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:
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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:
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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
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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:
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cognitive abilities test (administered to all students)
a writing sample
a math placement test
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
writing sample
and/or
math placement test
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
■ Cognitive ability score of 125 or greater
■ Meet or exceeds score on a writing sample (ISAT
criteria)
■ Meet or exceeds score on a math placement test
■ Placed in Advance 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…
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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.
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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