Overview of Gifted and Talented Programs · Overview of Academically Talented and Gifted Services:...

Overview of Academically Talented

and Gifted Services:

A Handbook for Parents

NAPERVILLE COMMUNITY UNIT SCHOOL DISTRICT 203

203 West Hillside Road • Naperville, IL 60540-6589

630.420.6300

Table of Contents

District Mission ........................................................................................................................ 3

Academically Talented and Gifted Belief Statements ............................................................. 3

Description of Services............................................................................................................. 4

Honors Mathematics ...................................................................................................................................... 4

Project IDEA .................................................................................................................................................... 4

Project IDEA Plus ............................................................................................................................................ 5

Progression of Studies/Coursework................................................................................................................ 6

Identification and Placement ................................................................................................... 8

Resources ............................................................................................................................... 11

Appendix A: Identification and Placement Flowcharts ........................................................ 12

Appendix B: Placement Matrices .......................................................................................... 20

3 District 203 Overview of Academically Talented and Gifted Services

District Mission The Mission of Naperville Community Unit School District 203 is to produce students who are Self-Directed Learners:

Initiates, prioritizes, and evaluates achievable goals Seeks continuous learning opportunities Manages multiple tasks and life demands Takes responsibility for all choices Demonstrates positive choices for physical, social, spiritual, and emotional health Maintains a positive outlook

Skills: Independence, Accountability, Organization, Wellness Collaborative Workers:

Works within diverse groups to achieve a common goal Monitors and manages own role and behavior as a group member Offers and accepts constructive criticism Demonstrates consideration and respect for self and others

Skills: Teamwork Complex Thinkers:

Selects, applies, and reflects upon the processes to solve problems Accesses, evaluates, integrates, and cites information from primary and secondary resources Receives and expresses knowledge through spoken, written, visual, and tactile language Perceives, creates, and respects aesthetic meaning of behavioral, natural, and artistic expression

Skills: Research, Communication, Aesthetic Appreciation, Critical Thinking Quality Producers:

Creates products to achieve an authentic purpose Constructs products appropriate for audience and context Designs and develops products/presentations that reflect integrity, confidence, objectivity, and

craftsmanship Uses relevant computer technology wisely, ethically, and efficiently

Skills: Presentation, Technology Community Contributors:

Explores individual and societal connections which impact communities of all sizes Develops respect for self and empathy for those of diverse abilities, cultures, and beliefs Plans and takes action for creating community in a variety of settings Exercises the rights and responsibilities of citizenship

Skills: Global Awareness, Acceptance of Self and Others

Academically Talented and Gifted Belief Statements We believe that a student’s talents and gifts manifest themselves in multiple ways across all cultural and

economic strata and at different times during a student’s academic journey. We believe that all students should be educated and nurtured in a climate where their talents and

potential are valued and fostered. We believe that all students should be supported and challenged by a program of study with rigorous

and relevant curriculum so that students can achieve at levels commensurate with their intellect and ability and reach their full potential.

We believe that all students who exhibit exceptional intellect or who perform, or have demonstrated the potential to perform, at superior levels when compared to others of their age, experience, and/or environment in academic disciplines should have advanced learning opportunities available to them.


Description of Services Honors Mathematics

Honors Mathematics is for academically talented students who demonstrate mathematical understanding,

problem solving, and reasoning skills. Honors Mathematics students are able to demonstrate that they

grasp mathematics concepts quickly, see patterns, think flexibly, and make connections across disciplines.

Honors Mathematics begins as early as second trimester of Grade 3 and continues through Grade 8. At the

elementary schools, pull-out Honors Mathematics instruction takes place during the normally scheduled

math block. In junior high, Honors Mathematics instruction takes place during the student’s normally

scheduled math class. Elementary Honors Mathematics is offered at all fourteen elementary schools and

segues into junior high Honors Mathematics, which is offered at all five junior high schools.

Honors Mathematics students progress through the critical objectives of the Illinois Math Learning

Standards at an accelerated rate. Therefore, students in Honors Mathematics complete Algebra 1 in Grade

8 and enroll in Honors Geometry in their first year of high school. An overview of the Honors Mathematics

curriculum is available at the district website.

