Lake Zurich Community Unit School District 95 Gifted Education Program District 95 Mission is… to inspire all students to be passionate, continuous learners and to prepare them with the skills to achieve their goals and flourish as responsible, caring citizens in a global community. CUSD 95 Strategic Plan Strategy: Align and develop curriculum, innovative instructional practices and learning opportunities that promote high level thinking, promote connections to global issues, and support students’ pursuit of personally meaningful 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 Core Value: ■ All people can learn and they do so at different rates and in different ways. Our Goal To provide our students a quality education that develops their unique skills and talents to the fullest and enables them to flourish as responsible, caring citizens in a global community. Giftedness… What is it? The Illinois School Code definitions of giftedness (14A-02) states: “Gifted children shall be defined as those children who consistently excel or show the potential to consistently excel above the average in one or more of the defined areas of giftedness to the extend that they need and can profit from specially planned educational services.” Note the Difference by Janice Szabos A Bright Child: A Gifted Learner: Knows the answers Is interested Is attentive Has good ideas Works hard Answers the questions Top group Listens with interest Learns with ease 6-8 repetitions for mastery Understands ideas Enjoys peers Grasps the meaning Completes assignments Is receptive Asks the questions Is highly curious Is mentally and physically involved Has wild, silly ideas Plays around, yet tests well Discusses in detail, elaborates Beyond the group Shows strong feeling and opinions Already knows 1-2 repetitions for mastery Constructs abstractions Prefers adults Draws inferences Initiates projects Is intense Source: Challenge Magazine, 1989, Issue 34 CUSD 95 Gifted Program History 1999 and earlier Pull out program – CHIPS Enrichment during lunch time – projects and games High school for math and missed an encore period 1999 – 2001 Development of LZ CUSD 95 Gifted Committee (parents, teachers, and administrators) 2001 – 2002 Pilot program at MW and SA Pilot program at Middle School North and Middle School South 2003 – Present Elementary Math Replacement Program Middle Schools Gifted Program: replacement math, literature, language arts, social studies, and science Placement Process Annual Elementary Screening Time Line Math MAP Data review – September, January & May 2nd grade CogAT Testing – March 2nd grade Problem Solving – May Parent Notification – May/June *NOTE: all student data is reviewed annually. Annual Middle School Screening Time Line 5th Reading/Math MAP Data review – November 5th grade CogAT Testing – January 5th grade Math and Writing Testing - January Parent/Student Notification – April Parent/Students – Informational Meeting - May Who qualifies? The state guidelines recommended the top 5% of students in a district receive gifted services. District 95 strives to be more inclusive. Approximately 10% of students in the district receive gifted services. Identification Process 2nd grade Initial Pool Minimum of 120 in the non-verbal and/or quantitative portion of the CogAT 94%ile for MAP Math. Scores are placed on a matrix for initial review by the school’s gifted specialist. Based on the data and the supporting documentation, students are identified as qualifying for the program. Identification Process 2nd grade Spring CogAT testing • Problem solving assessment • Building gifted specialist reviews MAP and CogAT data • Initial pool for further review: • Students who have a minimum of 120 in the non-verbal and/or quantitative portion of the CogAT and are in the 94%ile for MAP Math. • Scores are placed on a matrix for initial review by the school’s gifted specialist. • The gifted team reviews all data. Based on the data and the supporting documentation, students are identified as qualifying for the program. Identification Process 3rd grade Annual review of all student data After Fall, Winter and Spring testing, building gifted specialist reviews MAP and CogAT data Student with consistent scores of 97%ile or above on MAP Math will be considered for further review. Scores are placed on a matrix for review by the school’s gifted specialist. Additional testing may be done. Student does not have consistent scores of 97% or above on the MAP Math No further action is taken. Based on the data and the supporting documentation, students are identified as qualifying for the program. Identification Process 3rd grade • After Fall, Winter and Spring testing, building gifted specialist reviews MAP and CogAT data • Student with consistent scores of 97% or above on MAP Math will be considered for further review. • Scores are placed on a matrix for review by the school’s gifted specialist. • The gifted team