General Feedback for Section 2.2 Check-Up

General Feedback for Section 2.2 Check-Up


Q1. Which of the following is NOT a data point entered into the Integrated Acceleration System?

a. Whether or not the student wants to be accelerated / how he or she feels about it.

b. The current grade of any of the student’s siblings.

c. The perspective of the district superintendent.

d. The student’s past success with other gifted services or advanced learning opportunities.


Correct answer: c. All of the other responses are important components to be considered in the Integrated Acceleration System. Whether or not the student want to be accelerated is an important consideration. The Integrated Acceleration System includes an opportunity for the teacher to have a discussion with a student and enter that information. If the student doesn’t want to be accelerated, then it doesn’t happen The Integrated Acceleration System also takes into account the grade level of siblings because family dynamics are important to the success of the intervention and if a student is accelerated into the grade of an older sibling, it may create serious issues within the family. The same would be true for twins, where one would be accelerated and the other not. Similarly, if the student hasn’t done well in past gifted or advanced learning opportunities, then we might have concerns about success in acceleration.


Q2. Which of these is NOT a required member of the child study team meeting with the Integrated Acceleration System?

a. The school principal

b. The student’s current teacher

c. The parent or guardian

d. The teacher of the class the student might join if he or she is accelerated.


Correct answer: a. The three people that are most essential to making an accelerated placement successful are the parent or guardian, the current teacher, and the teacher who would be receiving the accelerated student. If any of these people are really against the accelerated placement, it can have a negative effect on the success. 


Q3. Which of these would be a possible outcome of an Integrated Acceleration System process / child study team meeting?

a. The student could be whole-grade accelerated / grade skipped.

b. The student could be accelerated in one or more content / subject areas (subject acceleration)

c. The child stays in her current grade level / no acceleration is warranted at this time.

d. All of the above.


Correct answer: d. Any of these are possible outcomes. Going through the Integrated Acceleration System does not presuppose any outcome. It’s very much like an IEP meeting where the group gets together to decide what is best for the student.




Previous Page – Section 2.2 Check-Up

Next Page – Module 3 Overview

Go to the Index Page