Home  »  Student Progression Plan  »  Elementary Education  »  Promotion – Kindergarten through Grade 5
Printer Friendly Version
Table of Contents

Student Progression Plan

Promotion – Kindergarten through Grade 5

Students in Grades K-2

Students in grades K, 1, and 2 must make satisfactory B.E.S.T. Standards benchmark progress in English language arts, math, science, and social studies with an emphasis in reading to be promoted. Students’ reading progress toward grade level reading achievement is determined by appropriate assessments and teacher judgement. FAST will be administered to all kindergarten through second grade students to monitor their progress. This assessment will determine which students are in need of additional instruction in reading. Each such student shall be referred to the school’s Multi-Tiered System of Support (MTSS) Team for review of the student’s progress. At the end of the year, the Multi-Tiered System of Support (MTSS) Team shall review the student’s records and determine whether the preponderance of evidence indicates that the student should be promoted.

Students in Grades 3-5

A student in grades 3, 4, or 5 who scores Level 1 or Level 2 on the FAST in reading and/or Level 1 or Level 2 on the FAST in math is considered to be below grade level. Each such student shall be referred to the school’s Multi-Tiered System of Support (MTSS) Team for a comprehensive review of the student’s academic achievement. The Multi-Tiered System of Support (MTSS) Team shall review the student’s records and determine whether the preponderance of evidence indicates that the student should be promoted. To be promoted from grade to grade in grades 3-5, a student must demonstrate mastery of grade level expectations in language arts, mathematics, science, and social studies.

The principal or designee may recommend promotion for a student in grades 3-5 not passing the grade level course in reading, writing, mathematics, and/or science if the student demonstrates mastery of these subjects by achieving a minimum score of 3 on the corresponding FAST sections and the preponderance of evidence indicates that the student is ready for the work of the next grade level.

In instances where curriculum has been suspended in certain core academic subjects to allow for intensive remediation in reading and/or mathematics, the principal or designee makes the determination for promotion based on demonstrated student mastery of appropriate benchmarks.

Third Grade Students

Clarification Florida Law, Section 1008.22(3)- “…Participation in the assessment program is mandatory for all school districts and all students attending public schools…”

The requirement in Section 1008.25(5)(b):

  • To be promoted to grade 4, a student must score a Level 2 or higher on statewide, standardized English Language Arts assessment required under s.1008.22.
  • An additional option approved by the State Board of Education in Rule 6A-1.094221(a):
    • Scores at or above the 45th percentile on the Reading SAT-10;
    • (b)scores as required by state on other approved assessment.
  • Completes the portfolio passages and multiple-choice items at or above 70% mastery of each standard.
  • Meets another Good Cause Exemption.

Grade 4 Students 1008.22 F.S., SB Rule 6A-1.094221 F.A.C.

To be promoted to grade 4, a student must score a Level 2 or higher on the statewide, standardized English Language Arts Assessment required under s.1008.22 F.S., for grade 3. If a student’s reading deficiency is not remedied by the end of grade 3, as demonstrated by scoring Level 2 or higher on the grade 3 statewide, standardized English Language Arts assessment required under s.1008.22 F.S., the student must be retained. (s.1008.25(5), F.S.)

The district school board may only exempt students from mandatory retention for good cause. Good cause exemptions are limited to the following:

  1. Limited English proficient students who have had less than 2 years of instruction in an English for Speakers of Other Languages program based on the initial date of entry into a school in the United States.
  2. Students with disabilities whose individual education plan indicates that participation in the statewide assessment program is not appropriate, consistent with the requirements of s.1008.212, F.S.
  3. Students who demonstrate an acceptable level of performance on an alternative standardized reading or English Language Arts assessment approved by the State Board of Education.
  4. A student who demonstrates through a student portfolio that he or she is performing at least at Level 2 on the statewide, standardized English Language Arts assessment.
  5. Students with disabilities who take the statewide, standardized English Language Arts assessment and who have an individual education plan, or a Section 504 plan that reflects that the student has received intensive instruction in reading or English Language Arts for more than two years but still demonstrates a deficiency and was previously retained in kindergarten, grade 1, grade 2, or grade 3.
  6. Students who have received intensive reading intervention for two or more years but still demonstrate a deficiency in reading and who are previously retained in kindergarten, grade 1, grade 2, or grade 3 for a total of two years. A student may not be retained more than once in grade 3.

