Math Acceleration

Procedures for Mathematics Acceleration – K-5

  1. Parent/teacher initiates the request for Math Acceleration.

  2. The Math Acceleration Team convenes (gifted administrator, workshop teacher, classroom teacher, math specialist, math curriculum coordinator, school psychologist). The team reviews the student’s current mathematical functioning. The math curriculum coordinator reviews criteria for Math Acceleration. The team determines whether to continue to differentiate in the classroom or to initiate the process for math acceleration and:

    a. the classroom teacher and math specialist continue to differentiate in the classroom setting.

    xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx or

    b. the gifted administrator notifies parents (via letter) that the process for math acceleration has
    been initiated.
  3. Administer assessments (math curriculum coordinator).
  4. Math Acceleration Team reconvenes to review assessment data. Team determines whether the child is to be:

    xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Accelerated or

    xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Not accelerated or

    xxxxxxxxxxxxxxxxxxxxxxxxxxxxx Given further assessment

  5. Letter is sent to parent(s) by gifted administrator.


Criteria for Mathematics Acceleration, K-4

In most instances, individual student needs will be met in the mathematics classroom through curricular differentiation. An accelerated mathematics placement will be considered through the math acceleration process for students who have mastered the mathematics curriculum at their current grade level. Accelerated mathematics is an extensive, deeper study of mathematics at the next grade level.

  1. The student is identified as gifted through the formal identification process.
  2. The student has a score of >99th percentile on the Test of Mathematical Abilities for Gifted Students (TOMAGS).
  3. The student has a score at or above the 99th percentile on the non-verbal section of the Otis-Lennon School Ability Test or its equivalent on a standardized individual/group intelligence/reasoning test.
  4. The student has been recommended for acceleration in mathematics by the K-5 mathematics curriculum coordinator.
  5. Student demonstrates mastery (90%) on a district-wide assessment activity.

The building Math Acceleration Team will meet to process the accelerated mathematics placement request. Acceleration will be recommended by the team if at least 4 out of 5 criteria are met by the student.


Criteria for Mathematics Acceleration, Grade 5

In most instances, individual student needs will be met in the mathematics classroom through curricular differentiation. An accelerated mathematics placement will be considered through the math acceleration process for students who have mastered the mathematics curriculum at their current grade level. Accelerated mathematics is an extensive, deeper study of mathematics at the next grade level.

  1. The student has a score at or above the 99th percentile on the non-verbal section of the Otis-Lennon School Ability Test or its equivalent on a standardized individual/group intelligence/reasoning test.
  2. The student has been recommended for acceleration in mathematics by the K-5 mathematics curriculum coordinator and the student’s math teacher.
  3. Student demonstrates mastery (90%) on a district-wide assessment activity.

The building Math Acceleration Team from the child’s home school will meet to process the accelerated mathematics placement request. Acceleration will be recommended by the team if at least 2 out of 3 criteria are met by the student.

If a student meets criteria for math acceleration at the end of 5th grade, that student skips 6th grade math and enrolls in 7th grade Algebra 1+.

Updated: October 2016

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