Description of Service Options, K-6
Kindergarten: Identified kindergarten students work with the Primary Resource Assistant five days a week for 30 minutes. Students receive extended challenge designed to build written and verbal communication skills.
Grades 1-3, Cluster Classrooms: In the primary grades, identified students are placed in a cluster classroom along with other randomly selected students with the goal of reducing the range for instruction. The cluster teacher has training to support him/her with the responsibilities that come with teaching a cluster class and/or is in the process of obtaining a license in gifted education. Cluster teachers are committed to the differentiation of instruction for high ability/gifted learners using instructional groupings based on readiness and ability for reading and math. Since grouping is based on a student’s readiness, identified students are grouped based on need, not a label. This also means other students within the class may be placed in the high ability grouping in math or reading. In addition, teachers at the grade level are sensitive to student needs, and if a teacher finds that a student is very advanced in math or reading and would be better served in an advanced grouping, then arrangements are made for the child to be included for that subject in the cluster class.
The Primary Resource Assistant supports differentiated instruction in the cluster classrooms by working with the cluster teachers on a part-time basis. The Primary High Ability Resource Assistant, trained to lead Junior Great Books discussions, supports the identified students’ work in the Junior Great Books Program which is part of the replacement reading curriculum. The Primary Resource Assistant meets with advanced readers, grades 2 and 3, five days a week for 40 minutes.
Grades 2-6, High Ability/Gifted Grade Level Math Classes: Identified math students participate daily for sixty minutes in an advanced curriculum. The pacing of instruction is accelerated to match the student level of readiness and supplemental materials, like the Project M2 or M3, enhance or replace grade level curriculum providing students with math experiences that move them beyond grade level standards. In grades 5 and 6, identified high ability math students are grouped together to facilitate the delivery of a more specifically tailored advanced curriculum.
Grades 4-6, High Ability/Gifted Advanced Language Arts: In the intermediate elementary grades, high ability/gifted learners who are identified based on general intellectual ability or academic aptitude, participate daily in a send-out accelerated language arts program (4th and 5th, 110 minutes and 6th , 90 minutes). The Junior Great Books program, College of William and Mary Language Arts curriculum units and a variety of supplemental reading, grammar, writing, vocabulary and spelling materials are utilized to advance reading, writing, and communication skills. The pacing of instruction and the complexity of the content, advances students’ skills beyond grade level standards.