Accelerated and Enriched Curriculum (AEC) Services

Accelerated and Enriched Curriculum (AEC) Services at the Elementary Level

AEC Single Acceleration
AEC services for single year acceleration in math at the elementary level are provided to identified students in the area of mathematics at grades 4 and 5. To identify students for participation in this program we evaluate multiple student measures. Our experience has shown that students consistently scoring between the 90th and 96th  percentile on the Measure of Academic Progress (MAP) Test, and exceeding grade level standards on local and state assessments have the most success in this demanding program. Students are first identified at the end of third grade using a matrix. The identification process occurs again at the end of 4th grade as well to provide additional opportunities to students. Approximately the top 10% of students are identified district wide.

Students identified for single accelerated AEC at grades 4 and 5 participate in a mathematics program using Eureka Math and a one year accelerated curriculum, CMP 3, which is a middle school math program aligned with the Common Core. In 4th grade, AEC teachers will work with students to compact 4th and 5th grade math standards.  In 5th grade, AEC teachers will work with  students to complete 6th grade math standards. This is a very rigorous math program which progresses at a faster pace than instruction in a typical elementary classroom. Students participating in the program also demonstrate computational fluency across the operations and apply their fact knowledge to traditional and non-traditional algorithms

AEC Double Acceleration
AEC services for a two year acceleration in math at the elementary level are provided to identified students in the area of mathematics at grades 4 and 5. To identify students for participation in this program we evaluate multiple student measures. Our experience has shown that students consistently scoring between the 97th and 99th percentile on the Measure of Academic Progress (MAP) Test, and exceeding grade level standards on local and state assessments have the most success in this demanding program. Students are first identified at the end of third grade using a matrix. The identification process occurs again at the end of 4th grade as well to provide additional opportunities to students. Approximately the top 3% of students are identified district wide.

Students identified for double accelerated AEC at grades 4 and 5 participate in a replacement mathematics program using a two year accelerated curriculum, CMP 3, which is a middle school math program aligned with the Common Core. This means, fourth graders will complete sixth grade math, and fifth graders complete seventh grade math. This is a very rigorous math program which progresses at a faster pace than instruction in a typical elementary classroom. Students participating in the program also demonstrate computational fluency across the operations and apply their fact knowledge to traditional and non-traditional algorithms.

Elementary AEC Matrices
 - Incoming 4th grade AEC Math Matrix April 2024
 - Incoming 5th grade AEC Math Matrix April 2024

*For questions regarding the AEC appeal process, please contact your building principal.

Elementary Enrichment
In 3rd grade the AEC teachers and 3rd grade classroom teachers work together to meet the needs of all 3rd graders (not enrolled in dual language) by providing activities for use in the classroom, by meeting with small groups, or by working as co-teachers in a whole group setting. Instructional approaches and groupings of 3rd grade students change often in order to provide students with enrichment opportunities for the children at their level.

Accelerated and Enriched Curriculum Services at the Middle School Level
Accelerated and Enriched Curriculum services at the Middle School level are provided to identified students in the area of mathematics and literacy at grades 6, 7, and 8.

To identify students for participation in the mathematics program, all students are re-identified at the end of fifth grade using a matrix of multiple measures which include: Map math data, IAR and classroom data. Two accelerated math options are available to District 41 children that qualify. Those scoring consistently at the 98/99 percentile along with meeting other matrix criteria, are identified for participation in the two-year accelerated math program. The course work for these students is Pre-Algebra in grade 6, Algebra in grade 7, and Geometry in grade 8. Students who consistently score at the 85 - 97th percentile and meet or exceed on classroom assessments are identified for participation in the one-year accelerated math program. The course work for these students is 6th Grade Common Core Accelerated in grade 6, Pre-Algebra in grade 7, and Algebra in grade 8.

To identify students for participation in the literacy program, students are identified at the end of fifth grade using a matrix of MAP reading data, IAR and classroom data. Students scoring consistently at the 98/99 percentile and exceed grade level local and state assessments are identified to participate in this rigorous program. Above grade level English Language Arts standards from the Common Core for ELA, as well as resources from the Center for Gifted Education at the College of William and Mary are utilized within this coursework.

*For questions regarding the AEC appeal process, please contact your building principal.

Early Entrance to Kindergarten or First Grade

Is Early Entrance to Kindergarten or First Grade the Best Choice for Your Child?
Early entrance to kindergarten or first grade should be considered as a way to meet a child’s individual needs. While a child may demonstrate significant ability, they may not necessarily be ready for grade level acceleration. Other critical factors, such as social maturity, personal development, and motor skills, should also be carefully evaluated.

Early entrance is intended for children who are not only academically advanced but also developmentally mature compared to their peers of the same age. It’s important to distinguish between truly exceptional children and those who may appear advanced due to increased exposure to learning opportunities (e.g., preschool programs, parental involvement, or access to educational resources). Early entrance is most appropriate for children with high ability who readily grasp new material.

Once a decision for early entrance is made, it can be challenging to reverse. Therefore, if a child is identified as a strong candidate for early entry, it is crucial that all stakeholders involved are fully supportive of the decision.

Some considerations when determining if early entrance is right for a child:

• Is my child prepared for the academic, social, and emotional demands of a full day school setting at an accelerated grade level?

• Is my child capable of working in a classroom setting with children who are one year older than them?

• Will my child feel frustrated or overwhelmed by being placed with older classmates?

• What are the possible long-term impacts of early entrance as my child moves through elementary, middle, and high school (for example, beginning college at a younger age)?

To be eligible for early entrance screening, your child must turn 5 by December 31st for kindergarten or 6 by December 31st for first grade. Additionally, they must not have a non-twin sibling already attending the accelerated grade. Early entrance screening requests will be accepted once the district registration window opens each year. Please note that the deadline to request early entrance screening is March 1st (or the first business day thereafter) each year. All requests and required documents must be submitted by this deadline for consideration. Please keep in mind that early entrance placements depend on available classroom space.

If you would like your child to be considered for early entrance into either kindergarten or first grade, please contact our Central Services Office at (630) 790-6400.