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SUPPORTING YOUR CHILD IN GRADE FIVE

The way we taught students in the past simply does not prepare them for the higher demands of college and careers today and in the future. Your school and schools throughout the country are working to improve teaching and learning to ensure that all children will graduate high school with the skills they need to be successful.

In English language arts and literacy, this means three major changes. Students will continue reading and writing. But in addition to stories and literature, they will read more texts that provide facts and background knowledge in areas including science and social studies. They will read more challenging texts and be asked more questions that will require them to refer back to what they have read. There will also be an increased emphasis on building a strong vocabulary so that students can read and understand challenging material.

America’s schools are working

to provide higher quality instruction

than ever before.

SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS 1

What your child will be learning in grade five English language arts

and literacy

SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS 2

Partnering with your

child’s teacher

Don’t be afraid to reach out to your child’s teacher—you are an important part of your child’s education. Ask to see a sample of your child’s work or bring a sample with you. Ask the teacher questions like:

• Is my child at the level where he/she should be at this point of the school year?

• What do you think is giving my child the most trouble? How can I help my child improve in this area?

• Where is my child excelling? How can I support this success?

For example, “She was as quiet as a mouse.”

In grade five, students will continue to build important reading, writing, speaking, and listening skills. They will read more challenging literature, articles, and other sources of information and continue to grow their vocabulary. Students will also be expected to understand and clearly summarize what they have learned from readings and classroom discussions, referring to specific evidence and details from the text. Students will write regularly and continue to develop their ability to gather, organize, interpret, and present information. Activities in these areas will include:

• Determining the theme of a story, play, or poem, including how characters respond to challenges

• Comparing and contrasting stories that deal with similar themes or topics

• Explaining how authors use reasons and evidence to support their points or ideas

• Drawing on information from multiple books, articles, or online sources to locate an answer or to solve a problem quickly

• Learning the rules of spoken and written English

• Learning and using new words, including words related to specific subjects (such as science words)

• Understanding figurative language

• Participating in class discussions by listening, asking questions, sharing ideas, and building on the ideas of others

• Giving a class presentation on a topic or telling a story, introducing relevant facts and details in a clear, logical order

• Writing research or opinion papers over extended periods of time

SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS 3

In grade five, students will read a wide range of literature, including stories, plays, and poems. Additionally, they will read to learn information about history, the world, science, and other areas. Here are just a few examples of how your child will develop important reading skills across grade levels.

As they progress through grade levels, students will be asked more questions that require them to cite details or information from increasingly challenging texts. This will encourage them to become observant and analytical readers.

Grade Five Reading

• Students quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

• Students draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

Grade Six Reading

• Students cite evidence from the text to support analysis of what the text says explicitly as well as inferences drawn from the text.

• Students integrate information presented in different media or formats (such as visually or through numbers) as well as in words to develop a coherent understanding of a topic or issue.

READING LITERATURE

READING FOR INFORMATION

Grade Four Reading

• Students determine the theme of a story, play, or poem from details in the text and summarize the text.

• Students compare and contrast the point of view from which different stories are told, including the difference between first- and third-person accounts.

Grade Five Reading

• Students determine the theme of a story, play, or poem from details in the text, including how characters respond to challenges or how the speaker in a poem reflects upon a topic, and students summarize the text.

• Students describe how a narrator’s or speaker’s point of view influences how events are described.

Grade Six Reading

• Students determine the theme or central idea of a text and how it is conveyed through particular details and provide a summary of the text without personal opinions or judgments.

• Students explain how an author develops the point of view of the narrator or speaker in a text.

Grade Four Reading

• Students refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

• Students interpret information presented in charts, graphs, or other visual sources of information and explain how the information contributes to an understanding of the text.

SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS 4

Some writing guidelines may seem similar from year to year. However, with practice at each grade level, students continue to learn and apply the rules of standard written English and to strengthen and expand their vocabulary, use of language, and organization of ideas.

Writing tasks in grade five may include stories, essays, reports, and persuasive papers. Here are just a few examples of how your child will develop important writing skills across grade levels.

Grade Four Writing

• Students introduce a topic clearly and develop the topic with facts, definitions, concrete details, quotations, or other information.

• Students provide a concluding statement or section related to the information or explanation presented.

