The North Kansas City School District is committed to the continuous development of students
enrolled in the district's schools, and to student achievement of the skills for the current grade
assignment for promotion to a higher grade. The superintendent, in cooperation with the
professional staff, shall develop administrative procedures for the promotion, acceleration and
retention of students.
In evaluating student achievement, each teacher will make use of all available information, including
results of teacher-made tests, other measures of skill and content mastery, standardized test results
and teacher observation of student performance. The principal will direct and aid teachers in student
evaluations and will review grade assignments in order to ensure uniformity of evaluation standards.
Decisions on whether to promote, accelerate or retain a student with disabilities will be made in
accordance with the Individuals with Disabilities Education Act (IDEA) and as required by other
Students will normally progress annually from grade to grade when, in the judgment of the district's
professional staff, it is in the best educational interest of the student involved. The final decision to
promote a student rests with the school administration.
The district requires remediation as a condition of promotion to the next grade level for any student
identified by the district as failing to master skills and competencies established for that particular
grade level including the state-mandated minimum of 30 additional hours of reading instruction by
a certified classroom teacher outside the regular school day. The superintendent or designee shall
determine which skills and competencies must be mastered, how they are to be assessed and what
type of remediation is appropriate.
Remediation may include, but shall not necessarily be limited to, a mandatory summer school
program focused on the areas of deficiency or other such alternatives conducted by the district
outside of the regular school day. If the district provides remediation in this manner outside the
traditional school day, the extra hours of instruction may be counted in the calculation of average
daily attendance. Such remediation shall recognize that different students learn differently and shall
employ methods designed to help these students achieve at high levels.
The district may require parents or guardians of such students to commit to conduct home-based
tutorial activities with their children. Decisions concerning the remedial reading instruction of a
student who receives special education services, including the nature of parental involvement
consistent with a free appropriate public education, shall be made in accordance with the student's
Individualized Education Program (IEP).
The district will assist students so that they progress academically in accordance with their
capabilities. While provisions for individual differences should be adequately accomplished within
a grade level, it may occasionally be necessary to advance a student to the next grade. Acceleration
to a higher grade level should be approached with caution. Capable students may be so advanced,
but only after thorough discussion with the student's guidance counselor and with the joint approval
of the parents/guardians, the principal and the superintendent.
Retention may be considered when, in the judgment of the professional staff, it is in the best
educational interest of the student involved. Parents/Guardians will receive prior notification and
explanation concerning the retention. However, the final decision will rest with the school
State law (Senate Bill 319 – 2001 ) requires mandatory retention of students in grade four if they are
reading below the third-grade level. Several exceptions to the retention requirement are specified
under state law including the following: students receiving special education services under an
individualized educational plan, students receiving services pursuant to Section 504 of the
Rehabilitation Act of 1973 whose services plan includes an element addressing reading, students
determined to have limited English proficiency, or students who have been determined to have a
cognitive ability insufficient to meet the reading requirement set out in this section.
Mandatory retention under Senate Bill 319 (2001) may only be imposed once, although a student
may be retained more than once based upon promotion criteria throughout his/her school career.
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Note: The reader is encouraged to check the index located at the beginning of this section
for other pertinent policies and to review administrative procedures and/or forms for
Legal Refs: § 167.645, RSMo.
Board of Curators, Univ. of Mo. v. Horowitz, 435 U.S. 78 (1978)
North Kansas City School District, Kansas City, Missouri
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