Advanced Academics and Talent Development
Trina Hira
Coordinator of Advanced Academics and Talent Development
Office of Educational Equity
651-604-3749
|catherine.hira@isd623.org
Inspiring High Intellectual Performance and Developing Talents
Roseville Area Schools is committed to equity, anti-racism, inclusiveness, and asset-based practices for the success of all students in our racially, ethnically, and socioeconomically diverse student population. We believe in developing the interests, talents and strengths of all students, with an assurance that historically underserved groups, namely American Indian, Asian, Black, Hispanic, Multilingual Learners, and students who qualify for free and reduced meals, are equitably served within talent development and advanced academic programs and services.
We offer two programs:
- Talent Development includes services that mitigate opportunity gaps
- Advanced Academics includes services and extensions not offered in core academic programming
We use a variety of frameworks, curricula, and competitions to support what students need to be challenged and successful in school. As part of its framework, Advanced Academics has comprehensive early entrance and grade promotion procedures. The School Board's acceleration policy guides those actions.
AATD Newsletter
Information & Resources
- AATD Advisory Council
- Acceleration and Early Entrance
- Goals of Advanced Academics and Talent Development
- Identification Process
- Lead Teachers in AATD
- Advanced Academic Services
- Extending Opportunities Beyond the School Day
- Resources and Websites
- Twice Exceptional (2e) Learners
AATD Advisory Council
The Advanced Academics and Talent Development Advisory Council (AATDAC) reviews and advocates for advanced academic and talent development (AATD) services. The AATD/AVID lead teachers, along with student and parent representatives, and an administrative and School Board representative, comprise the council. The purpose of AATDAC is to:
- Review and learn about advanced academic and talent development program options.
- Provide feedback on program ideas and implementation.
- Advocate for advanced academic and talent development programming in the schools and community.
- Serve as a liaison and information resource to their school's parent or school organizations.
- More information
For the 2023-24 school year, the council will meet virtually from 6:00 – 7:30 p.m. on the following dates. These meetings are open to the public (Zoom link; Meeting ID: 840 4540 2918; Passcode: 490482)
- November 9, 2023
- January 11, 2024
- April 11, 2024 - meeting canceled
ADVISORY COUNCIL MEMBERS
| Parent Representatives | |
|---|---|
| Britt Gangeness | Brimhall Elementary |
| Jessie/Josh Carlson | Central Park Elementary |
| Norah Kelly | Edgerton Elementary |
| Angela Prokop | Emmet D. Williams Elementary |
| Sasmita Tripathy | Falcon Heights Elementary |
| Wendy/Jeremy Peichel | Harambee Elementary |
| Nyia Thao | Little Canada Elementary |
| Mark Skildum | Parkview Center |
| Kim Lemcke | Roseville Area Middle School |
| Swapna Konidena | Roseville Area High School |
| Kerry McNeill | Roseville Area High School |
| Student Representatives | |
|---|---|
| Raquel Cardoza Mejia | Archer Holman |
| Ayanna Churcher | Kalia Vang |
| Lead Teacher Representatives | |
|---|---|
| Bridget Gagnelius | Brimhall Elementary |
| Sara Laine | Central Park Elementary |
| Emily Mattson | Edgerton Elementary |
| Cameron Radke | Emmet D. Williams Elementary |
| Eric Kruger | Falcon Heights Elementary |
| Kara Illetschko | Harambee Elementary |
| Alison Coe | Little Canada Elementary |
| Erin Anderson | Parkview Center |
| Ursala Pankonin | Roseville Area Middle School |
| Roseville Area Schools Administrative Representative |
|---|
| Mike Schroeder |
| School Board Representative |
|---|
| Mike Boguszewski |
| District Representatives | |
|---|---|
| Trina Hira | AATD |
| Anne Barnes | AVID |
| Tana Bogenholm | AVID |
Acceleration and Early Entrance
There are many ways to accelerate learning for students who are academically, intellectually, socially, and emotionally ready to learn at a faster pace or before the expected age for learning.