• Students group related information in paragraphs and sections and use formatting (such as headings), illustrations, and multimedia when useful.

• Students link ideas within categories of information using words and phrases (such as another, for example, also, and because).

• Students use precise language and subject-specific vocabulary.

Grade Five Writing

• Students introduce a topic clearly, providing a general observation and focus, and develop the topic with facts, definitions, concrete details, quotations, or other information.

• Students provide a concluding statement or section related to the information or explanation presented.

• Students group related information logically and use formatting (such as headings), illustrations, and multimedia when useful.

• Students link ideas within and across categories of information using words, phrases, and clauses (such as in contrast or especially).

• Students use precise language and subject-specific vocabulary.

Grade Six Writing

• Students introduce a topic and develop the topic with relevant facts, definitions, concrete details, quotations, or other information.

• Students provide a concluding statement or section that follows from the information or explanation presented.

• Students organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect.

• Students include formatting (such as headings), graphics (such as charts or tables), and multimedia when useful.

• Students use appropriate transitions to clarify the relationships among ideas and concepts.

• Students use precise language and subject-specific vocabulary.

• Students establish and maintain a formal writing style.

Helping your child learn outside of school

Additional Resources

1. Provide time and space for your child to read independently. This time should be free from distractions such as television.

2. Ask your child what he or she learned from reading. Have him or her read the most interesting or useful sections aloud, and discuss how that knowledge can be used in real life.

3. Assist your child in using references such as the Internet or a dictionary to look up unfamiliar words.

4. Keep track of the time that your child spends reading every day. Note what kind of reading materials he or she likes (books, magazines, newspaper articles, the Internet, etc.). Then look for additional materials that would encourage your child to read more.

5. Be sure your child has a library card. Children should select books they are interested in to develop a passion for reading. Many libraries have book clubs and family activities that make reading fun for the entire family.

6. Use technology to help build your child’s interest in reading. There are several websites where students can read books or articles online. The computer will help with words the student cannot read independently. Libraries also have computers students can use to access those sites. Feel free to ask a librarian or teacher for suggestions.

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SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS

For more information on the Common Core State Standards for English language arts and literacy, go to http://www.corestandards.org/about-the-standards/key-points-in-english-language-arts or http://www.commoncoreworks.org.

 

 

 

Grade  Level:  5  –  POWER  STANDARDS  ARE  IN  BOLD  RL::  Reading  Standards  for  Literature       RI:  Reading  Standards  for  Informational  Text  Key  Ideas  and  Details  –  POWER  STANDARD!     Key  Ideas  and  Details  –  POWER  STANDARD!  RL.5.1:  Quote  accurately  from  a  text  when  explaining  what  the  text  says  explicitly  and  when  drawing  inferences  from  the  text.    

  RI.5.1:  Quote  accurately  from  a  text  when  explaining  what  the  text  says  explicitly  and  when  drawing  inferences  from  the  text.    

RL.5.2:  Determine  a  theme  of  a  story,  drama,  or  poem  from  details  in  the  text,  including  how  characters  in  a  story  or  drama  respond  to  challenges  or  how  the  speaker  in  a  poem  reflects  upon  a  topic;  summarize  the  text.    

  RI.5.2:  Determine  two  or  more  main  ideas  of  a  text  and  explain  how  they  are  supported  by  key  details;  summarize  the  text.      

RL.5.3:  Compare  and  contrast  two  or  more  characters,  settings,  or  events  in  a  story  or  drama,  drawing  on  specific  details  in  the  text  (e.g.,  how  characters  interact).    

  RI.5.3:  Explain  the  relationships  or  interactions  between  two  or  more  individuals,  events,  ideas,  or  concepts  in  a  historical,  scientific,  or  technical  text  based  on  specific  information  in  the  text.    

Craft  and  Structure  –  POWER  STANDARD!     Craft  and  Structure  –  POWER  STANDARD!  RL.5.4:  Determine  the  meaning  of  words  and  phrases  as  they  are  used  in  a  text,  including  figurative  language  such  as  metaphors  and  similes.    

  RI.5.4:  Determine  the  meaning  of  general  academic  and  domain-­‐specific  words  and  phrases  in  a  text  relevant  to  a  grade  5  topic  or  subject  area.    

