Students’ needs are usually met and accommodated by teacher providing faster pacing and more advanced content within the regular classroom; may occasionally require moving a student to a more advanced classroom or grade level for all or part of a day.
Grouping by ability and interest; grouping within skill area, usually language arts or math. May be in classroom, grade level, or cross-‐grade; must include acceleration and advanced extensions. May be short or long term; may be project-oriented.
Materials that require higher levels of abstraction and complex outcomes than regular materials, i.e. original sources that require analysis, interpretation, or evaluation.
A three-step process that assesses what a student knows about material to be studied and what the student still needs to master, plans for learning what is not known and excuses student from what work is known, and plans for free time to be spent in enriched or accelerated study, or for self-selected independent work.
Assignments changed to meet a variety of different students’ needs. The content, the processes and skill, and/or the final product (essay, speech, visual display) may be modified to stimulate higher-‐order, more sophisticated outcomes.
Activities and materials offered outside of the regular curriculum at an advanced assessed level.
After being assessed, students are matched to academic tasks by virtue of readiness, not with the assumption that all need the same spelling task, computation drill, writing assignment, etc. Movement of students among groups is common, ased on readiness of given skills and growth within that skill.
Higher-order Thinking and Questioning Strategies
Student responds to questions during the course of instruction that require the student to use higher-level thinking skills such as analysis, interpretation, evaluation, and creativity.
Student may work independently, with teacher guidance, on a project or area of study. The teacher may assign the topic, the student may select a topic from a list of options, or the student may design his/her own project with the teacher’s guidance.
Instructional rate, achievement level, curriculum content, and depth of exploration based on assessment of individual needs. Student may be instructed individually, in small or large group settings depending on learning needs. On-going assessment is essential. Gives the student instruction with the materials that match the individual’s specific needs. This may include both one-on-one direct teaching and/or self-guiding materials and processes.
Curriculum and activities based on common themes that cut across several disciplines and an advanced assessed level.
Learning Style Emphasis
If the students show a dominant style of learning, provide opportunity for the student to learn and demonstrate her/his new learning in that style. For example, if the student likes to draw or build, tailor activities so the student can learn through visual and hands-on projects.
Opportunity for students to conduct research on a curriculum topic or an area of interest; should include opportunities for learning advanced research skills including exposure to new sources of information, how to conduct original research, and presentation of information.