Academic Acceleration for Advanced Learners
Students who can exceed the grade-level indicators and benchmarks set forth in the standards must be afforded the opportunity and be encouraged to do so. Students who are gifted may require special services or activities in order to fully develop their intellectual, creative, artistic and academic capabilities or to excel in a specific content area. Again, the point of departure is the standards-based curriculum.
Ohio Academic Content Standards
¨ HB 66 required implementation of a board adopted policy for Academic Acceleration for Advanced Learners beginning in 2006-07.
¨ Acceleration policy guidelines mandate students have access to acceleration in four areas:
§ Early admission to kindergarten
§ Whole grade acceleration
§ Subject area acceleration
§ Early graduation from high school
¨ Students do not have to be identified as gifted to be eligible for acceleration.
¨ Policy and practices regarding academic acceleration should reflect the State Board of Education recommendations in the following:
§ Based upon research based effective acceleration practices
§ Decision for academic acceleration is not based on an absolute standard such as an IQ score, achievement test scores or date of birth.
§ All students have equal access to consideration for acceleration.
§ Should contain no statement or language that discourages parents and educators from seeking evaluation for accelerated placement for students.
§ Provides opportunity for parental input in making decisions regarding accelerated placement.
§ Does not allow a student to be removed from an accelerated placement without parental consent.
§ Includes a fair and reasonable appeal process.
§ Students in grades K-12 are eligible for consideration for acceleration.
§ Should describe a process to ensure continuous progress through the curriculum for accelerated students.
§ May not require parents to pay for evaluations needed to make a decision about acceleration.
§ Decision making should be by a committee of educators with specific knowledge of the student, as well as educators with specific knowledge of effective acceleration practices, with input from the student and the parents.
§ For early admission to kindergarten and whole grade acceleration, K-6, the Iowa Acceleration Scale (IAS), Third Edition, is required for use in guiding the decision making process.
§ The accelerated placement should be directed by a Written Acceleration Plan.
For more information, or to refer a student to be evaluated for academic acceleration, please contact Sandra Freeman, Coordinator, Gifted Services, firstname.lastname@example.org .
Ohio Department of Education Information and Toolkit
§ State Board of Education Resolution on Acceleration
§ Model Policy Text and Introductory Information
§ Acceleration Case Studies
§ Model Written Acceleration Plans (WAPs)
The Iowa Acceleration Scale (IAS), Third Edition
Pathways to Acceleration
Link to pdf
A Nation Deceived: How Schools Hold Back America’s Brightest Students
The Templeton National Report on Acceleration