Brief Explanation of the Identification of Students for the Extended Services Program

  • Please see the Extended Services Parent Handbook for details posted

    Students qualify for Extended Services based on the following criteria:

    • Students have scores at or above the determined local percentile on assessments of academic achievement and cognitive ability. The local percentile is determined each year, at the end of each testing cycle, and depends on each grade-level cohort.
    • An instructional need for an extension of the core curriculum must be recognized and documented by the teacher.
    • Barrington fall data is reviewed for new students to the district in grades 3-8 and targeted 4th grade students (for fall placement).           

    *Note: A targeted student is a 4th grade student for whom staff believes would benefit from the extended services program, but spring data were insufficient to warrant placement at that time.

    • Barrington spring data is reviewed for all students in the district in grades 2-7 (for placement in the fall of the following school year).
    • A Full Spring Review Process is possible for students who require more data to determine placement and fall within the program criteria range (see details below). In preparation of the Spring Review, teachers administer performance-assessment tasks to qualifying students, which are then submitted as part of a portfolio to the Review Committee for consideration. Parent requests must be made in MARCH, however, we will examine all student data to proactively find students who potentially qualify for extended services.

    Please consult with your child's teacher to determine if a request for a full Spring Review is appropriate based on an instructional need for acceleration and student data above grade-level instruction.

    In Barrington School District 220, we recognize that students develop at different rates. To ensure a child’s continued progress, the child’s Extended Services teacher keeps parents informed on a regular basis. Open lines of communication are encouraged between students, teachers, administration and home. Every child’s success is our goal!

     

    Extended Services Criteria for Placement into Extended Self-Contained (ESC)

    (Centrally located at Hough Street Elementary School)

    Grades 3-5

    The Elementary Extended Self-Contained Program serves identified students in 3rd, 4th, and 5th grades who demonstrate the need for acceleration and enrichment beyond the scope of both the general education classroom and the Extended Resource Program. Typically, these students are performing at the top 1-2 percentile within the district. Students receive rigorous and accelerated instruction in reading and math, similar to those students in the Extended Resource program. Other academic subjects are compacted, allowing exploration and enrichment.

    Phase I: Extended Self-Contained (ESC) Review

    Placement for fall (the following school year) starts with a district data review of all 2nd through 4th graders each spring. LOCAL PERCENTILE RANK (LPR) is utilized. Norms change each testing period, for each grade level, based on the time of year (Winter and Spring).

    Any 2nd-4th student for ESC placement must be…

    • At or above 95%ile LPR in MAP Reading AND at above the 95%ile LPR in CogAT VERBAL...

    –AND–

    • At or above 95%ile LPR in MAP Math AND at above the 95%ile LPR in CogAT QUANTITATIVE 
    • Instructional need for personalized, accelerated instruction beyond the core curriculum and extended pull-out

     

    Phase II: Extended Self-Contained (ESC) Identification

    Students then engage in a one-to-one cognitive assessment with the Extended Services Program psychologist: WISC or Stanford-Binet. Once the assessment is completed a Review Committee of administrators analyzes the results of the top 1-2 percentile in the district to determine student placement.

     

    Extended Services Criteria for Placement into

    Extended Resource/Extended Classes

    Grades 3-8

     

    In Brief…

    Criteria 2016

      

    Phase I: INITIAL IDENTIFICATION/Automatic Placement

    Placement for fall (the following school year) starts with a district data review of all 2nd through 7th graders each spring. LOCAL PERCENTILE RANK (LPR) is utilized. Norms change each testing period, for each grade level, based on the time of year (Winter and Spring).

     

    Phase I Criteria:

    Any 2nd-7th grade student for Reading/English Language Arts placement must be…

    • At or above 90%ile LPR in MAP Reading AND at above the 93%ile LPR in CogAT VERBAL to automatically qualify for Extended Reading/Extended ELA Resource/Class.

     

    Any 2nd-6th grade student for Math placement must be…

    • At or above 90%ile LPR in MAP Math AND at above the 93%ile LPR in CogAT QUANTITATIVE to automatically qualify for Extended Math Resource/Class.

     

    Reminder, extended math services become a four-year sequence in grades 6-9. At the end of this experience, students are acclerated by two years.

     

    Any 5th-7th student for Science placement must be…

    • At or above 90%ile LPR in MAP Reading AND at above the 93%ile LPR in CogAT VERBAL...

    –AND–

    • At or above 90%ile LPR in MAP Math AND at above the 93%ile LPR in CogAT QUANTITATIVE to automatically qualify for Extended Science Class.

     


    Phase II: FULL SPRING REVIEW, Performance-Assessments Tasks

    Placement for fall (the following school year) starts with a district data review of all 2nd through 7th graders each spring. LOCAL PERCENTILE RANK (LPR) is utilized. Norms change each testing period, for each grade level, based on the time of year (Winter and Spring).

     

    Phase II Criteria:

    Any 2nd-7th grade student for Reading/English Language Arts placement must be/have…

    • An instructional need above the core curriculum and the teacher has differentiated
    • At or above 85%ile LPR in MAP Reading AND at above the 90%ile LPR in CogAT VERBAL to go through the Full Spring Review for potential placement in Extended Reading/Extended ELA Resource/Class
    • Student work samples needed
    • Performance-Assessment Tasks needed

     

    Any 2nd-7th grade student for Math placement must be/have…

    • An instructional need above the core curriculum and the teacher has differentiated.
    • At or above 85%ile LPR in MAP Math AND at above the 90%ile LPR in CogAT QUANTITATIVE to go through the Full Spring Review for potential placement in Extended Math Resource/Class.
    • Student work samples
    • Performance-Assessment Tasks needed

    Reminder, extended math services become a four-year sequence in grades 6-9. At the end of this experience, students are acclerated by two years. Due to this accelerated pace of instructin, it is not typical for students to enter Extended Math after grade 7.

     

    Any 5th and 7th grade student for Science placement must be/have…

    • An instructional need above the core curriculum and the teacher has differentiated
    • At or above 85%ile LPR in MAP Reading AND at above the 90%ile LPR in CogAT VERBAL...

    –AND–

    • At or above 85%ile LPR in MAP Math AND at above the 90%ile LPR in CogAT QUANTITATIVE to go through the Full Spring Review for potential placement in Extended Science Class.

    • Student work samples needed
    • Performance-Assessment Tasks needed

     

    Any 5th grade student for Visual Arts placement must have…

    • An instructional need above the core curriculum 
    • A portfolio with three pieces of original artwork:
      • Pencil drawing of a figure in motion
      • Design a product by drawing (2D) or building it (3D); include a brief description about your product
      • Free choice; either two-dimensional or three-dimensional drawing, painting, photography, sculpture, ceramics, collage, etc.

     

    *Anyone below this Phase II target range will not go through the Spring Review or take the performance-assessments, even if a parent request is made. This second Phase II range is to afford a more personal and individual review of students who have not met the original program criteria noted in Phase I. These standards are in place to protect the integrity of the District 220 Extended Services Program.

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