Extended Learning Program
Valid & Systematic Identification Procedures
Students are not formally identified as gifted in grades K-3, however differentiation based on academic needs is used. Results from identification tools such as PETS or KOI administered by the ELP coordinator/teacher recommendations identify students who need support from the program.
Students who have been accepted into the ELP program will continue in the program throughout their school years, unless program termination is requested by a parent.
Students must meet 5 of the 9 following criteria:
95% or higher on the Math Total section of the Iowa Assessments for the current school year
95% or higher on the Vocabulary section of the Iowa Assessments for the current school year
95% or higher on the Reading Total section of the Iowa Assessments for the current school year
95% or higher on the Math Total section of the Iowa Assessments for the previous school year
95% or higher on the Vocabulary section of the Iowa Assessments for the previous school year
95% or higher on the Reading Total section of the Iowa Assessments for the previous school year
125 or higher standard age score on the Verbal section of the CogAT
125 or higher standard age score on the Quantitative section of the CogAT
125 or higher standard age score on the Non-Verbal section of the CogAT
Additional criteria used to identify students into the program include:
Students who have been identified previous to high school will continue in the program until graduation or leaving the school district. Emphasis will be placed on proper class scheduling to ensure goals are met and learning is maximized.
*A student who achieves a full-scale IQ score at or above the 95th percentile on the WISC IV or Stanford-Binet IQ tests is eligible without further academic testing.
Students new to district
Comparable prior testing data from the student’s cumulative file will be used to determine a need for services.
Students who meet 5 of 9 criteria and are accepted into the program are screened through thorough evaluation of test scores, observations, and interviews with teachers to determine the most appropriate services needed.
Students who do not meet 5 of 9 criteria but display characteristics of general intellectual ability or subject specific ability will be studied carefully. Discussions are held with classroom teachers, test results are more closely examined, and interview(s) are conducted by counselor(s), teacher(s), and/or the ELP coordinator. After considering the information gathered, the student is serviced to ensure their educational needs are met.
A log of students and services given will be kept for students who do not meet identification criteria, but are serviced through the Extended Learning Program.
Students are placed academically where their needs are. The student’s personal education plan is developed by three or more of the following, ELP coordinator, classroom teacher(s), student, parent(s), and principal.
The personal education plan may include differentiating curriculum in the regular classroom, tiered lessons, curriculum compacting, advanced classes, subject or grade skipping & pull-out for affective needs.
Students who have been observed or recommended to the program will be screened through alternative methods and instruments. Resources for this screening will come from the local AEA, or the Belin Blank Center.