1. Early Entrance to Kindergarten or First Grade
- Policy and Regulations
- Procedure for Early Entrance to First Grade
- Early Entrance to Kindergarten Procedures 2023
2. Grade or Subject Acceleration:
These options require a formal request and have a set process to follow. See the attachments above for more information on these procedures. The Request for Acceleration Form allows parents/guardians, teachers, or students to begin the process. Note that teachers also accelerate learning in more informal ways in the classroom, such as compacting the curriculum and differentiating instruction, and these informal procedures do not require a formal request form.
Note: UMTYMP, or the University of Minnesota Talented Youth Mathematics Program, is one of the nation's premier accelerated programs for students who are highly talented in math. Starting in grade 5, students can take the qualifying exam for the program. Students who are accepted complete the traditional high school curriculum in two years and in the final three years earn up to 12 University credits in a sequence of Calculus courses.
For more information on these options, please contact your child’s teacher, the school Advanced Academics and Talent Development lead teacher, or the district coordinator.
Goals of Advanced Academics and Talent Development
Our priorities within talent development and advanced academics include:
- Finding and developing the interests and strengths of our students
- Advancing critical and creative thinking skills of students
- Honoring student experiential knowledge and giving students opportunities to play an active role in their own learning
- Increasing complexity of instruction and depth of content to fit students' needs
- Providing accelerated learning opportunities
Identification Process
Our process for identifying students for advanced academics services within Roseville Area Schools incorporates the screening of all students, teacher observations and input, parent perspectives and input, classroom performance assessments, and ability testing.
In January - April, teachers use an informal identification and screening process that considers learning behaviors of all of all 1st and 2nd grade students. Using a teacher-nomination scale, teachers observe social and academic behaviors that are known to lead to high achievement levels or indicate the potential for high achievement. For more information on the informal identification process, download our Informal Identification fact sheet.
In October and November, all students in grade 2 and 4 take the CogAT (Cognitive Abilities Test). This test measures students’ ability to reason and problem solve in verbal, quantitative, and nonverbal domains. Teachers, lead teachers, and other relevant staff meet to review CogAT results and to consider the results of the grades K-1 informal screening and classroom assessments. The team uses these assessment results to identify students needing advanced academics.
- CLICK HERE to view a recording on "Understanding CogAT Results"
- CLICK HERE to read more information about CogAT
Frequently Asked Questions and Answers
How do I know if my child is identified as gifted?
The Minnesota Department of Education definition of giftedness focuses on " those students with outstanding abilities....(and) students capable of high performance." However, capability is not always apparent nor can it be easily measured, especially in young children. Also, performance alone is not an indication of giftedness. A student who is not identified as gifted but highly motivated could easily outperform a child who is identified as gifted but lacking motivation or opportunity. A child who comes from an enriched home environment could also show more advanced performance.
Some believe that a child who has an IQ of 130 or higher is gifted. But giftedness is also more than an IQ score. Giftedness is actually a combination of personality and intellectual traits that lead to increased sensitivity and aptitude in a number of areas.
Contrary to what many people think, the gifted child is not destined for success. Many gifted children have social, emotional, and educational needs that are not easily met in the normal school setting.
How will I know if and when my child has been identified?
Informal assessments and classroom grouping occur in grades K-2. Information and placement at this level is used solely for talent development purposes. No formal identification or notification occurs at this time. In the winter of second and fourth grade, the CogAT scores of all students are reviewed as part of a formal identification process.
The coordinator of Advanced Academics and Talent Development sends a letter (usually in February) to parents of identified students that confirms and explains the types of services the student will receive.
What can I do if I believe my child is gifted and should be identified for service?
Start with your child's teacher and ask about your child's abilities in the classroom. Share with the teacher information about your child's strengths, interests, and achievements outside of school. Ask what the process is for identifying students for advanced work. The school's Advanced Academics and Talent Development lead teacher is another resource who can answer questions about the identification process.
When do you identify students and start service?
Student information is reviewed periodically throughout the child's school career, starting during kindergarten and then whenever new information becomes available (or at the request of a teacher or parent).
