We believe the purpose of the Extended Services Program is to support children with a unique profile of strengths, talents, and/or abilities whose needs exceed the core curriculum. We support the needs of all students in the district with high aptitude or competence in academics and/or the visual arts who require specialized instruction when compared to peers of their age, experience, and environment. Through a continuum of services, varying levels of challenge are designed to match student needs by differentiated, accelerated, and/ or enriched instruction. Program placement is fluid, with appropriate opportunities to move within the continuum to transform student potential into performance. The Extended Services Program is inclusive of the District’s Accelerated Placement Program, which provides early entrance, single-subject acceleration, and grade-acceleration to students who demonstrate high ability and may benefit from accelerated placement. Click here to view the Extended Services Handbook.
- Continuum of Extended Services
- Extended Visual Arts (6-12)
- Student Identification Process - Extended Services
- Elementary Extended Self-Contained (ESC) Program
- Elementary/Middle School Extended Program
- Students new to Barrington 220
Talent Development Opportunities, Grades K-12: Available at all schools and open to all students (no identification)
- Differentiation embedded within the instruction
- Flexible grouping
- Multi-Tiered System of Supports (MTSS)
- Chinese Immersion Program
- Spanish Dual Language Program
- STEM (Grade K-4)
- Fresh Inc. (Grade 5)
- Colt Time (Grade 6-8)
- Business Incubator Program (Grade 11)
- Teacher and specialist consultation
- Contests and competitions
- Field trips
- After/Before school clubs and activities
- Summer school opportunities
Accelerated Placement, All Grades:
- Whole grade-level acceleration
- Subject-level acceleration
- Early Entrance, Kindergarten: Placement at home elementary school (formal screening in April/May)
- Early Entrance, Grade 1: Placement at home elementary school (formal screening in April/May)
Extended Self-Contained Services, Grades 3-5: Placement at Hough Street Elementary School
- District program located at Hough Street School
- Multi-grade level classroom taught by two teachers
- Full day instruction
- All subject areas enriched and accelerated: English Language Arts, Social Global Studies, Science
- Math is grade-accelerated by one year
Extended Resource Services, Grades 3-5: Placement at home elementary school
- Reading, Grade 3 (Students who have qualified for extended reading in 3rd grade will receive enrichment services in a way that best suits the student, school and classroom teacher. The students will still receive their core reading instruction from within their general classroom. However, the extended teacher will be in regular contact with the classroom teacher to determine areas in which differentiation supports may be needed.)
- Reading, Grades 4-5 (50 min./daily pullout, replacement services, enrichment and acceleration within the grade level)
- Math, Grades 3-5 (50 min./daily pullout, replacement services, grade-accelerated by one year)
Extended Services (Classes), Grades 6-8: Placement at home middle school
- English Language Arts (ELA), Grades 6-8 (daily class period, enrichment and acceleration within the grade level)
- Math, Grades 6-9 (daily class period, grade-accelerated two years at the end of grade 9)
- Visual Art, Grades 6-8 (in addition to art classes: grade 6 meets 1x/week for 40 min.; grade 7-8 meets 2x/week for 40 min., enrichment and acceleration)
- Science, Grades 6-8 (daily class period, enrichment and acceleration within the grade level)
General High School Courses, Grades 9-12: Barrington High School
- English Advanced Honors, Grade 9
- Continuation of Extended Math through Grade 9 (Extended)
- Honors Chemistry, Grade 9
- AP Course Offerings in English, Math, Science, Social Studies, World Language, and the Arts
Screening of 5th grade students for possible inclusion in the middle school program for artistically gifted students begins in April. Middle school Extended Art classes build on student interest in art and helps prepare them for the wide array of art classes at Barrington High School.
In order for your child to be considered for this opportunity, he/she must submit an application and portfolio of artwork that needs to be completed and returned to your child's art teacher. The portfolios will be evaluated by a team of art teachers, and notification of placements will be sent out by the end of May. Questions related to the Extended Art program may be directed to the art teacher in your child's school. Thank you for supporting your children in their interest in visual art!
