Talent Development - Pine Hill Elementary

SoWashCo Schools Talent Development and Advanced Academics (TDAA) believes in equitable access in developing talents in students of all abilities, races, ethnicities, languages, gender, and socioeconomic circumstances. We recognize the biases inherent in gifted education and are committed to eliminating those biases and barriers for students. We believe that all students of all ages have relative talent strengths, and schools should help them identify and develop their own special abilities.

Our priorities within Talent Development and Advanced Academics include:

Finding and developing the strengths and unique abilities of all students
Providing opportunities for all children to develop critical thinking and advanced learning behaviors
Honoring student experiential knowledge and giving students opportunities to play an active role in their own learning
Increasing the complexity and depth of content to fit students’ learning needs
Identifying advanced learners to provide them appropriately challenging instruction and programming which meets these students’ unique academic and social/emotional needs through enrichments and extensions not offered in core academic programming.
Supporting students in achieving academic success and believing they are capable of realizing their dreams.

Contact

Benjamin Lacina
Talent Development and Advanced Academics Coordinator
651-425-6210

blacina@sowashco.org

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Identification Process

Advanced learners are students with outstanding abilities and capable of higher performance when compared to others of similar age, experience and environment. SoWashCo Schools screens and identifies students annually for talent development and academic achievement services.

Each fall, all students in grade 2 are screened for advanced academic services using multiple criteria including:

CogAT 8 (Cognitive Ability Test Form 8)
MAP Growth (Measures of Academic Progress) achievement data in math and reading
HOPE (Having Opportunities Promotes Excellence) teacher rating scale for identification of advanced learners

All students assessed during the fall window receive the results of their CogAT and MAP assessments, independent of advanced learner identification. Letters notifying families of students identification for Advanced Academic Services are sent via U.S. Mail in late January.

Advanced Academic services include cluster classrooms at all elementary schools as well as the Gateway Program located at Valley Crossing Elementary School.

Students do not need to be identified as an advanced learner to participate in enrichment opportunities and to receive differentiated instruction in their classrooms.

Students in grades 3-7 not previously identified but demonstrating outstanding abilities are screened for advanced academic services if they were not formally assessed in the prior year.

Achievement data, including the Measures of Academic Progress (MAP) assessment, is reviewed annually and teacher input may be gathered to determine needs for further screening for advanced academic services using the Cognitive Ability Assessment (Cognitive Abilities Test/CogAT8). However, SoWashCo Schools does not typically assess students via CogAT across consecutive years.
Students in grades 3-7 also may be referred for further testing with the CogAT by a parent or guardian if they have not been assessed in the prior year.

Identification Process Questions and Answers

When will students be screened?

What assessments are used to determine identification for talent development services?

Formal Identification for advanced learners in SoWashCo schools considers the following multiple measures criteria:

Ability: The CogAT (Cognitive Abilities Test), an academic ability test is administered to all students in grades 2 to learn more about students’ academic reasoning abilities in verbal, quantitative and nonverbal areas.
Achievement: MAP (Measures of Academic Progress) in the areas of reading and math.
H.O.P.E. (Having Opportunities Promotes Excellence) teacher rating scale in grade 2.

What support is provided once a student is identified for services?

Students identified as advanced learners are placed in Cluster Classrooms with a teacher trained to meet the unique needs of gifted learners in the next school year. All Elementary schools have Cluster Classrooms in grades 3-5 and Middle Schools have Cluster Classrooms in math, science, social studies, language arts. Depending on the number of students identified, there may be more than a single cluster classroom at a grade level (elementary) or content area (middle school).
A student does not need to be formally identified as a gifted learner to receive support and enrichment for their academic needs. Advanced Academic services are provided based on formative and ongoing assessment of student needs in the classroom based on the content and standards being presented at that time through enrichments, enhancements and extensions in the classroom.

Will identification from a previous district transfer over to SoWashCo Schools?

