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HCPSS / POLICIES

Policy 8015 – PreK-12 Promotion, Retention, and Accelerated Grade Placement

The purpose of this policy is to provide guidelines to ensure that information on promotion, retention, and accelerated grade placement is determined in a clear and consistent manner and is reported to students and their families through regular and timely communication that accurately reflects the student’s mastery of standards and academic progress.

Policy Document

Implementation Procedures

I. Policy Value Statement

The Board of Education of Howard County (Board) believes that learning is a fundamental civil right and the foundation for future success. The Board is committed to instructional equity and ensuring that every student, regardless of background or learning need, has access toa high-quality education. Decisions regarding promotion, retention, and accelerated grade placement within the Howard County Public School System (HCPSS) are based on the individual student’s mastery of curriculum standards.

II. Purpose

The purpose of this policy is to provide guidelines to ensure that information on promotion, retention, and accelerated grade placement is determined in a clear and consistent manner and is reported to students and their families through regular and timely communication that accurately reflects the student’s mastery of standards and academic progress.

III. Standards

  1. Grades Pre-K–5 Promotion, Retention, and Accelerated Grade Placement

    1. Promotion

      1. Students in Prekindergarten will be promoted at the end of the school year. Students granted early admission to Prekindergarten will be considered for promotion to Kindergarten after successful completion of Prekindergarten.

      2. Students in Kindergarten–5 will be promoted on age and consideration of progress on grade level standards.

    2. Retention

      1. For any Kindergarten–5 student:

        1. The principal may decide, upon recommendation of the school/grade level team and with parent input, to retain students based on academic performance.

        2. A parent may request that a principal consider retention of a student.

        3. The Individualized Education Program (IEP) Team must convene a meeting to discuss the retention request. The purpose is to document considerations for the determination only. The IEP Team does not determine or approve retention. Information from the IEP Team meeting should be used to address the request for a diploma-bound special education student with an IEP.

        4. If a principal is considering retaining a student, they will notify the student’s parents in writing of their concerns no later than the last day of the 3rd marking period.

      2. Kindergarten–5 students not meeting requirements for promotion will be considered for retention. A student considered for retention may be recommended to attend summer school.

    3. Accelerated Grade Placement

      1. A principal may, upon the recommendation of a school/grade team or parent, accelerate a student to an advanced full grade level when the student demonstrates the ability to achieve at a higher level than expected in the curriculum standards and as measured by quarterly, teacher made and other assessments, and by teacher observations.

      2. Students will not be accelerated to advanced grades against the wishes of their parent.

  2. Maryland State Department of Education (MSDE) Pre-K–3 Comprehensive Literacy Policy Requirements for Grade 3 Promotion

    1. Demonstrated Readiness for Promotion to Grade 4

      1. To be designated for promotion from Grade 3 to Grade 4, students must demonstrate adequate reading proficiency through one of the following:

        1. Scoring at or above the required performance level on the Grade 3 MSDE-adopted State English Language Arts Assessment; or

        2. Scoring at or above the required level including any MSDE-approved reassessment opportunity; and

        3. Multiple sources of student data, including classroom-based measures, diagnostic assessments, and benchmark assessments from the student’s teacher and/or the student’s school-based team responsible for the student’s Reading Improvement Plan. No single screener or benchmark assessment will be used alone to make promotion decisions.

    2. Good Cause Exemptions

      1. A student who does not meet the requirements in Section III.A. may be designated for promotion to Grade 4 if they qualify for one of the following good cause exemptions:

        1. Students with disabilities whose IEP indicates participation in the Maryland Alternate Education Framework.

        2. Multilingual learners who have received less than two (2) years of instruction aligned to World-Class Instructional Design and Assessment (WIDA) standards or who are demonstrated to be on track to meet English language proficiency as measured by WIDA.

        3. Students with disabilities who participate in the state ELA assessment and have an IEP or Section 504 Plan reflecting at least two (2) years of intensive reading intervention but still demonstrate a reading difficulty.

        4. Students who were previously retained for one year in Grades K, 1, 2, or 3. No student will be retained more than once as a result of the MSDE Literacy Policy.

    3. Exemption Process – The school principal, with input from the classroom teacher and other appropriate personnel, will determine qualification for a good cause exemption. The principal will provide these decisions in writing to the Superintendent or designee.

    4. Students may only be retained if:

      1. They do not meet reading proficiency (as outlined above)

      2. They do not qualify for a Good Cause Exemption

      3. Their parent consents to retention or fails to respond to the district’s decision in a timely manner

    5. Parent Notification and Consent

      1. Notification of Risk: Parents will be notified in writing if a student is at risk of being retained no later than the first week of the third marking period.