5th grade students being considered for extended Visual Arts placement must have:
- An instructional need evidenced by the teacher's instructional planning above grade-level differentiation and evidenced by the student's authentic classroom work that is beyond the core curriculum
- A portfolio with three pieces of original artwork:
- Pencil drawing of a figure in motion
- Design a product by drawing (2D) or building it (3D); include a brief description about your product
- Free choice; either two-dimensional or three-dimensional drawing, painting, photography, sculpture, ceramics, collage, etc.
- Extended Visual Arts Application Packet
Visual Arts at Barrington High School
Incoming 8th grade Extended Art students can now take a Level 2 Sculpture or Drawing/Painting Course at Barrington High School. Click here for FAQs.
All students in Barrington 220, grades 2-7, are universally screened for potential placement into Extended Services. Services occur in grades 3-8. No parent request is required. Conversations about your child's instructional needs should occur with the teacher(s) and the Director of Learning Services by March, if you feel your child has an instructional need that is beyond the core curriculum. The identification timeline can be found here.
- Students have scores at or above the determined local percentile on assessments of academic achievement and cognitive ability. The local percentile is determined each year, at the end of each testing cycle, and depends on each grade-level cohort.
- An instructional need for an extension of the core curriculum must be recognized and documented by the teacher.
- Barrington fall data is reviewed for new students to the district in grades 3-8 and targeted 4th grade students (for fall placement). (Note: A targeted student is a 4th grade student for whom staff believes would benefit from the Extended Services Program, but spring data were insufficient to warrant placement at that time.)
- Barrington spring data is reviewed for all students in the district in grades 2-7 (for placement in the fall of the following school year).
- A Full Spring Review Process is possible for students who require more data to determine placement and fall within the program criteria range (see details below). In preparation of the Spring Review, teachers administer performance-assessment tasks to qualifying students, which are then submitted as part of a portfolio to the Review Committee for consideration. We will examine all student data to proactively find students who potentially qualify for Extended Services.
Please consult with your child's teacher to determine if a request for a full Spring Review is appropriate based on an instructional need evidenced by the teacher's instructional planning above grade-level differentiation and evidenced by the student's authentic classroom work. We recognize that students develop at different rates. To ensure a child’s continued progress, the child’s Extended Services teacher keeps parents informed on a regular basis. Open lines of communication are encouraged between students, teachers, administration and home. Every child’s success is our goal.
*Note: Eligibility criteria may change over time based on student needs, adjustments to the program, research, and best practices in education.
In addition to extended programming, which is offered at every school serving grades K-8, Barrington 220 offers an Elementary Extended Self-Contained Program.
The Elementary Extended Self-Contained Program serves identified students in 3rd, 4th, and 5th grades who demonstrate the need for acceleration and enrichment beyond the scope of both the general education classroom and the Extended Resource Program. Typically, these students are performing at the top 1-2 percentile within the district. Students receive rigorous and accelerated instruction in English Language Arts (ELA) and math, similar to those students in the Extended Resource program. Other academic subjects are compacted, allowing exploration and enrichment.
Phase I: Extended Self-Contained (ESC) Review
Placement for fall of the following school year starts with a district data review of all 2nd through 4th graders each spring. LOCAL PERCENTILE RANK is utilized. Norms change each testing period, for each grade level, based on the time of year.
To be considered for placement, students must meet the following criterion:
- At or above the 95th percentile (locally) in MAP Reading and at or above the 95th percentile (locally) in CogAT VERBAL
IN ADDITION TO THE FOLLOWING:
- At or above the 95th percentile (locally) in MAP Math and at or above the 95th percentile (locally) in CogAT QUANTITATIVE
- An instructional need evidenced by the teacher's instructional planning above grade-level differentiation and evidenced by the student's authentic classroom work that is beyond the core curriculum and extended pull-out
Phase II: Extended Self-Contained (ESC) Identification
Students who meet the above criterion move on to engage in a one-to-one cognitive assessment with the Extended Services Program psychologist. The assessment given is either the WISC or the Stanford-Binet. Once the assessment is completed, a Review Committee of administrators analyzes the results of the top 1-2 percentile in the district to determine student placement.
