peoria public schools district 150 gifted and talented program

1 Peoria Public Schools District 150 Effective 7/2011

Peoria Public Schools District 150

Gifted and Talented Program

Office of Student Assignment

Peoria Public Schools

District 150

3202 N. Wisconsin Ave.

Peoria, IL 61603

“Not every child has an equal talent or an equal ability or equal motivation, but children have the equal right to develop their talent, their ability, and their motivation.”—John F. Kennedy


Philosophy The Gifted and Talented Program of Peoria Public Schools District 150 is designed to address the academic and emotional needs of gifted students and high ability learners in grades kindergarten through 12. The program provides a learning atmosphere and support system that appropriately challenges gifted and talented students and high ability learners. Peoria Public Schools is committed to a school environment that fosters achievement and the realization of each student's potential. Mission Peoria Public Schools is committed to the success of its gifted and talented learners. To this end, the differentiation of instruction is an integral part of each school day, along with challenging opportunities for gifted and talented students to work together to extend their learning. The implementation of the district gifted and talented program is the shared responsibility of a partnership of teachers, administrators, parents, and students. Additional emphasis is given to equitable access to all, identification of under-represented populations, and focused staff development for every teacher. Students will graduate with the habits of mind to become lifelong scholars, critical thinkers, innovators, leaders, and global citizens. Program Goals Peoria Public Schools District 150 provides a comprehensive Gifted and Talented Program that includes:

• An identification system based on current research and best practice, using multiple assessments and procedures that are valid, reliable, and fair

• Comprehensive curriculum with an aligned array of tiered services and instructional strategies

• District culture and values supportive of gifted and talented philosophy and approaches

• Professional development across a continuum of staff needs • Alignment of resources, structures and systems to meet the needs of all students

In meeting these goals, the district will strive to:

• Provide training opportunities to encourage differentiated curriculum in the regular classroom

• Create and increase student awareness of individual aptitudes and interests • Foster responsible and self-directed behavior • Provide opportunities for service learning • Give students opportunities for career exploration • Help students to develop critical and creative thinking skills • Allow students to move at a rate and pace appropriate to abilities and interests � Assure consistent participation of parents and community members in the

planning and evaluation of programs for gifted students and high ability learners


� Establish formal and informal evaluation methods and instruments that assess the gifted program and performance of gifted students (which meet or exceed state content standards), and to use the results to improve gifted programs and gifted student performance

Definition of Gifted and Talented Students “Gifted and Talented children and youth are those students with outstanding abilities, identified at preschool, primary, and secondary levels. These students are capable of high performance when compared to others of similar age, experience and environment, and represent the diverse populations of our communities. These are students whose potential requires differentiated and challenging educational programs and/or services beyond those provided in general school programs”. Students capable of high performance include those with demonstrated achievement or potential ability in any one or more of the following areas:

• General Intellectual • Specific Academic Subjects • Creativity • Leadership • Visual and Performing Arts and • Psychomotor Ability

While gifted and talented students might present themselves as motivated high-achievers, it is also possible that their abilities might not be evident at first glance. Teachers need to recognize giftedness across a broad spectrum of learners, which may include: twice exceptional students who are gifted learners but are also learning disabled; socially disadvantaged students whose learning abilities may be masked by non-academic factors; or gifted under-achievers who have fallen into behavioral patterns because they have not been sufficiently stimulated and challenged. Identification Procedures Identification of students is done primarily at the fourth grade level. However, students may be referred at any grade level. A multi-database screening process identifies potentially gifted students and high ability learners with the screening process that starts in 4th grade. Classroom performance, all assessment information and additional data is reviewed by a district identification team to determine whether or not the student is in need of specialized services and/or programs including the possibility of course or grade level acceleration.

Parents/guardians of fourth grade students that attend District 150 schools are sent a

letter following the Cognitive Abilities Test (CogAT) if the child has obtained the pre-

determined cut off score to be considered for the program. The child’s classroom teacher

then completes the referral form which allows the screening process to continue for the

child. The district identification team reviews all referrals to determine if additional


testing is needed. If it is determined that the child does not qualify for services at this

time, the parent is notified of this decision and the process ends for this child. Students

that are determined eligible to move on in the process are to be administered an

individual intelligence test, the Wechsler Intelligence Scale for Children (WISC IV).

Parents must give permission for additional testing to be conducted. Parents must

indicate if the child should be screened for consideration for the program at Washington

Gifted, the program for High Ability learners at their home school, or both.

After completion of the WISC testing, ability test scores, achievement test scores, WISC

scores, student grades, a checklist, and a narrative description of each candidate are

submitted to a review committee. This committee uses a criteria rubric to assign a

rating to each candidate.

Once all information has been gathered, the statistical data is tabulated. The highest-

rated 60-75 students are invited to be a part of the program for the highly gifted at

Washington School for grades 5-8. The ultimate decision to enroll lies with the parents

of those who are selected.

Between 150 and 200 students are tested each year for the gifted program. Referrals for

students not selected to participate in fifth grade at Washington are placed in the

“active” file. Each time a vacancy occurs, all referrals are reviewed. This includes new

referrals made after fourth grade.

In-district students placed in the “active” file will be further evaluated for eligibility for

services at the home school for High Ability Learners. Parents will be notified if students

qualify for the district program for High Ability Learners. Students may qualify for

services in Reading/Language Arts, Math or both according to the results of the 5th

grade screening matrix administered by the home school.

Selection of students for the program at Washington after beginning of 5th

grade

Under normal conditions student openings become available as students and their

families move from the area or choose not to continue at Washington Gifted School.

Students who wish to be considered for these openings must, at the expense of the

family, complete the WISC-IV testing at Bradley University. The WISC-IV scores from

this testing will be used as the sole source of data for acceptance into Washington Gifted

School. Students with the highest scores will be placed on the wait list for the

designated grade level and selected first to fill openings.


Students that are accepted to the program at Washington Gifted and then leave the

program within the course of the school year will have to wait one full academic year

before re-applying to the program.

Selection of students for the High-Ability Learner’s program after

beginning of 5th grade

Students that have not been previously tested for the academically gifted program may

be referred for the High-Ability Learner’s program at any time. The screening process

for 5th-8th graders for the High Ability Learner’s Program begins with the completion of

the Literacy and Math Screening Matrices. Students that qualify for enrichment,

acceleration or advanced classes are identified using the matrix. After it is determined a

student qualifies for services in Reading/Language Arts, Mathematics or both, a

Differentiated Education Plan must be created for the student with guidance from the

Enrichment Teacher or a CSSS (Comprehensive System of Student Support) Facilitator.

Parents are notified of this decision.

Cost of Testing

Families of students enrolled in Peoria Public Schools during the time of selection will

incur no costs for testing. Families of students not enrolled in Peoria Public Schools

during the time of selection will be required to pay for testing conducted at Bradley

University and for administration of CogAT and NWEA testing by district staff on a

Saturday in January.

For children whose families do not attend the Peoria Public Schools but who reside

within the attendance area for the district, Bradley University is paid directly by the

families for the IQ testing. With verification of address and verification of the

applicant’s approved application for free or reduced lunch, the district will cover the cost

of testing for a child considered for the program. The costs of the tests are subject to

change.

Appeal Process The parents or guardians of any student denied inclusion into the program may appeal

the decision. The initiation of the appeals process begins by contacting the Office of

Student Assignment within 30 days of the date of the notification letter. Parents must

submit written appeal stating reasons for the request. The district identification team

will meet to review the child’s information to determine if further screening or

consideration of the student is appropriate. The team may request that the Office of

Testing at Bradley University conduct an assessment at the cost of the parent (fee may

be waived for students/families eligible for free or reduced lunch). The team will issue a


decision on the appeal. After review with teachers and principal, the Office of Student

Assignment will inform parent of final decision as to placement within 10 working days.

Change in Program Placement Parents/guardians, teachers, or counselors for a variety of reasons may initiate the consideration process for a change in program placement. The school’s evaluation team considers the same criteria previously used for program placement, and any additional information that may be available such as performance in gifted and/or high ability learner program activities and classes. After the team reviews all information, it will recommend one of the following actions:

• continued placement, • change in placement, or • initiation of exit procedure. The committee chair notifies parents or guardians at

the initiation of the re-evaluation process and of the committee's decision.

Each school’s evaluation team (Problem Solving Team) will meet with the Enrichment teacher or Comprehensive System of Student Support Facilitator (CSSS) every 4-6 weeks to review struggling gifted or high-ability learners. An RTI model should be developed for this purpose. An annual plan of each student’s record will be adjusted as appropriate. A notification of the annual review for each student will be sent to parents/families stating the recommendation for continued service or service adjustment. The minutes from this meeting will reflect the established procedures that take place during the meetings.

