In order to meet the needs of our highly-able and high-potential students, processes and structures must be in place so that services provided are meaningful, engaging and appropriate. To ensure the delivery of high-quality services, we believe in:
- A process for identifying highly-able students that is ongoing throughout the child’s school experience.
- Opportunities for students that include differentiation, enrichment and acceleration.
- Instruction that is the shared responsibility of classroom teachers, grade level teams, the school and district.
- Ongoing, meaningful and differentiated professional development specific to the program’s purpose and goals.
Elementary School Services
At the end of grade 2, highly-able students are identified at the district level in the areas of Math and Reading/Language Arts. These students are then clustered for differentiated instruction in the classroom, may receive appropriate recommended individualized educational services and may participate in Problem Solving Investigations (PSI), an enrichment opportunity focused on 21st Century skills. The focus for elementary students is to differentiate and enrich their learning opportunities.
High-potential students are identified at the building level for a 21st Century Enrichment opportunity.
Middle School Services
Fifth grade assessment data is used to determine if students are appropriate for the Accelerated Math and Accelerated Communications opportunities provided in the Middle Schools. These experiences replace the students’ core instruction in Math and Communications. Differentiated instruction in the classroom is provided for Science and Social Science.
At the end of 6th grade, students are assessed for participation in Spanish Proficiency. This 7th and 8th grade class is designed to replace Spanish I in their freshman year.
The focus for middle school students is to differentiate and accelerate their learning opportunities.