Code: PROMOTION, RETENTION AND ACCELERATION

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1 Code: PROMOTION, RETENTION AND ACCELERATION The Edgerton School District (District) is committed to the task of providing the kind of education that will promote the maximum intellectual, social, emotional and physical development of each student. Grade advancement, acceleration and retention of students shall be made on the basis of the placement which promises to serve the best interests and needs of the student. Acceleration Acceleration is any modification of the regular instructional program that enables a student to progress more rapidly and to complete a program in less time or at an earlier age than is traditional. These acceleration opportunities should include, but are not limited to, early entrance into kindergarten (as covered by District policy), moving at a faster pace through subject area(s), advanced grade placement, obtaining college credit(s) while still in high school and early graduation. Definitions of the types of acceleration that will be used in Kindergarten through 12 th grades include: 1. Horizontal Acceleration Includes curriculum modification through compacting or a testing-out that allows students to move at a faster pace through the curriculum but remain with their classmates and age group. Types of horizontal acceleration include individualized or independent study, mentorship, correspondence courses, Instructional Television Fixed Service (ITFS) long distance learning opportunities, supervised work experience, enrolling in university courses and advanced placement courses. Horizontal acceleration can be done at any time and teachers are encouraged to pursue any of the modifications to best meet the needs of the high-ability student. 2. Differential/Subject Acceleration Allows students to move to an advanced grade level in one or more subjects but remain identified with their own age group. Examples of differential acceleration include a 3 rd grade student attending a 4 th grade reading class, a 7 th grade student attending a 9 th grade math course, etc. 3. Vertical Acceleration Permits grade skipping that allows students to proceed to an advanced grade level in all subject areas to meet the student s ability and performance needs. This must be done with much deliberation as to the effects of this process on the student. Initiating the Acceleration Process Acceleration can be requested by the student, the student s parent(s)/legal guardian(s), the student s teacher(s), the student s counselor. To be considered for acceleration, the student must demonstrate skill levels well above the mean of the current grade level or have test scores of 95% or above nationally in one or more of the subtests, readiness and commitment. Early 1

2 entrance into kindergarten, differential-subject acceleration and vertical acceleration must consider the above and must also weigh each of the following criteria: The student shows a high degree of persistence and motivation. The student has a healthy self-concept. The student is in good health (physical size need only be considered if sports activities are a concern). The teacher(s) involved have participated in the planning and decision-making process. The Guidance Counselor/psychologist has ascertained that the student wants to be accelerated. The District s Acceleration Agreement form has been processed and contains all required signatures. Kindergarten through 5 th Grade Advancement 1. Achievement A. If a student receives a 1 in two or more of the core subjects for two of three trimesters, a Review Committee will convene to recommend which placement promises to serve the best interests and needs of the student. A 1 is defined as Minimal Performance and the core subjects are Math, Science, Reading, Language Arts and Social Studies. 1. If a student doesn t meet satisfactory academic performance, a Review Committee comprised of professional staff familiar with the student, the Principal and the student s parent(s)/legal guardian(s) will convene to recommend which placement promises to serve the best interests and needs of the student. Demonstrable Evidence for Kindergarten through 8 th grades (as listed in Chart #1) will be considered as evidence of having acceptable accomplishment for grade advancement. 2. The Principal will make the final decision. There is no appeal to the District Administrator or Board of Education (Board) and the Principal s decision is final and binding (see Grade Advancement Retention Flowchart for 4 th, 5 th and 8 th grades Chart #3). B. Parent(s)/legal guardian(s) will be kept aware of their child s progress or lack of progress throughout the school year. Parent(s)/legal guardian(s) will be notified at mid-term of the second trimester of possible retention and will be made aware if retention is to be recommended at mid-term of the third trimester. Retentions follow the grade advancement/continued placement policies listed in the Elementary School Parent Handbook. 2. Test Scores 4 th to 5 th grade criteria with the addition of the Wisconsin Knowledge and Concepts Examination Criterion Referenced Test (WKCE-CRT) test scores 2

