Extended Learning Program (ELP)

Collaboration and Differentiation, K-12

A guiding characteristic of our district’s ELP programming is a flexible services model which focuses on differentiated instruction within the general education classroom as well as enrichment and acceleration through additional services provided outside the general education classroom. Therefore, the responsibility for differentiation of the curriculum for gifted students must be a collaborative effort between general education teachers and the ELP teacher. This collaborative environment fosters communication and cooperation among all staff. 

1. Program Structure and Options, K-8

Service Strands
Students identified as gifted will receive instruction and educational services that fit their learning needs. This is done through a flexible services model called Service Strands. This model focuses on collaboration between classroom teachers and the ELP teacher to enable gifted and talented students to develop their unique abilities and high potential.  
Exploration Strand-​ ​All students participate in classroom instructional activities and schoolwide enrichment opportunities. The unique needs of students begin to emerge during these activities. These needs may initiate a concern from the classroom teacher, who then confers with the ELP teacher.
Modification Strand- ​For students whose needs go beyond the Exploration Strand, the classroom teacher and ELP teacher collaboratively develop modifications. These modifications will be implemented by the classroom teacher and may include differentiation options such as: curriculum compacting, learning centers, contracts, mentors, mini-courses, independent study, assignment modification, and/or flexible grouping. 
Extension Strand​- ​Students whose needs go beyond the Modification Strand will be identified as outlined in our identification procedures and they may participate in the Extension Strand. At this time, the ELP teacher may continue to work with classroom teachers to identify instructional strategies and resources for gifted students. The ELP teacher may also work with identified students outside the classroom to pursue a meaningful inquiry based investigation of their choice. Students may work alone or in teams, depending on the focus of the project.

Extension Strand Components 

A. Inquiry Based Investigations
Research demonstrates the need for gifted students to pursue their interests in an inquiry based, personalized environment. During ELP Extension classes students will have the opportunity to investigate a topic of their choice, formulate driving questions to guide their research, and design original solutions for real-world problems. In this environment students will assume roles of practicing professionals engaged in compelling and challenging work. ​Inquiry based learning is the core of the ELP Extension Strand. Various interest groups will also be offered based on student needs and interests.

Guiding Principles for Inquiry Based Learning 
Content focuses on questions or problems students must grapple with in order to understand big ideas or concepts in greater depth. This constructivist learning environment allows students to build the knowledge they need to develop a meaningful investigation. 
1. Content is inherently interdisciplinary. Inquiry is the HOW while skills and content are the WHAT.
2. Students are self-directed while teachers act as coaches of their learning, providing direct feedback throughout the investigation.
3. Investigations are based on real or authentic scenarios within the school and/or the community outside the school.
4. Focus for learning is based on strengths, needs and interests. Therefore, it is personalized and meaningful for each student.
5. Technology is used to: connect students with experts, partners and audiences; find resources and information; and create original products.

B.    Interest Groups
In addition to inquiry based, personalized projects, students will have the opportunity to participate in a variety of interest groups such as: Computer Programming or Coding, Writer’s Workshop, Literature Circles, Lego League, and Newspaper, based on student interests and needs. These group topics will vary from year to year.

C.    Affective Needs
An inquiry-based learning environment will provide opportunities for gifted students to build confidence, solve problems, work collaboratively, take responsibility and communicate effectively while pursuing a meaningful real-world investigation. Unique affective challenges that may accompany giftedness, including perfectionism, anxiety, and social interactions will be addressed during individual and/or group sessions. The ELP classroom will also serve as a space for students with similar academic abilities to build friendships and a network of support systems.

D.    Personalized Learning Plans
All students meet individually with the ELP teacher at the beginning of each school year to review their data, set goals and update their Personalized Learning Plan (PLP).​ ​ELP goals and objectives may be written in collaboration with the classroom teacher, ELP teacher and parents during conferences.

