Grade-Level Placement Model FAQ
Who does the Placement Model apply to, currently or newly enrolled students?
Beginning this spring (2026) newly applied and accepted students will complete a grade-level placement test during the registration process.Currently enrolled students will continue following the promotion and retention criteria outlined in the 2025-26 Parent and Student Handbook
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 currently enrolled students is placement mandatory?
This school year (2025-26), 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 newly applied students is placement mandatory?
While it is mandatory, decisions will not be taken lightly and will be determined utilizing a placement test upon submission of 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.What if my child is accepted for one grade, but is placed in a different one after taking the placement test?
We want to ensure all scholars receive the instruction and support appropriate for their learning needs. If your student is accepted into one grade level, but is placed into a different one, your student will be added to the waiting list, with preference, for the grade level they placed into.How and where would my child take the placement test?
Families will work with school leadership to schedule a placement test, which your child will take at the school.What if I apply my child to a Placement Model school and an NHA school with the traditional model, but grade placements are different?
Each school makes its own, independent grade-placement decision. Traditional school placement is based on a student’s birth year and last grade completed. Other factors, such as a previous school’s retention decision, are also considered. Placement Model schools use additional placement criteria, including assessment results.For example, if you apply for fourth grade at both a traditional school and Placement Model school, and the Placement Model school places your child in third grade after testing, your child will remain accepted or waitlisted for fourth grade at the traditional school.
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 accelerated 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.