If I feel my child needs talent development and advanced academic services, but they are not identified, what can I do?

What if my child was not formally identified but is demonstrating outstanding abilities?

Students in grades 3-7 who were not previously identified but are demonstrating outstanding abilities are screened for advanced academic services.

Achievement data, including the Measures of Academic Progress (MAP) assessment, is reviewed annually and teacher input may be gathered to determine needs for further screening for advanced academic services using the Cognitive Ability Assessment (Cognitive Abilities Test/CogAT8). However, SoWashCo Schools does not typically assess students via CogAT across consecutive years.
Students in grades 3-7 also may be referred for further testing with the CogAT by a parent or guardian if they have not been assessed in the prior year.

Additionally, teachers have access to enrichment and differentiated activities to meet students' academic needs when they arise as part of our core instruction.

What is the timeline for identification for Advanced Academic services

September-October: MAP achievement data gathered.
October-November: CogAT Universal Testing for all students in grade 2.
December: CogAT results are communicated to teachers and families. Data is analyzed and additional teacher input is gathered.
Late December : Families of students identified for Advanced Academic Services are via Email. These services include cluster classrooms at each elementary school and the Gateway Magnet program. The Gateway Program Interest forms is made available to families to complete, if interested.
January-February: Winter MAP achievement data for grades 6-7 is gathered and analyzed
March: Families of identified students in grades 6 and 7 are notified via Email.

Cogat Questions and Answers

What is the CogAT 8?

The CogAT, or Cognitive Abilities Assessment, measures students’ learned reasoning abilities in the three areas described below, related to academic success in school. The CogAT is NOT a test of intelligence.

The Verbal reasoning measures students’ abilities to reason with verbal images and concepts. These reasoning abilities play an important role in reading comprehension, critical thinking, writing, and virtually all verbal learning tasks.
The Quantitative reasoning measures students’ abilities to reason with quantitative symbols and concepts. These reasoning skills are significantly related to problem solving in mathematics and other disciplines.
The Nonverbal reasoning measures students’ abilities to reason with geometric shapes and figures. To perform successfully, students must accurately implement strategies for solving novel problems.

The three separate areas provide a broad perspective on each student’s learned reasoning abilities, identifying cognitive strengths and areas for growth. These general reasoning abilities begin to develop at birth and continue through early adulthood, so this assessment is just one snapshot in time.

Each area includes practice questions to help students become familiar with the content and format of the area of reasoning. These practice questions help students gain familiarity with the item formats and how to complete the different reasoning tasks.

Understanding Your Child's CogAT Scores

When will I receive my child’s CogAT scores?

CogAT score reports are communicated by the school in late December for any student who was assessed in the fall. Scores are communicated separate from any determination of advanced learner identification.

Families of students assessed during the winter CogAT testing window will receive scores in March.

Visit cogat.com and input your child’s personal CogAT ability profile for additional information about their learning strengths.

September-October: MAP achievement data gathered.
October-November: CogAT Universal Testing for all students in grade 2.
December: CogAT results are communicated to teachers and families. Data is analyzed and additional teacher input is gathered.
Late December : Families of students identified for Advanced Academic Services are via Email. These services include cluster classrooms at each elementary school and the Gateway Magnet program. The Gateway Program Interest forms is made available to families to complete, if interested.
January-February: Winter MAP achievement data for grades 6-7 is gathered and analyzed
March: Families of identified students in grades 6 and 7 are notified via Email.

Note: Please see the Gateway timeline for details about the Gateway placement process for rising 3rd, 4th, and 5th grade students.

Who takes the CogAT?

How are CogAT scores used?

The CogAT, along with other assessment data, can help teachers develop the best learning plan for each child and support their unique learning needs. Since the CogAT is a thinking-based assessment, the information about how a student processes verbal, quantitative, and visual information may or may not correspond with similar levels of achievement data (like the MAP) since they measure different things.