Performance Watch

Each school’s evaluation team shall monitor the progress of each student receiving gifted education services each year. Any student who receives gifted education services shall continue to receive services provided the student demonstrates satisfactory performance in regular and gifted education classes.

Each school shall provide to any student who fails to maintain satisfactory performance in regular and gifted education classes a probationary period in which the student shall continue to receive gifted education services while attempting to achieve satisfactory performance status. Enrichment teachers, interventionists, CSSS Facilitators, classroom teachers, and parents will work together to create an intervention plan for the student. The length of this probationary period shall be noted on the intervention plan.

Students who fail to demonstrate satisfactory performance in both regular and gifted education classes during the probationary period and for whom gifted education services are no longer appropriate shall have a final review by the district identification team before the exiting procedure occurs. A student may be referred again for the program after a six-month time period has passed.


Response to Intervention (RTI) and Gifted

Like RtI, Gifted Education provides a tiered model of programming. Levels of intensity in programming allow for the diversity of individual needs of students who are gifted and talented. Response to Intervention provides support systems for students with exceptional ability or potential. Students who are gifted require special provisions because of their strengths and above-grade instructional level or potential.

The basis of education for gifted students, like all students, is in the regular classroom. “About 60 percent of gifted students will have their needs met within that setting, as long as there is consistent differentiation. Approximately 30 to 35 percent of the gifted students will need some type of additional services, such as pull-out activities or program offerings, academic competitions, special projects, etc. Even with differentiation and additional classroom services, approximately 5 to 10 percent will require some form of opportunity outside the regular classroom, such as grade skipping, subject acceleration, concurrent enrollment, etc”.

With its strong expectation of differentiation in the regular classroom, RtI embeds gifted education into the daily focus of quality instruction. Academic, affective and behavioral outcomes become critical targets for students, not solely enrichment targets as was a previous standard.

In gifted education, rather than remediation-based interventions, strength-based interventions and strength-based programming, are used to describe tiered instruction. The problem-solving process which uses data, strengths and interests of students to implement appropriate, rigorous and relevant curriculum and instruction are strengths of RtI.

RtI supports setting targets or trend lines for students. Long-term planning and monitoring of student progress will allow students to learn and grow toward accelerated expectations. The pace of acceleration is based upon individual experiences and needs and may include different forms of acceleration.

Progress monitoring continually contributes new data so that learning is dynamic and adjustments are made for pace, depth and complexity of the evidence-based practices utilized.

Gifted and Talented Programs and Services Overview

The Gifted and Talented program is available for identified students throughout the district. It is crucial to provide a continuum of appropriate educational services to encourage each and every student’s advanced cognitive abilities. In regards to gifted education, this refers to implementing and sustaining efforts which ensures students have access to differentiated curriculum, flexible pacing, cluster grouping, acceleration and other universal interventions available to all students in the regular classroom.


The District serves academically gifted students in grades K-8 within the district through:

1. The program at Washington School for the highly gifted (Grades 5-8), 2. The Cluster Program for gifted and high ability learners (Grades 5-8), 3. The Enrichment Model for gifted and high ability learners in grades 4 -8 and 4. The Nurture/Focus Model for targeted K-3 students using whole group and small

group sessions 5. K-3 Consultative services for students not formally identified

Formal identification starts at the beginning of fourth grade for the academically gifted program. Identified students in primary grades may be grouped together for services. Cluster grouped classrooms benefit identified students by allowing them to move at their pace and level. Students in grades K-3 that exhibit the need for acceleration/enrichment are serviced during flexible groups which occur during Workshop time (Intervention/Enrichment period) and Differentiated Small Group Instruction. During these times, students will have the opportunity to participate in the following: Literature Circles, Book Clubs, Seminars, and advanced Guided Reading Groups. Although primary enrichment units are interdisciplinary, grade level math screeners’ data will be used to differentiate math instruction for all students. Flexible grouping across grades for math should allow for enrichment and acceleration. Classroom teachers may complete the K-3 referral for consultative services for students in grades K-3 that demonstrate the need for additional differentiated support. The referral for consultation is reviewed by the school’s evaluation team (Problem Solving Team) that should include an Enrichment teacher or Comprehensive System of Student Support Facilitator (CSSS). An RTI model should be developed for this purpose. Parents are notified of the team’s decision. District 150 provides an enrichment program for students identified in grades 4-6. For Reading/Language Arts, students are grouped according to level during Workshop (Intervention/Enrichment period) and Differentiated Small Group Instruction. During these times, students will have the opportunity to participate in the following: Literature Circles, Book Clubs, Seminars, and advanced Guided Reading Groups. Although enrichment units are interdisciplinary, grade level math screeners’ data will be used to differentiate math instruction for all students. Flexible grouping across grades for math should allow for acceleration. Students in grades 5-8 in middle school buildings are serviced in one of two ways: (1) grouped in clusters; gifted students may be clustered in one section of any heterogeneous class, especially when there are not enough students to form an advanced or enriched section for a particular subject or (2) if a middle school has enough gifted


students for separate sections in which curriculum is accelerated, such sections should be maintained. Yet another option for middle school buildings is to provide an intervention/enrichment block to service students in each eligible subject area. Middle school staff must complete the Literacy and Mathematics Screening Matrices to determine if students qualify for Reading/Language Arts services or Mathematics services. Students that have been previously referred for the gifted program and qualify for the high ability learner program will have a completed Student Eligibility Record. Once identified, Differentiated Educational Plans (DEPs) should be maintained for gifted students in grades 4-8 and filed with their other ongoing records. These plans briefly describe the modifications that are planned for students and should be shared with parents regularly. At the high school level, gifted and talented services are provided in Advanced Placement, International Baccalaureate, and Tech Prep courses. All K-12 teachers meet the needs of gifted and talented students in their classrooms by differentiating the district's curriculum. In this way, teachers are able to meet the varied needs of gifted and talented students. The district is committed to offering in-service and other professional development opportunities on differentiation for its staff. Differentiated curriculum is designed to encourage gifted and talented students to develop critical, creative, and productive thinking skills, self-directed learning skills, an awareness of their own unique abilities, and to create advanced-level products and/or performances. In 2011, three Enrichment Teacher job positions will exist. These three Enrichment Teachers will be assigned to primary schools determined to be the Nurture/Focus Model schools to work directly with targeted 3rd and 4th grade students in a pull-out model and to provide whole group lessons to grades K-2. These teachers will also consult with all primary schools using the School Wide Enrichment Model. Enrichment teachers will give cluster teachers and facilitators of enrichment groups strategies and activities to use with students. In addition, for 2011 these Enrichment teachers will consult with cluster teachers and teachers of enriched, advanced and accelerated courses in middle schools. As funding becomes available, the district wishes to increase the number of district Enrichment Teachers to service the district. Adding additional Enrichment teachers in the coming years would allow identified gifted students and high-ability learners to be serviced in a pull-out program. Criteria for Early Entrance to Kindergarten Children will be considered for early entrance to kindergarten if their fifth birthday falls between September 2 and December 31. Children must demonstrate superior intellectual ability, defined as performance at or above the 90th percentile on a


nationally normed, individually administered test of cognitive ability, +/- the standard error of measurement. Children must demonstrate pre-academic/academic skills above average when compared to the skills of the majority of entering kindergartners, based on informal assessment and observations during the simulated kindergarten:

• Ability to recognize all letters of the alphabet with automaticity; • Basic phonemic awareness; • Basic understanding of letter-sound correspondence; • Ability to write first name with clarity; • Ability to write the numerals 1-10 (reversals are acceptable); • Fine motor development including the ability to copy a variety of line drawings,

tracing within lines with reasonable accuracy;

• One-to-one number correspondence to 12;

• Basic numeration skills for simple addition and subtraction;

• Basic knowledge of quantity concepts. Children must demonstrate socialization and behavioral skills more advanced than the majority of entering kindergartners, based upon results of a normative behavior rating scale, parent report, and observations during simulated kindergarten. Critical behaviors include:

• Ability to separate from parent;

• Ability to focus attention for appropriate amount of time during learning tasks;

• Willingness to participate, share and cooperate in groups;

• Relative ease in socializing with peers;

• Ability to verbalize easily with teacher and peers.

