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Accelerated and Enriched Curriculum (AEC) Services

Accelerated and Enriched Curriculum (AEC) Services at the Elementary Level

AEC Single Acceleration
AEC services for single 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 between the 90th and 96th  percentile on the Measure of Academic Progress (MAP) Test, and exceeding 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 10% of students are identified district wide.

Students identified for single accelerated AEC at grades 4 and 5 participate in a mathematics program using Eureka Math and a one year accelerated curriculum, CMP 3, which is a middle school math program aligned with the Common Core. In 4th grade, AEC teachers will work with students to compact 4th and 5th grade math standards.  In 5th grade, AEC teachers will work with  students to complete 6th grade math standards. 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.

AEC Double Acceleration
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 between the 97th and 99th percentile on the Measure of Academic Progress (MAP) Test, and exceeding 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 3% of students are identified district wide.

Students identified for double accelerated AEC 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.

Elementary AEC Matrices
 - Incoming 4th grade AEC Math Matrix April 2024
 - Incoming 5th grade AEC Math Matrix April 2024

*For questions regarding the AEC appeal process, please contact your building principal.

Elementary Enrichment
In 3rd grade the AEC teachers and 3rd grade classroom teachers work together to meet the needs of all 3rd graders (not enrolled in dual language) by providing activities for use in the classroom, by meeting with small groups, or by working as co-teachers in a whole group setting. Instructional approaches and groupings of 3rd grade students change often in order to provide students with enrichment opportunities for the children at their level.

Hadley Math Pathways

At Hadley, our math program is designed to meet students where they are and prepare them for success in high school and beyond. To ensure each student is placed in the pathway that best supports their growth, we review a variety of data at the end of fifth grade, including MAP math scores, IAR results, and classroom performance.

The Pre-Algebra Pathway
This pathway follows the standard middle school math progression. It is developmentally appropriate for most 6th grade students and the experience is built around 6th grade Common Core Standards. This pathway ensures students are fully prepared to take Algebra during their freshman year of high school.

Grade 6: 6th Grade Math
Grade 7: 7th Grade Math
Grade 8: Pre-Algebra

The Algebra Pathway
This pathway offers an accelerated pace for students ready to jump start their high school preparation. Students enrolled in the Single Accelerated math program in 5th grade, and those who consistently score between the 65th and 95th percentile and meet our placement criteria, are placed into this pathway.
Due to the compacted and accelerated nature of this course, student work habits are one of the strongest indicators of success. 

Grade 6: 6th Grade Integrated (compacted 6th and 7th grade math standards combined) 
Grade 7: Pre-Algebra
Grade 8: Algebra

The Geometry Pathway
This pathway is designed for our most accelerated learners. Students who were enrolled in the Double Accelerated math program in 5th grade and those who consistently score at or above the 96th percentile, and meet our placement criteria, are placed into this pathway.

Grade 6: Pre-Algebra
Grade 7: Algebra
Grade 8: Geometry

Hadley Math Pathway Placement Matrix
 - Incoming 6th Graders Math Placement Matrix March 2026
*For questions regarding the AEC appeal process, please contact the building principal.

Hadley Accelerated Literacy

Hadley offers an accelerated literacy program for very advanced writers and readers. Students are identified at the end of fifth grade using a matrix of MAP reading data, IAR and classroom data. This is a 3 year program for those students who qualify and students are recommended for Honors placement in D87.

Hadley 6th Grade Accelerated Literacy Matrix -
- Incoming 6th Graders Literacy Placement Matrix March 2026
*For questions regarding the appeal process, please contact the building principal.

Early Entrance to Kindergarten or First Grade

Is Early Entrance to Kindergarten or First Grade the Best Choice for Your Child?
Early entrance to kindergarten or first grade should be considered as a way to meet a child’s individual needs. While a child may demonstrate significant ability, they may not necessarily be ready for grade level acceleration. Other critical factors, such as social maturity, personal development, and motor skills, should also be carefully evaluated.

Early entrance is intended for children who are not only academically advanced but also developmentally mature compared to their peers of the same age. It’s important to distinguish between truly exceptional children and those who may appear advanced due to increased exposure to learning opportunities (e.g., preschool programs, parental involvement, or access to educational resources). Early entrance is most appropriate for children with high ability who readily grasp new material.

Once a decision for early entrance is made, it can be challenging to reverse. Therefore, if a child is identified as a strong candidate for early entry, it is crucial that all stakeholders involved are fully supportive of the decision.

Some considerations when determining if early entrance is right for a child:

  • Is my child prepared for the academic, social, and emotional demands of a full day school setting at an accelerated grade level?

  • Is my child capable of working in a classroom setting with children who are one year older than them?

  • Will my child feel frustrated or overwhelmed by being placed with older classmates?

  • What are the possible long-term impacts of early entrance as my child moves through elementary, middle, and high school (for example, beginning college at a younger age)?

To be eligible for early entrance screening, your child must turn 5 by December 31st for kindergarten or 6 by December 31st for first grade. Additionally, they must not have a non-twin sibling already attending the accelerated grade. Early entrance screening requests will be accepted once the district registration window opens each year. Please note that the deadline to request early entrance screening is March 1st (or the first business day thereafter) each year. All requests and required documents must be submitted by this deadline for consideration. Please keep in mind that early entrance placements depend on available classroom space.

If you would like your child to be considered for early entrance into either kindergarten or first grade, please contact our Central Services Office at (630) 790-6400.