STARMONT COMMUNITY SCHOOL DISTRICT
Educational Program
Policy Title: Student Acceleration Code No. 602.10
The District is committed to excellence and equitable services for all students. The District believes that the best way to achieve these goals is through differentiated educational opportunities based on each student’s unique cognitive and affective needs.
Acceleration provides an adjustable pace of instruction that is realistic and desirable for students with advanced capabilities; provides an appropriate level of challenge; and can reduce the time period necessary for students to complete required coursework. Instructional enrichment opportunities provide desirable practices for exceptionally talented students, although there are situations in which such modifications are insufficient. Thus, personal adaptations such as grade-based and content-based acceleration may better serve eligible students.
Date of Adoption:
02/11/91
Legal Reference: (Iowa Code)
Date of Review:
03/12/12
Related Administrative Rules & Regulations:
First Draft 11-16-11
Revision 12-14-11
Acceleration Policy and Procedures
The Starmont Community School Board is committed to excellence and equitable services for all students. We believe that the best way to achieve these goals is through differentiated educational opportunities based on each student’s unique cognitive and affective needs.
Acceleration provides and adjusts the pace of instruction that is realistic and desirable for the gifted and talented student’s capabilities. This instruction provides an appropriate level of challenge, and can reduce the time period necessary for students to complete required coursework. Instructional enrichment opportunities provide desirable practices for exceptionally talented students, although there are situations in which such modifications are insufficient. Thus, personal adaptations such as grade-based and content-based acceleration may need to be considered.
Acceleration Guidelines
Acceleration is an intervention that moves students through an educational program at a faster rate or a more complex level. That means matching the level, complexity, and pace of the curriculum to the readiness and motivation of a student. Academically gifted students are often times excellent candidates for acceleration, and often these students are overlooked in our schools.
“When we tell ourselves that our brightest students would not benefit from acceleration, we deceive ourselves, our students and the nation.” (A Nation Deceived, 2009)
Criteria
"Children and youth with outstanding talent who perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment."
- US Department of Education, 1993.
http://www.nsgt.org/articles/index.asp
A student will be considered for acceleration if:
Student is an advanced student.
Student scores 90% or above on ITBS/ITED test or other district standardized measure.
Student coursework represents above average potential.
Student is intrinsically motivated and persistent to succeed.
1. INITIATION
Referral for consideration of acceleration may be initiated by any of the following:
Administrator
Classroom teacher
Gifted Education Specialist / Coordinator
Counselor
Parent/Guardian
Student
A Request for Acceleration Form must be received. The form is to be returned to the Gifted Education Specialist. For high school students the form must be received within the time frame required to enroll in PSEO/AP coursework.
2. FACT FINDING
The Gifted Education Specialist will gather initial data using a comprehensive evaluation, such as the Iowa Acceleration Scale, which includes some or all of the following:
· Assessment of student academic achievements
· Assessment of ability (ITBS/MAP/Accuplacer)
· Assessment of aptitude (CogAT)
· Student interview
· Teacher interview
· Parent/guardian interview
· School administration/support staff interview
If after the fact finding process has been completed, we feel the best solution will be classroom differentiation, the acceleration process will be stopped. The Gifted Education Specialist and the classroom teacher will collaborate to provide necessary differentiation for this student.
3. INITIAL ACCELERATION COMMITTEE MEETING
The committee will include:
· Building administrator
· Classroom Teacher
· Parent/guardian
· Gifted Education Specialist/Coordinator
The committee may include:
· Counselor
· School support staff
· Student
The results of the comprehensive evaluation will be shared and discussed. The committee will determine if additional data is needed. Acceleration options will be outlined and the most appropriate potential acceleration option(s) will be identified by the committee. These options may include:
· Grade-based acceleration
· Self-paced instruction
· Subject-matter acceleration
· Curriculum compacting
· Independent Study
· Correspondence courses
· Early graduation
· Concurrent/dual enrollment
· Advanced placement
· Credit by examination
Credit by Examination
“Credit by exam” opportunities exist in core classes when mastery is demonstrated.
A list of essential skills and concepts covered on the examination will be available to students who are interested in pursuing this option.