3 A. Descriptors of the WKCE-CRT Test Proficiency Categories are found on Chart #2-WKCE-CRT Test Proficiency Category Descriptors. B. The WKCE-CRT test includes a variety of subtests, the number of which may fluctuate from one year to the next. A student must achieve a minimum score of Basic on the listed number of subtests shown in the table below. A writing sample score of 4.0 is considered Basic and is one of the subtest scores. WKCE-CRT WKCE-CRT Other performance indicators: If a student doesn t pass the WKCE-CRT, that student s parent(s)/legal guardian(s) may request in writing that the Principal form a Review Committee of professional staff familiar with the student. That committee will include the Principal, the student and the student s parent(s)/legal guardian(s). This committee will recommend, based on the Demonstrable Evidence for Kindergarten through 8 th grades included in Chart #1, approval or denial of the student s readiness for the next grade level or having acceptable accomplishment for grade advancement. 2. The Principal will make the final decision. There is no appeal to the District Administrator or Board and the Principal s decision is final and binding (see Grade Advancement Retention Flowchart for 4 th, 5 th and 8 th grades Chart #3). 3. Exceptions A. Pursuant to Wisconsin State Statute (2)(b)3, a student s parent(s)/legal guardian(s) shall have the right to exercise an option for their child not to take the WKCE-CRT test for the purpose of determining whether their student shall be promoted. If the student is excused from the WKCE-CRT test, the student may be promoted only if they gather evidence which shows they have achieved academic growth over time. Other relevant data is also considered. Criteria considered for grade advancement is listed on Chart #1 Demonstrable Evidence for Kindergarten through 8 th grades. B. Special Education students and Limited English Proficient (LEP) students, as defined by state and federal laws, may be exempt from all or portions of the WKCE-CRT test based on the student s Individual Education Plan (IEP). For all ELL students in the District who do not meet minimum standards for the WKCE, advancement or retention determination will be made by the principal, in coordination with ELL or the Bilingual teacher and classroom teacher. Some of 3

4 these students may also have IEPs which provide for accommodations on all or part of the WKCE-CRT test. If a special education student fails to meet the grade advancement criteria, the IEP team recommendation shall prevail in determining whether the student will be promoted. The IEP team shall consist of the student s parent(s)/legal guardian(s) or the adult student or his/her parent(s)/legal guardian(s), classroom and special education teacher(s), Principal and/or the Pupil Services Director. C. A student may only be retained once in 4 th grade for failure to meet the criteria for advancement on the 4 th grade WKCE-CRT test. 6 th through 8 th Grade Advancement 1. Achievement A. Satisfactory academic performance must be reflected on two of three trimesters. A student will be considered for retention if he/she has failed two or more of their academic core classes for the year. Core classes are Math, Science, Reading, Language Arts and Social Studies. 1. If a student fails two or more core classes for the year, a Review Committee comprised of professional staff familiar with the student, the Principal and the student s parent(s)/legal guardian(s) will convene to recommend which placement promises to serve the best interests and needs of the student. Demonstrable Evidence (listed in Chart #1 Demonstrable Evidence for 1 st through 8 th Grades) will be considered as evidence of having acceptable accomplishment for grade advancement. 2. The Principal will make the final decision. There is no appeal to the District Administrator or Board and the Principal s decision is final and binding (see Grade Advancement Retention Flowchart for 4 th, 5 th and 8 th grades Chart #3). B. Parent(s)/legal guardian(s) will be kept aware of their child s progress or lack of progress throughout the school year. Parent(s)/legal guardian(s) will be notified at mid-term of the second trimester of possible retention and will be made aware if retention is to be recommended at the mid-term of the third trimester. Retentions follow the grade advancement/continued placement policies listed in the middle school parent handbook. 2. Test Scores 8 th to 9 th grade criteria with the addition of the Wisconsin Knowledge and Concepts Examination (WKCE-CRT) test scores A. Descriptors of the WKCE-CRT Test Proficiency Categories are found on Chart #2-WKCE-CRT Test Proficiency Category Descriptors. 4