reviews all data. Based on the data and the supporting documentation, students are identified as qualifying for the program. Identification Process 4th grade Annual review of all student data After Fall, Winter and Spring testing, building gifted specialist reviews MAP and CogAT data Student with consistent scores of 97% or above on MAP Math will be considered for further review. Scores are placed on a matrix for review by the school’s gifted specialist. Additional testing may be done. Student does not have consistent scores of 97% or above on the MAP Math No further action is taken. Based on the data and the supporting documentation, students are identified as qualifying for the program. Identification Process 4th grade • After Fall, Winter and Spring testing, building gifted specialist reviews MAP and CogAT data • Student with consistent scores of 97% or above on MAP Math will be considered for further review. • Scores are placed on a matrix for review by the school’s gifted specialist. • The gifted team reviews all data. Based on the data and the supporting documentation, students are identified as qualifying for the program. Middle School Gifted Program Identification Process Based on the 5th grade Measures of Academic Progress (MAP) test scores, students are invited to take the identification tests for the MS gifted program Students take 2 or 3 tests depending on area of academic strength: cognitive abilities test (administered to all students) a writing sample a math placement test Middle School Gifted Program Identification Process Based on the results of both the 5th grade MAP (Measures of Academic Progress) test and the CogAT (Cognitive Abilities Test), students are identified for further testing. Identified students take 1 or 2 tests depending on their area of academic strength. Writing ISAT sample and/or TOMAGS (Test of Mathematical Abilities for Gifted Students) Qualifications for Middle School Gifted Program Students will need to meet the following criteria: ■ MAP test Reading and/or Math score of 95% or above ■ CogAT score of 125 or greater ■ Meet or exceeds score on a writing sample (ISAT criteria) ■ TOMAGS score of 132 or greater ■ Enrolled in 6th grade Advanced Math or Pre-Algebra Parent and/or Teacher Nominations If a referring party should disagree with a placement decision, they may nominate a student for further consideration. To nominate a student fill out the attached nomination forms and return it to the gifted specialist at your child’s school. The following supporting documentation must be included with your nomination form: on level and/or above level work samples completed in class, classroom assessments, student artifacts, and classroom observation data. PARENT NOMINATION FORM Please read as a reference High Achiever, Gifted Learner, Creative Thinker Bertie Kingore, Ph.D. http://www.bertiekingore.com/high-gt-create.htm Students New to CUSD 95 Data from the student’s previous district will be reviewed for placement consideration. If additional testing is required the gifted specialist at the school will contact the parents. Testing will be done during the school day. Exit Procedure Although every effort is made to find the best academic placement for students sometimes, the Gifted Program is not the best fit for a child. This is evident if: ■ The student is unable to maintain a B- /C+ average in the majority of his/her classes ■ The student shows a great deal of frustration ■ The student is unable to keep up with the pace of the classes Exit Procedure Parent Initiated Exit Form Teacher notified. Conference is held to determine area of concern. An Action Plan is developed for student improvement. Review of Action Plan Student is exited by parent. not successful successful Parent is notified. New plan may be developed or student is exited from the program. Student remains in the program with progress monitored. Process could be reinitiated. * NOTE Student may reapply to the program the following school year. See identification. Exit Procedure Teacher Initiated Exit Slip Area of concern identified. Students is unable to maintain pace or work is inaccurate or student lacks commitment, or student test score have dropped. Parent notified of area of concern Develop an Action Plan for improvement. Review Action plan . Student is exited by parent. not successful successful Parent notified. Student is exited from the program. Student remains in the program with progress monitored. Process could be reinitiated. *NOTE Student may reapply to the program the following school year. See identification Map and CogAT Testing Information MAP Testing MAP, or the Measure of Academic Progress, is a computerized adaptive test which helps teachers, parents, and administrators improve learning for all students and make informed decisions to promote a child's academic growth. MAP Testing Parent Information Frequently asked questions When will my student be tested and