Talent Development and Advanced Learning

Program Description

District 31 believes in having differentiated & rigorous education for all students. The purpose of the District 31 Advanced Learning Program (ALP) is to provide students who demonstrate readiness an enriched and accelerated learning program in the areas of English language arts and math to ensure appropriate academic rigor for growth to occur. Services are provided based on students’ areas of exceptional strength and need for instruction beyond what can be provided in the core classroom.

We recognize that talents are dynamic and are represented across all demographics.  As a result, identification for services needs to occur over time, with multiple opportunities to exhibit strengths and readiness for advanced instruction.

Our continuum of Talent Development services in District 31 is show in the image below. We have some level of services at each grade level to support enrichment and advanced learning, and the services run from classroom-based differentiation to more intensive interventions. This allows us to directly support our students through the Multi-Tiered Systems of Support (MTSS) process.

A MTSS is a framework for systematic and continuous improvement using evidence-based practices and data-based problem solving to support “needs driven” decision-making — that improves academic performance for all students. The goal of the West Northfield MTSS framework is to provide appropriate interventions for all students, including Multilingual Learners and Special Education students, who need support beyond the regular classroom environment. 

Our support system is divided into three tiers: Universal, Targeted, and Intensive. Starting with the Universal tier, in which all students participate, we employ a system of interventions by analyzing data to identify students as needed. The graphic below provides an overview of the ideal tiered-structure system.

Tier 1: Universal Access to Talent Development
100% Student Participation 

Tier 2: Targeted Enrichment Intervention
5-15% Student Participation based on identified needs

Tier 3: Intensive Enrichment Intervention
1-5% Student Participation based on identified needs

District 31’s Talent Development model aims to provide opportunities that cultivate a student’s emerging strengths and talents in many different areas. The goal is to provide contexts for giftedness to emerge and give every student the chance to develop their talents, no matter where they start. A Talent Development model casts a wider net so all students get the chance to develop their talents, no matter their background. Our Talent Development Coach Ms. Kulbeda partners with  teachers so they have support in providing high-quality, rigorous instruction to nurture students’ talents. Ultimately, this will allow more students to benefit from advanced learning opportunities, which offers promise in promoting equitable access to advanced learning experiences.

What does Talent Development look like in Kindergarten through 3rd grade?

• All students in Kindergarten through 3rd grade will receive whole-class biweekly lessons (25-30 minutes) in grades K-3 with the Talent Development Coach, while the classroom teacher engages in “talent spotting”.
• Students who demonstrate a need beyond whole group instruction may receive more targeted skill instruction in small groups during MIE (Mastery, Intervention, Enrichment) time.
• We will leverage the Primary Education Thinking Skills (PETS) curriculum, which focuses on developing the 4 C’s: Communication, Collaboration, Critical Thinking, and Creativity. 
• Coaching partnerships with classroom teachers can support further instructional planning around best practices for supporting students’ gifts and talents, based on National Association for Gifted Children (NAGC) standards.

What is meant by enrichment?

Enrichment engages students in learning content from the current grade-level standards but goes deeper into the grade-level curriculum to promote critical thinking. Emphasis is on moving through curriculum horizontally. For an example in ELA, click here. For an example in math, click here.

What is meant by acceleration?

Acceleration engages students in learning content from next grade-level standards and typically moves at a faster pace. Emphasis is on moving through curriculum vertically. We begin to formally accelerate students in full-year Advanced Learning Program courses based on readiness indicators from our District 31 student profile starting in 5th grade. Please see the Advanced Learning Program tab above for more information.

For more detailed information about the District 31 Talent Development program, please click here for our Talent Development overview presentation.

Program Description

District 31 believes in having differentiated & rigorous education for all students. The purpose of the District 31 Advanced Learning Program (ALP) is to provide students who demonstrate readiness an enriched and accelerated learning program in the areas of English language arts and math to ensure appropriate academic rigor for growth to occur. Services are provided based on students’ areas of exceptional strength and need for instruction beyond what can be provided in the core classroom.

We recognize that talents are dynamic and are represented across all demographics.  As a result, identification for services needs to occur over time, with multiple opportunities to exhibit strengths and readiness for advanced instruction. District 31 has shifted to a student profile approach to identify students who demonstrate readiness for advanced learning. This data-gathering process will be used yearly for the identification of students who would benefit from enrichment and/or accelerated learning in math and/or English language arts.

Once a student is placed in an ALP course, they will remain in the course sequence unless class performance data indicates the child would be better served in a different course. Students should maintain at least an 80% in their advanced learning course to ensure success in future ALP courses and high school.

