for Highly and Profoundly Gifted Children

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for Highly and Profoundly Gifted Children

• A program of the Bloomington Public Schools

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What Parents Say

• Joe is really happy for the first time in a long
  time, and we feel we have our son back! We have
  seen his confidence go back up and he is a much
  more enjoyable child to have around. He likes
  all of the kids, and feels he has so many
  friends. This is such a change from all of the
  other group school experiences he has had...it
  takes our breath away that there are teachers and
  staff that really care and really enjoy these
  kids! He told me the other day that one of the
  things he likes so much about DA is that there
  are no bullies that tease him or call him weird.
  Wow.
• name changed

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The goal of Dimensions Academy

• To serve those students whose outstanding
  academic talent, advanced motivation, performance
  (or potential for performance) at high levels of
  accomplishment indicate their need for in-depth,
  complex and rigorous curriculum and instruction.

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Dimensions Academy

• The program is framed around an intense
  curriculum, which is designed to respond to
  gifted learners characteristics of precocity,
  intensity and complexity

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Program Description

• The program consists of five major components
• Advanced academic challenge
• Critical thinking and creative expression
• Social and emotional development and enhancement
• Focus on diversity, and
• Family involvement and parent education

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Key Elements the Curriculum

• Advanced content knowledge focuses students on
  developing new learning knowledge, as opposed
  to factual regeneration
• Concept learning develops student understanding
  of any discipline and the relationship among
  disciplines and
• Process-product facet promotes student
  opportunities for manipulating information at
  complex levels by employing generic and specific
  thinking models.

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Advanced Academic Challenge

• Advanced modification/differentiation of the
  district core curriculum.
• Incorporation of the William and Mary Curriculum
  Integrated Curriculum Model (ICM) for Gifted
  Learners emphasizing
• Advanced content knowledge that frames
  disciplines of study,
• Higher order thinking and processing, and
• Learning experiences around major issues, themes,
  and ideas that define both authentic applications
  and theoretical modeling within and across areas
  of study.
• Use of advanced grammar study.
• Classes use Junior Great Books, WordMasters, Math
  Olympiad, History Day, and Geography Bee beyond
  what is used in the regular school curriculum.
• Independent and in-depth interest studies to
  develop individual talent.

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Math Curriculum

• Elementary The curriculum used is the Every Day
  Math series. Students generally work above
  grade-level with appropriate acceleration and
  deeper enrichment and extensions for greater
  understanding of mathematical concepts.
• Middle School The curriculum used is the College
  Preparatory Math series. Students study
• Pre-algebra in grade 6
• Algebra I in grade 7
• Geometry in grade 8

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Key Elements of the Instruction

• Accelerating basic content experiences,
• Constructing meaning as the central goal,
• Use of higher order process models,
• Exploration of substantive content at a
  conceptual and abstract level,
• Inquiry as a fundamental tool for encouraging
  learning,
• Open-ended activities and questions that
  encourage further exploration or social action,
• Development of creative products to stimulate use
  of higher level thinking and problem-solving
  processes, and
• Extensions to pique interest around substantive
  content.

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Key Elements of theSocial/Emotional Facet

• Development of a healthy sense of self through
  self-knowledge and self-acceptance
• Development of a healthy relationships through
  understanding of self and others
• Development of an appropriate expectations of
  self and others and
• Development of a risk-taking behaviors in
  intellectual contexts.

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Social and Emotional Development and Enhancement

• Affective curriculum implemented with focus on
• Perceptions of giftedness,
• Over-involvement (sometimes considered
  over-achievement),
• Super-sensitivity,
• Perfectionism,
• Asynchrony--uneven development between academic
  and social/emotional development,
• Friendship development,
• Underachievement, and
• Stress.

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Focus on Diversity

• With assistance from the Office of Educational
  Equity recruit known qualified students
• Identify in K-2 students of color/low SES/ESL who
  have potential
• Currently 19 diverse membership (district
  average 32 as of 10/05)

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Family Involvement and Parent Education

• Parenting high/profoundly gifted children
  workshops
• Individual meetings/ communications/ supportive
  services developed for parents and guardians

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Characteristics of Dimension Academy Students

• Great curiosity, wide range of interests
• Large vocabulary, strong verbal abilities
• Good memory retains information easily
• Long attention span, persistence
• Sense of humor
• Leadership ability
• Independence, assertiveness
• Original, creative, imaginative
• Nonconforming, daring, risk-taking
• Cognitive reasoning ability, abstractions,
  complex ideas

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Characteristics of Dimension Academy Students

• Precocity advanced development in reading and
  math--at least 2 years. These students
  typically master new materials in 1/3rd to 1/2
  the time of typical learners
• Intensity may display in emotional
  responsiveness, and/or ability to focus and
  concentrate for long periods of time, thus
  requiring depth of subject matter.
• Complexity engaged in higher level and abstract
  thinking at young ages. Prefer hard and
  challenging work-above age level. Enjoy working
  on multiple levels simultaneously (authentic
  problems).

