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WASL INFORMATION

District Non-Discrimination Policy

PROMOTIONS POLICIES
Fast Facts about the District's Promotion Policy

At the end of the 2003-2004 school year, Federal Way Public Schools began implementing a student promotion policy, which the school board recently updated. Under this plan, students will be promoted to the next highest grade level when they have shown they are prepared to be successful at that level. How do they do that? By showing they understand key concepts and can do certain tasks that demonstrate skills at each grade level. These concepts and skills are based on the state's standards called, "Essential Academic Learning Requirements" or EALR's. These EALR's form a foundation for the Grade Level Expectations (GLE's) for grades kindergarten through tenth grade.
1. Does this mean that students must pass a single, high-stakes test in order to be promoted? No, there are different ways students can demonstrate what they need to know and understand to be successful at the next grade level. We all have to understand that promoting students to the next grade level before they have mastered the skills necessary to be successful only guarantees they will continue to struggle.
2. What standards do our students have to meet? The district's minimum promotion requirements are based on the state standards - EALR's and GLE's. Those standards were developed as part of the state's efforts to ensure that our high school graduates are prepared to succeed in an increasingly competitive workforce. While students progress through school at varying rates, there are minimum competencies that must be mastered in each grade. For specific standards and measures, please see our website: www.fwps.org/cur/plc/ Beginning with the Class of 2008, students must pass the reading, writing and math portions of the 10th grade Washington Assessment of Student Learning (WASL) in order to graduate. The best way the district can support that goal is to make sure students are succeeding at each grade level, beginning with kindergarten.
3. Who is affected by this change? The promotion policy took effect for all students in grades 3rd through 8th. Entering 6th-grade students will need to meet minimum exit standards for reading and math in order to be promoted; entering 9th grade students will need to pass the 7th grade or 8th grade reading and math WASL, 8th grade district course assessments (DCA's) or a combination of both the WASL and the DCA's in order to be promoted to 9th grade.
4. How will I know if my child is not making adequate progress toward promotion to the next grade level? At the elementary level, this will be noted on your child's report card or progress report. In middle school, you will be receiving a letter at each grading period if your child is still at-risk of being retained. In high school, the number of credits your child earns each year will determine his or her status as a freshman, sophomore, junior or senior. * Scheduled to take full effect during the 2007-2008 school year.
5. What can I do if I have been notified that my child is not making adequate progress toward promotion? You can contact your child's principal, a counselor at the school, or an intervention specialist at any elementary, middle or high school for additional support services they can provide such as tutoring, before/after school assistance, extra support classes during the day, intersessions and/or summer school.
6. Are there any exceptions to this policy? If your child has a special need that is determined by an Individual Education Plan (IEP), a 504 plan or a Student Learning Plan to address Annual Measurable Achievement Objectives for English Language Learners, your child's program specialist or principal would be able to answer any questions you may have regarding the promotion process or decision.
7. Who makes the decision for promotion or retention? The school-based team, consisting of the principal, parent, counselor and intervention teacher, makes the final decision regarding promotion for students in kindergarten through fourth grade, sixth grade and seventh grade. This decision is based on mastery of specific skills and measurable goals.
8. How are promotion decisions made for students entering sixth grade and ninth grade? Students entering sixth and ninth grade must meet minimum exit demonstration for 5th and 8th grade in order to be promoted to middle school and high school. The decision for promotion will be based on:

Scoring 388 or higher on the reading and math sections of the 4th, 5th, 7th or 8th grade Washington Assessment of Student Learning (WASL); or
Scoring at least 80% on both the fifth grade math assessment and computation assessment
Scoring a 67% in reading on the middle school district course assessments (DCA's) and 60% on the math district course assessments
Scoring at or above these scores in any combination of DCA's and WASL
The student's portfolio will be a consideration in making any promotion/retention decision for the 2006/07 school year only, thereafter, portfolios will only be considered in the appeal process

9. What happens if my child does not meet any of these requirements? If a student does not meet any of these requirements, he or she will not be promoted. Summer school attendance will be required and an appeal to a District Review Team may be made by the student and/or parent. The appeal will consider results of summer assessments and the student's portfolio (.le of student learning) with evidence of meeting the minimum exit demonstrations. 10. Where can I see the complete promotion policy and procedures? You can go to the Federal Way Public Schools website at www.fwps.org, click "Our District," then Policy & Procedures 2000 Series (Instruction), and Policy 2421 - Student Promotion for Kindergarten Through Eighth Grade. Questions? Call your school's principal.