Project IDEA

Project IDEA (Increase and Develop Excellence in Academics), also known as PI, is for academically talented

students who demonstrate advanced reading comprehension. PI students are able to demonstrate

knowledge of complex vocabulary, critically analyze a variety of texts, understand and evaluate varying

perspectives, use evidence to develop coherent arguments, and make connections across disciplines.

PI begins as early as Grade 4 and continues through Grade 8. At the elementary schools, pull-out PI reading

instruction takes place during the normally scheduled reading block. In junior high, PI literacy instruction

takes place during the student’s normally scheduled English language arts (ELA) class. Elementary PI is

offered at all fourteen elementary schools and segues into junior high PI, which is offered at all five junior

high schools.

In elementary school, PI students deepen reading comprehension and analysis using complex texts, and

then in junior high, PI students engage in deep learning within all of the literacy strands (i.e., reading,

writing, speaking and listening, and language) of the Illinois English Language Arts Learning Standards. In

their first year of high school, students enroll in Honors English 1. An overview of the PI curriculum is

available at the district website.

https://www.isbe.net/Pages/Math.aspx


https://www.isbe.net/Pages/English-Language-Arts.aspx


Project IDEA Plus

Project IDEA Plus, also known as PI+, is a magnet program designed for top performing students who have

been previously identified for Project IDEA and Honors Mathematics. PI+ students have superior cognitive

resources for learning and typically show very high levels of achievement in all school subjects. These

students exhibit creativity and excel at original problem solving, producing ideas, generating original

problems, critical thinking, and analysis. They adeptly transfer and use previous experience or knowledge to

solve problems and to learn and make meaning of new concepts, continually making connections across

disciplines.

The PI+ magnet program begins as early as Grade 4 and continues through Grade 8. In elementary school,

students in the PI+ magnet program attend Meadow Glens Elementary School and receive PI+ instruction

throughout the day in mathematics, science, literacy, and social science. In junior high, students in the PI+

magnet program attend Kennedy Junior High School and receive PI+ instruction during the student’s

normally scheduled classes for mathematics, science, English language arts (ELA), and social science. An

overview of the PI+ curriculum is available at the district website.

PI+ students progress through the critical objectives of the Illinois Math Learning Standards at an

accelerated rate. Therefore, students receiving PI+ math instruction complete Algebra 1 in Grade 7,

complete Honors Geometry in Grade 8, and enroll in Honors Algebra 2 in their first year of high school.

PI+ students will engage in science and engineering practices to gain a deep understanding of the

disciplinary core ideas (DCIs) and crosscutting concepts outlined in the Illinois Science Learning Standards.

The DCIs are grouped into four domains: physical science, life science, earth and space science, and

engineering. In their first year of high school, PI+ students enroll in Honors Chemistry.

In elementary school, PI+ students engage in a multiage humanities block which integrates literacy and

social science learning. In junior high, PI+ students continue to engage in deep learning of the literacy

strands of the Illinois English Language Arts Learning Standards in their ELA class. In their social science

class, PI+ students engage in inquiry to create deeper understanding of social science content outlined in

the Illinois Social Science Learning Standards. The disciplinary concepts are divided into the four core

disciplines of social science: civics, economics, geography, and history. In their first year of high school, PI+

students enroll in Honors English 1 and enroll in World Cultures, World History, or AP World History.


https://www.isbe.net/Pages/Science.aspx

https://www.isbe.net/Pages/English-Language-Arts.aspx

https://www.isbe.net/Pages/Social-Science.aspx


Progression of Studies/Coursework

MATH

Core/Regular Mathematics Honors Mathematics Project IDEA+ Mathematics

Grade K-2 In-class math instruction and enrichment

N/A N/A

Grade 3 In-class math instruction and enrichment

Begins second trimester with pull-out Honors Math instruction during normally scheduled math block

N/A


Pull-out Honors Math instruction during normally scheduled math block

In-class PI+ Math instruction (magnet program at Meadow Glens Elementary School)


