Southwest licking local school district administrator and teacher



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WITHDRAWAL



The services offered to gifted students are designed to be challenging and tackle abstract issues at a faster pace and greater degree of complexity than the regular curriculum. As a result, times may occur when parents, students, or staff are concerned about the ability of the child to continue successfully in the program. The recommended first step in such cases is a team approach between parents and teacher followed by the IAT process, as needed. In the event that removal from the program is determined as a necessary action, parents may choose to withdraw their child from the program. It will be done in a manner to cause the least disruption to the class and the student being removed. Therefore, the removal of students from gifted placements at the middle and high school level will occur at the end of the year, if at all possible. In extremely sensitive situations, the change may occur at the end of the nine weeks with administrative permission. A student who withdraws from gifted placement at any level will not be accepted back into the program during the course of that same school year or in subsequent years unless space is available.

SOUTHWEST LICKING LOCAL SCHOOLS

GIFTED SERVICES WITHDRAWAL FORM
Name _________________________________________________ Grade ____________
School ______________________________________________________________________
Placement ____________________________________________________________________

Reason for Withdrawal __________________________________________________________


_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Prior to Withdrawal:




  • Parents and placement teacher met to discuss the concern.




  • Issue was referred to IAT as appropriate.




  • Parent and placement teacher discussed the district policies regarding withdrawal from placement and the possible academic and social emotional consequences of withdrawal from gifted services.

Parent Statement of Understanding


“I understand that withdrawal from gifted services cannot be reversed this school year. Further, reinstatement of my child in the program in future years may only be considered as space is available.”

________________________________________________ ________________________

Parent Signature Date
________________________________________________ ________________________

Teacher Signature Date

________________________________________________ ________________________

Administrator Signature Date



TRANSFER STUDENTS
Students new to the district also have an opportunity for gifted services. The parents should indicate prior identification on the enrollment form upon entering the district. The building secretary or counselor will notify the county gifted coordinator of the student’s enrollment in the district and prior school of enrollment and then forward the student’s test scores, letters of identification, and/or Written Education Plan as they become available. As stipulated in House Bill 282, Southwest Licking Schools accepts scores less than 24 months old from other schools and private testing individuals, provided the test is on the approved list of acceptable instruments developed by the Ohio Department of Education. Any prior gifted identification from an Ohio public school automatically transfers with the student regardless of the date of identification. Service placement will follow the procedures listed earlier in this manual. At the middle school level, identified students with test scores more than 24 months old will be retested to determine placement. In the event that the student is eligible for services but the placement option is filled to capacity, the transfer student will be placed on a waiting list for the year and placement will be reconsidered the following school year. In those cases, the gifted intervention specialist will work with the child and/or the classroom teacher to assist with providing differentiation of classroom instruction to help meet the gifted student’s needs.


ACCELERATION


In the spring of 2006, the state adopted a model policy on academic acceleration, including subject acceleration, whole grade acceleration, early entrance to Kindergarten and first grade, and early graduation. In accordance with state law and ODE rules, Southwest Licking adopted its own policies incorporating the elements mandated by law. These can be found in district policies numbered 5112, 5409, 5410, and 5464.
Policy Highlights
Who can be accelerated?

  • Anyone who demonstrates an advanced academic need regardless of gifted identification.

  • Four year olds may enter Kindergarten.

  • Five year olds may skip Kindergarten and enter 1st grade.


Who may make a referral for acceleration?

  • Parents

  • Teachers and Administrators

  • Students

  • Physicians and Psychologists

  • Special note – if referral is for Early Kindergarten and the child will be 5 after January 1 of the Kindergarten year or if the referral is for early 1st grade and the child will be 6 after January 1 of the 1st grade year, referral must come from an educator or medical professional.


Who decides if acceleration occurs?

  • A committee including the gifted teacher(s), gifted coordinator, building administrator, sending and receiving teachers, and parents make the final decision together.

  • Decision is based on information gathered on the Iowa Acceleration Scale.


What is the process?

  • Referral is made and forwarded onto the building principal specialist.

  • The building principal obtains permission to test from the parents.

