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DEKALB COUNTY SCHOOL SYSTEM

Acceleration Committee Members Sonya Porchér Marilyn Steele Sherion Armstead Caroline Croom Linda Frazer Mark Gordon Gail Humble Brenda Jones Myra Medlin Lynn Owings Jennifer Pittman Terry Segovis Gale Thomas Annette Waller Kelli Wright Rita Wyatt Coordinator Gifted and High Achiever Program - Chair Director for Advanced Academics ­ Co - Chair Discovery Teacher, Narvie J. Harris Theme School Discovery Teacher, Robert Shaw Theme School Principal, Austin Elementary School Principal, Laurel Ridge Elementary School Principal, Kittredge Magnet School Coordinator, Assessment & Accountability Department Teacher Specialist, International Baccalaureate Program Principal, Montgomery Elementary School Principal, Hawthorne Elementary School Area Assistant Superintendent, Area IV Director, Support Services Director, Magnet Theme School Curriculum Director, Department of Elementary Instruction Area Assistant Superintendent, Area V

-------------------------------------Superintendent Dr. Crawford Lewis Deputy Superintendent of Curriculum and Instruction Mrs. Gloria Talley Board of Education Members Cassandra Anderson-Littlejohn, Chair Lynn Cherry Grant, Vice Chair Elizabeth Andrews Tom Bowen Sarah Copelin-Wood Jesse "Jay" Cunningham, Jr. Bebe Joyner Jim Redovian Zepora Roberts

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Table of Content

Pages

Acceleration Guidelines Purpose DeKalb County School System Acceleration Choices: 1. Academic Mentoring 2. Curriculum Compacting 3. Continuous Progress 4. Self-Paced Instruction 5. Subject-Matter Acceleration 6. Grade Acceleration Grade Acceleration and Subject-Matter Acceleration Flow Chart Acceleration Resources 1. Acceleration Portfolio Checklist References Recommended Readings

4 5-10 5 5 6 7 7 9 11 12-15 13 14 14-15

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Purpose of the Acceleration Guidelines

Acceleration choices were developed for elementary schools in the DeKalb County School System to address the need to provide ability-level acceleration opportunities for students in kindergarten through fifth grade. The acceleration choices include the following: Academic Mentoring, Curriculum Compacting, Continuous Progress, Self-Paced Instruction, Subject-Matter Acceleration, and Grade Acceleration. The choices are listed from base level acceleration practices to advanced level practices (see below). Kindergarten students will be eligible for all acceleration choices except grade-acceleration.

Acceleration Choices Base Level Acceleration Practices

Academic Mentoring Curriculum Compacting Continuous Progress Self-Paced Instruction

Advanced Level Acceleration Practices

Grade Acceleration SubjectMatter Acceleration

The acceleration choices will allow a matching of the level, complexity, and pace of the curriculum with the student's readiness and motivation (The Templeton National Report on Acceleration, 2004). Determinations will be made at the local school level regarding the type of acceleration that will benefit the individual student's academic needs. Schools should implement the strategies with the use of a review team when advancing from the basic acceleration to the more detailed acceleration practices. For each of the established acceleration choices, the support structures and role/responsibilities of the support personnel are indicated. The acceleration choices allow a fair and equitable process for student acceleration based upon teacher, parent, and administrator recommendations as well as performance on portfolio data, which includes ITBS scores, CogAT scores, Accelerated Reader Level and/or Developmental Reading Assessment (DRA), Lexile Level, Lexile Score, writing samples, mathematics work samples, and a reading list. Kindergarten students will need to have completed the Georgia Kindergarten assessment (Windows 1 and 2) as a part of their portfolio. The choices are ranked in order of complexity. The guidelines begin with teaching strategies and progresses to school-structure implementations.