how often? During the first weeks of school, students will participate in several MAP testing sessions to assess Reading and Mathematics. When taking the MAP test, the difficulty of each question is based on how well a student answers all the previous questions. As the student answers correctly, questions become more difficult. If the student answers incorrectly, the questions become easier. Although the tests are not timed, it usually takes students about one hour to complete each test. Students will repeat the tests two more times during the year to continually assess student progress and adapt learning as needed. Do all students in the same grade take the same test? No. This assessment is designed to target a student's academic performance in mathematics and reading. These tests are tailored to an individual's current achievement level. This gives each student a fair opportunity to show what he or she knows and can do. Because the computer adjusts the difficulty of the questions as the test progresses, each student takes a unique test. What are the MAP test results used for? MAP is used to measure a student's progress or growth in school. They are important to teachers because they let teachers know where a student's strengths are and if help is needed in any specific areas. Teachers use this information to help them guide instruction in the classroom. Cognitive Abilities Test (CogAT) This test measures students’ reasoning ability in the three areas that are linked to academic success: Verbal Reasoning, Non-Verbal Reasoning, and Quantitative reasoning. Reasoning is synonymous with learning and problemsolving. CogAT’s measurement of the three reasoning areas helps provide a balanced view of the child’s potential for academic success. Verbal Reasoning Verbal Classification: The student is given a list of three words that are alike in some way. The student is asked to choose a word (from a selection of five words) that is alike in the same way. Sentence Completion: The student is given a sentence that has a word left out and is asked to choose a word that makes the best sense in the sentence. Verbal Analogies: The student is given three words. The first two words go together. The third word goes with one of the answer choices. The student is asked to choose the word that goes with the third word the same way that the second word goes with the first. Non-Verbal Reasoning Figure Classification: The students are given three figures that are alike in some way. They are given three answer choices and five pictures to choose from. They are asked to decide which figure goes best with the three answer choices. Figure Analogies: The student is given three figures. The first two figures go together; the third figure goes with one of the answer choices. Figure Analysis: The student is shown how a square piece of dark paper is folded and where holes are punched in it. The student is to figure out how the paper will like when it is unfolded. Quantitative Reasoning Quantitative Relations: The student is given two problems numbered one and two with three answer choices. The student is to solve the two problems and determine if the answer is greater, less than, or equal to. Number Series: The student is given a series of numbers and asked to decide which number should come next in the series. Equation Building: The student is given numbers and signs. The student is asked to combine the numbers and signs to get a solution that is an answer choice. CogAT Parent Information Frequently Asked Questions about the CogAT Is the CogAT a measure of achievement? No. It is a measure of reasoning ability in specific aptitude areas. What is an SAS? SAS stands for Standard Age Score. The CogAT is scored based on the child’s age (Not grade level). The SAS compares your child to other children based on age. The highest SAS that a child can score on the CogAT is 150. 100 is considered to be an average SAS. Note: Most children who qualify for the Replacement Math and Middle School programs score significantly above the mean, in addition to having a very strong MAP score when compared to students who are one grade level above. Why do we use the CogAT as part of our Gifted Identification Process? The high ceiling on CogAT, its ability to make reliable discriminations among the top ten percent of scores in all age groups, and its broad sampling of cognitive skills make this a great assessment to use for our Gifted Programs. Is there a sample test that students can take? Yes. We give students a sample test before they take the actual CogAT test so they are familiar with the types of questions that will be asked and with the format of the test. Will I get the results of this test? Yes. The results will be mailed home to you with an explanation sheet of how to understand the scores. Gifted Education Curricula Gifted and Academic Classes Similarities State Standards and District Learner Objectives are the same