Pull-out Honors Math instruction during normally scheduled math block

In-class PI+ Math instruction (magnet program at Meadow Glens Elementary School)

Grade 6 Instruction during normally scheduled math class

Honors Math instruction during normally scheduled math class

PI+ Math instruction during normally scheduled math class (magnet program at Kennedy Junior High School)


Honors Math instruction during normally scheduled math class

Algebra 1 instruction during normally scheduled math class (magnet program at Kennedy Junior High School)


Algebra 1 instruction during normally scheduled math class

Honors Geometry instruction during normally scheduled math class (magnet program at Kennedy Junior High School)

Grade 9 Algebra 1 Algebra 1 w/ Geometry

Honors Geometry Honors Algebra 2

Grade 10 Geometry Algebra 2 Honors Algebra 2 Honors Precalculus

Grade 11 Algebra 2 Precalculus and/or A.P. Statistics

Honors Precalculus and/or A.P. Statistics

A.P. Calculus BC and/or A.P. Statistics

Grade 12

Business Precalculus, Precalculus, and/or A.P. Statistics

A.P. Statistics A.P. Calculus AB, and/or

Discrete Math & Statistics

A.P. Calculus BC and/or A.P. Statistics

Multivariable Calculus and/or A.P. Statistics


LITERACY

Core/Regular Literacy Project IDEA (Reading/ELA) Project IDEA+ Literacy/ELA

Grade K-2 In-class literacy instruction and enrichment

N/A N/A

Grade 3 In-class literacy instruction and enrichment

N/A N/A


Pull-out Project IDEA reading instruction during normally scheduled reading block

In-class PI+ literacy instruction (magnet program at Meadow Glens Elementary School)


Pull-out Project IDEA reading instruction during normally scheduled reading block

In-class PI+ literacy instruction (magnet program at Meadow Glens Elementary School)

Grade 6 Instruction during normally scheduled ELA class

Project IDEA literacy instruction during normally scheduled ELA class

PI+ ELA instruction during normally scheduled ELA class (magnet program at Kennedy Junior High School)







Grade 9 English 1 (or Honors English 1) Honors English 1 Honors English 1

Grade 10 English 2 or English 2: Journalism

Honors English 2 or Honors English 2: Journalism

Honors English 2 or Honors English 2: Journalism

Grade 11 English 3 or American Studies

A.P. Language and Composition or Honors English 3

A.P. Language and Composition or Honors English 3

Grade 12

Senior Rhetoric, Writing Styles and Forms, Creative Writing, 21st Century Literature, English Literature, Traditions in Communication, Themes in Western Literature and Art, World Literature, Literary Themes, or other Comm Arts course

Honors Senior Rhetoric, A.P. Literature and Composition, or any other Comm Arts course

Honors Senior Rhetoric, A.P. Literature and Composition, or any other Comm Arts course


Identification and Placement

Naperville Community Unit School District 203 ensures that all students are given an opportunity to be screened for placement into academically talented and gifted services each year. See Description of Services to learn more about these services. Identification and placement is determined by both formal assessments as well as teacher rating scales. Data collected during the identification process are placed on a matrix to determine if placement in academically talented and gifted services is appropriate. Students enrolled in academically talented and gifted services do not need to requalify for ongoing placement.

IDENTIFICATION AND PLACEMENT CRITERIA AND DESCRIPTIONS

Naperville CUSD 203 uses multiple criteria to determine whether placement in academically talented and gifted services would be appropriate. No one criterion, on its own, provides a conclusive decision as to whether a student should be placed into these services. Rather, the five criteria, taken together, provide a holistic picture of a student and are used collectively to determine if placement would be appropriate.

NWEA MAP Growth (MAP) MAP is a nationally-normed, computer-adaptive test that measures the student’s ability level in reading and mathematics.

Cognitive Abilities Test (CogAT) CogAT is a nationally-normed test that provides a description of the student’s own cognitive resources for learning by measuring verbal, quantitative, and nonverbal reasoning abilities.

Iowa Assessments (IOWA) IOWA is a nationally-normed test that measures student achievement in reading, vocabulary, and mathematics.

Placement Tests The placement tests for Grades 3-6 Honors Math and Grades 4-8 Project IDEA are district-developed and locally-normed assessments, the placement test for Grades 7-8 Honors Math is the Iowa Algebra Aptitude Test (IAAT), and the placement test for Grades 4-8 Project IDEA Plus is the Figural Torrance Test of Creative Thinking (TTCT). Both the IAAT and the TTCT are nationally-normed tests.

Renzulli Scales The Renzulli Scales is a standardized, observational instrument that is completed by the student’s current teacher. The items on the scales are observable behaviors and characteristics that gifted children tend to exhibit.

See Appendix A for identification and placement flowcharts and Appendix B for placement matrices. See the district website for the identification and placement timelines.

https://www.naperville203.org/Page/2316#performance

https://www.naperville203.org/Page/2316#cogat

https://www.naperville203.org/Page/2316#iowas


Additional Information about the Placement Tests and Renzulli Scales

PLACEMENT TESTS

Honors Mathematics, Grades 3-6 The placement test for each grade is a district-developed and locally-normed test that assesses the student’s ability to answer challenging problem-solving questions. Each test is a paper-pencil test and is not multiple choice. Students can receive partial credit for showing their thinking as they solve the given problems.

Honors Mathematics, Grades 7-8 The placement test is the Iowa Algebra Aptitude Test (IAAT), which assesses the student’s ability in the areas of pre-algebraic number skills and concepts, interpreting mathematical information, representing relationships, and using symbols. IAAT is a nationally-normed test and is a paper-pencil test.

Project IDEA, Grades 4-8 The placement test for each grade is a district-developed and locally-normed test that assesses the student’s ability to answer multiple-choice, reading comprehension questions and compose a written response about complex texts. The test is a paper-pencil test.

Project IDEA Plus, Grades 4-8 The placement test for each grade is the Figural Torrance Test of Creative Thinking (TTCT), which uses three picture-based exercises to assess five mental characteristics and creative strengths. TTCT is a nationally-normed test and is a paper-pencil test.

RENZULLI SCALES

Naperville Community Unit School District 203 uses the Renzulli Scales to gather teacher input during the identification and placement process. Supported by 40 years of research, this standardized, observational instrument is completed by teachers, who rate their current students on certain observable behaviors and characteristics that gifted children tend to exhibit such as having an interest in analyzing the mathematical structure of a problem, using advanced vocabulary, grasping underlying principles, and making generalizations from complex information. The teacher rates the student based on his/her observation of how frequently the student demonstrates these characteristics. The children who demonstrate these characteristics more frequently are more likely to be gifted. For identification purposes, the average of each scale is determined.

Honors Mathematics Teachers complete the following scales.

Learning Characteristics

Motivation Characteristics

Mathematics Characteristics

Project IDEA Teachers complete the following scales.



Communication Characteristics

Project IDEA Plus Teachers complete the following scales.



Communication Characteristics

Planning Characteristics

Creativity Characteristics


Appeals Process Naperville Community Unit School District 203 uses multiple criteria to determine whether placement in academically talented and gifted services would be appropriate. No one criterion, on its own, provides a conclusive decision as to whether or not a student should be placed into these services. Rather, the criteria, taken together, provide a holistic picture of a student and are used collectively to determine if placement would be appropriate. Each year, student performance and progress are monitored, and all students are given an opportunity to be screened for placement into academically talented and gifted services. Therefore, it is possible that your child may be eligible for services in the future. When is the appeals process appropriate? In some instances, a student, who is not eligible for further testing or for services, may exhibit evidence that demonstrates placement in academically talented or gifted services may be appropriate. Under these circumstances, school personnel, parents/guardians, or the student can initiate the appeals process delineated below. What are the steps of the appeals process?

1. The individual initiating the appeal submits the appropriate appeals request to Learning Services. Individuals should not solicit others to submit an appeals request on behalf of the student. The appeals request forms are available on the district website.

Submit the appeals request via email to [email protected] or via mail to Learning Services, Attn: Appeals Committee, 203 W. Hillside Road, Naperville, IL 60540.

