1. ISD 316 Gifted and Talented Program: REACH Raiders Enrichment and Challenge Hour District Mission Levels of Service Identification Process Curriculum Staff Development Updated January 2014 - Young

2. District Mission Philosophy Our district believes that every child has the right to achieve at their highest potential, and we are committed to recognizing the unique value, needs, and talent of each of our students. The purpose of the district's gifted services is to provide a differentiated, enriched, academic environment that enables children with exceptional ability to reach their full potential. Beliefs "Every child including those who are gifted and talented deserves to learn something new every day. Every child - including high ability learners - deserves to be challenged, and to receive guidance and support in the development of his or her potential.“ Del Siegle, NAGC Program Chair & President 2008 Gifted students have significantly unique and varied cognitive and affective needs and are entitled to an education that provides an environment that supports those needs. Gifted students are found within all age groups and populations. In order to meet the needs of our high potential students, ISD 316 will do the following: make decisions for academically gifted learners based on research and best practice identify gifted students using multiple criteria provide challenging learning experiences beyond the regular curriculum provide staff with the specific tools and training for differentiated instruction develop and promote high level thinking and problem solving skills encourage creative and critical thinking provide opportunities for sharing and exchanging ideas in a supportive environment review gifted services regularly and make appropriate changes. Updated January 2014 - Young ISD 316 Gifted and Talented Program: REACH Raiders Enrichment and Challenge Hour

3. Levels of Service Level 1 ALL students in all classrooms in grades 1-5 will receive 30-45 minutes once a month of creative and logic thinking skills practice. The time will be used for trained staff members to observe all students for signs of unique thinking, as well as time for students to practice the skills being taught each session. ALL students are expected to be in the room during these sessions, including students who receive special education or resource services. Level 2 Students who have been selected based on criteria in the ISD 316 Identification Model will be pulled out in a small group setting for 30-45 minutes once a week to work with trained staff using PETS curriculum (creative learning skills – grades 2 and 3). Level 2 students for grades 4 and 5 are the “bubble students” who did not qualify for Level 3, but were within a reasonable margin. These students will be observed in daily class sessions throughout the year by the REACH coordinator for future identification purposes. Clustered classes for these students will happen in 2 nd and 3 rd grade. Level 3 These students are considered to be formally identified as “gifted” according to the ISD 316 Identification Model. They will meet once a week for 30-60 minutes in the areas of Reading, and Math as well as creative and logic thinking skills. Clustered classes for these students will happen in 4 th and 5 th grade. Updated January 2014 - Young ISD 316 Gifted and Talented Program: REACH Raiders Enrichment and Challenge Hour

4. Identification Level 1 Identification: ALL students receive this level of service on a monthly based at minimum. Classroom teachers are also observing and communicating with the REACH Coordinator. Level 2 and 3 Identification: ALL students are given the NNAT (Non-Verbal IQ test) in the Spring of 2 nd grade. These scores, along with MAP reading and math, MCA reading and math, as well as Teacher Observation of Giftedness forms, and PETS curriculum data are used to determine which students qualify under which level of service Level 2 - Students who score in the top 10% in two or more tested areas (one must be math or reading MCAs along with one other qualifying score) and are in 2 nd or 3 rd grade are considered for this service. Level 3 - Students who score in the top 5-10% in two or more tested areas (tested areas are math/reading MAP, MCAs) along with one other qualifying score and are in 4 th or 5 th grade are considered for this service. This level should also have a history of qualifying scores as well as a minimum of two Teacher Observation of Giftedness forms filed with the REACH coordinator*. *expected after 2014 Identification selection process Updated January 2014 - Young ISD 316 Gifted and Talented Program: REACH Raiders Enrichment and Challenge Hour