INITIAL IDENTIFICATION/Automatic Placement
Placement for fall of the following school year starts with a district data review of all 2nd through 7th graders each spring. LOCAL PERCENTILE RANK is utilized. Norms change each testing period, for each grade level, based on the time of year (Winter and Spring).
Phase I Criteria
To qualify for Extended Reading/Language Arts placement in grades 3-8, students must be:
- At or above 90th percentile (locally) in MAP Reading and at or above the 90th percentile (locally) in CogAT VERBAL. These students automatically qualify for Extended Reading/Extended ELA.
To qualify for Extended Math placement in grades 3-8, students must be:
- At or above the 90th percentile (locally) in MAP Math and at or above the 90th percentile (locally) in CogAT QUANTITATIVE. These students automatically qualify for Extended Math.
As a reminder, extended math services become a four-year sequence in grades 6-9. At the end of this experience, students are accelerated by two years.
To qualify for Extended Science placement in grades 6-8, students must have qualified for both Extended Reading/Language Arts and Extended Math.
Q: How come a child in a former gifted program in another district does not automatically qualify for Extended Services in Barrington 220?
A: We believe the purpose of the Extended Services Program is to support children with a unique profile of strengths, talents, and/or abilities whose needs exceed the core curriculum in Barrington District 220.
We support the needs of all students in the district with high aptitude or competence in academics and/or the visual arts who require specialized instruction when compared to peers of their age, experience, and environment. Thus, local norms are utilized. Through a continuum of services, varying levels of challenge are designed to match student needs by differentiated, accelerated, and/or enriched instruction. Program placement is fluid, with appropriate opportunities to move within the continuum to transform student potential into performance.
Gifted programs are not the same from one district to another. At this time, the state of Illinois does not require districts to have gifted programs. Since funding for these programs varies at the state or federal level, districts must rely on local funds if they choose to offer programs. Districts structure their gifted programs to meet the needs of their population.
A child new to the district may have the potential to participate in extended classes, but his or her new school needs to be sure s/he has the background or prerequisite skills necessary to be successful. For example, a gifted 7th grade math class in one district might cover completely different content than a class with the same name in another district.
Q: May a child be tested for the Extended Resource Program and/or Extended Self-Contained Program before enrolling in the district?
A: No. We are unable to assess children for the Extended Program unless they are currently enrolled in the district and attending school here. It is important to see how a child responds to the core curriculum before determining if s/he needs an extension of the core curriculum; e.g. Extended Services.
Q: How is a child new to the district identified for the Extended Services Program?
A: Extended Services placement occurs at two pivotal times of the school year through the Fall Data Review (Gr. 3-8) for new students and the Spring Data Review (Gr. 2-7) for all students.
Ongoing consideration throughout the year is always an option for students in grades 3-8, if there is teacher evidence that a student’s instructional needs are exceeding the core curriculum. The School Team and the Director of Extended Services will meet to review evidence and student performance. Parents will be notified if a change in placement is recommended.
*New students to the district in grades 3-8 take early fall assessments in September, which may result in a fall placement in October or November.
Q: Are there services available for a child entering 2nd grade who was in a gifted program in another school district?
A: Barrington 220's Extended Resource Program starts in 3rd grade. Teachers of grades K-2 differentiate as needed for their high ability students. Extended Resource teachers at each school and the district Director of Extended Services support classroom teachers with in-class differentiation through consultation and sharing of materials. Parents should share information with their child's teacher regarding participation in the gifted program in the child's previous school. If there is a need to consider full grade-acceleration, the Director of District Programs works with the School Team/MTSS Team and Program Psychologist to initiate a review. Please contact the director, if you want to initiate this process.