The Measures for Academic Progress (MAP) reading and math assessments are achievement-based measures and also are used as a part of screening all students for possible Talent Development and Advanced Academic Services.

Levels of Service

Talent Development and Advanced Academics services are provided at all SoWashCo elementary and middle schools through the Levels of Service approach.

Levels of Service Programming is:

Flexible: Programming includes many different people, places, and kinds of activities. It does not follow one formula, single curriculum, or set program of activities or services.
Inclusive: Programming that is appropriate, challenging, and developmental can be available to anyone. Programming includes a broad range of talents and does not serve just one fixed group of students.
Responsive: Programming responds to the positive needs of students. It guides planning and decision making and leads to modifications of instruction. The mission of programming is to design and deliver instruction through which we can bring out the best in every student.
Proactive: Programming challenges the teacher, school, district, parents, and community to take constructive actions for talent development. Taking initiative for talent development becomes everyone's business.
Unifying: Programming provides a structure and terminology for communicating effectively about talent development within and among home, school, and community.

Teachers do not assume that students who have a great deal of potential in one area have a high level of potential in all areas. Sometimes, students with high potential for math may not have high reading ability and vice versa. High ability in one area does not equate with high ability in other areas. LoS provides a framework for planning, delivering, and managing a wide range of responses to the needs of students. (Selby & Young, 2001)

Edwin C Selby, & Grover C Young. (2003, October). The Levels of Service approach to talent development: Parallels with existing programs. Gifted Child Today, 26(4), 44-50,65.

Elementary Levels of Service
Middle School Levels of Service

Elementary Levels of Service

Level One	Level Two	Level Three	Level Four
All	Many	Some	Few
Open to all students. Emphasis on classroom differentiation and personalization	Opportunities are open to all students who show an interest, talent or achievement in a particular area. Anyone might participate, but not everyone will.	Services for some; student meets the need for more rigor and challenge. Emphasis on increasing depth, complexity and pacing of content standards.	Services for few; individualized educational planning, acceleration and differentiation that is based on readiness and interest. Students are identified as needing this level of programming by SoWashCo Schools Talent Development and Advanced Academics.
Level One Services	Level Two Services	Level Three Services	Level Four Services
Exposure to Rigorous Higher Order Thinking through questioning and thinking routines such as Socratic Seminars Differentiated content, product and/or process based on interest and readiness Differentiation through flexible groupings Enrichment opportunities such as literature circles, field trips, guest speakers and more.	Differentiated content, product and/or process of standards, based on interest and readiness Opportunities for advanced academic enrichments such as WordMasters and Continental Math Whole class, small group and/or individualized enrichment to the core curriculum Community education offerings after school such as robotics, chess and more	Cluster classrooms in grades 3-5 with teachers trained to meet the needs of advanced learners Increased depth and complexity of content standards Enrichments and extensions to the core curriculum Adjust the pace of learning based on learner readiness Elementary Talent Development Lead at all SoWashCo elementary schools	Acceleration of content standards, based on readiness Whole grade acceleration Unique educational planning based on an individual student need Gateway Program

All students are first serviced in level one. Based on demonstrated needs, students may experience multiple levels.

