Philosophy and Goals
The gifted program in Bloomingdale District 13 is an Accelerated program with Accelerated clusters in the classrooms consisting of Accelerated students and Accelerated students with support.
Illinois School Code – Article 14:
Sec 14A-20. Gifted and talented children. For purposes of this Article, “gifted and talented children” means children and youth with outstanding talent who perform or show the potential for performing at remarkably high levels of accomplishment when compared with other children and youth of their age, experience, and environment. A child shall be considered gifted and talented in any area of aptitude, and, specifically, in language arts and mathematics, by scoring in the top 5% locally in that area of aptitude.
Bloomingdale District 13 believes in the maximum educational development of all students. Our academically talented students are entitled to programs and services supportive of their needs that extend learning beyond the core curriculum. It is essential that these students are provided with diverse, appropriate, and ongoing learning experiences and environments that foster their academic and social-emotional growth. We want students of District 13 to capitalize on their talents, express themselves in a meaningful way, become actively involved in their learning, and be a contributing member to their schools and community.
The gifted program in Bloomingdale District 13 is an Accelerated program with Accelerated clusters in the classrooms consisting of Accelerated students with support. It provides differentiated programming that consists of enrichment and acceleration to challenge and extend the learning of those students who have been identified for placement in the Accelerated program. We are committed to the belief that Accelerated students are individuals who require guidance in discovering, developing, and realizing their potentials as individuals and as members of society.
Students identified for the Accelerated program...
- need opportunities to work with grade level curriculum and Common Core State Standards to demonstrate what they have previously learned/mastered.
- need to spend less time focusing on the knowledge, comprehension, and application levels of learning and more time on the higher levels of thinking that include analysis, synthesis, and evaluation.
- need different grouping strategies.
- need differentiated modifications in order to meet their unique learning needs.
- need to learn skills for coping with frustrations due to their intense nature, sensitivity, and unique abilities.
- need to have opportunities to strengthen and demonstrate leadership skills.
- need to participate in varied opportunities where they can explore and clarify their personal values, strengths, challenges, and goals.
Goals of the Accelerated Program
- Challenge students to a higher level of thinking and learning
- Incorporate rigor and complexity in learning opportunities
- Extend and enrich the Common Core State Standards
- Emphasize higher level thinking
- Accelerate grade level curriculum where appropriate
- Offer differentiated opportunities
- Encourage risk taking and personal growth
- Instill and foster a passion for learning
The Identification Process for Accelerated Placement
Students are identified for the Accelerated Program for grades 3rd through 8th. The identification process is a two step process. The first step consists of screening the general population of students. The second step consists of selection for placement in the Accelerated program.
Achievement test scores, ability test scores, and teacher observations are used as part of the identification process. This information is compiled into learning profiles of students to determine eligibility. Eligibility is based on trends and patterns over time and not one data score. Each year student learning profiles are re-evaluated at the elementary buildings. Parents are informed of their child's status for Accelerated placement for the following year in a letter sent home in May.
Learning Profiles and Z-Score Calculations
Once data is collected for students, Z-score calculations are determined to normalize data for placement in the Accelerated Program. A Z-score calculation takes each student's individual scores from MAP tests and OLSAT tests minus the average mean score from those tests divided by the standard deviation for those tests. The average mean scores and the standard deviations are taken from the local population. In other words, the average mean scores and the standard deviations are taken from the grade level and the school for that particular student for that particular test. In addition to the Z-scores, teacher input is considered and factored into placement decisions.