Illinois Acceleration Act
District 34 believes that all students across the achievement spectrum should be challenged and supported to develop their potential. For some students needing a higher level of instruction, this can best be achieved by affording them access to curricula and learning environments more commonly provided to older students. In accordance with the Illinois Acceleration Act state mandate 105 ILCS 5/14A-32, early entrance to kindergarten, early entrance to first grade, whole grade acceleration, and individual subject acceleration in math or reading has been integrated into D34 policies and procedures.
Acceleration applications should be submitted by March to ensure adequate time for each step in the assessment and review process. Any application that is submitted after the first day of a new school year will be seen as candidates for the following school year.
Acceleration
Single-subject acceleration in math or ELA means a student will join a class with students one (or more) grades above their own for the course in which they are accelerated. They will remain with grade-level peers for the remainder of their day. Because schedules often will not align among grade levels, the student will likely miss instruction in one or more subjects of their own grade level.
Math (K-5)
Kindergarten - 5th Grade
A student who is granted math acceleration through the Acceleration Act while in Kindergarten through 5th grade will be instructed at a level one year above their own until they learn 5th grade standards.
Unrelated to the Illinois Acceleration Act, the District 34 math program identifies students for one or two years of math acceleration beginning in 6th grade. Therefore, a student who is granted math acceleration through the Illinois Acceleration Act concludes when a student completes a course in 5th grade math standards (which would be the end of that student's 4th grade year of school.)
For their 5th grade school year, a student that has already learned 5th grade standards due to the Acceleration Act will learn 6th grade math standards via an independent online math program. The following year, when in 6th grade, the student will return to the District's math program pathways. As a 6th grader, that student would likely participate in a 6th grade Double Accelerated math course with their grade level peers who have also been identified for math instruction at an accelerated rate. Should a student seek acceleration beyond what the District 34 Math Program already offers in grades 6-8, a student must re-apply at the end of their 4th grade school year. See the Math (6-8) tab for more information.
| Grade (by age) | Math course determined through the Illinois Acceleration Act |
|---|---|
| K | Student will join a 1st grade math class at their school.* |
| 1st | Student will join a 2nd grade math class at their school.* |
| 2nd | Student will travel to a 3rd grade math class in the district (which may or may not be their future school).* |
| 3rd | Student will join a 4th grade math class at their school.* |
| 4th |
Student will join a 5th grade math class at their school.* At the end of 4th grade, acceleration will be re-evaluated. |
| 5th |
Student might learn 6th grade standards learned through an independent program online. ** Student might qualify for additional acceleration and learn pre-algebra standards through an independent program online. |
| 6th |
Students that learned 6th grade standards when in 5th grade will join the the Double Accelerated math pathway and learn 7th and 8th grade standards. They will be in a class with their 6th grade peers who qualify for this course through the District Math Matrix. They will follow district math program pathways for subsequent math courses. Students that qualified and completed a course in pre-algebra while in 5th grade will be Triple Accelerated. See the Math (6-8) tab for more details. |
* The schedule for students at any grade level who are on an individual accelerated pathway can be isolating and may involve traveling to a different school for math instruction. This document shows an example of what can be expected: Single-Subject Acceleration Impact on Student Schedule.
** 6th grade standards are learned through an independent program online because this school year is transitioning the student from the Illinois Acceleration Act to regular District 34 math programming.
Process for Consideration for Single-Subject Math Acceleration:
1. Submit Acceleration Request Form.
Assessment Data Reviewed:
| Test Name | Score Needed |
|---|---|
|
K - 1 only: AimsWeb Plus Math Benchmark |
Composite score of at least the 95th percentile for the grade level for which the student is applying to join. The average percentile of the most recent two administrations is used for this measure. |
|
1 - 5 only: NWEA MAP Math Benchmark * |
Two RIT scores from the last three administrations of the MAP tests must be in the 95th percentile or above for the course/grade level for which the student is applying to join. (See chart for target RIT) For students that do not have historical NWEA data to consider, additional diagnostic and content area assessments may be added to this process to ensure consistency in student achievement. |
|
CogAT |
Quantitative score must be in at least the 95th percentile. |
|
Math Content Test for the grade level to be skipped |
95% correct with no major skill deficiencies |
* The NWEA Learning Continuum will also be examined to ensure there are no unmastered standards from the grade level to be skipped.
