Appendices

Last Updated on Saturday, March 17, 2012 at 8:00 AM

Appendix A - Student Intervention System Readiness Tool

Academic Performance

Universal Content Standards: the set of content and skill knowledge necessary for all students to be productive in a global society; Kentucky’s Program of Studies/Kentucky’s Core Academic Standards represents minimum content standards for graduation in Kentucky

1. All students are given the opportunity to learn at high levels.

2. The minimum curriculum for all students aligns to the requirements of the Program of Studies for Kentucky Schools (2006) and Kentucky’s Core Academic Standards.

Universal Screening: school-wide screening of students to accurately identify those who are in need of learning or behavioral support beyond universal instruction and to assist with the efficacy of the core instruction

1.Assessment tool(s) are used to assess the specific needs of students (e.g., reading, writing, mathematics, emotional/behavioral, language proficiency).

2. The school/district has an assessment plan/schedule that reflects frequent and balanced (diagnostic, formative, summative) assessments, ensuring early screening procedures.

3. The student intervention team reviews and analyzes the data as well as documents and maintains the individual plan for each student.

Progress Monitoring: a set of assessment procedures for determining the extent to which students are benefiting from classroom instruction and for monitoring effectiveness of curriculum

1. Intervention services provide systemic and intentional evidence-based strategies that meet individual learning needs of students and are frequently (weekly/biweekly) monitored for student progress.

2. A frequent and ongoing method of individual student data collection is in place that reflects a balanced assessment system (diagnostic, formative, summative).

3. A system is in place to document student progress data and is used by staff for review and analysis to evaluate the effectiveness of instructional decisions based on the data and modified as needed.

Student-based Instructional Services (tiers/levels): multi-level, service-delivery model that incorporates increasing intensities of instruction designed to meet the continuum of student needs

1. School offers a range of research-based instructional and behavioral interventions for any student at risk of not reaching his/her potential.

2. Student instruction is provided in tiers of increasing levels of intensity, frequency and duration.

3. All students have access to the universal/core curriculum in addition to needed levels of targeted and intensive supports.

4. Procedures for moving from tier to tier are clearly established.

5. Existing tiers of instruction and behavioral supports are clearly articulated and understood by all staff.

6. Staff and parents are informed as to the frequency, intensity and duration of an intervention that is needed for effectiveness.

7. The educational system incorporates a variety of evidence-based strategies such as differentiated instruction, grouping and scheduling to optimize student outcomes.

8. A plan is established to allocate sufficient instructional time and intensity.

9. Group size, instructional time and instructional programs are continually adjusted to respond to student performance.

10. Allocation of staff is used flexibly across all roles to provide various interventions.

11. Evidence-based instructional strategies/materials that address universal, targeted and intensive interventions are utilized with individual student needs.

12. School staff is trained on reliability and fidelity in the administration and scoring of all assessment instruments, data analysis, as well as the fidelity and implementation of interventions.

Data-Based Decision Making: an integrated data collection/assessment system to inform decisions at each tier of service delivery; decisions are based on student performance data informed by professional judgment

1. The data used for decisions are derived from assessments used for the purposes of screening, collecting diagnostic information and monitoring progress.

2. Integrated data collection/assessment system is used for instructional goal-setting and to inform decisions at each tier/level of service delivery.

3. The school implementation team constructs a data plan prior to beginning any intervening services.

4. Success of the intervention is determined by both acquisition of skills and rate of improvement.

5. Comparative data from multiple sources across multiple settings inform decision-making.

6. Data is collected in both academic and non-academic areas.

7. The data used for decisions are derived from assessments that measure student achievement within the context of the classroom curriculum.

8. Staff determines the barriers that inhibit learning and alter instruction based on assessment data.

Learning Environment

Parent/Guardian Involvement: consistent, organized, and meaningful two-way communication between school staff and parents with regard to student progress and related school activities

1. Parents/guardians have multiple opportunities to provide input in their child’s instructional program.

2. Parents/guardians are aware of the explicit process for providing input in decision making.

3. Parents/guardians are involved in the decision-making process when their children transition from tier to tier.

4. Parents/guardians are informed of the elements of the core curriculum that correspond to evidence-based instruction.

Professional Learning: those experiences which systematically over a sustained period of time, enable educators to acquire and apply knowledge, understanding, skills and abilities to achieve personal, professional and organizational goals and to facilitate the learning of students

1. Professional learning opportunities are provided to teachers, administrators and paraeducators.

2. Professional learning opportunities are available to implement the Program of Studies and Kentucky’s Core Academic Standards.