Informal services begin in grades 1-2 for students who show a need for differentiated curriculum due to high reading and math abilities. During these grades, a committee of educators reviews student profiles and screens all students for gifts and talents.
In January of grade 2, we review the results of CogAT, which is a strong indicator of a child's abilities, along with other district and classroom data. We repeat this review of data in grade 4.
Formal advanced academic services begins in grade 3.
My child has been in a gifted program in another school district. Does this guarantee placement in Roseville Area Schools' Advanced Academics and Talent Development Program?
Participation in a gifted program in another school district does not necessarily qualify a student for services in Roseville Area Schools. Be sure to share your child's gifted identification data with the Advanced Academics and Talent Development coordinator, and we will review the records to determine how to best serve the student in our district. Email Trina Hira at trina.hira@isd623.org or call her at 651-604-3649.
Lead Teachers in AATD
Bridget Gagnelius, Brimhall
Sara Laine, Central Park
Emily Mattson, Edgerton
Cameron Radke, E.D. Williams
Eric Kruger, Falcon Heights
Kara Illetschko, Harambee
Alison Coe, Little Canada
Erin Anderson, Parkview
Ursala Pankonin, RAMS
Advanced Academic Services
Advanced Academics services are available for elementary, middle school, and high school students. At the elementary level, students are grouped so teachers can readily meet their advanced learning needs with extensions, enrichment and acceleration. In grades 7-8, courses in math and world language offer high school credit, and other courses offer advanced options to deepen and extend learning. At the high school level, students may take Advanced Placement courses, and college classes offered at the high school (CIS) or at neighboring colleges (PSEO).
Elementary Advanced Academics
Whether informally or formally identified, elementary students who are identified as requiring advanced academic services are grouped together in a classroom with a teacher who has received training to meet advanced needs of the students. All elementary teachers in the district receive specific training in advanced academics and talent development. They are skillful in meeting their students' needs while differentiating curriculum and instruction for all students. For more information on differentiated instruction, please download our Differentiated Instruction for Advanced Students fact sheet.
Informally in grades 1-2, and formally in grades 3-6, identified students are intentionally grouped together in classrooms. These groups typically include a small group of students identified as needing advanced academics within a classroom of students with varying ability levels. Besides addressing their intellectual needs, this intentional grouping also helps students meet their social and emotional needs as they work with their academic peers.
If the extensions and enrichments aren't meeting a student's advanced academic needs, a request for acceleration can be made. Click on "Acceleration Options" to learn more.
Elementary AATD Lead Teachers
Teachers strive to advance academics and develop talents of students in the classroom. The lead teacher supports and assists the teachers in providing differentiation in the classroom, coordinates enrichment opportunities, and is an advocate for advanced academics and talent development in the school.
-
Brimhall Elementary School • Bridget Gagnelius • 651-638-1938
- Central Park Elementary School • Sara Laine • 651-481-9951
- Edgerton Elementary School • Emily Mattson • 651-772-2565
- Emmet D. Williams Elementary School • Cameron Radke • 651-482-8624
- Falcon Heights Elementary School • Eric Kruger • 651-646-0021
- Harambee Elementary School • Kara Illetschko • 651–379–2500
- Little Canada Elementary School • Alison Coe • 651-490-1353
- Parkview Center School • Erin Anderson • 651-487-4360, ext 130
Middle School Advanced Academics
Middle level students have many opportunities to build on their academic strengths and interests, and prepare for high school. Parkview and RAMS offers advanced options within courses, extensions in standards, enrichment groups, and accelerated options. Click on RAMS or Parkview to learn more.
Parkview Center Middle School
Parkview middle school courses embed Advanced Options (AOs) in classes so students are prepared to take Advanced Placement (AP) courses in high school. Currently AOs are available in English, Science and Social Studies. AOs are accessible to all students and offer (1) an accelerated pace, (2) more depth by deepening the discipline knowledge and practices, and/or (3) more complexity by using sophisticated levels of advanced thinking. Assignments including AOs are indicated in Schoology. Teachers also offer extensions to students who are ready for more enrichment and advancement.