Deadlines for appeals are listed on the appeals request forms. 2. The student’s parent/guardian(s), teacher(s), and school counselor (at the junior high level) will be

informed that the appeals request has been received and that the appeals process has been initiated.

3. The Appeals Committee, consisting of a team of district professionals, will review information submitted with the appeals request along with relevant past and present assessment data and academic performance. The committee will come to consensus in making a decision.

4. The Appeals Committee will communicate the decision regarding the appeal to the following:

The administration at the student’s school

The parent/guardian of the student What are the potential outcomes? The Appeals Committee will come to consensus in order to make one of the following possible decisions:

The student is eligible for further testing.

The student’s current placement is appropriate.

The student is granted provisional placement for the first year in the program. Placement will be reviewed at the end of each trimester.

The committee’s decision is final for all placement appeals for the school year. What information is requested? A rationale for the appeal should be provided on the appeals request form. Additionally, as an option, one artifact that represents the student’s academic ability in the area of appeal can be submitted. Appropriate artifacts to support the rationale and the content area and may include but are not limited to documentation of outside work, an award/recognition from an outside activity, or a letter of support from a coach of activity leader. Please note that it is not necessary to submit copies of past and present assessment data and/or report cards that are part of the student’s record within the district.

mailto:[email protected]


Resources IAGC – Illinois Association for Gifted Children http://www.iagcgifted.org/

The Illinois Association for Gifted Children (IAGC) is an organization of parents, educators, and others

committed to the education and development of children with diverse gifts and talents. They educate,

support, and influence those who touch the lives of children and focus energies to meet the needs of

children with gifts and talents in Illinois.

NAGC – National Association for Gifted Children http://www.nagc.org/

The National Association for Gifted Children (NAGC) is an organization of parents, teachers, educators, other

professionals, and community leaders who unite to address the unique needs of children and youth with

demonstrated gifts and talents as well as those children who may be able to develop their talent potential

with appropriate educational experiences.

STAGE 203 – Supporters of Talented and Gifted Education http://stage203.org/

Supporters of Talented and Gifted Education (STAGE) is a volunteer community that advocates for

educational excellence and opportunity for talented and gifted children in Naperville Community Unit

School District 203.

http://www.iagcgifted.org/

http://www.nagc.org/

http://stage203.org/

Appendix A: Identification and Placement Flowcharts Flowchart for Placement into Grade 3 Honors Math Flowchart for Placement into Grade 4 Honors Math, Project IDEA, or Project IDEA Plus Flowchart for Placement into Grade 5 Honors Math, Project IDEA, or Project IDEA Plus Flowchart for Placement into Grade 6 Honors Math, Project IDEA, or Project IDEA Plus Flowchart for Placement into Grade 7 Honors Math, Project IDEA, or Project IDEA Plus Flowchart for Placement into Grade 8 Honors Math, Project IDEA, or Project IDEA Plus Flowchart for Students New to the District

Updated 7/23/19

IDENTIFICATION FLOWCHART FOR PLACEMENT INTO GRADE 3 HONORS MATHEMATICS

Universal Testing (Fall of Grade 3)

Cognitive Abilities Test (CogAT) and

NWEA MAP Growth (MAP)

CogAT Composite QN = 90 APR or above or

Appeal for further testing granted

Further Testing

Iowa Math Assessment and

District Honors Math Placement Test

Teacher Observation Inventory

Renzulli Scales

10 points or more on Honors Math Placement Matrix or

Appeal for placement granted

Begin Grade 3 Honors Math

in Trimester 2

https://www.naperville203.org/cms/lib/IL01904881/Centricity/Domain/97/G3-8%20HM%20Placement%20Matrix.pdf

Updated 7/23/19

IDENTIFICATION FLOWCHART FOR PLACEMENT INTO GRADE 4 ACADEMICALLY TALENTED AND GIFTED SERVICES


Renzulli Scales

MAP Math = 90 NPR or above or

Appeal for Honors Math CogAT testing granted

Further Testing



10 points or more on Honors Math Placement Matrix

or Appeal for placement granted

Grade 4 Honors Math Placement

Cognitive Abilities Test (CogAT)

