Gifted Services

The Explorations Program is a School-Within-a-School for the exceptionally gifted that provides in-depth, rigorous instruction at an accelerated pace while meeting the unique social and emotional needs of exceptionally gifted learners.  The program began in 2015 and continues to service students from throughout the district in grades 3, 4, and 5.

Eligibility for the Explorations Program is based on academic ability and achievement. Placement criteria have been established using the Cognitive Abilities Test (CogAT) Screener, achievement testing (FastBridge) and teacher survey data. 

Parents of students currently enrolled in White Bear Lake Area Schools who meet the eligibility criteria for the Explorations Program will be notified and invited to attend an informational meeting to learn more about the program.  We will host classroom visits for both invited students and their parents. This visit will include joining the Explorations students to experience the Explorations classrooms in a "regular day" setting.

The Explorations Program is located in Lincoln Elementary School, 1961 6^th Street, White Bear Lake.

Advanced classes use an accelerated curriculum. Students are placed into advanced classes using a variety of data, including test scores, grades, and teacher recommendations. 

Grade 6

• Advanced Math 6 (Invitation only): Students who complete Advanced Math 6 will take Algebra I in 7th grade.
• Algebra I (Invitation only): Students who complete Algebra I will take Geometry in 7th grade.

Grade 7

• Algebra I: Students that complete Algebra I will take Geometry in 8th grade.
• Geometry (prerequisite Algebra 1): Students that complete Geometry will take Algebra II in 8th grade.

Grade 8

• Geometry (prerequisite Algebra 1)
• Algebra II  (prerequisite Geometry)

White Bear Lake Area School's middle schools offer opportunities to earn high school credits in specific math courses.  Students may re-enroll in these courses at the high school to achieve mastery but will only receive credit for the course once.  

High school credit courses:   

• Geometry 
• Algebra II
• World Language: American Sign Language (ASL), German, French, and Spanish are offered in 8th grade

The Gateway To Technology® (GTT) cutting-edge program is part of the nationally adopted Project Lead the Way (PLTW) curriculum. This program addresses the interest and energy of middle school students while incorporating national standards in mathematics, science, and technology. GTT is “activity oriented” to show students how technology is used in engineering to solve everyday problems in units of study. There are currently five instructional units that excite and motivate students to use their imaginations and teach them to be creative and innovative, while gaining the skills they need to develop, produce, and use products and services.  Students who continue on with PLTW at the high school are able to earn college credit.  White Bear Lake schools were recognized as a PLTW school of excellence by the State of Minnesota.

6th Grade 

• Design and Modeling I

8th Grade

• Automation and Robotics 8
• Manufacturing Education 8

Acceleration in a subject area is the act of moving a student at least one grade level above his/her general grade level placement in a selected subject.  The acceleration process should be a collaborative effort between the student, parent, classroom teacher(s), and building principal.

Students may request acceleration in middle school in a subject currently offered by completing an application.  

Criteria:

Students being considered must demonstrate high levels of proficiency in the grade-level subject matter.  The following criteria should be considered:

• A demonstrated need based on documented interventions tried in the regular classroom

• Standardized testing results

• Evidence of mastery of current grade-level subject matter

• A solid foundation of conceptual understanding to do well in the next level of the curriculum

• Student should also exhibit strong work habits, study skills, and the desire to be accelerated

Assessments:

For students meeting the above criteria, the school will administer assessments that address the most essential standards included in the course.  The format may include a formal written test, performance-based assessment, demonstration of skills, interview, presentation, portfolio, etc. For year-long courses, there may be separate assessments for each semester or the assessment(s) may be cumulative and cover both semesters.

Students who receive a score of 80% or higher on the assessment(s) will be considered for subject acceleration.

Family responsibilities:

1. A student’s family must submit an application for subject acceleration by the end of quarter 3 for the upcoming fall semester, and by the end of quarter 1 for the upcoming spring semester. Applications will be available through the counseling office.

2. The student will have a maximum of four hours for the assessment(s) and must complete all portions of the assessment(s).  During the assessment, the student may request clarification of items or project instructions from the assessment proctor.  

3. A student with an IEP or 504 plan will receive necessary accommodations, per their plan.

4. The student and his/her family needs to understand that if the student accelerates into a high school course and takes a course at WBLAHS that is not offered at the middle school, this will initiate their high school experience at that time. The grade for that course will be figured into their high school GPA.

School responsibilities:

1. The school will provide the student with a course syllabus to help prepare for the assessment(s).

2. A teacher of the course will submit the end of course assessment(s) for review. A team comprised of a teacher of the course, curriculum or building leader, principal or principal’s designee, along with additional members as necessary, will confirm the assessment or set of assessments. Modifications, additions or deletions may be made to an assessment to ensure the essential standards for the course constitute the focus of the assessment.

3. Teachers will be compensated for time outside their normal duty day spent modifying, proctoring and/or evaluating the assessment.

4. The proctor of the assessment(s) will score the assessment(s) and report the scores to the team identified above in step 2.

5. The team identified in step 2 will evaluate the scored assessment(s) and will inform the student’s family of the result. The decision of the team is final.

Please also refer to School Board Policy 513 - Student Promotion, Retention, and Program Design

These courses are designed for students who have demonstrated strong interest and ability in the course content area.