5. Identification EXAMPLE SCENARIO: 3 rd Grader Rachel Raider scores in the top 10% on the NNAT AND scores top 10% on MCA Reading, but not on MCA Math, she will be considered a Level 2 REACH student. The following year, Rachel Raider scores top 5%-10% on MCA Reading again, and has two Teacher Observation of Giftedness forms filed, she would go from Level 2 to a Level 3 REACH student. **Once a student is a Level 3, they are always a Level 3** Updated January 2014 - Young ISD 316 Gifted and Talented Program: REACH Raiders Enrichment and Challenge Hour CLUSTER CLASSROOMS Cluster grouping is the practice in which the small group of identified REACH students are intentionally clustered in a mixed-ability classroom with a teacher who has the desire and expertise to provide a supportive and challenging environment for this population of learners. Grades 2, 3, 4, and 5 will have cluster classrooms. Grade 2 – Aimee Bandelin Grade 3 – Paula Troumbly Grade 4 – Mike Sobztak Grade 5 – Casie Chimento

6. Curriculum Grades 1 and 2 Level 1 and 2 Services for grades 1 and 2 use PETS Curriculum (Primary Education Thinking Skills) in both settings. This curriculum follows a group of forest animal friends through their say to day adventures using higher level thinking skills. Two whole class lessons per month (12 lessons) and 12 mini lessons for the classroom teacher to use at their discretion for Grade 1 and 2, with mini lessons in 2 nd grade being taught in the small group pull-out. Observations are done in every session by the classroom teacher and the REACH coordinator. Updated January 2014 - Young ISD 316 Gifted and Talented Program: REACH Raiders Enrichment and Challenge Hour Grade 3 Level 1 Services for grade 3 use THINKFUN, INC strategy games to promote learning strategies to be used in day to day and testing situations. The strategies are related to real-life situations as well as classroom learning opportunities. The games are taught with the strategy first and the students have access to the games for weeks at a time, all while relating the game strategy to useable situations. Level 2 Services for grade 3 use PETS Curriculum (Primary Education Thinking Skills) in the small pull-out setting. This curriculum follows a group of forest animal friends through their say to day adventures using higher level thinking skills. Observations are done in every session by the classroom teacher and the REACH coordinator, and build on the previous years’ work.

7. Curriculum Cont’n Grades 4 and 5 Level 1 Services for grades 4 and 5 continue to use the THINKFUN, INC strategy games to promote learning strategies to be used in day to day and testing situations. The strategies are related to real-life situations as well as classroom learning opportunities. The games are taught with the strategy first and the students have access to the games for weeks at a time, all while relating the game strategy to useable situations. The games for these grade levels are more challenging and half are new each year. Level 2 Services for grades 4 and 5 are in the style of observation and push-in work only. The REACH coordinator will act similar to a teacher’s aide in the classrooms, focusing on the students who were “on the bubble” of being identified. Observation notes will be put on file and used again during identification processing. Level 3 Services for grades 4 and 5 will be pull-out style and will focus on 4 th -6 th grade standards in Math and Reading, with an emphasis on creative and unique ways of thinking, along with time dedicated to social skills and affective needs of gifted students. The same service Level 2 students in these grades will be given during the REACH coordinator’s push-in times. Updated January 2014 - Young ISD 316 Gifted and Talented Program: REACH Raiders Enrichment and Challenge Hour

8. Staff Development Annually: Staff (cluster teachers and coordinator have and will continue to meet regarding the state of the program Staff will be provided with training as needed Staff will have resources available to them at anytime pertaining to differentiation, clustering, etc. provided by the coordinator Coordinator will provide in-service to entire staff to explain, clarify, or answer questions regarding clustering, REACH, or giftedness as a whole Summer 2014: Some staff members will attend the National Differentiation Conference to compare and gather ideas about Gifted Education Summer 2015 Coordinator will complete Gifted Certificate Updated January 2014 - Young ISD 316 Gifted and Talented Program: REACH Raiders Enrichment and Challenge Hour