Quantitative and Nonverbal Batteries


Appeal for further testing granted for Honors Math

Universal Testing (Winter of Grade 3)



Verbal, Quantitative, and Nonverbal Batteries

MAP Math and Reading = 90 NPR or above or

already enrolled in Honors Math or

Appeal for PI+ CogAT testing granted

1 CogAT battery = 132 SAS or above and 2 other CogAT batteries = 129 SAS or above or appeal for further testing granted for PI+

Further Testing

Figural Torrance Test of Creative Thinking (TTCT)


Renzulli Scales

5 Points or more on Project IDEA Plus Placement Matrix and qualifies for

Honors Math and Project IDEA placement or Appeal for placement granted

Grade 4 PI+ Placement at Meadow Glens

MAP Reading = 90 NPR or above or

already enrolled in Honors Math or

Appeal for Project IDEA CogAT testing granted


Renzulli Scales

Further Testing

Iowa Vocabulary and Reading Assessments and

District Project IDEA Placement Test


Verbal Battery

CogAT Verbal = 90 APR or above or

Appeal for further testing granted for Project IDEA

10 points or more on Project IDEA Placement Matrix

or Appeal for placement granted

Grade 4 Project IDEA Placement


https://www.naperville203.org/cms/lib/IL01904881/Centricity/Domain/97/G4-8%20PIP%20Placement%20Matrix.pdf


https://www.naperville203.org/cms/lib/IL01904881/Centricity/Domain/97/G4-8%20PI%20Placement%20Matrix.pdf

Updated 7/23/19



Renzulli Scales

Further Testing



10 points or more on Honors Math Placement Matrix or appeal for placement granted





Renzulli Scales

Further Testing






or appeal for placement granted



NWEA MAP Growth (MAP) and


1 CogAT battery = 132 SAS or above and 2 other CogAT batteries = 129 SAS or above

or appeal for further testing granted for PI+

Further Testing



Renzulli Scales

5 points or more on Project IDEA Plus Placement Matrix and qualifies for

Honors Math and Project IDEA or appeal for placement granted

Grade 5 PI+ Placement at Meadow Glens





Updated 7/23/19



Renzulli Scales

MAP Math = 90 NPR or above or

Appeal for Honors Math CogAT testing granted

Further Testing









MAP Reading = 90 NPR or above or

Appeal for Project IDEA CogAT testing granted


Renzulli Scales

Further Testing




Verbal Battery









or Appeal for further testing granted for PI+

Further Testing



Renzulli Scales



Grade 6 PI+ Placement at Kennedy Junior High

MAP Math and Reading = 90 NPR or above or

Appeal for PI+ CogAT testing granted







Updated 7/23/19



Renzulli Scales

MAP Math = 90 NPR or above and register for CogAT testing

or Appeal for Honors Math CogAT testing granted

Further Testing

Iowa Math Assessment and Honors Math Placement Test: Iowa

Algebra Aptitude Test (IAAT)







MAP Reading = 90 NPR or above and register for CogAT testing

or Appeal for Project IDEA CogAT testing granted


Renzulli Scales

Further Testing




Verbal Battery










Further Testing



Renzulli Scales




MAP Math and Reading = 90 NPR or above and register for CogAT testing

or Appeal for PI+ CogAT testing granted







Updated 7/23/19

NEW STUDENT (Please note that the order in which the tests are administered may not exactly follow the chart below.)

IDENTIFICATION FLOWCHART FOR PLACEMENT ACADEMICALLY TALENTED AND GIFTED SERVICES


Students who have accumulated at least 4 points but not yet 8 points on the Honors Math Placement Matrix

MAP Math = 90 NPR or above

8 points* or more on Honors Math Placement Matrix

*Renzulli Scales are waived for new students.

Honors Math Placement



Iowa Assessments

Math

Further Testing

Placement Test

MAP Reading = 90 NPR or above

Further Testing

Placement Test


Verbal Battery

Iowa Assessments

Vocabulary and Reading

Students who have accumulated at least 4 points but not yet 8

points on the Project IDEA Placement Matrix.