Hechos Breves tocante la Política de Ascención del Distrito

Al final del año escolar 2003-2004, las Escuelas Públicas Federal Way comenzaron a ejecutar una política de ascención estudiantil, la cual la dirección escolar recien puso a la fecha. Bajo este plan, se ascenderán los estudiantes al próximo nivel grado cuando han demostrado que se han preparado para tener éxito en aquel nivel. ¿Cómo lo hacen? Con demostrar que entienden conceptos claves y que pueden cumplir ciertas tareas que demuestran capacidades en cada nivel grado. Se basan estos conceptos y tareas en los estándar estatales que se llaman "Requisitos Esenciales de Aprendizaje Académico" o EALR. Estos EALR componen un fundamento para las Expectativas de Nivel Grado (GLE) para los grados desde kinder hasta diez.
1. ¿Significa esto que los estudiantes deben aprobar un solo exámen de alto riesgo para ascender? No, hay varias maneras en que los estudiantes pueden demostrar lo que necesitan saber y entender para tener éxito en el próximo nivel grado. Todos debemos entender que el ascender a estudiantes al próximo nivel grado antes de que hayan dominado las capacidades necesarias para tener éxito solo garantiza que seguirán batallando.
2. ¿Cuales estándar deben cumplir nuestros estudiantes? Los requisitos mínimos del distrito para ascender se basan en los estándar estatales-- EALR y GLE. Aquellos estándar se desarrollaron como una porción de los esfuerzos estatales para asegurar que nuestros graduados de la preparatoria se han preparado suficiente para tener éxito en un mercado de empleo cada vez más competitivo. Aunque los estudiantes varían en su progreso durante la escuela, hay competencias mínimas que se deben superar en cada grado. Para ver los estándar y medidas específicos, véase a nuestro sitio web: www.fwps.org/cur/plc/ Comenzando con la clase de 2008, los estudiantes deben aprobar las porciones de lectura, escritura y matemáticas de la Evaluación Washington de Aprendizaje Estudiantil (WASL) del grado 10 para poder graduarse. La mejor manera en que el distrito puede apoyar aquella meta es asegurar que los estudiantes tengan éxito en todo nivel grado, comenzando con el kinder.
3. ¿A quienes afectará este cambio? La política de ascención tomó efecto para todo estudiante en los grados 3 al 8. Los estudiantes que van entrando al grado 6 tendrán que cumplir los estándar mínimos de salida para la lectura y matemáticas para ascender; estudiantes entrando al grado 9 tendrán que aprobar el WASL de lectura y matemáticas para los grados 7 y 8, evaluaciones de materias del distrito (DCA) o una combinación del WASL y DCA para pasar al grado 9.
4. ¿Cómo voy a saber si mi estudiante no hace progreso adecuado para ascender al próximo nivel grado? Al grado primaria, se lo anotará a su cartilla o informe de progreso. En la secundaria, usted recibirá una carta durante cada trimestre si su niño corre riesgo de no ascender. En la preparatoria, el numero de créditos que gana su estudiante cada año determinará su estado de primer, segundo o tercer año. * Tomará efecto completo durante el año escolar 2007-2008.
5. ¿Qué puedo hacer si se me ha avisado que mi estudiante no hace progreso adecuado para ascender? Usted puede contactarle al director de su niño, un consejero en la escuela o un especialista de intervención en cualquier escuela primaria, secundaria o preparatoria para servicios de apoyo adicionales que puedan proporcionar, como por ejemplo tutelaje, ayuda antes o despues de la escuela, clase extras de apoyo durante el día, intercesiones y/o escuela de verano.
6. ¿Hay cualquier excepción a esta política? Si su niño tiene una necesidad especial que se ha determinado mediante un Plan Individualizado de Educación (IEP), un plan 504 o un Plan de Aprendizaje Estudiantil para dirigirse a Objetivos Anuales de Logro Mensurable para Estudiantes del Idioma Inglés, el especialista del programa de su niño o el director podría contestar cualquier pregunta que usted tiene concerniente al proceso o decisión de ascención.
7. ¿Quién toma la decisión de ascender o no ascender? El equipo basado en la escuela, que consiste en el director, padres, consejero y maestro de intervención, toma la decisión final tocante la ascención para estudiantes de los grados kinder al cuatro, sexto y séptimo grados. Se basa la decisión en el superar capacidades específicas y metas mensurables.
8. ¿Cómo se toma decisiones de ascenso para los estudiantes entrando en los grados seis y nueve? Los estudiantes entrando en los grados seis y nueve deben cumplir demostración mínima de salida para los grados 5 y 8 para avanzar a la secundaria y preparatioria. Se basará la decisión de ascenso en: n Lograr 388 o más en las secciones de lectura y matemáticas de la Evaluación de Aprendizaje Estudiantil de Washington (WASL) de los grados 4, 5, 7 o 8.; o n Lograr por lo menos 80% en la evaluación de matemáticas y computación para el grado cinco n Lograr el 67% en las Evaluaciones de Materias del Distrito (DCA) para la escuela secundaria y el 60% en las evaluaciones de materias del distrito de matemáticas n Lograr a estos niveles o más en cualquier combinación de DCA y WASL n Se tomará en cuenta el portafolio del estudiante en tomar cualquier decisión de ascenso/retención solo para el año escolar 2006/7; a continuación solo se considerará a los portafolios durante el proceso de apelación 9. ¿Qué pasa si mi niño no cumple ninguno de estos requisitos? Si un estudiante no cumple cualquier de estos requisitos, no ascenderá. Se le requerirá que asista a escuela del verano y tambien se puede hacer una apelación de parte del estudiante y/o padre al Equipo de Revisión del Distrito. La apelación tomará en cuenta los resultados de evaluaciones de verano y el portafolio del estudiante (i.e de aprendizaje estudiantil) con evidencia de haber cumplido las demostraciones mínimas de salida. 10. ¿Dónde puedo revisar la política y procedimientos completos de ascención? Usted puede referirse al sitio web al www.fwps.org, haga click en "Our District," luego Policy & Procedures 2000 Series (Instruction), y Policy 2421 - Student Promotion for Kindergarten Through Eighth Grade. Si hay preguntas, sírvase llamar al director de su escuela.