Middle School Levels of Service

Level One	Level Two	Level Three	Level Four
All	Many	Some	Few
Open to all students. Emphasis on classroom differentiation and personalization	Opportunities are open to all students who show an interest, talent or achievement in a particular area. Anyone might participate, but not everyone will.	Services for some; student meets the need for more rigor and challenge. Emphasis on increasing depth, complexity and pacing of content standards.	Services for few; individualized educational planning, acceleration and differentiation that is based on readiness and interest. Students are identified as needing this level of programming by SoWashCo Schools Talent Development and Advanced Academics.
Level One Services	Level Two Services	Level Three Services	Level Four Services
Exposure to Rigorous Higher Order Thinking through questioning and thinking routines such as Socratic Seminars Differentiated content, product and/or process based on interest and readiness Advanced academic curriculum resources and experiences such as literature circles, Junior Great Books, Lab-based science and guest speakers Enrichment opportunities such as literature circles, field trips, guest speakers and more.	Differentiated content, product and/or process of standards, based on interest and readiness Opportunities for advanced academic competitions such as WordMasters and Continental Math Access to enrichment resources to support differentiation, such as Fermi Math and Byrdseed TV Community education offerings after school such as robotics, chess and more	Cluster classrooms in core content areas of Language Arts, math, science, and social studies with teachers trained to meet the needs of advanced learners Increased depth and complexity of content standards, based on readiness Enrichments and extensions to the core curriculum Talent Development Coaches at All SoWashCo middle schools for support and teacher collaboration	Acceleration of content standards, based on readiness Whole grade acceleration Unique educational planning based on an individual student need Support from talent development coaches

All students are first serviced in level one. Based on demonstrated needs, students may experience multiple levels.

Cluster Classrooms

Cluster classrooms place a small cluster of students that have been identified for advanced academic services in the same classroom with a teacher who has received additional training in teaching high ability learners.

Cluster classrooms have the same number of students as other classrooms
Students that have been identified for advanced academic services can continue to attend their boundary school and be grouped in a cluster classroom
Cluster classrooms include students with a broad range of abilities
Cluster classrooms allow high ability students to learn with peers of all abilities while also being able to group together for more challenging lessons

Research shows that clustering students of high ability increases the opportunity for instruction to be delivered at an appropriate pace and level of challenge. When grouped with students of like abilities, advanced learners make more educational gains than when they are separated into different classes.

Talent Development and Advanced Academic Services in SoWashCo Schools are curriculum based. The curriculum for students in the cluster classroom is based on our district's core curriculum which is differentiated to meet the needs of all learners. Advanced learners may progress at an accelerated rate or at an in-depth level. A primary objective of the cluster classroom is to place greater emphasis on high level cognitive abilities and go more in-depth with the curriculum. All students benefit when teachers focus on expanding, and extending classroom learning opportunities.

Grades 3-5 Cluster Classrooms

All SoWashCo Elementary schools have Talent Development & Advanced Academics cluster classrooms in grades 3 through 5. Depending on how many students have been identified — and what their area(s) of strength are — the size of the cluster may be as few as two or as many as ten students, and there may be more than one cluster classroom at each grade level in the school. Cluster classrooms have the same number of students as all other classes and include not only advanced learners, but also students with a broad range of abilities. See the levels of service for more detail.

Grades 6-8 Cluster Classrooms

Middle School Talent Development Coaches

Each middle school has a Talent Development Coach who supports cluster classroom teachers and advanced learners. This Talent Development Coach has extensive training in supporting the unique needs of advanced students. For information specific to your child's middle school, please see your contact person below.

Cottage Grove Middle School: Jill Nordstrom jnordstr@sowashco.org
Lake Middle School: Ashley Martin amartin1@sowashco.org
Oltman Middle School: Brianne Anfinson banfinso@sowashco.org
Woodbury Middle School: Liz Kopacek ekopacek@sowashco.org

The amount of time the Talent Development Coach has allocated for student support varies by site as they are also classroom teachers. Middle school counselors are also available to support students and parents.

Gateway Program at Valley Crossing Elementary School

The Gateway Program serves students in an all advanced learner environment using curriculum with increased depth, complexity and pacing as the primary lens for designing instruction. Gateway immerses students in an intellectually challenging community that encourages academic risk-taking to develop students’ academic potential and supports their social and emotional needs as learners.

Learn More

Gateway Interest Form & Timeline

The deadline to submit an interest form for the 2025-26 school year is:

11:59 p.m. Friday, January 17, 2025*

*Please note this is a month earlier than previous years’ placement timelines

Submission of the Gateway Interest Form does not guarantee placement in the program.

Families will be notified of their child’s placement by early February.

Additional information can be found on the Valley Crossing website.

How is the Gateway program different from cluster classrooms at other SoWashCo elementary schools?

All SoWashCo elementary schools have cluster classrooms in grades 3-5. In a cluster classroom, advanced learners are placed with a group or cluster of other advanced learners within a mixed ability classroom. Increased depth, complexity and pacing of the core curriculum is one of the lenses the cluster classroom teacher has within the mixed ability classroom. Depending on the number of students identified in a school, there may me more than one cluster classroom at each grade level.

Because all of the students in the Gateway classroom are identified as advanced learners, the primary lens for instruction is adding increased depth, complexity and pacing to the core curriculum. Gateway immerses students in an intellectually challenging community that encourages even deeper academic risk-taking to develop students’ academic potential and supports their social and emotional needs as advanced learners as the primary goal. Instruction includes an emphasis on hands-on, collaborative and project-based learning.

How is placement for the Gateway program determined?

Students are placed into the Gateway program as space allows.

After families submit an interest form by the deadline, students are placed in four tiers based on the following data:

Achievement data in math and reading based on MAP (Measures of Academic Progress) from the current school year.
Ability data based on CogAT (Cognitive Abilities Assessment) areas of verbal, quantitative, nonverbal or composite total.
Teacher rating scale of advanced learner behaviors.

Students are placed in the Gateway Program first starting in Tier 1, then moving to subsequent tiers (Tier 2, Tier 3, and Tier 4) as space allows. Within each Tier, students who meet all of the criteria will be placed first, 3 criteria will be placed second.

Please note: the majority of SoWashCo Schools' identified advanced learners receive advanced academic services through the cluster classroom model at their current school, not the Gateway Program.

Learn More

When is the Gateway placement process?

SoWashCo Schools does not formally invite to nor recommend students for the Gateway Program. Families begin the Gateway placement process by completing a Gateway Interest Form. For this year’s Fall 2025 placement timeline, the Interest form will be open late December through mid-January.

Placement is determined using data to identify students with the greatest need. (See criteria above.) Families who submit an interest form are informed of Gateway (or cluster classroom) placement decisions in early February.

More information about the Gateway program can be found on the Valley Crossing website.

If a child and / or family decides Gateway is not a good fit, can the child go back to their boundary school?

What happens to the Gateway students when they go to middle school?

There are four middle schools in South Washington County Schools. Gateway students attend their boundary middle school where they will be placed together in a house with other students identified as advanced learners. In each core content area class, they are scheduled with cohorts of other advanced learners who have similar identified strength areas. The teachers are trained to successfully work with high ability students. In addition, each middle school has a Talent Development Coach on staff.

Can my other child(ren) also attend Valley Crossing?

Siblings may attend Valley Crossing through an intra-district transfer when space is available in the receiving grade level. Valley Crossing has Kindergarten/1st grade Multiage. More about the Kindergarten/1st grade, 2nd/3rd grade or 4th/5th grade Multiage Program can be found at Multiage Magnet Program. For any questions regarding the intra-district transfer process or enrollment at Valley Crossing Elementary for siblings contact Student Information. If you have already enrolled a sibling in Kindergarten, contact the Student Information enrollment specialist at 651-425-6328. Please note: students placed in the Gateway Program do not need to complete an intra-district transfer form.

Do I need to complete an interest form every year for my child to participate in the Gateway program?

Is transportation provided for students living outside of Valley Crossing boundaries?

Request More Information Learn More About the Gateway Program

Middle school accelerated math placement process

All students in grade 5 are reviewed for math acceleration as they enter grade 6 to ensure students are appropriately challenged in mathematics by analyzing Measures of Academic Progress (MAP) math data.

General Timeline

February: Measures of Academic Progress (MAP) math data is collected and analyzed, looking for a pattern of exceptional math achievement across multiple years.

Mid-Feb. - Early-April: Grade 5 teachers may provide additional data about math achievement in the classroom.

