draft policy ioa feb 11, 09 version

8/14/2019 Draft Policy IOA Feb 11, 09 Version

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DRAFT:DO NOT DISSEMINATEP o l ic y 1 0 A A c c e l e ra t e d a n d E n r ic h e d I n s t r u c t io nA. PURPOSE:The Board of E ducation is committed to promoting rigorous performance and achievem ent standardsand to providing instructional programs and services that encourage all students to achieve at theirhighest level. A continuum of services for an innovative, relevant, accelerated and enriched instructionalprogram that propels all students to achieve at higher levels in all subject areas and in all Grades K-12is necessary for attaining this goal. Traditionally underserved groups must receive guidance and supportto develop their talents to participate equitably at the highest levels of this continuum.B. ISSUE: All students deserve be appropriately challenged and are entitled to a full year's growtheach school year. To that end, an effective, differentiated accelerated and enriched instructionalprogram m ust include the following:Proposed B eliefs1. Equal access to and support for accelerated and enriched instruction for all students, includingstudents with disabilities, from all racial, ethnic and cultural groups, and across all economic strata

in all schools K-12.2. Ongoing identification of student strengths to determine appropriate levels of service.

3. Development of talents, abilities, and potential of all students, including underachieving andtraditionally underserved students.

4. A continuum of services for accelerated and enriched instruction that meets the needs of allstudents demonstrating ability, potential, or motivation to attempt advanced level coursework.5. Clearly defined and communicated accelerated and enriched pathways with clearly articulatedlearning objectives in each content area.6. Differentiated rigorous curriculum, instruction and resources for all students.7. Flexible and varied grouping arrangements such cs including homogeneous. heterogeneous,

4 4:4Gige-Reo .u-s-, and homogeneous cluster groups in heterogeneous classrooms to enhancedelivery of accelerated and enriched instruction to accommodate diversity in student backgrounds,abilities, readiness levels, and interests.8. Consistency of implementation of services and programs within and among schools, K-12.

9. High quality professional development focused on building knowledge, skills and expectations thatenable all students to reach their maximum potential.10. Clear and timely communication between and among parents, students and teachers regardingprogram opportunities and student progress.11. System-wide data points regularly collected, monitored, and published annually to ensureconsistency of implementation and accountability for program effectiveness.

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DRAFT:DO NOT DISSEMINATEC. POSITION:1.Programs and ServicesThe ability of students to work at a n advanced level is a dynam ic quality and is developmental

in nature. A continuum of programs and services that ensures that all students have anequitable opportunity to develop their skills and talents and enables them to benefit fromaccelerated and enriched instruction will include the following:

a. In all schools and in all grades-1) High expectations and opportunities for students to develop criticaland creative thinking skills in all grades and in all content areas.2) Clearly defined and articulated accelerated and enriched pathways of instructionwith clear learning objectives offered in all grades, in all content areas.3) Elements of the accelerated and enriched curriculum for use in the regularcurriculum, when appropriate.4) A m entoring and support system to nurture students' talents and to encouragestudents to attempt, persevere and succeed at more challenging levels.5) Instruction that is differentiated based on appropriate data to provide studentspacing and levels of support that meet their individual needs.6) Use of multiple indicators during instruction to accelerate students to the mostchallenging coursework.7) Continued review of data that serves as the basis for recommendations regardinginstruction for each student at the next grade level.8) Flexible and varied grouping arrangements, th q t include both homogeneous andheterogeneous, that reflect grouping by achievement level, by interest, and bylearning profile to ensure that students are motivated and challenged to succeed attheir highest levels.9) Organization of schedules to include substantial time for students to interact withacademic peers.

b. Because children entering the school system in their early years arrive with variedstrengths, reflecting previous experience, and do not all manifest their potential whenevaluated by conventional methods of assessment, instruction in grades pre-K-5should involve efforts to detect and nurture such talents. This will include

1) primary talent development tools that include assessments, diagnostic tools, andinstruction designed to reveal, document and nurture the strengths and potential ofall students in all subject areas.2) opportunities for all students to accelerate substantially in mathematics, reading,and writing instruction in all subject areas.3) programs for students whose needs cannot easily be met in local schools.c. Students in grades 6 -12 continue to develop their talents, skills, and knowledge at

different rates. A differentiated continuum of services and programs is necessary tomaintain an optimal instructional match that propels the em erging potential andachievement o f students. This will include1) opportunities for all students to accelerate substantially into more advanced work orbenefit from enrichment opportunities in all subject areas.2) programs in middle and high schools for students with specialized interests andtalents or for students whose nee ds cannot easily be m et in local schools.3) dual enrollment in university level courses for secondary school students.