• Honors Language Arts 9
• Honors Language Arts 10
• Honors Language Arts 11
• Honors Geometry & Algebra
• Honors Algebra 2 
• Honors Chemistry
• Honors Physics 
• Honors United States History
• Honors World History A & B

The College Board's Advanced Placement Program (AP), is an opportunity for students to pursue college-level courses while in high school. Through this program, students may earn credit, advanced placement, or both, for college. Participating colleges grant credit and/or advanced standing to students who have done well on the AP exams. Students participating in the AP Program are eligible for AP Scholar Awards. Over 90% of the colleges and universities in the United States accept AP credits.  The number of college credits awarded based on student AP test scores varies by university.  Students should contact their college of choice to obtain specific information regarding the school's Advanced Placement Policy. 

The following AP courses are offered at WBLAHS:

• AP Art History
• AP 2D Art and Design
• AP 3D Studio Portfolio
• AP Computer Science A
• AP Computer Science Principles
• AP English Language & Composition
• AP English Literature & Composition
• AP Calculus AB
• AP Calculus BC
• AP Precalculus
• AP Statistics
• AP Music Theory
• AP BIology
• AP Chemistry with Biochemistry
• AP Environmental Science
• AP Physics
• AP European History
• AP Macroeconomics
• AP Psychology
• AP United States History
• AP World History: Modern

Concurrent enrollment courses provide college credit for courses taught at WBLAHS.  Students can stay on our high school campus and get first-hand experience with a faster pace of study and increased academic rigor, supporting a smoother transition from high school to college.  Each course has a specific criteria for admission and interested students should confer with a counselor to determine eligibility.  Students earn college credit on a college transcript, transferable to most colleges and universities.  High school students are held to the same academic standards as students on a university campus.  Teachers are selected, trained, and supported by college faculty.

Concurrent enrollment courses offered at WBLAHS:

• CitHS: Introduction to Professional Photography VCT 1071
• CitHS: Introduction to Healthcare Careers HSCI 1000
• CitHS: Certified Nursing Assistant HSCI 1001
• CitHS: Reading Across the Curriculum RDNG 1000
• CIS: Introduction to Literature ENGL 1001W
• eCIS: Writing Studio WRIT 1201
• CIS: University Writing WRIT 1301
• CIS: Basic and Applied Statistics ESPY 3264
• eCIS: College Algebra through Modeling PSTL 1006
• CIS: American Democracy in a Changing World POL1001
• CIS: Principles of Microeconomics
• CIS: ASL I
• CIS: ASL 2
• CIS: French 1003
• CIS: French 1004
• CIS: Spanish 1003
• CIS Spanish 1004

The Project Lead the Way program at WBLAHS has been awarded site certification by national Project Lead the Way.  Students who successfully complete PLTW courses and pass the online end-of-course exam may obtain three credits from participating colleges and universities.  Many colleges and universities in Minnesota and nationwide accept the credits.  Students should contact their college of choice to obtain specific information regarding the school's policy for accepting PLTW college credit.

PLTW Courses offered at WBLAHS:

• Introduction to Engineering Design*
• Principles of Engineering**
• Digital Electronics**
• Civil Engineering and Architecture**

*Articulated with St. Cloud State University with registration fee.

**Accepted at the University of MN or may meet individual college criteria for credit.

Credit by Assessment is a process by which students may demonstrate proficiency in the standards of a course in order to earn credit for that course.  High school students may request Credit by Assessment for any grade 9-12 course currently offered by completing an application.

For Credit by Assessment requests, the school will administer assessments that address the most essential standards included in the course.  The format may include a formal written test, performance-based assessment, demonstration of skills, interview, presentation, portfolio, etc. For year-long courses, there may be separate assessments for each semester or the assessment(s) may be cumulative and cover both semesters.

A score of 80% or higher on the assessment(s) will grant the student credit for the course.  A passing notation of P will be marked on their transcript.

Student responsibilities:

• A student must submit an application for credit by assessment by the end of quarter 3 for the upcoming fall semester, and by the end of quarter 1 for the upcoming spring semester. Applications will be available through the Gifted and Talented Coordinator at District Center and students should return their application to the Gifted and Talented Coordinator.
• The student will have a maximum of four hours for the assessment(s) and must complete all portions of the assessment(s).  During the assessment, the student may request clarification of items or project instructions from the assessment proctor.  If the student does not complete the entire assessment during the designated time, the student will not receive credit.
• A student with an IEP or 504 plan will receive necessary accommodations, per their plans.

School responsibilities:

• The application will be made available from the Gifted and Talented Coordinator; applications will then be forwarded to the principal.

• The school will provide the student with a course syllabus to help prepare for the assessment(s).

• A teacher of the course will submit the end of course assessment(s) for review. A team comprised of a teacher of the course, curriculum or building leader, principal or principal’s designee, along with additional members as necessary, will confirm the assessment or set of assessments. Modifications, additions or deletions may be made to an assessment to ensure the essential standards for the course constitute the focus of the assessment.

• Teachers will be compensated for time outside their normal duty day spent modifying, proctoring and/or evaluating the assessment.

• The proctor of the assessment(s) will score the assessment(s) and report the scores to the team identified above in step 2.

• The team identified in step 2 will evaluate the scored assessment(s) and will inform the student of the result. The decision of the team is final.

Please also refer to School Board Policy 513 - Student Promotion, Retention, and Program Design