Mid May: Teaching and Learning Services (TLS) notifies all families of students entering grade 6 through e-mail of their child’s math placement. This communication includes details regarding an appeals process for grade 6 math placement through the TLS department.

Early June: Parents can sign up for math appeals, which includes parent input and a required diagnostic test.

Mid June: Families are notified of the results of the appeals process.

If a student is accelerated into Pre-Algebra in grade 6

Students in grade 6 who successfully complete Pre-Algebra continue in grade 7 on the math pathway into middle school/high school Intermediate Algebra. Intermediate Algebra is a high school course. Students who continue to successfully complete their math courses may follow the math pathway and could take AP Calculus AB as a junior and AP Calculus BC as a senior in high school.

Consistent with SoWashCo Schools policy, high school courses completed while in middle school will be a part of a student’s transcript, but will not be calculated as a part of their high school Grade Point Average (GPA).

If a student is accelerated into Intermediate Algebra in grade 8

All students are again reviewed for possible math acceleration prior to grade 8. Students accelerated in grade 8 take Intermediate Algebra, a high school course. Students who continue to successfully complete their math courses may follow the math pathway and could take AP Calculus AB as a senior in high school. Contact your child's current middle school with any questions regarding your grade 7 student's placement for grade 8 math.

Consistent with SoWashCo Schools policy, high school courses completed while in middle school will be a part of a student’s transcript, but will not be calculated as a part of their high school Grade Point Average (GPA).

If a student follows grade level math throughout middle and high school

It is highly recommended that students continue to take math courses throughout their high school career, to prepare them for college and other postsecondary options.

Details about high school credit math courses can be found in the SoWashCo High School course guide.

Consistent with SoWashCo Schools policy, high school courses completed while in middle school will be a part of a student’s transcript, but will not be calculated as a part of their high school Grade Point Average (GPA).

Middle School Math Impacts on College

Research shows that the mathematics that enables most students to be successful in first-year college courses is not from high school courses, but rather middle school courses, especially arithmetic, ratio, proportion, expressions and simple equations (NCEE 2013). Students with a solid understanding of middle school mathematics are better prepared for advanced courses in high school, which improves their success rates in college-level courses (ACT 2009, 2012).

Not every student is the same; they may become increasingly ready for mathematical challenge at different developmental times. Therefore, the district has an additional acceleration on-ramp for talented math students when they move from grade 7 to 8 with this stronger pre-algebraic foundation.

Finally, as we continue to look at college entrance requirements even in the current era of “test optional” admissions, there is an increasing number of colleges and universities that are requiring a math placement test (and English and science) for an admitted freshman, regardless of AP or IB college credit obtained. This is something to consider when thinking about your student’s high school math career. Universities requiring math placement assessments include the University of Minnesota, the University of Wisconsin-Madison, as well as universities such as the University of Chicago, Princeton, UCLA and more.

2024 Grade 6 Math Appeal Form

Registration for the 2024 Spring Math Appeals testing has passed. Please contact blacina@sowashco.org for more information.

FAmily Resources and Enrichments

Expand the panels below to learn about additional resources and enrichment to support your child.

Key Resources for Parents of Advanced Learners

Key Resources for Parents of Advanced Learners:

National Association of Gifted Children
- NAGC invests all of its resources to train teachers, encourage parents and educate administrators and policymakers on how to develop and support gifted children and what's at stake if high-potential learners are not challenged and encouraged.
  - NAGC Parent Resources
  - NAGC Parent Tip Sheets
Minnesota Council for the Gifted and Talented
- The Minnesota Council for the Gifted and Talented (MCGT) is a support and advocacy organization for parents and educators of gifted children. This website is loaded with valuable local and national resources.
MCGT Resource Library
- In addition to providing parents and educators opportunities to work together in advocacy, MCGT has a fabulous parent resource page to support you in learning more about the unique characteristics of your advanced learner.
Minnesota Educators of the Gifted and Talented
- MEGT cooperates with other organizations and agencies in efforts to promote the education, funding and welfare of gifted and talented students and encourages scholarly research and the dissemination of information pertaining to gifted and talented children in school and society.
Supporting Emotional Needs of the Gifted (SENG)
- SENG provides families and educators resources and programs to support the social and emotional needs of advanced learners.

