Advanced & Enriched Programming
Advanced & Enriched Programming
Program Beliefs & Guiding Principles
Lemont‑Bromberek CSD 113A is committed to ensuring all students receive high‑quality instruction and appropriate challenges every day. Differentiation is an expectation in every classroom, and enrichment opportunities are embedded within core instruction for all learners. Core instruction is the grade level curriculum and programs for Math, ELA (English Language Arts, Science and Social Studies).
Students who demonstrate a need for advanced academic challenge beyond what is offered in the core curriculum may be considered for participation in Advanced or Enriched Programming in English Language Arts (ELA) and Mathematics. Information regarding qualification criteria is outlined below.
Program Structure by Content and Grade Band
- Enrichment is provided within the Differentiated Instruction (DI) block
- DI Block: An additional math and ela instruction time every day for students to receive small group instruction, practice personalized learning, and receive enrichment, or intervention, depending on areas of need.
- Focus on inquiry, problem solving, reading/writing extensions, and flexible grouping
- No separate advanced course placement at K–3
- Students remain enrolled in grade‑level core courses
- Advanced services replace the core ELA block. Advanced programming occurs through:
- Enrichment units and extensions
- Additional reading and writing opportunities
- Higher‑level problem solving and application tasks
- Reading and analysis of additional or more complex texts
- Research and inquiry
- Discussion and discourse
- Additional small‑group instruction informed by assessment data. Students in grades 3-5 receive this instruction during the DI Block Students in grades 6-8 receive this instruction during Core Connections and Prime Time structures to support advanced learners
- Students participate in compacted above grade‑level core courses with enhanced rigor.
- Grade level coursework is compacted for grade acceleration.
- 3rd- 5th Grade: Compacts 3rd-6th grade curriculum so that by the time students complete their 5th grade school year, they have completed 6th grade mathematics.
- 6th Grade: 7th Grade Math Program
- 7th Grade: 8th Grade Math Program
- 8th Grade: Algebra 1 or Lemont High School Math 1
- Additional differentiation occurs through:
- Accelerated pacing, grade level above curriculum
- Deeper conceptual work in Math
- Conceptual understanding
- Justification and mathematical reasoning
- Application to real‑world contexts
- Additional small‑group instruction informed by assessment data. Students in grades 3-5 receive this instruction during the DI Block Students in grades 6-8 receive this instruction during Core Connections and Prime Time structures to support advanced learners
The school district shall provide accelerated placement opportunities as provided in the Illinois Accelerated Placement Act. These opportunities are not limited to those students who may be identified as gifted. Accelerated placement is the placement of a student at the instructional level that best fits a student’s needs. The placement can be in a curriculum generally provided for students who are older or in higher grades than the student being considered for advancement. Accelerated placement options are to include early entrance to kindergarten and first grade, subject acceleration, and whole grade acceleration. Based on a review of certain information related to a student, acceleration is possible for all students who demonstrate high ability and who may benefit from such placement.
Early Entrance to kindergarten or first grade is a form of whole grade level acceleration. To be considered for early entrance, students must demonstrate advanced intellectual ability and social skills. The decision to enter school early is taken seriously due to the potential effect on the remainder of the child’s school career.
To request academic acceleration, including early entrance, please submit the request form and supporting documentation. Students will participate in an assessment process to determine student readiness for acceleration. You will be contacted for the evaluation process to be scheduled. Evaluations for early entrance to kindergarten or first grade will be scheduled between April and the start of the upcoming school year. Requests for any other advanced placement will be responded to in a timely manner. A review of student qualifications will be conducted and a determination will be made.
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- Enrichment is provided within the Differentiated Instruction (DI) block
- DI Block: An additional math and ela instruction time every day for students to receive small group instruction, practice personalized learning, and receive enrichment, or intervention, depending on areas of need.
- Focus on inquiry, problem solving, reading/writing extensions, and flexible grouping
- No separate advanced course placement at K–3
-
- Students remain enrolled in grade‑level core courses
- Advanced services replace the core ELA block. Advanced programming occurs through:
- Enrichment units and extensions
- Additional reading and writing opportunities
- Higher‑level problem solving and application tasks
- Reading and analysis of additional or more complex texts
- Research and inquiry
- Discussion and discourse
- Additional small‑group instruction informed by assessment data. Students in grades 3-5 receive this instruction during the DI Block Students in grades 6-8 receive this instruction during Core Connections and Prime Time structures to support advanced learners
-
- Students participate in compacted above grade‑level core courses with enhanced rigor.
- Grade level coursework is compacted for grade acceleration.
- 3rd- 5th Grade: Compacts 3rd-6th grade curriculum so that by the time students complete their 5th grade school year, they have completed 6th grade mathematics.