  • The gifted coordinator administers a cognitive abilities test. If the score is below 115, review ends. If above 115, the process continues.

  • The gifted coordinator administers normed achievement tests for the grade to be skipped in any subjects appropriate. (Single subject test for single subject acceleration; all subjects for grade acceleration.)

  • The building principal or designee talks with teachers and parents to complete the Iowa Acceleration Scales (IAS).

  • IAS scores are tallied and a recommendation is made.

  • The committee meets to determine best placement.

  • If acceleration will occur, a written acceleration plan is developed to guide the transition.


What is the Iowa Acceleration Scale?

  • Rating scale for acceleration reviews.

  • Considers academic, cognitive, motivational, physical growth, and social maturity elements.


Other notes:

  • One person cannot make a decision to accelerate or not accelerate.

  • Decisions may not be made on the basis of available transportation.

  • Subject accelerated students will take the OAT at the level of instruction unless no OAT exists in the higher grade level. (For example, a 3rd grader in 4th grade math will take the 4th grade math OAT. An eighth grader in HS geometry will not take a math OAT.).

  • Appeals may be made to the Superintendent within 30 days of the placement decision.

Southwest Licking Local Schools

Referral for Acceleration Assessment

Child’s Name ____________________________________________ Date of Birth: / /

Address:
Parent/Guardian: Phone:
School: Grade: Referred By:

Please consider the above student for the following type of acceleration


 Whole Grade Acceleration from Grade _____ to Grade _____
 Subject Acceleration from Grade ____ to Grade _____ in:

 Mathematics

 Reading

 Science

 Social Studies
 Early Entrance to Kindergarten
 Early Entrance to First Grade
 Early Graduation

Reason for referral:


_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________



Signature Relationship to Child Date

Please return to your building principal.

Southwest Licking Local Schools

Permission for Acceleration Assessment

Child’s Name ____________________________________________ Date of Birth: / /

Address:
Parent/Guardian: Phone:
School: Grade: Referred By:

Your child has been referred as a potential candidate for academic acceleration. Assessments are required for identification purposes. The following assessments may be administered to your child:

Otis Lennon School Ability Test

Iowa Test of Basic Skills

Woodcock Johnson Achievement Tests

Iowa Acceleration Scale

No assessment will be done without your written permission. Please read the information below and return this form to school as soon as possible. If you have questions, please contact: _________, Coordinator of Gifted Services at 740-349-6094.
TESTING IS FOR PLACEMENT PURPOSES ONLY AND DOES NOT GUARANTEE THAT ACCELERATION WILL BE OFFERED.
I understand that if I grant permission, my child will receive assessment(s) by designated school personnel and that the information may be shared with teachers, principals, and other appropriate school personnel. I will be notified of the decision making process and meeting to determine the appropriate placement for my child based on this assessment.
 Permission is given to conduct the assessment(s)
 Permission is denied

Signature Relationship to Child Date

Please return to your child’s teacher by ______________________.

SAMPLE WRITTEN ACCELERATION PLAN
SOUTHWEST LICKING LOCAL SCHOOLS

WRITTEN ACCELERATION PLAN

2007-2008 SCHOOL YEAR
Name _____________________________________________ School _________________
Starting Grade ______ Grade to Skip ________ Subject ______________________
Transition Steps (check all that apply) Person responsible


  • Visit new classroom prior to placement ________________________

  • Assign a class buddy for the beginning of the placement ________________________

  • Access to textbooks/online review for skipped material ________________________

  • Individual tutoring ________________________

  • Other _____________________________________ ________________________

Person responsible for monitoring progress: _________________________________________

Frequency: __________________________
How will acceptable progress be determined?