3. Professional learning opportunities are available for teachers in the areas of evidence-based curricular programs, implementation of evidence-based instructional practices, progress monitoring techniques and data collection and analysis.

4. Professional learning opportunities are available for teachers, administrators, and paraeducators in each of the components of RtI (tiered service delivery model, universal screening, progress monitoring, data-based decision making, fidelity of implementation and parent involvement).

5. Professional learning opportunities are available on the use of targeted and intensive interventions.

6. Professional learning opportunities are available to implement problem-solving teams and collaborative decision-making.

7. Professional learning opportunities are available on the change in staff roles and responsibilities in a tiered intervention system.

8. Professional learning provides a focus on collaboration among parents, teachers, paraeducators and administrators.

9. Awareness training/communication about the tiered intervention system is available to parents and community.

Efficiency

Leadership: effective guidance from individuals and within groups that focuses on instructional decisions that support teaching and learning, organizational direction, high performance expectations, creating a learning culture, and developing leadership capacity

1. There is district-level support to adopt a KSI model and allocate required resources.

2. There is an understanding of and commitment to a long-term change process (i.e., three or more years).

3. The school has a student intervention team in place.

4. The school implementation team guides and monitors implementation and fidelity of the intervention system.

5. The school implementation team ensures that the school applies a problem-solving model to make instructional decisions.

Fidelity of Implementation: the delivery of instruction in the way in which it was designed to be delivered; the integrity with which screening and progress-monitoring procedures are completed and an explicit decision-making model is followed (e.g., the implementation of the process, instruction and progress monitoring)

1. There is a systematic process for monitoring the consistency of universal screening tools, progress monitoring, data-based decision making and instructional interventions.

2. Procedures are in place to ensure reliable administration, scoring and analysis of assessments.

3. Instruction is monitored to ensure teachers are using evidence-based practices to meet the needs of all students.

Appendix B – Legislation That Created RtI

The reauthorization of the Individuals with Disabilities Education Improvement Act (IDEA 2004) and the passage of the No Child Left Behind Act (NCLB 2001) stresses the use of professionally sound instruction and interventions based on defensible research, as well as the delivery of effective academic and behavior supports to improve student performance. Research shows that multi-tiered models are effective educational practices with schools to bring high-quality instruction for all students.

Federal Legislation:

The No Child Left Behind Act (NCLB, 2001)

The No Child Left Behind Act of 2001 (NCLB) is the reauthorization of the Elementary and Secondary Education Act (ESEA, 1965). It is the main federal law affecting education from kindergarten through high school. NCLB is built on four principles: accountability for results, more choices for parents, greater local control and flexibility and an emphasis on doing what works based on scientific research.

The Individuals with Disabilities Education Act (IDEA) 2004 is a law ensuring services to children with disabilities throughout the nation. IDEA governs how states and public agencies provide early intervention, special education and related services to more than 6.5 million eligible infants, toddlers, children and youth with disabilities.

Early intervening services should make use of supplemental instructional materials, where appropriate, to support student learning. Children targeted for early intervening services under IDEA are the very students who are most likely to need additional reinforcement to the core curriculum used in the regular classroom. These are in fact the additional instructional materials that have been developed to supplement and therefore strengthen the efficacy of comprehensive core curriculum.

Kentucky Intervention Legislation:

Kentucky has also passed legislation that addresses the need for Intervention strategies, models and programs to assist students not meeting state benchmarks. Following are the legislation that address a need for intervention:

KRS 158.6453 Assessment of achievement goals -- Development of Commonwealth

Accountability Testing System -- Components -- High school and college readiness assessments -- ACT and WorkKeys -- Accommodations for students with disabilities -- Assessment design -- Biennial plan for validation studies -- Local assessment -- School report card -- Individual student report.