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DeKalb County School System Acceleration Choices

1. Academic Mentoring

Definition: The student is paired with an academic mentor who provides advanced or more rapid pacing of instruction. Support Structures: 1. A teacher mentor, parent mentor, or community member mentor is paired with the student based upon the regular teacher, counselor, and gifted teacher recommendation or suggested mentor. 2. The mentor will provide a schedule of times with specific goals and objectives for the tutoring to the teacher and student. Support Personnel Roles/Responsibilities: 1. The Acceleration Review Team will consist of an administrator, the regular education teacher, gifted teacher, counselor, school psychologist, and special needs teacher (if applicable). The Acceleration Review Team will meet to decide if placement with an academic mentor will support the student's need for advanced or more rapid pacing of instruction. 2. The school will follow the mentoring procedures as outlined by the counseling department through Support Services. 3. The mentor will maintain the scheduled meetings with the students and a student portfolio of projects with the goals and objectives. 4. The school counselor will maintain a list of school mentors and update it annually. 5. The mentor will maintain communication with the regular education teacher and administrative staff regarding the student's progress. 6. The regular education teacher will communicate with the parent regarding overall progress with the mentor. Considerations: The school counselor shall provide a mentor list and maintain a current list of mentors that can be paired with students at all grade levels.

2. Curriculum Compacting

Definition: The student's instruction entails reduced amounts of introductory activities, drill, and practice. Instructional experiences may also be based on relatively fewer instructional objectives compared to the general curriculum. The time gained may be used for more advanced content instruction or to participate in enrichment activities. Instructional goals should be selected on the basis of careful analyses for their roles in the content and hierarchies of curricula. The pacing of activities and goals should be based on pre-instructional assessment. Support Structures: 1. The student is provided a listing of standards-based specific assignments. 2. The student is offered a variety of ways to produce an understanding of the content such as through a product chart (see Recommended Reading page 14). Support Personnel Roles/Responsibilities: 1. The Acceleration Review Team will consist of an administrator, the regular education teacher, gifted

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2.

3. 4. 5.

teacher, counselor, school psychologist, and special needs teacher (if applicable). The Acceleration Review Team will meet to determine if the student's academic needs will be met through Curriculum Compacting. In order to effectively provide students with involved curriculum compacting activities, the teacher will need to participate in strategies training such as a High Achiever's Program (HAP) course. The teacher will need to schedule conference times with the student on a weekly basis to review the progress. The teacher will monitor student progress through the content. The teacher will need to pre and post test the student with each new subject that is taught or presented.

Considerations: The administrator shall consider the pacing of content, having access to various grade-level content, and a need for professional/staff development to understand curriculum compacting. Curriculum compacting will require needed time for implementation.

3. Continuous Progress

Definition: The student is given content progressively as prior content is completed and mastered. The practice is accelerative when the student's progress exceeds the performance of chronological peers in rate and level. Provisions for sequenced materials may or may not be with the discretion of the teacher or within the control of the student. Support Structures: 1. A location in the classroom where the student can obtain the materials for his or her continuous progress involvement. 2. An Evidence of Student Mastery Form is completed by the teacher so that the student will be able to see the areas he or she is mastering or will need to master. Support Personnel Roles/Responsibilities: 1. The Acceleration Review Team will consist of an administrator, the regular education teacher, gifted teacher, counselor, school psychologist, and special needs teacher (if applicable). The Acceleration Review Team will meet to determine if continuous progress will meet the student's academic needs. 2. The teacher will need to schedule conference times with the student on a weekly basis to review the progress. 3. The teacher will monitor student progress through the content. 4. The teacher will need to pre and post test the student with each new subject that is taught or presented. Considerations: The administrator shall consider the time restraints of the teacher in implementing the Continuous Progress strategy. The implementation of the Continuous Progress strategy requires additional planning time to develop pacing activities.

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4. Self-Paced Instruction

Definition: With this option the student proceeds through learning and instructional activities at a self-selected pace. Self-paced instruction is a sub-type of continuous progress acceleration. Self-paced instruction is distinguishable from the more general continuous progress in that the student has control over all pacing decisions. Support Structures: 1. A location in the classroom where the student can obtain the materials for his or her continuous progress involvement. 2. A student pacing chart is developed by the student with the assistance of the teacher so that the student will be able to make determination of the areas he or she is mastering or will need to master. Support Personnel Roles/Responsibilities: 1. The Acceleration Review Team will consist of an administrator, the regular education teacher, gifted teacher, counselor, school psychologist, and special needs teacher (if applicable). The Acceleration Review Team will meet to determine if the student's needs will be met through self-paced instruction. 2. The teacher will need to schedule conference times with the student on a weekly basis to review the progress. 3. The teacher will monitor student progress through the content. 4. The teacher will need to pre and post test the student with each new subject that is taught or presented as the student proceeds through the subjects. Considerations: The administrator shall consider additional personnel support and professional/staff development. Access to various content level resources and materials is critical.