2. Programming Structure and Options, 9-12 Personalized services and programming options are provided for students identified as Talented and Gifted at the secondary level. Students will be screened every spring using the following objective and subjective measures: standardized test results, classroom performance, teacher input, student projects and cumulative grade point average. If students have participated in ELP during their elementary and/or middle school grades, they will continue as members of the Extended Learning Program. In addition a Personal Learning Plan (PLP) may be written to communicate and manage student interventions and activities.  

Most ELP “programming” is offered through course level selection. Students may also have the opportunity to work with the HS ELP teacher to: 

1. pursue an in-depth inquiry based investigation,
2. participate in a variety of interest groups,
3. receive guidance services to explore: accelerated high school and college course options, career counseling, college scholarships, dual enrollment options, summer enrichment opportunities, college essays, resume writing, internships, job shadowing and test prep, and
4. participate in counseling support for social-emotional complexities related to giftedness.

A.    Inquiry Based Investigations
Research demonstrates the need for gifted students to pursue their interests in an inquiry based, personalized environment. Students will have the opportunity to investigate a topic of their choice, formulate driving questions to guide their research, and design original solutions for real-world problems. In this environment students will assume roles of practicing professionals engaged in compelling and challenging work. The focus for learning is based on strengths, needs and interests, therefore a Project-Based Learning inquiry is personalized and meaningful for each student.

B.    Interest Groups
In addition to inquiry based, personalized projects, students will have the opportunity to participate in a variety of interest groups such as: Computer Programming, Writer’s Workshop, Physics Olympics, Academic Decathlon, Science Olympiad, and Literature Circles, based on student interests and needs. These group topics will vary from year to year.

C.    Guidance and Counseling Services
The high school guidance counselors, advisory teacher, and/or ELP teacher are available to help students select high school classes, explore careers, learn about scholarships, help with resume writing and meet with college admissions representatives. Most ELP “programming” is offered through grade level and accelerated course level selection. Juniors and Seniors are  encouraged to take AP Courses based on their needs and interests. Classes are also available through post secondary enrollment options (PSEO). Counseling services are available for students who need support with social and emotional issues. In addition, all students meet individually with the ELP teacher at the beginning and end of each school year to review their data, set goals and update their Personalized Learning Plan (PLP).

Clear Creek Amana School District Course/Grade Level Acceleration Approval Process

The Clear Creek Amana School District recognizes that gifted students possess superior abilities and/or potential and they need appropriate instruction to extend and accelerate their learning. The guiding principle of the Extended Learning Program is to provide a variety of program options which are compatible with gifted students’ learning needs and the resources of the district. Course or grade level acceleration may be the best option for some learners. (For all math acceleration requests for K-8, specific guidelines and forms are available. These forms can be obtained from the building ELP teacher or counselor.)

Grade acceleration impacts the student’s future instruction in all subsequent grades and should be proactively planned for to ensure student success. Students new to the district must complete one semester/term before beginning the acceleration process. 

The profile of a student to be considered for acceleration includes:

• All Standardized Assessments at or above 98% NPR
• Scores that are consistently well above the class average on daily work andassessments
• Social and emotional maturity
• Exemplary work habits
• Strong interest in learning
• Motivation to complete challenging work

If acceleration is being considered, the following nomination and screening procedure must be followed.

Step 1: Nomination

The person (e.g. parent, guardian, teacher) recommending that a student be accelerated in a specific course or grade level completes a District Acceleration Request Form and gives it to the building ELP teacher or counselor. The form will specify the reasons for the request. Parents/guardians will be notified and given an opportunity to provide input.

The Iowa Acceleration Scale (for grades K-8) will be completed by the classroom teacher and the ELP teacher or counselor. A portfolio reflecting the student’s abilities and interests will also be compiled. Data indicating possible need for either differentiation or acceleration will include:

• Standardized assessment scores, NPR, 98% and above
• Examples of differentiation opportunities provided 
• Observations about a student's work habits, persistence, motivation, etc.
• Any other classroom data

The principal reviews the data collected by the classroom teacher and the ELP teacher or counselor. 