Demonstration of mastery:
· Each content area will require different methods of assessment for students to demonstrate mastery and achievement for particular courses. These assessments may include, but are not limited to, semester exams, writing portfolios, research projects, lab activities, and speeches.
· In order to successfully accelerate or to “test out”, the student must perform at an A (90 percentile) level or better to advance to the next level course.
· A committee of teachers representing each department will review the respective assessments and will inform the student and the principal of the outcome.
· Upon demonstrating mastery of concepts and skills according to Iowa Core, the student will receive a grade of an “A” on his or her transcript and the appropriate unit of credit for the course.
4. DETERMINATION OF SERVICES MEETING
· The administration and teacher(s) will be invited to attend. Any follow-up data will be shared. The committee will determine which, if any, services are appropriate to meet the student’s individual needs.
· An Acceleration Plan will be developed, and a timeline for delivery of services will be outlined. The Written Acceleration Plan will include a timeline for transition, a description of the placement and growth goal as well as a plan and schedule for monitoring the student’s progress. All acceleration programming will be on a trial basis of four weeks/midterm. Allowing for an adjustment period, an accelerated student ought to perform within the top 10%, if not, the acceleration needs to be re-evaluated.
NOTE- If acceleration is not recommended, a student’s PEP could document services that are provided.
A summary of the acceleration identification process and a copy of the Written Acceleration Plan must be placed in the student’s cumulative folder. The final legal authority for this decision will be the current building principal.
A parent/guardian may appeal the decision using the board policy guidelines of the district for student grievance (502.4)
5. FOLLOW UP
The acceleration committee will hold a follow-up conference to be held after five weeks following the placement for the purpose of assessing the student’s progress. The committee will recommend one of the following:
· that the student continue in the current placement
· that the student be returned to the previous placement with enrichment
· that the student be moved to a more accelerated placement.
Acceleration Options
Grade-based Acceleration: The student is moved ahead of normal grade placement. This may be done during an academic year or at the end of the year.
Content-based Acceleration: The student is place for a part of the day with students at more advanced grade levels for one or more subjects without being assigned to a higher grade. This may involve a student moving between buildings daily or weekly. In this case, teams from both buildings need to plan appropriate programming. The district will assume any transportation needs.
Curriculum Compacting: The regular curriculum of any or all subjects is tailored to the specific needs of a student. Through the use of pretests, the students’ previously mastered skills and content are determined and instruction focuses only on mastery of deficient areas resulting in reduced amounts of drill and review. The time saved may be used to move faster through the curriculum or to pursue alternate activities.
Self-paced Instruction: Self-paced instruction is any kind of instruction that proceeds based on learner response.
Independent Study: The purpose of independent study is to provide an alternative education program and setting for students.
Correspondence/Online Courses: Both of these options are ways of doing distance education if you cannot attend classes in person. Correspondence courses require a mailing address. Online courses require a computer and internet access.
Early Graduation: Students have the option of graduating from high school before their classmates in the same grade.
Credit by Examination: Credit by exam opportunities allow you to earn course credit by taking various exams.
Concurrent/Dual Enrollment: A student attends classes in more than one building level during the school year. (e.g. high school for part of the day and junior high school for the remainder)
Post-secondary Enrollment: The student, after successfully completing all coursework in a subject offered by the district, enrolls in classes at a post-secondary institution while still attending high school.
Advanced Placement: The student takes courses with advanced or accelerated content (usually at the secondary level) in order to receive credit for college-level work upon successful completion of the AP exam.
Mentorships: The student is placed with a subject matter expert or professional to further a specific interest or proficiency, which cannot be provided for within the regular educational setting.
Note: Acceleration options are not limited to the above program.
Created by: Judy Twetten, Rhonda Vobr, Julie Frieden, Tracy Grimes, Kathleen Sweet, & Kristin Kriener with the help of Ames CSD, Marshalltown CSD, and Tipton CSD
Colangelo, N., Assouline, S. G., & Gross, M. U. (2004). A nation deceived: how schools hold back America's brightest students. Iowa City, Iowa: Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development, University of Iowa.
Assouline, S. G. (1998). Iowa Acceleration Scale manual: a guide for whole-grade acceleration K-8. Scottsdale, AZ: Gifted Psychology Press.