Student learning is the focus for every child at Roselawn Elementary. We believe that all children have the right to learn something new every day. While all students have personal strengths, some have abilities and talents that go beyond the core curriculum. These students often require access to differentiated or advanced curriculum in order to realize their potential. All children learn and experience success given time and opportunity. Advanced learners, including gifted and talented students, are able to master academic content learning targets at a quicker pace than average leaners, requiring less repetition or practice. We believe all students, including advanced learners, should be challenged and supported to reach their full potential.
Meeting Advanced Learners’ Needs
At Roselawn we accomplish this in several ways:
- Compacted, extended, and/or accelerated curriculum instruction: For those students who have demonstrated advanced knowledge, conceptual understanding, and skills in an academic subject, the curriculum is compacted, extended, and, if appropriate, accelerated. For example, in the area of math, students in 4th & 5th grades have their current grade-level curriculum compacted, allowing these students to demonstrate mastery through formative assessments and allowing us to substitute what they already know with more challenging content. The goals of compacting are to streamline work that may be mastered at a pace that matches the student's ability, while creating a challenging learning environment, guaranteeing proficiency in basic curriculum, and buying time for enrichment and acceleration.
- Differentiated instruction: Differentiated instruction is foundational to the educational experience of every student at Roselawn Elementary. Differentiated interventions that are specific to advanced learners are planned in collaboration with the gifted and talented coordinator. Options are often designed for individual students, but whenever possible, grouping models such as cluster groups are used. An example of individual accommodations that might be given to a student who is reading above grade level is to provide the student with reading material at his/her advanced level. An example of a grouping model used at Roselawn is cluster grouping in which advanced learners and gifted and talented students are grouped together. Instruction in math and reading focuses on advanced in-depth content and the building of high-level thinking skills allowing collaboration with an intellectual peer group.
Students are identified as advanced learners through an ongoing process involving the use of classroom-based assessments and universal screenings such as MAPs. Advanced learners demonstrate advanced knowledge, conceptual understanding and skills in an academic subject(s). They are capable of moving through previously unknown material more quickly, or with greater interest, passions, or insight than their same-age peers requiring less repetition or practice.
While gifted and talented students are included in the definition of advanced learner, their academic needs extend beyond those of advanced learners requiring a Differentiated Educational Plan (DEP). If parents or guardians have questions about the ability level of their child or about the Advanced Learner/Gifted and Talented program, they should contact their child’s teacher or the Advanced Learner/Gifted and Talented Coordinator.