PI 8.01(2)(q)1.1. Each school district board shall establish specific criteria and a systematic procedure to measure the performance of licensed school personnel. The written evaluation shall be based on a board adopted position description, including job related activities, and shall include observation of the individual’s performance as part of the evaluation data. Evaluation of licensed school personnel shall occur during the first year of employment and at least every third year thereafter.

PI 8.01(2)(q)2.2. The school district board shall ensure that evaluations, including those for purposes of discipline, job retention or promotion, shall be performed by persons who have the training, knowledge and skills necessary to evaluate professional school personnel. The school district board shall be responsible for the evaluation of the school district administrator under this subdivision.

PI 8.01(2)(r)1.1. The department shall develop a standardized reading test for pupils in grade 3. The department shall annually provide the test to all school district boards and score and report the results. Each school district board shall annually administer the test to all pupils in the school district enrolled in grade 3. Standardized refers to test objectives and items, test related materials, test administration procedures, the testing schedule, and the scoring and reporting procedures and formats. The department shall provide guidelines to assist school districts in testing and excluding from testing pupils with special needs, including pupils with exceptional educational needs under subch. V of ch. 115, Stats., and pupils with limited English proficiency under subch. VII of ch. 115, Stats. Each school district shall develop and adopt a district policy related to the testing and exclusion from testing of pupils with exceptional educational needs under subch. V of ch. 115, Stats., and pupils with limited English proficiency under subch. VII of ch. 115, Stats.

PI 8.01(2)(r)2.2. The department shall report each school district’s test results, for the school district and for each school in the district, to the school district board.

PI 8.01(2)(r)3.3. The department shall report aggregate statewide pupil achievement data to each school district for the purpose of local evaluation of school district test performance in relation to statewide performance.

PI 8.01(2)(r)4.4. The department shall establish achievement performance standards and shall report the achievement level to each school district board in relation to the standards.

PI 8.01(2)(s)1.b.b. The school district board may exempt a pupil enrolled in a special education program under subch. V of ch. 115, Stats., or a pupil with limited English proficiency under subch. VII of ch. 115, Stats., from taking a test under this subdivision, as specified under ch. PI 13.

PI 8.01(2)(s)2.b.b. The department shall provide guidelines to assist school districts in testing and excluding from testing under subpar. a pupils with special needs, including pupils with exceptional educational needs under subch. V of ch. 115, Stats., and pupils with limited English proficiency under subch. VII of ch. 115, Stats.

PI 8.01(2)(s)3.3. Each school district shall develop and adopt a district policy related to the testing and exclusion from testing of pupils with exceptional educational needs under subch. V of ch. 115, Stats., and pupils with limited English proficiency under subch. VII of ch. 115, Stats.

PI 8.01(2)(t)1.1. In this paragraph:

PI 8.01(2)(t)2.2. Each school district board shall establish a plan and designate a person to coordinate the gifted and talented program. Gifted and talented pupils shall be identified as required in s. 118.35 (1), Stats. This identification shall occur in kindergarten through grade 12 in general intellectual, specific academic, leadership, creativity, and visual and performing arts. A pupil may be identified as gifted or talented in one or more of the categories under s. 118.35 (1), Stats. The identification process shall result in a pupil profile based on multiple measures, including but not limited to standardized test data, nominations, rating scales or inventories, products, portfolios, and demonstrated performance. Identification tools shall be appropriate for the specific purpose for which they are being employed. The identification process and tools shall be responsive to factors such as, but not limited to, pupils’ economic conditions, race, gender, culture, native language, developmental differences, and identified disabilities as described under subch. V of ch. 115, Stats. The school district board shall provide access, without charge for tuition, to appropriate programming for pupils identified as gifted or talented as required under ss. 118.35 (3) and 121.02 (1) (t), Stats. The school district board shall provide an opportunity for parental participation in the identification and resultant programming.

PI 8.01(2)(v)(v) Instruction on the Holocaust and other genocides. Each school district board shall comply with s. 121.02 (1) (L) 8. b., Stats., by including, as a part of the social studies curriculum, instruction on the Holocaust and other genocides at least once in grades 5 to 8 and at least once in grades 9 to 12.

PI 8.01(3)(a)(a) A school district board may request that the state superintendent approve a plan for alternative compliance with any of the school district standards under sub. (2). A school district requesting approval of alternative compliance under this subsection shall submit a written request to the state superintendent by September 1, if the alternative compliance plan is to be implemented during the spring semester; by March 1, if the alternative compliance plan is to be implemented during the fall semester. The request shall include all of the following information, as appropriate: