High Potential Education

The classroom teacher challenges students with the regular classroom and needs are met through individualized instruction using flexible grouping, differentiated instruction, challenging academic content and skill development, as well as extra classroom opportunities, such as field trips, guest speakers, etc. 

Parents and teachers who are needing assistance with differentiation within their classroom are encouraged to reach out to the district high potential specialist. 

This level of service is often determined by teacher referral, and/or student or parent choice and includes enrichment opportunities within and outside of the school day. These opportunities may include:

• WordMasters

• MakerSpace

• Robotics

• Lead Learners

• Student Council

• Spelling Bee

• Art Club

• Diggin’ Diversity 

• Drama 

• And more!

This level is designed to meet the need for extra challenge and enhanced learning. Students with these needs are eligible based on multiple criteria. These services include the Cirrus Program in grades 2–5, advanced math courses at the middle school level, as well as advanced placement and/or honors courses at the high school.

• Continental Math League

• Math Masters

These services are for those whose academic needs are significantly different from their peers and need individualized instruction through things like: early entrance to kindergarten, single subject acceleration, grade level acceleration and individualized learning plans.

Early Entrance to Kindergarten

Frequently Asked Questions (FAQs)

Is my child eligible for early entrance? In the Sauk Rapids-Rice School District, early entrance to kindergarten can be considered if a child will be five-years-old on or before October 31 of their entry year. Students who have birthdays after October 31 are not eligible.

What skills should my child have in order to be considered for early entrance? Early entrance is considered the earliest form of acceleration and students will need to be able to handle the increased academic and social emotional demands put on them in Kindergarten. The expectations for early entrance are set high to ensure that students are able to be successful. Please read through the characteristics below in order to decide if your child is ready for early entrance to kindergarten.

My child: 

• Regulates emotions and behavior
• Works cooperatively with other students
• Shows motivation to learn and go to school
• Can maintain focus when completing a task
• Likes books and being read to
• Asks and answers questions in order to seek help, get information or clarify information
• Recognizes upper and lower case letters and sounds
• Holds scissors correctly
• Cuts straight and curved lines with some skill
• Holds pencil, crayon and markers correctly
• Knows numbers 0–10 in any order
• Counts to 20 or higher
• Adds and subtracts with manipulatives
• Knows basic shapes (circle, square, triangle, etc.)
• Names colors

How do I apply for early entrance? To apply for early entrance, please download the SRR Early Entrance to Kindergarten Application and complete as directed. Application materials are due by March 15.

The application includes questions for the parent/guardian to complete and a questionnaire for the child’s preschool teacher to complete.

What process does the district use to determine early entrance? After receiving your application, the early entrance coordinator will call to schedule the early entrance screening. This will be a 20–30 minute appointment in which the early entrance coordinator and a kindergarten teacher interact with the student in a school setting and administer an assessment of his/her academic and social emotional skills.

A team consisting of the early entrance coordinator, kindergarten teacher, school principal and the director of teaching and learning will analyze and discuss the information gathered from the application and the screening and determine if early entrance would be beneficial for the student.

Parents will be contacted by the early entrance coordinator to discuss the decisions of the team and if necessary, give information on enrollment. Parents have the right to appeal any decision made by the team by submitting a written request to the director of teaching and learning.

If my child is identified for early entrance to kindergarten, is the decision final? No. As with all types of acceleration, there will be a trial period in order to monitor how the student is doing academically, socially and emotionally. At the end of the first six weeks of school, the early entrance coordinator will meet with the kindergarten teacher and determine if early entrance will become permanent. Parents/guardians will be contacted regarding this final decision.

If you have any questions or would like more information, please contact Amy Burski at amy.burski@isd47.org

The purpose of acceleration is to place a student in an appropriate setting where the pace and demands of instruction fit learner capabilities. Instructional practices such as differentiating, compacting, telescoping and other interventions can meet the needs of many high potential students. However, if a student’s academic needs are still not being met through these practices, student acceleration may be required. The types of acceleration that may be be considered include:

PK–Grade 8 Options:

• Curriculum Compacting

• Telescoping Curriculum

• Early Entrance to Kindergarten

• Grade Level Acceleration

• Subject Acceleration

Grades 9–12 Options:

• Curriculum Compacting

• Telescoping Curriculum

• Post Secondary Enrollment Options

• Independent Study

Acceleration will be considered on an individual basis and can be initiated by a parent/guardian or school staff.  The process should be initiated no later than April 15 for the following fall grade or subject acceleration. 

Step 1: Acceleration Request 

A parent/guardian, a teacher or other staff member can initiate the process of grade level acceleration. An Acceleration Request Form can be filled out returned to the District High Potential Specialist, Amy Burski amy.burski@isd47.org. Assistance with materials and language translation is available upon request. Please contact Karrie Boser, Director of Teaching and Learning, at 320-­253-­4703 for more information. 

Step 2: Initial Screening 

After receiving the Acceleration Request Form and any other supplemental materials, the High Potential specialist and building Principal will meet to review the request and create an Acceleration Team including the district gifted specialist, building principal or assistant principal, classroom teacher, and any others deemed needed. The district gifted specialist will compile data for the team to analyze and decide whether the acceleration process should continue.  The following data sources may be considered in this decision:

• Teacher feedback on both academic and social/emotional skills

• At least two documented strategies used to meet the student’s academic needs in current classroom/subject 

• Classroom/subject achievement including summative assessments and/or grades.

• Student Work Samples

• Achievement Test Scores:

  • aMath and/or aReading Tests

  • Math and/or Reading MAP Tests 

  • Fontas and Pinnell Levels (K-5th Grade)

  • For grade level acceleration, both math and reading scores must be at least at the spring target in the grade level in which the student is proposed to be accelerated into

  • For subject acceleration, the score within the specific subject must be at least at the spring target in the grade level subject area in which the student is proposed to be accelerated into

Based on this evidence, the Acceleration Team will make a decision of whether or not to continue the acceleration process.  This information will then be recorded on the Initial Screening for Acceleration Form and communicated back to the parent(s)/guardian(s).  If the acceleration process does not continue, a plan for growth and success for the student in the current grade level will be developed as necessary.

Step 3: Additional Data Collection 

If the acceleration team determines that the process should continue, the team will decide what data will be required to make further recommendations.  The following data sources may be considered:

• Cognitive Ability Test

• Iowa Acceleration Scale

• Student Observation and/or Interview

An individual District­ approved cognitive abilities assessment, such as the most current version of the CogAT or Cognitive Abilities Test. Please contact Karrie Boser, Director of Teaching and Learning, at 320­-253­-4703 for more information. To meet intellectual requirements for acceleration, a child’s assessment must indicate an intellectual ability score of 127 in at least one of the three CogAT batteries. Students who have an ability score lower than 127, but are within the 95% confidence interval to the target score of 127 may also be considered. Other criteria should be met at a high standard.

The Iowa Acceleration Scale may be administered by the district gifted specialist. A grand total score of 46-59 (Good candidate for whole grade acceleration) or 60-80 (Excellent candidate for grade level acceleration) must be achieved and will be reviewed by the acceleration team.

An observation and interview may be conducted by the school psychologist, social worker or designee . Evidence of social and emotional maturity is needed in order to be recommended for acceleration.  This can be documented in the Observation/Interview Form. The Social Skills Rating System may also be administered and analyzed.  The student must also have a desire to accelerate without pressure from parent(s)/guardian(s). Students may also be placed in an older classroom and observed.

Step 4: Recommendations 

The Acceleration Team will meet to discuss the additional data collected and make their recommendations on the Acceleration Team Recommendation Form.  The building Principal will have the final decision to accelerate the student based on the Acceleration Team’s recommendation and this final decision will be communicated back to the parent(s)/guardian(s).

If the final decision is in favor of accelerating the student, an Accelerated Learning Plan will be developed that considers schedules and transitions.  The acceleration will have a 6 weeks trial period in which the student will be monitored by at least two members of the Acceleration Committee. If continuation is not recommended, this will be communicated by the end of the 6 weeks. During this time, the parent(s)/guardian(s) may also request, in writing, the discontinuation of the acceleration without any repercussions. The accelerated placement of the student will become permanent at the end of the transition period. Once the plan becomes permanent it will be entered into the student’s permanent record.

If the final decision is not in favor of accelerating the student, recommendations for the current grade level will be developed as necessary.  The classroom teacher and/or district gifted specialist will also monitor student progress.  A written appeal may be addressed to the Sauk Rapids ­Rice Superintendent of Schools. Copies of the information gathered and forms pertaining to this Acceleration Procedure will be available upon request.

The Sauk Rapids­ Rice School District is committed to excellence in academic achievement for all of our students. We look forward to the opportunity to meet the educational needs of your child. Should you have any questions regarding this procedure, please do not hesitate to contact the District High Potential Specialist, Amy Burski at amy.burski@isd47.org or your school principal.