RL.5.5  Explain  how  a  series  of  chapters,  scenes,  or  stanzas  fits  together  to  provide  the  overall  structure  of  a  particular  story,  drama,  or  poem.    

  RI.5.5:  Compare  and  contrast  the  organizational  structure  of  events,  ideas,  concepts,  or  information  (e.g.,  chronology,  comparison,  cause/effect,  problem/solution)  in  two  or  more  texts.  

RL.5.6:  Describe  how  a  narrator’s  or  speaker’s  point  of  view  influences  how  events  are  described.      

  RI.5.6:  Analyze  multiple  accounts  of  the  same  event  or  topic,  noting  important  similarities  and  differences  in  the  point  of  view  they  represent.    

Integration  of  Knowledge  and  Ideas     Integration  of  Knowledge  and  Ideas  RL.5.7:  Analyze  how  visual  and  multimedia  elements  in  conjunction  with  words  contribute  to  the  meaning,  tone,  or  beauty  of  a  text  (e.g.,  graphic  novel,  multimedia  presentation  of  fiction).    

  RI.5.7:  Draw  on  information  from  multiple  print  or  digital  sources,  demonstrating  the  ability  to  locate  an  answer  to  a  question  quickly  or  to  solve  a  problem  efficiently.    

 (Not  applicable  to  literature)      

  RI.5.8:  Explain  how  an  author  uses  reasons  and  evidence  to  support  particular  points  in  a  text,  identifying  which  reasons  and  evidence  supports  which  point(s).    

RL.5.9:  Compare  and  contrast  stories  in  the  same  genre  (e.g.,  mysteries  and  adventure  stories)  on  their  approaches  to  similar  themes  and  topics.    

  RI.5.9:  Integrate  information  from  several  texts  on  the  same  topic  in  order  to  write  or  speak  about  the  subject  knowledgeably.    

Range  of  Reading  and  Level  of  Text  Complexity     Range  of  Reading  and  Level  of  Text  Complexity  RL.5.10:  By  the  end  of  the  year,  read  and  comprehend  literature,  including  stories,  dramas,  and  poetry,  in  the  grades  4–5  text  complexity  band  independently  and  proficiently.    

  RI.5.10:  By  the  end  of  the  year,  read  and  comprehend  informational  text,  including  historical,  scientific,  and  technical  texts,  in  the  grades  4–5  text  complexity  band  level  independently  and  proficiently.    

 

 

   RF:  Foundational  Skills:  Fifth  Grade  Print  Concepts  None  at  this  Grade  Level  Phonological  Awareness  None  at  this  Grade  Level  Phonics  and  Word  Recognition  RF.5.3:  Know  and  apply  grade-­‐level  phonics  and  word  analysis  skills  in  decoding  words.    

a. Use  combined  knowledge  of  all  letter-­‐sound  correspondences,  syllabication  patterns,  and  morphology  (e.g.,  roots  and  affixes)  to  read  accurately  unfamiliar  multi-­‐syllabic  words  in  context  and  out  of  context.    

Fluency  RF.5.4:  Read  with  sufficient  accuracy  and  fluency  to  support  comprehension.    

a. Read  on-­‐level  text  with  purpose  and  understanding.    b. Read  on-­‐level  prose  and  poetry  orally  with  accuracy,  appropriate  rate,  and  expression.    c. Use  context  to  confirm  or  self-­‐correct  word  recognition  and  understanding,  rereading  as  necessary.    

 SL:  Speaking  and  Listening:  Fifth  Grade  Comprehension  and  Collaboration  SL.5.1:  Engage  effectively  in  a  range  of  collaborative  discussions  (one-­‐on-­‐one  and  in  groups)  on  grade  5  topics  and  texts,  building  on  others’  ideas  and  expressing  their  own  clearly.    

a. Come  to  discussions  prepared,  having  read  or  studied  required  material;  explicitly  draw  on  that  preparation  and  other  information  known  about  the  topic  to  explore  ideas  under  discussion.    