Other discrete data may also be reviewed, including:

• Participation by the student in national or state level programs for gifted students
• Current teacher recommendation, taking into account such factors as overall classroom performance, work habits and social maturity
• Information and data from previous teachers

Step 2: Screening-District ELP Screening Team

A team consisting of the principal, classroom teacher, ELP teacher and counselor will review all student performance data. It is recommended that the receiving principal be invited to peruse all data and be apprised of the student being considered for acceleration. The Iowa Acceleration Scale (for K-8 students) will also be used as a guide to help the team determine if acceleration is the best programming option for the student. The areas under consideration will be: academic ability, aptitude and achievement; school and academic factors; developmental factors; interpersonal skills; attitude; and support. This process may take up to four weeks to complete.

Step 3: Placement

The principal, classroom teacher, ELP teacher, counselor and parents will review the student’s portfolio and the recommendation from the Screening Committee. The student may also be present, if agreeable to parents and staff. A collaborative decision will be made regarding acceleration. If acceleration is recommended, personalized education goals will be written collaboratively with parents, the classroom teacher and ELP teacher during parent conferences (PLPs).

If parents/guardians disagree with the recommendation, they may appeal the decision to the building principal after one additional semester or term. However, parents/guardians must bring new information for the appeal process to move forward. See School Board Policy, Series 500, Code No. 505.2, Student-Promotion-Retention-Acceleration for the District Policy on Acceleration.

The deadline for consideration of acceleration in the current school year is September 1. Consideration for the following school year should occur before March 1.

Clear Creek Amana School District Guidelines for Acceleration in K-5 Mathematics

The Clear Creek Amana School District recognizes that gifted math students possess superior abilities and/or potential and they need appropriate math instruction to extend and accelerate their learning. Our mathematics program is designed to engage students in making sense of mathematical ideas and to challenge their thinking. Teachers also implement differentiation strategies within the classroom to meet a wide range of student learning needs. 

In addition, subject level acceleration is one program option which should be considered for the top 2% of our student population. Grade acceleration in math impacts the student’s future math instruction in all subsequent grades and should be proactively planned to ensure student success. 

The profile of a strong math student to be considered for acceleration includes:

• All Iowa Assessment NPR math scores at or above 98% 
• iReady test scores (or other achievement test scores) at or above 96%
• Math Unit scores at or above 90%
• Scores that are consistently well above the class average on daily work and assessments
• Social and emotional maturity
• Exemplary work and study habits
• Strong interest in math
• Motivation to complete challenging work

If acceleration in mathematics in grades K-5 is being considered, the following nomination and screening procedure must be followed before a district assessment is requested.

Step 1: Nomination 

The student’s math teacher reviews and documents student performance data. Data indicating possible need for either differentiation or acceleration will include:

• Iowa Assessment math scores, NPR, 98% and above
• iReady scores (or other achievement test) in the gifted range, NPR, 96% and above
• Math unit assessments and/or CFAs
• Examples of enrichment opportunities provided
• Observations about a student's work habits, persistence, motivation, etc.
• Any other classroom data

The principal reviews the data collected by the classroom teacher. Other discrete data may also be reviewed, including:

• Participation by the student in national or state level programs for gifted students
• Current teacher recommendation, taking into account such factors as overall classroom performance, work habits and social maturity
• Information and data from previous teachers

Step 2: Screening-District Math Assessment

The principal, teacher, ELP coordinator, and parents will review all student performance data and collaboratively determine if the District Math Assessment should be administered. The student may also be present, if agreeable to parents and staff. If recommended, the ELP coordinator, ELP teacher or classroom teacher will administer the district assessment. A score between 80-90% is recommended for acceleration.

Step 3: Placement 

The principal, teacher, ELP coordinator, and parents will review the District Math Assessment results and all student performance data. The student may also be present, if agreeable to parents and staff. A collaborative decision will be made regarding math acceleration.

