Advanced Learning Program
Handbook
2013 - 2014
Shorewood School District
342.3 Exhibit
June, 2013
SCHOOL DISTRICT OF SHOREWOOD
Table of Contents
Statement of Beliefs ............................................. 3
Goals ............................................................ 4
Advanced Learning Program ........................................ 5
Identifying Advanced Learners .................................... 7
Identification Process .......................................... 10
Checklist of Characteristics for Areas of Giftedness ............ 11
Parent/Guardian Checklist of Child’s Traits ..................... 13
Advanced Learning Opportunities: Elementary School .............. 15
Advanced Learning Opportunities: Intermediate School ............ 17
Advanced Learning Opportunities: High School .................... 18
Evaluation of the Program ....................................... 21
Advanced Learners Service Plan .................................. 23
Conflict Resolution Protocol .................................... 25
Math Acceleration................................................ 26
Wisconsin Center for Academically Talented Youth ................ 34
Wisconsin’s Comprehensive Integrated Programming Model .......... 35
Elementary Math Course Placement Confirmation.................... 36
Math Course Placement Confirmation............................... 37
Language Arts Course Placement Confirmation...................... 38
Science Course Placement Confirmation............................ 39
Student Application Form for Course Acceleration................. 40
Teacher Recommendation on Student Application for Acceleration... 41
Assessment of Student Information for Course Acceleration
Application.................................................... 43
2
STATEMENT OF BELIEFS ON THE EDUCATION OF ADVANCED LEARNERS
The School District of Shorewood believes that:
1. Advanced learners have the potential and/or demonstrated
ability to think, learn, and perform at levels that are
consistently and significantly higher than other learners of
like age, experience, or environment.
2. Advanced learners need, and are entitled to, a rigorous and
relevant curriculum delivered in a creative, appropriately
paced, and supportive instructional environment.
3. Appropriate programming for advanced learners is a
responsibility shared by school administrators, teachers, gifted
and talented specialists, and families.
4. Advanced learners exhibit talents, creativity and/or
interests in academics, the arts, and leadership. The district
must have programs in place that correspond to, and build upon
these areas of strength.
5. The early and timely identification of advanced learners and
ongoing intervention on their behalf is essential for optimum
development of their potential.
6. Advanced ability knows no boundaries of socio-economic class,
gender, disability, or race.
7. Advanced learners often demonstrate unique interests and
learning styles.
8. Advanced learners must be active participants in and share
responsibility for their own learning. Instructional
programming that fosters shared responsibility through inquiry
based experiential learning must be a regular classroom
practice.
9. Regular association with peers of equal ability stimulates
the learning of and contributes to the affective development of
advanced learners.
10. All learners, including advanced learners, must be given
opportunities to pursue individual passions and interests in a
structured setting within the school day, and supported in such
endeavors.
11. Support services, including developmental guidance, must be
available to advanced learners. Such services should be aimed at
helping students develop an understanding of themselves and
3
others, recognize and appreciate their strengths and abilities,
and learn about and take advantage of the wide range of postsecondary academic and career opportunities open to them. The
district recognizes parents as an integral part of the guidance
process, and welcomes the opportunity to work collaboratively
with families.
12. Recognizing, valuing, and developing advanced learners’
needs and talents decreases the possibility that they will
encounter social and emotional problems and/or experience
academic underachievement.
13. Advanced learners require opportunities for growth and
challenge within the regular classroom, delivered within the
district whenever possible.
GOAL’S FOR THE ADVANCED LEARNING PROGRAM
The Shorewood School District:
1. Will provide a rich, challenging curriculum, differentiated
classroom instruction, as well as a full continuum of services
such as enrichment activities, clubs and competitions, cognitive
testing, and grade acceleration to meet the needs of advanced
learners.
2. Will provide all students with varied and engaging learning
opportunities that will help them discover and develop their
talents, interests, and academic abilities.
3. Will regularly review multiple forms of formal and informal
assessment data as well as teacher and parent recommendations in
order to identify and serve students with advanced abilities and
talents within the following categories: intellectual, academic,
leadership, creativity, and visual/performing arts. We will be
especially vigilant and proactive in identifying advanced
learners among student populations that have been historically
under-represented in district enrichment activities and advanced
courses. These underrepresented populations include students
who are disadvantaged economically, ELL students, underachieving
students, and students who receive special education services.
4. Will provide parents with opportunities to participate in the
identification of advanced learners and the resulting
programming.
5. Will provide our teachers with the staff development, time,
and materials they need to challenge all learners, recognizing
4
that classroom teachers are the primary resource in meeting the
needs of advanced learners.
6. Will require teachers to document the ways in which they have
met the advanced learning needs of identified students, and make
such records available each year to teachers who subsequently
serve those students.
7. Will develop enrichment activities designed to meet the needs
of advanced learners that will be incorporated into course
curricula in all subject areas and at all grade levels. The
development of such activities will be an integral part of the
curriculum-writing process.
8. Will provide opportunities for advanced learners to
demonstrate their knowledge and skills for the purpose of
accelerating through the curricular sequence in each subject
area.
9. Will provide opportunities and support for students to
identify and develop their interests and passions within the
school day.
ADVANCED LEARNING PROGRAM
Advanced Learners (gifted and talented students) are identified
by Wisconsin State Law as students who are enrolled in public
schools and give evidence of high performance capability in
intellectual, creative, artistic, leadership, or specific
academic areas and who need services or accommodations not
ordinarily provided in a regular school program in order to
fully develop such capabilities. (from s. 118.35(1), Wis.
Stats.) According to Administrative Rule 8.01(2)(t)2, each
school district shall establish a plan and designate a person to
coordinate the gifted and talented program. Identification shall
occur in kindergarten through grade twelve, and the school shall
provide access to appropriate programming for students
identified as gifted or talented (see Appendix C for Wisconsin’s
Comprehensive Integrated Gifted Programming Model).
Shorewood School District is required by law to provide
necessary opportunities and programs for advanced learners from
kindergarten through grade 12. The standard is consistent with
the philosophy of Wisconsin school districts that children are
entitled to a quality education. The identification of advanced
learners is an on-going process throughout the school year,
which includes the gathering of both quantitative and
qualitative data. Quantitative data includes performance on IQ
5
tests, district and state assessments, and individually
administered standardized assessments. Qualitative data may
include teacher/parent nominations and recommendations, records
of a student’s past performance, and demonstrated abilities.
Information about the process for nominating students is
provided to both staff and parents annually, and additional
information can be obtained by contacting the child’s school.
