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Madison Metropolitan School District

MMSD On-Track to Graduation Plan

Approved by the Board of Education on July 24, 2023


In accordance with state statutes and Department of Public Instruction (DPI) regulations the Board of Education must establish a process for identifying students at-risk of not graduating from high school and, annually, develop a plan for meeting the needs of those students in order to better prepare them for successful graduation. MMSD rejects the state statute title of “at risk of not graduating plan” as it is deficit based and unproductive. We have renamed our plan as the “On- Track to Graduation plan.” Despite the renaming, this plan is in compliance with all state statutes

This plan sets forth the means by which the District will identify students for inclusion in the on-track to graduation plan and provide them with what they need in order to thrive and be successful in MMSD, which is inclusive of appropriate and adequate academic and social-emotional supports and intervention in order to obtain their high school diploma and successfully graduate college, career and community ready. This plan also includes strategies for parental notification and involvement.

Vision for MMSD

Every school will be a thriving school that prepares every student to graduate from high school college, career and community ready.

Identifying a Student for Inclusion in our On-Track to Graduation Plan

Pursuant to Wisconsin State Stat. sec. 118.153(1), students who need personalized graduation plans are students in grades 5 to 12 who withdrew prior to completing high school or are two or more of the following:

  • Behind their age group in the number of high school credits attained
    A student shall be determined to be behind in his/her age group in the number of high school credits attained if the student is 2 or more semesters behind in credits or 2 or more quarters behind, depending on type of high school schedule.

  • Two or more years behind their age group in basic skill levels
    A student shall be determined to be behind two or more years than his/her age group in basic skill levels in Math and/or Reading if he/she falls into the lowest score range on the state- mandated assessment in Math and/or Reading.

  • Habitual truants, as defined in §118.16(1)(a)
    A student shall be determined to be “habitually truant” if he/she missed all or part of five days in a semester without an acceptable excuse.

  • Parents (teen parents; male and female and pregnant teens)

  • Adjudicated delinquents
    A student is determined to have been adjudicated a delinquent based on reports received from the court system.

  • 8th grade student who falls into the bottom range in all subject areas on the state-mandated assessment of knowledge and concepts, 8th grade pupils who failed the state-mandated assessment of knowledge and concepts and 8th grade students who failed to be promoted to the 9th grade

School-based teams shall consider the above factors, at least annually, for all MMSD students in grades five through twelve.

If a team determines that a student is a student needs a personalized plan for graduation, the team shall initiate the process to provide written notice to the student’s parent/guardian. The written notice, as required by PI 25.04(5), shall include the following:

  1. The name and telephone number of a person the parent or pupil can contact regarding the school district’s children at risk plan or program.

  2. A description of the district’s plan.

  3. A statement that the pupil is eligible to be enrolled under the district plan to serve children at risk.

  4. A description of the programs available and how the pupil may participate in a specific program if more than one program is offered as part of the district plan.

  5. A statement to inform the parent that he or she may select one or more programs in which the pupil may be enrolled, if the pupil meets the prerequisites for the specific program requested.

  6. Describe the procedure for requesting that the pupil be enrolled in the specific at-risk program selected by the parent. The request shall be in writing or be given verbally to the person responsible for enrolling the pupil in the program. This person shall record the date and time of a verbal request and whether this request was made in person or by phone.

  7. Identify the process that a parent may use if the parent disagrees with the planned services.

Parent Notification Letter

In MMSD, we combine our state-mandated notification for grades 5 - 12 with other district notification procedures (e.g., non-promotion in 8th grade), to the extent possible.

Multi-Tiered System of Supports

The MMSD, consistent with DPI’s philosophy of providing a multi-level system of supports, provides students access to a multi-tiered system of supports (MTSS). MTSS in MMSD is the integration of evidence-based instruction, intervention, and assessment to address the full range of student academic, social-emotional, and behavioral needs present in today’s classroom. In MTSS, the needs of all learners are identified and supported early through increasing levels of instructional time and intensity. By using performance data and monitoring learning rates and social-emotional-behavioral development of students, schools make important instructional decisions to meet the needs of ALL of our learners (e.g., students from different backgrounds, levels of language proficiency, and levels of attainment). MTSS is a key part of the broader MMSD strategic framework to support all learners and ensure equitable access to a robust, high-quality education. MTSS provides the structure for the MMSD community to prioritize the academic and behavioral instructional needs of all students, including our students who need a personalized plan for graduation, our Students with Disabilities (SWDs), students with advanced learning needs, and English Language (EL) and Bilingual Learners.

In a multi -tiered system of instruction and support, teachers provide quality instruction with increasing intensity that are universally designed, differentiated, culturally and linguistically responsive, and aligned to grade-level content standards. MTSS is a framework that provides for equitable access to high-quality, grade-level academic and behavioral instruction and supports for all students. The below graphic illustrates the intensity of supports offered to all students, including those students who need a personalized plan for graduation.

Multi-Tiered Framework for Instruction and Intervention

Tier 3 (Few Students)

  • Individualized Interventions
  • For students with the highest levels of need, highly-targeted and individualized academic and behavior strategies provide more intensive intervention and monitoring
  • Progress monitoring occurs weekly

Tier 2 (Some Students)

  • For students whose needs are not meet through universal, differentiated instruction and supports
  • Targeted evidence based interventions designed to meet specific need identified through a data based decision making process
  • Progress monitoring is key component and occurs bi-weekly

Tier 1 (All Students)

  • Universal Core Curriculum and Instruction: Curriculum designed and implemented to meet the needs of all students including ELLs and bilingual learners, advanced learners and students with diasiblities
  • Positive Learning Climate
  • Promote social and emotional development through explicit curricula, along with integrated instructional practices

Pre-K – Grade 4 - Prevention
Programs and Supports Available for Students

Potential Indicators:

The state does not provide criteria for students in grades 4K through 4, however, some of the following common factors in students’ lives from 4K through 4th grade may be potential indicators that signal the need for a plan of support.