b. Follow  agreed-­‐upon  rules  for  discussions  and  carry  out  assigned  roles.    c. Pose  and  respond  to  specific  questions  by  making  comments  that  contribute  to  the  discussion  and  

elaborate  on  the  remarks  of  others.    d. Review  the  key  ideas  expressed  and  draw  conclusions  in  light  of  information  and  knowledge  gained  

from  the  discussions.    SL.5.2:  Summarize  written  texts  read  aloud  or  information  presented  graphically,  orally,  visually,  or  multimodally.    SL.5.3:  Summarize  the  points  a  speaker  makes  and  explain  how  each  claim  is  supported  by  reasons  and  evidence.    Presentation  of  Knowledge  and  Ideas  SL.5.4:  Report  on  a  topic  or  text  or  present  an  opinion,  sequencing  ideas  logically  and  using  appropriate  facts  and  relevant,  descriptive  details  to  support  main  ideas  or  themes;  speak  clearly  at  an  understandable  pace.    SL.5.5:  Include  multimedia  components  (e.g.,  graphics,  sound)  and  visual  displays  in  presentations  when  appropriate  to  enhance  the  development  of  main  ideas  or  themes.    SL.5.6:  Adapt  speech  to  a  variety  of  contexts  and  tasks,  using  formal  English  when  appropriate  to  task  and  situation.  (See  standards  1–3  in  Language,  pages  26–31,  for  specific  expectations.)    

 W:  Writing  Standards:  Fifth  Grade  Text  Types  and  Purposes  –  POWER  STANDARD!  W.5.1:  Write  opinion  pieces  on  topics  or  texts,  supporting  a  point  of  view  with  reasons  and  information.    

a. Introduce  a  topic  or  text  clearly,  state  an  opinion,  and  create  an  organizational  structure  in  which  ideas  are  logically  grouped  to  support  the  writer’s  purpose.    

b. Provide  logically  ordered  reasons  that  are  supported  by  facts  and  details.    

 

 

c. Link  opinion  and  reasons  using  words,  phrases,  and  clauses  (e.g.,  consequently,  specifically).    d. Provide  a  concluding  statement  or  section  related  to  the  opinion  presented.  

W.5.2:  Write  informative/explanatory  texts  to  examine  a  topic  and  convey  ideas  and  information  clearly.    a. Introduce  a  topic  clearly,  provide  a  general  observation  and  focus,  and  group  related  information  

logically;  include  formatting  (e.g.,  headings),  illustrations,  and  multimedia  when  useful  to  aiding  comprehension.    

b. Develop  the  topic  with  facts,  definitions,  concrete  details,  quotations,  or  other  information  and  examples  related  to  the  topic.    

c. Link  ideas  within  and  across  categories  of  information  using  words,  phrases,  and  clauses  (e.g.,  in  contrast,  especially).    

d. Use  precise  language  and  domain-­‐specific  vocabulary  to  inform  about  or  explain  the  topic.    e. Provide  a  concluding  statement  or  section  related  to  the  information  or  explanation  presented.    

W.5.3:  Write  narratives  to  develop  real  or  imagined  experiences  or  events  using  effective  technique,  descriptive  details,  and  clear  event  sequences.    

a. Orient  the  reader  by  establishing  a  situation  and  introducing  a  narrator  and/or  characters;  organize  an  event  sequence  that  unfolds  naturally.    

b. Use  narrative  techniques,  such  as  dialogue,  description,  and  pacing,  to  develop  experiences  and  events  or  show  the  responses  of  characters  to  situations.    

c. Use  a  variety  of  transitional  words,  phrases,  and  clauses  to  manage  the  sequence  of  events.    d. Use  concrete  words  and  phrases  and  sensory  details  to  convey  experiences  and  events  precisely.    e. Provide  a  conclusion  that  follows  from  the  narrated  experiences  or  events.    

Production  and  Distribution  of  Writing  W.5.4:  Produce  clear  and  coherent  writing  in  which  the  development  and  organization  are  appropriate  to  task,  purpose,  and  audience.  (Grade-­‐specific  expectations  for  writing  types  are  defined  in  #1–3  above.)    W.5.5:  With  guidance  and  support  from  peers  and  adults,  develop  and  strengthen  writing  as  needed  by  planning,  revising,  editing,  rewriting,  or  trying  a  new  approach.    W.5.6:  With  some  guidance  and  support  from  adults,  use  technology,  including  the  Internet,  to  produce  and  publish  a  minimum  of  two  pages  of  writing  (using  the  keyboard)  as  well  as  to  interact  and  collaborate  with  others.    Research  to  Build  Knowledge  W.5.7:  Conduct  short  research  projects  that  use  several  sources  to  build  knowledge  through  investigation  of  different  aspects  of  a  topic.    W.5.8:  Recall  relevant  information  from  experiences  or  gather  relevant  information  from  print  and  digital  sources;  summarize  or  paraphrase  information  in  notes  and  finished  work,  and  provide  a  list  of  sources.    W.5.9:  Draw  evidence  from  literary  or  informational  texts  to  support  analysis,  reflection,  and  research.    