Alternate Assessment for Promotion - Guidelines for Use

The SAT-10 Reading Comprehension Subtest and Star Reading will be used as alternate assessments for third grade promotion. The SAT 10 Reading Comprehension Subtest may be administered on a case-by-case basis if deemed appropriate. For promotion, a student must score at or above the 45th percentile on the SAT 10 or at or above 50th percentile on Star Reading. The earliest the alternate assessment may be administered is following the receipt of the grade 3 reading FAST scores or during the last two weeks of school, whichever occurs first. Schools may also opt to administer the SAT 10 after the completion of the Summer Reading Program for grade 3 students or after the beginning of the new school year using appropriate norms for the day of administration. Additional alternate assessment tools may be identified based on approval by the state.

Portfolio Documentation for Promotion - Guidelines for Use

To promote a student to grade 4 using a student portfolio as a good cause exemption, there must be evidence that demonstrates the student’s mastery of the B.E.S.T. English Language Arts Standards in Reading that is equal to at least a Level 2 performance on the grade 3 statewide, standardized English Language Arts assessment. Such evidence shall be an organized collection of the student’s mastery of the B.E.S.T. English Language Arts Standards.

A school must immediately begin collecting evidence for a portfolio when a student in grade 3 is identified as being at risk of retention or upon the request of the parent, whichever occurs first.

The portfolio must meet the following criteria:

  • Include evidence that the benchmarks assessed by the grade 3 standardized ELA assessment have been met.
  • Evidence collected should include grade-level reading passages that are approximately 50% literary text and 50% informational text, and that are between 100-700 words with an average of 500 words in length. Such evidence can include chapter or unit tests from a district’s/school’s adopted core reading curriculum or teacher-prepared assessments that are aligned with the B.E.S.T. English Language Arts Standards.
  • Be an organized collection of evidence of the student’s mastery of the B.E.S.T. ELA Standards that are assessed by the grade 3 statewide standardized ELA assessment.
  • For each benchmark there must be AT LEAST eight items assessed and the student must demonstrate 70% mastery for all items assessed per benchmark.
  • Be signed by the teacher and principal as an accurate assessment of the required reading skills.

*Example: A student eligible for language services, with an IEP, who has been previously retained, and has received intensive remediation for more than two (2) years, may be considered for a Good Cause Exemption.

**Example: If a student has received reading intervention for two years but was not retained until third grade and fails the state assessment for the second time, he/she may not be retained a second time. A student should not be retained more than once in third grade, regardless of the reason.

Requests for good cause exemptions from the retention requirement for grade 3 students (1008.25 (6)(c) F.S.) must include:

  • Documentation submitted from the student’s teacher to the principal indicating that the promotion of the student is appropriate and is based upon the student’s academic record, progress monitoring data, the Individual Education Plan (IEP) if applicable, report card, and/or student portfolio assessments.
  • Discussion with the teacher by the school principal to review the recommendation and make the determination if the student should be promoted or retained. If the school principal determines that the student should be promoted, the principal must submit the recommendation in writing to the superintendent. The superintendent shall accept or reject, in writing, the school principal’s recommendation.

A student who is promoted to grade 4 with good cause exemption shall be provided intensive reading instruction and intervention that include specialized diagnostic information and specific reading strategies to meet the needs of the student. The school district shall assist schools and teachers with the implementation of explicit, systematic, and multisensory reading instruction and intervention strategies for students promoted with a good cause exemption, which research has shown to be successful in improving reading among students who have reading difficulties.

Note: The student portfolio and an alternative assessment are the two state approved options for good cause exemption and mid-year promotion. The student must be offered both options. However, the student must only demonstrate proficiency on one of the options in order to receive a good cause exemption or be promoted midyear.