(5)(b) A student whose scores on the WorkKeys assessments indicate that additional assistance is required in reading for information, locating information, or applied mathematics shall have intervention strategies for accelerated learning incorporated into his or her learning plan.

(13)(b) An individual student report to parents for each fifth-grade student summarizing the student's readiness in reading and mathematics based on the student's fourth-grade state assessment results. The school's fifth-grade staff shall develop a plan for accelerated learning for any student with identified deficiencies;

(c) An individual report for each student who takes a high school or college readiness examination administered under subsection (4)(a) of this section that:

1. Provides the student's test scores;

2. Provides a judgment regarding whether or not a student has met or failed to meet the expectations for each standard assessed; and

3. Is designed to assist students, parents, and teachers to identify, assess, and remedy academic deficiencies prior to high school graduation;

KRS 158.6459 Intervention strategies for accelerated learning

(1) A high school student whose scores on the high school readiness examination administered in grade eight (8), on the college readiness examination administered in grade ten (10), or on the WorkKeys indicate that additional assistance is required in English, reading, or mathematics shall have intervention strategies for accelerated learning incorporated into his or her learning plan.

(2) A high school student whose score on the ACT examination under KRS 158.6453

(4)(a)3. in English, reading, or mathematics is below the systemwide standard established by the Council on Postsecondary Education for entry into a creditbearing course at a public postsecondary institution without placement in a remedial course or an entry-level course with supplementary academic support shall be provided the opportunity to participate in accelerated learning designed to address his or her identified academic deficiencies prior to high school graduation.

(3) A high school, in collaboration with its school district, shall develop and implement accelerated learning that:

(a) Allows a student's learning plan to be individualized to meet the student's academic needs based on an assessment of test results and consultation among parents, teachers, and the student; and

(b) May include changes in a student's class schedule.

(4) The Kentucky Department of Education, the Council on Postsecondary Education, and public postsecondary institutions shall offer support and technical assistance to schools and school districts in the development of accelerated learning.

(5) A student who participates in accelerated learning under this section shall be permitted to take the ACT examination a second time prior to high school graduation at the expense of the Kentucky Department of Education. The cost of any subsequent administrations of the achievement test shall be the responsibility of the student.

KRS 158.649 Achievement gaps -- Data on student performance -- Policy for reviewing academic performance -- Biennial targets -- Review and revision of consolidated plan.

By December 1, 2002, each local board of education upon the recommendation of the local district superintendent shall adopt a policy for reviewing the academic performance on the state assessments required under KRS 158.6453 for various groups of students, including major racial groups, gender, disability, free and reduced price school lunch eligibility, and limited English proficiency. The local board policy shall be consistent with Kentucky Board of Education administrative regulations. Upon agreement of the school-based decision making council, or the principal if there is not a council, and the superintendent, the local board shall establish a biennial target for each school for reducing identified gaps in achievement as set out in subsection (4) of this section.

(4) By February 1, 2003, and each February 1 in odd-numbered years thereafter, the school-based decision making council, or the principal if there is not a council, with the involvement of parents, faculty, and staff shall set the school's biennial targets for eliminating any achievement gap and submit them to the superintendent for consideration. The superintendent and the school-based decision making council, or the principal if there is not a council, shall agree on the biennial targets before they are submitted to the local board of education for adoption.

(5) By April 1, 2003, and each April 1 in odd-numbered years thereafter, the school council, or the principal if a school council does not exist, with the involvement of parents, faculty, and staff, shall review the data and revise the consolidated plan to include the biennial targets, strategies, activities, and a time schedule calculated to eliminate the achievement gap among various groups of students to the extent it may exist. The plan shall include but not be limited to activities designed to address the following areas:

(a) Curriculum alignment within the school and with schools that send or receive the school's students;

(b) Evaluation and assessment strategies to continuously monitor and modify instruction to meet student needs and support proficient student work;

(d) Parental communication and involvement;

(e) Attendance improvement and dropout prevention; and

(f) Technical assistance that will be accessed.

KRS 158.792 Reading diagnostic and intervention fund -- Grants for reading intervention programs --Administrative regulations -- Annual reports on use of grant funds and costs of intervention programs.

