Academic Acceleration Policy

Academic Acceleration Policy
Grade-Based Acceleration

(Much of the information for this policy has been taken from the Guidelines for Developing an Academic Acceleration Policy published in November of 2009 by the Institute for Research and Policy on Acceleration.)

As part of its PK-12 educational program, the Pleasant Valley School District serves a broad continuum of learners.  By defined intent, its mission is to: “to prepare students to succeed in a diverse, global society by providing superior quality opportunities in a safe environment for each student to become a life-long learner and by continuously improving and customizing the educational experience.” Upon occasion, in order to customize the educational experience for some students, it becomes necessary to accelerate the process.  The ensuing policy was developed to provide a consistent set of procedures to follow for making decisions relative to grade-based acceleration. 

Definition of Acceleration Terminology 

Acceleration – Progress through an education program at rates faster or at ages younger than conventional (Pressey, 1949) 

Grade-based acceleration – This type of acceleration typically shortens the number of years a student spends in the K-12 system by such mechanisms as early admission to school, whole grade acceleration, early graduation, and others 

Early admission to kindergarten – Students enter kindergarten prior to achieving the minimum age for school entry as set by state policy. In the state of Iowa, and by state law, early admission to kindergarten is not permissible.  Further, students must have reached the age of six by September 15 of any given year to be enrolled in first grade.

Operating Principles for Grade-Based Acceleration

1. Accelerated students should be expected to achieve, relative to their new grade peers, at a high level that is generally comparable to their performance in the previous grade.  Such students are typically among the top 10% in a class, and they should be expected to remain in the top 10% throughout their academic careers. (Assouline, et al, 2009)

2. Acceleration should either have a positive impact on social and behavioral adjustment or maintain the student’s same level of (appropriate) social and behavioral adjustment.  Acceleration should not negatively impact social and behavioral adjustment.

3. Decisions about grade-based acceleration should be based upon a thorough, team-based review of the factors relevant to acceleration.

4. Consideration for grade-based acceleration and invoking the referral and selection process are an initial step and do not dictate the outcome.

Elements of an Acceleration Policy

The recommended elements of an acceleration policy can be categorized into three areas:  referral and screening, assessment and decision-making and planning.

Referral and Screening

• Students being considered for grade-based acceleration must be referred to the building administrator as the first step in the process.  The referral can be made by a teacher, a parent, a school counselor, the student and/or other school personnel with appropriate knowledge of the student in question.  In order for the referral to move forward in the process, it must be accompanied by one or more of the following:

  • Scores at the 98%ile or above on an individual intelligence test (Stanford Binet, Wechsler, Kaufman Anderson, or any recognized test for measuring intelligence

  • Evidence of academic functioning two to three years beyond the student’s age peers.  In terms of standardized achievement testing, this would be manifested with scores at/above the 98%ile

  • Performance of tasks well above age peers in such areas as problem-solving, writing, vocabulary, and/or expressive arts (art, music, drama)

  • References (at least two) from child care workers, pediatricians, preschool teachers, or others having direct knowledge of the student and describing levels of precocious behavior

• Upon receipt of the request for consideration of acceleration with the appropriate evidence substantiating the referral, the building administrator will gather school personnel to review the existing information and the curricular modifications currently in place.

• With substantive evidence for consideration of acceleration, and the conditions stated in the critical items checklist of the Iowa Acceleration Scale addressed, the building principal will convene the members of the child study team.

• Members of the child study team will include the following:

  • Building administrator

  • Parents or guardians

  • Current teacher

  • Talented and gifted teacher or proxy

  • School Counselor

  • An “above grade level” teacher

• The child study team will review the available student information and make a determination of the next step in the process.  Possible steps might include:

  • continued monitoring of student performance

  • continued implementation/revision of classroom modifications

  • student observation by other educational professionals

  • specific information gathering

  • systematic assessment for grade-based acceleration

• If the decision is made to proceed with the systematic assessment for grade-based acceleration, it is done with the parent’s approval and understanding in writing (see approval form) that embarking in the process is not a guarantee for grade-based acceleration.  It is a process instituted to gather additional information about a particular student to make appropriate educational decisions for that student.

• At this point, if developmentally appropriate, the student being considered for acceleration is given an explanation of the process.  If, after a clear explanation of the advantages and disadvantages of acceleration, the student expresses a lack of desire to proceed, the process should be discontinued.

Assessment and Decision-making

• Under the guidance and direction of the talented and gifted teacher (or proxy) on the child study team, the Iowa Acceleration Scale, third edition (IAS-3) will be completed on the student.  This applies to a student in grades K-8.  The Iowa Acceleration Scale is a guidance tool that incorporates input from parents, teachers, and the student and is a helpful instrument in guiding the decision-making process.  While it is a useful tool, going through the Iowa Acceleration Scale does not mean that a child is necessarily destined to be accelerated.  At the high school level, end of course assessments will be administered to determine appropriate credits to award and the subsequent course sequence for the student to complete.

• As a result of the decision to move forward with the use of the Iowa Acceleration Scale, further assessments may need to be completed to provide the required data necessary to complete the decision-making process.

• Based upon the additional testing to be completed, a timeline for sharing the information will be developed.  The timeline will not exceed 45 calendar days from the time parental approval was given.

• Within the time specified, a meeting of the child study team will be convened for the purpose of sharing the information gathered and for making a determination to support/refute grade-based acceleration.  This decision will be made according to the guidelines suggested by the Iowa Acceleration Scale. A written statement will substantiate the decision and rationale of the child study team.  A copy of the written statement will be made available to the parents and a copy placed into the student’s cumulative record folder.

• Students who are not recommended for whole grade acceleration based upon the assessment may be considered for content modifications in one or more subject areas.

Planning

• Based upon a decision to move forward with the grade-based acceleration, the child study team should establish a timeline for the transition process and identify a team member (not the parents) to oversee its implementation.

• Any logistics or details of operationalizing the acceleration need to be agreed upon by all parties involved (informing other students, procuring supplies, changing school records, etc.)

• The child study team should establish a designated transition period for the placement.  During this time, the parent or guardian may request, in writing, discontinuation of the acceleration.  At that point, the student is moved to the placement prior to the acceleration.