Waukee Acceleration Guide2 - Waukee Community School District
Grades K-12
Accelera'on is one of the most effec've and research-‐based interven'ons for the academic growth of students who are ready for an advanced or faster-‐ paced curriculum (Colangelo, 2009)
Waukee Community Schools
Mission: Dedicated to op+mizing individual learning and poten+al for success in a global community
Vision:
WAUKEE ACCELERATION PROCEDURAL FLOW CHART District Mission
Waukee Community School District is dedicated to op7mizing individual learning and poten7al for success in a global community.
Response to IntervenDon (Data Collec7on) Iowa AcceleraDon Scale (Grade-‐ based)
Support Statement for AcceleraDon
Accelera7on is one of the most effec7ve and research-‐based interven7ons for the academic growth of students who are ready for an advanced or faster-‐paced curriculum (Colangelo, 2009)
Content-‐Based AcceleraDon (Single or mul7ple content areas)
Types of AcceleraDon
Grade-‐Based 1.Grade-‐skipping 2.Con7nuous progress 3.Self-‐paced instruc7on 4.Telescoping curriculum Content-‐Based 5.Singl-‐ subject accelera7on 6.Curriculum Compac7ng 7.Online/Blended Courses 8.Concurrent/Dual enrollment 9.Advanced Placement
ImplementaDon Plan (Includes a transi7on plan)
Provide Service
Developed from a Na'on Divided
FormaDve Assessment
ConDnue or Modify Service
ConsideraDons for High-‐Level Learners Direc7ons: The classroom teacher and the ELP teacher will collaborate to aZain and consider the following student informa7on. 1. ConsideraDon of student’s strengths and areas of concerns in comparison to grade-‐level peers 2. School records from previous aRendance centers (including schooling in naDve language, preschool, etc.) 3. Medical Records Review (premature birth, development issues, etc.) 4. TesDng Results from Outside Agencies 5. Family Interviews Student Interview: Parent Ques7onnaire: 6. Cultural InformaDon Cultural and religious considera7ons and their impact on learning: Schooling differences: 7. AccommodaDons already in place Appropriateness of educa7onal program/curriculum for the student: Level of training for general educa7on teacher in the area of differen7a7on of instruc7on: Level of collabora7on/communica7on between general educa7on teacher and ELP staff: 8. DifferenDaDon already in place Appropriateness of differen7a7on strategies for the student: Strategies that work, do not work (consider 7me, intensity, delivery, appropriateness of instruc7on to student need, etc. 9. ObservaDons Person(s) observing, length, frequency, variety of contexts, etc.
Grade-‐based AcceleraDon
Complete the Iowa Accelera7on Scale (IAS). Examine the data collected and the results of the IAS; consider appropriate type of accelera7on. Develop accelera7on implementa7on plan.
Iowa AcceleraDon Scale (Grade-‐Based Accelera7on)
The Iowa Accelera7on Scale (IAS) is a tool used in the process for determining the appropriateness of whole-‐grade accelera7on. The IAS is an objec7ve guide to considering and implemen7ng academic accelera7on. The guide was developed and tested by the Belin-‐Blank Center at the University of Iowa and ensures that accelera7on decisions are systema7c, though`ul, well-‐reasoned, and defensible.
• The IAS is completed collabora7vely by the ELP teacher, classroom teacher, parents, administrator, and other team members.
Content-‐Based AcceleraDon (Single or Mul7ple Content Areas)
Examine the data collected; consider appropriate type of accelera7on. Develop accelera7on implementa7on plan.
AcceleraDon ImplementaDon Plan
Develop transi7on plan Develop implementa7on plan (Completed collabora7vely by the ELP teacher, classroom teacher, parents, administrator, and other team members)
Determine date for review Provide service Collect forma7ve assessment data Conduct an implementa7on review mee7ng to determine whether to con7nue or modify accelera7on plan
Accelera'on is one of the most effec've and research-‐based interven'ons for the academic growth of students who are ready for an advanced or faster-‐ paced curriculum (Colangelo, 2009)
Waukee Community Schools
Mission: Dedicated to op+mizing individual learning and poten+al for success in a global community
Vision:
WAUKEE ACCELERATION PROCEDURAL FLOW CHART District Mission
Waukee Community School District is dedicated to op7mizing individual learning and poten7al for success in a global community.
Response to IntervenDon (Data Collec7on) Iowa AcceleraDon Scale (Grade-‐ based)
Support Statement for AcceleraDon
Accelera7on is one of the most effec7ve and research-‐based interven7ons for the academic growth of students who are ready for an advanced or faster-‐paced curriculum (Colangelo, 2009)
Content-‐Based AcceleraDon (Single or mul7ple content areas)
Types of AcceleraDon
Grade-‐Based 1.Grade-‐skipping 2.Con7nuous progress 3.Self-‐paced instruc7on 4.Telescoping curriculum Content-‐Based 5.Singl-‐ subject accelera7on 6.Curriculum Compac7ng 7.Online/Blended Courses 8.Concurrent/Dual enrollment 9.Advanced Placement
ImplementaDon Plan (Includes a transi7on plan)
Provide Service
Developed from a Na'on Divided
FormaDve Assessment
ConDnue or Modify Service
ConsideraDons for High-‐Level Learners Direc7ons: The classroom teacher and the ELP teacher will collaborate to aZain and consider the following student informa7on. 1. ConsideraDon of student’s strengths and areas of concerns in comparison to grade-‐level peers 2. School records from previous aRendance centers (including schooling in naDve language, preschool, etc.) 3. Medical Records Review (premature birth, development issues, etc.) 4. TesDng Results from Outside Agencies 5. Family Interviews Student Interview: Parent Ques7onnaire: 6. Cultural InformaDon Cultural and religious considera7ons and their impact on learning: Schooling differences: 7. AccommodaDons already in place Appropriateness of educa7onal program/curriculum for the student: Level of training for general educa7on teacher in the area of differen7a7on of instruc7on: Level of collabora7on/communica7on between general educa7on teacher and ELP staff: 8. DifferenDaDon already in place Appropriateness of differen7a7on strategies for the student: Strategies that work, do not work (consider 7me, intensity, delivery, appropriateness of instruc7on to student need, etc. 9. ObservaDons Person(s) observing, length, frequency, variety of contexts, etc.
Grade-‐based AcceleraDon
Complete the Iowa Accelera7on Scale (IAS). Examine the data collected and the results of the IAS; consider appropriate type of accelera7on. Develop accelera7on implementa7on plan.
Iowa AcceleraDon Scale (Grade-‐Based Accelera7on)
The Iowa Accelera7on Scale (IAS) is a tool used in the process for determining the appropriateness of whole-‐grade accelera7on. The IAS is an objec7ve guide to considering and implemen7ng academic accelera7on. The guide was developed and tested by the Belin-‐Blank Center at the University of Iowa and ensures that accelera7on decisions are systema7c, though`ul, well-‐reasoned, and defensible.
• The IAS is completed collabora7vely by the ELP teacher, classroom teacher, parents, administrator, and other team members.
Content-‐Based AcceleraDon (Single or Mul7ple Content Areas)
Examine the data collected; consider appropriate type of accelera7on. Develop accelera7on implementa7on plan.
AcceleraDon ImplementaDon Plan
Develop transi7on plan Develop implementa7on plan (Completed collabora7vely by the ELP teacher, classroom teacher, parents, administrator, and other team members)
Determine date for review Provide service Collect forma7ve assessment data Conduct an implementa7on review mee7ng to determine whether to con7nue or modify accelera7on plan