_____ Student must maintain same percentile rank in new setting as in former one.

_____ Student must demonstrate at least a proficient level on state achievement testing.

_____ Other (specifics: ________________________________________________________)


Who will receive the monitoring report? ___________________________________________
What situation would prompt a review of this placement? ______________________________

_____________________________________________________________________________



ACCELERATION TESTING POLICY FOR SUBJECT-ACCELERATED STUDENTS

From Ohio Department of Education
Note: The rules below have been established to ensure equity across districts regarding the practice of testing subject-accelerated students. Section 3324.10 of HB 66 and HB 79 charges all districts with the adoption of a district student acceleration policy. As such, the rules below apply only to students accelerated under a district acceleration policy. Typically, the students covered under the rules below are students accelerated into courses where most of their classmates are older peers.
Subject Acceleration: The practice of placing a student in a higher grade level than is typical given the student’s age for the purpose of providing access to appropriately challenging learning opportunities in one or more subject areas.
Example:

• A third grade student performing above grade level in reading and math goes to a fourth grade teacher every morning for instruction in these subjects and returns to the third grade classroom for instruction in other subject areas.


In most cases, students placed in curricular options with age peers such as ability grouping, honors courses and AP courses are not covered under the testing rules.
Definitions:

Accelerated-subject grade level: the grade level of the accelerated instruction.

Overall grade level: the grade level as reported in the EMIS Grade Level Element. Accountability grade level: the grade level where the student’s score will be counted.



  1. During the first year of a student’s acceleration, students with an accelerated-subject grade level of 4-8 (READING and MATH only) will be REQUIRED to test at their accelerated-subject grade level and their scores will be compared back to their overall-grade level using the table of probabilistic classification. Their accountability-grade level will be their overall-grade level.

  2. During the first year of a student’s acceleration, for any situation where the table of probabilistic classification is not appropriate, it will be OPTIONAL for the district to test at the accelerated-subject level. In these situations, if students are tested at their accelerated-subject grade level, the accountability-grade level will be the accelerated-subject grade level.

    1. The OPTIONAL situations include: a student with an accelerated-subject level of 3 or higher but an overall grade level of 2 or lower

    2. A student with an accelerated subject of WRITING, SCIENCE or SOCIAL STUDIES.

  3. During the first year of a student's acceleration, for situations where no test exists at their accelerated-subject grade level, but a test does exist in that subject at their overall-grade level, it will be OPTIONAL for the district to test the student.

  4. In any year OTHER THAN the first year of a student’s acceleration, testing the student at their accelerated-subject grade level is OPTIONAL for the 2006-2007 school year and will be REQUIRED thereafter. For students tested at their accelerated-subject grade level, the table of probabilistic classification will not be employed in any situation and the accountability grade level is the accelerated-subject grade level.

  5. In any year OTHER THAN the first year of a student’s acceleration, for situations where no test exists at their accelerated-subject grade level, but a test does exist in that subject at their overall grade level, it will be OPTIONAL for the district to test the student in 2006-2007 and thereafter the district will be REQUIRED to NOT test the student.

  6. Districts will not allow students with an accelerated-subject level of 10 or higher but an overall-grade level of 9 or lower to take the OGT.

  7. During the first year of a student’s acceleration, all districts will report in EMIS the Acceleration Element(s) [subject(s) and number of years accelerated]. During the first year of a student’s acceleration AND for any year OTHER THAN a student’s acceleration, districts will report in EMIS the Type of Accommodation Element for OAT for ANY situation in which the student was tested at their accelerated-subject grade level. For any situation where a student is not tested because a test does not exist at their accelerated-subject level, but a test does exist in that subject at their overall-grade level, districts will report in EMIS the Reason Test Not Taken Element for OAT. Districts will report in EMIS the Grade Level of Student at Time of Test Element and the Test Grade Level Element per standard reporting guidelines.

  8. ODE reserves the right to REQUIRE testing of all students at their accelerated-subject grade level in all areas beginning with the 2007-2008 school year.



Note regarding whole grade acceleration: For students who have been whole grade accelerated, their accelerated grade level, overall grade level and accountability grade level are all identical. During the first year of a student’s whole grade acceleration, report in EMIS the same value for all five Acceleration Element(s) [subject(s) and number of years accelerated]. Follow all typical testing and reporting guidelines for the student’s accelerated grade level (which is now their overall grade level and their accountability grade level as well).
For questions regarding what students are covered under this policy, please contact the Gifted Services staff at 614-466-2650 or gifted@ode.state.oh.us.