The School District of Shorewood recognizes that the education
of advanced learners is a responsibility shared by the student,
the classroom teacher, the advanced learning coordinator, and
the parents. Teachers in Shorewood work closely with the
advanced learning coordinator to plan and deliver curriculum
extensions to meet the needs of advanced learners.
The Shorewood School District will work to identify students
from groups typically under-represented in programs for advanced
learners. These groups of underrepresented students could
include students in specific minority groups, students who have
lived or are living in poverty, students of limited English
proficiency, and students of a particular gender, depending on
the academic area. A variety of measures and procedures may be
used at times to identify children from underrepresented groups.
In Shorewood, there are opportunities available to all students.
Additional options available for advanced learners include
subject area and/or grade level acceleration, Advanced Placement
classes, on-line cooperative classes, competitions, bees,
Olympiads, and other enrichment activities. Co-curricular and
extra-curricular activities also provide many additional
opportunities for talent development.
In Shorewood we believe all students have gifts and talents and
our School District endeavors to see that each student is served
by skilled and responsive teachers working within a variety of
programs designed to help students maximize their talents and
abilities. The Advanced Learning Program is an important facet
of our larger mission, which is to provide the best educational
experience for all students.
6
IDENTIFYING ADVANCED LEARNERS
The School District of Shorewood identifies advanced learners in
the following five categories in accordance with State
regulations: general intelligence, specific academic subject
area(s), creativity, leadership, visual or performing arts. The
descriptions are referenced from the Wisconsin Department of
Public Instruction, and are not exhaustive in their scope.
Parents, teachers, administrators, and the advanced learning
coordinator may make referrals to identify students for the
advanced learning program.
Intellectual Giftedness
The student has high OVERALL intellectual ability.
Possible Characteristics:
 Recalls facts easily
 Is very well informed about one or more topics
 Shows keen insight into cause/effect relationships
 Has exceptional ability to solve problems
 Has an outstanding memory
 May “act out” in class due to boredom or frustration
 May become inhibited in sharing information
Criteria (including at least 2 of the following):
 Cognitive level ranging from 120-135/Superior range
 Parent Inventory/Recommendation
 CCAG: 5 or more checkmarks in the given category
 Teacher Referral
Academic Giftedness
The student has high ability in a specific content area.
Possible Characteristics:
 Exhibits extended attention in math, science, or the
humanities
 Displays a passion for a particular topic of interest
 Puts intensive/extensive effort into a project – time is of
no consequence
 Manages to change the topic under discussion to the
discipline of his/her interest
 May dominate others because of ability
 May have difficulty bringing a task to closure
Criteria (including at least 2 of the following):
 High performance on standardized test (95th percentile or
above)
7



Parent Inventory/Recommendation
CCAG: 4 or more checkmarks in the given category
Teacher Referral
Creative Thinking Giftedness
The student has high creative thinking ability.
Possible Characteristics:
 Visualizes many approaches or solutions to a problem
(fluency)
 Possesses strong visual and imaginative skills
 Transfers ideas and solutions to new situations
(flexibility)
 Prefers variety, novelty, and new ways of doing things
(elaboration)
 Asks many and unusual questions (originality)
 Usually has many projects going on at once
 May be considered unusual or “silly” by peers or adults
 May or may not be artistic
Criteria (including at least 2 of the following):
 Parent Inventory/Recommendation
 Teacher Referral
 CCAG: 4 or more checkmarks in the given category
 Demonstrated ability in creative thinking
Leadership Giftedness
The student has exceptional leadership skills.
Possible Characteristics:
 Relates to and motivates other people
 Organizes other students for an activity
 Demonstrates high levels of self-assurance when making
decisions or convincing peers
 Sees problems from many perspectives
 Takes risks
 May be rebellious or a “negative” leader
Criteria (including at least 2 of the following):
 Parent Inventory/Recommendation
 Teacher Referral
 CCAG: 4 or more checkmarks in the given category
 Previously-demonstrated leadership capabilities/activities
8
Visual or Performing Arts Giftedness
The student has remarkable talent in visual and/or performing
arts.
Possible Characteristics:
 Possesses unusual ability to create, perform, or describe
music or drama
 Demonstrates unusual ability in the visual arts (e.g.,
drawing, painting, sculpting, or arranging media in a
unique way).
Criteria (including at least 2 of the following):
 Parent Inventory/Recommendation
 Teacher Referral
 CCAG: 4 or more checkmarks in the given category
 Portfolio/evidence
9
Advanced Learner Identification Process
Student’s assessment scores in
a given subject area are in the
95th percentile or above.
The teacher is made aware of the student’s
assessment scores, and completes the
Checklist of Characteristics for Areas of
Giftedness (CCAG).
OR
Teacher and/or parent/guardian believe
that a student might be an advanced
learner; Teacher completes the Checklist
of Characteristics for Areas of Giftedness
and/or parent completes the Parent
Checklist of Child’s Traits.
The school’s data team convenes to
discuss the recommendations; the
recommending teacher or parent attends
the meeting and brings evidence
supporting his/her belief that the student is
an advanced learner.
The advanced learning coordinator
examines the evidence from the data team
meeting and determines if additional
testing is necessary (possibly the CogAT
for math acceleration).
Based on the data provided, it
is determined that an Advanced
Learner Services Plan will be
put into place to ensure that the
student’s needs are being met.
At this point, it is determined
that the student’s needs are
being sufficiently met, and no
additional services are
required.
