Elementary programming
STRETCH program
For students who demonstrate abilities significantly above the norm for their age, Willmar Public Schools offers students in grades three through five something called the STRETCH (Science and math, Technology, Real-world experience, Engineering, Teamwork, Creativity, and Hands-on) program.
In the STRETCH program, students are able to self-select sessions according to their interests and talents. The sessions are taught by the district’s gifted and talented teacher.
Early entrance to kindergarten, first grade
The Willmar Board of Education has adopted regulations permitting early admission to kindergarten and first grade of exceptionally mature children on the basis of a testing program.
Children whose fifth birthday falls between Sept. 1 and Oct. 31 of this school year may be considered for early admission to kindergarten. Children whose sixth birthday falls between Sept. 1 and Oct. 31 of this school year may be considered for early admission to first grade.
Keep in mind that these children may be competing in school with children who are fourteen months older than they are. Willmar Public Schools does not believe it is educationally sound to admit a child to school early unless he/she is physically, emotionally, and intellectually ready to work with more mature pupils.
If you feel that your child's total development is superior to most children of his/her age, and feel he/she can compete with older children, you may apply for early entrance. In general, children who are healthy and coordinated, emotionally mature, socially well-adjusted, and above average in intelligence may be considered. These children must speak plainly, express themselves well, and be socially outgoing to associate with older, more mature children.
If you feel that your child is exceptional, please complete the early entrance to kindergarten or first grade application form and return it to the principal of the elementary school in your attendance area. Applications will be accepted (for a September entrance) during the months of May and June. Upon receipt of the application, the building principal will make arrangements with you for an assessment conference with the school psychologist. The child's birth certificate must be attached to this application. The school psychologist and building principal will determine whether or not the recommended applicants for early admission meet the following standards:
- Verbal and performance intelligence quotients at the superior level.
- A high level of competence in basic skills areas of spelling readiness, number concepts, and letter recognition.
- Social development at the six-year-old level.
- Evidence of good capacity to engage in precise, structured activity in a consistent and persistent manner.
- Good physical health and development.
At the conclusion of the assessment, a review conference will be scheduled with the parents by the building principal.
Verification of acceptance or rejection will be made in writing to the concerned parents. This decision must be accepted by the parents as final.
If your child is accepted for early kindergarten entrance, registration forms will be included in the correspondence sent to you regarding your child's enrollment. If you have any questions concerning this procedure, please feel free to contact your building principal or the superintendent’s office.
K-5 subject acceleration
Subject acceleration allows students to be placed in classes with older peers for a part of the day (or with materials from higher grade placements) in one or more content areas. Subject-matter acceleration or partial acceleration may be accomplished by the student either physically moving to a higher-level class for instruction (e.g., a second-grade student going to a fifth-grade reading group), or using higher-level curricular or study materials in the current classroom.
Subject-matter acceleration may also be accomplished outside of the general instructional schedule (e.g., summer school or after school), or by using higher-level instructional activities on a continuous progress basis without leaving the placement with chronological-age peers.
Procedures:
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A teacher or parent may initiate a subject acceleration request to the building administrator.
- A teacher may consult with the school’s student success team for intervention ideas to determine if the student’s needs can be met by implementing classroom enrichments.
- Information is gathered from the teacher regarding student performance:
- Academic achievement assessments: Minnesota Comprehensive Assessment (MCA) and/or FAST.
- Ability assessment: Cognitive Abilities Assessment (CogAT).
- The parent, building administrator, and teacher meet to discuss results and make the final decision.
- A plan for the student will be developed and signed by the parent(s), teacher, and building administrator.
K-5 grade acceleration
Grade acceleration allows a student to be moved ahead of normal grade placement, either during the academic year or at the end of the school year. It is preferred that requests for grade level acceleration be made by the end of the third quarter of the prior year.
Procedures:
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A teacher or parent may initiate a grade acceleration request to the building administrator. Parents must fill out the Grade Acceleration Request Form and submit it to the building administrator. If parents do not initiate the request, they must be notified prior to a referral being made.
- A teacher may consult with the school’s student success team for intervention ideas to determine if the student’s needs can be met by implementing classroom enrichments.
- Information is gathered from parent and teacher regarding student performance:
- Academic achievement assessments: Minnesota Comprehensive Assessment (MCA) and/or FAST.
- Ability assessment: Cognitive Abilities Assessment (CogAT).
- Parent Inventory for Finding Potential (PIP).
- A building team including, but not limited to a teacher, the principal, and the school psychologist will review the request.
- The building team meets with parents to decide whether to continue the process.
- If grade acceleration is recommended, a plan for class placement and transition consideration will be developed. Follow-up meetings will be scheduled as needed.
- If grade acceleration is not recommended, recommendations for current grade will be developed as necessary.
Critical Considerations:
- Social/emotional maturity.
- Academic motivation.
- Persistence; an intense interest in learning.
- Strong independent study skills.
Other Considerations:
- If the child would be accelerated to the same grade as an older sibling.
- If the child does not want to be grade accelerated.