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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.
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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:
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.
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).
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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
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.
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
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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.
1. Achievement
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).
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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.
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
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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
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1. Granting of a Diploma
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.
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
A. In-school options
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3. Off-Campus Options
4. Transfer Students
Chart #5
Credits Required at Transfer Student's Previous High School
Grade Level 22 23 24 25 26 27 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.
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.
6. Test Scores
10th to 11th grade criteria with the addition of the Wisconsin Knowledge and Concepts
Examination (WKCE-CRT) test scores
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.
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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).
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