Philosophy on Retention
Teachers and school administrators should always base expectations for students on the understanding that, at any grade or age level, there is a wide range of academic, social, emotional, and physical development levels. While expectations for all students remain high, schools must be diligent in identifying the need for support for individual students, for determining which supports will be put in place, and for monitoring the success of the supports and adjusting as necessary.
Retention should occur only after careful and serious consideration and ongoing documentation of a student’s academic and developmental factors. If considered, it is highly recommended that retention be used at earlier grade levels. Retention is considered only after all other instructional options have been considered and exhausted over time. In addition, many factors besides academic progress must be considered, such as social, emotional, and physical development. Family and peer factors must also be considered.
A team of individuals at the school who serve on the Student Support Team (SST), including the parent, will collaborate to determine if retention is appropriate. This team will follow a specific set of guidelines and timelines, keeping thorough documentation. (See CCPS Elementary Retention Procedures.) Retention does not fall under the purview of the Individualized Education Plan (IEP) team.