5. Subject-Matter Acceleration

Definition: This practice allows students to be placed with classes with older peers for a part of the day (or with materials from higher grade placements) in one or more content areas. Subject-matter acceleration or partial acceleration may be accomplished by the student either physically moving to a high-level class for instruction (e.g., a second-grade student going to a fifth-grade reading group), or using higher-level curricular or study materials within their regular classroom. Subject-matter acceleration may also be accomplished outside of the general instructional schedule (e.g., summer school or after school) or by using higher-level instructional activities on a continuous progress basis without leaving the placement with chronological-age peers. The student will be tested on the state assessment in the grade-level where his FTE is earned. Support Structures: 1. The parent(s)/guardian(s), teachers, or administrators can make a recommendation for subject-matter acceleration using the Acceleration Portfolio Checklist on page 13. Parent contact will need to be made regarding the decision to gather portfolio information. The parent or guardian will need to provide a letter to the Assistant Principal of Instruction stating the consent for the student to participate in the Acceleration Review and possible testing. 2. The principal will appoint a designee to notify the Director of Elementary Instruction, Deputy of Curriculum and Instruction, and the Area Superintendent of the referral for subject-matter acceleration review and the outcome of the review.

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3. The portfolio data will be gathered on the student, which includes ITBS and CogAT scores. The student can achieve a score of 96%-99% on the math, reading, or a sub-test portion of the CogAT and a 99%ile total math, total reading, or complete composite on the ITBS. The student's Accelerated Reader Level and/or Developmental Reading Assessment (DRA), Lexile Level, Lexile Score, writing samples, mathematics work sample, and a reading list will need to be placed in a portfolio. The homeroom teacher will submit an observation form. (If the student performs the indicated scoring on the CogAT and ITBS on individual areas, he or she may be a candidate for subject-matter acceleration, which is partial acceleration). 3. A trained test administrator will administer the Iowa Acceleration Scale to the student. The recommended range of performance is 60-80 total points. (See Grade Acceleration/Subject-Matter Acceleration Flow Chart page 11). 4. The student is allowed to subject-acceleration at any level in the first through fifth grade based upon the Acceleration Review Team recommendations. Decisions to subject-accelerate a student is made at the end of the semester after all portfolio data is gathered and reviewed. If approved, the student will be placed in the approved grade. 5. The parent(s) will need to sign a Parent Consent Letter. The parent, Director of Elementary School Instruction, Principal, and Area Assistant Superintendent will need to sign the Subject-Matter and Grade Acceleration Consent and Waiver form. Support Personnel Role/Responsibilities: 1. The Acceleration Review Team will consist of an administrator, the regular education teacher, gifted teacher, counselor, school psychologist, and special needs teacher (if applicable). The team will review the gathered portfolio data and make a recommendation for testing using the Acceleration Portfolio Checklist on page 13. 2. A trained test administrator will administer the Iowa Acceleration Scale to make a determination for possible grade acceleration or subject-matter acceleration. 3. The Acceleration Review Team will schedule a meeting with the parent(s) regarding the recommendation. 4. The receiving teacher of the student for the specific subject(s) will work with the Assistant Principal of Instruction to monitor the student's performance and to insure that the student is receiving proper abilities level instruction. 5. The receiving teacher will provide individual student conferences to inform the student of his or her progress. 6. The Assistant Principal of Instruction maintains signed documentation of the parent's consent to subject-accelerate in the student's permanent record. 7. The gifted teacher may serve as a resource person for additional instructional strategies and academic support. Considerations: The administrator shall consider additional personnel support and professional/staff development. Access to various content level resources and materials (as aligned to the state standards) is critical.

6. Grade Acceleration

Definition: A student is considered to have grade-skipped if he or she is given a grade-level placement ahead of chronological-age peers. Grade acceleration may be done at the end of the fall or spring semester.