10
SCHOOL DISTRICT OF SHOREWOOD
CHECKLIST OF CHARACTERISTICS FOR AREAS OF GIFTEDNESS (CCAG)
(Adapted from the National Association for Gifted Children)
Directions: Please check all that apply:
GENERAL INTELLECTUAL ABILITY
_____ Understands complex concepts
_____ Draws inferences between content areas
_____ Sees beyond the obvious
_____ Thrives on new or complex ideas
_____ Enjoys hypothesizing
_____ Intuitively knows before thought
_____ Uses an extensive vocabulary
_____ Does in-depth investigations
_____ Learns rapidly in comparison to peers
_____ 1-2 repetitions for mastery
_____ Manipulates information
SPECIFIC ACADEMIC ABILITY
_____ High academic capacity in __________________________
(subject area)
_____ Intense interest in the above subject area
_____ Strong memorization ability
_____ Pursues special interests with enthusiasm
_____ Operates at a higher level of abstraction than peers
_____ Asks poignant questions
_____ Discusses and elaborates in detail
CREATIVE THINKING
_____ Independent and/or flexible thinker
_____ Exhibits original thinking in oral and/or written
expression
_____ Generates many ideas to solve a given problem
_____ Possesses a keen sense of humor
_____ Creates and invents
_____ Intrigued by creative tasks
_____ Improvises and sees unique possibilities
_____ Risk taker
_____ Resists conformity
ARTISTIC (VISUAL/PERFORMING ARTS)
_____ Communicates his/her vision in visual/performing arts
_____ Unusual ability for aesthetic expression
_____ Compelled to perform/produce
_____ Exhibits creative expression
_____ Desire for creating original product
_____ Keenly observant
_____ Excels in demonstrating the visual/performing arts
11
LEADERSHIP
_____ Takes an active role in decision making
_____ High expectations for self and others
_____ Expresses self with confidence
_____ Foresees consequences and implications of decisions
_____ Follows through on a plan
_____ Appears to be well liked by peers
_____ Ideas expressed accepted by others
_____ Sought out by others to accomplish a task
Narrative: Please provide any other narrative/anecdotal evidence
of this student’s capabilities and why you are recommending this
student be identified as an advanced learner. Please attach an
additional sheet of paper if necessary.
12
SCHOOL DISTRICT OF SHOREWOOD
PARENT/GUARDIAN CHECKLIST OF CHILD’S TRAITS
Name of Student ___________________________________Grade _______
Classroom or Homeroom Teacher __________________________________
Primary Language _______________________________________________
I believe my child is or may be an advanced learner and would
like to have him/her considered for participation in the
Advanced Learning Program. _____ Yes _____ No
If you checked yes, please check the 10 items that best describe
your child’s traits or that most usually or often apply to your
child:
_____ 1. Is curious – wants to know how and why, asking lots of
questions about a variety of subjects
_____ 2. Questions rules
_____ 3. Likes to pretend and has a vivid imagination
_____ 4. Makes up stories and has unique ideas
_____ 5. Invents games, toys, and other devices
_____ 6. Uses many different ways of solving problems
_____ 7. Solves problems in unusual ways
_____ 8. Shows uneven development – may be “super smart” in
some areas while age-appropriate or even somewhat
delayed in others
_____ 9. Is sensitive; responds intensely to noise, pain,
frustration
_____ 10. Empathizes with others’ feelings, worries about their
troubles
_____ 11. Expresses concern about world problems such as
endangered animals, racism, pollution, war, or poverty
_____ 12. Tends to rebel against what is routine or predictable
_____ 13. Is easily bored
_____ 14. Has a wide range of interests
_____ 15. Chooses difficult problems over simple ones
_____ 16. Has many unusual hobbies or interests
_____ 17. Sticks to a project once it is started
_____ 18. Has a long attention span for things that interest
her/him
_____ 19. Resents being interrupted from something that
interests him/her
_____ 20. Has a well-developed sense of humor
_____ 21. Has an amazing memory
_____ 22. Learns quickly and applies knowledge easily
_____ 23. Sees patterns and connections that others don’t see,
even among things that are apparently unrelated
_____ 24. Is aware of problems others often do not see
13
_____ 25. Has a high activity level
_____ 26. Is extremely focused and intense
_____ 27. Talked early and in complex ways
_____ 28. Has an extremely large vocabulary
_____ 29. Talks or thinks like an adult
_____ 30. Discusses or elaborates on ideas in complex, unusual
ways
_____ 31. Likes to discuss abstract ideas like God, love,
justice, or equality
_____ 32. Shows intuitive sensitivity to spiritual values and
beliefs; ponders philosophical issues
_____ 33. Gets others to do what she/he wants
_____ 34. Sets high standards for himself/herself
_____ 35. Is strong willed
_____ 36. Shows leadership in organizing games and activities
and in resolving disputes
_____ 37. Is frustrated with imperfection in others and
herself/himself
Please provide a narrative describing your child, as well as
other factors you feel are important in understanding your
child’s abilities. Please attach an additional page.
Parent/Guardian Name
Date
Phone Number ___________________Email Address
Adapted from The Survival Guide for Parents of Gifted Kids, rev. ed., by
Sally Yahnke Walker, Ph.D. (2002), pages 26027, and Stand Up for Your Gifted
Child by Joan Franklin Smumy (2001), pages 21-23. Used with permission of
Free Spirit Publishing. From The Survival Guide for Teachers of Gifted Kids
by Jim Delisle, Ph.D., and Barbara A. Lewis, copyright © 2003. Free Spirit
Publishing Inc., Minneapolis, MN; 866/703-7322; www.freespirit.com. This page
may be photocopied for use within an individual school district.
14
SCHOOL DISTRICT OF SHOREWOOD
Advanced Learning Opportunities: Elementary School
Battle of the Books
4th, 5th, and 6th grade students participate in this reading enrichment
program. Grade level teams of three students read from a list of 45
books in preparation for in-school battles where they answer
questions about the books and authors. The winning team from each
grade level advances to the invitational battle. In-school battles
will start in late February or early March with the Invitational
scheduled for an evening in April. Periodic lunchtime BOB meetings
in the Challenge Room will be held to monitor team progress.
Jr. Art Docents
3rd, 4th, and 5th grade students may choose to participate in this arts
enrichment program sponsored by the Milwaukee Art Museum. All third
grade students attend the first field trip and then decide if they
would like to continue with the entire three-year program. Jr. Art
Docents is a three-year program of art study culminating in a fifth
grade graduation ceremony. After the third trip to the museum in
fifth grade students recreate a piece of artwork from the MAM
permanent collection. At the graduation, students use the knowledge
gained from the program to present their reproduction of the artwork
to family and friends at the Milwaukee Art Museum. Jr. Art Docents
will run from October through February.
Geography Hunt
1st through 6th grade students can participate in the winter Geography
Hunt. First through third grade students answer the fifty-question
hunt (third graders may do the 100 question hunt if they choose). 4th
through 6th grade students will do the 100 question hunt. Students
who sign up for the Geography Hunt will be given their questions
before winter break. The hunts will be corrected in the Challenge
Room during lunch in January.
