Code: 345.

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 12th
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 3rd
grade student attending a 4th grade reading class, a 7th grade student attending a 9th 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

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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 5th Grade Advancement

1. Achievement

A. If a student receives a “1” in two or more of the core subjects on the second, third
and/or end-of-year report card, 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 8th 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 4th through 5th, 8th through 9th and 10th through 11th 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
semester of possible retention and will be made aware if retention is to be
recommended at the end of the third quarter of grading. Retentions follow the
grade advancement/continued placement policies listed in the Elementary School
Parent Handbook.

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2. Test Scores

4th to 5th grade criteria with the addition of the Wisconsin Knowledge and Concepts
Examination Criterion Referenced Test (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 MINIMUM WKCE-CRT MINIMUM

SUBTESTS SCORE OF SUBTESTS SCORE OF
BASIC BASIC
6 4 9 6
7 4 10 6
8 5 11 7

1. 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 8th 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 4th through 5th, 8th through 9th
and 10th through 11th Grades Chart #3).

3. Exceptions

A. Pursuant to Wisconsin State Statute 118.30(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
8th grades.

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 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 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 4th grade for failure to meet the criteria for
advancement on the 4th grade WKCE-CRT test.

6th through 8th Grade Advancement

1. Achievement

A. Satisfactory academic performance must be reflected on the mid-year and end-of-year

report card. 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 1st
through 8th 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 4th through 5th, 8th through 9th
and 10th through 11th 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
semester of possible retention and will be made aware if retention is to be
recommended at the end of the 3rd quarter of grading. Retentions follow the grade
advancement/continued placement policies listed in the middle school parent
handbook.

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2. Test Scores

8th to 9th 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 MINIMUM WKCE- MINIMUM

SUBTESTS SCORE OF CRT SCORE OF
BASIC SUBTESTS BASIC
6 4 9 6
7 4 10 6
8 5 11 7

1. 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 1st through 8th 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 4th through 5th, 8th through 9th
and 10th through 11th Grades Chart #3).

3. Exceptions

A. Pursuant to Wisconsin State Statute 118.30(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 1st through 8th grades.
Performance data required in lieu of the 8th grade test is listed in the middle school
student/parent handbook.

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 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
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 8th grade for failure to meet the criteria for
advancement on the 8th grade WKCE-CRT test.

Chart #1
Demonstrable Evidence for Kindergarten through 8th 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.

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 Chart #3
Grade Advancement/Retention Flowchart for 4th through 5th, 8th through 9th and 10th
through 11th Grades
Academic grade requirements WKCE-CRT test is basic or above on the required Result
number of subtests
Meets academic requirements Meets WKCE-CRT test requirements or shows Advance
(see Chart #1 for Elementary demonstrable evidence for promotion (see Chart #1
and middle school and Chart for elementary and middle school and Chart #4 for
#5 for high school transfer high school).
students).
Meets academic requirements Doesn’t meet WKCE-CRT test requirements and Retain
(see Chart #1 for Elementary doesn’t show demonstrable evidence for promotion
and middle school and Chart (see Chart #1 for Elementary and middle school
#5 for high school transfer and Chart #4 for high school).
students).
Doesn’t meet academic Meets WKCE-CRT test requirements or shows Retain
requirements (see Chart #1 for demonstrable evidence for promotion (see Chart #1
Elementary and middle school for Elementary and middle school and Chart #4 for
and Chart #5 for high school high school).
transfer students).
Doesn’t meet academic Doesn’t meet WKCE-CRT test requirements and Retain
requirements (see Chart #1 for doesn’t show demonstrable evidence for promotion
Elementary and middle school (see Chart #1 for Elementary and middle school
and Chart #5 for high school and Chart #4 for high school).
transfer students).

Chart #4
Demonstrable Evidence and Review Committee Criteria 9th through 12th
Must include evidence of the following:
♦ Student resume
♦ Academic grades
♦ Tutorial effort (summer school, correspondence courses, etc.)
♦ Portfolio of content studies linked to the Wisconsin state standards
♦ Attendance record
♦ District writing assessment
♦ Record of prior retentions
♦ Other interventions

9th through 12th Grade Advancement

Students are required to earn a specific number of credits to be promoted with their class to the
next grade level. At the end of the school year, each student in 9th through 11th grades will be
considered for grade advancement to the next grade level on the basis of the accumulation of
credits.

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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 28 credits. The 28 out of a possible
32 credits reflect high standards, yet will allow students during their four-year
high school schedule to make up failed classes or sign out for one block per term
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 28 credits.

1. 0.5 credit will be granted for successful completion of a term course as

determined by the teacher based on achievement of specifically defined
standards or objectives.

2. Each term course, which meets a minimum of five times per week, will
have the value of 0.5 credit. The Principal will determine credit values for
special courses of study. Physical Education has a value of 0.25 credit
each term. Healthy Living has a value of 0.25 credit each term.

3. A student is required to complete the following course of study:

English 4 credits
Social Studies 3 credits
Math (beyond General Math) 2 credits
Science 2 credits
Physical Education 1.5 credits
Healthy Living 1 credit
Parenting 0.25 credit
Electives 14.25 credits
TOTAL: 28 credits

C. Parenting Class Exemption: Parent(s)/legal guardian(s) who wish to exempt their

child from the required parenting class must notify the high school Guidance
Office in writing prior to the end of the first term of the student’s sophomore year.

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.

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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 $130.00 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 7th term.

C. Youth Options. Pursuant to Wisconsin State Statute 118.55, 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 118.55 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%.

Chart #5
Credits Required at Transfer Student's Previous High School
Grade Level 22 23 24 25 26 27 28

9 26.5 26.75 27 27.25 27.5 27.75 28

10 25 25.5 26 26.5 27 27.5 28
11 23.5 24.25 25 25.75 26.5 27.25 28

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
number (i.e., 22.5 shall become 23, 24.25 shall become 24, and so on). In each of
the situations, a student must complete 21% of his/her credits required to graduate

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 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 48
hours 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

10th to 11th 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- MINIMUM WKCE-CRT MINIMUM

CRT SCORE OF SUBTESTS SCORE OF
SUBTESTS BASIC BASIC
6 4 9 6
7 4 10 6
8 5 11 7

1. 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 and Review Committee Criteria included in

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 Chart #4, approval or denial of the student’s readiness for the next grade level
or having acceptable accomplishment for grade advancement.

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 4th through 5th,
8th through 9th and 10th through 11th Grades Chart #3).

Legal References: Wisconsin State Statutes 118.30(2)(b)3; 118.55; 118.145

Revised: 3/27/08

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