If necessary, the student’s math placement could be reevaluated after one year. See School Board Policy, Series 500, Code No. 505.2, Student-Promotion-Retention-Acceleration for the District Policy on Acceleration.

The deadline for consideration of math acceleration in the current school year is November 1. Consideration for the following school year should occur between April 1 and May 1.

Math Acceleration Data & Procedures

CCA DISTRICT EXTENDED LEARNING PROGRAM GOALS

Program Goal #1
Identify and serve students representing the diversity of the district (gender, race, SES, English Language Learners, and special education) in the areas of specific ability aptitude and general intellectual ability, grades K-12.  

Program Goal #2
Provide meaningful, personalized programming opportunities where gifted students actively design learning experiences to meet their affective and cognitive needs.

Program Goal #3
Provide ongoing professional development for staff, K-12, about the characteristics and needs of gifted and talented students, differentiation strategies, and acceleration options.

Program Goal #4
Develop collaborative partnerships with general education teachers, K-12, with the focus on implementing differentiation strategies and meeting personalized goals for identified gifted and talented students.

Program Goal #5
Communicate regularly with parents/guardians of students receiving Extended Learning Program services.

EXTENDED LEARNING PROGRAM STUDENT LEARNING GOALS

Student Learning Goal #1   Develop collaboration and leadership skills.
Students will listen to, share with and support the efforts of groups. Students will contribute to the group to accomplish a shared goal and value the efforts made by group members. Students will learn how to manage and resolve conflicts.    

Student Learning Goal #2   Develop complex communication skills.
Students will articulate thoughts and ideas using oral, digital, visual, nonverbal and written communication skills. Students will  listen to others to gain meaning.

Student Learning Goal #3   Develop creativity and innovative thinking skills.
Students will combine ideas to solve a problem, address an issue or make something new. Students will seek additional information, analyze multiple sources of information, and develop and expand on ideas. Students will take chances and learn to view failure as an opportunity to learn.

Student Learning Goal #4   Develop critical thinking and problem solving skills.
Students will identify and seek information to understand problems. Students will brainstorm solutions or strategies to solve problems, develop and implement a plan and reflect on the results.

Student Learning Goal #5   Develop interpersonal skills. 
Students will demonstrate initiative, self-direction and personal responsibility. Students will respect the unique qualities of self and others.

Student Learning Goal #6   Develop independent learning skills. Students will demonstrate motivation and commitment to achieve. Students will utilize metacognitive skills that foster independent and self-directed learning.

The Clear Creek Amana School District uses a systematic procedure to identify gifted and talented students in grades K-12, each spring. The major goal of this process is to apply valid, reliable and unbiased procedures to identify students as being gifted in the areas of general intellectual ability and specific ability aptitude in reading, math and science. Students are identified through the use of multiple criteria using objective and subjective measures.

ELP Nomination Form

1.  Nomination

At least one of the following is used to nominate K-12 students for ELP: teacher reports of gifted behaviors, parent/guardian reports of gifted behaviors, CogAt screener results for second graders, Middle School/High School self nominations and standardized testing data. Self nomination forms can be obtained from the school counselor or ELP teacher. 

2.  Screening

All screening data will be considered by a screening team that may include: classroom teachers, ELP teacher, counselor, ELP coordinator, instructional coach and building principal. The specific abilities and needs of each student will be considered individually as outlined in Pathway #1 and Pathway #2. All students in grades K-5 who are nominated for ELP will be given the complete CogAt test as part of our screening process.

Pathway #1

Selection criteria will consist of objective data including: Iowa Statewide Assessment of Student Progress (ISASP), CogAt (K-5), and iReady. At the elementary level, if a student has a composite CogAt SAS score at or above 130 or one CogAt score at or above 96% and 2 additional qualifying scores she/he will be considered for ELP placement. Additional qualifying scores could include iReady scores (96%+) NPR, ISASP scores (98-99%) NPR and/or additional CogAt scores 96% and above. At the Middle School and High School students must have at least 3 qualifying iReady scores and/or ISASP scores.

