Curriculum & Testing
The Pocatello/Chubbuck School District is committed to ensuring high school graduates are well prepared for college and careers.
The Curriculum Department and teachers throughout the district have worked to design units of instruction in all K-12 core subject areas aligned to the Idaho Content Standards (ICS).
For additional information about grade level expectations:
- See links for Elementary and Secondary District Curriculum Documents.
- Parent's Guides to Student Success
Curriculum Links
- Advanced Opportunities / Gifted & Talented
- Curriculum Documents
- Grant Application Proposal From
- Handbooks
- Professional Development Resources
- Student and Parent Resources
- Teacher Resources
- Testing Resources
Advanced Opportunities / Gifted & Talented
Acceleration Procedures
Acceleration Procedures
Acceleration Procedures for Policy 8201P/8201
What is Whole-grade Acceleration and How Do Students Qualify?
As outlined in policy, the district makes available whole-grade acceleration for qualifying students. Whole Grade Acceleration is an intervention that moves academically advanced students ahead one grade level. Participation in acceleration is based on individually identified needs and considered on a case-by-case basis.
The District uses the Iowa Acceleration Scale (IAS) to qualify students. The IAS is a research-based decision making tool that considers the student’s social, emotional, physical, academic, and intellectual development. The IAS requires scores for the following types of assessments:
Assessment of Ability: Measures of general ability (i.e., intelligence, IQ) are reliable and valid indicators of a student’s potential to be successful in a school setting. The WISC-V must be administered by the school psychologist. A full-scale score of 126 or above best predicts successful acceleration; a minimum full scale score of 115 is required for consideration of whole grade acceleration.
Assessment of Aptitude: Aptitude tests indicate a student’s potential to learn new material. Achievement tests that are administered as above-level tests are indicators of specific aptitude. The Woodcock Johnson IV is used to predict if a student will continue to have excellent achievement at the grade-level being considered for acceleration. Scoring in the 75th percentile or above, using the grade level being considered for advancement, best predicts successful acceleration.
Assessment of Achievement: The Idaho Standards Achievement Test (ISAT) is used in grades 3-8 as a measure of student’s learning in a specific content area. A score at the 95th percentile or above best predicts successful acceleration. If this data is not available, the acceleration committee should double the weight of the aptitude test on the IAS.
Guidelines for Qualification: Students must earn a total score of at least 46 points on the IAS to be recommended for whole-grade acceleration. For optimal consideration, applications for acceleration should be submitted on or before March 1 preceding the year of advancement. If any of the critical items apply, whole-grade acceleration is not recommended:
- Student’s ability (measured by IQ) is less than one standard deviation above the mean (115)
- Student would be accelerated into the same grade as an older sibling
- Student presently has a sibling in the same grade as s/he
- Student indicates s/he does not want to be accelerated
- Student would be skipping a transition year (5th or 8th grade)
What is the Process for Referring a Student for Whole Grade Acceleration?
Step 1: A parent/guardian, teacher, or administrator may initiate the process for whole-grade acceleration by submitting a request to the building principal. The application form can be obtained on the District’s webpage at: Whole Grade Acceleration Form.
The building principal will submit the form to the Curriculum Coordinator.
Step 2: The Curriculum Coordinator will review the request and determine what additional testing is needed (i.e., WISC-V, WJIV). The Curriculum Coordinator will contact the a school psychologist to provide the additional required testing.
Step 3: The school principal will convene a team for the purpose of assessing the student’s suitability for acceleration by completing sections I-X of the IAS. Participants may include: building principal, current teacher, potential receiving teacher, school counselor, and GATE facilitator, if applicable. The team will make a recommendation based on the IAS grand total score. Parents will be notified of the team’s recommendation.
Step 4: If the student qualifies for Whole Grade Acceleration, the completed IAS form will be submitted to the Curriculum Coordinator for review; final approval is granted/denied by the Elementary or Secondary Director. A Change of Grade Level form is placed in the student’s cumulative file and coded in Infinite Campus.
For further information, contact:
Kathy Luras
Curriculum Coordinator
Pocatello/Chubbuck School District
luraska@sd25.us
(208) 235-3200
Gifted and Talented
For more information, visit the Gifted and Talented website
Advanced Opportunities
Curriculum Documents
Grant Application Proposal From
Handbooks
Professional Development Resources
Courses
Travel Forms
Professional Development Activity Application
- Complete both pages of the "Professional Development Activity Application" for approval to attend Professional Development workshops. Send completed form to the applicable department at the District Office.
Professional Development Instructions
- Use the Professional Development Travel Instructions to help navigate the travel process.
Professional Development Travel Reimbursement Voucher (Reimbursement Form)
- The Professional Development Travel Voucher is for reimbursement of expenses incurred while traveling.
- Be sure to sign, date and include your nametag when you submitting the Travel Voucher for reimbursement.
Student and Parent Resources
Teacher Resources
- Advanced Opportunities
- Curriculum Handbooks
- Idaho Content Standards
- Job Descriptions
- New Staff Support Program
- Professional Development
- Request to Block/Unblock a Website
- Required Instructional Time
Advanced Opportunities
Advanced Opportunities / Gifted & Talented
Acceleration Procedures
Acceleration Procedures
Acceleration Procedures for Policy 8201P/8201
What is Whole-grade Acceleration and How Do Students Qualify?