(1)(b) "Reading diagnostic assessment" means an assessment that identifies a struggling reader and measures the reader's skills against established performance levels in the essential components of reading. The purpose is to screen for areas that require intervention in order for the student to learn to read proficiently.

(1)(c) "Reading intervention program" means short-term intensive instruction in the essential skills necessary to read proficiently that is provided to a student by a highly trained teacher. This instruction may be conducted one-on-one or in small groups; shall be research-based, reliable, and replicable; and shall be based on the ongoing assessment of individual student needs.

(2) The reading diagnostic and intervention fund is created to help teachers and library media specialists improve the reading skills of struggling readers in the primary program. The Department of Education, upon the recommendation of the Reading

Diagnostic and Intervention Grant Steering Committee, shall provide renewable, two (2) year grants to schools to support teachers in the implementation of reliable, replicable research-based reading intervention programs that use a balance of diagnostic tools and instructional strategies that emphasize phonemic awareness, phonics, fluency, vocabulary, comprehension, and connections between writing and reading acquisition and motivation to read to address the diverse learning needs of those students reading at low levels. Any moneys in the fund at the close of the fiscal year shall not lapse but shall be carried forward to be used for the purposes specified in this section.

(5) The Department of Education shall make available to schools:

(a) Information concerning successful, research-based comprehensive reading programs, diagnostic tools for pre- and post-assessment, and intervention programs, from the Collaborative Center for Literacy Development created under KRS 164.0207;

(b) Strategies for successfully implementing early reading programs, including professional development support and the identification of funding sources; and

(c) A list of professional development providers offering teacher training related to reading that emphasizes the essential components for successful reading: phonemic awareness, phonics, fluency, vocabulary, comprehension, and connections between writing and reading acquisition and motivation to read.

KRS 164.0207 Collaborative Center for Literacy Development: Early Childhood through Adulthood -- Duties -- Report.

(1) The Collaborative Center for Literacy Development: Early Childhood through

Adulthood is created to make available professional development for educators in reliable, replicable research-based reading programs, and to promote literacy development, including cooperating with other entities that provide family literacy services. The center shall be responsible for:

(a) Developing and implementing a clearinghouse for information about programs addressing reading and literacy from early childhood and the elementary grades (P-5) through adult education;

(b) Providing advice to the Kentucky Board of Education regarding the Reading Diagnostic and Intervention Grant Program established in KRS 158.792 and in other matters relating to reading;

(c) Collaborating with public and private institutions of postsecondary education and adult education providers to provide for teachers and administrators quality preservice and professional development relating to reading diagnostic assessments and intervention and to the essential components of successful reading: phonemic awareness, phonics, fluency, vocabulary, comprehension, and the connections between writing and reading acquisition and motivation to read;

KRS 158.844 Mathematics achievement fund -- Creation -- Use and disposition of moneys -- Administrative regulations -- Requirements for grant applicants - Department to provide information to schools and to make annual report to Interim Joint Committee on Education.

(1) The mathematics achievement fund is hereby created to provide developmentally appropriate diagnostic assessment and intervention services to students, primary through grade 12, to help them reach proficiency in mathematics on the state assessments under KRS 158.6453 and in compliance with the "No Child Left Behind Act of 2001," 20 U.S.C. sec. 6301 et seq. as required under KRS 158.840.

(2) The grant funds may be used to support the implementation of diagnostic and intervention services in mathematics. The use of funds may include: pay for extended time for teachers, released time for teachers to serve as coaches and mentors or to carry out other responsibilities needed in the implementation of intervention services, payment of substitute teachers needed for the support of mathematics teachers, purchase of materials needed for modification of instruction, and other costs associated with diagnostic and intervention services or to cover other costs deemed appropriate by the Kentucky Board of Education.

KRS 158.070 School term -- Professional development -- Holidays and days closed --Continuing education for certain students -- Breakfast program – Missed school days due to emergencies and service credit.

