Accelerated and Enriched Curriculum (AEC) Services at the Elementary Level
AEC services for a two year acceleration in math at the elementary level are provided to identified students in the area of mathematics at grades 4 and 5. To identify students for participation in this program we evaluate multiple student measures. Our experience has shown that students consistently scoring in the 98 or 99 percentile on the Measure of Academic Progress (MAP) Test, and exceed grade level standards on local and state assessments have the most success in this demanding program. Students are first identified at the end of third grade using a matrix. The identification process occurs again at the end of 4th grade as well to provide additional opportunities to students. Approximately the top 5% of students are identified district wide.
Identified AEC students at grades 4 and 5 participate in a replacement mathematics program using a two year accelerated curriculum, CMP 3, which is a middle school math program aligned with the Common Core. This means, fourth graders will complete sixth grade math, and fifth graders complete seventh grade math. This is a very rigorous math program which progresses at a faster pace than instruction in a typical elementary classroom. Students participating in the program also demonstrate computational fluency across the operations and apply their fact knowledge to traditional and non-traditional algorithms.
In 2nd and 3rd grade, AEC teachers also work with all students through flexible math groups for 30 minutes a day using both MAP math data as well as unit pre-tests from the classrooms to form groups. These groupings change with each unit, and provide the AEC teachers with an opportunity to work with all students to provide enrichment opportunities.
Accelerated and Gifted Services at the Middle School Level
Accelerated and Gifted services at the Middle School level are provided to identified students in the area of mathematics and literacy at grades 6, 7, and 8.
To identify students for participation in the mathematics program, all students are re-identified at the end of fifth grade using a matrix of multiple measures which include: Map math data, IAR and classroom data. Two accelerated math options are available to District 41 children that qualify. Those scoring consistently at the 98/99 percentile along with meeting other matrix criteria, are identified for participation in the two-year accelerated math program. The course work for these students is Pre-Algebra in grade 6, Algebra in grade 7, and Geometry in grade 8. Students who consistently score at the 85 - 97th percentile and meet or exceed on classroom assessments are identified for participation in the one-year accelerated math program. The course work for these students is 6th Grade Common Core Accelerated in grade 6, Pre-Algebra in grade 7, and Algebra in grade 8.
To identify students for participation in the gifted literacy program, students are identified at the end of fifth grade using a matrix of MAP reading data, IAR and classroom data. Students scoring consistently at the 98/99 percentile and exceed grade level local and state assessments are identified to participate in this rigorous program. Above grade level English Language Arts standards from the Common Core for ELA, as well as resources from the Center for Gifted Education at the College of William and Mary are utilized within this coursework.