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Middle and high school programming

For the students who demonstrate abilities significantly above the norm for their age, Willmar Public Schools offers middle and high school students subject and grade acceleration, as well as advanced courses which often result in college credit.

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 six-grade student going to a ninth-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:

  • A teacher, parent or student may initiate a subject acceleration request.
  • 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.

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:

  • A teacher, parent, or student 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.