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The Progress Monitoring Plan (PMP) for any retained grade 3 student who has been promoted
mid-year to grade 4 must continue to be implemented for the entire school year and if
necessary, for additional years. [State Board of Education Rule 6A-1.094222(5)]

Criteria for Exemptions from Retention (Grades K-2 and 4-5)

Students who score consistently below grade level on District and/or statewide assessments
should either be retained or considered for retention according to the Student Performance
Level Charts. Compelling verifiable evidence indicating the student is performing at or near
grade level may be utilized to enact a decision to promote such students.

MIDDLE SCHOOL (6-8) REMEDIATION REQUIREMENTS
Reading Remediation

The goal of reading remediation is to provide students with the skills and strategies necessary
to assist them in reading text that is on grade level. In compliance with state guidelines (House
Bill 7069), the SDPBC uses the following determiners to decide the level of reading support for
students. All students scoring a level 1 or 2 on the FY17 FSA ELA assessment must receive
reading support as appropriate per the guidance below. Students may also be determined to
be in need of reading support based on all available data, such as FY17 Winter Diagnostic
results and teacher input. The level of support necessary depends upon school personnel input
and the results of the Reading Plus Benchmark Assessment or Reading Running Records
th
(incoming 6 graders only).
1. If a student is two or more years below grade level as determined by approved reading
assessment(s) listed in the District’s State-approved Comprehensive Research-Based
Reading Plan (CRRP):
a. He/she must take either two periods of intensive reading or one period of intensive
reading along with a period of a content area class (other than ELA) taught by a reading
endorsed, reading certified teacher, NGCAR-PD certified or Content Literacy Strategies
(CLS) designated teacher. School personnel input will determine which path is most
appropriate.
b. He/she must receive additional assessment (such as the Phonics Inventory) to
determine deficiencies related to phonics or decoding. Students who are determined
to be in need of support with phonics and/or decoding should receive instruction and
materials in his/her intensive reading class(es) that specifically target this support need.
2. If a student is not two or more years below grade level as determined by an approved
reading assessment, then he/she must take one period of intensive reading or one period
of a content area class (other than ELA) taught by a reading endorsed, reading certified, or
NGCAR-PD certified or Content Literacy Strategies (CLS) designated teacher. School
personnel input will determine which path is most appropriate.
3. For Students with Disabilities, the IEP Team may recommend appropriate remediation.

SDPBC Student Progression Plan 2017-2018 Page 122