In math and world language, students in grades 7-8 may take accelerated math classes and earn up to two high-school credits (Intermediate Algebra and Geometry). Eighth grade students can take Spanish or French for high school credit.
In addition to a rigorous curriculum, students have the opportunity to participate in several academic competitions and groups such as Science Fair, Spelling Bee, Jaguar News, Mathcounts, AMC 8 and St. Cloud Math Contest.
Please contact Erin Anderson at erin.e.anderson@isd623.org for more information on advanced academic and talent development programming at Parkview Center School.
Roseville Area Middle School
Roseville Area Middle School (RAMS) courses embed Advanced Options (AOs) in classes so students are prepared to take Advanced Placement (AP) courses in high school. Currently AOs are available in English, Math 7, Science and Social Studies. AOs are accessible to all students and offer (1) an accelerated pace, (2) more depth by deepening the discipline knowledge and practices, and/or (3) more complexity by using sophisticated levels of advanced thinking. Teachers also offer extensions to students who are ready for more enrichment and advancement.
In math and world language, students have the opportunity to take accelerated classes that earn high school credit. Intermediate Algebra, typically a grade 9 course, and Geometry, a grade 10 course, are offered to students as early as grade 7. Students can take Spanish or French in grade 8 for high school credit.
Ursala Pankonin, lead teacher for advanced academics and talent development, supports the students and teachers at RAMS. She offers a variety of TAAG (Talent and Advanced Academic Groups) groups such as book clubs, creative writing, Future City competition, Stock Market Game, and more. Information about these groups is communicated to students and parents through the RAMS school newsletter. Individual support for students, if needed, can be requested.
Please visit the RAMS Site or contact Ursala Pankonin at ursala.pankonin@isd623.org or 651-482-5280 for more information on programming at RAMS.
High School Advanced Academics
Students at Roseville Area High School (RAHS) have an array of course electives and accelerated options to meet their needs and interests. They may take advantage of accelerated courses, Advanced Placement courses, college classes offered onsite (College in the Schools or CIS) or at neighboring colleges (Post Secondary Enrollment Options or PSEO), and an expanse of enrichment opportunities. For more information on these options, please contact the RAHS counselors.
9th Grade Accelerated and AP Courses:
- Accelerated English 9
- Accelerated Geometry
- Accelerated Advanced Algebra
- AP Environmental Studies
- AP Human Geography
10th Grade Accelerated and AP Courses:
- Accelerated English
- Accelerated Geometry
- Accelerated Advanced Algebra
- Accelerated Pre-Calculus
- Accelerated Biology
- Accelerated Chemistry
- AP Computer Science Principles
- AP Computer Science
- AP Statistics
- AP Environmental Studies
- AP Human Geography
- AP World History
11th Grade Accelerated, AP and CIS Courses:
- Accelerated Advanced Algebra
- Accelerated Pre-Calculus
- Accelerated Biology
- Accelerated Chemistry
- Accelerated Physics
- AP Studio Art and Design
- AP Computer Science Principles
- AP Computer Science
- AP English Language and Composition
- AP Calculus AB and BC
- AP Statistics
- AP Environmental Studies
- AP Physics
- AP Biology
- AP Chemistry
- AP Psychology
- AP Human Geography
- AP World History
- AP US History
- CIS Sociology of Family
12th Grade Accelerated, AP and CIS Courses:
- Accelerated Pre-Calculus
- Accelerated Biology
- Accelerated Chemistry
- Accelerated Physics
- AP Studio Art and Design
- AP Computer Science Principles
- AP Computer Science
- AP English Literature and Composition - Humanities
- AP Calculus AB and BC
- AP Statistics
- AP Environmental Studies
- AP Physics
- AP Biology
- AP Chemistry
- AP Psychology
- AP Human Geography
- AP World History
- AP US History
- AP Microeconomics
- AP US Government and Politics
- CIS Sociology of Family
- CIS Modern Literature
Extending Opportunities Beyond the School Day
Talent development and advanced academic opportunities extend beyond the school day and school year. Below is a list of local opportunities and resources.
