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Policy for Retention of Students in the Current Grade Level

ISNS RETENTION PROTOCOLS

Although members of the ISNS teaching team want students to continue to progress to the next grade level in consecutive years, there might be times when it is in the best interest of a student to repeat a grade level at ISNS.  

Prior to a conversation with parents and students regarding the possibility of retention, teachers, administrators, and/or members of the Student Support team will communicate with parents about their concerns. Prior to consideration of retention, various interventions for students might be tried. These interventions could include (but are not limited to): after school tutoring, behavioral or academic contracts, EAL support, differentiated learning engagements and assignments, explicit instruction of strategies for students to use in their learning.  

For each division, there is a process to determine if retention is, in fact, the best course of action. The six-step process for each division is outlined below. While there are some similarities between the six steps for each division, there are also some facets of the process that vary, in part, based on the grade level of students.  

The PYP Retention Process

 An explanation for parents, teachers, and students 

Step 1: Initiate retention process 

 The PYP Homeroom teacher indicates that a student is a potential candidate for retention. 

 Step 2: Gathering evidence 

The principal schedules a meeting with the homeroom teacher and, with the support of the Head of Student Support and the homeroom teacher, gathers evidence (which may include the following items): 

  • Report Cards - Semester 1 (PYP) - required 
  • Light’s Retention Scale (principal and homeroom teacher, but can check in with other teachers as needed) - required 
  • Literacy profile (depending on the grade level, can include on-demand writing scores, running records, spelling inventory, letter/sound inventory) - required 
  • Math - formative or summative exemplars - required (Grades K-5)  
  • MAP assessment profile - required (Grades 3-5) 
  • Cambridge Assessment results - required for EAL students 
  • Mandarin - formative and summative exemplar - (K-5) 
  • SEN/Counselling summaries - required 
  • Literacy/Math/EAL intervention summaries - required 
  • Attendance records – required 
  • Parent meeting documentation (from Managebac) - required 
  • Behavior notes –required 
  • Relevant anecdotal notes regarding work ethic, representing a pattern of behavior over time. 
  • Academic/Behavior contracts 

Step 3: Educator meeting 

The principal, homeroom teacher, and any other relevant stakeholders (as determined by the principal, might include: Single-subject teachers, Mandarin teachers, Learning Support Teachers, Counselors, Head of Student Support) meet to review the evidence. 

PYP Evidence criteria for retention (most of these criteria need to be met): 

K3 - Lack social development  

K4 - Lack social development 

K5 - BAA on L1 (Chinese), cannot do aa RR^, BE* on most criteria in Pre-Writing in January (all 3 components considered), lack of social development 

Grade 1 – BAA** on L1 (Chinese), January RR below B, English and Math strands are mostly BE, UOIs mostly at BE 

Grade 2 - BAA on L1 (Chinese), January RR below G, English and Math strands are mostly BE, UOIs mostly at BE 

Grade 3 - BAA on L1 (Chinese), January RR below L, English and Math strands are mostly BE, UOIs mostly at BE 

Grade 4 - BAA on L1 (Chinese), January RR below N, English and Math strands are mostly BE, UOIs mostly at BE 

Grade 5 - BAA on L1 (Chinese), January RR below Q, English and Math strands are mostly BE, UOIs mostly at BE 

^RR (Running Record) 

*BE (Below Expectations) 

**BAA (Below Acceptable Achievement) 

The team can also consider the amount of growth/progress a student has made since the start of the year (or in the previous school year), whether excessive absences should be a factor in retention, and how social-emotional concerns could impact the student (at present and in the future). The team can review the results of an analysis of the Light’s Retention Scale. The team can consider an analysis of language needs to be addressed (correlating development, understanding, processing time etc.) in the student’s native tongue with other languages (i.e. English and or Mandarin). 

By the end of the meeting, there should be a documented explanation outlining the reasons that the assembled group of educators believes that retention is in the best interests of the student. 

Step 4: Parent meeting 

The principal will arrange a meeting with the student’s parents. The principal will also consider whether certain educators should also attend this meeting and invite them to participate (as needed). 

The teacher(s) and principal need to meet with the parents after the end of the Semester 1 reporting period (note that the Admissions Office sends out re-enrollment requests in January) to communicate that the school is considering retaining the child for the next academic year and that the team will continue to monitor growth these next few months. The principal will outline the concerns of the team of educators and explain the reasoning behind the request for retention. This meeting, as well as goals and progress, must be reported in ManageBac.  

Step 5: Team meeting re: remaining at ISNS 

In early May, the principal will schedule another meeting with the team of educators (stakeholder teachers).  

Discuss the progress that the student has made since the Step 4: Parent Meeting and the recommendations of the team of educators. 