Subjective data will include grade point average 3.97+ (high school), classroom performance, teacher recommendations, parent information and other relevant data. Individual subtest scores in reading, science and math will also be considered during the screening process. Additional testing may be administered as needed.

Pathway #2

Any student with advanced potential, but whose achievement is underdeveloped or lower than expected will be screened using criteria in Pathway #2. This includes students who are: twice exceptional (2E), are culturally or linguistically diverse (ELL), and/or have not had the opportunity to learn due to poverty (low SES). These barriers to learning should not be reasons to prevent screening and identification. 

Selection criteria will consist of objective data including: Iowa Statewide Assessment of Student Progress (ISASP), CogAt (K-5), and iReady. High performance on one of these tests and/or other valid and reliable assessments will qualify a student for screening.

Subjective data will include grade point average (high school), classroom performance, teacher recommendations, parent information and other relevant data. Individual subtest scores in reading, science and math will also be considered during the screening process. Additional testing may be administered as needed.

3.  Placement

Students who demonstrate potential as compared with others of their age and require additional differentiated programming will be placed in the ELP Extension Strand, grades K-8. Personalized learning goals may be developed for students participating in this strand in collaboration with classroom teachers, students and parents. Successful participation in our elementary program for the talented and gifted is also required for middle school placement unless the student has recently transferred to CCA or recently qualifies for programming. 

At the high school level academic guidance and counseling services will be provided for students. Successful participation in the middle school program for the talented and gifted is required unless the student has transferred to CCA or recently qualifies for our Extended Learning Program. Participation in enrichment and accelerated classes at the High School will be optional and based on student needs and interests.

Clear Creek Amana School District ELP Identification/Screening Pathways

Universal Screening is conducted annually January-March for all students in grade 2 using the Cognitive Abilities Screener. In addition, students nominated for ELP by teachers, parents, students, CogAT screener scores, and/or standardized test scores, grades K-5, are given the full Cognitive Abilities Test annually in March. Additional testing may be administered as needed. All available objective and subjective information will be considered by the screening committee in each building. Additional qualifying scores could include iReady scores (96%+) NPR, ISASP scores (98-99%) NPR, and/or additional CogAT scores 96%+. For CogAT results, we use grade level NPR.

Pathway #1 Grades K-5 
General Intellectual Ability and Specific Ability Aptitude in Reading, Math, and/or Science

Pathway #1	K-3	4-5
Objective Criteria	Cognitive Ability Test, 130 SAS, one CogAT score at or above 96%, an ISASP score 98%+ (Iowa Statewide Assessment of Student Progress) and/or additional grade level assessment data	Cognitive Ability Test, 130 SAS or one CogAT score at or above 96%, an ISASP score 98%+ (Iowa Statewide Assessment of Student Progress) and/or 2 additional qualifying scores
Subjective Criteria	Classroom performance, teacher recommendations, parent information and other relevant data will be considered during the screening process.	Classroom performance, teacher recommendations, parent information and other relevant data will be considered during the screening process.

 

Pathway #1 Grades 6-12
General Intellectual Ability and Specific Ability Aptitude in Reading, Math, and/or Science

Pathway #1	6-8 Middle School	9-12 High School
Objective Criteria	Three qualifying scores	Three qualifying scores
Subjective Criteria	Classroom performance, teacher recommendations, parent information and other relevant data will be considered during the screening process.	Grade Point Average 3.97+, classroom performance, teacher recommendations, parent information and other relevant data will be considered during the screening process.

 

Any student with advanced potential, but whose achievement is underdeveloped or lower than expected will be screened using criteria in Pathway #2. This includes students who are: twice exceptional (2E), are culturally or linguistically diverse (ELL), or have not had the opportunity to learn due to poverty (low SES). These barriers to learning should not be reasons to prevent screening and identification.