(8) Schools shall provide continuing education for those students who are determined to need additional time to achieve the outcomes defined in KRS 158.6451, and schools shall not be limited to the minimum school term in providing this education. Continuing education time may include extended days, extended weeks, or extended years. A local board of education may adopt a policy requiring its students to participate in continuing education. The local policy shall set out the conditions under which attendance will be required and any exceptions which are provided. The Kentucky Board of Education shall promulgate administrative regulations establishing criteria for the allotment of grants to local school districts and shall include criteria by which the commissioner of education may approve a district's request for a waiver to use an alternative service delivery option, including providing services during the school day on a limited basis. These grants shall be allotted to school districts to provide instructional programs for pupils who are identified as needing additional time to achieve the outcomes defined in KRS 158.6451. A school district that has a school operating a model early reading program under KRS 158.792 may use a portion of its grant money as part of the matching funds to provide individualized or small group reading instruction to qualified students outside of the regular classroom during the school day.

704 KAR 3:305 Minimum requirements for high school graduation

Section 2. Beginning with the graduating class of 2012, each student in a common school shall have a total of at least twenty-two (22) credits for high school graduation. Those credits shall include the content standards as provided in the Kentucky core academic standards, 704 KAR 3:303. Additional standards-based learning experiences shall align to the student’s individual learning plan and shall consist of standards-based content. The required credits and demonstrated competencies shall include the following minimum requirements:

(1) Language arts - four (4) credits (English I, II, III, and IV) to include the content contained in the Kentucky core academic standards for English and language arts.

(a) Language arts shall be taken each year of high school.

(b) If a student does not meet the college readiness benchmarks for English and language arts as established by the Council on Postsecondary Education in 13 KAR 2:020, the student shall take an English and language arts transitional course or intervention, which is monitored to address remediation needs, before exiting high school;

(2) Social studies - three (3) credits to include the content contained in the Kentucky core academic standards for social studies;

(3) Mathematics - four (4) courses of mathematics, including three (3) credits that shall include the content contained in the Kentucky core academic standards for mathematics and include the following minimum requirements:

(a) Algebra I, Geometry, and Algebra II. An integrated, applied, interdisciplinary, occupational, or technical course that prepares a student for a career path based on the student's individual learning plan may be substituted for a traditional Algebra I, Geometry, or Algebra II course on an individual student basis if the course meets the content standards in the Kentucky core academic standards, 704 KAR 3:303;

(b) A mathematics course or its equivalent as determined by the district shall be taken each year of high school to ensure readiness for postsecondary education or the workforce; and

(c) If a student does not meet the college readiness benchmarks for mathematics as established by the Council on Postsecondary Education in 13 KAR 2:020, the student shall take a mathematics transitional course or intervention, which is monitored to address remediation needs, before exiting high school; and

(d) Prealgebra shall not be counted as one (1) of the three (3) required mathematics credits for high school graduation but may be counted as an elective;

(4) Science - three (3) credits that shall incorporate lab-based scientific investigation experiences and include the content contained in the Kentucky core academic standards for health;

(5) Health - one-half (1/2) credit to include the content contained in the Kentucky core academic standards for health;

(6) Physical education - one-half (1/2) credit to include the content contained in the Kentucky core academic standards for physical education;

(7) History and appreciation of visual and performing arts (or another arts course which incorporates this content) - one (1) credit to include the content contained in the Kentucky core academic standards for arts and humanities or a standards-based specialized arts course based on the student’s individual learning plan;

(8) Academic and career interest standards-based learning experiences - seven (7) credits including four (4) standards-based learning experiences in an academic or career interest based on the student’s individual learning plan; and

(9) Demonstrated performance-based competency in technology.

Appendix C - EPAS Interventions and Documentation

What is an appropriate intervention strategy?

An appropriate intervention strategy is

· Data-based and student-centered, addressing individual learning needs and styles.

· Designed to help a student reach the benchmark or achieve a standard.

· Monitored in an ongoing manner through formative and interim assessments.

· Applied in a systemic manner; not limited to one class, course or place.

· Facilitated by individuals who have been trained to implement the strategy.

· Applied with fidelity, adhering to guidelines for research-based practices.

· Fluid enough to allow flexibility to move students forward as the benchmark or standard is achieved.

