Acceleration
Keeping a child who can do sixth-grade work in a second-grade classroom is not saving that student's childhood but is instead robbing that child of the desire to learn. – Ellen Winner
Grade acceleration shall be considered only in rare and extreme cases. Teachers are urged to utilize methods and materials of instruction, which broaden the interests, achievements of those students who are academically superior and use acceleration only in an extraordinary situation.
What conditions must be met for a student to be considered for grade and subject acceleration in grades k-8?
Students in grade K-8 may be accelerated to another grade if the following conditions are met:
Current classroom performance indicates mastery of the material in the current grade level.
The student demonstrates mastery of the grade to be skipped by scoring 90 percent or higher on standardized tests for reading, writing, math, science and social studies for that grade level. (For example, a student accelerating from second grade to fourth grade would need to demonstrate mastery of third grade subjects through testing) or the student performs at the 75th percentile or higher on a norm referenced administered for two grade levels above the student’s current grade.
The social and emotional development of the student would not be harmed by the acceleration.
The parents or guardians and the student desire acceleration.
The principal, gifted coordinator and teacher(s) from the current school agree that acceleration is in the student’s best interest.
If the acceleration requires a building change, the receiving school must be included in the process.
How do I initiate the process for whole grade or subject acceleration?
Submit in writing an inquiry to the building principal by the first day of the second quarter for a mid-year acceleration or the first day of the fourth quarter for a beginning of year acceleration. This allows the acceleration team enough time to collect data and make an informed decision.
