A program for highly and profoundly gifted children

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A program for highly and profoundly gifted
children

• A program of the Bloomington Public Schools

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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 will be 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 Academy program for high/profoundly gifted
  children will consist 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 of Dimensions Curriculum

• Advanced content knowledge focuses students on
  developing new learning knowledge, as opposed
  to factual regeneration
• Concept learning will develop student
  understanding of any discipline and the
  relationship among disciplines and
• Process-product facet will promote 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 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 real-world
  applications and theoretical modeling within and
  across areas of study.
• Use of Advanced Grammar Study.
• All class use of Junior Great Books, WordMasters,
  Math Olympiad, History Day, and Geography Bee
  beyond what is normally 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 will be the Every Day
  Math series. Students will generally stay at
  grade-level with appropriate acceleration and
  deeper enrichment and extensions for greater
  understanding of mathematical concepts.
• Middle School The curriculum will be the
  accelerated CMP series--similar to the Honors
  Math program already used in the Middle School
  program.

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Key Elements of Dimensions 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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Critical thinking and creative expression

• Critical thinking skills curriculum infusion
• Decision making
• Problem solving
• Analysis of ideas and arguments
• Assessing information
• Deductive reasoning
• Metacognition
• Creative expression through
• Destination Imagination,
• Independent study/investigation in talent area,
• Incorporation into classroom curriculum through
  real-world problem solving initiatives
  (enrichment clusters).
• Students will attend grade level Specialist
  (Music, Art, Physical Education) with age-level
  peers.

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Key Elements of DimensionsSocial/Emotional Facet

• Development of a healthy sense of self through
  self-knowledge and self-acceptance
• Developing healthy relationships through
  understanding of self and others
• Developing appropriate expectations of self and
  others and
• Developing 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
  educational and social/emotional development,
• Friendship development,
• Underachievement.

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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 30 as of 10/04)

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Family involvement and parent education

• Parenting high/profoundly gifted children
  workshops
• Individual meetings/ communications/ supportive
  services developed for parents/guardians of
  children of color/low SES

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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 can
  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 (real-world
  problems).

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Placement Criteria

• Targeted Criteria--must have
• CALT gt98 on Reading and Math OR
• IQ Measuregt140
• Plus
• MCAV AND
• Teacher recommendation
• Considered--must have
• CALTgt95 on Reading and Math OR
• IQ Measuregt130
• Plus
• MCAIV or better, AND
• 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 January 7, 2005
• Placement notification
• Approximately January 30, 2005

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Application Process

• Eligibility/placement form
• District residents do not need to list CALT and
  MCA data
• Out of district must attach either IQ measure or
  standardized measure data
• Teacher recommendations and other educational
  professional recommendations are acceptable
• More information is better!

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Most Frequently Asked Questions

• Where is Dimensions Academy located?
• Currently, the 4/5 class is housed at Hillcrest
  Community School, 9300 Thomas Rd.
• Currently, the 6/7 class is 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- 910-315
• Oak Grove- 750-220

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Most Frequently Asked Questions

• Is transportation be provided?
• If the child is a resident of the Bloomington
  Public Schools, free 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?
• Only out-of-district students need 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.
  However, their role with Dimensions Academy does
  not diminish their duties with other G/T programs
  in the district.

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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 may have specialist,
  lunch and recess time with other students, and
  middle school students may have exploratory
  classes and lunch with other students.
• Can my child still participate in the District
  287 Advanced Math 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.

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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 is the make up of the Placement Committee?
• The G/T Staff, and a Representative from the
  Office of Educational Equity.
• What if there are more qualified applicants than
  available seats?
• A lottery system is used.

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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.
• 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, allowing
  exceptional learners to opportunities to explore
  talent areas before high school.