      2. Final Recommendation: If a student is not designated for promotion, the school must provide:

        1. An invitation to meet via phone, letter, and email.

        2. A letter explaining the student’s performance level and the risks/benefits of both promotion and retention.

        3. An MSDE-approved list of supplemental reading support options at no cost.

      3. Parents must choose one of the following options:

        1. Consent to the student remaining in Grade 3, continuing to receive Grade 3 instruction, and participating in a supplemental reading support program; or

        2. Consent to the student being promoted to Grade 4, receiving Grade 4 instruction, and participating in a supplemental reading support program.

          The district will provide parents with MSDE-approved supplemental reading support options at no cost, which may include summer programs, before- or after-school tutoring, or other instructional supports.

    6. Contingency Process (No Response) – If no decision is received, the school will conduct multiple outreach efforts (mail, phone, email, and potentially home visits). A certified letter must be sent by June 30, followed by a final notice by July 31 stating the child will be retained.

    7. Supports for Retained Students

      1. Students retained in Grade 3 must receive:

        1. Access to core instruction that is aligned to the Science of Reading. Additional time for intervention will not impede students’ access to Tier I or core instruction.

        2. Reading intervention services and supports to address the identified area(s) of reading difficulty, including, but not limited to more dedicated time than the previous school year in evidence-based reading instruction and intervention.

        3. Use of reading strategies and/or programs that are evidence-based and have proven results in accelerating student reading achievement within the same school year.

        4. Daily targeted small group reading intervention based on student needs, including explicit and systematic instruction with more detailed explanations, more extensive opportunities for guided practice, and more opportunities for error correction and feedback.

        5. Frequently monitoring the reading progress of each student’s reading skills throughout the school year and adjusting instruction according to student needs.

        6. Before and/or after school supplemental evidence-based reading intervention delivered by a teacher or tutor with specialized training grounded in the Science of Reading.

        7. A “Read at Home” plan outlined in a family reading agreement, including participation in parent training workshops and/or regular parent-guided home reading activities which are aligned to scientifically based reading research.

        8. Beginning in SY 2026-2027, students who have been identified for retention in Grade 3, and any Grade 4 student promoted for a good cause or by parent consent will receive a Student Reading Improvement Plans (SRIP).

        9. HCPSS will conduct a review of SRIPs for all students retained. The review will address additional supports and services, as described in this subsection, needed to remedy the identified area(s) of reading difficulty.

  3. Promotion and Retention – Middle School

    1. Decisions concerning promotion or retention will be made by the principal upon recommendation of the school team, including the teacher(s), with the knowledge and appropriate participation of parents. The factors which principals will consider are detailed in Section II.D. and Section II.E. of the Implementation Procedures.

    2. A student receiving special education will be assessed based on the provisions of their IEP.

    3. After consideration of all factors, including parent input, the principal will decide if promotion or retention is appropriate. Parents may appeal a decision to promote or retain to the Superintendent/designee.

  4. Promotion and Retention – High School

    1. To be promoted to Grade 10, students must have five (5) credits including one (1) English credit or one (1) mathematics credit and one (1) year of high school attendance.

    2. To be promoted to Grade 11, students must have ten credits including one (1) English credit and one (1) mathematics credit and two (2) years of high school attendance.

    3. To be promoted to Grade 12, students must have 15 credits including two (2) English credits and two (2) mathematics credits, have successfully passed Health I and Lifetime Fitness, and three years (3) of high school attendance.

IV. Responsibilities

  1. Principals will communicate annually information regarding promotion, retention, and accelerated grade placement, to all students, parents, and HCPSS employees.

  2. The principal will make decisions regarding promotion, retention, and accelerated grade placement, with input from the appropriate school/grade level team and based on a student’s performance and academic progress over the entire school year.

  3. HCPSS school-based employees will communicate information related to academic performance to students and parents and for developing, implementing, and monitoring strategies to improve achievement for students performing below grade level expectations.

V. Delegation of Authority

The Superintendent is authorized to develop appropriate procedures for the implementation of this policy within the limits set forth in this policy.

VI. Definitions

Within the context of this policy, the following definitions apply:

  1. Accelerated Grade Placement – The movement of a student out of the normal progression to an advanced grade.

  2. Good Cause Exemption – A valid reason to exempt a student from Grade 3 retention while remaining eligible for instructional supports.