Safety is always a concern. Please consider the following in keeping your children safe:
TEACH your children.
- Set boundaries about places they may go, people they may see, and things they may do.
- Reinforce the importance of the "buddy system."
- It's OK to say NO - tell your children to trust their instincts.
Get INVOLVED.
- Know where your children are at all times.
- Your children should check in with you if there is a change in plans.
- There is no substitute for your attention and supervision.
PRACTICE safety skills with your child.

Safety At Home: From the National Criminal Justice Resource Service:
- Children should know their full name, home phone number and how to use the telephone. Post your contact information where your children will see it: office phone number, cell phone, pager, etc.
- Children should have a trusted adult to call if they're scared or have an emergency.
- Choose babysitters with care.
- Make sure doors and windows lock securely, and that children keep them locked when home alone.

Safety In the Neighborhood:
- Make a list with your children of their neighborhood boundaries, choosing significant landmarks.
- Interact regularly with your neighbors. Tell your children whose homes they are allowed to visit.
- Don't drop your children off alone at malls, movie theatres, video arcades, or parks.
- Teach your children that adults should not approach children for help or directions.
- Never leave children unattended in an automobile.
- Children should never go anywhere with anyone without getting your permission first.

Safety At School:
- Be careful when you put your child's name on clothing, backpacks, etc. If a child's name is visible, it may put them on a "first name" basis with an abductor.
- Walk the route to and from school with your children, pointing out landmarks and safe places to go if they're being followed or need help.

Safety Tips Between Home and School for kids:
- If possible travel with a friend - a group is even better.
- Stay alert.
- Keep both hands free and don't weigh yourself down with lots of heavy bags - you need to be able to move easily.
- Trust your instincts - if you have a 'funny feeling' about someone or something, don't ignore it, act on it straight away.
- Avoid danger spots like brushy areas, badly lit areas or anywhere where you do not have good all round vision.
- Walk in the middle of the sidewalk.
- Think about your route home. Where would be a safe place to go if something went wrong?
- Have your keys ready so you can get into your home quickly.

 LEVEL ONE BEHAVIOR PROBLEMS