- 6th Grade: 7th Grade Math Program
- 7th Grade: 8th Grade Math Program
- 8th Grade: Algebra 1 or Lemont High School Math 1
- Additional differentiation occurs through:
- Accelerated pacing, grade level above curriculum
- Deeper conceptual work in Math
- Conceptual understanding
- Justification and mathematical reasoning
- Application to real‑world contexts
- Additional small‑group instruction informed by assessment data. Students in grades 3-5 receive this instruction during the DI Block Students in grades 6-8 receive this instruction during Core Connections and Prime Time structures to support advanced learners
-
The school district shall provide accelerated placement opportunities as provided in the Illinois Accelerated Placement Act. These opportunities are not limited to those students who may be identified as gifted. Accelerated placement is the placement of a student at the instructional level that best fits a student’s needs. The placement can be in a curriculum generally provided for students who are older or in higher grades than the student being considered for advancement. Accelerated placement options are to include early entrance to kindergarten and first grade, subject acceleration, and whole grade acceleration. Based on a review of certain information related to a student, acceleration is possible for all students who demonstrate high ability and who may benefit from such placement.
Early Entrance to kindergarten or first grade is a form of whole grade level acceleration. To be considered for early entrance, students must demonstrate advanced intellectual ability and social skills. The decision to enter school early is taken seriously due to the potential effect on the remainder of the child’s school career.
To request academic acceleration, including early entrance, please submit the request form and supporting documentation. Students will participate in an assessment process to determine student readiness for acceleration. You will be contacted for the evaluation process to be scheduled. Evaluations for early entrance to kindergarten or first grade will be scheduled between April and the start of the upcoming school year. Requests for any other advanced placement will be responded to in a timely manner. A review of student qualifications will be conducted and a determination will be made.
Placement Philosophy & Criteria
Placement into Advanced or Enriched Programming is not based on a single measure. SD113A uses a comprehensive student profile to determine readiness and need for advanced challenges. The following are a list of considerations for students in grades 3+.
Lemont-Bromberek School District 113A is committed to ensuring that every student is appropriately challenged and supported in their learning. Advanced Programming provides students who demonstrate readiness for increased academic rigor with opportunities to engage in deeper thinking, accelerated pacing, and more complex learning experiences.
Placement into Advanced Programming is not determined by a single score or assessment. The district uses a comprehensive student profile that includes assessment data, classroom performance, and teacher input to determine readiness for advanced academic challenge.
Identification Process
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Students scoring at or above the 85th percentile on at least two of the last three i-Ready Diagnostic assessments (Fall, Winter, Spring) will be initially identified for Advanced Program consideration.
The process includes:- District staff generate a list of students meeting the benchmark criteria.
- Teachers complete a Student Advanced Learning Profile for identified students.
- The profile considers indicators such as:
- Academic independence
- Pace of learning
- Problem-solving ability
- Curiosity and engagement with complex ideas
- Grade level assessment and standards assessment mastery
If both assessment data and teacher recommendation support placement, the student is invited into the program.
Families are notified of placement decisions once the review process is completed. -
Teachers may recommend students who demonstrate advanced academic behaviors but may not meet the initial assessment benchmark criteria.
The process includes:- Teacher completes the Student Advanced Learning Profile.
- The principal reviews the teacher recommendation along with available assessment data, including:
- i-Ready diagnostic data
- Classroom performance and locally developed assessments
- State assessment data (IAR)
- If the review supports placement, the student is invited into the program.
Families are notified once the review process is completed.
Appeal Process
If a student is not initially placed in the program, families may request a review of the student’s placement.
Appeal process:
- Parent or student contacts the building principal to request an appeal/review.
- The principal reviews the information for the request and available student data including:
- i-Ready diagnostic data
- Classroom performance and locally developed assessments
- State assessment data (IAR)
- The teacher completes the Student Advanced Learning Profile.
- The principal and teacher review the full student profile.
- The principal communicates the decision with the family.
Summer Bridge Program
In some cases, students may be recommended to complete a summer bridge learning program to demonstrate readiness for advanced coursework.
Current Advanced Students
Students who are currently enrolled in Advanced Programming will continue as course placement aligns with the student’s learning needs.
Maintaining Success in Advanced Courses
Students placed in Advanced coursework are expected to demonstrate consistent academic progress and engagement with the expectations of the course.
A placement review may occur if:
- The student earns below a C (70%) for the course at the end of the grading period, or
- The student experiences ongoing difficulty managing the pace or complexity of advanced coursework.
Before any placement change occurs, the following steps take place:
- The teacher communicates concerns with the family and documents areas of concern.
- The teacher notifies the building principal.
- A student support plan is developed to help the student succeed in the advanced course.
- Progress is monitored over an agreed-upon timeframe.
- If concerns persist, the teacher, principal, student, and family collaboratively determine next steps regarding placement.
Families may also request a change in placement if they feel the advanced course no longer meets the student’s needs.
Program Expectations and Communication
Information about Advanced Programming expectations will be shared with families during:
- District communication regarding course placemen
- Meet-and-Greet events
- Curriculum Night
Students and families will also review program expectations through a student participation agreement outlining responsibilities for maintaining success in advanced coursework.
Placement Matrix
All criteria are reviewed collectively; no single score automatically guarantees placement.
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