8 points* or more on Project IDEA Placement Matrix


Project IDEA Placement

MAP Math and Reading = 90 NPR or above




Further Testing


4 points* or more on Project IDEA Plus Placement Matrix and qualifies for

Honors Math and Project IDEA placement


PI+ Placement at Meadow Glens Elementary School

or at Kennedy Jr. High

Please see also the Timeline for Placement

of Students New to the District.








https://www.naperville203.org/Page/6023

https://www.naperville203.org/Page/6023

Appendix B: Placement Matrices Honors Math Placement Matrix Grades 3-8 Project IDEA Placement Matrix Grades 4-8 Project IDEA Plus Placement Matrix Grades 4-8

APR = Age Percentile Rank NPR = National Percentile Rank PR = Percentile Rank

Honors Mathematics

Placement Matrix Grades 3-8

0 points 1 point 2 points 3 points 4 points


Quantitative/Nonverbal Composite APR ≤ 89 90 - 92 93 - 95 96 - 97 98 - 99

NWEA MAP Growth

Mathematics NPR ≤ 89 90 - 92 93 - 95 96 - 97 98 - 99

Iowa

Mathematics NPR ≤ 89 90 - 92 93 - 95 96 - 97 98 - 99

Placement Test PR ≤ 89 90 - 92 93 - 95 96 - 97 98 - 99

Renzulli Scales Profile

Learning, Motivation, and Mathematics

No scales “Always” or “Frequently”

One scale “Always” or “Frequently”

Two scales “Always” or “Frequently”

Three scales “Always” or “Frequently”

At least two scales “Always”

A student must have 10 points to be eligible for placement into Honors Mathematics.

For information regarding identification and placement, please see the Academically Talented page found at www.naperville203.org.

http://www.naperville203.org/

APR = Age Percentile Rank NPR = National Percentile Rank LPR = Local Percentile Rank

Project IDEA

Placement Matrix Grades 4-8

0 points 1 point 2 points 3 points 4 points


Verbal APR ≤ 89 90 - 92 93 - 95 96 - 97 98 - 99

NWEA MAP Growth

Reading NPR ≤ 89 90 - 92 93 - 95 96 - 97 98 - 99

Iowa

Reading Total NPR ≤ 89 90 - 92 93 - 95 96 - 97 98 - 99

Placement Test LPR ≤ 89 90 - 92 93 - 95 96 - 97 98 - 99


Learning, Motivation, and Communication

No scales “Always” or “Frequently”

One scale “Always” or “Frequently”

Two scales “Always” or “Frequently”

Three scales “Always” or “Frequently”

At least two scales “Always”

A student must have 10 points to be eligible for placement into Project IDEA.



SAS = Standard Age Score CI = Creativity Index (Age Based)

Project IDEA Plus Placement Matrix

Grades 4-8 Students must have a CogAT score of 132 SAS or above in one battery and have CogAT scores of 129 SAS or above in the other two batteries in order to be placed on this Project IDEA Plus Placement Matrix.

0 points 1 point 2 points


Verbal SAS ≤ 131 132 - 139 ≥ 140


Quantitative SAS ≤ 131 132 - 139 ≥ 140


Nonverbal SAS ≤ 131 132 - 139 ≥ 140

Placement Test

Figural Torrance Test of Creative Thinking CI ≤ 131 132 - 139 ≥ 140


Learning, Creativity, Motivation, Communication, and Planning

Three or fewer scales “Always” or “Frequently”

At least four scales “Always” or Frequently”

At least four scales “Always” or “Frequently”

with the majority “Always”

To be eligible for placement into Project IDEA Plus, a student

must have 5 points on this placement matrix,

must be already enrolled in or be eligible for placement into Honors Mathematics, and

must be already enrolled in or be eligible for placement into Project IDEA.



NAPERVILLE COMMUNITY UNIT SCHOOL DISTRICT 203

203 West Hillside Road • Naperville, IL 60540-6589

630.420.6300

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