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       Our Website is under construction in order to better serve you.
Please contact the School office if you are unable to find what you need. 
St. Odilia School Enrichment Program
 
Enrichment Mission:
St. Odilia strives to give every child, every chance, to have the richest possible experience every day. St. Odilia uses Donald Treffinger's Levels of Service Model to enhance and develop each child's God-given talents. Many of the descriptions below have been taken from his book written Enhancing and Expanding Gifted Programs; The Levels of Service Approach (2004); Waco TX; Prufrock Press In.
 

Levels of Service Model (L.o.S.):
The Levels of Service Model is the enrichment model we have chosen to use for our school enrichment program.  This model is based on Donald Treffinger's Levels of Service Approach. There are four levels of enrichment we offer.




Levels of Service (L.o.S.) Menu: 

Level I
Level II
Level III
Level IV
Identification Procedures
Implementation Plan
FAQ













LEVEL I

 
ALL LEARNERS (in the classroom)
-Appropriate and challenging content based on discovery and building content knowledge.
-Differentiation involves deliberate instruction in provocative thinking tools and metacognitive skills, as well as content.
-Digging deeper into content knowledge, by using words such as why and how rather than what as well as involvement words such as doing, applying, producing, and sharing, not just sitting, listening, watching, or reciting.
-This can be done through:
-Field trips
-Guest speakers
-Interdisciplinary units
-Differentiated instruction
-Inquiry based education
-Junior Achievement
-Learning Centers
-STEM Initiatives
 
-The Keys to success in Level I are:
            1. Build to foundation and tools for thoughtful self-directed learning
            2. Offer a variety of activities to expose students to new interests and
     promote discovery.
            3. Get to know each student’s personal characteristics.
            4. Create and maintain a stimulating classroom environment. 


Return to Levels of Service Menu










LEVEL II
 
MANY LEARNERS (in class and outside of class, before and/or after school)
-Approach a broad array of services for many students, which are open and exclusive.
-Differentiation is driven by varied curiosities of students, recognizing that all students need not participate in all activates or in any activity with the same degree of commitment or enthusiasm.
-Challenging students to explore other options or dive deeper into research in classroom projects or assignments for greater conceptual knowledge.
            - Using mastered spelling/vocabulary words in a short story.
            - Use technology (i.e. iMovie) to replace a book report.
- Visit the science museum to learn more about dinosaurs and present what you learned to the class or small group.
-“Any student might, but not every student will.”
-Students provided optional opportunities and are encouraged to explore their curiosity.
-Allowing students to explore possible areas of interests or strength.
-Differentiated instruction and opportunities
-Flexible Groupings
-Supplemental and additional learning
-Optional project assignments
-Student Service Coordinator may work within the classrooms with students that have shown particular interest in specific content area.
-This can be done through:
-Robotics Team
-Math Masters
-Quiz Bowl
-Tech Club
-Drama Club
- Band
-Choir
-Student Council
-Yearbook
-Language Offerings
-Genius Hour
-Book Clubs
-Guided Reading
-Guided Math
-Tiered student assignment
 
 
-The Keys to success in Level II are:
            1. Guide students in discovering and clarifying their own strengths, interests, 
     and areas of curiosity.
2. Provide voluntary or invitational opportunities for students to verify their
    motivation, competence, and commitment through first hand experience.
3. Provide for ease in entering and exiting activities so students are free to
    continue their exploration, but are not required to do so.
4. Create opportunities for students to apply self-directed learning skills to
     high-quality projects based on their interest and talents.


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LEVEL III
Students will need to be identified and/or qualify for level 3 instruction.

 
SOME LEARNERS (in school)
-Designed for individuals who demonstrate sustained competence, interest, and ability in any discipline or talent domain.
-Differentiation provides opportunities for real problem solving  (conceptual) that extends beyond practice problems (procedural).
-This can be done through:
-Differentiated Content and Assessment
-Advanced classes (grades 5-8)
-Student Service Coordinator working outside classrooms with students that have demonstrated mastery of specific grade-level subject area.
-Subject acceleration
-Student learning groups may be formed based shown mastery of content.
-Guided Reading  
-Cluster grouping
-Alternate Assessment /Project
-Online supplementation when available
 
-The Keys to success in Level II are:
            1. Look for students who are enthusiastic and consistently performing
     beyond the regular curriculum.
2. Design opportunities that link explicitly to students’ needs, and
     communicate expectation to students.
3. Deliver differentiated services that respond to the student’s unique
     personal strengths and talents through individual or group
     experiences/activities.
4. Expand and extend your array of services by drawing on staff, parents, and
     community members to guide students in learning experiences related to
     students’ talents and strengths.

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LEVEL IV
Students will need to be identified and/or qualify for level 4 instruction. 