Step 6: Second parent meeting re: remaining at ISNS 

By the end of May, the principal will schedule another meeting with parents. The principal will also consider whether certain educators should also attend this meeting and invite them to participate (as needed). 

Discuss the progress that the student has made since the Step 4: Parent Meeting and the recommendations of the team. The purpose of this meeting is to consider whether retention is, in fact, in the best interests of the student. 

The decision by parents to retain their child in the current grade level should be made by early June.  

The MYP Grades 6 - 9 Retention Process

An explanation for parents, teachers, and students 

Step 1: Initiate retention process 

The grade level lead (GLL) and/or homeroom teacher indicates that a student is a potential candidate for retention.

Step 2: Gathering evidence 

The principal schedules a meeting with the GLL and/or homeroom teacher and, with the support of the Head of Student Support and teachers, gathers evidence (which may include the following items):  

  • Report Cards - Term 1 and 2 (MYP/DP)- required 
  • Light’s Retention Scale - (principal and grade level teachers) - required 
  • Literacy profile (can include writing scores, running record data, New Brunswick Comprehensive Assessment results, Cambridge Assessment results) - required 
  • Math assessments - formative or summative exemplars - required (Grades 6-9)  
  • MAP assessment profile - required (Grades 6-9) 
  • Mandarin - formative and summative exemplar – HSK – previous year’s score (6-9) 
  • SEN/Counselling summaries - required 
  • Literacy/Math/EAL intervention summaries – required 
  • Parent meeting documentation (from Managebac) - required 
  • Attendance records - required 
  • Behavior notes –required 
  • Relevant anecdotal notes regarding work ethic, representing a pattern of behavior over time. 
  • Academic/Behavior contracts 

Step 3: Educator meeting 

The principal, grade level leader (GLL), homeroom, and any other relevant stakeholders (as determined by the principal, might include: Single-subject teachers, Mandarin teachers, Learning Support Teachers, Counselors, Head of Student Support) meet to review the evidence. 

MYP Evidence criteria for retention (most of these criteria need to be met): 

Grades 6-9: Below grade-level admissions criteria for English abilities (literacy profile indicates that the student is at least two grade levels below expectations) 

Grades 6-9: Most English marks are 1-2 for first, second term 

Grades 6-9: most Math marks are 1-2 for first and second term (and can use MAP profile to indicate that a student is at least two grade levels below expectations – though consider if the student’s language abilities impacted the score) 

Grades 6-9: Failing a total of 3 or more subjects (Grade 9 students must be passing English and Math for graduation credits). Failing scores, according to IB standards, are 1s and/or 2s  

The team can also consider the amount of growth/progress a student has made since the start of the year (or in the previous school year), whether excessive absences should be a factor in retention, and how social-emotional concerns could impact the student (at present and in the future). The team can review the results of an analysis of the Light’s Retention Scale. The team can consider an analysis of language needs to be addressed (correlating development, understanding, processing time, etc.) in the student’s native tongue with other languages (I.e. English and or Mandarin). 

By the end of the meeting, there should be a documented explanation outlining the reasons that the assembled group of educators believes that retention is in the best interests of the student. 

Step 4: Parent meeting 

The principal will arrange a meeting with the student’s parents. The principal will also consider whether certain educators should also attend this meeting and invite them to participate (as needed). 

The teacher(s) and principal need to meet with the parents after Term 2/Semester 1 reporting period (note that the Admissions Office sends out re-enrollment requests in January) to communicate that the school is considering retaining the child for the next academic year and that the team will continue to monitor growth these next few months. 

The principal will outline the concerns of the team of educators and explain the reasoning behind the request for retention. This meeting, as well as goals and progress, must be reported in ManageBac. 

Step 5: Follow-up teacher meeting regarding the student remaining at ISNS 

After the end of Term 3, the principal will schedule a follow-up meeting with the team of educators (stakeholder teachers).  

Discuss the progress that the student has made since the Step 4: Parent Meeting and the recommendations of the team. The purpose of this meeting is to consider whether retention is, in fact, in the best interests of the student. 

Step 6: Follow-up parent meeting regarding remaining at ISNS 

After the follow-up teacher meeting, the principal will schedule another meeting with parents. The principal will also consider whether certain educators should also attend this meeting and invite them to participate (as needed). 

Discuss the progress that the student has made since the Step 4: Parent Meeting and discuss the recommendations of the team. 

The decision by parents to remain at ISNS needs to be made by the end of May so that the Admissions Office is aware of enrollment numbers. 

The DP Grades 10-12 Retention Process

An explanation for parents, teachers, and students 

 Step 1: Initiate retention process  

The IB Coordinator and principal initiate the retention process. (Official invitation letter indicates that the student is at risk of retention and ISNS cannot guarantee promotion to the next grade level.) 