9. Peek at the Week of: January 27-31 Peek at the Week of: January 27-31 How Does the Identification Process Work for the ISD 316 Gifted Program? LEVEL 1 SERVICE ALL students receive this level of service on a monthly based at minimum. Classroom teachers are also observing and communicating with the REACH Coordinator. LEVEL 2 & 3 SERVICES ALL students are given the NNAT (Non-Verbal IQ test) in the Spring of 2 nd grade. These scores, along with MAP reading and math, MCA reading and math, as well as Teacher Observation of Giftedness forms are used to determine which students qualify under which level of service Level 2 - Students who score in the top 10% in two or more tested areas (one must be math or reading MCAs along with one other qualifying score) and are in 2 nd or 3 rd grade are considered for this service. Level 3 - Students who score in the top 5-10% in two or more tested areas (one must be math or reading MCAs along with one other qualifying score) and are in 4 th or 5 th grade are considered for this service. This level must also have a history of qualifying scores (at least 2 years) as well as a minimum of two Teacher Observation of Giftedness forms filed with the REACH coordinator. Mrs. Young How Does the Identification Process Work for the ISD 316 Gifted Program? LEVEL 1 SERVICE ALL students receive this level of service on a monthly based at minimum. Classroom teachers are also observing and communicating with the REACH Coordinator. LEVEL 2 & 3 SERVICES ALL students are given the NNAT (Non-Verbal IQ test) in the Spring of 2 nd grade. These scores, along with MAP reading and math, MCA reading and math, as well as Teacher Observation of Giftedness forms are used to determine which students qualify under which level of service Level 2 - Students who score in the top 10% in two or more tested areas (one must be math or reading MCAs along with one other qualifying score) and are in 2 nd or 3 rd grade are considered for this service. Level 3 - Students who score in the top 5-10% in two or more tested areas (one must be math or reading MCAs along with one other qualifying score) and are in 4 th or 5 th grade are considered for this service. This level must also have a history of qualifying scores (at least 2 years) as well as a minimum of two Teacher Observation of Giftedness forms filed with the REACH coordinator. Mrs. Young High Potential and Enrichment Opportunities by Grade-Level: Grade 1: Whole-class Monthly Lessons used for future identification for Enrichment Grade 2: Whole-class Monthly Lessons used for future identification for Enrichment Small group pull-out Enrichment for identified students Grade 3: Whole-class Monthly Lessons of Skill Building Strategies used for observation for identification for High Potential Small group pull-out Enrichment for identified students Grade 4: Whole-class Monthly Lessons of Skill Building Strategies used for observation for identification for High Potential Small group pull-out (METS) for identified High Potential students who are in clustered classrooms Grade 5: Whole-class Monthly Lessons of Skill Building Strategies used for observation for identification for High Potential Small group pull-out (METS) for identified High Potential students who are in clustered classrooms High Potential and Enrichment Opportunities by Grade-Level: Grade 1: Whole-class Monthly Lessons used for future identification for Enrichment Grade 2: Whole-class Monthly Lessons used for future identification for Enrichment Small group pull-out Enrichment for identified students Grade 3: Whole-class Monthly Lessons of Skill Building Strategies used for observation for identification for High Potential Small group pull-out Enrichment for identified students Grade 4: Whole-class Monthly Lessons of Skill Building Strategies used for observation for identification for High Potential Small group pull-out (METS) for identified High Potential students who are in clustered classrooms Grade 5: Whole-class Monthly Lessons of Skill Building Strategies used for observation for identification for High Potential Small group pull-out (METS) for identified High Potential students who are in clustered classrooms ISD 316 High Potential and Enrichment with Mrs. Young 27 Bandelin 12:40-1:10 5 th METS 1:15-1:45 28 Granley 11:45-12:15 Burich 12:40-1:10 29 Troumbly 11:45-12:15 4 th Grade push-in 30 5 th Grade push-in 4 th METS 1:30-2:10 31 5 th METS 1:00-1:30 Dimich 1:35-2:05 Updated January 2014 - Young NO SCHOOL!

