There are two ways this department serves the district. The first way involves working with teachers and building administrators to identify students who are capable of learning at a much faster rate than typical peers–students who should be single-subject or grade level accelerated because they are demonstrating higher academic capabilities. In order for a student to be considered for acceleration, the student needs to be performing at a level that would be considered high in the next grade level. The student also has to demonstrate above grade level social and emotional competence.

The Accelerated Pathways Department also assists teachers, teams, and buildings in providing enrichment for all students who need it. This will look different depending on the needs of the child and the needs of the team. Enriching the academic experience of students is always the goal!

There aren't set curriculums that the Accelerated Pathways Department uses that are different from what all students experience, but the department works with teachers in a variety of ways. When a student demonstrates a need for more challenges than the grade level work provides, the classroom teacher and the instructional coach for gifted work to differentiate the classroom instruction to allow that student to go deeper into the grade level material. If the student still needs more challenges, a request for acceleration will be considered. The District Coach works directly with teachers, teams, and buildings to enrich the academic experience of all students. The classroom teacher is the best way to being an inquiry into an accelerated pathway for your student.

Students grow at different rates, both physically and academically. Some students are ready for more challenging content at an earlier age than is expected. These students can have access to the next grade level's curriculum either through whole grade or single subject acceleration.

A student who is a candidate for acceleration will be at the high end of the grade into which he or she accelerates. The decision is made by a team that includes gifted specialists, behavioral specialists, teachers, parents, building and district level administrators. The whole child and the child's trajectory are important components of the decision to accelerate, whether it is in one subject or the whole grade level. Filling out the form below will trigger a review of data. Your building principal will contact you with the next steps that will take place in order to determine the best course of action for the student.

CONSIDERATION FORM

The team decision is one that impacts the student's entire school trajectory and is made with the whole student and his or her development in mind. 

A student who is able to grade-level accelerate successfully (whether through single-subject acceleration, early entry into Kindergarten, or demonstrating a need for acceleration based upon performance at current grade level) will demonstrate high levels of proficiency in current grade level skills. The academic performance of this student will be at the top of his or her grade level when compared with nationally-normed assessments such as MAP. Additionally, the student will need to demonstrate social and emotional skills and learning behaviors that are above the current grade level expectations. For example, a student who is being assessed for early entry into Kindergarten will have to demonstrate the learning behaviors of students who are already in Kindergarten, like waiting their turn, independently dressing or resolving friendship conflicts successfully.