-
Team consisting of District 34 administrators and teachers. All data including parent and teacher feedback is reviewed.
-
Matrix was modeled after the IOWA Acceleration Scale
Math (6-8)
6th - 8th Grade
District 34 already has a math process that reviews all students' eligibility for math acceleration beginning in 6th grade. If identified for the most accelerated pathway the program offers (Double Accelerated Math), students will be two years ahead in math by the time they complete 8th grade. These students will take Algebra and Geometry in middle school and start high school in Algebra 2.
Should a student seek acceleration beyond the pathway of Double Acceleration, he or she would need to apply. This application would identify if a child is should be accelerated three years in math.
| Grade (by age) | Math course determined through the Illinois Acceleration Act |
|---|---|
| 6th |
Student will join a 7th grade Double Accelerated class and will learn high school Algebra 1 standards.* |
| 7th | Student will join a 8th grade Double Accelerated class and will learn high school Geometry standards.* |
| 8th | Student will travel to Glenbrook South and be enrolled in an Algebra 2 Honors math class.* |
* The schedule for students who are on an individual accelerated pathway can be isolating and can involve travel. This document shows an example of what can be expected: Single-Subject Acceleration Impact on Student Schedule.
Process for Consideration for Single-Subject Math Acceleration:
1. Submit Acceleration Request Form.
Assessment Data Reviewed:
| Test Name | Score Needed |
|---|---|
|
NWEA MAP Math Benchmark * |
Two RIT scores from the last three administrations of the MAP tests must be in the 95th percentile or above for the course/grade level for which the student is applying to join. (See chart for target RIT) For students that do not have historical NWEA data to consider, additional assessments may be added to this process to ensure consistency in student achievement. |
|
CogAT |
Quantitative score must be in at least the 95th percentile. |
| Math Content Test for the grade level(s) to be skipped | 90% correct with no major skill deficiencies. |
* The NWEA Learning Continuum will also be examined to ensure there are no unmastered standards from the grade level to be skipped.
-
Team consisting of District 34 administrators and teachers. All data including parent and teacher feedback is reviewed.
-
Matrix was modeled after the IOWA Acceleration Scale
ELA
Process for consideration for Single-Subject Reading Acceleration:
The District 34 Gifted Program will automatically screen and identify students in 3rd through 8th grades. Once a student has been identified for the gifted program, the gifted teacher will tailor instruction to the ability and achievement level of each student, regardless of grade level.
Assessment Data Reviewed:
| Test Name | Score Needed |
|---|---|
| K - 5: AimsWeb Plus Literacy Benchmark |
Composite score of at least the 95th percentile for the grade level for which the student is applying to join. The average percentile of the most recent two administrations is used for this measure. |
| 1 - 8: NWEA MAP Reading Benchmark * | Two RIT scores from the last three administrations of the MAP test must be in the 95th percentile or above for the grade level for which the student is applying to join. (See chart for target RIT) |
|
CogAT |
SAS score must be in at least the 95th percentile. |
* The NWEA Learning Continuum will also be examined to ensure there are no unmastered standards from the grade level to be skipped.
-
Team consisting of District 34 administrators and teachers. All data including parent and teacher feedback is reviewed.
-
Matrix was modeled after the IOWA Acceleration Scale.
