Regulations Manual

Alterations for the 2021-22 school year

Some of the regulations may not be in effect as written given current guidance and/or emergency rules from the state legislature, OSPI, the State Board of Education and other governing bodies. Please see our Returning to School 2021-22 FAQ page for more information on practices that may be altered at this time.

Administrative Regulations Manual & Procedures

Under Policy Governance®, within the directives and limitation listed in the Board Governance Policies, the Board delegates the development and implementation of Administrative Regulations and procedures to the Superintendent and staff, except in regard to issues for which they are mandated by law to take direct action. A comprehensive review and revision of all District policies and procedures was completed between August and December 2015, and the conversion to an Administrative Regulations Manual was completed on February 1, 2016.

Regulations establish legal records and standards of conduct for the school district. Regulations can provide a bridge between the School Board's philosophy and goals and the everyday administration of programs.

The Issaquah School District is continually updating Regulations and procedures to keep current with state laws and regulations as well as best practices. Regulations or procedures on this website may be in transition or in process of being revised.

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2000 - Instruction

Promotion-Retention-Acceleration - 2421

Code: 2421

Adopted: 9/13/1997

Last Revised Date: 8/1/2017

Related Procedures:

The District recognizes that the rate of physical, social, emotional and academic growth will vary among individual students. Since each student grows at his/her own rate, these individual growth characteristics shall be considered when making promotion/retention/acceleration decisions for younger students.

After a student has successfully completed a year of study at a specific grade level, he/she will be promoted to the next grade. In elementary or middle school, retention at the same grade may be beneficial to the student when he/she is not demonstrating minimum competency in basic skill subjects in relation to ability and grade level. Retention and acceleration should not be considered, except in instances where there is a strong likelihood that the student will benefit with minimum social and emotional disruption.

Upon entry into high school, each student’s expected year of graduation, or base grad year (“BGY”), is set. Thereafter, the student’s BGY remains the same, and his or her grade level advances one grade level per year, regardless of the amount of credits the student obtains or whether the student graduates early based on credits obtained.

Cross References: