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Acceleration Options - Rock Hill Local School System

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ROCK HILL LOCAL SCHOOLS

ACCELERATION INFORMATION

Acceleration Options

Acceleration is an option utilized by the Rock Hill School District to provide an

appropriate placement for a student who demonstrates a skill or exhibits academic

achievement at a level that is significantly higher than that of his/ her grade level

peers. Both subject and whole grade acceleration options may be utilized depending

on the child's specific academic need.

A process is in place that allows the gifted and special education staff to determine if

the student qualifies for acceleration and if this placement would benefit the child.

The district uses this process to involve parents, students, principals and teachers in

evaluating the referred student’s potential and need for acceleration. If a student

qualifies for gifted placement, acceleration may be an option; however, a student does

not have to be identified as gifted in order to qualify for acceleration.

Recommendations for assessment and determination are made by the gifted and

special education offices.

The State of Ohio recognizes four types of acceleration.

Whole-Grade Acceleration:

The practice of assigning a student to a higher grade level than is typical (given the

student’s age) on a full-time basis for the purpose of providing access to appropriately

challenging learning opportunities. Examples:

• After completing the first grade year, a student is placed in a third grade classroom

(rather than a second grade classroom) on a full-time basis at the beginning of the next

school year.

• After completing the fall semester of the fifth grade year, a student is placed in the

sixth grade at the start of the second semester of the same school year.

Individual Subject Acceleration:

The practice of assigning a student to a higher grade level than is typical (given the

student’s age) for the purpose of providing access to appropriately challenging learning

opportunities in one or more subject areas.

Examples:

• A third grade student performing above grade level in reading and math goes to a

fourth grade teacher every morning for instruction in these subjects and returns to the

third grade classroom for instruction in other subject areas.

• A musically gifted sixth grade student is enrolled in a high school instrumental music

course and returns to the sixth grade classroom for instruction in other subject areas.


Early Admission to Kindergarten:

The practice of admitting a student to kindergarten who has not yet reached the

typical age at which students are admitted to kindergarten for the purpose of

providing access to appropriately challenging learning opportunities.

Examples:

A child who can read independently and is socially similar to typical five yearolds

is admitted to kindergarten, although he will not reach his fifth birthday

until the end of the school year.



A child who can figure out math-related problems better than other children his

age, but will not reach his birthday before the cut-off date for kindergarten

admission.

A child who is interested in difficult concepts such as time and space, but will

not be five years old until after the cut-off date for kindergarten admission.

Early High School Graduation:

The practice of facilitating completion of the high school program in fewer than four

years for the purpose of providing earlier than typical access to post-secondary

educational opportunities.

Example:

• An advanced student is granted a diploma after spending only five semesters in high

school by accumulating credits on an accelerated basis through “dual-credit”

coursework taken while in middle school and by satisfying some high school

graduation requirements by completing “educational options” rather than traditional

courses. The student then enrolls in college as a full-time student at age 16.

Application / Process for Acceleration

1. Referrals for acceleration are directed to the building principal of the school where the

student would potentially be admitted. The referring person will complete the

district’s forms for acceleration referral. The building principal will contact the gifted

education coordinator or special education coordinator and present the completed

referral forms; testing may be recommended, to be administered by the school

psychologist or the gifted intervention specialist.

2.

2. The gifted coordinator or special education coordinator will obtain written permission

from the student’s parent(s) or legal guardian(s) to evaluate the student for possible


accelerated placement. The gifted education coordinator/GIS or special education

coordinator will begin the process of assessment and possible data collection and

observation with the assistance of the building principal and the regular classroom

teacher. (If the student meets initial assessment criteria, the process will continue

with further data collection.) Once assessment and data collection are complete, the

designated department coordinator will notify the building principal so a meeting may

be scheduled with the acceleration evaluation committee. The results of the

evaluation will be discussed at this meeting and the committee will determine the

most appropriate available learning environment for the referred student. If it is

determined that the student is a candidate for acceleration, the committee will write

the Written Acceleration Plan (WAP.)

The cThe acceleration committee will be comprised of but not limited to the following:

(a) The principal or assistant principal

(b) A classroom teacher

(c) A parent or legal guardian of the referred student

(d) The district gifted education coordinator

(e) The district special education coordinator

(f) Parent(s) of the referred child

The The parent(s) or legal guardian(s) will be notified within 45 days of the submission of

the referral of the evaluation results.

3.

5. Grade acceleration will not occur without full parental consent in writing.

2. Student’s curriculum and/or gifted Written Education Plan (WEP) will be reviewed by

the gifted intervention specialist (GIS) to determine appropriate curricular modification

options.

3. The GIS will work with classroom teacher(s) to begin implementation of the

appropriate curricular modifications as specified on the WAP. Implementation and any

modifications of the WAP will be reviewed periodically with GIS, gifted coordinator and

classroom teacher(s).

Th The parent(s) or legal guardian(s) of the evaluated student may appeal in writing the

decision of the evaluation committee to the Superintendent within 30 days.

4. The Superintendent shall review the appeal and notify the parent or legal guardian

who filed the appeal of his or her final decision within 30 days of receiving the appeal.

The Superintendent’s decision shall be final.

5. Any student meeting the assessment qualifications will be accelerated on a conditional

basis (4 weeks) as stated by the Ohio Revised code.


Multiple Criteria for Early Entrance and Whole Grade Acceleration

Students referred for early entrance or whole grade acceleration must meet the

following requirements:


A qualifying score on the Iowa Acceleration Scale 3 rd Edition - a tool that is used

by the assessment committee and evaluators to determine if acceleration is

needed and if it would benefit the child. The scale is used as a guide in

assessing a student’s ability, aptitude, achievement, attitude and social skills.

Social maturity should be equal to the child’s advanced mental status.

Criteria for Subject Acceleration

Criterion for the selected acceleration option is dependent upon the placement and

rigor of the option. The more permanent or rigorous the option, the more advanced

the criteria will be. Regardless of the option, the following criteria will be taken into

consideration the acceleration team including but not limited to the classroom

teacher, gifted education coordinator, parent (s) of the referred child, and the building

principal.

Students considered for acceleration in a core academic subject shall be evaluated

using a variety of data sources, including:




Scores on a state-approved instrument of achievement assessment,

Measures of state academic content standards (in subjects for which the state

has approved content standards)

Consideration of the student’s maturity and desire for accelerated placement.

The committee shall consider the student’s own thoughts on possible

accelerated placement in its deliberations.

2.

Further Acceleration Options

Early High School Graduation

Students referred to the high school guidance counseling office for early high school

graduation will be evaluated based on past academic performance, measures of


achievement based on state academic content standards, and successful completion of

state-mandated graduation requirements. The committee shall consider the student’s

thoughts on possible accelerated placement in its deliberations.

Withdrawal from Service

The acceleration evaluation committee will specify an appropriate transition

(probationary) period for accelerated placement for early entrants to kindergarten,

grade-level accelerated students, and students accelerated in individual subject areas.

At any time during this transition period, a parent or legal guardian of the student may

request in writing that the student be withdrawn from accelerated placement.

At any time during the transition period, a parent of legal guardian of the student may

request in writing an alternative accelerated placement. In such cases, the principal

will direct the acceleration committee to consider other accelerative options and issue

a decision within 30 days of receiving the request. If the student will be placed in an

accelerated setting different from that initially recommended by the acceleration

evaluation committee, the student’s written acceleration plan will be revised

accordingly, and a new transition period will be specified.

At the end of the transition period, the accelerated placement will become permanent,

the student’s records will be modified accordingly, and the acceleration plan will

become part of the student’s permanent record.

ForAAcceleration Referral Forms for acceleration are available at each building level

administrator’s office, the gifted coordinator’s office and the special education

coordinator’s office:






Rock Hill Elementary Administrator: Fred Evans

Rock Hill Middle School Administrator: Michael Hairston

Rock Hill High School Administrator: David Hopper

Special Education Coordinator: Laura Gleichauf

Gifted Education Coordinator: Trena Haynes

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