Placement Process

The district uses two valid and reliable data sources to inform placement decisions: MAP Growth and the Kansas Assessment.  Each assessment is weighted to reflect (1) how recently the assessment was given and (2) the ability for students to improve their performance on the assessment.  By the winter window, students would have had two opportunities to show progress on MAP, while the Kansas Assessment is given once per year.  Grade 5 data is used for the Kansas Assessment because of enrollment process deadlines.

For each of the data sources, a point value is assigned according to the rubric below.

The total score earned per student is then used to place students in the courses according to the table below.

Course placement decisions are then communicated to students and parents.  Students are automatically enrolled in the highest level course for which they are eligible.

Students with an identified exceptionality and resulting Individual Education Plan (IEP), especially in the area of Giftedness, tend to show a propensity for acceleration and benefit from acceleration.  Prior to a case manager developing a Course of Study, please apply the placement principles within this document.

According to Board Policy, it is the purview of building principals to place students in courses based on academic performance and student needs (JBC-9).  We encourage parents to carefully consider this data and seek out clarification from building-level teachers and administrators where it is necessary.  If, after careful consideration, a parent or guardian disagrees with the placement decision,

• Parents wishing to opt their students out of the higher placement must contact the school by the deadline provided in the parent communication to request a schedule change.

• Because our placement criteria is designed to invite as many students as possible while ensuring they are well prepared, and it uses research validated and reliable data points to make recommendations, we do not support unrecommended higher level placements.  USD 437 Board Policy JBC-9 outlines the process parents may use to appeal placement decisions.

Auburn-Washburn USD 437 seeks to inspire, challenge, and prepare every student, every day, and that means that we want all students to be successful in their recommended math course placements.  However, even in spite of our best efforts to match student skillsets with the appropriate level of challenge, math course placements are not always successful.  We will engage in the following processes to ensure student success:

• Positively encourage students to attempt their highest recommended placements;

• Monitor grades weekly in accelerated classes;

• Provide strategies and supports for organization, time management, self-advocacy, and self-monitoring;

• Partner with parents to support student learning in a challenging environment; and

• Administer at least one unit assessment within the first five weeks of class and at least two unit assessments within the first nine weeks of class.

We will provide an ongoing review of student progress and may recommend movement to a more appropriate level math course. Students will need to maintain an 80% average on math assessments and are limited to one retake per quarter.  If a student drops below an 80% average and requires more than one retake per quarter, the recommendation will be to move that student to a more appropriate course.  This change, if needed, will allow the student to engage with the new course at a point where they will be able to review needed concepts to better support their sustained math success.