Step 2: Gathering evidence 

The principal schedules a grade level meeting and gathers evidence (which may include the following items):  

  • Report Cards - Term 1 and 2 - required 
  • Light’s Retention Scale - (counselor guides completion) - required  
  • Literacy profile (can include writing scores, running record data, New Brunswick Comprehensive Assessment results, Cambridge Assessment results) - required 
  • Math assessments - formative or summative exemplars - required (Grades 10-12)  
  • MAP assessment profile - required (Grade 10) 
  • Mandarin - formative and summative exemplar - HSK (Grade 10) 
  • SEN/Counselling summaries - required 
  • Literacy/Math/EAL intervention summaries – required 
  • Parent meeting documentation (from Managebac) - required 
  • Attendance records - required 
  • Behavior notes –required 
  • Relevant anecdotal notes regarding work ethic, representing a pattern of behavior over time. 
  • Academic/Behavior contracts 

Step 3: Educator meeting 

The principal, IB coordinator, and any other relevant stakeholders (as determined by the principal, might include: Single-subject teachers, Mandarin teachers, Learning Support Teachers, Counselors, Head of Student Support) meet to review the evidence. 

 DP Evidence criteria for retention (most of these criteria need to be met): 

*Students who are not invited to the full DP program at the end of Grade 10 could repeat Grade 10 once in order to meet the full DP requirements. 

 Grades 10- 12: Most English marks are 1-2 for first, second term 

Grades 10-12: Most Math marks are 1-2 for first and second term (and can use MAP profile to indicate that a student is at least two grade levels below expectations – though consider if the student’s language abilities impacted the score) 

Grades 10-12: Failing a total of 3 or more subjects (Grade 9 and up, must be passing English or Math for graduation credits). Failing scores, according to IB standards, are 1s and/or 2s 

Grades 10-12: The academic and behavioral history of students will be considered (when applicable) 

A minimum score of 3 in a DP course is the minimum requirement for course credit towards earning a New Brunswick diploma. Anything below a 3 jeopardizes a student’s ability to receive credit and therefore, the student might not graduate with a New Brunswick diploma. 

Below are the requirements for promotion to the different IB/DP streams: 

Requirements for full DP: 

To ensure that students are capable of meeting the demands of the program, MYP students at ISNS should demonstrate the following requirements by the end of Grade 10: 

  • A 4/7 or higher on the Personal Project and a reference from their Personal Project Supervisor 
  • A meeting with the DP Coordinator, Guidance Counsellor and parents to discuss the programme 
  • A minimum of a 5/7 for any subject that the student may be considering as an HL course 
  • A minimum of a 4/7 for any subject that the student may be considering as an SL course 

Requirements for DP courses: 

To ensure that students are capable of meeting the demands of the DPCS, MYP students at ISNS should meet the following recommendations at the end of Grade 10: 

  • At least a 3/7 in each subject area 
  • At least a 3/7 on the Personal Project 

The team can also consider the amount of growth/progress a student has made since the start of the year (or in the previous school year), whether excessive absences should be a factor in retention, and how social-emotional concerns could impact the student (at present and in the future). The team can review the results of an analysis of the Light’s Retention Scale. The team can consider an analysis of language needs to be addressed (correlating development, understanding, processing time, etc.) in the student’s native tongue with other languages (i.e. English and or Mandarin). Academic integrity and behavioral concerns can factor into the decision of the team to recommend retention. 

By the end of the meeting, there should be a documented explanation outlining the reasons that the assembled group of educators believes that retention is in the best interests of the student. 

Step 4: Parent meeting 

The principal will arrange a meeting with the student’s parents. The principal will also consider whether certain educators should also attend this meeting and invite them to participate (as needed). 

The principal needs to meet with the parents after Term 2/Semester 1 reporting period (note that the Admissions Office sends out re-enrollment requests in January) to communicate that the school is considering retaining the child for the next academic year and that the team will continue to monitor growth these next few months.  

The principal will outline the concerns of the team of educators and explain the reasoning behind the request for retention. This meeting, as well as goals and progress, must be reported in ManageBac. 

Step 5: Follow-up teacher meeting regarding the student remaining at ISNS

After the end of Term 3, the principal will schedule a follow-up meeting with the team of educators (stakeholder teachers).  

Discuss the progress that the student has made since the Step 4: Parent Meeting and the recommendations of the team. The purpose of this meeting is to consider whether retention is, in fact, in the best interests of the student. 

Step 6: Follow-up parent meeting regarding remaining at ISNS 

After the follow-up teacher meeting, the principal will schedule another meeting with parents. The principal will also consider whether certain educators should also attend this meeting and invite them to participate (as needed). 

Discuss the progress that the student has made since the Step 4: Parent Meeting and discuss the recommendations of the team. 

The decision by parents to remain at ISNS needs to be made by the end of May so that the Admissions Office is aware of enrollment numbers.