Academic Acceleration Policy

ELP Identification/Selection Criteria

 The goal of identification is to recognize students with unusual talents and abilities for the purpose of extending services/opportunities that will meet their unique educational needs.  Identification is an on-going process and students may be recommended for services at any grade level and at any time during the school year.  The general procedure is as follows:

1. Beginning with students in kindergarten, the ELP teacher acts as a resource for the classroom teacher, providing ideas, materials, and where necessary, direct services.

2. During each year of the primary grades, (Grades 1-3), the ELP teacher conducts two structured observation activities (such as Kingore Observation Inventory) with each homeroom class.

3. Identification throughout the elementary experience is based upon the use of multiple assessment criteria/measures.  Among those given consideration are the following:

• Observation (parent, homeroom teacher, ELP teacher, others)

• Classroom Achievement/Assessment

• Structured Classroom Observation Activities

• Checklist of Student Behavior

• Student Background Questionnaire for Parents

• Student Survey Data

• Standardized Assessment Data (MAP, ITBS, CogAT)

4. Students demonstrating consistently high achievement based on information obtained from one or more of the above criteria are monitored, and provided services such as curricular extensions or classroom differentiation as needed.

5. These students continue to be monitored throughout their elementary education experience, occasionally receiving direct services and, at other times, served within the regular education classroom.
    

Formal Identification Procedure

Elementary

1. During the second semester of third grade, students are formally identified for the delivery of extended learning programming.  Formal identification may occur in any grade thereafter as assessment data dictates.

2. The formal identification process includes the completion of the assessment identification matrix and the incorporation of perceptual data from the parent and teachers.

3. The criteria for formal identification are based upon the following numerical indices:

• Scores equal to or exceeding the 97 %ile (using Iowa norms) on the ITBS areas of vocabulary, reading comprehension, and/or math total (based upon two consecutive years)

• Scores equal to or exceeding 125 (using SAS) on the Cognitive Abilities Test areas of verbal ability, quantitative reasoning and/or non-verbal ability

• Scores equal to or exceeding the 98 %ile on the Measures of Academic Progress (MAP) assessment in the areas of reading and/or math

• Combination of scores equal to or exceeding 7 of the 11 areas targeted

4. Additional non-academic assessments may be used to identify students who do not meet the numerical indices listed above, but who demonstrate gifted behaviors.

5. Identification data is reviewed by building personnel and the ELP team for programming determination.

6.  A Personalized Education Plan (P.E.P.) is designed for students who have been formally identified as gifted.  After identification, this plan is used throughout the students’ school experience to articulate needs, plan services, and document student growth.  The planned services may be delivered as part of differentiated instruction within the classroom setting, as part of group extension experiences, or on an individualized basis.  The P.E.P. ensures the continued provision and ongoing appropriateness of those services.  Students who have been formally identified as gifted are served with a continuous P.E.P., reviewed and renewed annually.

7. Students shall not be precluded from services based on behavior, work completion, organization, or study habits.

 
Junior High

For students new to the Pleasant Valley School District at the junior high level (either 7^th or 8^th grade), the MAP assessment will be used as a trigger for identification purposes according to the following rubric:

1. Use of MAP assessment data identifying students with national percentile scores of 98%ile or higher in either math or reading or both (+2)

2. Review cumulative records for standardized achievement test data, identifying national percentile scores 98%ile or above.  (If Iowa percentiles are used, use 97%ile or above).  Review scores for math, reading, and total/composite if present.  (+3)

3. If Cognitive Abilities Tests from 5^th grade or above are available, use SAS scores of 125 or higher in verbal, quantitative, and/or nonverbal. (+3)

4. History of participation in an ELP (TAG) program in another state/district. (+1)

5. Completion of perceptual surveys (students/parents) (+1)

6. Teacher recommendations/First quarter grades (+1)

In order to be identified at the junior high level, students must receive +5 of the above criteria.

The MAP assessment will be used extensively to help in the development of the Personalized Education Plan (PEP) for the formally identified students.  For that purpose, the Skills and Concepts to Introduce from the Class Breakdown by Goal report should be used as the reference point.
 

High School

For students new to the Pleasant Valley School District at the high school level, the MAP assessment will be used as an assessment tool for new students. Identification for formal gifted identification shall occur on the basis of:

1. Use of MAP assessment data identifying students with national percentile scores of 98%ile or higher in either math or reading or both (+2)

2. Review cumulative records for standardized achievement test data, identifying national percentile scores 98%ile or above.  (If Iowa percentiles are used, use 97%ile or above).  Review scores for math, reading, and total/composite if present.  (+3)

3. History of participation in an ELP (TAG) program in another state/district. (+1)

4. Completion of perceptual surveys (students/parents) (+1)

5. Teacher recommendations/First quarter grades (+1)

In order to be identified at the high school level, students must receive +5 of the above criteria.

The MAP assessment will be used extensively to help in the development of the Personalized Education Plan (PEP) for the formally identified students.  For that purpose, the Skills and Concepts to Introduce from the Class Breakdown by Goal report should be used as the reference point.