Here you will find:

• Programming Updates

• Extended Learning Services Referral Form

• Programming Philosophy

• Identification Practices and Services Information for RSU1

• School Programming Information

• Dismissal & Appeals

• Parent Resources and Information

Referrals for Services

Programming Philosophy

We strive to follow the National Association for Gifted Children's "Six Gifted Education Programming Standards" and align our philosophies of teaching with the work of Joe Renzulli and Sally Reis who believe that “personalization and differentiation – constructed around a student’s interests, learning styles, and expression styles – inspire learning.” 

As teachers, we engage in continuing education and professional development opportunities related to high ability and gifted learners.

NAGC's Six Gifted Education Programming Standards

• Learning and Development

• Assessment

• Curriculum & Instruction

• Learning Environments

• Programming

• Professional Learning

Source: National Association for Gifted Children

ACADEMIC/INTELLECTUAL 

Our Extended Learning Strategists cover grades 3-8 across four schools. The existing program opportunities vary by school. Recommendations for Extended Learning Services require a minimum of three data points when making determinations. In our district, we refer to two objective pieces of data (one must be a cognitive abilities screening tool) and one subjective piece of data. As recommended by the State of Maine, we aim to identify approximately 5% of the grade level population for our highest tier of services. 

While identification practices vary by district and state, the process in RSU 1 is as follows: 

Annually, the Extended Learning Strategists and Assistant Superintendent look closely at the scores from common assessments. All students enrolled in RSU 1 complete the CogAT (Cognitive Abilities Test) in the Spring of 2nd and 5th grades. The CogAT is a series of short assessments that measure students’ reasoning skills with different types of verbal, quantitative, and nonverbal questions.  Students with qualifying cognitive scores (typically starting with >95th percentile)  will be evaluated further for services based on other normative assessments (NWEA), learner behaviors (a combination of characteristics of motivation/task commitment, creativity, and above average ability), to determine if the available programming is a match for the learner. Historical student performance as well as comments and recommendations written by student advocates (teachers/guardians) are also taken into consideration. The team may request to take a look at student work samples, teacher created or classroom based assessments, student projects, and/or reading assessments to gain  more information. Occasionally, we may also make observations of the student in action in a classroom setting. 

The tiers of Extended Learning Services include:

Short-Term Extensions/Differentiation - Services will happen at the classroom level and/or through doses of enrichment outside of the classroom. (Examples of short-term extensions include a book club or a creative writing unit.) These short-term groups will fluctuate throughout the year in order to reach a broader range of students. Parents will not be notified of these extensions as they are informal.

Targeted Services - Services will happen outside of the classroom and are longer-term, higher level extensions. These classes may be subject specific in areas of students' academic strengths or they may be interest or creativity based.  Communication about these opportunities may happen through the classroom/homeroom teacher at parent conferences, but no formal communication will be sent home to caregivers.

Advanced Learning Opportunities/Independent Study/Passion Projects - Services will happen on a more regular frequency (up to daily) for single subject acceleration or student-led creative projects.  Students in this level of programming have met criteria for inclusion through the three data points.  Communication about these services will come from the Extended Learning Strategist if a student's daily schedule is affected by the opportunity (for example, if the opportunity is a replacement for a daily, graded subject). This situation is more applicable to middle school students who are participating in advanced coursework or long-term projects which require learning contracts or  personal goal-setting. Continued eligibility for these services will be reviewed at the end of each school year, or on a trimester basis, depending on the student and situation.

We welcome caregivers to reach out with questions about students' progress in any of the levels of services.

Because the available programming differs across our schools and grade spans, a student who benefits from differentiated instruction at one point in their school career might not always need it. This does not mean their potential has decreased, only that our general curriculum is adequately suited to their needs in the area served at that given time. Once students reach high school, our services are no longer provided since students begin to create their own schedule and have many enriching opportunities and Advanced Placement classes available. 

ART

Advanced art opportunities are provided by art educators within the general academic setting, offering extensions for students to go beyond standard art goals. Students may also have the chance to participate in additional art opportunities when available. These services vary by building and are driven by student motivation and interest. If you have any questions, please reach out to your building’s art educator.

It is important to note that in the event a nominated student is not regularly picked up for services, it does not mean they are not viewed as highly able students. It may mean that our current programming does not match their needs, or their needs are able to be met through differentiation within the general classroom. Whether it happens within the general classroom or through pull-out, all high ability children should be challenged through extensions that allow for more depth and complexity of topics covered in the classroom as well as receiving supportive nurturing of their strengths and passions at home. It is important to continue to advocate for their needs within the general education setting and we are here to support parents and educators through these conversations.

Programming by School

Dismissal and Appeals

Parent Resources