Whole-Grade
Process for consideration for Whole-Grade Acceleration:
Assessment Data Reviewed:
| Test Name | Score Needed |
|---|---|
|
K - 2: AimsWeb Plus Literacy Benchmark |
Composite score of at least the 95th percentile for the grade level for which the student is applying to join. The average percentile of the most recent two administrations is used for this measure. |
|
K - 2: AimsWeb Plus Math Benchmark |
Composite score of at least the 95th percentile for the grade level for which the student is applying to join. The average percentile of the most recent two administrations is used for this measure. |
| 1 - 8: NWEA MAP Reading Benchmark * |
95th percentile for the grade level for which the student is applying to join. The average percentile of the highest four of the last five administrations is used for this measure to ensure consistent student performance. |
| 1 - 8: NWEA MAP Math Benchmark * |
95th percentile for the course/grade level for which the student is applying to join. The average percentile of the highest four of the last five administrations is used for this measure to ensure consistent student performance. |
|
CogAT |
SAS score must be in at least the 95th percentile. |
| Optional: Math Content Test for the grade level to be skipped | 90% correct with no major skill deficiencies. |
* The NWEA Learning Continuum will also be examined to ensure there are no unmastered standards from the grade level to be skipped. For students that do not have historical NWEA data to consider, additional diagnostic and content area assessments may be added to this process to ensure consistency in student achievement.
-
Team consisting of District 34 administrators and teachers. All data including parent and teacher feedback is reviewed.
-
Matrix was modeled after the IOWA Acceleration Scale
Early Entrance
Students may apply for early entrance to Kindergarten or First Grade.
Kindergarten
Steps for Consideration for Early Entrance to Kindergarten:
| Day 1 (90 Minutes) | Day 2 (45 Minutes) |
|---|---|
|
AimsWeb Plus Literacy Benchmark (for the desired grade level) |
Cognitive Abilities Test (CogAT) Screener |
| AimsWeb Plus Math Benchmark (for the desired grade level) | |
|
Dial 4 (Developmental Indicators for the Assessment of Learning) Kindergarten Readiness Screener |
5. Data review of the child's scores on the Kindergarten Early Entrance Matrix.
| Kindergarten Early Entrance Matrix | |||
|---|---|---|---|
| 2 | 1 | 0 | |
|
AIMSWEB Literacy |
99%-95% |
94%-90% |
<89% |
|
AIMSWEB Math |
99%-95% |
94%-90% |
<89% |
|
CogAT |
99%-95% SAS |
94%-90% SAS |
<89% SAS |
| Matrix Points | Screening Results |
|---|---|
|
6 |
Early Entrance Offered |
| 5 | Early Entrance Offered |
|
<5 |
Early Entrance Not Offered |
6. Results shared with parents via email.
7. If the child does meet the qualifications for early entrance, the gifted coordinator will notify your child’s school about the placement.
First Grade
To be considered for early entrance to First Grade according to the policies of District 34 and the State of Illinois, children must meet the following criteria. The child:
- attended a non-public preschool and will complete kindergarten at that same facility.
- was taught by an appropriately certified kindergarten teacher.
Steps for Consideration for Early Entrance to First Grade:
| Day 1 (30-40 Minutes) | Day 2 (45 Minutes) |
|---|---|
|
AimsWeb Plus Literacy Benchmark (for the desired grade level) |
Cognitive Abilities Test (CogAT) Screener |
| AimsWeb Plus Math Benchmark (for the desired grade level) |
5. Data Review of the child's scores on the Kindergarten Early Entrance Matrix.
Point Determination Table:
| 2 Points | 1 Point | 0 Points | |
|---|---|---|---|
|
AimsWeb Literacy (Fall Norms) |
99%-95% |
94%-90% | <89% |
|
AimsWeb Math (Fall Norms) |
99%-95% | 94%-90% | <89% |
| CogAT | 99%-95% SAS | 94%-90% SAS | <89% SAS |
Point Totals and Results:
| Matrix Points Earned | Screening Results |
|---|---|
| 6 |
Early Entrance will be offered |
| 5 | Early Entrance will be offered |
| < 5 | Early Entrance will not be offered |
6. Results shared with parents via letter through email.
7. If granted, the Gifted Coordinator will notify the school about the student's acceleration.