Procedures for Early Entrance to Kindergarten Parents receive information regarding the Early Entrance to Kindergarten process at Early Childhood Screening, and also starting in January of each year on the District’s Early Childhood website. Parents may contact the Office of Student Assignment to request registration materials. A $70.00 fee is charged (fee may be waived for students/families eligible for free or reduced lunch). After registration materials are returned, an appointment is made for an individual assessment with a school psychologist or someone trained to administer the Brigance screening. If a child meets the intellectual and pre-academic criteria, he/she is further evaluated in a simulated kindergarten scheduled in late July or early August. The simulated kindergarten is taught by an experienced kindergarten teacher with the school psychologist (if available) and a second kindergarten teacher observing. Decision Making for Early Entrance to Kindergarten The results and recommendation for early entrance will be shared with parents and the home school principal through a written report. The district identification committee will make the final decision. School registration for early entrance to kindergarten will only be accepted after the full assessment has been completed and the child is found eligible.


Follow-up for Early Entrance to Kindergarten Annually, data will be gathered on all Early Entrants to Kindergarten to determine if the students are academically successful in their advanced placement. This data will help assess the effectiveness of the Early Entrance process. Curriculum and Instruction of Gifted Learners Gifted and talented learners benefit from specially designed instruction (i.e. adaptations or modifications to the general curriculum), instructional environments, methods, materials, or a specialized curriculum tailored to best suit their educational needs. Developing specially designed instruction for gifted students should be a responsibility of both gifted and regular education teachers, their administration, and support staff. Assessment of the student‘s needs should be the basis for specially designed instruction. When designing such a program or individual instruction, there are three fundamental differences that distinguish gifted learners from other learners, which educators should keep in mind: · the capacity to learn at faster rates, more in-depth and with greater complexity, · the capacity to find, solve, and act on problems more readily, and · the capacity to manipulate abstract ideas and make connections. Curriculum, Instruction, Process and Product In developing specially designed instruction, there are four aspects that should be considered as the framework: Curriculum, Instruction, Process, and Product. The following are key principles that provide a guide for gifted program development. Curriculum ·Focus on and be organized to include more elaborate, complex, and in-depth study of major ideas, key concepts, and themes that integrate knowledge within and across disciplines. · Be an extension of core learning, using both acceleration and enrichment strategies. · Streamline or compact curriculum that the student is able to master quickly. · Encourage exposure to, selection of and use of varied, challenging and specialized resources. · Provide opportunities for students to recognize complex relationships and arrive at sound generalizations. · Stress higher-level thinking, creativity, and problem solving skills. · Set high standards that demand rigorous expectations for student work and performance demonstration. Instruction · Promote in-depth learning and investigation that deals with real life problems and issues. ·Select concepts and content that promote students’ involvement as practitioners of the discipline. · Allow for the development and application of productive thinking skills to enable


students to re-conceptualize existing knowledge and/or generate new understanding. · Be flexibly paced and matched to the student‘s ability, pre-assessment data, learning style, interest, and motivation. Process · Provide students with the freedom to choose topics to study and the methods to use in manipulating and transforming information. · Promote independent, self-directed and in-depth study. · Encourage the application of advanced research and methodological skills. · Focus on open-ended tasks. · Provide opportunities for students to develop leadership and group interaction skills. · Allow student-centered discussion, Socratic questioning and seminar-type learning. Product · Encourage the development of products that challenge existing ideas and produce new ones. · Incorporate the application of discipline methodologies in product development. · Promote products that are comparable to those made by professionals in the designated field. · Require that products of gifted students represent application, analysis, and synthesis of knowledge. · Provide the opportunity to create products/solutions that focus on real-world issues. · Establish high-level and exemplary criteria to assess student performance and products. It is crucial that gifted and high-ability learners’ instruction be substantively different in that it allows them to investigate material with greater depth and complexity as appropriate. Additionally, pre-assessment is an effective tool to identify students who have already mastered material and who could benefit from accelerated curriculum compacting. When planning, educators should try to keep the following in mind: 1. Provide multiple opportunities for creative outlets through open-ended projects and products. 2. Provide depth in content areas and subjects of interest to gifted students, moving beyond the curriculum. 3. Allow gifted students to work together a portion of every day. This will stimulate them to achieve more than if they work alone or in mixed ability groups. 4. Make sure gifted students are not punished with MORE work or a lesser grade because they take a risk. Modify the standard curriculum with more challenging opportunities and/or an accelerated rate of instruction. 5. Provide higher-level activities and lesson options on a regular basis, including divergent and evaluative thinking. 6. Allow time for gifted students to explore their passion areas and express them in varied disciplines and mediums. 7. Provide opportunities for gifted learners to be challenged and encourage perseverance in the face of obstacles. 8. Encourage independent study and research skills, including the use of multiple resources and the reading of original documents.


9. Reduce the amount of lecture, worksheets, drill, and practice. 10. Remember: BOTH enrichment and acceleration are necessary. Primary School Program Curriculum Overview The P.E.T.S. (Primary Education Thinking Skills) Curriculum will be used for grades K-2 targeted as the Nurture/Focus Model. P.E.T.S. is a systematized enrichment and diagnostic thinking skills program that serves the dual purpose of helping in the identification of academically talented students and teaching students higher level thinking skills. P.E.T.S. has a two-tier delivery system which is facilitated by the Enrichment teacher or classroom teacher. The first tier focuses on whole class enrichment activities for the entire grade level population. The second tier activities are used in small group settings to challenge the more capable students. The P.E.T.S. program is comprised of whole group lessons, small group activities, detailed lesson plans and diagnostic checklists.

During the 4th quarter, identified 3rd grade students in the Nurture/Focus Model will work on a critical thinking skills unit to prepare for the administration of the Cognitive Abilities Test in the fall. As 4th graders, these students will continue this unit of study until the October administration of the CogAT test. During the 1st-3rd quarters, the Enrichment Teacher will work with whole classes and small groups of 3rd grade and 4th grade students on developing Habits of Mind and building Critical Thinking Skills. The Habits of Mind are an identified set of 16 problem solving, life related skills, necessary to effectively operate in society and promote strategic reasoning, insightfulness, perseverance, creativity and craftsmanship. The understanding and application of these 16 Habits of Mind serve to provide the individual with skills to work through real life situations that equip that person to respond using awareness (cues), thought, and intentional strategy in order to gain a positive outcome. In the spring of 2011, all teachers in the Nurture/Focus Model schools will be involved in inservice to incorporate the Habits of Mind and Building Critical Thinking Skills strategies.

While identified students should have access to qualitatively differentiated learning opportunities matched to their individual needs, specific program services and modifications used to accommodate gifted learners are articulated by site personnel and individual classroom teachers. Students who are gifted in math or reading are grouped for instruction with similarly gifted students. This usually happens within the whole school or grade level (Walk to Read model). The students may change groups as needed, or indicated, by assessment. Schools using this strategy will have reading, math, etc. within each grade level at the same time each day. High ability students then go to the teacher teaching the curriculum at a faster pace, with more breadth, depth and complexity.

In all primary schools, students placed in enrichment groups will be grouped to work on units of study that will include an enrichment-based emphasis in language arts, social studies, science, and mathematics. A variety of literature is incorporated into each year’s studies. Focus is on high level comprehension and vocabulary development. The


framework will emphasize four strands at all grade levels: critical thinking, creative thinking, problem solving, and research. Affective and communication skills are addressed throughout each strand at each grade level.

Primary students may also be involved in the following types of activities:

• Curriculum differentiation • Cluster grouping • Curriculum compacting • Classroom enrichment/extensions • Thematic or interdisciplinary studies • Independent study • Acceleration • Enrichment Teacher Consulting Services • Instructional workshops on areas of giftedness and differentiation • Competitions • Mentorship • Additional Opportunities: clubs, organizations, and any other activity that may

offer challenging opportunities for gifted/talented learners as developed by each individual school

Middle School Program Curriculum Overview

Gifted students and high ability learners in middle school grades are clustered or are

enrolled in enriched, advanced or accelerated courses for Mathematics and

Reading/Language Arts. Schools unable to cluster or provide separate sections as noted

above can provide an intervention/enrichment period within the school day.

Students placed in a cluster classroom should be regularly grouped with other high

ability learners. Cluster grouping is the practice of placing the top group of students

from a grade into the same classroom. This assures the teacher of having a “group,”

rather than just one student who is above and beyond his/her peers. The teacher of this

group should enjoy working with high performing students and have a background in

differentiated instruction for high ability students. With this strategy high-ability

students are working on advanced curriculum and assignments as a group within a

regular classroom. It avoids the situation where a single child is always working by

him/herself thus allowing interaction and discussion within their own group.

While instruction is based on district adopted core curricula and the Illinois State

Standards incorporating the Common Core, high ability learners should be regularly

exposed to instructional materials and pacing modifications that offer appropriate levels

of challenge. Students should utilize higher-level thinking skills through a modified

curriculum which includes both interdisciplinary units and content-specific academic


units. Math and Reading/Language Arts are typically taught at an accelerated level,

whereas science and social studies include more in-depth learning units. An in-depth,

annual research project will be an integral component of the science program for the

majority of the students. The social studies curriculum should also be enriched and

differentiated for the high ability learner.

Students in cluster groups or enriched Reading/Language Arts sections will experience the Illinois Learning Standards incorporating the Common Core through district curriculum. Focus is on high level comprehension and vocabulary development. The framework will emphasize four strands at all grade levels: critical thinking, creative thinking, problem solving, and research. Affective and communication skills are addressed throughout each strand at each grade level.

Teachers of these classes will also use The Language Arts Curriculum by the Center for

Gifted Education at the College of William and Mary. The goals of the Center’s language

arts curriculum are to develop students’ skills in literary analysis and interpretation,

persuasive writing, linguistic competency, and oral communication, as well as to

strengthen students’ reasoning skills and understanding of concepts. The units,

specifically designed to meet the needs of high-ability learners in language arts, engage

students in exploring carefully selected, challenging works of literature from various

times, cultures, and genres and they encourage students to reflect on their readings

through writing and discussion. The units also provide numerous opportunities for

students to explore interdisciplinary connections to the language arts and to conduct

research around issues relevant to their own lives. Differentiation in the depth, breadth,

and pace of instruction with an emphasis on higher level thinking skills is utilized to

meet the needs of high ability learners. Beginning 2012, Middle School teachers will be

involved in inservice in the use of Project Based Learning and Inquiry as well as the

Socratic Method.

According to the math placement matrix and end of year placement tests, students may follow the advanced or accelerated path for Mathematics courses as follows:

Grade in School

Regular Course Sequence Advanced Accelerated

5 5th Grade math Advanced 5th Grade Math

Accelerated 5th Grade Math

6 6th Grade math Advanced 6th Grade Math

7th Grade Math

7 7th Grade Math Advanced 7th Grade Math

Algebra 1-2 Enriched


8 8th Grade Math Algebra 1-2 Enriched

Geometry 1-2 Enriched

9 Algebra 1-2 Geometry 1-2 Enriched

Algebra 3-4 Enriched

Although students complete these high school classes as part of their advanced/accelerated middle school curriculum, they do not receive high school math credits towards high school graduation (by Illinois State Statute). Instead, students move on to higher mathematics immediately upon entering high school.

The middle school program has as its goals:

• To provide for the mastery of basic skills while affording students an opportunity to increase pace, depth and level of learning

• To promote the development and application of critical thinking and reasoning skills

• To encourage divergent thinking

• To encourage advanced oral and written skills

• To develop research skills and methods

• To address characteristics unique to the gifted population

Middle School students may also be involved in the following types of activities:

• Curriculum differentiation • Cluster grouping • Acceleration • Grade advancement • Enrichment Teacher Consulting Services • Instructional workshops on areas of giftedness and differentiation • Classroom enrichment/extensions • Thematic or interdisciplinary studies • Independent study • Curriculum compacting • Competitions • Leadership opportunities • Mentorship • Cross-grade grouping • Additional Opportunities: clubs, organizations, and any other activity that may

offer challenging opportunities for gifted/talented learners as developed by each individual school.


Academically Gifted Program Conducted at Washington School

The Gifted Program at Washington School is a full-time program designed to support highly gifted learners socially, emotionally and academically. It offers students an opportunity to engage in learning activities at an accelerated pace, depth, and complexity on above-grade-level curriculum. Unlike clustering, which includes students of various abilities, the classes at Washington includes only highly gifted learners.

Washington’s general philosophy is one of helping students toward the goals of self-directed learning and self-responsibility. At Washington, teachers are facilitators who set the stage and provide encouragement toward those ends. The educational program, a combination of enrichment and acceleration, is departmentalized in all grades, five through eight. Washington School uses some of the same textbooks as other District 150 schools; however, in many classes textbooks and curriculum are different than those used in other district schools.

Fifth grade students begin a foreign language as soon as they enter Washington. The

fifth grade class entering Washington School in the fall of 2010 and in fall of 2011 will

study Spanish. Fifth graders entering in 2012 and 2013 will study French for four years.

The foreign language class rotates every two years with the entering classes. Students

use the local high school textbooks and complete two full years of high school foreign

language before leaving Washington.

During the fifth grade year, students review fifth grade math and move directly into the

sixth grade mathematics texts. At the end of sixth grade, students are tested in math.

Those who are strong in math will take enriched algebra in seventh grade and enriched

geometry in eighth grade. The algebra and geometry classes are high school level and

are taught by a math instructor who is certified to teach at the high school level. Gifted

students for whom math is not their strongest area will take seventh grade math using

eighth grade materials and then enriched algebra as eighth graders. The enriched

algebra and enriched geometry textbooks are the same as those used in the local Peoria

Public Schools high school mathematics programs.

Writing to address various audiences is a strength of Washington Gifted School. At the

fifth and sixth grade, Washington Gifted uses an English grammar and composition

program that differs from the other District 150 schools. Speech is taught during the

last quarter of seventh grade, in place of the English program. During the last quarter of

eighth grade, debate is taught in place of the English program. Literature is taught at

each grade level using reading genres that are diverse. At the fifth and sixth grade

levels, the Reading/English Language Arts program follows a curriculum from the

Gifted Center at the College of William and Mary. Connections are often made between

social studies classes and literature classes.


Social Science classes follow a different schedule at Washington than at all the other

district schools. Fifth graders study geography, sixth graders learn about World

Cultures, and seven and eighth graders study two years back to back of United States

History and Government. Projects relating to the study of social sciences are part of the

program. The over-all goal of the program at Washington Gifted is to assist students in

becoming engaged citizens who are aware of their local community and the world at

large.

Science courses are extremely popular at Washington Gifted School. Students tend to

score at a top state level in science knowledge. Science classes also help prepare eighth

grade students for their field school at the Lorado Taft Field Campus, located near

Oregon, Illinois. After the classroom preparation, the students spend one week at the

Field Campus working with staff members from both Washington school and Northern

Illinois University. The emphasis of the field school is on teamwork as students study

environmental/outdoor education.

Research skills are taught at all grade levels. The Science, English/Language Arts, and

Social Studies teachers work together introducing and refining the skills needed to

conduct and write research papers. Assessment takes many forms including, but not

limited to, posters, oral reports, debates, graphs, charts, book talks, group projects,

power point presentations, skits, logs, original pictures with explanations, scrapbooks

pages, bookmarks, artifacts, graphic organizers, collages, and pamphlets or brochures.

Each year all students participate in four nine-week courses. These generally include:

art, general music, computers, and RAP, (a literature discussion group with a study

skills component, for 5th and 6th graders,) or study skills (for 7th and 8th graders). Each

year, the quarter classes are reviewed for changes and/or expansion. Efforts are made

yearly to offer exploratory classes that are designed to offer study in areas not normally

addressed in the regular curriculum areas.

Band and orchestra are offered to all students and are highlights for our gifted program.

Physical education is also taught daily. The emphasis of the program is to help students

develop a healthy lifestyle.

In order to remain a student at Washington Gifted School, students must maintain a

cumulative grade point average (GPA) of 2.5 or higher average. Student growth is

measured through daily assignments, class participation, reports, projects, group and

individual work, homework, standardized testing, and state assessments. Parents have

daily access to grades via Parent Access offered through the Peoria Public Schools.

Students engage in Student-led Conferences twice per school year and parents have

opportunities to meet individually with teachers. Report cards are issued at the


conclusion of each nine-week grading period. Parents are notified when students are not

maintaining a 2.5 average and students are placed on Performance Watch. The school’s

Problem Solving team will create an intervention plan that will be implemented and

monitored.

Transportation is provided free to students who live within the Peoria Public School

areas in accordance with the district mandated bus guidelines.

The faculty members of Washington Gifted School are required to be trained in the

identification of and instruction of gifted students. High school courses which are

taught at Washington Gifted School are to be taught with teachers who have high school

certification in the subject area.

The faculty and staff of Washington Gifted School strive to ensure that the program challenges the district’s most capable students. The staff is committed to serving the special needs of intellectually gifted students with educational opportunities that are qualitatively different. The selection of students for the Washington Gifted School is a two-phase process.

Phase I involves the identification from across Peoria Public schools of approximately

140-160 candidate fourth grade students and the collection of uniform data related to

giftedness for each of these students. Phase II consists of an analysis of the student data

gathered in Phase I and a quantitative ranking of students. The sixty to seventy-five

fifth grade entry seats available at Washington Gifted School are filled with the students

receiving the highest quantitative ranking. The steps involved in Phase I and Phase II

are presented below.

Phase I

Three groups of candidate fourth grade students are identified and extensive data are compiled for each student in Phase I. Group I students are those who have earned a Standard Age Score (SAS) of 110 in each battery of the Cognitive Abilities Tests: Verbal, Quantitative, and Nonverbal. Group II students are the students who earned 110 on 2 of the 3 areas of the CogAT or 1 of 3 areas of the CogAT. Group III students are referrals from a student’s teachers, principal or parent. Approximately 60 Group I and 60 Group II students are identified by Peoria Public

Schools Research Office based on performance on the Cognitive Abilities Test (CogAT)

scholastic aptitude scores. An additional 20-40 Group III students are identified by

school personnel.


Step Description Timeline

1

The Office of Student Assignment disseminates a letter written

in English and in Spanish to families of all known fourth grade

students residing within the physical boundary of Peoria

Public Schools and who attend district schools, parochial

schools, private schools, or home schools. The letter briefly

describes the selection process for Washington Gifted School.

Additionally, notification of the selection process will be

published in the Peoria Journal Star and provided to other

media outlets in the community.

September

2

Administration of Cognitive Abilities Tests to all Peoria Public

Schools fourth grade students and interested parochial,

private, or home-schooled fourth grade students.

October

3

Each year the Office of Student Assignment invites all teachers

new to the fourth grade in Peoria Public Schools to attend a

gifted student selection workshop to help teachers recognize

characteristics of gifted students, including students who may

not have high test scores on standardized or ability tests.

October

4

Identification of Group I, Group II, and Group III students is

completed. Group I students are those students who have

earned a Standard Age Score (SAS) of 110 in each battery of

the Cognitive Abilities Tests: Verbal, Quantitative, and

Nonverbal. Group II students are those students who have

earned a SAS score of 110 in at least one, but not all three

batteries of the Cognitive Abilities Tests. Group III students

are those students who do not meet the criteria for Group I or

Group II, but are identified by school personnel as having

characteristics of giftedness.

November

5

Peoria Public Schools Research Office provides separate

alphabetical lists of Group I and Group II students to each

primary school and the Office of Student Assignment.

Identified Group I students must have referral forms

completed for consideration to Washington Gifted School.

Identified Group II students may have referral forms

completed for consideration to Washington Gifted School if

current school personnel think they also exhibit characteristics

of giftedness.

November

6

The primary school principals receive from the Office of

Student Assignment forms and procedures for providing

additional information about each Group I, Group II and

Group III student in their respective schools. This additional

information includes a completed Gifted Characteristics

November/December


Rating Form, a teacher narrative describing the gifted behavior

of the students, academic course grades for grades one

through four, and the national percentile rank score from the

Fall administration of the Northwest Evaluation Association

(NWEA) Measure of Academic Progress (MAP) in both

reading and mathematics. All schools are encouraged to

recommend students. For students who do not attend Peoria

Public Schools but reside within the physical boundary of the

district, will be administered the NWEA in

October/November.

7

The Office of Student Assignment notifies the parents or

guardians of each Group I, II, and III student that the student

has been identified for possible Washington Gifted School

selection that will be tested to further determine the student’s

qualifications, unless the parent or guardian requests that the

student be withdrawn from consideration for Washington

selection. If after initial screening, students do not qualify,

parents are also notified at this time.

December

8

All group I, II, and III students, except those who have been

withdrawn from consideration (step 7 above) are individually

administered the Wechsler Intelligence Scale for Children

(WISC), Form IV.

January/March

9

The Office of Testing and Research collates the data that have

been collected for each student and enters it into a computer

database. These data include the NWEA-MAP national

percentile scores, Cognitive Abilities Tests SAS scores, WISC

IV scores, teacher narrative, gifted traits score, course grades,

rating scales, etc.

Ongoing November –

March

10

The Office of Student Assignment convenes a rating committee

of no less than eight people to review the data that have been

compiled for each candidate student. Members of the

committee include 1 active middle school principal, 1 active

primary school principal, two Washington Gifted School

teachers, 1 superintendent’s designee, and two additional

educators trained in gifted identification. Members of the

committee rate the students using a rubric. Committee

members note additional pertinent information about the

student referral.

March/April


Phase II

Following the work of the rating committee, the Office of Testing and Research

completes the data collection process by adding the ratings in the computer database for

each Group I, II, and III student not previously withdrawn by parent or guardian from

consideration. Data included in the database is used to generate a ranking for each

student. The top sixty to seventy-five students are invited to attend the fifth grade class.

Letters are sent to notify each applicant’s family of the child’s acceptance or placement

on the wait list for the grade level.

WISC-IV Verbal, Performance, and Full Scale scores

CogAT Verbal, Quantitative, and Nonverbal standard age scores

NWEA Reading national percentile rank, Mathematics national percentile

rank

Ratings Ratings using criteria rubric

Grades Reading and Math cumulative grade point averages

Upon receipt of this data, the Director of Research will implement the following

statistical analysis:

Step Description

1

Unavailable NWEA and CogAT scores are estimated and entered into the database to

provide complete data for all students. Scores are estimated by computing the average

NWEA national percentile in mathematics and reading/CogAT scores by computing the

average scores of other students on the candidate list who have the same or nearly the

same WISC Full Scale scores as the student with the missing data.

2 Data for the selected variables are transformed to normalized standard scores (T-Scores)

3 Mean T-Scores are computed for each of the five selection criteria areas (WISC-4, CogAT,

NWEA, Grades, Ratings) for each student.

4

The five mean T-scores for each student are weighted using the following distribution

• WISC-IV = 40%

• CogAT = 20%

• NWEA = 20%

• Grades = 10%

• Ratings = 10%


5 The five weighted mean T-scores are totaled for each student.

6 All of the candidate students included for consideration are ranked in descending order

based on their total weighted mean T-scores.

7 A list of the ranked students is generated and reviewed by the Director of Research and

the Office of Student Assignment to verify accuracy of calculations.

8

The sixty to seventy-five students with the highest total weighted mean T-scores (ranked

1-75) are invited by the Office of Student Assignment to attend Washington Gifted School

fifth grade in the upcoming school year. If a student ranked 1-75 has moved from the

physical boundary of Peoria Public Schools or is no longer interested in attending, the

Washington Gifted School principal extends an invitation to the student next on the list of

ranked students, e.g., the student ranked 76.

Other District Programs for Middle School Students

AVID-AVID, Advancement Via Individual Determination, is “a primary through postsecondary college readiness system that is designed to increase school-wide learning and performance. The AVID system accelerates student learning, uses research based methods of effective instruction, provides meaningful and motivational professional development, and acts as a catalyst for systemic reform and change”.

For one period a day, students learn organizational and study skills, work on critical thinking and asking probing questions, get academic help from peers and college tutors, and participate in enrichment and motivational activities that make college seem attainable. Their self-images improve, and they become academically successful leaders and role models for other students.

Paxton/Patterson Labs-Family & Consumer Science Education-“Growing Up Ready”, the middle school lab, starts by teaching students the kinds of life skills that they will need for the rest of their lives. “Growing Up Ready” is often referred to as “the sciences for life and living”. Each of the Integrated Instructional Units (IIU’s) reinforces core academic skills while exposing students to current career opportunities. Throughout the learning system, students will incorporate technology while gaining knowledge and skills they need to be successful at home, in school and at work. The IIU’s include content to help students learn to cope with social issues, overcome obstacles, and gain valuable life skills.

High School Program Curriculum Overview At the high school level, gifted and talented services are provided in Advanced

Placement, International Baccalaureate, and Tech Prep courses. Please refer to the

current high school course catalog for a complete listing of opportunities and

requirements for enrollment eligibility. Enriched and Advanced-Placement Courses are


offered in many areas. Contact the high school guidance department for information

regarding any of these programs.

High School students may also be involved in the following types of activities:

• Curriculum differentiation • Acceleration • Dual enrollment • Counseling Services • Classroom enrichment/extensions • Thematic or interdisciplinary studies • Independent study • Mentorship through Work Based Learning classes • Competitions • On-line courses • Service Learning • Advanced Music, Art and Drama classes • Student Leadership through class officers and student council, and other

leadership opportunities found within various student clubs and organizations • Additional Opportunities: This may include information and encouragement for

activities such as clubs, organizations, and any other activity that may offer challenging opportunities for gifted/talented learners as developed by each individual school.