Are there particular intervention strategies that should be used for a student to receive a second paid administration of the ACT?*

To receive a second paid administration of the ACT, a student should complete an intervention plan that is:

· connected to content through the Program of Studies

· data-based, data-driven

· designed to improve content knowledge so that students may meet the Council on Postsecondary Education’s (CPE) standards for entry into a credit-bearing course at a public post-secondary institution

*In addressing implementation of SB 130 for the 2008-10 biennium, HB 406, the Budget Bill, limited the students eligible for KDE-supported retakes of the ACT to only those eligible for free or reduced price meals. However, since no funding was included in the final version of HB 406 to pay for any KDE-supported ACT retakes during the biennium, absent any future appropriation from the General Assembly, no KDE-supported retakes of the ACT assessment will be available to students for the 2008-2010 biennium.

What is the timeline for EPAS interventions?

EPAS interventions may begin once schools and districts receive EXPLORE, PLAN or ACT data. The planning and implementation may continue until a student or group achieves the benchmark or standard. With EPAS, the implementation period may continue until students take the next formal assessment, possibly a period of one year or more.

How much accelerated learning should students complete to be eligible for the paid retake of the ACT?*

Since each district, school and student population may evidence various needs, schools have the freedom to choose delivery options as long as they are responsive to student needs.

Will the intervention strategies be different if 20% or more students from a particular school do not meet the benchmark for English, reading or math on one or more of these assessments?

The intervention strategies must ensure that the needs of the individual students, as well as the needs of the school or district, are met. A strategy from the school or district level may address issues such as delivery options, staff assignments or weaknesses relating to core coverage, particularly when 20% or more students are not meeting a content benchmark.

Documentation Process

How should districts document the intervention strategies and student completion? May they use the paper IGP if they are not using the web-based ILP?

If more than 20% of the students fail to meet college readiness standards, the school must look at systemic issues, such as the alignment of the core curriculum to the Program of Studies and Core Content for Assessment; the organization and sequencing of courses; student access to core courses; assignment of teaching staff; organization of the extended school services program, etc. Systemic issues may be addressed in the Comprehensive School and District Improvement Plans as appropriate, with progress reports on implementation provided to the school council and the local board of education.

The school is responsible for documenting its intervention strategies for each student needing accelerated learning because of deficiencies or needing more advanced coursework in the individual learning plan, either in paper or electronic format. Once this has been in place for several years, best practice would begin with an examination of the success of the strategies previously implemented based on the students’ 8^th-grade EXPLORE and 10^th-grade PLAN results and making modifications as needed.

The department plans to modify the Individual Learning Plan and the student information system to assist schools in tracking this information.

Will the same intervention and strategies and documentation process apply to students who do meet the benchmarks for EXPLORE and PLAN?

The law calls for students who meet or exceed the benchmarks to receive counseling to take more challenging coursework, such as more difficult classes or Advanced Placement, and for schools to work with students, parents and teachers to identify, assess and remedy academic deficiencies prior to high school graduation. The documentation procedure for this process should be determined at the local level, but should be coordinated with the students’ individual learning plan.

Will KDE require an approval process before a student may be eligible for the ACT retake? If so, what will that look like?*

Yes, the local district will need to provide the names of the students eligible to retake the ACT with a letter of assurance from the superintendent that the students participated in accelerated learning designed to address identified academic deficiencies. Violations will be identified through currently existing monitoring systems.

How should a school document the intervention plan if 20% or more of its students do not meet the benchmark for English, reading, or math on one or more these assessments?

If more than 20% of the students fail to meet college readiness standards, the school must look at systemic issues, such as the alignment of the core curriculum to the Program of Studies and Core Content for Assessment, the organization and sequencing of courses, student access to core courses, assignment of teaching staff, organization of the extended school services program, etc. Systemic issues can be addressed in the Comprehensive School and District Improvement Plans as appropriate, with progress reports on implementation provided to the school council and the local board of education.

KDE plans to modify the individual learning plan and the student information system to assist schools in tracking this information.

Will KDE monitor documentation and compliance with this statute? How?

Compliance will be monitored through the scholastic audit and management audit process in identified schools and with the letters of assurance provided by the district superintendent.