Science Fair
All third grade students participate in the Parade of Posters for
the science fair. Students research an area of interest and create
an informational poster about their findings. The posters are
displayed on the walls of the cafetorium during science fair. All
fourth grade students participate in the science fair by doing one
of four preselected controlled experiments. Teachers and the
challenge department provide guidance on how to successfully
complete the science fair project. Fifth and sixth grade students
can participate in the science fair through the following methods:
Controlled experiment
Observational Study
Scientific Demonstration
Conceptual Model
15
Experiment Replication Study
Resource packets and notebooks are available from the Challenge
Room. Experienced students who wish to start their projects can do
so at any time. First time participants may wish to wait until they
get some guidance from their classroom teacher and/or the Advanced
Learning Department. Starting early would be helpful for students who
want to do nature observations (i.e. leaves turning and falling,
snow drifts, celestial observations, backyard animal observations,
etc.) or projects that require collecting data over a long time
period. Remember, all projects need to be approved before a student
starts work on the project. Proposal forms are available in the
Challenge room.
Math/Science Fun Night
There is a Math/Science Fun Night in the spring as part of the
Turn off TV Week activities.
Continental Math League (grades 4-5) and Math Olympiad (grade 6)
Selected students take a series of 5 tests (once a month) to compete
in these activities. The emphasis is on critical thinking and
problem solving, and the students' cumulative scores are tabulated.
Young Authors and Artists Conference
This opportunity is made available to all students, and there is a
fee involved. Students who decide to participate in this opportunity
spend the day at the Milwaukee Art Museum. Writers (students in
grades 3-12) and artists (students in grades 6-12) work amid famous
works of art in the Museum's collection that help to inspire their
creativity.
Student Newspaper
Students of all ages will be able to submit stories for the student
newspaper. Older students will make up the “Editorial Staff” and
will work to publish the newspapers. Stories can be submitted in
writing. There will be a submission box outside the office and
Challenge Room at both schools. Additionally stories and digital
photos can be submitted electronically. Student newspapers will be
published once a trimester
WordMasters Challenge
WordMasters Challenge is a national contest for students in grades
3-6 which encourages growth in vocabulary and verbal reasoning.
WordMasters Challenge consists of three analogy solving meets from
December to April. Practice sessions will occur in the Challenge
room.
WCATY (Wisconsin Center for Academically Talented Youth)
This opportunity is available to certain students based on predetermined criteria. Students in grades 5-8 are selected to
participate in an online class, meeting three times during the
16
course of the quarter for "Face-to-Face" meetings. This is a
rigorous class designed to replace the normal Language Arts
curriculum.
Junior Great Books
This opportunity will be made available to all students in grades 36. Students will participate in Shared Inquiry discussion groups
once a week during lunch, for approximately eight weeks. Trained
parent volunteers will lead the students in reading literature
selections, then in discussing these selections in depth.
Wee Readers/Challenge Readers
This program is similar to Junior Great Books, but is conducted with
kindergarteners and first graders who have high reading abilities.
There is also a separate group for 2nd graders who read at an
advanced level. These students will be pulled out of their regular
classroom to meet once a week with a reading group.
Spelling Bee
Students will compete with their grade level peers in spelling bees
using words appropriately challenging to their particular grade
level.
History Club
Students will meet during a series of lunchtime meetings where they
will hear a variety of speakers discuss historical figures and time
periods. Students will select a famous historical person to research,
and will prepare a final presentation to present at the school’s
History Fair.
Advanced Learning Opportunities: Intermediate School
Science Olympiad
This is run by the science teacher, and meets after school.
Advanced Art
Taught by the art teacher, this class meets during the 2nd and 4th
quarters of the school year.
Music
Various musical groups exist at SIS, including the Chamber
Orchestra. The musical groups often go on trips to tour.
Young Authors Conference
This conference is held at the Milwaukee Art Museum.
17
WCATY
In partnership with the Wisconsin Center for Academically
Talented Youth, students who are nominated and meet certain
criteria participate in this advanced language arts program.
School Newspaper
Bark of the Whippet is an after-school journalism opportunity.
Winter Experience and Outdoor Education
Students in 7th and 8th grades go to Camp Whitcomb for an
overnight trip.
Quebec Trip
This is open to 8th grade French students under the direction of
the French teacher.
Spanish Enrichment
Students plan meals and other social events related to Spanish
culture.
Cultural Fair
This is done in conjunction with the Word Geography class.
Science Fair
This is done in conjunction with the Science classes. Judges are
brought in to critique the projects.
Marine Biology Camp
This is a summer enrichment opportunity, which takes place in
Florida.
Advanced Learning Opportunities: High School
American Field Service (AFS)
This club promotes international understanding and study. It
meets weekly during the students’ lunch period.
Amnesty International
This group is known as human rights “watch dogs.” This club is
designed to increase awareness of human rights issues, and meets
during the lunch period.
Anime
This club promotes an appreciation of Asian Animation, video
art, and games. It meets after school.
18
Art Club
This group is designed for students who are interested in visual
arts and want to explore this area of study further. It meets
during lunch.
Chess Club
This club provides an opportunity for students to play chess for
the fun of it and/or in competition. This club meets after
school.
Classics Seminar
This promotes independent study and an appreciation of
literature. It is offered during the school day to students who
qualify.
Copperdome Yearbook
Participating in this class provides students with training in
photojournalism and desktop publishing. Credit and a grade are
given for this class, which meets during the day.
Culinary Arts
The purpose of this group is to provide students with an
opportunity to learn decorative and culinary skills. This group
meets during lunch.
Environmental Club
This club is intended to enhance students’ awareness and
appreciation of the local and global environment.
Dragons
This is a select honorary theater group (based on a set of
criteria) that promotes excellence and leadership in drama.
Drama
In this class, students learn all aspects of theater, including
teamwork, leadership, and life skills. Self-esteem is
strengthened by maintaining a tradition of excellence.
Forensics
This is a competition in speech, reading, and acting. Practices
start in January, and there are some Saturday competitions.
Gilda’s
This is a club that provides support for those whose lives or
lives of someone they care about have been touched by cancer.
Jazz Ensemble
This select group provides instrumentalists with the opportunity
to perform music from a broad range of popular music styles.
19
Math Team
Members of this club compete both as individuals and teams in
several interscholastic math events each year.
Model U.N.
Students take on the roles of ambassadors in simulating U.N.
sessions. This club offers experiential education through
debate, diplomacy, and compromise.
National Honor Society
The purpose of this group is to honor high achieving junior and
senior students.
Pegasus
This is a publication designed to promote and showcase the
literary and artistic talent present at Shorewood High School.
Photography Club
Students in this club will learn how to use their cameras to
take pictures, develop, and then print these pictures.
Ripples
This is the student newspaper. As part of this class, students
will learn the principles of journalism and publishing in order
to produce Ripples.
Student Council
This activity promotes student and service activities, promote
student government, address student issues, and plan school-wide
social functions.