a. Apply  grade  5  Reading  standards  to  literature  (e.g.,  ―Compare  and  contrast  two  or  more  characters,  settings,  or  events  in  a  story  or  a  drama,  drawing  on  specific  details  in  the  text‖).    

b. Apply  grade  5  Reading  standards  to  informational  texts  (e.g.,  ―Explain  how  an  author  uses  reasons  and  evidence  to  support  particular  points  in  a  text,  identifying  which  reasons  and  evidence  supports  which  point[s]).    

Range  of  Writing  W.5.10:  Write  routinely  over  extended  time  frames  (time  for  research,  reflection,  and  revision)  and  shorter  time  frames  (a  single  sitting  or  a  day  or  two)  for  a  range  of  discipline-­‐specific  tasks,  purposes,  and  audiences.    

     

 

 

   

L:  Language  Standards:  Fifth  Grade  Conventions  –  POWER  STANDARD!  L.5.1:  Observe  conventions  of  grammar  and  usage  when  writing  or  speaking.    

a. Explain  the  function  of  conjunctions,  prepositions,  and  interjections  in  general  and  their  function  in  particular  sentences.    

b. Form  and  use  the  perfect  (e.g.,  I  had  walked;  I  have  walked;  I  will  have  walked)  verb  aspects.    c. Use  verb  tense  and  aspect  to  convey  various  times,  sequences,  states,  and  conditions.    d. Recognize  and  correct  inappropriate  shifts  in  verb  tense  and  aspect.*    e.  Use  correlative  conjunctions.  

L.5.2:  Observe  conventions  of  capitalization,  punctuation,  and  spelling  when  writing.    a. Use  punctuation  to  separate  items  in  a  series.*    b. Use  a  comma  to  separate  an  introductory  element  from  the  rest  of  the  sentence.    c. Use  a  comma  to  set  off  the  words  yes  and  no  (e.g.,  Yes,  thank  you),  to  set  off  a  tag  question  from  the  

rest  of  the  sentence  (e.g.,  It’s  true,  isn’t  it?),  and  to  indicate  direct  address  (e.g.,  Is  that  you,  Steve?).    d. Use  underlining,  quotation  marks,  or  italics  to  indicate  titles  of  works.    e. Spell  grade-­‐appropriate  words  correctly,  consulting  references  as  needed.    

Effective  Language  Use  L.5.3:  Use  language  to  enhance  meaning,  convey  style,  and  achieve  particular  effects  when  writing  or  speaking.    

a. Expand,  combine,  and  reduce  sentences  for  meaning,  reader/listener  interest,  and  style.    Vocabulary  Acquisition  and  Usage  –  POWER  STANDARD!  L.5.4:  Determine  or  clarify  the  meaning  of  unknown  and  multiple-­‐meaning  words  and  phrases  based  on  grade  5  reading  and  content,  choosing  flexibly  from  a  range  of  strategies.    

a. Use  context  (e.g.,  cause/effect  relationships  and  comparisons  in  text)  as  a  clue  to  the  meaning  of  a  word  or  phrase.    

b. Use  common,  grade-­‐appropriate  Greek  and  Latin  affixes  and  roots  as  clues  to  the  meaning  of  a  word  (e.g.,  photograph,  photosynthesis).    

c. Consult  reference  materials  (e.g.,  dictionaries,  glossaries,  thesauruses),  both  print  and  digital,  to  find  the  pronunciation  and  determine  or  clarify  the  precise  meaning  of  key  words  and  phrases.  