for all students BUT… ■ ■ ■ ■ Topics may be explored at a deeper level Complex thinking skills are taught Open-ended questions are explored Critical thinking tasks and challenging projects that promote an in depth understanding are part of the assessment process ■ Class discussion and participation is necessary Elementary Math Curriculum Characteristics of Mathematically Gifted Students Students who are truly precocious in math display a great preponderance of the characteristics below. ■Proceeds quickly from a specific set of instances to a generalization. ■ Combines intermediate steps in the thinking process. ■ Thinks and performs in a flexible rather than in a stereotyped manner. ■ Transfers learning to new “untaught” situations (higher level thinking skills; for example, analysis and synthesis). ■ Perceives mathematical patterns, structures, and relationships. ■ Is able to think and work abstractly and to use deductive and inductive reasoning. ■ Truly enjoys mathematics and its many challenges. ■ Stays on task. ■ Is persistent and self-motivated. ■ Has developed good study habits. ■ Perseveres in problem solving. ■ Demonstrates thorough understanding of current math concepts and possesses excellent thinking/reasoning skills. ■ Understands new concepts quickly. ■ Demonstrates a variety of ways of solving problems. ■ Has a reading ability above grade level. Everyday Mathematics Curriculum ■ Spiral approach that builds on students prior knowledge. ■ Problem Solving approach based on everyday situations that develops critical thinking. Additional Resources Hands on Equations a physical and intuitive model of basic algebra Stock Market Game an educational simulation of “real world” stock market trading sponsored by the Illinois Council on Economics Education. The SMG curriculum is designed to enhance students skills in math, social students and language arts, as well as computer skills. Schoolyards to Skylines incorporates architecture as an interdisciplinary teaching tool . Secondary Math Curriculum Middle/High School Gifted and Advanced Sequences Gifted Math Sequence Middle/High School 6th – Pre-algebra 7th – Algebra I 8th – HS Geometry 9th – Honors Algebra II 10th – Honors Pre- Calculus or Trigonometry 11th – Advanced Placement Calculus AB and/or AP Statistics 12th – Advanced Placement Calculus AB and/or BC or AP Statistics Advanced Math Sequence Middle/High School 6th grade – Advanced Math 7th grade – Pre-Algebra 8th grade – Algebra I 9th grade – Honors Geometry 10th grade –Honors Algebra II 11th grade – Honors Pre-Calculus or Trigonometry 12th grade – AP Calculus AB and/or AP Statistics Middle School Curricula Middle/High School Gifted and Advanced Sequences LA/Lit/SS Program Literature & Language Arts The gifted Language Arts and Literature curriculum allows students the resources and instruction necessary to develop advanced verbal and oral communication skills. Additionally, students develop a strong knowledge of the literary elements employed by authors in order to better understand the novels studied in class. The gifted teachers introduce many of the reading and writing strategies used in the high school honors English classes. Social Studies The gifted Social Studies curriculum challenges students to think at a higher, more abstract level about the historical concepts covered in class. Students are encouraged to investigate topics aligned with their interests, and class discussions allow students the opportunity to think critically. 6th – World History and Cultures I 7th – World History and Cultures II 8th - US History 1865- Present Science Program Gifted science curricula emphasize learning at deeper levels than just fundamental ideas. Classes involve inquiry investigations, concept development, problem-based learning, laboratory experiences, and collaborative opportunities. 6th Life, Earth, and Physical Science 7th Life, Earth, and Physical Science 8th Physical Science (HS Level Course) 1st Semester Physics 2nd Semester Chemistry Proficiency in Algebra is required Parent Resources Parent Resources Online resources National Association for Gifted Children, http://www.nagc.org Parenting for High Potential is an excellent magazine which comes with NAGC membership. SENG: Supporting the Emotional Needs of the Gifted. http://www.sengifted.org Center for Talent Development at Northwestern University, http://www.ctd.northwestern.edu The center has a number of programs available for gifted children. This is an excellent link with a wide variety of information about gifted children and gifted education. http://www.hoagiesgifted.org The Lexile site helps identify reading material matching reading ability with text difficulty. http://www.lexile.com This link provides information about MAP testing. http://www.nwea.org Forms Parent nomination* Teacher nomination* *Please contact the Office of Curriculum and Instruction at 847-540-4954 for information on these forms.