  • Chronic/severe behavior problems

  • Academic delay in reading and/or math

  • Habitual truancy (absent from school without an acceptable excuse for part or all of five or more days on which school is held during a school semester

  • Any adverse childhood experience as perceived by the child

Programs and Services to Support Individual Student Achievement and Success in School

Within our elementary schools, there are a variety of supports available to encourage student success and meet individual learning needs so as to prevent future difficulties. MMSD provides a wide range of quality options to all students regardless of label or status. These supports are monitored on a regular basis to ensure that a student is making progress and reaching goals.

Below is a sample of supports offered to 4K - Grade 4 students to prevent them from needing a personalized graduation plan. A comprehensive list and guidance for supports and interventions can be found in the MMSD Intervention toolkit.

Non-Exhaustive List of Supports and Interventions – Grade 4K-5

  • Half or Full Day 4K

  • Evidence based math and reading curriculum

  • Systematic use of reading and math screening data to identify students for support early

  • Summer Semester

  • Math interventions

  • Reading interventions

  • Attendance interventions

  • Behavioral interventions

  • Small group interventions for social-emotional-behavioral concerns

  • Restorative response (peer groups, conversation, circle

  • Intensive Support Team (IST) services

Grades 5 - 12 - Intervention
Programs and Supports Available for Students in Need of Personalized Graduation Plan

As set forth above, identification occurs through an annual process upon review of state identified factors for determining a student’s graduation status. Once identified, school teams work with families/guardians and students to design and implement a plan of support. This process occurs in the Student Supports and Intervention Team within the context of the Individualized Education Plan (IEP) team if the student has an IEP, or within the context of an Individualized Language Plan (ILP) for English Language Learners. Interventions are documented in a student information system and reviewed every 6-10 weeks by the appropriate team to ensure responsiveness to the intervention.

It should be noted that these plans intersect with other systems of support within our schools. Information regarding the student’s own future interests and aspirations as noted through the Academic and Career Planning (ACP) process beginning in 6th grade should be utilized to inform this plan. The personalized graduation plan in turn will be a vital component informing the student’s post-secondary planning.

Non-Exhaustive List of Interventions and Programs - Grade 5 - 12

  • Summer Semester

  • Math interventions

  • Reading interventions

  • Attendance interventions

  • Small group interventions for social-emotional needs

  • Behavioral interventions

  • Alcohol and Other Drug Abuse (AODA) supports

  • Community-supported interventions

  • Intensive family/school collaboration

  • Personalized scheduling

  • Intensive Support Team (IST) services

  • Restorative responses

  • Credit attainment monitoring to track progress toward graduation (credit checks) and written communication with students and parents annually

  • Referrals to credit recovery, summer semester or other learning opportunity to support meeting graduation requirements

  • Alternative Completion Options

  • Extended graduation timeline *

* The extended graduation timeline serves students needing additional time beyond the recommended four years toward completion (e.g., newly enrolled students who are ELL, students who have not met graduation requirements). The extended graduation timeline option decision is a collaborative process involving relevant data evaluations, communication with student, family, and other school support staff. Students who receive Special Education services may be entitled to continued services, supports and programming through the end of the school year during which they turn 21, or until they have earned a high school diploma, or met the goals outlined in their Postsecondary Transition Plan, as determined by the IEP team.

Evaluation of the On-Track to Graduation Plan

The District will use established methods to monitor and evaluate academic, social-emotional, and behavioral programs. Additionally, alternative schools and programs will be monitored using established data-review protocols including, but not limited to, the School Improvement Planning (SIP) process. District- wide and building-level data related to graduation rates, student achievement and attendance will also be monitored on an ongoing basis with particular attention paid to the outcomes for students identified as in need of a personalized graduation plan with the goal of reducing the percentage of students who meet the state definition outlined in 118.153(1). Existing data review tools and protocols, such as 9th Grade on Track, annual credit attainment, and the Early Warning System, will be leveraged for this purpose.

In accordance with State Statute sec. 118.153(2), the Board of Education shall review and approve this Plan annually by August 15.

Timelines and Responsibilities

Below is a school level implementation timeline of actions by month associated with supporting students in need of a personalized graduation plan.

July-August August - September Mid-Sept. September- December Oct. - End of Year
  • Run Student Report
  • Outreach Calls
  • Monitor student report for current and active students, including newly enrolled students
  • Assign Points of Contact per school
  • Outreach
  • Mail Notification Letters to Families
  • Continue Outreach
  • Identify Gaps in Existing Support Plans - prioritize these students for planning meetings
  • Connections with Students/Family
  • Student Support Planning Meetings
  • Document Plans
  • Implement Plan (provide supports/ interventions)
  • Monitor & Refine Plan
  • Continue to Document
  • Summer Supports & Transition Planning

District Office Support for School Implementation

The MMSD district office generates and provides the list of students who are identified as needing a personalized graduation plan at the end of July or early-August, depending on data availability. This list is updated and maintained through the year in our Student Information Systems and Data Warehouse. The department of Assessment and Learning Supports provides communication and implementation support to school points of contacts throughout the year. Other Teaching and Learning departments support schools in monitoring more formative data (e.g., credit attainment in real time), understanding what supports are available and needed based on the data and providing the necessary training and work to support schools with matching intervention to student need. Associate Superintendents support leaders and school-based leadership teams in reviewing and monitoring student progress in the context of other practices, processes, and systems.