There are no other good cause exemptions beyond the six listed above. For instance, there is no good cause exemption for extenuating circumstances (family tragedy or similar event) for grade 3 students faced with the mandatory retention. If a student is promoted to grade 4 based on one of the good cause exemptions, that student’s file shall be labeled “promotion for good cause” rather than “promoted.”

If a 3rd grade student refuses to participate or a parent/legal guardian refuses to allow his/her student to participate in the state required assessment program, Reading SAT 10, or complete the portfolio assessments, it will be necessary for the student to be retained in 3rd grade.

Alternate Assessment Criteria for Grade 3 Students for Good Cause Exemption

A grade 3 student who scores at Level 1 on the grade 3 Reading FAST may be promoted to grade 4 if the student demonstrates an acceptable level of performance on an alternate standardized reading assessment. State approved assessments authorized for use in the St. Johns County School District may be used for an alternate score. See # 3 above.

Services for Students Promoted to Grade 4 with Good Cause Exemption

A student who is promoted to grade 4 with a good cause-exemption shall be provided intensive reading instruction and intervention that include specialized diagnostic information and specific reading strategies to meet the needs of each student so promoted. The school district shall assist schools and teachers with the implementation of explicit, systematic, and multisensory reading instruction and intervention strategies for students promoted with a good cause exemption which research has shown to be successful in improving reading among students who have reading difficulties.

Assessment of Grade 3 Students Enrolling after FAST

Students who enroll in grade 3 after the administration of the FAST shall be assessed prior to the end of the year to determine if the student needs to repeat grade 3. Schools shall use Reading Comprehension subtest of the SAT 10 or other approved assessment. The student must score at or above the 45th percentile on the SAT 10 or qualify for one of the other good cause exemptions to be promoted. Students who do not achieve the criterion score for promotion shall be referred to the Multi-Tiered System of Support (MTSS) Team to determine if the preponderance of evidence indicates that retention is warranted. Summer Reading Program attendance is expected for students who do not meet the criterion score.

Promotion Versus Retention of Grade 3 Students Transferring Late in the Year

Schools shall assess the reading proficiency of any grade 3 student transferring into the district to determine if remediation is appropriate. If a grade 3 student transfers in time to take the FAST, the Reading FAST score will be used in determining the student’s retention or promotion. If the student enters school after the administration of the FAST, it is up to the school to assess the student’s reading proficiency through administration of the Reading Comprehension subtest of the SAT 10. The student who scores below the 45th percentile on the SAT 10 Reading Comprehension subtest will be considered for retention.

English Language Learners (ELLs) in Grades K-5

Promotion of an ELL student is based on satisfactory student performance in English language arts, mathematics, science, and social studies and other requirements as set by the district and the state. ELL students not meeting district promotion criteria due to their limited English proficiency may be recommended for promotion by the Multi-Tiered System of Support (MTSS) Team, which will meet jointly with the ELL Committee. The student’s parent/legal guardian shall be invited to attend. The other academic progress and benchmark mastery of an ELL student in reading, writing, mathematics, and requirements set forth by the district and the state, are determined through appropriate modifications to formal and informal assessments and on modifications to instruction provided to the ELL student per FL Rule 6A-6.09091.

Charter School Students

See Section I, Special Programs: Charter Schools.

Mid-Year Promotion of Retained Students in K-5 – General Comments

Mid-year promotion is defined as promotion of a retained student in K-5 at any time during the year of retention once the student has demonstrated ability to read at or above grade level and accommodate the work of the next grade level. Mid-year promotion is permitted upon demonstration of mastery at 80% of appropriate standards, consensus recommendation of the Multi-Tiered System of Support (MTSS) Team and agreement among the school, the student, and the parent(s)/legal guardian(s). All mid-year promotion requests must be examined and approved by an impartial review committee composed of the principal and the Director for Elementary Instructional Services and other personnel agreed upon by the school and the district prior to a student moving to the next grade.

© 2024 St. Johns County School District

Log In