6. What constitutes appropriate school support for a whole grade advancement to proceed? • Planning and implementing successful whole‐grade advancement requires the coordinated efforts of the student, parents, current and receiving teachers, administrators, and support personnel, such as the gifted teacher. • If the decision is made to whole‐grade advance a student, an Instructional Support Plan is needed. The plan should contain recommendations for addressing minor knowledge gaps that the student has, setting criteria to measure the student’s successful adjustment in the new grade, and designating particular team members who will be responsible for monitoring the student’s performance in the new grade until criteria measures are met. • It is essential that the receiving teacher be included in writing the implementation plan, as his or her attitude and support are critical in creating a supportive and welcoming environment for the whole grade advanced student. While the possible support of all staff is very important, the receiving teacher plays the most critical role. 7. What is the role of the parent? • Parents of academically gifted students are generally appropriately and effectively involved with their children. • Parents who initiate requests for consideration of curriculum changes for their children should be viewed as advocating for them, and their requests and views should be given serious consideration. 8. What if the student is involved in competitive school athletics? • Whole‐grade advancement may place some students, either at the time of the decision or later, at a competitive disadvantage in their particular sport. Parents and students should be made aware of this and encouraged to discuss any concerns, which they may have. • Whole‐grade advancement should never be perceived by a student as punishment. There are situations in which a student being sufficiently involved in and dedicated to athletics is enough reason to decide against grade advancement. If a student who is ready for greater academic challenge is not advanced, then alternative programs, such as mentoring or advancement in specific subject areas, should be implemented. 9. What might happen if we leave well enough alone and keep students who appear ready for acceleration at their current grade level? • Whole‐grade advancement is a positive step for those students who are ready for the academic and social gains that it provides. • It is important to remember, too, that no educational placement decision is irrevocable. Sometimes situations warrant reconsideration. • Having a designated monitor who maintains positive ongoing communication with the student, parents, and receiving teacher will go far toward preventing unsuccessful whole‐grade advancement or at least in recognizing problems at an early stage.
6. What constitutes appropriate school support for a whole grade advancement to proceed? • Planning and implementing successful whole‐grade advancement requires the coordinated efforts of the student, parents, current and receiving teachers, administrators, and support personnel, such as the gifted teacher. • If the decision is made to whole‐grade advance a student, an Instructional Support Plan is needed. The plan should contain recommendations for addressing minor knowledge gaps that the student has, setting criteria to measure the student’s successful adjustment in the new grade, and designating particular team members who will be responsible for monitoring the student’s performance in the new grade until criteria measures are met. • It is essential that the receiving teacher be included in writing the implementation plan, as his or her attitude and support are critical in creating a supportive and welcoming environment for the whole grade advanced student. While the possible support of all staff is very important, the receiving teacher plays the most critical role. 7. What is the role of the parent? • Parents of academically gifted students are generally appropriately and effectively involved with their children. • Parents who initiate requests for consideration of curriculum changes for their children should be viewed as advocating for them, and their requests and views should be given serious consideration. 8. What if the student is involved in competitive school athletics? • Whole‐grade advancement may place some students, either at the time of the decision or later, at a competitive disadvantage in their particular sport. Parents and students should be made aware of this and encouraged to discuss any concerns, which they may have. • Whole‐grade advancement should never be perceived by a student as punishment. There are situations in which a student being sufficiently involved in and dedicated to athletics is enough reason to decide against grade advancement. If a student who is ready for greater academic challenge is not advanced, then alternative programs, such as mentoring or advancement in specific subject areas, should be implemented. 9. What might happen if we leave well enough alone and keep students who appear ready for acceleration at their current grade level? • Whole‐grade advancement is a positive step for those students who are ready for the academic and social gains that it provides. • It is important to remember, too, that no educational placement decision is irrevocable. Sometimes situations warrant reconsideration. • Having a designated monitor who maintains positive ongoing communication with the student, parents, and receiving teacher will go far toward preventing unsuccessful whole‐grade advancement or at least in recognizing problems at an early stage.
Whole%20Grade%20Advancement.docx