Robotics
This is a club that consists of students from both Messmer and
Shorewood. Students work together to construct a robot, which is
then taken to competitions.
Thespians
This is an International Society with the purpose of promoting
interest in all aspects of theater.
20
EVALUATION OF ADVANCED LEARNER PROGRAM
We will evaluate the Advanced Learner program on a regular
basis. THE EVALUATION TIME PERIOD NEEDS TO BE FINALIZED. The
evaluation results will be shared with the Shorewood
Administrative Team, Shorewood teachers, School Board and the
community. The Shorewood School District’s Advanced Learning
Committee will use the data from the survey, and feedback from
the stakeholder groups who view the data, to develop
recommendations for program improvement. These recommendations
will be reviewed and revised in response to the evaluation data
gathered at the four-year intervals.
Evaluation Components for K-6
We will complete a comprehensive demographic analysis (race,
gender, SES) of identified students, and those involved in
various enrichment activities.
We will survey all identified students from the database
regarding their level of challenge in regular classes, and their
participation in and level of engagement with enrichment
activities.
We will survey parents/guardians of identified students to
determine their perception of challenge in the regular classroom
and their feedback on the quality of enrichment programs.
We will survey teachers of identified students to determine if
each child is achieving at the ability level, achieving close to
the ability level, or achieving significantly below ability
level.
We will also survey teachers with regard to the quality of the
advanced learner/enrichment programs and solicit their ideas for
improvement.
We will review best practices and current trends in gifted and
talented education and consider strategies that may strengthen
the Advanced Learning Program at Shorewood.
Evaluation Components for 7-12
We will create a comprehensive demographic analysis (race,
gender, SES) of identified students, and those involved in
various enrichment activities.
We will survey all identified students from the database
regarding their level of challenge in regular classes, and their
21
participation in and level of engagement with challenge
activities.
We will survey parents/guardians of identified students to
determine their perception of challenge in the regular classroom
and their feedback on the quality of enrichment programs.
We will analyze grades and standardized test scores
(assessments) of students from the database and determine levels
of achievement and under-achievement.
We will survey teachers with regard to the quality of advanced
learner/enrichment programs and solicit their ideas for
improvement.
We will review best practices and current trends in gifted and
talented education and consider strategies that may strengthen
the Advanced Learning Program at Shorewood.
22
SCHOOL DISTRICT OF SHOREWOOD
ADVANCED LEARNER SERVICES PLAN
Student:_________________________________________ Grade:________
Teacher:_______________________________ Year:___________________
PALS:
MAP: Reading
Math
WKCE Scores: ________ Reading ________ Math
_______ Social Studies
_______Science
________Language Arts
EXPLORE:
PLAN:
ACT:
SAT:
Identified Areas of Advanced Ability (mark all that apply and
indicate at which grade level child is working, when possible)
_____ Intellectual
_____ Creativity
_____ Leadership
Visual / Performing Arts
Comments:
Student’s needs met through the following [differentiation /
instructional] strategies (sample strategies listed below):
Enrichment
Open Ended Projects
Subject Acceleration
Curriculum Compacting
Extra Credit
Team Teaching
Competitions/Contests
Stretch Projects
Differentiated Instruction
Independent Research
Extension Activities
Grade Acceleration
Curriculum Pretesting
Flexible Pace
Mentor/AL Time
23
Date
Subject
Strategy & Description
Was it
Effective?
Additional Comments / Recommendations:
24
SCHOOL DISTRICT OF SHOREWOOD
CONFLICT RESOLUTION PROTOCOL
In keeping with the beliefs of the Advanced Learning Program,
Shorewood School District will seek to work in a cooperative
manner to ensure appropriate identification, placement, and
programming for students. In the event that a conflict arises
over programming or the appropriate identification of a
potential advanced learner, all parties involved will follow the
protocol outlined below in order to resolve the conflict.
Step 1: If a disagreement or question should arise over
programming or the identification of a potential advanced
learner, the party raising the issue will consult with the
Advanced Learning Coordinator. If necessary, a meeting will be
held in order to explore the issue and discuss options for
resolving the conflict.
Step 2: If the conflict persists, it will be brought to a
meeting consisting of the party raising the issue, Advanced
Learning Coordinator, classroom teacher, school psychologist,
and/or principal. The group will determine what evidence exists
to support the arguments being made and may determine that
further testing or evaluation is necessary within the district.
If a parent/guardian decides to have testing of his/her student
done outside of the district, this will be done at the
parent/guardian’s expense. All parties involved will attempt to
reach a consensus.
Step 3: If the conflict persists, it will be brought to a
meeting consisting of the party raising the issue, Advanced
Learning Coordinator and the Executive Director of Curriculum,
Instruction and Pupil Services. All evidence will be reviewed,
and the Executive Director of Curriculum, Instruction and Pupil
Services will render a decision.
25
SCHOOL DISTRICT OF SHOREWOOD
MATH ACCELERATION
The School District of Shorewood understands that students
deserve mathematics curriculum and instruction that is
responsive to individual needs and abilities. Advanced
mathematics learners will require ongoing enrichment activities
and, in some cases, grade acceleration. What follows are
guidelines for the process of student acceleration (grade
skipping) in mathematics.
*Note: If a student qualifies for math acceleration, that
student must complete a significant amount of work covering the
grade level in math to be skipped. Usually this is done over the
summer.
Who may be accelerated?
Any student in our school system can be considered for math
acceleration. In most cases, however, it is possible to
sufficiently enrich and extend the classroom math instruction to
meet the needs of kindergarten, first, and second grade
students, again recognizing that exceptions will occur and that
our staff should be vigilant in recognizing our students who
would benefit by being accelerated in the early grades. The
process of identifying candidates for math acceleration will
occur each year.
Who recommends that a student be evaluated for possible
acceleration?
The student’s classroom teacher, the advanced learning
specialist, the school guidance counselor, or the student’s
parent/s may recommend a child for acceleration.
What is the process and criteria to determine if a student
qualifies for acceleration?
Elementary Level:
1. A classroom teacher, parent, or advanced learning
specialist identifies a student who is working at an
advanced level in mathematics through test scores,
evaluation of student work, and observation of the student.
Before acceleration is considered, the teacher will provide
a variety of differentiated instructional materials and
activities to challenge the student. If the student
continues to demonstrate a need for more challenge beyond
this enrichment, the teacher (or parent) will request that
the student be tested for acceleration. Note: any student
26
who scores at or above the 95th percentile on the WKCE Math
test will be further evaluated and considered for
acceleration
2. Parent permission for testing will be obtained before
testing begins. Testing will be completed and a
recommendation made within 40 calendar days of the request
for testing.
