1. We believe all children can learn at high levels.
2. We believe all children can reach their learning potential and that the achievement gap can be eliminated.
3. We believe schools have an enormous impact on children’s lives.
4. We believe the School District of Philadelphia can become a high performing organization.
5. We believe that all children should be educated in a safe and orderly environment.

One of the goals of the School Reform Commission is for students to achieve at the Proficient level or beyond in reading, mathematics and science. In order to assist students with this increased expectation, this policy provides for increased and systematic classroom supports, via the Comprehensive Student Assistance Process (CSAP). Failure to provide these supports jeopardizes the successful implementation of the Promotion and Graduation Policy.

In this document, student work at the Proficient and Basic Levels reflects grade level descriptors aligned with Pennsylvania Department of Education’s (PDE) academic content standards. Proficient work indicates a solid understanding and adequate display of required skills. Basic work is approaching satisfactory performance but has not yet reached it. A student at the Basic level demonstrates a variety of competencies in grade-level work. Students functioning at the Basic level and above should be promoted to the next grade.

Students performing above grade level shall have differentiated opportunities for accelerated learning. This policy does not allow grade level acceleration (skipping grades).

I.   Kindergarten Promotion Standards
    A.  The Kindergarten teacher shall review all pertinent pre-school records, including the Child Observation Record (COR) or the Adjusting Scales for Preschool Intervention (ASPI) in order to determine each child’s entry-level skills.

    B.   The teacher shall take the following actions for each student who is performing below the Basic level on approved assessments, i.e., DIBELS, Everyday Math end-of-unit tests, etc:
        1.   Notify the parent of the student’s lack of academic progress.
        2.   Discuss small groups of struggling students at a CSAP Tier I meeting and begin or continue providing small group instruction and other               supports.
         3.  Document group interventions via CSAP Support Logs.
    C. By the end of the second marking period, the teacher shall take the following actions for each student who is performing below the Basic level on approved assessments:
        1.  Notify the parent of the student’s lack of academic progress.
        2.  Begin or continue to provide CSAP interventions.
        3.  Comply with mandated CSAP timeframes, activities and related documentation.
    D.  At the end of the school year, the Kindergarten teacher shall forward CSAP Support Logs and other relevant data for use during the subsequent school year for students who score below the Basic level on the approved end-of-year assessments.
    E.  Kindergarten students may not be retained unless requested by the parent, and may not be retained more than once. Retention must be supported by the Principal and Regional Superintendent.

II.   General Promotion Standards for Grades 1-8

 Supports/Interventions

1.The teacher shall review the student’s end-of-year profile from the previous year and any other pertinent school records, including CSAP Support Logs.
2. In grade 1, the school shall notify the parent of each student who entered the grade performing below the Basic level. In grades 2 through     8, the school shall notify the parent of each student who scored below the 26th percentile in the Spring 2005 TerraNova.
3. The teacher shall begin or continue to follow the CSAP process for each identified student and maintain appropriate CSAP Support Logs.     Support provided via CSAP must occur within mandated timeframes for each level of intervention.
4. Students in grades 2 through 8 who scored below the 26th percentile in the spring 2005 administration of the TerraNova test will receive 120 hours of additional supports, including Extended Day and Summer Program. Schools shall notify parents of the importance of the student’s participation in the 120 hours of support.
5. Students in grades 2 through 8 who scored between the 26th and 49th percentile in the spring administration of the TerraNova test shall be encouraged, but not required, to participate in 120 hours of additional supports, including Extended Day and Summer Program. Parents and students shall be advised that the requirements may be stricter in following years.
6. Following the end of the second marking period, for a student who is performing below the Basic level, the teacher shall continue providing supports, or refer students to CSAP Tier II for individualized intervention planning. Parents shall be notified of the child’s level of achievement and invited to participate in the CSAP Tier II meeting. Support provided via CSAP must occur within mandated timeframes for each level of intervention.
7. At the end of the school year, the teacher shall forward intervention plans and all supporting data for use during the subsequent school year for students who score below the Basic level on End-of-Grade (EOG) tests and score below the Basic level in other content area measurements, as defined by performance descriptors aligned with PDE standards and found in the Core Curriculum.

III.   Grade Specific Guidelines
 
A.   Grade One and Two Promotion Guidelines
 
1.  A student in grade 1 must have a Reading level of G or above, and  a Math level of Basic, Proficient or Advanced (2, 3, or 4).
2.  A student in grade 2 must have a Reading level of L or above, a      Math level of Basic, Proficient or Advanced (2, 3, 4), and a Science level of Basic, Proficient or Advanced (2, 3, or 4).

B.   Grade Three Promotion Guidelines

 A student must have a Reading level of N or above, a Math level of Basic, Proficient or Advanced (2, 3, or 4), and a Science level of Basic, Proficient, or Advanced (2, 3, or 4)
AND Score at Basic or above in End-of-Grade assessments in Reading and Math AND participate successfully in a group Multidisciplinary Project or Service Learning Project.

C.    Grades Four, Five, Six and Seven Promotion Guidelines

1. A student must achieve at least at the Basic level in Reading and Mathematics, as defined by performance descriptors aligned with PDE standards and found in the Core Curriculum, and earn a passing grade in Science.
2. A student must score at Basic or above in End-of-Grade assessments in Reading and Math.