Resources for Twice Exceptional Learners

Resources for the Twice Exceptional Leaners:

A Strength-based Approach for Children who are Twice-Exceptional - from the Davidson Institute.
Twice-Exceptional Children at Home and at School - Tips from the National Association for Gifted Children.
SoWashCo Virtual Information Session: Teresa Boatman, Ph.D. ADHD and Gifted Children: Supporting Parents on Their Journey

Enrichment Experiences Beyond the School Day

Enrichment Experiences Beyond the School Day:

SoWashCo Community Education Activities
- SowashCo Community Education provides many courses that are designed to extend learning and provide enriching experiences. Creativity and critical thinking are infused into learning activities.
Reach for the Stars Catalog
- More than 100 active programs for grades K-12 in six areas: challenges & competitions; awards & recognition; conference & institutes; classroom enrichment; leadership development, and out-of-school enrichment.
Minnesota Institute for Talented Youth
- The Minnesota Institute for Talented Youth (MITY) offers fall, winter, and spring programs for students in grades 1-4 as well as summer camps for students in grades 1-11. Financial aid is available.
Science Museum of Minnesota
- The Science Museum of Minnesota offers Saturday and summer classes in science and technology.
Star Tribune Summer Camps Guide
- Each spring the Star Tribune publishes a summer camp guide that lists a huge range of opportunities for kids.
Summer Academic Enrichment Program
- Up to $1000 is available to students on free/reduced lunch in grades 3-11 to take one summer enrichment class or camp.
Talent Development Testing
- The Center for Talent Development at Northwestern University offers above-level testing information for kids (e.g. third grader taking the EXPLORE test or 7th grader taking the ACT), as well as online enrichment, honors and AP courses.
University of Minnesota Children's Math Programs
- The U of M offers several math programs for children: UMTYMP as well as Saturday and summer enrichment opportunities.
University of Minnesota College of Science and Engineering
- STEM summer camps for juniors and seniors through the U of M College of Science and Engineering. Fees are reasonable due to donations, and scholarships available.
St. Thomas University's Science, Technology & Engineering Camps
- The University of St. Thomas offers a FREE day-long summer camp (STEPS – Science Technology & Engineering Preview) for students in grades 6-8 via a random lottery selection (applications open January through mid-March).

Elementary Enrichment Websites

Young Scholars

Young Scholars is an academic program designed to find and nurture advanced potential at an early age in students from historically underrepresented populations providing learning experiences that strengthen basic skills and require students to think and apply knowledge at higher, more complex levels. Young Scholars is committed to seeing and meeting the needs of students who prefer more complex and creative ways of thinking.

Contact

Colleen Redmond
Young Scholars Coordinator
credmond@sowashco.org

The primary goal of Young Scholars is to raise students’ personal expectations, support family involvement, and prepare students for more challenging and rigorous coursework in later grades. Young Scholars continues to develop and evolve based on the changing needs of our students.

Young Scholars lessons encourage and reinforce the following skills:

Divergent Thinking:
- Students use brainstorming techniques to develop a variety of possible solutions to given problems.
- Students practice using the characteristics of divergent thinking: fluency, flexibility, originality and elaboration.
Convergent Thinking
- Students learn deducting and analytic thinking skills to solve problems using comparing and contrasting as well as classifying techniques. Graphic organizers are used to sort and classify information.
Visual/Spatial Thinking
- Students learn to manipulate shapes and solve problems by identifying patterns and analyzing shapes in detail.
Evaluative Thinking
- Students learn to develop criteria for evaluating possible solutions in a given problem basing their decisions on factual criteria not just opinion.