BC Min of Education - Parent Resources

This document was last revised in 2000 and, while may still be useful in a general sense, should not be depended on for the most up-to-date information concerning ministry policy.

Placement

The purpose of the placement policy is not to determine who should pass or fail, but to make sure that all students get the most out of their years in school and leave school with the skills they need for work or further learning.

In the primary years, students should not repeat a year. In Grades 4 to 12, the decision for a stu-dent to advance or repeat a grade or course will be made in the best interest of that student by the teachers, parents and the school principal. In making placement decisions, those involved should consider the available research, the age of the student, and the intervention support available.

Students generally spend thirteen years in the BC school system. In most cases during their school years, students will meet the expectations of the subject and grade or course and have acquired the confidence they need to move on to the next grade or course.

In some cases, students may have difficulty meeting the expected learning outcomes. For example, if a Grade 7 student has not met expectations in mathematics in that school year but is succeeding in all other areas, the decision would most likely be to enrol him or her in Grade 8 in a secondary school. In this case, the student could attend an available summer school upgrading program, continue with Grade 7 Mathematics in a Grade 8 Mathematics class, receive special instruction through learning assistance, or participate in an upgrading program designed by the secondary school.

In some cases, a student will be ready for more advanced learning. For example, if a Grade 8 student has demonstrated an exceptionally high level of achievement in English, the teachers, parents, and student will need to consider placement alternatives such as promoting the student to English 10, or allowing the student to remain with peers and be taught more advanced English skills in an enrichment program designed by the school.

It is the responsibility of schools to structure learning environments that help students achieve expected learning outcomes:

For the student who has not met the prescribed learning outcomes and has received an "I" (in progress), schools need to consider what has been done previously to establish a specific plan for intervention. An intervention plan is required whether the student repeats the subject grade, or course or moves with peers and continues where he or she left off in the studies.
For those students who are simply not motivated in a regular school environment or have particular problems that inhibit learning, schools need to consider alternate programs or community-based strategies that may differ considerably from what may be offered in a standard school setting.
In cases where a student is identified as having special needs, policy and procedures are in place to provide him or her with an Individual Education Plan (IEP) which outlines the appropriate placement and any adaptations or modifications to the educational program.

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