5410 - PROMOTION, PLACEMENT, AND RETENTION

Each student’s level of academic achievement and progress will be measured throughout the school year. We use a variety of assessments. Although assessment instruments are subject to change and evolve, the following represent the assessments we currently use to gather a variety of data points regarding each student’s academic achievement:

1. A universal screener will be administered multiple times per year in grades one (1) through nine (9) and will be the primary index of a student’s growth.
    
   1. Math
   2. Reading
2. The current mandatory Wisconsin Academic Assessment for grades three (3) through eight (8).
3. For students in Kindergarten, a screening assessment will be administered twice a year. This instrument helps identify those students at risk of reading difficulties.
4. Classroom performance and teacher recommendations will also be considered in the determination of the advancement or retention of a student. The assessments above will be shared with parents via mail, parent-teacher conferences, school counselor meetings, and other such meetings as necessary.

All students’ progress will be monitored. For those students falling far below benchmark, the school’s Multi-Leveled Systems of Support ("MLSS") team will determine appropriate research or evidence-based interventions to be implemented within the EMLSS model; that is, additional instruction beyond the instruction provided to all students will be provided. The progress of these students will be monitored to determine the effectiveness of the intervention. If sufficient progress is not made, an alternative research or evidence-based intervention will be utilized with the same process. The parents of students identified for interventions will be notified before the process begins. They will be notified of their child’s progress regularly.

Multi-Leveled Systems of Support (Grades K through Eight (8))

1. The Multi-Leveled Systems of Support Team, led by the building principal, may include the school psychologist, school counselor, core/classroom teacher(s), and other relevant staff who work with the student consistently. As appropriate, the parent(s) or guardian(s) and other individuals will be invited to contribute to team discussions.
2. The team will meet regarding each student who has not responded to academic supports that have been implemented and who remains far below academic benchmarks for the student's grade level.
3. Coordinated and scheduled by the principal, meetings and decisions regarding student retention will occur as soon as possible after the student is identified, but no later than the last day of school. An exception to this deadline is acceptable only if summer school remediation is necessary to make a promotion decision. In this case, a decision must be made no later than August 15.
4. The team will review multiple assessments indicating academic achievement. In addition, the team should review attendance records, previous retention(s), and previous recommendations for retention(s). The team should also study the student’s ability to learn as reflected in 504 plans and IEPs for students with special needs.
5. After reviewing all pertinent information for a particular student, the team will render a decision on grade advancement.