Translated versions of the District 31 student profile:

Russian/Русский, Spanish/Española, Mongolia/Монгол, Korean/한국인

The following measures are a part of this student profile approach to determining readiness for the District 31 Advanced Learning Program:

• Achievement: Consistency in achievement data measuring skills and knowledge related to grade level standards. An achievement test like the NWEA Measures of Academic Progress (MAP) or another commonly used achievement assessment in the district will be used to measure readiness based on achievement. 
• Ability: Assessments measuring an individual’s ability to problem-solve and apply critical thinking that is unrelated to specific instruction in a school setting. The Cognitive Abilities Test (CogAT) is the assessment tool used to measure readiness based on ability/potential.
• Characteristics of a High-Ability Learner: The Scales for Identifying Gifted Students (SIGS) is a rating scale to support identification of characteristics of high-ability learners related to the way they think, make connections between concepts, and express themselves. This data is collected over time to determine the frequency with which an individual demonstrates these characteristics in comparison to peers of similar grade (grade level) and background (general education, EL, special education).
• Performance: A portfolio of a student's class work and assessments collected over time may be an additional data point in identifying a student’s readiness for the District 31 Advanced Learning Program if the student’s work demonstrates the learner’s needs are unable to be met by the Tier 1 curriculum.

What is meant by enrichment?

Enrichment engages students in learning content from the current grade-level standards but goes deeper into the grade-level curriculum to promote critical thinking. Emphasis is on moving through curriculum horizontally. For an example in ELA, click here. For an example in math, click here.

What is meant by acceleration?

Acceleration engages students in learning content from next grade-level standards and typically moves at a faster pace. Emphasis is on moving through curriculum vertically.

Program Courses

Russian/Русский  Mongolian/Монгол  Spanish/Español  Korean/한국인

Data Collection & ALP Placement Timeline

Inquiry Process

• In fourth grade, readiness for enrichment is determined by unit pre-assessments to allow for flexible grouping and an increased exposure to critical thinking for each unit.
• Starting in 5th grade, a student profile approach is used to determine student readiness for placement in ALP full year courses. 
• If a student doesn’t demonstrate readiness for a full year ALP course based, parents and teachers have the option to open an inquiry.
• An inquiry is an individualized problem solving process intended to look at the whole child in order to determine best-fit placement.
• This process may include additional assessment and information gathering.
• Inquiry Form: email Meg Knapik, Asst. Superintendent of Curriculum & Instruction at mknapik@district31.net for more information 

ALP Inquiry Calendar

The calendar in the table below outlines the periods of time when inquiries into ALP placement occur. This is applicable to both teacher and parent inquiries. The purpose for having a calendar is as follows:

• Set windows allow for a timely and efficient process
• Establishing a cutoff time during the school year preserves curricular pacing
• Exceptions may be made for students who are new to the district

Additional Information

• Frequently Asked Questions
• Glossary of Terms

Parent Web Resources

• The Center for the Gifted

• Center for Talent Development

• Davidson Institute

• Illinois Association for Gifted Children

• National Association for Gifted Children (NAGC)

• NEAG Center for Gifted and Talented Development

• Supporting Emotional Needs of the Gifted

Learn more about Early Admission to Kindergarten and 1st grade here. 
 

Acceleration 

Per District policy 6:008, please follow the appropriate application process.

The state defines accelerated placement as "the placement of a child in an educational setting with curriculum that is usually reserved for children who are older or in a higher grade than the child." The types of accelerated placement are defined below.

Conversations with parents, educational professionals included classroom teachers and licensed staff members, and the building principal are essential during the acceleration referral and application process.

Grade Acceleration

Grade acceleration is the practice of assigning a student to a higher grade level than is typical, given the student's age, for the purpose of providing access to appropriately challenging learning opportunities in all subject areas. Grade acceleration applies to incoming 2nd - 8th grade students.

Single Subject Acceleration

Single subject acceleration is the practice of assigning a student to a higher subject level than is typical, given the student's age, for the purpose of providing access to appropriately challenging learning opportunities in one or more subject areas. Single subject acceleration applies to incoming 2nd - 8th grade students.

Acceleration Request Process

Complete the form to begin the accelerated placement request process. The placement change would take place the following school year. 

District 31 Acceleration Request Form

The deadline for applications is February 1 for consideration of acceleration for the following school year. For current grade 7 students (incoming 8th grade students), the deadline is October 1.