“Accelerated placement” is the placement of a student at the instructional level that best matches that student’s needs by allowing access to a curriculum that is usually reserved for children who are older or in higher grades than the student. The Accelerated Placement Act requires Illinois public school districts to adopt and implement policies on acceleration including:
- Early entrance to kindergarten and first grade
- Individual subject acceleration, and
- Whole-grade acceleration.
Full text of the Accelerated Placement Act can be found on the Illinois General Assembly website.
Bloomingdale District 13 believes in the maximum educational development of all students. Our academically talented students are entitled to programs and services supportive of their needs that extend learning beyond the core curriculum. It is essential that these students are provided with diverse, appropriate, and ongoing learning experiences and environments that foster their academic and social-emotional growth. We want students of District 13 to capitalize on their talents, express themselves in a meaningful way, become actively involved in their learning, and be a contributing member to their schools and community.
The Accelerated program provides differentiated programming that consists of enrichment and acceleration to challenge and extend the learning of those students who have been identified for placement in the Accelerated program. Accelerated students are individuals who require guidance in discovering, developing, and realizing their potentials as individuals and as members of society.
The Identification Process for Accelerated Placement
Students are identified for the Accelerated programing for grades 3rd through 8th. The identification process is a two step process. The first step consists of screening the general population of students. The second step consists of selection for placement in the Accelerated program.Achievement test scores, ability test scores, and teacher observations are used as part of the identification process. This information is compiled into learning profiles of students to determine eligibility. Eligibility is based on trends and patterns over time and not one data score. Each year student learning profiles are re-evaluated at the elementary buildings. Parents are informed of their child's status for Accelerated placement for the following year in a letter sent home in the Spring.
Learning Profiles and Z-Score Calculations
Once data is collected for students, Z-score calculations are determined to normalize data for placement in the Accelerated Program. A Z-score calculation takes each student's individual scores from MAP tests and OLSAT tests minus the average mean score from those tests divided by the standard deviation for those tests. The average mean scores and the standard deviations are taken from the local population. In other words, the average mean scores and the standard deviations are taken from the grade level and the school for that particular student for that particular test. In addition to the Z-scores, teacher input is considered and factored into placement decisions.