5 B. The WKCE-CRT test includes a variety of subtests, the number of which may fluctuate from one year to the next. A student must achieve a minimum score of Basic on the listed number of subtests shown in the table below. A writing sample score of 4.0 is considered Basic and is one of the subtest scores. WKCE-CRT WKCE- CRT Other performance indicators: If a student doesn t pass the WKCE-CRT test, that student s parent(s)/legal guardian(s) may request in writing that the Principal form a Review Committee of professional staff familiar with the student. That committee will include the Principal, the student and the student s parent(s)/legal guardian(s). This committee will recommend, based on the Demonstrable Evidence for 1 st through 8 th Grades included in Chart #1, approval or denial of the student s readiness for the next grade level or having acceptable accomplishment for grade advancement. 2. The Principal will make the final decision. There is no appeal to the District Administrator or Board and the Principal s decision is final and binding (see Grade Advancement Retention Flowchart for 4 th, 5 th and 8 th grades Chart #3). 3. Exceptions A. Pursuant to Wisconsin State Statute (2)(b)3, a student s parent(s)/legal guardian(s) shall have the right to exercise an option for their child not to take the WKCE-CRT test for the purpose of determining whether their student shall be promoted. If the student is excused from the WKCE-CRT test, the student may be promoted only if they gather evidence which shows they have achieved academic growth over time. Other relevant data is also considered. Criteria considered for grade advancement is listed on Chart #1 Demonstrable Evidence for 1 st through 8 th grades. Performance data required in lieu of the 8 th grade test is listed in the middle school student/parent handbook. B. Students with disabilities (Special Education) and Limited English Proficient (LEP) students, as defined by state and federal laws, may be exempt from all or portions of the WKCE-CRT test based on the student s Individual Education Plan (IEP). For all ELL students in the District who do not meet minimum standards for the WKCE, advancement or retention determination will be made by the principal, in coordination with ELL or the Bilingual teacher and classroom teacher. Some of these students may also have IEPs which provide for accommodations on all or part of the WKCE-CRT. If the student with a disability fails to meet the grade advancement criteria, the IEP team recommendation shall 5

6 prevail in determining whether the student will be promoted. The IEP team shall consist of the student s parent(s)/legal guardian(s) or the adult student, or parent(s)/legal guardian(s), classroom and special education teachers, Principal and/or the Pupil Services Director. C. A student may only be retained once in 8 th grade for failure to meet the criteria for advancement on the 8 th grade WKCE-CRT test. Chart #1 Demonstrable Evidence for Kindergarten through 8 th Grades Class work samples and products gathered by the student to demonstrate academic growth and at grade level performance Academic grades The social/emotional/physical maturity of the student The amount of effort put forth by the student and the general attitude of the student toward his/her schoolwork The effect that passing or failing may have on other students Tutorial effort (summer school, other interventions, etc.) Other ability and aptitude test scores for the student Attendance record (excused and/or unexcused) Past work of the student as determined by his/her cumulative folder Record of prior retentions Chart #2 WKCE-CRT Test Proficiency Category Descriptors Advanced - Distinguished in the content area. Academic achievement is beyond mastery. Test score provides evidence of in-depth understanding in the academic content area tested. Proficient - Competent in the content area. Academic achievement includes mastery of the important knowledge and skills. Test score shows evidence of skills necessary for progress in the academic content area tested. Basic - Somewhat competent in the content area. Academic achievement includes mastery of most of the important knowledge and skills. Test score shows evidence of at least one major flaw in understanding the academic content area tested. Minimal Performance - Limited achievement in the content area. Test score shows evidence of major misconceptions or gaps in knowledge and skills tested in the academic content area. 6

7 Chart #3 Grade Advancement/Retention Flowchart for 4 th, 5 th and 8 th Grades Academic grade requirements WKCE-CRT test is basic or above on the required number of subtests Meets academic requirements Meets WKCE-CRT test requirements or shows (see Chart #1 for Elementary demonstrable evidence for promotion (see Chart #1 and middle school). for elementary and middle school. Meets academic requirements (see Chart #1 for Elementary and middle school). Doesn t meet academic requirements (see Chart #1 for Elementary and middle school). Doesn t meet academic requirements (see Chart #1 for Elementary and middle school). Doesn t meet WKCE-CRT test requirements and doesn t show demonstrable evidence for promotion (see Chart #1 for Elementary and middle school). Meets WKCE-CRT test requirements or shows demonstrable evidence for promotion (see Chart #1 for Elementary and middle school). Doesn t meet WKCE-CRT test requirements and doesn t show demonstrable evidence for promotion (see Chart #1 for Elementary and middle school). Result Advance Retain Retain Retain 9 th through 12 th Grade Advancement Students are required to earn 25 credits (2012 graduates) or 24 credits (2013 and beyond graduates) to graduate. Students will be promoted to the next grade each year and remain in Senior status until graduation. 1. Granting of a Diploma A. A student will be granted a diploma signifying the completion of the required course of study at the high school by earning credits, depending on graduation year. The credits reflect high standards, yet will allow students during their four-year high school schedule to, attend study hall, make up failed classes, or sign out for one period per semester as a senior. B. A student will be granted a diploma signifying the completion of the required course of study at the high school by earning credits credits will be granted for successful completion of a semester course as determined by the teacher based on achievement of specifically defined standards or objectives. 2. Each semester course, which meets a minimum of five times per week, will have the value of 0.5 credits. The principal will determine credit values for special courses of study. 3. A student is required to complete the following course of study: English Social Studies Math Science 4 credits 3 credits 2 credits 2 credits 7