3. The advanced learning coordinator or school psychologist
will administer two tests to the student being considered
for acceleration: The Cognitive Abilities Test (CogAT)
published by the Riverside Publishing Company, and a
curriculum-based assessment reflecting the material for the
year to be skipped. The CogAT will be administered in the
spring once WKCE scores have been received. The curriculumbased assessment will be administered the following fall
after the student has worked over the summer through the
content to be skipped. A teacher recommendation is also
necessary in order to consider a student for acceleration.
The CogAT is a general intelligence test consisting of
three sections, verbal, non-verbal, and quantitative. The
test evaluates a student’s aptitude in relation to national
age level norms and grade level norms. A student must
generally score at or above the 95th percentile on the math
subtest of the CogAT to be considered for acceleration.
The curriculum-based assessment will be comprised of
material that reflects learning outcomes for the year to be
skipped.
4. When testing is concluded, a PST meeting will be convened
to review information on the child. Attendees may include
the classroom teacher, advanced learning coordinator,
and/or the principal. The guidance counselor, school
psychologist, and/or former teachers may share insights
into the student’s ability level, work ethic, motivation,
etc. A recommendation from the student’s math teacher is
an important component in determining placement for the
student. The PST team uses all of this information to make
a recommendation for appropriate student placement. This
placement may be more than one grade level acceleration if
warranted.
5. The advanced learning coordinator, teacher, and/or others
talk or meet with the parents to review the data and make a
placement recommendation.
27
Middle School Level:
1. Students entering SIS math from sixth grade may be
recommended for acceleration to CMP 8 by a parent, sixth
grade teacher, or advanced learning coordinator. Students
scoring at or above the 95th percentile on the WKCE will be
considered for testing. Administration of the CogAT will
occur during the last trimester unless the student is
joining us from another school and then the testing may
occur during the first two weeks of school at SIS.
2. Students who have not been accelerated previously will be
tested for acceleration using the same process and
instruments that are used at the elementary level. The
student must achieve a score in the 95th percentile or
higher on the CogAT to be considered for acceleration. In
addition the student being considered for acceleration will
be administered a curriculum-based assessment that covers
the essential concepts included in the grade level to be
skipped. To be considered for acceleration, the student
must achieve a score of 85% on the curriculum-based
measurement. Teacher recommendation related to the
student’s work ethic and motivation is an important
component in considering acceleration for middle school
students.
3. Following the testing, a PST meeting with the parent,
student, teachers, and/or advanced learning coordinator
will be conducted to determine appropriate placement of the
student.
High School:
1. Parents, teachers, the advanced learning specialist, or the
student may request the opportunity to skip a level of Core
Plus Mathematics at SHS. A request will be made to the
advanced learning coordinator.
2. The end of the year assessment of the Core Plus Math level
to be skipped will be administered to the student. If the
student achieves a score of 85% or higher, the student may
be allowed to advance to the next level. Teacher
recommendation will also be taken into consideration when
determining placement.
3. Following the testing, a PST meeting with the parent,
student, teacher, and/or advanced learning coordinator will
be conducted to determine appropriate placement of the
student.
28
*Please Note:
1. The district is not responsible for transportation related
to math acceleration.
2. In order to remain accelerated in math, students must
maintain a “B” average in math class every quarter or
trimester, and must consistently complete the required
assignments for the class. If the “B” average is not
maintained for a quarter or trimester, the student will be
placed back with his/her grade level peers in math.
29
SCHOOL DISTRICT OF SHOREWOOD
MATH ACCELERATION
MEMO
To: Upper Elementary Teachers
From: Jennifer Cosgrove
RE: Testing for math acceleration
Dear Teachers,
In an effort to provide coherence and consistency, we are going
to abide by the following steps in selecting students for math
acceleration for next year. Please let me know if you have
questions or concerns!
Step 1: When the WKCE results come this spring, we will pinpoint
students who have scored in the 95th percentile or above in math
as possibilities for acceleration.
Step 2: This list of students will be shared with the teacher,
and the teacher may make additional recommendations if
necessary.
Step 3: We will administer the Cognitive Abilities Test (CogAT)
to the students who have been pinpointed. I will call the
parents to secure approval for testing. This will happen in
April/May. If a parent makes a special request to have his/her
child tested, we can do the testing.
Step 4: If students score at least in the 92nd percentile on the
math sections of the CogAT, we will consult with the teacher and
most likely recommend acceleration for next year. A brief
meeting will be called with the parents to explain this. If a
student does not qualify for acceleration, I will notify the
parents with a phone call.
Step 5: For students who will be accelerated, materials will be
given to them to work on over the summer (from the grade level
they will be skipping).
30
SCHOOL DISTRICT OF SHOREWOOD
Approval for Testing for Math Acceleration
Date: _________________
Student’s Name: _______________________________
Dear Parent/Guardian,
Your child has been identified by his/her teacher to receive
testing in order to determine if he/she might qualify for math
acceleration. The District will be administering the Cognitive
Abilities Test (CogAT) to your child in the near future. The
math portion of this test includes both a nonverbal and
quantitative portion. The nonverbal portion involves analyzing
and comparing shapes and patterns, and the quantitative portion
involves numbers and problem solving. If your child scores in
the mid-90th percentile (or above) on both portions, I will
discuss possible acceleration with your child’s teacher. I want
to make sure that your child receives the best and most
appropriate placement in math. Please sign below to indicate
your consent to this testing, then return this form to your
child’s teacher. The testing will be scheduled during the school
day, and will last approximately two hours total. If you have
any questions, please contact me at
[email protected], or by calling Atwater or Lake
Bluff.
Thank you!
Jennifer Cosgrove
Advanced Learning Coordinator
Yes, I give my consent to allow my child to be tested using
the CogAT.
No, I do not give my consent to allow my child to be tested
using the CogAT.
Parent/Guardian Signature
Print Name
Date
Please return the signed form to your child’s teacher.
Thank you.
31
SCHOOL DISTRICT OF SHOREWOOD
Parent Notification of Acceleration
Dear Parents/Guardians,
I am pleased that your child is accelerated in math. The School
District of Shorewood views this acceleration as a partnership
between parents/guardians and professional educators. Our
responsibility as professional educators is to ensure that your
child is properly placed in a class where he/she experiences an
optimal level of challenge and success. I also have expectations
for parents and accelerated students of which we want you to be
aware.