Documentation Checklist

District has ensured all students have an ILP. Schools have developed a process for including intervention strategies for accelerated learning into the Individual Learning Plan. Schools have implemented a process for including intervention strategies for accelerated learning into the individual learning plan Schools develop and implement intervention strategies, working with teachers, parents and students. Schools have aligned intervention strategies with Gifted Services Plans, Individual Education Programs and Section 504 plans. Schools have made needed schedule changes based on ILP and ACT results Schools provide opportunities for ACT retake – monitor results on retake to determine effectiveness of intervention strategies. Districts sign assurances.

Related Statutes

KRS 158.6459 Intervention strategies for accelerated learning -- Individualized learning plan -- Retake of ACT.

(1) A high school student whose scores on the high school readiness examination administered in grades eight (8), on the college readiness examination administered in grade ten (10), or on the WorkKeys indicate that additional assistance is required in English, reading, or mathematics shall have intervention strategies for accelerated learning incorporated into his or her learning plan.

(2) A high school student whose score on the ACT examination under KRS 158.6453 (4) (a) 3 in English, reading, or mathematics is below the system-wide standard established by the Council on Postsecondary Education for entry into a credit-bearing course at a public postsecondary institution without placement in a remedial course or an entry-level course with supplementary academic support shall be provided the opportunity to participate in accelerated learning designed to address his or her identified academic deficiencies prior to high school graduation.

(3) A high school, in collaboration with its school district, shall develop and implement accelerated learning that:

(a) Allows a student's learning plan to be individualized to meet the student's academic needs based on an assessment of test results and consultation among parents, teachers, and the student; and

(b) May include changes in a student's class schedule.

(4) The Kentucky Department of Education, the Council on Postsecondary Education and public postsecondary institutions shall offer support and technical assistance to schools and school districts in the development of accelerated learning.

Effective: July 12, 2006

From KRS 158.6453:

(4) (b) 2. A student whose scores on the college readiness examination administered in grade ten (10) or the ACT college admissions and placement examination administered in grade eleven (11) indicate a high degree of readiness for college shall be counseled to enroll in accelerated courses, with an emphasis on Advanced Placement classes;

(13) The Kentucky Board of Education, after the Department of Education has received advice from the Office of Education Accountability; the School Curriculum, Assessment, and Accountability Council; and the National Technical Advisory Panel on Assessment and Accountability, shall promulgate an administrative regulation under KRS Chapter 13A to establish the components of a reporting structure for assessments administered under this section. The reporting structure shall include the following components:

(a) A school report card that clearly communicates with parents and the public about school performance. The school report card shall be sent to the parents of the students of the districts, and a summary of the results for the district shall be published in the newspaper with the largest circulation in the county.

It shall include but not be limited to the following components reported by race, gender, and disability when appropriate:

1. Student academic achievement, including the results from each of the assessments administered under this section;

2. Nonacademic achievement, including the school's attendance, retention, dropout rates, and student transition to adult life; and

3. School learning environment, including measures of parental involvement;

(b) An individual student report to parents for each fifth-grade student summarizing the student's readiness in reading and mathematics based on the student's fourth-grade state assessment results. The school's fifth-grade staff shall develop a plan for accelerated learning for any student with identified deficiencies;

(c) An individual report for each student who takes a high school or college readiness examination administered under subsection (4) (a) of this section that:

1. Provides the student's test scores;

2. Provides a judgment regarding whether or not a student has met or failed to meet the expectations for each standard assessed; and

3. Is designed to assist students, parents, and teachers to identify, assess, and remedy academic deficiencies prior to high school graduation; and

(d) A student's scores on the ACT examination or WorkKeys assessments administered under subsections (4) (a) and (5) of this section and the ACT examination under KRS 158.6459(5) shall be recorded on his or her official high school transcript.

Effective: July 12, 2006

Appendix D - Types of Acceleration

Southern, W. & Jones, E.
Excerpt from A Nation Deceived: How Schools Hold Back America’s Brightest Students
University of Iowa College of Education Belin-Blank Center for Gifted Education and Talent Development
2004

1. Early Admission to Kindergarten:
Students enter kindergarten or first grade prior to achieving the minimum age for school entry as set by district or state policy. The entry age specified varies greatly throughout the country and is generally stated in terms of birth date. For example, entry to kindergarten will be allowed for prospective students who will achieve the age of five years on or before September 30 of their entry year.

