The School District of Baraboo shall use multiple assessments indicating academic achievement criteria when considering whether to advance a student to a given grade K-8. The criteria shall include, but not be limited to: (1) standardized and research-based achievement tests, (2) scores on state required assessments, (3) teacher/staff recommendations, and (4) grade level report cards.
Each student’s level of academic achievement and progress will be measured throughout the school year through a variety of assessments. The following are some sample assessments currently used to gather a variety of data points regarding each student’s academic achievement:
Phonological Awareness Literacy Screening (PALS)
Measures of Academic Progress (MAP)
Smarter Balanced Assessments
Classroom performance and teacher recommendations will also be considered in the determination of the advancement or retention of a student.
For currently used assessments, see www.baraboo.k12.wi.us and access the curriculum page. The assessment results will be shared with parents via mail, parent-teacher conferences, school counselor meetings, and/or other such meetings as necessary.
All students’ progress will be monitored. For those students falling far below benchmark, the school’s Response to Intervention (RtI) team will determine appropriate, research-based interventions to be implemented within the RtI model beyond the instruction provided to all students. The progress of these students will be monitored for an established period to determine the effectiveneness of the intervention. If sufficient progress is not made, an alternative research-based intervention will be utilized with the same process. The parents of students identified for interventions will be notified before the intervention begins and will be notified of their child’s progress on a regular basis.
Grade Advancement in Fourth and Eighth Grade
Wisconsin State statutes require that each school board must adopt a policy that addresses the advancement of students from grade four to grade five and from grade eight to grade nine. In making the decision for grade advancement, the following criteria must be considered:
Pupil Academic Performance
The student’s scores on the state required assessments
Recommendation(s) of teacher(s) based on academic performance
Other academic criteria identified by the Board
Determination of grade advancement for students in grade four and eight will be determined through the steps outlined in the “Grade Advancement for 4th and 8th Grade” flow chart (Exhibit A). The criteria limits for each level of the flow chart are outlined in detail below:
For the purpose of this policy, Academic Performance is defined as the student’s grade point average for the current year.
To meet criteria for Academic Performance:
A fourth grade student must have a grade point average of 2.0 or higher based on grades from all three trimesters of the school year. Grades from ALL areas will be used when determining grade point average.
An eighth grade student must pass (average of 2.0 or higher) at least three CORE area subjects and have a cumulative grade point average of 2.0 or higher based on grades for the first and second semester of the school year.
State Required Assessments
State required assessments are administered to students in grades four and eight as outlined in state statute.
To meet the criteria for state required assessments:
A fourth or eighth grade student must score at least basic or above on all five sub-tests. The sub-tests are Reading, Mathematics, Language Arts, Social Studies and Science.
If a student is opted out of the state required assessments by their parent, for purpose of the “flow chart”, they need to follow the path set under “Did Not Meet Criteria”.
Teacher Recommendation Based on Academic Performance and Other Academic Criteria:
To meet the criteria for Teacher Recommendation based on Academic Performance and for Other Academic Criteria:
A team of at least three DPI certified staff members, who have information about the child and are familiar with his/her academic performance, will meet to evaluate whether the student should be advanced to the next grade. The building administrator, in cooperation with the primary teacher, will determine the membership of this committee.
The team will use the District developed “Guidelines for Grade Advancement in Grades Four and Eight” to structure the meeting and to determine the appropriate grade placement for the child.
The team will use data to reach their decision regarding grade placement for the child.
In the event of a disagreement on the action, the District Administrator would make the final decision.
Ninth Through Twelfth Grade
Students are placed in grade levels according to the number of credits earned. One-half credit is earned for each class successfully completed per semester. The number of credits that need to be earned to be placed in a grade level are as follows:
Less than 5.5 credits
5.5 credits to less than 8 credits
8 credits to less than 14.5 credits
14.5 or more credits
If a student has not met academic performance requirements, a school team will meet. The team will include the principal, school counselor, school psychologist, core area/classroom teacher(s), and other relevant staff who work with the student on a consistent basis. Input will be solicited from parent(s), guardian(s), and other appropriate individuals. Any recommendation about advancement or retention will be made by the Problem-Solving Team.
If the student’s parent(s) or guardian(s) believes that the procedures/process outlined in this policy have not been followed, an appeal may be made to the District Administrator in accordance with Board policy.
LEGAL REF: 118.33 Wisconsin Statutes
CROSS REF: 345.4-Exhibit, Guidelines for Grade Advancement in Grades Four and Eight