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Support Structures: 1. The parent(s)/guardian(s), teachers, or administrators can make a recommendation for grade acceleration using the Acceleration Portfolio Checklist on page 13. The parent or guardian will need to provide a letter to the Assistant Principal of Instruction stating the consent for the student to participate in the Acceleration Review and possible testing. 2. The principal will appoint a designee to notify the Director of Elementary Instruction, Deputy of Curriculum and Instruction, and the Area Superintendent of the referral for grade acceleration review and the outcome of the review. 3. The portfolio data will be gathered on the student, which includes ITBS and CogAT scores. 4. The student can achieve a score of 96%-99% on the math, reading, and a sub-test portion of the CogAT and a 99%ile total math, total reading, or complete composite on the ITBS. Accelerated Reader Level and/or Developmental Reading Assessment (DRA), Lexile Level, Lexile Score, writing samples per strand, mathematics work samples per strand, and a reading list must be provided on the student. The homeroom teacher will submit an observation form. If the student performs the indicated scoring on the CogAT and ITBS on individual areas, he or she may be a candidate for subject-matter acceleration, which is partial acceleration. 5. A trained test administrator will administer the Iowa Acceleration Scale to the student. The recommended range of performance is 60-80 total points. (See Grade Acceleration/Subject-Matter Acceleration Flow Chart page 11). 6. The student is allowed to skip grades 1 to 2, 2 to 3, 3 to 4, and 4 to 5. 7. The parent(s) will need to sign a Parent Consent Letter. The parent, Director of Elementary School Instruction, Principal, and Area Assistant Superintendent will need to sign the Subject-Matter and Grade Acceleration Consent and Waiver form. Due to the required age entry at the kindergarten level, students will not be allowed to skip kindergarten to first grade. Georgia State Department of Education requires the CRCT to be administered in grades 3 and 5. According to HB1187, if verification can be made that the student has mastered all standards at the third and fifth grade through performance on the standardized test scores, observations, and portfolio assessment using the established grade accelerated criteria (see Grade Acceleration Flow Chart, page 10), then the student can skip the 3rd or 5th grade. Acceleration determinations will need to be made by the end of second and fourth grade. If the student is currently enrolled in the grade in which he or she will accelerated, the process cannot be conducted. Support Personnel Role/Responsibilities: 1. The Acceleration Review Team will consist of an administrator, a regular education teacher, the gifted teacher, counselor, school psychologist, and special needs teacher (if applicable). The team will review the gathered portfolio data and make a recommendation for testing. 2. A trained test administrator will administer the Iowa Acceleration Scale to make a determination for possible grade acceleration or Subject-matter acceleration. 3. The Acceleration Review Team will schedule a meeting with the parent(s) regarding the recommendation. 4. The receiving teacher of the student will work with the Assistant Principal of Instruction to monitor the student's performance and to insure that the student is receiving proper abilities level instruction. 5. The receiving teacher will provide individual student conferences to inform the student of his or her progress.

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6. The Assistant Principal of Instruction maintains signed documentation of the parent's consent to grade accelerate in the student's permanent record. 7. The gifted teacher may serve as a resource person for additional instructional strategies and academic support. Considerations: The administrator shall consider additional personnel support and professional/staff development. Access to various content level resources and materials (as aligned to the state standards) is critical.

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Grade Acceleration/Subject-Matter Acceleration Flow Chart

1 Step

st

Referral Parents Teachers Administrators

nd

2 Step A Acceleration Review Team Process

*Administrator Regular Education Teacher(s) Gifted Teacher Counselor/School Psychologist Special Needs Teacher ­if applicable -Parent notification provided/parent provides a consent to evaluate typed or written letter to the Assistant Principal (API) -Group meets to review portfolio -Homeroom teacher provides an observation form

2nd Step B

*The Administrator will appoint a designee to notify the Director of Elementary Instruction, the Deputy Superintendent of Curriculum and Instruction, and the Area Assistant Superintendent of the referral and review outcome.

Subject Matter Acceleration or Grade Acceleration is Recommended -Student is administered the Iowa Accelerated Scale in which the student will need to obtain 60-80 total points for determination of subject skipping or grade level skipping

Subject Matter Acceleration/ Grade Acceleration IF,No is not Recommended

3rd Step-No No

3rd Step-Yes Yes

Yes Subject-Matter Acceleration

-No additional assessment will be required -Parent notification provided regarding the evaluation outcome

1. 2.

3. 4.

