Clear Creek Amana School District Course/Grade Level Acceleration Approval Process

The Clear Creek Amana School District recognizes that gifted students possess superior abilities and/or potential and they need appropriate instruction to extend and accelerate their learning. The guiding principle of the Extended Learning Program is to provide a variety of program options which are compatible with gifted students’ learning needs and the resources of the district. Course or grade level acceleration may be the best option for some learners. (For all math acceleration requests for K-8, specific guidelines and forms are available. These forms can be obtained from the building ELP teacher or counselor.)

Grade acceleration impacts the student’s future instruction in all subsequent grades and should be proactively planned for to ensure student success. Students new to the district must complete one semester/term before beginning the acceleration process. 

The profile of a student to be considered for acceleration includes:

• All Standardized Assessments at or above 98% NPR
• Scores that are consistently well above the class average on daily work andassessments
• Social and emotional maturity
• Exemplary work habits
• Strong interest in learning
• Motivation to complete challenging work

If acceleration is being considered, the following nomination and screening procedure must be followed.

Step 1: Nomination

The person (e.g. parent, guardian, teacher) recommending that a student be accelerated in a specific course or grade level completes a District Acceleration Request Form and gives it to the building ELP teacher or counselor. The form will specify the reasons for the request. Parents/guardians will be notified and given an opportunity to provide input.

The Iowa Acceleration Scale (for grades K-8) will be completed by the classroom teacher and the ELP teacher or counselor. A portfolio reflecting the student’s abilities and interests will also be compiled. Data indicating possible need for either differentiation or acceleration will include:

• Standardized assessment scores, NPR, 98% and above
• Examples of differentiation opportunities provided 
• Observations about a student's work habits, persistence, motivation, etc.
• Any other classroom data

The principal reviews the data collected by the classroom teacher and the ELP teacher or counselor. 

Other discrete data may also be reviewed, including:

• Participation by the student in national or state level programs for gifted students
• Current teacher recommendation, taking into account such factors as overall classroom performance, work habits and social maturity
• Information and data from previous teachers

Step 2: Screening-District ELP Screening Team

A team consisting of the principal, classroom teacher, ELP teacher and counselor will review all student performance data. It is recommended that the receiving principal be invited to peruse all data and be apprised of the student being considered for acceleration. The Iowa Acceleration Scale (for K-8 students) will also be used as a guide to help the team determine if acceleration is the best programming option for the student. The areas under consideration will be: academic ability, aptitude and achievement; school and academic factors; developmental factors; interpersonal skills; attitude; and support. This process may take up to four weeks to complete.

Step 3: Placement

The principal, classroom teacher, ELP teacher, counselor and parents will review the student’s portfolio and the recommendation from the Screening Committee. The student may also be present, if agreeable to parents and staff. A collaborative decision will be made regarding acceleration. If acceleration is recommended, personalized education goals will be written collaboratively with parents, the classroom teacher and ELP teacher during parent conferences (PLPs).

If parents/guardians disagree with the recommendation, they may appeal the decision to the building principal after one additional semester or term. However, parents/guardians must bring new information for the appeal process to move forward. See School Board Policy, Series 500, Code No. 505.2, Student-Promotion-Retention-Acceleration for the District Policy on Acceleration.

The deadline for consideration of acceleration in the current school year is September 1. Consideration for the following school year should occur before March 1.

Clear Creek Amana School District Guidelines for Acceleration in K-5 Mathematics

The Clear Creek Amana School District recognizes that gifted math students possess superior abilities and/or potential and they need appropriate math instruction to extend and accelerate their learning. Our mathematics program is designed to engage students in making sense of mathematical ideas and to challenge their thinking. Teachers also implement differentiation strategies within the classroom to meet a wide range of student learning needs. 

In addition, subject level acceleration is one program option which should be considered for the top 2% of our student population. Grade acceleration in math impacts the student’s future math instruction in all subsequent grades and should be proactively planned to ensure student success. 

The profile of a strong math student to be considered for acceleration includes:

• All Iowa Assessment NPR math scores at or above 98% 
• iReady test scores (or other achievement test scores) at or above 96%
• Math Unit scores at or above 90%
• Scores that are consistently well above the class average on daily work and assessments
• Social and emotional maturity
• Exemplary work and study habits
• Strong interest in math
• Motivation to complete challenging work

If acceleration in mathematics in grades K-5 is being considered, the following nomination and screening procedure must be followed before a district assessment is requested.

Step 1: Nomination 

The student’s math teacher reviews and documents student performance data. Data indicating possible need for either differentiation or acceleration will include:

• Iowa Assessment math scores, NPR, 98% and above
• iReady scores (or other achievement test) in the gifted range, NPR, 96% and above
• Math unit assessments and/or CFAs
• Examples of enrichment opportunities provided
• Observations about a student's work habits, persistence, motivation, etc.
• Any other classroom data

The principal reviews the data collected by the classroom teacher. Other discrete data may also be reviewed, including:

• Participation by the student in national or state level programs for gifted students
• Current teacher recommendation, taking into account such factors as overall classroom performance, work habits and social maturity
• Information and data from previous teachers

Step 2: Screening-District Math Assessment

The principal, teacher, ELP coordinator, and parents will review all student performance data and collaboratively determine if the District Math Assessment should be administered. The student may also be present, if agreeable to parents and staff. If recommended, the ELP coordinator, ELP teacher or classroom teacher will administer the district assessment. A score between 80-90% is recommended for acceleration.

Step 3: Placement 

The principal, teacher, ELP coordinator, and parents will review the District Math Assessment results and all student performance data. The student may also be present, if agreeable to parents and staff. A collaborative decision will be made regarding math acceleration.

If necessary, the student’s math placement could be reevaluated after one year. See School Board Policy, Series 500, Code No. 505.2, Student-Promotion-Retention-Acceleration for the District Policy on Acceleration.

The deadline for consideration of math acceleration in the current school year is November 1. Consideration for the following school year should occur between April 1 and May 1.

Math Acceleration Request Data & Procedures