Acceleration:  Various forms of advancing through material or grade levels prior to the prescribed time based on early mastery.  Curriculum compacting, dual enrollment in different grade levels, early exit from school, and grade-skipping are all forms of acceleration.



Cluster Grouping:  Grouping of a cluster of identified students in a heterogeneous classroom with a teacher trained in the appropriate instruction of these special needs students, specifically academically accelerated, for the purpose of receiving a differentiated educational experience matched to the students’ needs, interests, and abilities.  The other students in the class are of mixed ability.



Differentiation:  Any systematic adjustment of the level, pace, process and product of the curriculum designed to accommodate the unique needs of individuals or groups of students.



Standardized Achievement Test:  The purposes for using standardized achievement batteries with students in the primary grades are much the same as those for testing in later grades. The results can provide unique information about individual students and classes for use in instructional planning. When used as intended, such batteries can be a useful supplement to teacher observations about what students are able to do, and they can provide a starting point for monitoring year-to-year student development.




CoGAT:  The CoGAT is currently used in grades 2 and 5 to appraise the level and pattern of cognitive development of students.  The test measures both general and specific cognitive abilities.  The development of these abilities,which starts at birth and continues through early adulthood, is influenced by experiences both in and out

of school.  These developed abilities are closely related to an individual's success in school in virtually all subjects.  Test results may be used in planning effective instructional programs and, in combination with other relevant information about the student, can be used to enhance the student's chances for success

in learning.



Educational Development Plan (EDP), Grades 8-12:  Each student, prior to attending High School, will complete an (EDP) Education Development Plan.  The EDP becomes a student’s roadmap through each Career Pathway, and should lead them to achieve the career goals they have set for themselves.  Students start the Career Pathways program in seventh grade.  (For more information about Career Pathways, contact the Career Preparation Coordinator, Mrs. Claudia Pahls.)  The EDP is a “working document” and should be reviewed at least once every year, and can be changed or modified at any time based on the student’s success and continued interest in a particular career area.   There are six steps to follow and students should be able to create a useful four-year plan that will serve them well through high school and beyond into the world of employment and higher education.


Last Modified on October 8, 2007