Pathway #2

Pathway #2	K-5	6-12
Objective Criteria	High performance on a norm-referenced (CogAt), adaptive (iReady), criterion referenced (ISASP) test, and/or other valid and reliable assessments	High performance on a norm-referenced (CogAT), adaptive (iReady), criterion referenced (ISASP) test, and/or other valid and reliable assessments
Subjective Criteria	Classroom performance, teacher recommendations, parent information and other relevant data will be considered during the screening process In addition, students will be interviewed by two ELP staff members using a standardized protocol. This rubric should be used to assist in the identification of English Language Learners for ELP.	Classroom performance, teacher recommendations, grade point average (high school), parent information and other relevant data will be considered during the screening process.  In addition, students will be interviewed by two ELP staff members using standardized protocol. The rubric should be used to assist in the identification of English Language Learners for ELP.

 

Teaching Staff, K-12, Professional Development

Our district provides formal and informal professional development opportunities for all staff to learn about the needs of gifted students. A guiding characteristic of our district’s ELP programming is a flexible services model which focuses on differentiated instruction within the general education classroom as well as enrichment and acceleration through additional services provided in ELP classes. Therefore, the responsibility for differentiation of the curriculum for gifted students is a collaborative effort between general education teachers and the ELP teacher. This collaborative environment fosters communication and cooperation among all staff. Examples of collaboration include the following.

• Throughout the year ELP staff meets with teachers as needed to discuss best instructional strategies that meet the needs of gifted students in the regular classroom. 
• Each spring ELP staff shares characteristics of gifted students and reviews identification procedures with classroom teachers.
• ELP staff also meets with parents, students and classroom teachers during fall and/or winter conferences to discuss learning needs and set student goals. 

ELP Staff Professional Development and Program Evaluation

Our ELP staff meets as a learning community on a monthly basis with a focus on improving our Extended Learning Program Structure and Procedures, designing high quality instruction to provide rigor and student engagement for ELP students, and learning about the differentiation instructional learning model which supports teachers in meeting the needs of gifted students in the regular classroom. In addition, book study discussions are embedded in our monthly meeting schedule. ELP staff also attends annual state ITAG conferences in addition to various workshops that address our Program Goals throughout the year.      

Every five years, ELP staff reviews each component of our Extended Learning Program Plan during Monthly Team Meetings. Each of the following areas are addressed: Identification Procedures, Goals and Performance Measures, Differentiated Program, In-service Design, Review/Evaluation and Indicators of Best Practice. 

After the self study, qualitative evaluation surveys are distributed to principals, students, teachers and parents.  Our self-study and survey results provide valuable feedback. This information is used to set yearly goals for our Extended Learning Program.

Organizations

Acceleration Institute
The purpose of the Acceleration Institute website is to inform educators, parents, policymakers, and researchers of the research and best practices concerning academic acceleration.

ACE Mentor Program in Architecture, Construction and Engineering  
ACE Mentor
The ACE Mentor Program of America, Inc. (ACE) helps mentor high school students and inspires them to pursue careers in design and construction. It’s now the construction industry's fastest-growing high school mentoring program, reaching over 8,000 students annually. Our mission is to engage, excite and enlighten high school students to pursue careers in architecture, engineering, and construction through mentoring and to support their continued advancement in the industry.

University of Iowa Belin and Blank International Center for Gifted and Talented
Belin and BlankThe mission of the Belin-Blank Center is to empower and serve the international gifted community through exemplary leadership in programs, research, and advocacy.
The Belin-Blank Center:

Council for Exceptional Children
Council for Exceptional Children
The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving the educational success of individuals with disabilities and/or gifts and talents. CEC advocates for appropriate governmental policies, sets professional standards, provides professional development, advocates for individuals with exceptionalities, and helps professionals obtain conditions and resources necessary for effective professional practice.