Advanced Placement (AP) Program

The Advanced Placement Program consists of college-level courses and rigorous end-of-course exams for senior high school students developed by the College Board out of Princeton, New Jersey. “Over 90% of the colleges that most AP candidates attend give credit and/or advanced placement at many of the nation's colleges and universities to students whose examination grades are considered acceptable. In addition, college admissions officers view a candidate taking AP courses and the CollegeBoard exams favorably whether or not the student scored well enough to receive credit at their institution. AP classes—when compared to other high school courses—go into greater depth, often take more time, require more work, and give greater opportunity for individual progress and accomplishment. The end-of-course exams, an important part of each course, allow for the assessment-driven curriculum, ensuring adherence to higher expectations and standards that are common throughout the country, and produce measurable results”.

AP courses train students in close reading, vocabulary, problem solving, essay writing, and reasoning and analysis. In AP courses students experience a universe of knowledge that might otherwise be unexplored in high school.

The District will sponsor Advanced Placement Teacher Workshops during the summer and during the school year. These workshops are conducted by renown speakers from


CollegeBoard.com and train teachers to deal better and more effectively with the challenges of the AP classroom and curriculum.

International Baccalaureate (IB) Program

The International Baccalaureate (IB) Diploma Program is a rigorous, pre-university, two-year course of study for highly motivated eleventh and twelfth grade students. “Students in this program are actively engaged in a liberal arts curriculum that includes such features as an interdisciplinary Theory of Knowledge course, community service activities, foreign language study, and an original research project. This program trains the student to think critically about learning, to question what is being taught, and to strive to improve in all academic areas. Universities and colleges often recognize IB through granting advanced course standing and college credit. IB final exams are based on two years' coursework in each course for the student. IB exams require student to participate in written exams in most subject areas, oral exams in other areas, and turning in lab books, project, papers, and other coursework”.

Currently, the IB program is offered at Richwoods High School. International

Baccalaureate is also expanding to the primary and middle school level as well. 2011-

2012 will be an implementation year for our new programs at Charter Oak, Mark Bills,

Sterling and Trewyn. These schools are currently in the candidate process of becoming

part of the primary and middle school International Baccalaureate Program.

Fine Arts Fine arts education is a vital part of the curriculum at all grade levels and is designed to offer programs (cross-curricular teaching and performance based groups) that will help children succeed in school, life, and work. All schools offer art, instrumental and vocal instruction through an approved curriculum. Roosevelt and Peoria High also offer dance and drama.

• Instruction in general music is offered in grades K-6 • Instruction in stringed instruments is offered in grades 5-12 • Instruction in instrumental music is offered in grades 5-12 • Instruction in vocal music is offered in grades 5-12

Opportunities are available for student artists to showcase their skills in various venues throughout the community. Numerous partnerships exist with civic and fine arts community organizations that help to ensure promotion of the arts in Peoria Public Schools, as well as lifelong appreciation and participation in the arts.

Peoria Public Schools also offers enriched fine arts courses of study to families who desire an educational environment that utilizes multiple approaches to learning with a fine arts focus. Enrollment and participation are contingent upon a successful application and audition process. These programs are:


• Roosevelt Magnet School for the Visual and Performing Arts Grades Pre-K-8 1704 W. Aiken Avenue 672-6574

• The Preparatory School for the Arts, housed at Peoria High School Grades 9-12 1615 N. North Street 672-6630

• The Peoria Jazz AllStars 811 S. Griswold 672-6600

Teacher Professional Development

The Gifted Education Teacher Academy and Summer Institute will be offered beginning

January 2011. The goal of the Spring Teacher Academy and Summer Institute is to

provide teachers with training to reach high ability learners as the district strives to

implement a Response to Intervention approach to giftedness.

Beginning 2011, enrichment teachers assigned to schools with historically low numbers

of gifted referrals will deliver training to staff in building thinking skills and habits of the

mind.

K-12 teachers of Reading and Mathematics will be involved in ongoing training to learn

how to reach high ability learners in the regular classroom through differentiation.

Instructional strategies are part of all professional development opportunities. General

education teachers will be offered training that emphasizes diverse and effective

instructional practices to address the specific needs of gifted students in the regular

classroom.

Enrichment teachers will attend monthly training. The Enrichment teacher may work directly with the students or work with cluster teachers, other school personnel, and organizations to facilitate direct services. Demonstration teaching, collegial sharing, collaborative planning, peer coaching, and providing staff development opportunities create the essential link of the enrichment teacher to the regular education teacher. Communicating the needs of gifted learners, as well as the choices available to these students, is an integral function of the enrichment teacher.

All district teachers that are new to fourth grade will be trained in the identification process and the referral process in the fall.


In summer 2012, professional development sessions will be offered on the use of Socratic Seminar and/or Paideia as well as Inquiry Learning and/or Project Based Learning.

A Teacher Gifted Resource Center will be established at the Office of Curriculum and Instruction to be available for teachers.

Parent Awareness

Processes and procedures for Gifted and Talented services will be commonly understood by the school community and the community at large.

The following will be used to familiarize parents with the district gifted plan:

Once finalized the district gifted plan will be posted on the district web page.

Parent meetings at beginning of the year for middle school parents to sign DEP’s and learn about gifted and talented program will be conducted and facilitated by Enrichment Teachers.

Parent meetings at beginning of year for primary school parents to discuss building’s enrichment plan will be held as part of back to school activities.

4th grade parents of eligible students will be given additional information about the Washington Gifted process at first report card conference.

Workshops for parents of gifted students will be provided in the Parent University.

A Parent Resource center will be developed at the Professional Development Wing at Woodruff.

Vision and Outcomes for District Program Vision: Processes and procedures for Gifted and Talented services will be commonly understood by the school community and the community at large. All school staff will share the responsibility and will collaborate to provide the most rigorous learning experiences for each student. Several initiatives will provide the framework for developing the 21st century skills that eligible gifted learners will develop. The scope of these initiatives will encompass grades K-12. There will be a well defined primary Enrichment Model, K-3 Nurture/Focus processes, Curriculum Compacting in grade 4, advanced curricula for English/Language Arts in Middle School, and full AP and IB courses in our High Schools. Outcome 1: By 2014, all District 150 Schools will have equitable opportunities for students to engage in rigorous learning. Beginning in 2011, all primary buildings will


schedule a 120-minute literacy block as well as flexible math groups during the instructional day to incorporate enrichment opportunities for students. The enrichment model used in grade 4 will incorporate inquiry-based learning opportunities in reading, writing, mathematics, and service learning. Although Illinois Learning Standards incorporating the Common Core Standards will be evident in student work, the enrichment activities will be primarily student-centered with a focus on 21st century skills. Specific learning objectives have been targeted per grade per quarter for students in grade 4-8 who receive services. In the middle school, the Illinois Learning Standards incorporating the Common Core Standards is adhered to with more rigor and depth. High school students are encouraged to select advanced sections of courses. Academic counseling will help high school students select appropriate courses for their abilities and interests. Students are able to apply for admission to any one of our primary, middle, and high choice programs. Students who meet the minimum criteria of eligibility are able to be referred for admission to the district’s self-contained setting for highly gifted students. Outcome 2: The success of the K-3 Nurture/Focus model will become evident as the numbers of under-represented populations of students found eligible for gifted or high ability learner services increase. All K-3 students in schools with a history of low numbers of referrals for the gifted program will be engaged in Building Thinking Skills and Habits of Mind learning activities several times per week. Pre-screening data for Nurture/Focus students will be regularly included in the 4th grade referral process. The number of referrals will also increase in the Nurture model schools. Outcome 3: Students will demonstrate increased student achievement and have a more smooth transition to middle in schools where curriculum compacting is practiced in grade 4 for math and reading. The teachers who provide curriculum compacting will use a variety of pre-assessments and formative assessments to accelerate and enrich students as appropriate. The teachers will develop a professional learning community to share most effective lessons and instructional strategies. Outcome 4: The differentiated curriculum for middle school Reading/English Language Arts (grades 7-8) will be more articulated. In middle school grades 5 and 6, teachers are to be trained in differentiation as well as use of the Reading/Writing workshop model to be able to provide enriched and advanced content. The courses for Reading/Language Arts (7-8) will have clearly different scope and sequence to include more rigorous writing and vocabulary opportunities. A district developed scope and sequence articulating approved extension or enrichment materials, will be used as a basis for delivering a qualitatively differentiated instructional program specifically designed to meet the psycho-social & instructional needs of gifted learners. The advanced and accelerated courses for Mathematics (5-8) will also have a different scope and sequence to incorporate the standards for mathematical practice.