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Placement Criteria

• Highly Qualified Candidates--must have
• CALT gt98 (nationally) on Reading and Math
• OR
• IQ Measuregt140
• Plus
• Teacher recommendation
• Qualified Candidates--must have
• CALTgt95 (nationally) on Reading and Math
• OR
• IQ Measuregt130
• Plus
• Teacher recommendation
• Other data considered for placement--parent,
  outside consultant/psychologist, other school
  district criteria
• After acceptance to the program, if the program
  is found NOT to meet the needs of the child, the
  child will be counseled out of the program.

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Application Process

• Application deadline
• Postmarked by March 3, 2006
• Placement notification
• Approximately March 30, 2006

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Application Process

• Eligibility/placement form
• Students not currently attending a Bloomington
  Public School must attach either IQ measure or
  standardized measure data
• Teacher recommendations and other educational
  professional recommendations may accompany
  application or be sent directly to the Office of
  Gifted Education
• More information is better!

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Application Process

• Placement procedure
• First tier placement consideration
• Highly Qualified Candidates who currently attend
  a Bloomington Public School
• Second tier placement consideration
• Highly Qualified Candidates who do not currently
  attend a Bloomington Public School
• Third tier placement consideration
• Qualified Candidates who currently attend a
  Bloomington Public School
• Fourth tier placement consideration
• Qualified Candidates who do not currently attend
  a Bloomington Public School
• Attendance in a BPS prior to the
  application deadline (3/6/06)

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Most Frequently Asked Questions

• Where is Dimensions Academy located?
• The 4/5 class is housed at Hillcrest
  Community School, 9300
  Thomas Rd.
• The middle school classes are housed at Oak
  Grove Middle School, 1300 W 106th St.

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Most Frequently Asked Questions

• What are the school hours?
• Students in both sites follow the school hours
• Hillcrest- 910 a.m. - 330 p.m.
• Oak Grove- 750 a.m. -220 p.m.

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Most Frequently Asked Questions

• Is transportation provided?
• If the child is a resident of the Bloomington
  Public Schools, transportation is provided.
  Families living outside of the district provide
  their own transportation.

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Most Frequently Asked Questions

• Is there a cost to attend Dimensions Academy?
• There is no cost for this program. Students
  living outside of the Bloomington School District
  qualify for open-enrollment transfers at no cost
  except that parents are responsible for
  transportation.

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Most Frequently Asked Questions

• How are students selected for Dimensions Academy?
  
• Students are selected based on the admission
  criteria. Admission criteria are available on
  the Dimensions Academy website at
  www.blooomington.k12.mn.us or on the Dimensions
  Academy placement form. A Placement Committee,
  made up of the District G/T staff, and Office of
  Educational Equity representative, make placement
  recommendations. This program is not for all
  students therefore, careful consideration is
  used as to whether this program fits each
  students needs.

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Most Frequently Asked Questions

• Do students need an IQ test?
• Out-of-district students are encouraged to have
  an IQ measure to qualify for Dimensions Academy.
  Students currently attending the Bloomington
  Public Schools only need Computerized Achievement
  Level Test data Bloomington Public School
  students do not need an IQ measure. The
  Bloomington Public Schools does not provide IQ
  testing for admissions to Dimensions Academy.

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Most Frequently Asked Questions

• Does my child need a teacher recommendation?
• Yes. All students applying to Dimensions Academy
  must have either a teacher or other
  educational/psychological expert recommendation.

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Most Frequently Asked Questions

• Does Dimensions Academy siphon off resources from
  Bloomingtons other gifted/talented programs and
  services?
• No. Dimensions Academy is one element of the
  continuum of services provided within the
  Bloomington Public Schools for gifted children.
  Cluster grouping, enrichment options and
  differentiation of instruction continue to be
  provided.

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Most Frequently Asked Questions

• If my child is not admitted to Dimensions
  Academy, will he/she still get a good education?
• Yes. The Bloomington Public Schools prides
  itself in assuring that each of our learners will
  develop the knowledge, skills, and ethics
  necessary to achieve educational excellence and
  thrive in a rapidly changing world. Our Cluster
  Classroom model and differentiation of curriculum
  and instruction ensure that gifted and talented
  students needs are met. Dimensions Academy is
  not for students whose academic needs are being
  met within the Cluster Classroom or the regular
  classroom.