8 Physical Education Healthy Living Electives TOTAL: 1.5 credits 1 credit credits credits 2. Make Up Options and Policies A. In-school options 1. Students are allowed to repeat failed courses in all subjects. 2. Under some circumstances, a student may be permitted to substitute requirements. For example, a student with schedule conflicts may be allowed to take a different level Physical Education course to cover the requirement in Physical Education for that year. 3. Off-Campus Options A. 60-hour high school English or History courses offered at Blackhawk Technical College s campus may be counted for make up if approved by the Principal. B. The University of Wisconsin-Extension High School Correspondence Courses may be taken for high school credit with the Principal s approval. Courses have the value of one-half credit, cost approximately $ each plus books and can be completed at the student s own rate. Students may take up to one year to complete a course. Grades will be used for the computation of class rank if recorded before the end of the student s 7 th term. C. Youth Options. Pursuant to Wisconsin State Statute , full-time students (students enrolled for a minimum of six credits per year) who have successfully completed all requirements of attendance and credit sufficient to be categorized as a junior, shall have the right to pursue course and program offerings not available in the high school. Students can pursue this through area technical colleges and four-year colleges and universities that may enrich and/or accelerate their academic programs. Students are responsible for providing their own transportation to and from where the course is/are taken. District Administration shall maintain procedures for Youth Options application, screening and recommendation to the Board. These procedures will be followed each semester within the timelines established by Wisconsin State Statute for those students eligible for the Youth Options Program. 4. Transfer Students A. Consideration will be given to a transfer student whose previous high school required fewer credits be completed for graduation. This is referred to as a sliding scale. For students who have completed their freshman year the graduation requirement would be 75% of the difference between the two, for sophomores 50% and for juniors 25%. B. If a student transfers from a high school where credits were assessed on a fraction of a number, the credit requirement shall be rounded up or down based on the 8

9 number (i.e., 22.5 shall become 23, shall become 24, and so on). In each of the situations, a student must complete 21% of his/her credits required to graduate to be classified as a sophomore, 46% to be classified as a junior and 71% to be classified as a senior. 5. Graduation Ceremony Requirements A. In order to participate in graduation ceremonies, a student must have completed all requirements, including serving all detentions, to receive his/her diploma five days prior to the scheduled starting time of the graduation ceremony. B. It should be understood that the student is responsible for his/her status toward graduation at any time. He/she will also be responsible for any graduation materials ordered (announcements, cap, gown, etc.) prior to the graduation ceremony. C. Requests for exceptions to the graduation ceremony requirements shall be sent in writing to the high school Principal no later than 60 days prior to the graduation ceremony. An appeal may be submitted in writing to the District Administrator no later than 45 days prior to the graduation ceremony. The decision of the District Administration is final and may not be appealed to the Board. 6. Test Scores 10 th to 11 th grade criteria with the addition of the Wisconsin Knowledge and Concepts Examination (WKCE-CRT) test scores A. Descriptors of the WKCE-CRT Test Proficiency Categories are found on Chart #2-WKCE-CRT Test Proficiency Category Descriptors. B. The WKCE-CRT test includes a variety of subtests, the number of which may fluctuate from one year to the next. A student must achieve a minimum score of Basic on the listed number of subtests shown in the table below. A writing sample score of 4.0 is considered Basic and is one of the subtest scores. WKCE- CRT WKCE-CRT Other performance indicators: If a student doesn t pass the WKCE-CRT test, that student s parent(s)/legal guardian(s) may request in writing that the Principal form a Review Committee of professional staff familiar with the student. That committee will include the Principal, the student and the student s parent(s)/legal guardian(s). 9

10 2. For ELL students who do not meet minimum standards for the WKCE, advancement or retention determination will be made by the principal, in coordination with ELL or the Bilingual teacher and homebase teacher. 3. The Principal will make the final decision. There is no appeal to the District Administrator or Board and the Principal s decision is final and binding (see Grade Advancement Retention Flowchart for 4 th, 5 th and 8 th grades Chart #3). Legal References: Wisconsin State Statutes (2)(b)3; ; Revised: 11/14/11 10