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DRAFT:DO NOT DISSEMINATE2. Identification for Services

a. Each school, K-12, will follow an established process to ensure that every student isreceiving the highest instructional challenge, appropriate for his or her needs.b. The process will include the use of system-wide data for making recommendations forstudent services annually and reporting these recommendations to parents.

c. Each school, K-12, will offer accelerated and enriched programs and instruction to ensurethat all students engage in challenging coursework, appropriate for identified needs.

3. Reporting and Communicationa. There will be a system for annually updating and informing parents and the community for

the purpose of accountability about1. ) accelerated and enriched programs and services available at the school level and at

system wide level,2. ) selection or choice procedures for enrollment in special programs beyond those

offered at the local school,3.) accessing support services available through MCPS.

b. To ensure consistency of implementation and effectiveness of accelerated and enrichedinstructional services within and among schools, key data points that measure studentparticipation and performance significantly above grade level will be collected, analyzed,monitored, and published in a timely manner to affect change. These key data points will bepublished at least annually. Individual student acceleration information will be included onthe student report card.

c. School and central office staff will communicate with students, parents, and the communityregularly to discuss program options, program changes, and student progress.

d. Evaluation and assessment of data will guide specific recommendations for improvementand assure that best practices are implemented in all schools.

4. Professional Developmenta. Professional development focused on building knowledge, skills, and expectations that

enable students already working above grade level to reach their maximum potential will beintegrated with overall school and district based professional development programs.

b. Professional development specific to the nature and needs of advanced level students willbe offered routinely to provide staff the knowledge, skills, and strategies necessary forchallenging these students.

c. Professional development specific to recognizing non-traditional demonstrations ofknowledge and skills, to uncovering and developing students' talents and to nurturingstudents' critical and creative thinking skills, especially of traditionally underserved groupswill be offered routinely. Additionally, professional development that builds the knowledgeof skills and strategies necessary for equitable identification and support of studentscapable of succeeding in accelerated and enriched programs will be integrated with overallschool and district based professional development programs.

d. Professional development will be differentiated based on staff level of knowledge ofprinciples that allow all students to reach their maximum potential.

5. Coordinationa. A management structure will clearly delineate roles and responsibilities of each MOPS office

and the schools to oversee instructional program development, assessment, monitoring and2/11/2009

Version to be reviewed by Advisory February 12, 2009


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DRAFT:DO NOT DISSEMINATEaccountability, and communications to ensure the development and maintenance ofaccelerated and enriched program excellence.

b. A data management system will monitor consistency of implementation and theeffectiveness of programs and will include regular collection, analysis, and dissemination ofsystem-wide data points.

c. This data management system will gather specific recommendations to improve acceleratedand enriched instructional programs at the school and system level.

D. DESIRED OUTCOMES:1. A continuum of accelerated and enriched services with clearly articulated learning objectives in

each subject area will be provided consistently and routinely in every school, K-12.2. The talents of all students will be developed to enable them to participate in a program of

instruction that challenges them and allows them to achieve their maximum potential.3. All schools will use a variety of flexible grouping arrangements such 2& including hom ogeneous,

heterogeneous, hornogo-neet.2s. and homogeneous clusters in heterogeneous classrooms toenhance the delivery of an accelerated and enriched instructional program.4. The classroom, school organization, and instructional strategies will promote the understanding

that all students can achieve at high levels, including those traditionally underserved groups andthose with unique abilities and interests.

5. A system for gathering, disaggregating, and communicating data that measure consistent andeffective implementation of accelerated and enriched programs will provide accountability andinformation for continuous program enhancement.

2/11/2009Version to be reviewed by Advisory February 12, 2009

draft policy ioa feb 11, 09 version

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