The basic requirements for promotion are:

• Compliance with the Brevard County Attendance Policy

• Satisfactory progress on IEP goals and objectives

• Demonstration of satisfactory progress/performance on the Sunshine State Standards for Standard Diploma OR the State Standards for Special Diploma, Exceptional Student Education (applies to grades 7-12)

The primary determination for promotion is based upon the individual educational program written for each student including the regular classroom teacher as appropriate. This plan consists of written statements which include: the student’s present levels of educational performance; measurable annual goals; short term instructional objectives; specific special education and related services to be provided and the extent to which the student will be able to participate in regular education programs; the projected dates for initiation of services and the anticipated duration of the services; appropriate objective criteria and evaluation procedures and schedules for determining on at least an annual basis, whether the annual goals/short term instructional objectives are being achieved.

Additional considerations for determining an ESE student’s promotion shall be based upon the following: daily performance, previous performance, progress reports, student’s work habits, classroom assignments, criterion referenced test scores, standardized test scores, major discrepancies between district assessment scores and teacher made test scores, health at the time the student was taking state and or district-wide tests, mental and physical health, chronological age in relation to peer group, parental understanding and input in the retention of a student, reading level compared to ability at age level, student’s sense of responsibility, maturity and other evidence available to the teacher that indicates that the student would be successful if promoted.

ESE students "working below grade level"* may be considered for promotion when the following actions have been considered:

• A review of the IEP goals and objectives

• Increased time with ESE teacher

• Modification/strategies specified on the IEP within the basic education/ESE classroom have been increased

• Textbooks are assigned to a student based upon the student’s reading/functioning level in the subject areas rather than on a grade-level text

• The student is working at his/her potential successfully