Gifted Education
Oswego Community Unit School District 308 provides services to meet the needs of academically talented students (K-12).
In Oswego CUSD308, we are committed to the development of the whole child and believe that gifted students who come from all socioeconomic, cultural, ethnic backgrounds as well as amongst special education students and English language learners must be engaged in challenges and opportunities both within the classroom and outside the traditional setting that cultivates growth in their area(s) of identified giftedness, whether in the intellectual and/or artistic areas.
With teachers and administrators working in concert with families and communities, we expect that these students will learn the content, skills, and dispositions that will allow them to become leaders in their area(s) of giftedness, demonstrate remarkable creativity, become effective communicators, and exhibit notable productivity as a contributing member of society at the local, regional, national and global level(s).
Definition
Gifted students in Oswego CUSD308 demonstrate exceptional ability or high potential in intellectual or artistic areas and require services or learning experiences not provided in general education programming in order to fully realize their potential. These students can be found across all socioeconomic, cultural, and ethnic backgrounds and also amongst special education students and English language learners.
KINDERGARTEN - 2ND GRADE SERVICES
In Kindergarten through 2nd grade, enrichment and differentiation are offered across core subject areas in their on-grade level classrooms.
3RD - 5TH GRADE GIFTED EDUCATION SERVICES
The Oswego CUSD308 Gifted Education screening process precedes identification and placement into services. The screening process includes reviewing the FastBridge Math and Reading scores, Cognitive Abilities Test (CogAT) scores, and input from the classroom teacher via the use of the HOPE Teacher Rating Scale. This tool allows for teacher observation and input into the review process, which considers two domains: Academic and Social.
ELA:
Students who have been identified for gifted education services in English Language Arts (ELA) will receive services through a cluster grouping model. In the cluster grouping model, students at each grade level who are identified for gifted education services in ELA are clustered together into an otherwise mixed-ability classroom with a designated gifted ELA cluster teacher. Students in gifted ELA clusters will benefit from consistent, daily interaction with a group of intellectual peers. In cooperation with gifted education staff, gifted ELA cluster teachers will modify curriculum content, pace, process, products, and learning environment to meet individual gifted students’ needs. Teachers will focus on extending and deepening students' understandings of the concepts explored within the core curriculum.
Math:
In 3rd grade, the Gifted Education Math service model involves cluster grouping students of similar academic strengths and abilities. Students will benefit from consistent, daily interaction with a group of intellectual peers. The cluster teacher(s) will provide differentiation and curriculum compacting, a form of acceleration, within the core curriculum. Differentiated instruction involves using teaching strategies to modify the content, pace, process, product, and learning environment to meet the needs of individual students. Gifted Education Math is taught daily by a trained homeroom classroom teacher. Other 3rd-grade students have the opportunity to flexibly group into this math classroom based upon pre-assessments/student readiness.
In 4th and 5th grades, Gifted Education Math is taught daily by a Gifted Education teacher at the same time as the on-grade level math block. This instruction replaces math instruction in their homeroom class.
JUNIOR HIGH SERVICES
English Language Arts
Students who participated in 5th Grade Gifted Education ELA transition to 6th Grade Honors ELA. This course is content accelerated (7th grade Common Core State Standards), using Springboard as a resource. Summer course work is required: Reading and annotating The Red Kayak in preparation for a Socratic Seminar.
Information about summer reading:
Students who did not participate in 5th Grade Gifted Education ELA may be recommended. A screening panel will use qualitative (stakeholder comments) and quantitative data (FastBridge data, state assessments, and local assessments) to determine whether the student qualifies for 6th Grade Honors ELA. Summer coursework along with a placement letter will be mailed home in March/April if a student qualifies. Letters are not sent home to students who do not qualify for services.
Mathematics
Students who participated in 5th Grade Gifted Education Math transition to 6th Grade Honors Math (7th Grade Common Core State Standards). The Iowa Algebra Aptitude Test (IAAT) is also administered to all Gifted Education Math students. The results from IAAT as well as FastBridge, CogAT, and teacher input are reviewed to determine readiness for Pre-Algebra in 6th grade (8th grade standards) in lieu of 6th Grade Honors Math. A screening panel reviews data to determine placement. IAAT Profile Results information from IAAT, as well as placement decisions, are mailed home to families by the end of April.
Students who do not receive Gifted Education services in 5th grade may be recommended for honors screening. The screening panel will use qualitative (stakeholder comments) and quantitative data (FastBridge data, state assessments, and local assessments) to determine whether the student qualifies for 6th Grade Honors Math. Placement letters will be mailed home in March/April if a student qualifies. Letters are not sent home to students who do not qualify for services.
HIGH SCHOOL ADVANCED PLACEMENT
See document list for more information.
ACCELERATION
Acceleration is the practice of providing curriculum and instruction that is typically reserved for children who are older or at higher grade levels, and/or facilitating progress in a curriculum at a faster-than-typical pace.
If you are interested in more information on acceleration in SD308, please visit the acceleration page for more information.
