Program Design

Program Design

Program Design

 
Accelerated Program Services

The Accelerated Program in Bloomingdale District 13 is designed to meet the academic needs of students in grades 3-8. Because some students already know some of the material we are covering, and some students learn new material more quickly than others, differentiated opportunities are provided. These opportunities include, but are not limited to, curriculum modifications, classroom enrichment/extension, accelerated curriculum, differentiation strategies, and pull-out by a member of the Accelerated Learning team. Skills that are emphasized are higher level thinking skills that include problem solving, critical thinking, creative thinking, and research skills.
 
Description of Program Design
 

Kindergarten-2nd grade

3rd-5th grade

6th-8th grade

Primary Education Thinking Skills

Primary Education Thinking Skills (PETS) is offered to all students. 2nd grade PETS lessons begin first semester; first grade and kindergarten PETS lessons begin second semester.

The purpose of using this higher level thinking skills curriculum is to foster higher level thinking skills: analysis, evaluation, and synthesis. Types of thinking that are utilized in this program include divergent thinking, convergent thinking, evaluative thinking, and visual/spatial perception.

Follows a modified version Dr. Joseph Renzulli's Triad Enrichment Model giving all students the opportunity to experience the thinking skills lesson. Then further opportunities can be given to those students who show tendencies that would benefit from small group learning experiences.

The PETS program is scheduled by semester for K-2nd grade classrooms.

Classroom Teachers

The classroom teachers also provide differentiated instructions to students when necessary based on student need. Classroom teachers are supported through staff development opportunities and consultation with the district's Differentiation Specialist. The Differentiation Specialist can collaborate with any teacher when a specific need arises. Strategies and modifications can be discussed and implemented in the classroom by the classroom teacher.

Literacy

Accelerated program design is cluster grouping within a heterogeneous reading classroom. The cluster group is determined based on the criteria outlined on the Identification page.

Mathematics

Accelerated program design is cluster grouping within a heterogeneous mathematics classroom. The cluster group is determined based on the criteria outlined on the Identification page.

Accelerated Learning Team

A member of the Accelerated Learning team works directly with the identified Accelerated students throughout the year and collaborates with the classroom teachers.

Classroom Teachers

The classroom teachers also provide differentiated instructions to students when necessary based on student need. Classroom teachers are supported through staff development opportunities and consultation with the district's Differentiation Specialist. The Differentiation Specialist can collaborate with any teacher when a specific need arises. Strategies and modifications can be discussed and implemented in the classroom by the classroom teacher.

Literacy

Accelerated program design is cluster grouping. The cluster group is determined based on the criteria outlined on the Identification page.

Mathematics

Accelerated program design is cluster grouping. The cluster group is determined based on the criteria outlined on the Identification page.

Accelerated Learning Team

A member of the Accelerated Learning team works directly with the identified Accelerated students throughout the year and collaborates with the classroom teachers.

Classroom Teachers

The classroom teachers also provide differentiated instructions to students when necessary based on student need. Classroom teachers are supported through staff development opportunities and consultation with the district's Differentiation Specialist. The Differentiation Specialist can collaborate with any teacher when a specific need arises. Strategies and modifications can be discussed and implemented in the classroom by the classroom teacher.

 

Accelerated Learning Team

Goal

Assisting with the learning opportunities for accelerated students in addition to, not in place of, what the classroom teacher provides in the general education setting

What It Can Look Like

  • Collaboration: The Differentiation Specialist and the Accelerated Teacher work with teachers in differentiating curriculum for Accelerated students.
  • Consultation: The Differentiation Specialist and the Accelerated Teacher are accessible to teachers to discuss differentiation of the curriculum and extension activities for Accelerated students.
  • Push-In: The Differentiation Specialist and the Accelerated Teacher provide support for Accelerated students in the regular classroom setting.
  • Pull-Out: The Differentiation Specialist and the Accelerated Teacher provide support for Accelerated students outside of the regular classroom setting.
  • Liaison: The Differentiation Specialist and the Accelerated Teacher serve as liaisons between parents of Accelerated students and the District.
 
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