Advanced Learning

Differentiated Instruction may mean teaching the same material to all students using a variety of instructional strategies, OR it may mean delivering lessons at varying levels of difficulty based on the ability of each student.

Applies to all students
Small-group/instruction personalized
Extension/Enrichment
Grade-level curriculum

Acceleration provides extension experiences for those students whose academic needs require beyond grade-level curriculum. Classroom teachers and Advanced Learning Specialists use formal and informal assessments, as well as classroom observations, to determine appropriate learning activities.

Is above grade-level curriculum
Compacting of standards
Moves at a more brisk pace

Individualized Learning Plans may be developed for students who consistently score in the 98-99th percentile on NWEA MAP assessment, are performing in the top 1-3% locally, AND classroom acceleration/enrichment is not meeting the child’s needs. If requested, a team will review the child’s classroom assessments, standardized test scores, and other supporting data to determine if the child is eligible. Additional assessments may be warranted.

Top 1-3% locally
Consistently in the 99th percentile
Requires additional assessment

Single-Subject or Whole Grade Acceleration is an option to serve students whose needs exceed differentiation, enrichment, and an Individualized Learning Plan. These students exhibit high levels of ability, creativity, and task commitment in school activities based on multiple assessment data points. If a child is being considered for single-subject or whole-grade acceleration, the district facilitator will use the Iowa Acceleration Scale (IAS) to guide the team in making important decisions about whether the student is a candidate.

Note: Students will not be accelerated based on coursework completed at outside institutions. If/when an outside curriculum provider is warranted, the district works in partnership with the family to ensure course content is fully aligned to the curriculum in District 109 and District 113. This process ensures that all students who qualify, regardless of socioeconomic status, are provided equitable access to advanced or accelerated coursework.

Meet the Team

Maureen Kaulentis
Advanced Learning Specialist, Kipling Elementary School

Amy Rubin
Advanced Learning Specialist, Walden Elementary School

Dana Stein
Advanced Learning Specialist, South Park Elementary School

Kelsey Field
Advanced Learning Specialist, Wilmot Elementary School

Advanced Learning by Grade Band

Grades K-3

In grades K-3, differentiation in all core content takes place within the classroom. Each elementary school has two instructional coaches that provide support to the classroom teachers in differentiating curriculum and instruction to meet the needs of high-potential students. Instructional Coaches meet weekly with K-2 teachers. The Advanced Learning Specialist is also available for the following consultation and support, as needed:

Weekly meetings
Small group and/or individualized instruction
Data analysis
Planning and implementing units/standards (often above grade level)
Model teaching
Parent communication
Student feedback

Grade 4

In grade 4, the same differentiation and support outlined in Grades K-3 continues. In addition, the Advanced Learning Specialist works flexibly with groups in mathematics using both a push-in and pull-out model. All students take a pre-assessment prior to each unit. Students who are demonstrating mastery of the content within a unit will work on subsequent mathematics content, which is usually a progression of the learning and/or above-grade grade level content.

Grades 5-6

In grades 5-6, differentiation and support in all content continues, and two pathways are started in math. Students who qualify for the Geometry Pathway (an advanced math placement) will attend a daily replacement math class, which provides direct instruction in above grade-level math. The curriculum is designed to encourage higher-level thinking skills and problem-solving, and involves an accelerated pace of instruction.

Grades 7-8

In Grades 7 & 8, differentiation and support in all content continues. In addition, students have access to three pathways in mathematics. They are as follows:

Pre-Algebra Pathway: Students continue to receive grade-level standards. This pathway prepares students for transition to an Algebra I course when entering high school.
Algebra Pathway: Students will receive a compacted curriculum in 7th grade, which is a combination of 7th and 8th grade Common Core Standards. In 8th grade, students will receive Algebra I. This accelerated pathway prepares students for transition to a Geometry course when entering high school.
Geometry Pathway: Students enrolled in this pathway complete Algebra I in 7th grade and Geometry in 8th grade. This advanced pathway, which is double-accelerated, prepares students to enroll in Algebra 2 Advanced or Algebra 2 Honors when entering high school.

How is placement determined for the Geometry Pathway?

Students who have historically performed at or above the 95th percentile on the NWEA MAP (Northwest Evaluation Association Measures of Academic Progress) and who meet or exceed standards on the IAR (Illinois Assessment of Readiness) will be invited to take an additional assessment for placement.

Advanced Learning Review Process

Acceleration is a complex decision; therefore, the team must review multiple pieces of evidence suggesting that a student’s profile requires an experience beyond what a differentiated classroom can provide.

The parent should first consult with the classroom teacher and building principal about opportunities for differentiation, extension, or acceleration for the child.
If requesting a formal review, this online referral form may be submitted by the teacher, staff member, or parent/legal guardian.
The initial data review will be conducted by the Director for Learning and shared with the parent and principal within ten school days.
If the initial data review suggests that additional evaluation is needed, written consent will be obtained from the parent/guardian to administer additional assessments.
Within thirty (30) school days, the person who referred the child will be contacted to discuss the data collection.
The school’s Advanced Learning Team will then meet with the parent(s) and/or legal guardian(s) to discuss the overall evaluation and determine appropriate next steps.
If desired, a written appeal of the decision should be submitted to the Assistant Superintendent of Curriculum and Instruction within 5 calendar days. After receiving the appeal, the case will be reviewed within ten calendar days and the parent and/or guardian will be contacted with a final decision.

Placement Review Process

Referral
Initial Data Review
Evaluation/Additional Assessment
Meeting of Parent/Guardian & Advanced Learning Team
Recommendations & Planning

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