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Home | Academics | Academically Gifted | Middle School Criteria & Service Delivery Options

Middle School Criteria & Service Delivery Options

MIDDLE SCHOOL CRITERIA (GRADES 6 - 8)

STAGE 1

Quality educational experiences available to all students

STAGE 2 - Four out of six must be met

STAGE 3 - Five out of six must be met

STAGE 4 - Seven out of eight must be met

MIDDLE SCHOOL SERVICE OPTIONS

GroupCriteria OptionsContent
Modification 		Program
Objectives		 Evaluation Enrichment/ Talent Special
Programs		 Instructional
Strategies
Stage I Student Interest Balanced heterogeneous classes; In-class flexible grouping; Enrichment clusters; Differentiated units; Exploration activities; Learning centers Computer-based instruction; Mastery learning units ;Interest based electives Ability Appropriate Instruction;Develop special interest & talents Administrative Observation      
Stage II Teacher recommendation w/ documentation; Past academic performance A-B; End of grade test 90th - 99th; IQ 90-99%; Task commitment; Student interest with sample documentation Cluster grouping; In class flexible grouping; Enrichment clusters; Subject grouping; Special AIG (Language/Math) Computer-assisted instruction; Telecommunications/ Distance learning; Content differentiation; Curriculum compacting Higher achievement services; Higher achievement Number of students part.Project product End of grade tests; Increase in student test scores; Administrative observations;Student portfolio Resource services;Mini courses;Enrichment clusters Contests & competitions Higher Order Thinking;Seminar Teaching; Critical & Creative Thinking
Stage III Teacher recommendation with documentation;Past academic performance A-B; End of grade test 95-99th%; IQ 95-99%; Task commitment; Student interest with sample documentation Subject grouping; Cross grade grouping; Enrichment clusters; Special AIG (Language) ; Special AIG Math (Algebra 1) Grade 8 Computer based instruction; Telecommunications/ Distance learning; Content differentiation; Curriculum compacting; Access to advanced content; Independent study contracts Higher achievement; Project product; Student taking accelerated content; Differentiated activities End of grade tests; Teacher feedback on student achievement; Test scores Mentors; Shadowing; Projects; Advanced enrichment; Clusters; Seminars TIP; Summer enrichment opportunities; Contest & competitions; Special schools Research Skills; Socio-Drama; Problem-Based learning; Cooperative learning
Stage IV Teacher recommendation w/ documentation; Past academic performance A-B+; End of grade test 98-99th; Task Commitment; Individual case study; Off grade level testing; IQ-98%-99%; Student interest with sample documentation Cross grade grouping; Enrichment clusters; Subject skipping; Grade skipping Telecommunications/ Distance learning; Computer based instruction; Advanced content; Access to advanced content; Independent study contracts Mastery of advanced curriculum SAT scores; College credits earned; Units earned toward graduation; End of course tests Projects; Advanced enrichment clusters; Special electives; Seminars; Partnerships w/ local colleges TIP; Summer enrichment opportunities; Contest & competitions; Internships; AIG camps; Mentor shadowing Group Investigation; Problem-based learning

MIDDLE SCHOOL DELIVERY OPTIONS

  1. In-class flexible grouping: This is grouping for instruction. Students in a class are assigned to a small group for instruction. The groups may be homogeneous or heterogeneous, depending on what is being learned. Grouping will be flexible and appropriate for what is being taught.
  2. Cluster grouping: Within a heterogeneous class there would be a group of about 4 to 10 gifted students. The teacher will have training and work with a gifted specialist to design a differentiated curriculum for the gifted students. Resources would be available for gifted student's use and benefit.
  3. Enrichment clusters: These are groups of students who share the same interests. These groups can cross grade levels. Students come together to pursue common interests. Students develop thinking skills and apply these skills to make products. Enrichment allows for a more in-depth study of topic. All teachers teach enrichment clusters and all students participate in enrichment cluster activities. People from the community are invited in to share their knowledge and skills with the students.
  4. Curriculum compacting: This is modifying or streamlining the regular curriculum in order to eliminate previously mastered material, upgrade the level of the regular curriculum, and provide time for enrichment and/or acceleration while ensuring mastery of the basic skills.
  5. Cross-grade grouping: Students are placed in a higher grade for a portion of the day. For example, a seventh grader who had mastered pre-algebra concepts would be allowed to relocate to the eighth grade to take math. This practice would not be limited to AIG students. Performance would determine who would be placed.
  6. Subject skipping (Course Acceleration): Students are allowed to test out of specific subjects by proving that they have mastered the content/skills. This may mean students relocate to another grade level or they may stay in the same grade and be instructed by the teacher on another level. Acceleration could be made available to all students who demonstrated an acceptable level of proficiency.
  7. Grade skipping: Students are moved ahead a grade or grades. This works well with students who demonstrate a content mastery at three or more years above their current grade level. Social and emotional factors are given equal weight. This option would be available based on an individual case study. The gifted coordinator will provide support for the school committee.
  8. Special school: Parents may choose to access special schools, at their own expense, located throughout the state for their individual student.
  9. Projected options for development: Shadowing Program: Student shadows an individual whose career correlates with student interest.
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