The Grafton School District uses a systematic and continuous process to analyze and monitor student achievement and student need. Many factors contribute to the academic growth of each student, and students’ needs can vary year to year. Additionally, the needs of students may be met in a variety of settings and through different structures. Through our process, we collaboratively identify student need and respond to that need by planning for programming within and beyond core universal instruction.
In Grafton, we believe RISE Programming should focus on advanced learning opportunities to meet the needs of students and provide them with the appropriate curriculum and learning environment to be educated to their full potential. Students who experience “targeted support” and/or “intensive support” will demonstrate continual progress and will receive fluid programming that reflects student need in a regular review process of both placement and academic program plan.
(from Beyond Gifted Education, Peters, Matthews, McBee and McCoach, 2014.)
Targeted Support:
Programming to meet an identified student need, where the need requires targeted differentiated instruction supplemental to the core universal curriculum. The goal is to respond with flexible differentiated and enriching opportunities within core universal instruction that will enhance the student’s opportunities to learn and express their knowledge. Programming will be documented in a parent notification of the differentiated and/or enrichment opportunities through a parent letter. In the level of “targeted support,” the identification of student need for RISE programming is fluid and not “final.” This is an intentional flexible response, through the Response to Intervention (RtI) systems model, to meet student need for advanced academic opportunities within a school year, across content areas and/or topics.
Intensive Support:
Students meet district-established data rules of nationally normed state standardized tests (Forward), aptitude tests (CogAT) and locally normed district assessments (i-Ready) specific to a grade level. In addition, students meet subjective criteria of teacher recommendation, parent recommendation and district created assessments. By meeting this criteria, students are identified as needing Intensive RISE programming, therefore meeting the State Standard (t) of Gifted and Talented. Parents will be collaborative members of decision-making based on a review of these data.