Student Support and Enrichment

At St. Francis of Assisi Catholic School, we believe every child is uniquely gifted by God. Our Student Support & Enrichment programs are designed to meet students where they are—whether they need extra academic support, advanced challenges, or opportunities to explore their interests and talents. Together, we help students grow in confidence, curiosity, and faith.

Academic Support Services

Some students benefit from additional help in specific academic or behavioral areas. Our support team partners with teachers and families to ensure every student can thrive.

Who We Support

  • Students who would benefit from:
  • Additional practice in reading or math.
  • Behavior or executive functioning support.
  • Small-group or one-on-one instruction.
  • Accommodations that help learning come more easily.

How Support Works

Support may include:

  • Targeted small-group lessons.
  • Individualized intervention plans.
  • Co-teaching within the regular classroom.
  • Ongoing assessment and progress monitoring.
  • Regular communication with parents and teachers.

Goal: To equip every student with the tools and confidence they need to succeed in school and beyond.

Enrichment & Talented and Gifted (TAG) Program

Beyond support, St. Francis offers a rich variety of enrichment opportunities—both for students formally identified for TAG and for all students eager to explore their passions.

Our Philosophy

We nurture curiosity, creativity, and advanced learning. Students with exceptional abilities or strong interest areas are provided extended opportunities to grow, while all students are encouraged to pursue enrichment experiences.

TAG Identification (Grades 3–8)

  • Achievement Data:  Iowa Statewide Assessment of Student Progress (ISASP).
  • Ability Test Results:  Cognitive Abilities Test (CogAT).
  • Evidence of gifted characteristic traits as reported by teacher observation.
  • Evidence of gifted characteristic traits as reported by parent observation.
  • Exemplary student products / portfolio.
  • Admission to special groups or programs because of exceptional talent.

Parents who feel their child should be considered for direct services can complete and submit the following document to the enrichment program teacher at any time during the school year.

Gifted Traits Observation Form for Parents

What TAG & Enrichment Look Like

Programming may include:

  • Differentiated classroom instruction.
  • Small-group enrichment sessions.
  • Curriculum modification or advanced coursework.
  • Independent projects.
  • Competitions, clubs, and creative opportunities.
  • Subject acceleration when appropriate.

Programing

If a student is identified and deemed in need of direct service/modified programming, the classroom teacher and enrichment program teacher will work together in communication with the parents to create a written personal education plan (PEP) to meet those needs.  This may include but is not limited to:

  • Differentiated instruction in the classroom.
  • Curriculum modification or substitution.
  • Regular learning sessions outside of the classroom with other high-ability students.
  • Whole class activities with the enrichment teacher.
  • Mentorship.
  • Independent study.
  • Participation in specific enrichment clubs, performances, competitions or programs related to area of giftedness.
  • Acceleration in a specific subject area at St. Francis of Assisi School.
  • Acceleration in a specific subject area through dual-enrollment at Dowling Catholic High School.

Services are reviewed on an on-going basis and adjusted as necessary.

Acceleration Guidelines

Acceleration involves moving a student through the traditional educational curriculum more quickly.  Although instructional practices such as curriculum compacting and differentiating instruction can provide meaningful educational experiences for gifted students, there are unique situations in which such strategies are insufficient for fulfilling the academic potential of a highly gifted child.  In these situations, subject(s) or grade acceleration may be a consideration.  Typically, acceleration is considered in the subject of math or for whole grade acceleration.

Procedure:

  • Teachers or parents initiate the referral process by completing an acceleration screening form and submitting it to administration or the Enrichment Program teacher.
  • Upon receipt of the referral, the enrichment teacher will process the referral by gathering all pertinent information consisting of test scores, teacher feedback, social maturity, academic achievement and emotional stability. (If out of level tests need to be given, they will be administered as soon as possible.) 
  • The enrichment teacher will assemble a team of evaluators.  This acceleration study team may consist of an administrator, guidance counselor, present and past teacher(s) of the referred student as well as future teacher(s), the referring teacher (if different) and the enrichment teacher.
  • Once the background information is collected, the team will meet to review it and make a determination regarding acceleration.  Factors that will also be discussed and considered include time of school year of the referral, class sizes, schedule, etc. 
  • If parents initiated the referral, they will be notified of the recommendation once a determination is made. 

Criteria:

A student being considered for acceleration should display consistent mastery of grade-level material by evidence of superior grade-level scores (98-99%) and/or end of the year cumulative test results (at least 80% with evidence showing strong knowledge of key skills).  When further evaluated through out-of-level testing, the student should also demonstrate superior skills of one to two grades above his or her current grade placement.  Students considered for acceleration should also routinely demonstrate a high degree of social/emotional maturity, persistence and motivation as noted by parents and school personnel and have a good attendance record.  The Iowa Acceleration Scale instrument will be used in consideration of whole grade acceleration for a student.

Transition Period

If a decision is made for a student to be accelerated, the enrichment teacher will monitor the student’s progress to check for the appropriateness of the acceleration.  If at any time during the course of 30 days after a student has been accelerated the classroom teacher or the parent feels that the acceleration placement is not appropriate, it will be brought to the attention of administration or the enrichment teacher in writing.  Upon receipt of this, the initial acceleration study team will reconvene and review the recommendation to make a further determination regarding the acceleration plan.

Acceleration Referral Form

Dowling Catholic Dual-Enrollment Program

Students in 7th grade who have consistently demonstrated exceptional academic ability over the years in math, science and/or English may have the opportunity to attend classes at Dowling Catholic High School (DCHS) during their 8th grade year.  The program is designed for students who have shown a significant need for academic acceleration that likely cannot be met at St. Francis of Assisi School.  Prospective students should also be deemed mature enough to handle high school work/requirements. 

Using data and teacher input, St. Francis teachers and the enrichment teacher will recommend to the principal in the late fall those students they would like to be considered for dual enrollment for the following academic year. These students will be invited to take the High School Placement Test in January at DCHS.  There is a fee for prospective dual enrollees to take the HSPT–most recently the cost was $25.

Once the HSPT results are in, staff at Dowling will obtain other test scores including Fall FastBridge Test scores and Iowa Statewide Assessment of Student Progress (ISASP) scores from the previous spring.  All of the test data will be reviewed together by DCHS administration and counselors to determine whether a student is eligible for dual enrollment.  Parents of students who qualify will be notified by DCHS in April.  

Enrichment for All Students

Every child benefits from enrichment. Our clubs, activities, and rotating small-group workshops are open to students based on their interests, gifts, and curiosity.

How We Work Together

Support and enrichment are part of a continuum. A student may receive additional help in one subject while excelling in another. Our staff—including classroom teachers, support specialists, and the enrichment/TAG coordinator—collaborate to ensure each child receives what they need at the right time.

Parents are welcome partners in this process. Families may contact us at any time to discuss support needs, enrichment opportunities, or potential TAG placement.

Get Involved

Our programs grow stronger with parent engagement. Volunteers are essential for many of our clubs and activities. If you'd like to help lead or support a program, please reach out to our Enrichment Program teacher. For more information about Student Support or Enrichment/TAG services, please contact our support staff or the Enrichment/TAG coordinator.