10. Peek at the Week of: February 3-7 Peek at the Week of: February 3-7 What is High Potential and Enrichment at ISD 316? Currently our district’s Gifted/Talented Program, also known as High Potential and Enrichment, is 1 st through 5 th grade. In the next several years, the program hopes to expand through our students’ senior year. The program includes both pull-out and push-in learning sessions, in whole class and small group settings. Students are observed and assessed beginning in 1 st grade based on measurable data in math, reading, and creative thinking skills. Using the P.E.T.S. curriculum for both identification lessons and Enrichment Curriculum, grade 1 and 2 students learn with animal characters from “Crystal Ponds Woods” and build various thinking skills. Classroom teachers observe and document the day-to-day usage of these skills by particular students as well. In grades 3, 4, and 5 students are exposed to Logic Puzzles from ThinkFun Inc. The puzzles are connected to a specific thinking skill and the students make connections between the puzzles and their day-to-day situations. Students in these grade levels who have been identified in the Enrichment or METS (Make, Explore, Think, Share) small groups will be focusing on Math and Reading with a research/project-based curriculum using a historical and multi-cultural lens. Students who are formally identified as “gifted” will be 4 th or 5 th graders and families will be notified via mail in the Spring as will families of students are selected to be in the enrichment groups. (See future newsletter for a review of the actual identification process and charts). Mrs. Young What is High Potential and Enrichment at ISD 316? Currently our district’s Gifted/Talented Program, also known as High Potential and Enrichment, is 1 st through 5 th grade. In the next several years, the program hopes to expand through our students’ senior year. The program includes both pull-out and push-in learning sessions, in whole class and small group settings. Students are observed and assessed beginning in 1 st grade based on measurable data in math, reading, and creative thinking skills. Using the P.E.T.S. curriculum for both identification lessons and Enrichment Curriculum, grade 1 and 2 students learn with animal characters from “Crystal Ponds Woods” and build various thinking skills. Classroom teachers observe and document the day-to-day usage of these skills by particular students as well. In grades 3, 4, and 5 students are exposed to Logic Puzzles from ThinkFun Inc. The puzzles are connected to a specific thinking skill and the students make connections between the puzzles and their day-to-day situations. Students in these grade levels who have been identified in the Enrichment or METS (Make, Explore, Think, Share) small groups will be focusing on Math and Reading with a research/project-based curriculum using a historical and multi-cultural lens. Students who are formally identified as “gifted” will be 4 th or 5 th graders and families will be notified via mail in the Spring as will families of students are selected to be in the enrichment groups. (See future newsletter for a review of the actual identification process and charts). Mrs. Young High Potential and Enrichment Opportunities by Grade-Level: Grade 1: Whole-class Monthly Lessons used for future identification for Enrichment Grade 2: Whole-class Monthly Lessons used for future identification for Enrichment Small group pull-out Enrichment for identified students Grade 3: Whole-class Monthly Lessons of Skill Building Strategies used for observation for identification for High Potential Small group pull-out Enrichment for identified students Grade 4: Whole-class Monthly Lessons of Skill Building Strategies used for observation for identification for High Potential Small group pull-out (METS) for identified High Potential students who are in clustered classrooms Grade 5: Whole-class Monthly Lessons of Skill Building Strategies used for observation for identification for High Potential Small group pull-out (METS) for identified High Potential students who are in clustered classrooms High Potential and Enrichment Opportunities by Grade-Level: Grade 1: Whole-class Monthly Lessons used for future identification for Enrichment Grade 2: Whole-class Monthly Lessons used for future identification for Enrichment Small group pull-out Enrichment for identified students Grade 3: Whole-class Monthly Lessons of Skill Building Strategies used for observation for identification for High Potential Small group pull-out Enrichment for identified students Grade 4: Whole-class Monthly Lessons of Skill Building Strategies used for observation for identification for High Potential Small group pull-out (METS) for identified High Potential students who are in clustered classrooms Grade 5: Whole-class Monthly Lessons of Skill Building Strategies used for observation for identification for High Potential Small group pull-out (METS) for identified High Potential students who are in clustered classrooms ISD 316 High Potential and Enrichment with Mrs. Young 3 Granley 11:45-12:15 Burich 12:40-1:10 5 th METS 1:15-1:45 4 5 th Grade push-in 4 th METS 1:30-2:05 5 4 th Grade push-in 6 3 rd ENCH 11:45-12:15 2 nd ENCH 12:45-1:15 7 Vekich 12:30-1:15 Sobtzak 1:35-2:05 Updated January 2014 - Young