2. Early Admission to First Grade:
This practice can result from either the skipping of kindergarten, or from accelerating a student from kindergarten in what would be the student's first year of school.

3. Grade-Skipping:
A student is considered to have grade skipped if he or she is given a grade-level placement ahead of chronological-age peers. Grade-skipping may be done at the beginning or during the school year.

4. Continuous Progress:
The student is given content progressively as prior content is completed and mastered. The practice is accelerative when the student's progress exceeds the performance of chronological peers in rate and level. Provision for providing sequenced materials may or may not be with the discretion of the teacher or within the control of the student.

5. Self-Paced Instruction:
With this option the student proceeds through learning and instructional activities at a self-selected pace. Self-paced instruction is a sub-type of continuous progress acceleration. Self-paced instruction is distinguishable from the more general continuous progress in that the student has control over all pacing decisions.

6. Subject-Matter Acceleration/Partial Acceleration:
This practice allows students to be placed with 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. 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.

7. Combined Classes:
While not, in and of itself, a practice designed for acceleration, in some instances (e.g., a fourth and fifth-grade split room), this placement can allow younger students to interact academically and socially with older peers. It may or may not result in an advanced grade placement later.

8. Curriculum Compacting:
The student's instruction entails reduced amounts of introductory activities, drill, and practice. Instructional experiences may also be based on relatively fewer instructional objectives compared to the general curriculum. The time gained may be used for more advanced content instruction or to participate in enrichment activities. Instructional goals should be selected on the basis of careful analyses for their roles in the content and hierarchies of curricula. The parsing of activities and goals should be based on pre-instructional assessment.

9. Telescoping Curriculum:
Student is provided instruction that entails less time than is normal (e.g., completing a one-year course in one semester, or three years of middle school in two). Telescoping differs from curriculum compacting in that time saved from telescoping always results in advanced grade placement. It is planned to fit a precise time schedule. Curriculum compacting, on the other hand, does not necessarily advance grade placement.

10. Mentoring:
A student is paired with a mentor or expert tutor who provides advanced or more rapid pacing of instruction.

11. Extracurricular Programs:
Students elect to enroll in coursework or after school or summer programs that confer advanced instruction and/or credit.

12. Correspondence Courses:
The student enrolls in coursework delivered outside of normal school instruction. Instruction may be delivered traditionally by mail, but increasingly other delivery mechanisms such as Internet-based instruction and televised courses are used.

13. Early Graduation:
The student graduates from high school or college in three-and-a-half years or less. Generally, this is accomplished by increasing the amount of coursework undertaken each year in high school or college, but it may also be accomplished through dual/concurrent enrollment or extracurricular and correspondence coursework.

14. Concurrent/Dual Enrollment:
The student takes a course at one level and receives credit for a parallel course at a higher level (e.g., taking algebra at the middle school level and receiving credit at both the middle school and the high school level or taking a high school chemistry course and receiving credit for a university course upon successful completion).

15. Advanced Placement (AP):
The student takes a course (traditionally in high school) that will confer college credit upon successful completion of a standardized examination.

16. Credit by Examination:
The student is awarded advanced standing credit (e.g., in high school or college) by successfully completing some form of mastery test or activity.

17. Acceleration in College:
The student is awarded an advanced level of instruction at least one year ahead of normal. This may be achieved with the employment of other accelerative techniques such as dual enrollment and credit by examination or by determination of college teachers and administrators.

18. Early Entrance into Middle School, High School, or College:
The student completes two or more majors in a total of five years and/or earns an advanced degree along with or in lieu of a bachelors degree.

The full two-volume report can be downloaded at NationDeceived.org.

Permission Statement

This article is provided as a service of the Davidson Institute for Talent Development, a 501(c)3 nonprofit dedicated to supporting profoundly gifted young people under 18. www.DavidsonGifted.org.

For more information contact:

Kim Willhoite
500 Mero Street, 19th Floor CPT
Frankfort, KY 40601

Phone: 502-564-2106 x4526

kim.willhoite@education.ky.gov