Over the years we have depended on parents/guardians to provide
support in meeting the needs of our accelerated math learners. I
carefully screen students for acceleration, and I find that
identified students are able to quickly master content that has
been skipped due to this acceleration. Because of this, I often
depend on parents/guardians to help their children learn some of
the concepts that may have been missed. If a parent/guardian is
unable to provide this help, the School District will do what it
can to see that the student has the requisite knowledge and
skills to be successful. Students will be provided with math
materials from the grade level they will be skipping and are
expected to work through these materials over the summer. Please
be aware that there is a significant amount of material to be
covered! Included with this letter is a listing of the essential
chapters from the given math book that your child is expected to
complete. In the fall, I will be collecting any math books as
well as the work your child has completed to make sure this
expectation has been met. Also, I may administer the end-of-year
math test from the grade level your child is skipping to assess
your child’s knowledge of the concepts learned over the summer.
I expect that accelerated students will maintain at least a “B”
average equivalent in their math class. Students who fall below
that expectation for a semester will be placed back with their
grade level peers. Additionally, if a student fails to complete
regular homework assignments or experiences an undue amount of
frustration at the accelerated level, that student may be placed
back with his/her grade level peers. The Principal and myself
will use our discretion to determine where the student should be
placed if the situation should arise.
Transportation and schedules sometimes pose problems. At times,
students may need to attend another Shorewood School for their
math class. Transportation to and from the school where the
32
student is receiving the math instruction becomes the
parent/guardian and student’s responsibility.
Please sign below and return the bottom portion of this letter
to your child’s school office, indicating that you are aware of
the above expectations. I look forward to serving your child! If
you have questions or concerns, please feel free to contact me
at [email protected].
Sincerely,
Mrs. Jennifer Cosgrove
Advanced Learning Coordinator
Shorewood School District
33
WISCONSIN CENTER FOR ACADEMICALLY TALENTED YOUTH (WCATY)
The Shorewood School District is pleased to partner with the
Wisconsin Center for Academically Talented Youth (WCATY) to
offer language arts classes for high-achieving students in
grades 5th through 8th. WCATY courses use a combination of online
discussion and face-to-face workshops to allow academically
talented students from throughout a region or across a school
district to learn together. A WCATY class can replace a quarter
of the curriculum in a student’s home school.
Criteria for Nomination:
1. 98th percentile or above on the Wisconsin state achievement
test in the area of language arts or another standardized
measure indicating a superior level (98th percentile or
above) of verbal linguistic intelligence
2. Recommendation from student’s language arts teacher
3. Ability to work independently and with a minimum amount of
supervision
4. Parental approval for participation
5. Significant student interest and motivation to succeed in
the particular class
Shorewood School District has a large number of high-achieving,
qualified students. The number of available seats in WCATY
courses is extremely limited, so it is possible that not all
interested and nominated students will be able to participate.
Therefore the district will work to allocate seats in a fair and
equitable manner to allow as many qualified students to
participate as possible. For example, a student may not be able
to participate in every quarter of WCATY, so as to allow other
students an opportunity. Also, the district pays $150 per
quarter for each student to participate in WCATY. There are
additional expenses related to transportation and supervision,
which also help to determine the number of students who can
participate in the program.
34
Wisconsin’s Comprehensive Integrated Gifted Programming Model
35
SCHOOL DISTRICT OF SHOREWOOD
ELEMENTARY MATH COURSE PLACEMENT CONFIRMATION
Student Name: _________________________________________________
Student’s Grade: ___________________________
Date: ____________
WKCE Math Test Score: _______________ CogAT score: _____________
Class Recommendation: _______________________________________
The Shorewood Advanced Learning Department has a process and
criteria in place for the acceleration of students in the
subject of math. Students who score at the 95th percentile or
above on the WKCE (Wisconsin Knowledge and Concepts Exam) in the
fall are identified and then given the Cognitive Abilities Test
by the Advanced Learning Coordinator in the spring. Teacher
recommendations and classroom assessments serve to further
inform the decision and triangulate the data. In order to be
accelerated in math, students need to have scores in the 90th
percentile or above on the WKCE and the Cognitive Abilities Test
as well as a teacher recommendation.
Parent/Guardian Portion
I understand that my child has been recommended by his/her
teacher, the Advanced Learning Coordinator, and a district
administrator to be placed in the above math class and that
he/she does not meet the District’s requirements for math
acceleration. I am choosing to override this decision,
acknowledging the challenges this placement may pose to my
child. I understand that my child will need to pass the end-ofyear test for the grade level he/she is attempting to accelerate
through with at least 85% mastery in the fall. It has also been
explained to me that though my child may pass this class, he/she
may encounter more difficulties in upper level math classes.
Parent/Guardian Signature
Print Name
Principal and/or School Counselor Signature
Date
Date
36
SCHOOL DISTRICT OF SHOREWOOD
MATH COURSE PLACEMENT CONFIRMATION
Student Name: _________________________________________________
Student’s Grade: ___________________________
Date: ____________
Placement Test Score:
Teacher Recommendation: _______________________________________
Shorewood Intermediate School administers a placement test to
all eighth graders to determine proper placement in a high
school math class. The math teachers at SIS administer this test
and also consider factors such as classroom performance and
other classroom assessments in their decisions to properly place
a student.
Parent/Guardian Portion
I understand that my child has been recommended by his/her
middle school math teacher to be placed in Integrated Math 1 at
Shorewood High School. I am choosing to override this decision
and place my child in Integrated Math 2, acknowledging the
challenges this placement may pose to my child. It has also been
explained to me that though my child may pass the IM 2 course,
he/she may encounter more difficulties in upper level math
classes.
Parent/Guardian Signature
Print Name
Principal and/or School Counselor Signature
Date
Date
37
SCHOOL DISTRICT OF SHOREWOOD
LANGUAGE ARTS COURSE PLACEMENT CONFIRMATION
Student Name: _________________________________________________
Student’s Grade: ___________________________
Date: ____________
Teacher Recommendation: _______________________________________
Students at Shorewood Intermediate School are scheduled to take
8th grade language arts in 8th grade, followed by a freshmen
English course in 9th grade. After this sequence, Shorewood High
School offers a number of different language arts courses.
Parent/Guardian Portion
I understand that my child has been recommended by his/her
middle school language arts teacher to be placed in 8th grade
language arts at Shorewood Intermediate School based on test
scores and classroom performance. I am choosing to override this
decision and place my child in _______________________________
(class), acknowledging the challenges this placement may pose to
my child. It has also been explained to me that though my child
may pass the course, he/she may encounter more difficulties in
upper level English classes at Shorewood High School.