 
FEW LEARNERS (Outside school)
-Designed specifically for individuals with advanced skills and abilities (revealed through performance, desires, and test data)  strong and sustained interest and, in many cases, documentation of previous experience and outstanding performance or exceptionally strong passion for a topic or talent domain.
-One of a kind program designed for students that are soaring and passionate.
-Response to the blossoming expertise of a student.
-Differentiation at an intense, personal, and highly challenging level for students who demonstrate exceptional needs and evidence of high-level ability and passion.
-Addresses content, process, affective, and product dimensions of a student’s talent level.
-This can be done through:
- Independent research projects
-Acceleration of grade level
-On-Line courses
            -UMTYMP
-High school or college courses
 
-The Keys to success in Level IV are:
1. Determine programing needed for student with demonstrating
     competence, commitment, and passion for their area of interest.
2. Plan authentic and real opportunities that stimulate and empower
     students to reach new levels of creative products or performances.
3. Provide an environment that supports and encourages students to self-
     initiate and self-direct inquiry into ideas and topics based on interest and
     mastered knowledge.

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Identification Procedures
 
Level 2 Identifiers
Using the Levels of Service Model and grade level curriculum as a backdrop, students in kindergarten through 4th grade who demonstrate mastery of a specific content area through a common pre-assessment given by the teacher before a new unit begins would have an opportunity to participate in level 2 enrichment in the areas of math and/or reading through grade-level flexible groups. These level 2 enrichment circle groups are FLEXIBLE by nature. The students who participate in these level 2 enrichment flexible groups CHANGE depending if they demonstrate mastery in the unit pre-assessments or not. Grades K-4 level 2 reading enrichment occurs within the context of the regular classrooms through our guided reading program.
 
Level 3 Enrichment identifiers
Level 3 and 4 there is a student selection process, but it is based on the students specific characteristics and “readiness,” in relation to the skills that will be required for successful engagement in the activity.
 
Level 3 Math
•           NWEA Math Total - NCE* of 95 or higher
•           CogAT Quantitative Total - NCE* of 85 or higher
*NCE = Normal Curve Equivalents
•           Teacher Recommendation
•           Student Work Samples demonstrating superior work
 
*Three out of four of the above criteria need to be met in order to be considered.
*Students are reassessed when entering Middle School in order to have them placed
in the appropriate reading class.
 
Level 3 Reading (To be implemented later)
•           NWEA…… Total - NCE* of 95 or higher
•           Verbal CogAT Total - NCE* - 96 or higher
* NCE = Normal Curve Equivalents
•           Guided Level Reading Score (2 years above grade level or higher)
•           Teacher Recommendation
•           Student Work Samples demonstrating superior work
 
*Three out of five of the above criteria need to be met in order to be considered.
Students are reassessed when entering 5th grade in order to have them placed in the appropriate math class.

Return to Levels of Service Menu
 







 
Implementation Plan
 
 
Implementing Level of Service in the Classroom
  1. Be a talent spotter, looking for students’ strengths and talents in many ways and encourage students to explore different areas and look for their own strengths and interest.
  2. Design the classroom as a flexible, multi-talent learning laboratory that creates a climate conducive to creative learning and inquiry.
  3. Use a variety of teaching techniques including “hands-on” and “minds-on.”
  4. On a daily basis, incorporate the phrase “productive thinking” which includes creative thinking, critical thinking, problem solving, and decision-making.
  5. Link classroom learning to out-of-school events, places, and resources.
 
 
Implementing Level of Service in the School
  1. Create opportunities for teachers to exchange and share ideas and resources.
  2. Provide access and training to technology in all classroom.
  3. Create curricular enhancement teams to stimulate innovation.
  4. Support a variety of optional and invitational learning activities and programs.
  5. Provide time for one or more staff to assist as a Level of Service catalyst
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Frequently Asked Questions
 
Do the four levels describe students with different levels of ability, talent, or giftedness?
 
The simple answer is no. The four levels of service describes programming activities or educational experiences that schools can provide in different combinations and ways for different students (as appropriate and necessary) at different times. The levels of service describe multiple ways in which we might recognize and nurture students’ strengths, talents, or sustained interest, not “Kinds” of students or degrees of ability. We might speak of students for whom Level IV activities are appropriate and challenging, but we do not speak of “Level IV Students” as if that represented some categorical identity.
 
Are the four levels sequential, so that students should be expected to move or progress from one level to the next, through all four levels?
 
Not necessarily. This program is meant to meet the current needs of the student. An individual student might, during the course of several weeks, months, or even years, participate in programming at all four levels, but that is not necessarily an intentional goal. Linking students and services always focuses on recognizing students’ specific strengths, talents, and needs, and then responding in ways to ensure that instruction will be appropriate, challenging, and developmental.
 
It is important to note that Level I and II activities may also provide an excellent “window” for discovering or observing needs for Level III and IV. 

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