Differentiated Program

  • Extended Learning Program
    Differentiated Program

    PK-3
    Teachers in the K-3 classroom:
    • Provide appropriate materials
    • Structure leveled guided reading groups
    • Share readers among classrooms to meet their needs for reading groups
    • Use Blooms taxonomy to stimulate higher order thinking
    • Seek out opportunities to support students who display advanced learning capabilities
    • Use a mixture of traditional and alternative assessments such ass rubrics, logs, and portfolios to ensure different learning styles are targeted
     
    The ELP Coordinator:
    • Provides support materials to the classroom
    • Provides team teaching experiences in the classroom
    • Conducts periodic whole-class lessons to evaluate students and expose them to ELP activities
    • Ensures the needs of the high ability learner(s) is met
     
    4-8
    Teachers in the 4-8 classroom:
    • Provide appropriate materials
    • Structure leveled guided reading groups
    • Cluster students in specific subject areas to provide appropriate differentiation and instruction
    • Use Bloom’s taxonomy to stimulate higher order thinking
    • Out of grade level enrollment
    • Use a mixture of traditional and alternative assessments such ass rubrics, logs, and portfolios to ensure different learning styles are targeted
     
    The ELP Coordinator:
    • Provides support materials to the classroom
    • Provides team teaching experiences in the classroom
    • Ensures the needs of the gifted learner(s) is met
    • Provides opportunities for structured activities to meet the affective needs at minimum, two times per school year
    • Provides enrichment classes during exploratory class time for gifted or subject-specific talented students to be challenged
    • Meets with teachers of identified students on a scheduled basis to assess individual student plans, program implications and possible adjustments
     
    9-12
    Teachers in the 9-12 classroom:
    • Provide appropriate materials
    • Use Bloom’s taxonomy to stimulate higher order thinking
    • Provide individualized support on projects or tasks of interest to the ELP student
    • Use a mixture of traditional and alternative assessments such ass rubrics, logs, and portfolios to ensure different learning styles are targeted
     
    The ELP Coordinator:
    • Works with staff and students to accommodate schedule requests
    • Classroom consultation regarding student progress, teaching strategies and curriculum
    • Provides independent study options such as correspondence, compacting, acceleration, university courses, or independent projects
    • Attends class scheduling meetings with student to ensure correct placement
    • Meets with teachers of identified students on a scheduled basis to assess individual student plans, program implications and possible adjustments
     
    The School:
    • Offer Advanced Placement Classes
    • Offer “College Prep” class(es)
    • Out of grade level enrollment
    • Post-secondary enrollment
    • ICN class participation
    • Iowa Learning Online courses
    • Work study experiences
    • Web page work
    • Career planning
    • Community service
    • Peer helping
    • College and scholarship searches
     
    Additional Activities that Provide Differentiation for K-12 students:
    • National Forensics League
    • Speech Team
    • Theater
    • Science Fair, with after school mentoring
    • Quiddler Spelling Club
    • Math Club
    • Readers Bowl
    • Lunch Bunch Reading Group
    • Multi-grade classrooms at the K-2 and 3-4 levels
    • Follow the Leader program
    • International Day
    • American Legion Oratorical Contest
    • Science Quiz Bowl
    • Catapult Contest
    • Library Club
    • Spanish Club
    • National Honor Society
    • FCCLA
    • Athletics
    • Band
    • Choir
    • Close Up
    • Student Council
    • Cheerleading
    • Dance Team
    • Yeabook
    • Outside Classroom
     
    Meeting Affective Needs
    • Counseling programs with the school guidance counselor, at-risk coordinator, ELP coordinator and/or counselors at the Belin-Blank Institute.
    • The school guidance counselor will fill out an objective feedback form after meeting with students to assess the students’ affective needs.