Lake Forest School District 67 ExploreEnrichment Programs

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Lake Forest School District 67Explore/Enrichment
Programs
Presented By Colleen Brueggeman
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We should all be concerned about the future
because we will have to spend the rest of our
lives there. -Charles F. Kettering
Inventor
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District Philosophy District 67 is committed to
an educational vision that recognizes the value,
needs and talents of each child and strives to
assist the child in reaching his/her full
potential.
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District Philosophy With our host of programming
support, Gifted-Enrichment teachers work in
collaboration with Classroom Teachers to meet the
needs of all students.
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Explore Services

• These students perform 1-2 years above grade
  level, they are highly abstract and they need
  less repetition.
• Many topics are discussed in class that share
  connections, consequences and solutions.

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Explore Services

• These are replacement services for our identified
  gifted students in grades three and four in Math
  and in Language Arts.
• A teacher who has a background in gifted
  education teaches the Explore classes.
• Explore services are five days a week and they
  are replacement services.

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Explore Services

• We also have students who have not been
  identified for Language Arts in third grade who
  join the class only for a period of time.
• Their scores on the matrix were solid and based
  on teacher recommendations, they also join the
  Explore Language Arts Class for a period of time.
  

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Explore Services

• These students demonstrate strength in conceptual
  thinking in Language Arts. This is our flexible
  grouping for Language Arts and for third grade
  only.

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Enrichment Resource Teachers

• We have Enrichment Resource Teachers who have
  their background in gifted education.
• Students who are not identified for the Explore
  replacement classes, but who have exhibited high
  potential
• Via matrix for grades 3-4, classroom teacher
  input as well as enrichment teacher input are
  seen in these groups with like peers for support
  primarily in Language Arts and or Math.

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Enrichment Resource Teachers

• Students are seen in the classroom and often
  pulled out for small group instruction.
• In grades K-2, the Enrichment Resource Teachers
  work mostly with students who demonstrate a high
  level abstract thinking ability.

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Enrichment Resource Teachers

• Enrichment Teachers also assist the Classroom
  Teachers with curricular support and they help
  make programming decisions for the students when
  they are in third and fourth grade.
• There is an Enrichment Resource Teacher in each
  of the elementary buildings.

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Enrichment Resource Teachers Provide

• Team teaching/modeling
• Collaboration/planning with teams
• Individual, small group and whole class
  instruction
• Providing and sharing materials
• Problem-solving opportunities for students

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Board Policy for Gifted Education

• These are students whose mental development is
  accelerated beyond the average or who have
  demonstrated a specific aptitude or talent and
  can benefit from specially planned educational
  services to the extent they need them. Gifted
  and talented students include students with
  exceptional ability in an academic subject, high
  level thought processes, divergent thinking,
  creativity and the arts.
• This description was taken from the Board Policy
  that was adopted in 1998 and the legal reference
  is 105ILCS 5/14A-1 et seq.

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Verbally Gifted Children

• Understands complex processes and abstract
  concepts in reading
• Enjoy subtleties of language
• Speaks/writes with an adult-like vocabulary
• Makes insightful observations

• Make generalizations about information
• Sees patterns/ relationships
• Asks complex questions and understands the
  answers
• Draws from a large storehouse of information

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Gifted Characteristics

• Intellectual Characteristics Personality
  Characteristics
• Exceptional reasoning ability Insightfulness
• Intellectual curiosity Need to understand
• Rapid learning rate Need for mental stimulation
• Facility with abstraction Perfectionism
• Complex thought process Need
  for precision/logic
• Vivid imagination Excellent sense of humor
• Early moral concern Sensitivity/empathy
• Passion for learning Intensity
• Powers of concentration Perseverance
• Analytical thinking Acute self-awareness
• Divergent thinking/ creativity Nonconformity
• Keen sense of justice Questioning of
  rules/authority
• Capacity for reflection Tendency toward
  introversion
• Silverman, L. K. (1993). A development model for
  counseling the gifted.

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Mathematically Gifted Children

• Understand complex processes and abstract math
  concepts
• Understand and apply problem solving strategies
  to difficult problems
• Make generalizations about information

• See discrepancies
• Analyze information, probe for more data
• Have math intuition
• Are logical
• Generate alternatives
• See patterns make corrections

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Quest Review Committee

• A large group of teachers and administrators
• Make placement recommendations for students who
  did not receive 27 points
• Teachers often attend these meetings to share
  information about their students

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Quest Review Committee2008-2009

• Jody Barnes
• Barbara Binversie
• Colleen Brueggeman
• Gail Dristle
• Eric Fine
• Mary Holt
• Stephanie Miyamoto

• Taylor Monroe
• Diane Oppenheim
• Sheila Osman
• Laura Paull
• Kathy Pierson
• Jennifer Rielly
• Ellen Sotoloff
• Ingrid Wiemer

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Grades 3 4 Explore-Enrichment Programs

• Cherokee - Jennifer Rielly
• Sheila Osman - ERT
• Everett - Gail Dristle
  Mary Holt - ERT
• Sheridan - Stephanie Miyamoto
• Jody Barnes

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Matrix Components for Explore

• COGAT Test Scores-Possible 11 pts.
• NWEA MAP Math and/or Reading Scores possible 9
  pts.
• Classroom Performance Data-Possible
• 6 pts.
• Off-level Performance Tasks administered by an
  Explore Teacher-Possible 10 pts.
• 27 points out of 36 are needed for
  qualification.

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COGAT TESTING

• COGAT Testing provides an indicator of the
  students cognitive resources for learning
• COGAT measures reasoning abilities in non-verbal,
  quantitative and verbal areas
• The verbal section has 3 subtests which focus on
  inductive reasoning skills, flexibility and
  fluency
• The non-verbal section uses geometric shapes and
  figures. This section helps us see how students
  look for shapes and patterns

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MAP TESTING

• MAP Testing measures growth in Math, Reading and
  Language Usage
• This test is administered on the computer and is
  usually administered 3 times a year
• This test becomes easier if the student answers a
  few questions incorrectly
• It becomes harder when the student answers a few
  questions correctly
• MAP testing is not timed and it gives us quick
  results

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Useful Gifted Websites

• Illinois Association for Gifted Children
• http//www.iagcgifted.org
• National Association for Gifted Children
• http//www.nagc.org
• Supporting Emotional Needs of the Gifted
• http//www.sengifted.org
• Families of the Talented and Gifted
• http//www.tagfam.org
• Hoagies Gifted Education Page
• http//www.hoagiesgifted.org

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