Any student, parent/guardian, or staff member can refer a student for acceleration.
| | A. | Application forms should be obtained from the building principal.
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| | B. | Completed forms should be returned to the building principal and sent on to the parent(s) (if necessary) for permission to assess.
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| | C. | Once permission for assessment has been obtained, the principal and gifted coordinator should see that any necessary assessment is completed.
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| | D. | The acceleration evaluation committee should be convened. The IAT process can be used for this purpose so long as the evaluations can be completed within the forty-five (45) school days from the date of application. This group should include but not be limited to those names in Policy 5410. At Pfeiffer, Edison and Perry High School it is recommended that a guidance counselor be a part of this group.
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| | E. | The Gifted Coordinator should complete the IOWA acceleration form.
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| | F. | This group should re-convene after the IOWA acceleration form is completed to:
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| | G. | There should be a risk free nine (9) week transition time. However, the grades earned while at the higher level will count even if the student moves back to the original placement.
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| | H. | During the transition period the receiving teacher should give the original teacher grades.
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| | I. | After the transition period the building secretary and EMIS coordinator will receive notification from the gifted office to permanently place the student. At this time the student should appear on the receiving teacher's class list.
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| | J. | If the receiving teacher or parent has concerns they should request a meeting before the end of the transition period.
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| | K. | At the end of the transition period a copy of the acceleration plan will be sent from the office of the gifted coordinator to the following people: building principal, gifted intervention specialist, current teacher, receiving teacher, building secretary, pinnacle coordinator, EMIS coordinator, parent(s) or legal guardian(s) and place a copy in the student's file.
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| | L. | Completed forms should be kept in the student’s record folder.
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| | M. | The student’s record card should have the change of placement noted (on the next line, but indicating, if appropriate, the same school year). Single subject acceleration should be done in the same way. If necessary a second card should be attached.
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| | N. | Students who must attend a different building for single subject acceleration will be given transportation if necessary.
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| | O. | Students being accelerated in a single subject, who need to attend a different building, will be given District transportation assistance to be arranged by the building principal or gifted coordinator along with the transportation manager.
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| | P. | Communication regarding schedule changes, attendance should be clear and intentional making sure the parent and student are informed.
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| | Q. | Teachers and building principals need to be aware of the need in single subject acceleration, that students are included in opportunities like math tournament and Power of the Pen.
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| | R. | Accelerated students shall take the OAT in their accelerated grade level unless it is the first year of acceleration and there is no test in the grade from which they have been accelerated.
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| | S. | When student enters Perry with a class at an accelerated level, the student should continue at that level even if it means taking this class in another building.
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