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Most Frequently Asked Questions

• Arent the Cluster Classroom and Honors courses
  the model for meeting the needs of gifted
  children in the Bloomington Public Schools?
• Many gifted and talented children do very well in
  Cluster Classrooms and Honors courses.
  Dimensions Academy is NOT for those students.
  Dimensions Academy was specifically designed to
  meet the needs of highly/profoundly gifted
  students whose exceptional educational and
  social/emotional needs extend significantly
  beyond the curriculum and instruction provided in
  the Cluster Classroom or Honors courses.

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Most Frequently Asked Questions

• What is the role of the gifted specialists in
  Dimensions Academy?
• The Elementary and Middle School Specialists are
  intimately involved with Dimensions Academy,
  through mentoring/coaching teachers and providing
  curriculum and instructional support.

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More Questions

• Does Dimensions Academy have the same resources
  as other schools?
• Yes. DA is a program of the BPS and shares in
  the same resources as other programs (I.e.
  nursing staff, lunch, social workers, etc.)
• What about after-school events?
• Students are able to participate in after-school
  programs.
• What about field trips?
• Dimensions Academy students participate in
  grade-level field trips if the trip is considered
  a critical part of the curriculum.

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More Questions

• Do students in Dimensions have other classes with
  non-Dimensions students?
• Depending on the schedule created at the school
  site, elementary students have specialist, lunch
  and recess time with other students, and middle
  school students have exploratory classes and
  lunch with other students.
• Can my child still participate in the District
  287 Advanced Math, EPGY or UMTYMP program?
• We would prefer that the students participate in
  the math program provided by DA, but we will
  work with each child individually.
• Will this program cause my child to do MORE
  homework than the cluster classroom or regular
  classroom?
• We respect that gifted children are often over
  scheduled and/or have many interests therefore,
  the intent of homework is to either extend or
  enrich classroom learning. Because the
  curriculum is more in-depth-we have found that
  the DA students need close guidance in managing
  their homework time and stress level.

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More Questions

• Doesnt this program develop an elitist attitude
  among students and families?
• Dimensions Academy is about providing children
  with exceptional learning needs an appropriately
  challenging education. Contrary to popular
  belief, when the gifted are placed in classes
  together, they do not come to the conclusion they
  are better than everyone else. Rather they are
  humbled by finding peers who know more than they
  do. Just as in sports or music, every child has
  differing levels of need. All efforts are made to
  ensure students, families and community are aware
  that this program is about educational need not
  better treatment.
• Shouldnt ALL students have access to this type
  of curriculum and instruction?
• All students have the right to higher level
  thinking and advanced content, but most students
  would not benefit from the level of rigor, pace
  or depth of curriculum content used for
  high/profoundly gifted children.

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More Questions

• What if there are more qualified applicants than
  available seats?
• A lottery system is used.
• What is the Bloomington Public Schools
  commitment to this program?
• The School Board, Superintendent, and senior
  administration are strongly supportive of the G/T
  programs and Dimensions Academy. Quality
  programming is a hallmark of the Bloomington
  Public Schools, and as long as DA maintains its
  quality focus the program will continue to be
  supported.

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More Questions

• Does a student need to re-apply each year?
• No. Once the student is in and is successful in
  the program, he/she remains in the program.
• What if we decide not to accept this year, and we
  decide to go the following year, will we get
  first priority that next year?
• No, the student will need to re-apply each year.

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More Questions

• What if we accept, and then decline--can we
  return to our home school?
• Yes. We require all accepted students to complete
  at least one full school year of the program.
  Transitions between schools can be stressful for
  both the student and the schools.
• What will happen to Dimensions Academy students
  after 8th grade?
• DA students are good candidates for our High
  Schools Honors and AP courses. Students must
  meet the High School standards/criteria for
  acceptance into Honors courses. DA students do
  not get preference.

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Benefits

• Students spend a majority of the school day with
  other students who are peers in both age and
  ability. This allows for high level of peer
  support, and students are less likely to feel as
  if they are outcasts or oddities among their
  classmates.
• The curriculum is designed to meet the
  educational needs of gifted students. There is
  little need for adapting an all-purpose general
  curriculum to the demands of a few exceptional
  learners.
• Having a critical mass of students allows the
  teacher better opportunities for meeting the
  needs of exceptional learners.
• Students have the ability to research and study
  topics in greater depth than is allowable in a
  heterogeneous classroom, thus giving exceptional
  learners opportunities to explore talent areas
  before high school.