Parent/Guardian Signature
Print Name
Principal and/or School Counselor Signature
Date
Date
38
SCHOOL DISTRICT OF SHOREWOOD
SCIENCE COURSE PLACEMENT CONFIRMATION
Student Name: _________________________________________________
Student’s Grade: ___________________________
Date: ____________
Teacher Recommendation: _______________________________________
Shorewood High School offers a number of different science
courses. Based on the recommendations of Shorewood Intermediate
School teachers, students are carefully placed in a particular
science course as freshmen at SHS. The science teachers at SIS
consider factors such as classroom performance and other
classroom assessments in their decisions to properly place a
student.
Parent/Guardian Portion
I understand that my child has been recommended by his/her
middle school science teacher to be placed in Integrated Science
at Shorewood High School. I am choosing to override this
decision and place my child in Biology, acknowledging the
challenges this placement may pose to my child. It has also been
explained to me that though my child may pass the Biology
course, he/she may encounter more difficulties in upper level
science classes.
Parent/Guardian Signature
Print Name
Principal and/or School Counselor Signature
Date
Date
39
SCHOOL DISTRICT OF SHOREWOOD
STUDENT APPLICATION FORM FOR COURSE ACCELERATION
Student’s Name: _________________________________Grade: ________
Course Requested to Accelerate Through:_________________________
Date Course Requested to begin: _________________________
The
15th




following information must be completed and submitted by May
for fall semester and by Oct. 15th for spring semester:
Teacher Feedback Form
All required signatures
Most recent report card
Cumulative assessment of knowledge
(from the class to be accelerated through)
*This could include a final exam, semester exam, or other
appropriate test for core academic subjects.
For the Student: Please respond to both statements with
thoughtful and clear responses. Please attach your responses to
this form.
1. What justification do you have to request to accelerate
through the particular course?
2. Please illustrate your maturity, work ethic, ability to
handle advanced/additional coursework, and your ability to
work independently. You must provide specific examples.
All applications will be reviewed by a team which may be
comprised of the following individuals: Building Principal,
School Psychologist, School Counselor, Teacher, and Advanced
Learning Coordinator.
Student’s Signature: ________________________ Date: ____________
Parent’s Signature: ________________________
Date: ____________
40
SCHOOL DISTRICT OF SHOREWOOD
TEACHER RECOMMENDATION ON STUDENT APPLICATION FOR ACCELERATION
Student’s Name: _________________________________Grade: ________
Course(s) Requested to Be Accelerated Through:
Subject Area:
TO BE COMPLETED BY THE TEACHER (related subject area):
The student named above is requesting to accelerate through a
particular course offered by the School District of Shorewood.
Your honest and thoughtful appraisal of the student’s readiness
for this experience is appreciated and ensures the best decision
will be made on the student’s behalf. No candidate will be
eliminated on the basis of a single rating; supporting evidence
is obtained from other sources. If you need additional space for
any item, please attach an additional page and identify the item
by number. Thank you for your time!
This information is confidential and will not be shared directly
with parents or students.
Teacher’s Name:
I know this student from participation in the following
course(s):
1. Please rate this student in the following areas:
Area
Does
Not
Apply
Below
Average
Average
Above
Average
Excellent
(top 5%)
Creative/Original
Thought
Motivation
Self-Confidence
Ability to work
Independently
Initiative
Problem-solving
41
Ability
Academic Achievement
Participation
Organization and Work
Habits
Personal Qualities and
Character
2. How has the student achieved academic success in your class?
Please check all that apply.
_____ By consistent hard work
_____ By being conscientious
_____ By intellectual ability
_____ Other: ________________________
3. Overall recommendation:
_____ I strongly recommend this student
_____ I recommend this student
_____ I recommend this student with reservation
_____ I believe this student is unsuited for acceleration
at this time
4. Additional comments:
Teacher’s Signature: __________________________Date: ___________
Please place this recommendation form in a sealed envelope and
return to Student Support Services. Thank you.
42
SCHOOL DISTRICT OF SHOREWOOD
ASSESSMENT OF STUDENT INFORMATION
FOR COURSE ACCELERATION APPLICATION
Student Name: __________________________Grade: _________________
A. The following information will be reviewed prior to
determining the student’s eligibility to accelerate through
a given course (check when obtained):
_____ 1. 8th Grade WKCE Scores:
Reading _____ Language Arts _____
Science _____ Math _____
SS _____
_____ 2. 10th Grade WKCE Scores:
Reading _____ Language Arts _____
Science _____ Math _____
SS _____
_____ 3. Cumulative Assessment (of material to be skipped)
_____ 4. Current Progress Report and Unofficial Transcript
_____ 5. Teacher Recommendation Form
_____ 6. Student Statements
Comments:
B. As part of the process to gain approval to accelerate
through a class, the reviewing committee (PST) will also
consider the following attributes to determine the
appropriateness of the student’s request.
1. Creative/original thought (please circle one):
below average
average
above average
excellent
Evidence (Please write N/A if not applicable):
43
2. Motivation(please circle one):
below average
average
above average
excellent
Evidence (Please write N/A if not applicable):
3. Self-Confidence(please circle one):
below average
average
above average
excellent
Evidence (Please write N/A if not applicable):
4. Ability to work independently(please circle one):
below average
average
above average excellent
Evidence (Please write N/A if not applicable):
5. Initiative(please circle one):
below average
average
above average
excellent
Evidence (Please write N/A if not applicable):
6. Problem-Solving Ability (please circle one):
below average
average
above average
excellent
Evidence (Please write N/A if not applicable):
7. Academic Achievement(please circle one):
below average
average
above average
excellent
Evidence (Please write N/A if not applicable):
44
8. Participation(please circle one):
below average
average
above average
excellent
Evidence (Please write N/A if not applicable):
9. Organization and Work Habits(please circle one):
below average
average
above average
excellent
Evidence (Please write N/A if not applicable):
10.
Personal Qualities and Character(please circle one):
below average
average
above average excellent
Evidence (Please write N/A if not applicable):
C. The PST will review the Student Essay, considering the
following attributes and examples provided by the student:
maturity, work ethic, ability to handle advanced/additional
coursework, and ability to work independently.
Student Essay Rating (1 = low, 5 = high): ____________________
Comments:
Results/Conclusions (attach additional sheet if necessary):
_____ YES, approved for
acceleration
_____ NO, not approved for
acceleration
Staff Signature
Title
Date
45