a deficiency in reading and was previously retained in kindergarten, grade 1 or grade 2.

f) Students who have received intensive remediation in reading for two or more years but still demonstrate a deficiency in reading and who were previously retained in kindergarten, grade 1, or grade 2 for a total of two years. Intensive reading instruction for students so promoted must include an altered instructional day based upon an Academic Improvement Plan that includes specialized diagnostic information and specific reading strategies.

Case review for students being considered for retention must be conducted by a team of professional staff. No student may be assigned to a grade level based solely on age or other factors that constitute social promotion. The principal, with input from the student study or intervention assistance team, IEP committee, LEP committee and/or other professional staff, may waive the promotion requirements for students other than grade three students in reading by meeting any of the good cause conditions defined below.

a) Previous retention – a student who has had a prior retention.

b) Alternative Programs – a student being considered for placement or currently placed in an approved special program such as ESE, dropout prevention, 504, or ESOL may be considered for an exemption. Good cause shall be based on documentation from a LEP, 504 meeting, ESE staffing or IEP review committee. The documentation must contain the recommendation and reasons for the student’s exemption.

c) Attendance – a student with problems of a unique nature that causes extended absences.

In rare instances, students may be considered for grade level acceleration. Generally, students performing above grade level should have their instructional program modified to meet their academic needs. If the principal and professional staff feel that sufficient accommodations cannot be provided at the grade level to meet the needs’ of the student, grade acceleration may be recommended.

The Sarasota County District Curriculum for elementary students shall address the appropriate benchmarks of the Florida State Board adopted Sunshine State Standards in language arts, mathematics, science, social studies, physical education/health and the arts. All teachers shall provide instruction that supports student mastery of the district curriculum. Students in K-5 shall have regular study of mathematics, science, language arts, art, music, social studies and physical education. Technology skills will be taught in the above subjects.