  3. HCPSS Employee – Any individual who is a permanent or temporary employee of the HCPSS whose compensation is paid in whole or part by the Board, including but not limited to, school-based administrators, teachers, substitute teachers, paraeducators, and other school-based and Central Office support staff.

  4. Individualized Education Program (IEP) – A written description of the special education and related services for a student with a disability that is developed, reviewed, and revised by the student’s IEP Team.

  5. Individualized Education Program (IEP) Team – A group of individuals, including parents, responsible for identifying and evaluating students with disabilities. The IEP Team develops, reviews, and/or revises an IEP for a student with a disability and determines placement in the least restrictive environment.

  6. Mastery – Comprehensive knowledge or skill in a subject.

  7. Multi-Tiered System of Support (MTSS) is a framework for enhancing academic, behavioral, and social-emotional outcomes for all students. MTSS provides supports for students with reading challenges, addressing identified needs with varying intensities and durations. The MTSS framework includes:

    1. Tier I: On-grade level, standards-aligned general instruction for all students. It should occur within the core instructional block and be delivered through whole group or small group settings, with direct and explicit instruction. All students should be provided access to Tier I instruction (Multilingual Learners, Students with Disabilities, Students with a Student Reading Improvement Plan, etc.)

    2. Tier II: In addition to core instruction, Tier II support involves small group interventions that align with evidence-based practices used in Tier I instruction.

    3. Tier III: For students not demonstrating growth in Tier II, Tier III provides diagnostic-based, explicit interventions tailored to their needs.

  8. Parent – Any one of the following, recognized as the adult(s) legally responsible for the student:

    1. Biological Parent – A natural parent whose parental rights have not been terminated.

    2. Adoptive Parent – A person who has legally adopted the student and whose parental rights have not been terminated.

    3. Custodian – A person or agency appointed by the court as the legal custodian of the student and granted parental rights and responsibilities.

    4. Guardian – A person who has been placed by the court in charge of the affairs of the student and granted parental rights and responsibilities.

    5. Caregiver – An adult resident of Howard County who exercises care, custody or control over the student, but who is neither the biological parent nor legal guardian, as long as the person satisfies the requirements of the Education Article, §7-101(c) (Informal Kinship Care) or has a U.S. Department of Health and Human Services’ Office of Refugee Resettlement (ORR) issued Verification of Release form entering into custodial arrangement with the federal government.

    6. Foster Parent – An adult approved to care for a child who has been placed in the home by a State agency or a licensed child placement agency as provided by the Family Law Article, §5-507.

  9. Promotion – The normal progression of a student from one grade to the next based upon successful completion of coursework.

  10. Retention – The act of continuing a student’s enrollment in a current grade level based upon unsuccessful completion of coursework.

  11. Section 504 Plan – A written document developed for an eligible student that allows the student to receive a free and appropriate public education in the least restrictive environment.

  12. School/Grade Team – A group composed of teachers, counselors, the school principal or other administrators, and other appropriate HCPSS employees.

  13. Science of Reading (SoR) – A comprehensive body of research from fields such as cognitive psychology and neuroscience that informs how the brain processes written language.

  14. Special Education – Specially designed instruction, at no cost to parents, to meet the unique needs of a student with a disability, including instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings.

  15. Student Reading Improvement Plan (SRIP) – A personalized plan including assessments, goals, and monitoring to help a student improve reading skills.

VII. References

A. Legal

  • Title 7-301 State Board of Education; Subtitle 3., Compulsory Attendance

  • State Bylaw COMAR 13A.08.01.02 Lawful Cause of Absence

  • Individuals with Disabilities Education Act, 20 U.S.C. §1400 et seq.

  • Rehabilitation Act of 1973, 29 U.S.C. §794 et seq.

  • COMAR 13A.08.01.03

  • COMAR 13A.08.01.04

B. Board Policies

C. Relevant Data Sources

D. Other

VIII. History

ADOPTED: June 25, 2026

REVIEWED:

MODIFIED:

REVISED:

EFFECTIVE: July 1, 2026

Policy History Key

  • Adopted-Original date the Board took action to approve a policy
  • Reviewed-The date the status of a policy was assessed by the Superintendent’s Standing Policy Group
  • Modified-The date the Board took action to alter a policy that based on the recommendation of the Superintendent/designee did not require a comprehensive examination
  • Revised-The date the Board took action on a that policy based on the recommendation of the Superintendent/designee needed a comprehensive examination
  • Effective-The date a policy is implemented throughout the HCPSS, typically July 1 following Board action.