Iowa City Community School District
Extended Learning Program
The mission of the Extended Learning Program in the Iowa City Community School District is to provide an array of services to students with the highest academic need and support the educational experience of advanced learners.
Program Goals:
- Provide an array of research-based services to support and enrich the educational experience of advanced learners
- Develop the intellectual, academic, social-emotional, and creative abilities of advanced learners
- Expand services to reach more students from underserved populations
- Provide opportunities for students to learn among and collaborate with other advanced learners
The Extended Learning Program (ELP) is staffed by specially certified teachers. The program is regularly evaluated as per the District's Curriculum Review process and is updated with regard to the ELP Curriculum Review Improvement Plan. The ELP program has been established in accordance with Iowa Code.
ELP Identification
The ELP program is appropriate for students who are at the highest academic levels in their grade. Students in elementary school can enter the screening pool by teacher information, parent nomination, and/or high performance on the Iowa Statewide Assessment of Student Progress (ISASP). Students at the middle school level will be eligible for ELP services if they met the criteria as a 5th grade student, or if they meet the criteria as a new student moving into the district. All students in kindergarten, 1st grade, and 2nd grade are screened each year, so there is no need for parent nominations (unless a child moves into the district mid-year). The structure of ELP services at the high school level consists of an option for an independent study instead of an elective course. However, students are eligible to receive elective credit if they choose to participate in an independent study.
Beginning with the 2024-25 school year, each fall an additional ability assessment will be given to all 3rd and 5th grade students who demonstrate high potential through our District's universal screeners. Families will receive notification about these screenings when it is scheduled at their child's school.
Elementary
ELP Elementary Eligibility Criteria
|
Naglieri |
Naglieri |
FAST |
FAST |
ISASP |
ISASP |
|---|---|---|---|---|---|
|
NPR |
Point Value |
NPR |
Point Value |
IPR |
Point Value |
|
70 |
0 |
70 |
1 |
70 |
1 |
|
71 |
0 |
71 |
1 |
71 |
1 |
|
72 |
0 |
72 |
1 |
72 |
1 |
|
73 |
0 |
73 |
1 |
73 |
1 |
|
74 |
0 |
74 |
1 |
74 |
1 |
|
75 |
2 |
75 |
1 |
75 |
2 |
|
76 |
2 |
76 |
1 |
76 |
2 |
|
77 |
2 |
77 |
1 |
77 |
2 |
|
78 |
2 |
78 |
1 |
78 |
2 |
|
79 |
2 |
79 |
1 |
79 |
2 |
|
80 |
4 |
80 |
2 |
80 |
4 |
|
81 |
4 |
81 |
2 |
81 |
4 |
|
82 |
4 |
82 |
2 |
82 |
4 |
|
83 |
4 |
83 |
2 |
83 |
4 |
|
84 |
4 |
84 |
2 |
84 |
4 |
|
85 |
5 |
85 |
2 |
85 |
5 |
|
86 |
5 |
86 |
2 |
86 |
5 |
|
87 |
6 |
87 |
2 |
87 |
5 |
|
88 |
6 |
88 |
2 |
88 |
5 |
|
89 |
6 |
89 |
2 |
89 |
5 |
|
90 |
7 |
90 |
3 |
90 |
6 |
|
91 |
8 |
91 |
3 |
91 |
6 |
|
92 |
8 |
92 |
3 |
92 |
6 |
|
93 |
9 |
93 |
3 |
93 |
6 |
|
94 |
11 |
94 |
3 |
94 |
6 |
|
95 |
11 |
95 |
4 |
95 |
7 |
|
96 |
12 |
96 |
4 |
96 |
7 |
|
97 |
13 |
97 |
4 |
97 |
7 |
|
98 |
14 |
98 |
4 |
98 |
7 |
|
99 |
14 |
99 |
4 |
99 |
7 |
ELP Elementary Services
- Students are identified through the use of nationally standardized tests, district assessments, teacher and parent information, and demonstrated abilities in the classroom.
- ELP services (small group or individual pull-out) are offered in all elementary schools. Students may meet with the ELP teacher outside of the regular classroom and/or participate in differentiated activities in the general classroom that are supported by the ELP teacher.
- Students who are participating in small pull-out groups for ELP work on challenging interdisciplinary units of study that involve higher order thinking skills and opportunities for creative expression.
- Some students may also participate in special interest groups or independent studies.
The district's ELP services are intended for the most advanced students who need additional challenging learning experiences beyond the general curriculum.
Students will enter the screening pool through baseline performance on district grade-level assessments. ELP eligibility is based on a blended assessment point system using scores from an abilities test (CogAT/Naglieri) and an achievement test (FAST aReading/aMath at the beginning of 3rd grade and Iowa Statewide Assessment of Student Progress (ISASP) thereafter). Students in grades 3 through 5 who earn at least 17 points on the blended assessment matrix will be eligible to receive ELP intensive services.
