Grade Advancement

Students advancing from kindergarten to first grade, from fourth grade to fifth grade, and from eighth grade to ninth grade will be affected by the policy.

The areas considered for grade advancement will include the student test scores on the state assessments at grades 4 and 8, as well as academic performance and teacher recommendations.

At kindergarten, multiple criteria based on the Wisconsin Model Early Learning Standards will be considered, as well as teacher recommendations.

The following criteria, based on the Wisconsin Model Early Learning Standards, will be considered at kindergarten:

• Health and physical development
• Social/emotional development
• Language development and communication
• Approaches to learning
• Cognition and general development

The following areas will be considered for academic performance at grade 4:

• Student progress reports in grades 1-3
• Reading level
• Performance on Universal Screener assessments in grades K-3
• STAR Reading and STAR Math scores

The following areas will be considered for academic performance at grade 8:

• History of performance on the Wisconsin Forward Exam
• STAR Reading scores in grades 3-5 and STAR Math scores in grades 3-8
• Reading Inventory Lexile levels
• Acceptable attendance
• Successful completion of all goals on the Individual Plan of Progress
• Score of Basic or higher on the Wisconsin Forward Exam

Teachers communicate regularly with parents regarding student progress. Teacher recommendations for grade advancement will be made through a building Child Study Team process. The Child Study Team will consist of the building administrator, school psychologist, parent, guidance counselor, and classroom teachers.

Grade advancement is determined by the IEP team and addressed by the student’s Individualized Education Program (IEP).

Information about the Wisconsin Forward Exam can be found on the Department of Public Instruction’s website, www.dpi.state.wi.us. Additional information about District assessments can be found by contacting the reading and math interventionists at your child’s school.

Because the policy focuses on multiple measures of achievement, the progress of a student will be assessed in a variety of ways. Parents can help by communicating regularly with teachers at school. Parents can also help by taking an active interest in what happens at school and reviewing homework.

At the elementary level a child study team would need to be formed by the first full week in February for those students being considered for retention. The decision to retain a student will be determined by the child study team prior to May 15. 

At the middle school and junior high, an Individual Plan of Progress (IPP) will be developed for a student with failing grades in one or more subject areas. The IPP will be monitored by a child study team throughout the eighth grade year. The final decision to retain a student will be determined prior to May 15.