- Roseville Area Community Education: Roseville Area Community Education provides Academic All-Stars and Talent Development courses that are designed to extend learning and provide enriching experiences. Creativity and critical thinking are infused into learning activities.
- Get Ready for College: Up to $1000 is available to students on free/reduced lunch in grades 3-11 to take one summer enrichment class or camp.
- Minnesota Institute for Talented Youth: MITY offers summer camps for students in grades 1 - 11 as well as Saturday morning classes for 1st - 4th grade students in the fall, winter and spring. Financial aid is available.
- Northeast Metro 916: 916 lists enrichment opportunities for students in arts and academics.
- Science Museum of Minnesota: The Science Museum of Minnesota offers Saturday and summer classes in science and technology.
- St. Thomas University's Science, Technology & Engineering Camps: The University of St. Thomas offers a FREE day-long summer camp (STEPS – Science Technology & Engineering Preview) for students in grades 6-8 via a random lottery selection (applications open January through mid-April).
- Star Tribune Summer Camps Guide: Each spring, the Star Tribune publishes a summer camp guide that lists a huge range of opportunities for kids.
- Talent Development Testing: The Center for Talent Development at Northwestern University offers above-level testing information for students(e.g. third grader taking the EXPLORE test or 7th grader taking the ACT), as well as online enrichment, honors and AP courses.
- University of Minnesota Children's Math Programs: The U of M offers several math programs for children: UMTYMP as well as Saturday and summer enrichment opportunities.
- University of Minnesota College of Science and Engineering: STEM summer camps for juniors and seniors through the U of M College of Science and Engineering. Fees are reasonable due to donations, and scholarships available.
Resources and Websites
- All Things Gifted: The all-things-gifted site is full of resources, articles, books, and links to help and support parents, teachers, and gifted children alike. It's a great site to explore.
- AP Central, College Board: Information on AP (Advanced Placement) courses and exams.
- Center for Gifted Education: William and Mary's Center for Gifted Education site
- Center for Talent Development: Northwestern University's Center for Talent Development site has links for students, parents, and educators
- Institute of Talent Development: Davidson's Institute for Talent Development has a mission to recognize, nurture, and support profoundly intelligent young people and to provide opportunities for them to develop their talents to make a positive difference.
- Minnesota Council for the Gifted and Talented: The Minnesota Council for the Gifted and Talented (MCGT) is a support and advocacy organization for parents and educators of gifted children. This organization sponsors an annual state conference and monthly CHAT nights around the Twin Cities.
- Naeg Center for Gifted Education & Talent Development: The University of Connecticut has a Gifted Education and Talent Development Center that researches ways to meet the unique needs of gifted and talented children.
- National Association for Gifted Children: The National Association for Gifted Children (NAGC) has links for educators, students, and families. Click on the site's Teaching for High Potential for great articles and resources.
- Supporting the Emotional Needs of the Gifted: SENG's mission is to empower families and communities to guide gifted and talented individuals to reach their goals intellectually, physically, emotionally, socially, and spiritually.
- Twice Exceptional Newsletter: This bimonthly electronic publication promotes an understanding of twice-exceptional children and what they need to reach their potential. The newsletter features articles, news, events, book reviews, resources, etc.
- Uniquely Gifted: This website contains information for families of students who are both gifted and have special needs.
Twice Exceptional (2e) Learners
The Twice-Exceptional Group
Some students who are gifted may also have autism spectrum disorders, learning disabilities, behavioral or emotional disorders, or related challenges. We have a twice-exceptional learning(2e) group to address the unique needs of multi-exceptional students and their families. If you are interested in learning more about twice-exceptional (2e) students, please join our 2e learning group. We meet on Zoom from 6:30 - 7:30 p.m. To join or for more information, please contact Trina Hira. You are also encouraged to consider the resources provided by MCGT (Minnesota Council for the Gifted and Talented).
2023-24 Meeting Dates and Topics:
Oct 9 District Programming and Community Resources
Dec 4 Executive Functioning
Feb. 12 Middle and High School Challenges for 2e Students
Apr. 29 Anxiety and Mental Wellness