Davidson Institute for Talent Development
Davidson Institute for Talent Development
The  mission of the Davidson Institute is to recognize, nurture and support profoundly intelligent young people and to provide opportunities for them to develop their talents to make a positive difference.

Iowa State Office of Precollegiate Programs for Talented and Gifted
Office of Precollegiate Programs for Talented and Gifted   
The goal of the OPPTAG program is to match students with appropriate learning experiences and emphasize an approach to teaching that underscores strengths and encourages high achievement. Additionally, all programs offer extracurricular enrichment experiences that broaden students' knowledge of the world.

Iowa Talented and Gifted Association
Iowa Talented & Gifted
The Iowa Talented and Gifted Association is a tax-exempt 501(c)3 organization which was organized more than 40 years ago with a vision that gifted and talented children in the State of Iowa should receive an education commensurate with their abilities and needs.  ITAG is an affiliate of the National Association for Gifted Children. ITAG promotes advocacy at the national, state and local levels, pre-service and in-service training in gifted education, and parent/community awareness, education and involvement. ITAG is comprised of parents, educators, other professionals, and community leaders who share an interest in the growth and development of gifted and talented individuals in Iowa.

Jack Kent Cooke Foundation
Jack Kent Cooke Foundation
The Jack Kent Cooke Foundation is a private, independent foundation dedicated to advancing the education of exceptionally promising students who have financial need. The Foundation supports exceptional students from elementary school to graduate school through scholarships, grants, direct service, and knowledge creation and dissemination.

Kirkwood Regional Center at the University of Iowa
Kirkwood Regional Center
A long-term educational investment for the central Kirkwood region, the Kirkwood Regional Center at the University of Iowa offers traditional college programming as well as:

Students may follow several pathways after completing Kirkwood's career academies. Examples include college certificates, diplomas, associate’s, bachelor’s and graduate degrees and even immediate employment.

• Identifies gifted, talented, and artistic learners;
• Offers specialized educational opportunities for students;
• Increases awareness and use of acceleration to enhance learning;
• Provides assessment, counseling, and consultation services;
• Develops curriculum resources and materials;
• Facilitates the professional development of educators;
• Disseminates information through conferences and publications;
• Leads in local, national, and international policy formation;
• Enhances educational opportunities through technology;
• Collaborates with the worldwide gifted community;
• Promotes access, diversity, and equity in developing talent.
• Innovative, high tech career academies with industry-recognized certifications
• Liberal Arts and Sciences transfer courses
• College readiness assessment and placement exams, including the National Career Readiness Certification
• Scholarship and financial aid services, academic advising and career counseling services
• Kirkwood Continuing Education courses and certification programs

ADDITIONAL RESOURCES

Additional Resources

National Association of Gifted Children
National Association of Gifted Children
NAGC staff and leaders support and develop policies and practices that encourage and respond to the diverse expressions of gifts and talents in children and youth from all cultures, racial and ethnic backgrounds, and socioeconomic groups. NAGC supports and engages in research and development, staff development, advocacy, communication, and collaboration with other organizations and agencies who strive to improve the quality of education for all students. - See more at: NAGC Who We Are

Post-Secondary Education Options (PSEO)
Contact the Clear Creek Amana High School Counselor.

Supporting Emotional Needs of the Gifted (SENG)
Supporting Emotional Needs of the Gifted (SENG)
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. See more at: http://sengifted.org/about-seng/missionvision#sthash.6KFON2Cv.dpuf

Workplace Learning Connection (WLC)
Work Place Learning Connection
WLC connects students and educators from Grant Wood AEA Area X school districts in Cedar, Benton, Iowa, Jones, Linn, Johnson and Washington counties in east central Iowa looking for career information with area business professionals who are interested in preparing our region's future employees. Students become more prepared for the local job market, and businesses have the opportunity to mold potential employees, creating a hands-on way for students to explore careers while still in high school. Contact the Clear Creek Amana High School Counselor for more information..