As outlined in policy, the district makes available whole-grade acceleration for qualifying students. Whole Grade Acceleration is an intervention that moves academically advanced students ahead one grade level. Participation in acceleration is based on individually identified needs and considered on a case-by-case basis.
The District uses the Iowa Acceleration Scale (IAS) to qualify students. The IAS is a research-based decision making tool that considers the student’s social, emotional, physical, academic, and intellectual development. The IAS requires scores for the following types of assessments:
Assessment of Ability: Measures of general ability (i.e., intelligence, IQ) are reliable and valid indicators of a student’s potential to be successful in a school setting. The WISC-V must be administered by the school psychologist. A full-scale score of 126 or above best predicts successful acceleration; a minimum full scale score of 115 is required for consideration of whole grade acceleration.
Assessment of Aptitude: Aptitude tests indicate a student’s potential to learn new material. Achievement tests that are administered as above-level tests are indicators of specific aptitude. The Woodcock Johnson IV is used to predict if a student will continue to have excellent achievement at the grade-level being considered for acceleration. Scoring in the 75th percentile or above, using the grade level being considered for advancement, best predicts successful acceleration.
Assessment of Achievement: The Idaho Standards Achievement Test (ISAT) is used in grades 3-8 as a measure of student’s learning in a specific content area. A score at the 95th percentile or above best predicts successful acceleration. If this data is not available, the acceleration committee should double the weight of the aptitude test on the IAS.
Guidelines for Qualification: Students must earn a total score of at least 46 points on the IAS to be recommended for whole-grade acceleration. For optimal consideration, applications for acceleration should be submitted on or before March 1 preceding the year of advancement. If any of the critical items apply, whole-grade acceleration is not recommended:
- Student’s ability (measured by IQ) is less than one standard deviation above the mean (115)
- Student would be accelerated into the same grade as an older sibling
- Student presently has a sibling in the same grade as s/he
- Student indicates s/he does not want to be accelerated
- Student would be skipping a transition year (5th or 8th grade)
What is the Process for Referring a Student for Whole Grade Acceleration?
Step 1: A parent/guardian, teacher, or administrator may initiate the process for whole-grade acceleration by submitting a request to the building principal. The application form can be obtained on the District’s webpage at: Whole Grade Acceleration Form.
The building principal will submit the form to the Curriculum Coordinator.
Step 2: The Curriculum Coordinator will review the request and determine what additional testing is needed (i.e., WISC-V, WJIV). The Curriculum Coordinator will contact the a school psychologist to provide the additional required testing.
Step 3: The school principal will convene a team for the purpose of assessing the student’s suitability for acceleration by completing sections I-X of the IAS. Participants may include: building principal, current teacher, potential receiving teacher, school counselor, and GATE facilitator, if applicable. The team will make a recommendation based on the IAS grand total score. Parents will be notified of the team’s recommendation.
Step 4: If the student qualifies for Whole Grade Acceleration, the completed IAS form will be submitted to the Curriculum Coordinator for review; final approval is granted/denied by the Elementary or Secondary Director. A Change of Grade Level form is placed in the student’s cumulative file and coded in Infinite Campus.
For further information, contact:
Kathy Luras
Curriculum Coordinator
Pocatello/Chubbuck School District
luraska@sd25.us
(208) 235-3200
Gifted and Talented
Advanced Opportunities
Curriculum Handbooks
Idaho Content Standards
Job Descriptions
New Staff Support Program
Professional Development
Professional Development Resoucres
Courses
Travel Forms
Professional Development Activity Application
- Complete both pages of the "Professional Development Activity Application" for approval to attend Professional Development workshops. Send completed form to the applicable department at the District Office.
Professional Development Instructions
- Use the Professional Development Travel Instructions to help navigate the travel process.
Professional Development Travel Reimbursement Voucher (Reimbursement Form)
- The Professional Development Travel Voucher is for reimbursement of expenses incurred while traveling.
- Be sure to sign, date and include your nametag when you submitting the Travel Voucher for reimbursement.
Request to Block/Unblock a Website
Required Instructional Time
Testing Resources
Idaho Reading Indicator (IRI)
Idaho Reading Indicator (IRI) by Istation
In continuing recognition of the critical importance of reading skills, Idaho law requires that every student from kindergarten to third grade be tested two times each year. Students are tested in the fall and spring using the Idaho Reading Indicator (IRI) by Istation. The IRI is a computer adapted test that measures the five critical domains of reading: phonemic awareness, alphabetic knowledge, fluency, vocabulary and comprehension (with appropriate subtests at each grade level). Each student is tested individually and their overall score is put into one of three categories:
Benchmark (At Grade Level): The student has the foundational reading skills appropriate for their grade level.
Strategic (Near/Below Grade Level): The student has some foundational reading skills appropriate for their grade level.
Intensive (Well Below Grade Level): The student lacks the foundational reading skills appropriate for their grade level. This student requires targeted support in multiple skills.
For more information about IRI visit the State Department of Education's IRI website