School visits by Enrichment Teachers will verify fidelity of implementation of the enrichment and acceleration models. Outcome 5: There will be an increased number of students participating in and performing well on Advanced Placement (AP) courses and graduating with International Baccalaureate diplomas when the K-3 Talent Development model, the 4th grade enrichment model, curriculum compacting, strong reading and math scope and sequence are routine. Outcome 6: By 2014, every principal, every Enrichment Teacher, counselor, psychologist, and Problem Solving Team chair at each school is able to provide clear and understandable identification procedures in multiple forms to all school personnel, parents/families, and the community. Identification procedures and documents are to be translated in several languages by the district office. Parents, school staff, and community members may access identification procedures through the district website which will feature “parent-friendly” processes and a flow map. The procedures will also be available in individual schools. The community will participate more in the overall gifted and talented program of high performing students. Outcome 7: The percentage of under-represented populations will increase by the end of 2014 using the Talent Development Model. The Enrichment Teacher will observe students and conduct dynamic assessments to small groups of potential high ability learners or gifted learners as part of a K-3 pre-screening portfolio. The Enrichment Teacher will increase awareness for screening students who are under-represented populations (culturally/ethnically diverse, economically disadvantaged, English Language Learners, highly gifted, and twice-exceptional) by continuing to provide Gifted Characteristics workshop to regular classroom teachers. Outcome 8: The K-3 Talent Development Model will be introduced in 2011-2012 and fully implemented by 2013. All students in primary schools with a history of fewer than 15 identified students will be engaged in the Talent Development model with a focus on Building Thinking Skills, vocabulary development, and Habits of Mind. A pre-screening portfolio will be developed for potential gifted students and high-ability learners. Beginning in 2012, all primary schools with more than 15 identified students will create cluster groups of students following the guidelines in the document developed for principals on guidelines for effective clustering. Outcome 9: District 150 maintains a database on all students screened for the gifted program. The fidelity and consistency of alternative screening processes will be evaluated annually. The district’s database of students eligible includes measures that employ multiple criteria for student identification. Portfolios that reveal student potential and academic strengths will be reviewed by the district identification team. Grades will be used as a component of the portfolio instead of a screening criterion.


The current identification processes already includes multiple measures. However, in the 2011 plan, there will be integration of research-based materials and “best practices” in the identification process to identify more diverse populations such as the use of the portfolio and the Gifted Rating Scales. Upon initial screening in fourth grade beginning with the CogAT, the Office of Testing and Research will identify students for further testing to ensure equitable identification practices. In addition, Enrichment teachers will highlight any additional students on the CogAT roster that need to be referred for gifted services at each school according to the results of the Gifted Rating Scales. Principals will be given this information and teachers may begin the referral process. Enrichment teachers will check the database on a regular basis for consistency and accuracy in use of the multiple indicators used for identifying gifted and high-ability learners and frequency of portfolios used to identify gifted students and high-ability learners. The district identification team will review the gifted and high-ability learner count at each school to ensure that the count is reflective of each school’s demographics. Outcome 10: The district identification team will continue to align research-based materials to the problem solving, critical thinking, and meta-cognition focus of the district program. Units of study will provide students with rich text, conceptual themes, advanced literacy analysis, and vocabulary development. Gifted and high-ability learner vocabulary study will emphasize understanding Latin stems and word origins. Students will master word meanings in a literature rich context and with content vocabulary. Sample curriculum units/lessons/activities, student work samples and assignments will be added to the district Gifted Webpage throughout the 2011-2012 school year. Outcome 11: By 2013, 21st Century content and skills will be embedded in the gifted and talented program. Primary enrichment will include a global focus and emphasize social responsibility. Within this context, students will build and apply skills in critical thinking and problem solving, communication, and collaboration, leadership, and metacognition. Student service projects will provide an annual opportunity to apply developing skills. Reading and writing in the middle school enriched language arts courses will be infused with topics of health awareness, leadership and ethics, social responsibility, real-world learning in regional and global contexts, and applied information and media literacy. Students ages 14 and up will be introduced to volunteerism through such organizations as C.I.V.I.C. (Central Illinois Volunteer Information Center) and school-wide service learning projects. Outcome 12: By 2014, the district identification team along with the district PBIS team, district psychologists, counselors and CSSS Facilitators will work to develop an affective curriculum guide and counseling plan for High Ability and Gifted students for the district. This team will identify the characteristics and possible behavioral manifestations of students with high ability. The goal is to develop a plan which helps educators to understand that students with high ability are also likely to have greater


sensitivity to their environment which may be manifested in different ways and cause them to have some social and emotional issues. As a result of this curriculum guide, district gifted team members and Enrichment teachers will be able to provide professional development to other school personnel and parents regarding the social and emotional characteristics of this population. Regular education teachers will then be able to implement strategies that address the social and emotional needs of high ability students. Resources

There are numerous resources to assist in meeting the needs of gifted students. While

the following list is by no means comprehensive, it provides a good sampling of a

number of websites and other resources available. (Resources are listed as a service to

teachers and parents; however, inclusion on the list below does not necessarily

constitute an endorsement by the district.)

Online Resources

Illinois Association for the Gifted

(IAG)

National Research Center on the Gifted

and Talented

www.gifted.uconn.edu/NRCGT/html

World Council for Gifted and Talented

Children

www.worldgifted.org

Center for Gifted Education at the

College of William & Mary

www.cfge.wm.edu

Purdue University‘s Gifted Education

Resource Institute (GERI)

www.geri.soe.purdue.edu

Gifted Education Press

www.giftedpress.com

Prufrock Press

www.prufrock.com

National Association for Gifted Children

(NAGC)

www.nagc.org Hoagies‘ Gifted Education Page Supporting Emotional Needs of the


www.hoagiesgifted.org

Gifted (SENG)

www.sengifted.org The Association for the Gifted (TAG)

www.cectag.org

Johns Hopkins Center for Talented Youth (CTY)

www.cty.jhu.edu

Duke University Talent Identification

Program (TIP)

www.tip.duke.edu

Stanford University‘s Education

Program for Gifted Youth (EPGY)

www.epgy.stanford.edu

Critical Thinking Press

www.criticalthinking.com

Great Potential Press

www.giftedbooks.com

Free Spirit Publishing

www.freespirit.com

Pieces of Learning

www.piecesoflearning.com

Information about The Parallel Curriculum, a curriculum design model to develop high potential and challenge high-ability students. Free professional development materials.

http://www.nagc.org/index.aspx?id=1069

Mentoring Mathematical Mind

http://www.gifted.uconn.edu/projectm3/

National History Day is an annual contest that engages students in historical research using primary documents

http://www.nationalhistoryday.org/

Odyssey of the Mind, is an international educational program that provides creative problem-solving opportunities for students from kindergarten through college.

http://www.odysseyofthemind.com/ First Lego League (FLL) introduces children around the world to the fun and experience of solving real-world problems by applying math, science and technology

http://firstlegoleague.org/community/default.aspx

Science Olympiad, one of the premiere science competitions in the nation, provides rigorous, standards-based challenges to more than 530 teams in 48 states.

http://soinc.org/


Other Resources

College Planning

College Planning for Gifted Students

Berger, S. (1994)

Reston, VA: The Council for

Exceptional Children

Questioning

Active Questioning

Johnson, N. (1995)

Dayton, OH: Pieces of Learning

Guidance for Gifted

Guiding the Gifted Child

Webb, J.T., Meckstroth, E.A.

and Tolan, S.S. (1982)

Columbus, OH: Great Potential Press

Encouraging Achievement

Coil, C. (1999)


The Social and Emotional Development of Gifted Children:

What Do We Know?

Neihart, N., Reis, S.M., Robinson, N.M.

& Moon, S.M. (Eds.) (2002)

Waco, TX: Prufrock Press, Inc.

Underachievement

Becoming an Achiever

Coil, C. (1994)


The Quick Question Workbook

Johnson, N. (1999)


Curriculum Compacting: The

Complete Guide to Modifying the

Regular Curriculum for High Ability

Students Reis, S., Burns, D. and Renzulli, J.