For questions regarding report card and accountability calculations or EMIS reporting, please contact your district’s EMIS coordinator.



Ohio Achievement Test Accountability And Reporting Matrix For Subject-Accelerated Students, 2006-2007

Rule #

Accelerated Placement Scenario

Testing at the accelerated-subject grade level?

What is the accountability level when students are tested at the accelerated-subject grade level?

EMIS Reporting Requirements (report the Grade Level of Student at Time of Test Element and the Test Grade Level Element per standard guidelines)

1

It is the first year of the student’s acceleration and ALL of the following apply:

• The student is in an accelerated-subject grade of 4, 5, 6, 7, or 8.

• The accelerated subject is READING or MATH.

• The student’s overall grade level is 3 or higher.



REQUIRED

Overall grade level

Acceleration Element(s) [subject(s) and number of years accelerated]. Type of Accommodation

Element.


2

It is the first year of the student’s acceleration and either of the following apply:

• The student is in an accelerated-subject grade level of 3 or higher but their overall grade level is 2 or lower.

• The student is in an accelerated subject of SCIENCE, SOCIAL STUDIES or WRITING.


OPTIONAL

Accelerated subject grade level

Acceleration Element(s) [subject(s) and years accelerated]. Type of Accommodation Element IF the student is tested at the accelerated-subject grade level.

3

It is the first year of the student’s acceleration. A test does not exist at the student’s accelerated-subject grade level BUT a test does exist in that subject at the student’s overall grade level.

Testing is OPTIONAL

Accelerated subject grade level
N/A if not tested

Reason Test Not Taken Element IF the student is

not tested.



4

It is a year OTHER THAN the first year of the student’s acceleration and a test exists at the student’s accelerated-subject grade level.

OPTIONAL for 2006-1007 school year, REQUIRED thereafter

Accelerated subject grade level

Type of Accommodation Element IF the student is tested at the accelerated-subject grade level.

5

It is a year OTHER THAN the first year of the student’s acceleration and a test does not exist at the student’s accelerated-subject grade level BUT a test does exist in that subject at the student’s overall grade level.

Testing is OPTIONAL for 2006-2007 school year. Thereafter the district will be REQUIRED to NOT test the student.

Accelerated subject grade level
N/A if not tested

Reason Test Not Taken Element IF the student is

not tested.




Note regarding whole grade acceleration: For students who have been whole grade accelerated, their accelerated grade level, overall grade level and

accountability grade level are all identical. During the first year of a student’s whole grade acceleration, report in EMIS the same value for all five Acceleration Element(s) [subject(s) and number of years accelerated]. Follow all typical testing and reporting guidelines for the student’s accelerated grade level (which is now their overall grade level and their accountability grade level as well).



D
Is this the first year of the student’s subject acceleration?

Is there a test at the student’s accelerated subject grade level?

Is there a test at the student’s accelerated subject grade level?

RULE 1

Testing students at their accelerated-

subject grade level is REQUIRED if ALL of

the following apply:

• The accelerated subject is READING or MATH

• The accelerated-

subject grade level is 4, 5, 6, 7 or 8

• The student’s overall grade level

is 3 or higher

RULE 2

Testing students at their accelerated-

subject grade level is OPTIONAL if either of the following apply: • The accelerated-

subject grade level is 3 or higher but the student’s overall grade level is 2 or lower

• The accelerated

subject is WRITING, SCIENCE or SOCIAL STUDIES




RULE 3

If there is a test in that subject at the

student’s overall grade level, testing

the student is OPTIONAL.




RULE 5

If there is a test in that subject at the student’s

overall grade level, testing the student is

OPTIONAL for the 2006-2007 school

year. Thereafter the district will be

REQUIRED to NOT test the student.




RULE 4

Testing students at their accelerated-

subject grade level is OPTIONAL for the

2006-2007 school year and

REQUIRED thereafter.


YES

NO

YES

NO

NO

YES
ECISION FLOWCHART FOR SUBJECT-ACCELERATED STUDENTS, 2006-2007



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