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A. A recommendation for retention must be based upon information (i.e. benchmark data, data, etc.) that indicates
that an additional year of instruction at the same grade level will benefit the student. Additional requirements
apply at grades 4 and 8 as outlined in Policy 5410.
B. The decision to retain is made by the building level student assistant team and the student services office which
may consist of, but is not limited to the principal, teachers, parents and student support personnel assigned to
the building. When the student assistance team determined that it is in the best interest to retain a student, the
building principal must contact the D.S.S. to review the case, including reason for retention, interventions
attempted and goals of retention. In the case of a student with disability, the student's IEP or Section 504
team is the group to consider any decision to retain in grade. The parent must be designated a member of all
teams considering retention.
C. The Light's Retention Scale should be completed for any student considered for retention for whom it is age
appropriate. Information obtained from this assessment should be considered along with additional data when
considering retention. The school social worker or psychologist in each building has this instrument and is
available to assist teachers in its completion. Information from this instrument must be shared with parents.
D. A student assistance team will be consulted to develop interventions and/or modifications to be put in place
during the school year prior to the year of retention. A retention form must be completed for all students who are
being retained. This form must include documentation of the results of the Light's Scale, the parent involvement
in the process and agreement with the decision, the goal(s) of the retention, and the description of instructional
interventions and modifications that will be pursued during the second year in the same grade. Instructional
interventions should be specific to the student's needs and may include participation in a summer program as a
prerequisite to promotion to the next grade.
E. An individual team member may appeal the decision of the group to the building principal who will attempt to
resolve the disagreement at the building level with consultation from the appropriate central office personnel. If
the principal is not able to resolve the disagreement, s/he will forward the issue to the Superintendent or
designee for resolution.
F. These procedures are applicable at the elementary and middle school levels. At the high school level, students
will progress from grade to grade with their class. Retention at the high school level occurs when the student
does not earn sufficient credits to graduate with his/her class. Individual "at risk" plans are developed for
students who meet the State criteria in this area, and students may continue in high school for the fifth (5th)
year as long as they are making progress toward graduation.
Building student assistance teams review data including student attendance, grades and discipline referrals as a
method of assessing progress. Additional information may also be considered.
Timeline
A. Before parent/teacher conference: principal will review grade placement procedures with teachers.
B. October-January: teacher should inform parents of student progress.
C. Early March: teacher will notify principal, if an alternative grade placement or retention is being considered. The
Student Intervention Team will be convened by the principal.
D. Early April: If placement or retention is still being considered, parents should be notified by this time and
commitment to the decision secured.
E. May-June: decision on placement or retention is made and student Grade Placement Recommendation is
completed.
Promotion from Grade 4 and Grade 8
No student will be promoted from fourth grade to fifth grade or from eighth to ninth grade unless the student
satisfies the minimum of one of the following criteria for promotion:
A. Achieve a score of basic, proficient, or advances, on four of the five sections (reading, language arts,
mathematics, social studies, science) of the Wisconsin Knowledge and Concepts Exam (WKCE).
OR
B. At grade four, showed satisfactory progress in communicative arts, math, science, and social studies. At
grade eight received a second semester passing grade in five (5) of the seven (7) graded area.
OR
C. Achieve a RIT score that is equal to or exceeds the norm group average of the Measure of Academic
Progress (MAP) assessment in Math, Reading and Language Arts.
Parents who wish to exempt their child from the WKCE must submit a written notice to the principal prior to the
administration of the test. In lieu of taking the WKCE the student must comply with B or C.
Accommodations to these requirements may be made for students with exceptional educational interests, needs
or requirements consistent with State law and established District policies and procedures, including students with
disabilities and those with limited English proficiency.
The Director of Student Services shall be responsible for general supervision and management of promotion of
students under this guideline. The principal shall determine whether a student has satisfied criteria in the policy.
Any question regarding the principal's decision as to whether a student has satisfied the criteria in the policy shall
be directed to the Director of Student Services within ten (10) working days of receiving notice of the principal's
decision.
Revised 3/25/11
Approved/Adopted: July 13, 2009 |
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