Class Placement by Age

In all QSI schools, elementary students are assigned to homeroom classes according to their birthdays. QSI classes do not use the traditional American terms of pre-school, kindergarten, first grade, fourth grade, sophomore, senior, etc. For elementary classes the terms used are four-year-old class, five-year-old class, six-year-old class, nine-year-old class, Secondary II, Secondary IV, etc., respectively.

Normally a student is assigned to the eight-year-old class if he has completed eight years before the first of November. For example, for the 1997-98 school year a student would be born in 1989 (in any month from January through October) to be automatically assigned to the eight-year-old class.

Students born in November or December would normally be placed in a class where they would tend to be the oldest students in the class. Thus a student who completes eight years of age in November or December would be placed in the seven-year-old class.

 Secondary-age students are placed into Secondary I by age (14 years old by the end of October), but some may yet be engaged in mostly elementary outcomes. Progress through the secondary levels is determined at the beginning of each school year by the number of credits attained (a minimum of 50 for Secondary II, 100 for Secondary III, and 150 for Secondary IV). A student normally in the 13-year-old class may in some cases be assigned to the Secondary I class if he or she is engaged in all secondary courses.

Initial Testing & Placement of Students in Mathematics and Literacy

  1. Testing is part of the decision for placement. To help determine a new student’s achievement levels, the following assessments may be administered:
    1. Mathematics: Measures of Academic Progress (MAP), End of Book test, or another age-level placement test.
    2. Reading: MAP, Fountas and Pinnell Benchmark Assessment (F&P), Gates MacGinitie, Developmental Reading Assessment (DRA), or Stanford English Language Proficiency (SELP).
    3. Writing Sample: Student is given a short prompt toward which to respond.
  2. Review previous school records to gain an understanding of the student’s past academic performance.
  3. Discuss with parents the academic, social, emotional, and physical development of the child. Discuss the strengths/weaknesses and individual needs of the child. 
  4. Meet with the student to determine strengths, weaknesses, interests, and needs. 
  5. Inform parents via letter when placement corresponds appropriately with the student’s age group for Mathematics and Literacy. Resource Teacher, Director of Instruction, and Director are to meet with parents and discuss placement if recommended placement does not correspond to the student’s age group.
  6. All teachers will be notified at least one day before the new student enters the school whenever possible.
  7. Literacy folders will be created by the receiving elementary teacher(s) as soon as the student is placed. The folders keep a record of a child’s progress through the elementary program, and should be passed on to the next teacher each year.
  8. Placement will be based on the best professional judgment of the school’s placement team, who will consider previous school records, testing results, and parent input. This team should consist of parents, teachers, and school administrators. The team will be flexible and willing to adjust student placement as needed. It is the responsibility of the receiving teacher and the school to meet the student’s social and emotional needs so that the student may be placed at appropriate academic levels.
  9. If adjustment in placement is necessary, it will be done as a team. A letter will follow any changes in placement recording what has taken place.
  10. If testing, classwork, and observations indicate that the student would benefit by being placed more than one class level below age, or more than two class levels above age, the parents should be involved in a discussion of the benefits and challenges of placing the child in the class that is at the child’s academic performance level. If the parents do not want the child placed in a class that is more than one year below or two years above age level, then options for instruction include:
    1. Intensive English, if the student is testing below age level in Literacy.
    2. One-on-one instruction, with parents or parents’ employer(s) covering associated costs. 
    3. Differentiated or individualized instruction within the homeroom.
    4. Other arrangements, as agreed upon by the placement team as meeting the needs of the child.