All students will be screened for ELP services in grades K-2 through district assessments and classroom performance. All students are screened again at the beginning of 3rd and 5th grades. Parent nominations for ELP screening in 4th grade will be accepted at the end of 3rd grade or the beginning of the year in 4th grade. All students will be considered for services using the matrix below on a continual basis, as new data is factored into the combined scores. Students in 5th grade who have been identified for ELP support may continue to receive services in middle school, although services have varying levels of support at the secondary level, and participation in a separate ELP class is not guaranteed.
Acceleration Policies in the Iowa City Community School District
Profiles of Gifted Children
Middle School
ELP Middle School Services
- 6th grade students who are eligible for ELP services will participate in small group pull-out sessions twice a week. The units are designed to incorporate skills from multiple subjects, as well as real-world applications.
- 7th and 8th grade students who are eligible for ELP services may choose the course ELP 7 (7th grade) or ELP 8 (8th grade) as an elective course. These classes meet every other day, with units designed to incorporate skills from multiple subjects, as well as real-world applications.
- Middle school students who are interested and eligible for ELP services should contact their guidance counselor with questions about registration.
- Services for students at the secondary level may vary, depending on the needs of the student.
Students who are identified for ELP services in 5th grade are eligible to continue services in middle school and high school. If families would like to nominate their middle school child (7th & 8th grade only) to be considered for ELP services, please complete this nomination form.
High School
Students who are identified for ELP services in middle school are eligible to continue services in high school. For students who have not yet been identified, families may nominate their child to be considered for ELP services. If this interests you, please complete this nomination form.
The structure of ELP services at the high school level consists of an option for an independent study instead of an elective course. However, students are eligible to receive elective credit if they choose to participate in an independent study. If families would like to nominate their child to be considered for ELP services, please complete this nomination form.
Students who do not wish to participate in an independent study may have questions about additional extension opportunities. Please email the ELP Coordinator, Dr. Darcie Kress, if you would like further information.
Independent Study Credit
Students may earn elective credit to pursue areas of study or real-world projects that are not offered in the general curriculum. Students must acquire approval by the high school ELP teacher and cooperatively develop a course of study to fit individual interests. Space is limited for high school students, so priority will be given to earlier applications that demonstrate a clearly identified topic of interest. Independent Study projects must be completed during the traditional school year.
The student will meet with the high school ELP teacher to discuss expectations and a potential course of study. Once a course of study is developed and signed by the ELP teacher and student, the student will gain signatures of approval from their parent(s) and their school counselor. Planning and preparations should begin at least two to four weeks prior to the end of the preceding trimester. (Exceptions may be made at the start of the school year.)
The high school ELP teacher will serve as advisor, supervisor, and evaluator. The course of study will establish guidelines for the project and a sequential time schedule for completion of the work. A schedule of regular meetings between the student and teacher will be established. The ELP teacher will evaluate the project prior to credit being issued.
A student may earn 1 to 5 credits of Independent Study per trimester with a maximum of thirty (30) credits counting toward elective graduation requirements only. Guidelines for credit will be one credit hour for a minimum of 15 hours of work. The student is required to turn in a written log of the dates/time during which the student completed the project.
These credits may NOT be counted toward early graduation. Grading is done on a pass/fail basis. It will show as “Independent Study” on the transcript. For the class to appear on a student’s transcript, it must be taken for credit (see above). Receiving credit for independent projects is optional, and agreed upon in the initial plan. (This may be modified throughout the course.)
An independent study project must be completed one week prior to the end of the term for which credit is to be issued.
Study projects for credit will not:
-
Be included as part of the minimum course load requirement.
-
Be counted toward a PE academic waiver course load requirement.
-
Replace any of the subject area graduation requirements i.e., science, language arts, social studies, physical education and/or math.
-
Be taken in lieu of a course offered in the district.
ELP High School Learning Contract
Example of ELP learning contract to be completed with the ELP teacher:
| What are you going to learn? (Objectives) | Itemize what you want to be able to do or know when completed. |
|---|---|
| How are you going to learn it? (Resources and Strategies) | What do you have to do in order to meet each of the objectives defined? |
| Target date for completion | When do you plan to complete each task? |
| Regular check-in with Advising Instructor | Feedback/ Was the objective met? Plan for the next objective. |
| How are you going to know that you learned it? (Evidence) | What is the specific task that you are to complete to demonstrate learning? |
| How are you going to prove that you learned it? (Verification) | Who will receive the product of your learning and how will they evaluate it? |