Mansfield Center, CT: Creative

Learning Press, Inc. Strategies for Differentiation

Differentiating Instruction in the

Regular Classroom: How to Reach

The Differentiated Classroom:

Responding to the Needs of All

Learners


and Teach All Learners, Grades 3-12

Heacox, D. (2002)

Minneapolis, MN: Free Spirit Publishing

Tomlinson, C. (1999)

Alexandria, VA: ASCD

Re-forming Gifted Education

Rogers, K. (2002)

Columbus, OH: Great Potential Press

Teaching Gifted Kids in the Regular Classroom

Winebrenner, S. (2001)


Teaching Young Gifted Children in the Regular Classroom

Smutny, J., Walker, S. and

Meckstroth, E. (1997)



Glossary of Terms

Acceleration: An educational intervention that moves students through an educational program at a faster than usual rate or younger than typical age. Academic acceleration is supported in research as one of the most effective interventions for highly capable students. Advanced Placement (AP) Courses: A program of college-level courses offered at the high school that provides exceptionally motivated students the opportunity to earn high school and college credit. Curriculum and expectations for AP courses are at the college level. Advanced Placement Vertical articulation: Sequencing key academic concepts and skills at each grade level to build on learning experiences in preparation for student success in advanced programs of study such as Advanced Placement (AP) courses. Cluster Grouping: The practice of identifying top academically talented students at a grade level and placing them in the same classroom at that grade level. This is usually accomplished by identifying and placing four to eight high ability students in the same grade level in one class with a teacher who works well with the gifted population and is trained to work. Creative thinking is divergent. It involves exploring ideas, generating possibilities, and seeking more than one right answer. Terms used with students in discussing this type of thinking include brainstorming, fluency, flexibility, originality and elaboration. Critical thinking is deliberate and utilized in all academic areas. Critical thinking includes analyzing, evaluating, inferring, interpreting, judging, problem solving and synthesizing. Curricular enhancement is a compilation of methods, materials and activities which teachers may use as a basis to modify curriculum for students having already demonstrated mastery in a particular area. Curriculum-based services are modifications made to course content and instructional strategies used by classroom and enrichment teachers. The modifications often result in changes in the accomplishments or requirements of the individual students. Curriculum Compacting involves streamlining, condensing or eliminating grade level curriculum for students who have already achieved goals and objectives of the regular curriculum. The regular curriculum of any or all subjects is tailored to the specific gaps, deficiencies, and strengths of an individual student. The learner tests out or bypasses previously mastered skills and content, focusing only on mastery of deficient areas, thus


Diverse: Populations made up of group members who differ on a variety of characteristics, such as race, culture, socio-economic status, and language. Enrichment often involves extensions of the grade level curriculum. Classroom

teachers may ask specific questions which have the student thinking on a higher level or

provide activities which allow the student to investigate further into an area of study.

Gifted creative and critical thinking: Students who are highly insightful, imaginative, and innovative; who consistently assimilate and synthesize seemingly unrelated information to create new and novel solutions for conventional tasks; and who can interpret, analyze and evaluate information. Gifted general intellectual ability: Students who demonstrate a high aptitude for abstract reasoning and conceptualization, who master skills and concepts quickly, and/or exhibit advanced critical thinking capability. Gifted leadership ability: Students who emerge as leaders, and who demonstrate high ability to accomplish group goals by working with and through others. Gifted specific academic aptitude: Students who evidence extraordinary learning ability in one or more specific disciplines. Gifted visual and performing arts: Children who are consistently superior in the development of a product or performance in any of the visual and performing arts. Guidance (Counseling) Efforts: Provide gifted students with consistent communications from trained staff. Guidance is important for gifted and talented students to meet both their affective and academic needs. High Ability Learner: Gifted and talented students who typically perform in the top 6-10% on a variety of assessed measures during the initial 4th grade screening process. Highly Gifted Learner: Gifted and talented students who typically perform in the top 3-5% on a variety of assessed measures during the initial 4th grade screening process. Identified: A data gathering process designed to answer questions and make decisions about students’ academic ability, characteristics and behavior in order to plan appropriate curricular modifications for the students.

moving more rapidly through the curriculum. District Talent Development Model: Provision of experiences for an individual student with demonstrated high performance or potential in a specific area either through individual work or with a group of students with like talent. The main focus of this model is on the development of potentials in groups not ordinarily included in special programs for the gifted and talented.


Independent Study: Students pair with a teacher to do independent projects based on areas of interest with option for credit. Intervention: Provided by general and special educators, based on training, not title. Designed to help a student improve performance relative to a specific, realistic and measurable goal. Interventions are based upon valid information about present levels of performance relative to grade-level expectations, realistic implementation with fidelity, and may include modifications and accommodations. Interventions are multi-tiered, research-based, target-specific skills, time limited and parent inclusive. Mentorship: Students identify a subject area and after in-depth individual preparation, are placed with mentors in relevant business, academic or artistic settings. Online Courses: Advanced Placement online, enrichment, a way to earn credits to graduate early. Problem-Solving: A process that uses assessment data to identify the problem, analyze why the problem is occurring, develop and implement an intervention/instructional plan, and evaluate outcomes. The RtI Teams use problem solving to evaluate student learning and instructional effectiveness at both the system/school level as well as at the student level. Progress Monitoring: The ongoing process of collecting and analyzing assessment data to determine student progress toward specific skill goals or general outcomes. At Tier 2 and Tier 3, progress monitoring data is used to make instructional decisions about the effectiveness of intervention to accelerate student learning that increases the learning rate and enables the student to meet a specific goal designed to meet at least minimum proficiency levels Programs: A curriculum that includes services and/or activities geared toward achieving a specific goal for program participants.

Psychomotor Ability: Involves kinesthetic motor abilities such as practical, spatial, mechanical, and physical skills.

School Wide Enrichment Model: The idea is to create a repertoire of services that can be integrated in such a way to create "a rising tide lifts all ships" approach. This approach allows schools to develop a collaborative school culture that takes advantage of resources and appropriate decision-making opportunities to create meaningful, high-level and potentially creative opportunities for students to develop their talents and gifts.


Student-based services are modifications to the student’s program of learning which are based upon the student’s ability. Resources and activities provided in an effort to benefit students and their learning.

Tiered assignments are varied levels of assignments or activities that focus on a skill or concept, but are approached at the student‘s level of readiness. The assignments or activities build on prior knowledge and prompt continued growth. The goal of tiered assignments is that each student should work with the essential understanding of the skill or concept at his or her appropriate challenge level.

Teams/Committees and Goals

District Identification Team

� district gifted coordinator � psychologist � counselor � gifted education teachers, and � district enrichment teachers

Goals: To ensure fair and consistent

identification processes. To monitor gifted

program development, planning and

implementation. Review district program

objectives, activities, timelines and annual

evaluation.

Rating Committee

(4th Grade Referrals)

• 1 active middle school principal

• 1 active primary school principal

• two Washington Gifted School teachers

• 1 superintendent’s designee, and

• Three additional educators trained in gifted identification

Goal: To further screen 4th grade referrals

after WISC-IV has been administered

District Gifted And Talented

Education Advisory Committee

� district gifted coordinator � gifted education teachers � district enrichment teachers � parent representatives, and � community representatives � middle school, high school, and

primary school teacher representatives

� early childhood representative

Goals: Channel community questions concerning district-wide programs for follow-up and action. Review district

School Evaluation Team (Problem

Solving Team)

� principal or designee � grade level teachers � psychologist � counselor � interventionist � referring teacher, and � a member of CSSS or a district

enrichment teacher

Goals: To identify students eligible for

services. Create DEP’s for students that are


program objectives, activities, timelines and annual evaluation.

found eligible for services and create

performance watch plan for struggling

gifted students and high-ability learners.

Forms and Other Documents

School Forms

� Referral for Consultation (K-3)

� Referral/Application for Gifted

Program at Washington and

High-Ability Learners Program � Differentiated Education Plan (4th-

8th) � Literacy Screening Matrix (5th-8th) � Math Screening Matrix (5th-8th) � Annual Review Letter to

Parent/Guardian � Performance Watch Letter to

Parent/Guardian � High Ability Learners Program

Progress Report � Performance Watch Plan Template

District Forms

(for district use only)

� Initial Eligibility Rubric (4th) � Gifted Committee Rating Rubric

(4th) � Student Eligibility Record (4th) � Acceptance Letter (WGS) � Ineligibility Notification Letter

(WGS) � Parent/Guardian Permission to Test

(WISC IV) � Early Entrance to Kindergarten

Referral

Other Forms and Documents

� Principals Guidance Document on Effective Clustering � Enrichment Teacher Job Description � District Gifted Plan Implementation Timeline � Screening Form for Students New to District � Nurture/Focus Pull-Out Group Permission � Out of District Applicants: Referral/Application, Informational Letter