Grade-Level Placement Model FAQ

Who does the Placement Model apply to, currently or newly enrolled students?

Beginning in spring 2023 newly applied, accepted, and registered students will complete a grade-level placement test during the registration process. To schedule your student's grade-level assessment, click here.
 
Currently enrolled students will continue following the promotion and retention criteria outlined in the 2023-24 Parent and Student Handbook.

Does the Placement Model apply to new students who have an Individualized Education Plan (IEP), Section 504 Plan, or Individualized Learning Plan (ILP)?

Students with disabilities and English Learners (EL) will be provided the supports, services, and accommodations of their IEP, Section 504, or ILP as required. The parent/guardian of a new student must complete the Admissions form and Home Language Questionnaire to inform school leaders that a student may have an IEP, Section 504 Plan, or home language other than English. This will occur during the enrollment process.
 
After a parent/guardian provides the school with the student’s IEP, 504, or ILP, the grade-level placement test will be administered with the documented accommodations or appropriate supports. Placement will be decided based on all necessary and relevant data, and after consultation with the IEP, Section 504, or EL team.

Do currently enrolled students need to take a placement test?

No, currently enrolled students will not be required to take a placement test.

What if I want my child to take a placement test?

The assessments we use to determine the proficiency of a currently enrolled student will remain the same, including NHA Interims, NWEA, and state testing, among other common assessments. For students with accommodations outlined in an IEP, 504 Plan, or Individualized Learning Plan (ILP), all assessments will be administered with the documented accommodations or appropriate supports.

For currently enrolled students is placement mandatory?

School leadership will discuss possible retentions with parents/guardians. Together, they will discuss the benefits of promotion and retention to determine the grade level that best meets the child’s needs.

For students with disabilities (IEP/504) or English Learners, the decision to retain will be made with great caution, in consideration of all relevant data, and together with school staff from the IEP, Section 504, and English Language teams.
 

For newly applied, accepted, and registered students is placement mandatory?

While it is mandatory, decisions will not be taken lightly and will be determined utilizing a placement test upon submitting an application. School leadership will work closely with families to discuss all aspects of a student’s proficiency – including reading and math readiness – to make a grade-level placement decision in the best interest of the child.

Why are you implementing a Placement Model based on reading and math proficiency?

Using a Placement Model approach helps us identify specific learning gaps that can be addressed by placing a student in the grade level most appropriate for their learning needs.
 
We know that if a student is not reading at grade level, they will struggle in all subjects. We also know that math proficiency is just as important because it builds a foundation for future skill building and learning.

For example, up to third grade, students are learning to read. After third grade, they are reading to learn. Not reading on grade level can decrease a student’s overall academic achievement now and through high school and beyond.

What are you doing to help my child if they are below grade level?

We will continue to utilize our standard intervention model and small group instruction to help improve your child’s grade-level proficiency. The assessments we use to determine progress toward identified individual goals will remain the same, including NHA Interims, NWEA, and state testing, among other common assessments.
 
Students with an IEP, Section 504 Plan, and English Learners will continue to receive the special education and related services, accommodations, and specialized language services outlined in their IEPs, Section 504 plans, or ILPs. We will continue to ensure we meet our obligation to identify and evaluate children who may need special education and related services.

What are you doing to ensure children who are placed in a lower grade now, or who are retained, do not age-out of school?

There are high school enrollment age limits, so this is certainly a consideration. School leadership will work closely with families to discuss what grade level and other learning options are most appropriate for the student’s needs.

If my child requires special education services, will delivery of those services be impacted by the Placement Model?

No, special education or English Language services will be implemented as written in a student’s Individualized Education Plan (IEP) or Individualized Learning Plan (ILP).

What does this mean for students who are advanced learners?

Advanced course work will be available through our EXCEL-ERATE program, specialized instruction, and/or virtual programming based on the individual needs of the student.

How do you ensure safety, especially for younger learners, in a mixed-age classroom?

We strive to Behave with Care and set the same expectations for our students. Your child’s well-being is at the center of everything we do, including ensuring their safety, and that they feel cared for, loved, and supported.

What are class sizes and will they change?

Class sizes will remain the same, with 25 students in a kindergarten class, and 28 students per class in first through eighth grade.

Do students who are placed below their age-appropriate grade level struggle socially?

We know that students who are placed in the grade level that best aligns with their learning needs develop more self-confidence, both academically and socially. This tends not to impact classroom culture negatively because students are more comfortable in their day-to-day interactions with their peers and teachers.

How will the Placement Model impact classroom culture?

As students build confidence academically and socially, classroom culture tends not to be impacted negatively. Students are more comfortable in their day-to-day interactions with their peers and teachers. They also use our Moral Focus virtues to guide those interactions. Virtues that encourage students to use wisdom, compassion, and respect, to name a few.

What are you doing to ensure the Placement Model is successful?

The school is being supported throughout this change by its management company, National Heritage Academies (NHA).