Portfolio Information Includes: ITBS-99%ile on math, reading, or a subcategory CogAT-96%ile-99%ile on reading, math, or complete composite-with specific subject indicated Accelerated Reader Level (if applicable)/Lexiles Writing samples, mathematics work samples, reading lists

4th Step

Grade Acceleration

1. 2. 3. Portfolio Information Includes: ITBS-99%ile on math, reading, and a subcategory CogAT-96%ile-99%ile on reading, math, and complete composite Accelerated Reader Level and/or Developmental Reading Assessment (DRA)/Lexiles Writing samples per strand, mathematics work samples per strand, reading lists

One Year Follow-Up

(with the Acceleration Review Team) 1. Continuous screening 2. Review process for the next year 3. Parent, Teacher, Student Survey

4.

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Acceleration Resources

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DeKalb County School System

Acceleration Portfolio Checklist

Student's Name: ________________________ School: ___________________________

Date: ____________________ Principal: __________________

A copy of the Acceleration Checklist will need to be included in the student's permanent records with supporting documents. Please check the following items for the initial review process for Acceleration:

Date/Initial

Requirements student's grades teacher observation CogAT Scores (within 2 Years) ITBS Scores (within 2 Years) Accelerated Reader Level and/or Developmental Reading Assessment (DRA) writing samples mathematics work samples per strand Reading List (with Lexile Score)

Evidence semester report card form attached CogAT Scores

ITBS Scores

Accelerated Reader Score and/or Developmental Reading Assessment (DRA) 3-4 writing samples (varied genres) Open-Ended Math Work Samples (varied skills) Lexile Score

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References

A Nation Deceived: How Schools Hold Back America's Brightest Students (Vol. II) (2004). The Templeton National Report on Acceleration. The University of Iowa: Iowa City, Iowa.

Recommended Reading Articles

Feldusen, J.F., Proctor, T.B., & Black, K.N. (1986). Guidelines for grade advancement of precocious children. Roeper Review, 9, 25-27. Klausmeier, H. J., Goodwin, W.L., Ronda, T. (1968). Effects of accelerating bright, older Elementary pupils-A second follow-up. Journal of Educational Psychology, 50(1), 5358. Southern, W.T., & Jones, E.D. (1991). Academic acceleration: Background and issues, in W.T. Southern & E. D. Jones (Eds.), The academic acceleration of gifted children. (pp. 1-28), New York: Teachers College Press.

Books

Getzels, J.W., & Dillon, J.T. (1973). The nature of giftedness and the education of the gifted In R. M. Travers (Ed.), Second handbook of research on teaching (pp. 689-731). Chicago: Rand McNally.

Reis, S., Burns, D., & Renzulli, J. (1992). Curriculum Compacting. Creative Learning Press, Mansfield Center, CT. Tips, Tools, & Time Savers for Thinking Success (1997). Incentive Publications, Inc. Nashville, TN. Winebrenner, S. (2001). Teaching Gifted Kids in the Regular Classroom. Free Spirit Publishing, Inc. Minn., MN.

Journals

Athena's Child Newsletter devoted to nurturing exceptionally bright and talented children Published bimonthly by Athena's Child, 4699 Timberline, College Station, Texas 77845 Gifted and Talented International Journal of the World Council for Gifted and Talented children Peer-reviewed journal, published twice a year, contact A B Academic Publishers, PO Box 42, Bicester, Oxon, OX6 7NW, England 14

Gifted Child Quarterly Geared for educators, recent research and developments in the field of gifted education. NAGC journal, available with NAGC membership only Gifted Child Today Focused for educators, ideas for educating talented learners, published by Highly Gifted Children Quarterly newsletter of The Hollingworth Center for Highly Gifted Children Imagine Provides information, insights, and solid counseling to gifted students in grades 7-12. Published by Johns Hopkins Journal for the Education of the Gifted Focused for educators, research on instructional practices for the gifted and talented Journal of Secondary Gifted Education Offers education professionals comprehensive and critical information needed for building an effective educational environment for gifted adolescents Our Gifted Children Articles for and about gifted learners, and compilations of research information. Published monthly by Royal Fireworks Press, Box 399, First Avenue, Unionville, NY 10988 USA (914) 726-4444 Parenting for High Potential Designed for parents but written by educators, discusses issues with gifted children at home, in the community, and at school. NAGC quarterly magazine, available with NAGC membership Teaching for High Potential Designed with educators in mind. Each issue is filled with practical guidance and classroom-based materials for educators striving to understand and challenge their high potential learners. Additional supporting resources are also provided for each article on the NAGC website, available with NAGC membership

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