L.5.5:  Demonstrate  understanding  of  figurative  language,  word  relationships,  and  nuances  in  word  meanings.    a. Interpret  figurative  language,  including  similes  and  metaphors,  in  context.    b. Recognize  and  explain  the  meaning  of  common  idioms,  adages,  and  proverbs.    c. Use  the  relationship  between  particular  words  (e.g.,  synonyms,  antonyms,  homographs)  to  better  

understand  each  of  the  words.    L.5.6:  Acquire  and  use  accurately  grade-­‐appropriate  general  academic  and  domain-­‐specific  vocabulary,  including  words  and  phrases  that  signal  contrast,  addition,  and  other  logical  relationships  (e.g.,  however,  although,  nevertheless,  similarly,  moreover,  in  addition).      

ACADEMIC REPORTING SYSTEM The Seven Hills Charter Public School documents student effort and progress with Student Learning Contracts, (SLC’s). SLC’s are issued three times a year. Coinciding with trimester midpoints and the publishing of the SLC’s, time is set-aside for parent/teacher conferences to discuss student progress. In addition, parents or teachers may request a meeting at any time throughout the year to share information or address concerns. We must strive for 100% parent participation at conferences to ensure the success of each child. Teachers must help each student maintain a portfolio of assessment information and work samples for review during student led conferences. Also during conference times, the student, parent and teacher should complete the SLC goal setting process. These goals should be monitored throughout the trimester and those who achieve their goals will be recognized at the awards assembly, along with academic honors, model citizenship and perfect attendance recognitions. Students and parents may view grades at anytime by logging on to the school’s website. Therefore, grade books must be accurate and up-to date at all times. Students will receive marks for academic achievement, as measured against the Massachusetts Standards, Common Core Standards and for Model Citizenship, as measured against our school’s Core Values and Code of Conduct. Student performance is measured in terms of effort, conduct and mastery. The following scales are used to report progress throughout the school year.

Standards Mastery Level

Description Effort Conduct

4 Advanced Demonstrates a comprehensive understanding of the subject matter and applies it to solve complex problems.

4 Consistently demonstrates effort in work.

Consistently kind, safe and responsible.

3 Mastered Demonstrates a solid understanding of the subject matter and applies it to solve a variety of problems.

3 Usually demonstrates effort in work.

Usually kind, safe and responsible.

2 Partially Mastered

Demonstrates a partial understanding of the subject matter and sometimes applies it to solve simple problems.

2 Sometimes demonstrates effort in work.

Sometimes kind, safe and responsible.

1 Not Mastered

Demonstrates a minimal understanding of the subject matter and does not apply it to solve problems.

1 Rarely demonstrates effort in work.

Rarely kind, safe and responsible.

Standards mastery is measured by classroom performance and standardized assessment. Students who earn threes or better in 80% of the reported standards, with no scores below two by the end of the year, will be eligible for recognition on the school’s Honor Roll. High honors is achieved by receiving threes or fours in at least 90% of the reported standards, with no scores below two by the end of the year. Students earning all threes or better in both effort and conduct across all environments will be eligible to receive an award for model citizenship.

ACADEMIC PROBATION AND PROMOTION POLICY It is our philosophy that students must master certain concepts in order to be successful in the subsequent grade level. As a school that practices Response to Intervention, it is our job to provide appropriate instruction and monitor student progress toward mastering these standards. In order to be promoted to the next grade, students must demonstrate a 3 or 4 in all bold “power standards” in ELA and math by the end of the year. (These are the foundational skills that are the cornerstone for success in subsequent grades.) Students must have 2 or better on all other standards. Progress should be monitored throughout the year toward mastery of these standards and interventions should be provided as necessary. If a student is struggling to make progress toward meeting standards by the end of the first term, a box should be checked on the SLC stating, “Additional intervention needed” and a mandatory parent conference will be held. At this time, an Academic Probation Plan may be completed. If a student is still struggling to make progress toward meeting those standards by the end of the second term, a box should be checked on the SLC stating “Additional intervention needed to avoid retention” and a mandatory parent conference will be held and an Academic Probation Plan will be completed. If, by the end of the year, the student still has not met those standards, a promotion determination meeting will be held, and a box should be checked on the SLC stating either “Promoted but Skills Practice Recommended” or “Retained.” At the promotion determination meeting, the teacher and related service providers, parent and a school administrator will discuss the areas of weakness and strength. Special needs, second language acquisition, attendance issues and / or extenuating circumstances will be taken into consideration during a promotion determination meeting. After considering all information and the best interest of each child, the Head of School has the final say in the decision to promote or retain a student.