District 109's Advanced Learning Model

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.

 

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 process is outlined below.

• 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 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

1. Referral
2. Initial Data Review
3. Evaluation/Additional Assessment
4. Meeting of Parent/Guardian & Advanced Learning Team
5. Recommendations & Planning