advanced learning programs program report
TRANSCRIPT
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ADVANCED LEARNING PROGRAMS PROGRAM REPORT
Prepared by: Barbara O’Neill Greenwich Public Schools
April 10, 2003
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Table of Contents
• Framework • Program History • Program Design • Language Arts Program • Mathematics Program • Interdisciplinary Science Program • Seminar Program • Comparative Districts
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Section I Framework
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STATE STATUTES Excerpts from: Commentary on Regulations Concerning Children Requiring Special Education Section 10-76a, 10-76b, 10-d and 10-76h of the General Statutes See. 10-76a-I (a) "Child" is defined as any person under twenty-one years of age. See. 10-76a -1 (d) "Children requiring special education" includes any exceptional child who (I) is mentally retarded. (... or (2) has extraordinary learning ability or outstanding talent in the creative arts, the development of which requires programs or services beyond the level of those ordinarily provided in regular school programs but which may be provided through special education as part of the public school program. See.10-76 a-2(a) 1."Extraordinary learning ability means a child identified by the planning and placement team as gifted and talented on the basis of either performance on relevant standardized measuring instruments, or demonstrated or potential achievement or intellectual creativity, or both. The term shall refer to the top five per-cent of children so identified. See. 10-76a-2(b) "Gifted ant Talented’ means a child identified by the planning and placement team as (1) possessing demonstrated or potential abilities that give evidence of very superior intellectual, creative or specific academic capability and (2) needing differentiated instruction or services beyond those provided in the regular school program in order to raise their intellectual, creative or specific academic potential. The term shall include children with extraordinary learning ability and children with outstanding talent in the creative arts as defined by these regulations.
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ADVANCED LEARNING PROGRAMS K-12 Policy 6172.1 STUDENTS
The Board of Education believes that a critical dimension of a quality educational program is the extent to which it offers courses, activities, experiences, and instruction tailored to the particular needs and abilities of each student. The Board of Education also recognizes its responsibility to educate all students to their highest academic potential and is committed to adhering to applicable federal and state statutes and regulations regarding talented and gifted students. The term “gifted and talented”, when used with respect to students, children or youth, means students, children or youth who give evidence of high performance capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities. (20 USCS § 8801) Through its Policy 6152: Differentiated Instruction, the Board of Education directs the Superintendent and staff to organize classrooms and tailor instruction at each grade level to particular student needs. In addition, the Board of Education recognizes that certain students have exceptional capabilities and are able to perform significantly above grade level and at high levels of achievement and accomplishment compared to others of their age and experience. The purpose of the district’s Advanced Learning Programs is to serve the needs of these students through an accelerated and enriched curriculum with their academic peers. Acceleration of instruction is defined as the presentation of curriculum sooner and at a more rapid pace than the regular curriculum. Enrichment is defined as giving students opportunities to study topics in greater depth or breadth. All Advanced Learning Programs will consist of specific measurable objectives. The following Advanced Learning Programs will be offered throughout the district: Grades 2-5 Advanced math (daily instruction) Advanced language arts classes (daily instruction) Advanced science/social studies for grades 3-5 (weekly instruction) Accelerated arts opportunities Grades 6-8 Advanced math courses Advanced language arts/English courses Advanced science courses Accelerated arts opportunities Interdisciplinary seminar Grades 9-12 Honors courses in academics and the arts Advanced Placement courses Individual research and performance opportunities It is the responsibility of the professional staff, guided by this policy and accompanying regulations, to identify students who would benefit from the Advanced Learning Programs, to deliver appropriate services to them, and to develop assessment criteria to determine whether students are achieving to their potential and whether they have mastered applicable objectives.
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The Board of Education shall provide appropriate staff development for all staff to familiarize them with the Advanced Learning Programs curricula and objectives as well as the needs of talented and gifted students. The Superintendent is responsible for monitoring and assessing these programs. Criteria and procedures for the screening and identification of students for the Advanced Learning Programs shall be based on, and conform to, existing legal mandates, and shall be revised expeditiously to retain such conformity over time. Such criteria and procedures shall be published in written form and made widely available to the general public. At the elementary school level, all students shall go through at least the initial screening for the Advanced Learning Programs to ensure equal opportunity for access; those who meet the requisite criteria shall continue through subsequent steps of the identification process. At the secondary school level, students will be identified through performance, test results and teacher recommendations. Each spring a parent, guardian, teacher, or administrator may request that a student be assessed for placement in Advanced Learning Programs in the fall. Any student enrolling in the Greenwich Public Schools who has been identified for similar programs by a previous school district may submit records prescribed by the Superintendent for evaluation to determine whether the student meets district criteria. In the event such a student does not meet district standards, the student will be granted the right to undergo the district’s own identification procedures. The Superintendent shall provide information on the screening and identification of students for Advanced Learning Programs to the Board of Education, staff and parents annually. Principals are responsible for ensuring that Advanced Learning Programs are successfully implemented in their buildings. Legal Reference: 20 USCS § 8801 Connecticut General Statues, 10-76a (e) Definitions 10-76d (e) Duties and powers of Board of Education to provide special education programs and services. Policy Adopted :2001
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GROUPING (DIFFERENTIATED INSTRUCTION)
Policy Series Number: 6152 The Board of Education believes that a critical dimension of a quality educational program is the extent to which it offers courses, activities, experiences and instruction tailored to the particular needs and abilities of each student. The Board of Education also recognizes its responsibility to educate all students to their highest academic potential. In each grade level, appropriate student learner objectives or outcomes shall be established consistent with the high expectations that the Board of Education has for the students and teachers. Such objectives shall be made known to students and the public, and for each grade level, shall be uniform across the District. Expected levels of performance on these student learner objectives shall be established and such tests or other assessment devices obtained or written as appropriate to measure each student’s degree of attainment of the standards. Assessment instruments developed within the District shall reflect teacher input, and shall meet such standards of reliability and validity as are necessary to accurately measure student performance. To assure that student learner objectives are mastered, the Board of Education directs the Superintendent to organize the schools so as to provide differentiated instruction reflective of sound educational practice and research. Acceptable methods for providing differentiated instruction shall include but not be limited to, homogeneous grouping, flexible in-class grouping, cross grade grouping, grade acceleration, pull-out and individual instruction. Factors to be considered in determining the appropriate form of differentiated instruction should include past student performance, academic assessments, and student ability. The Board of Education expects staff to differentiate both curriculum and instruction, and maintain high expectations for all students and staff. Staff development designed to assist teachers and administrators in determining which differentiated instruction options will work best in their schools, as well as efforts to assist teachers in delivering a variety of differentiated instruction methods, shall be provided.
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Instruction Grouping (Differentiated Instruction) (continued) Principals will be responsible for organizing their schools so that elementary homeroom classes, middle school teams, and high school houses are grouped heterogeneously. At all schools, Math, Reading and Language Arts/English shall be taught in groups of students based on similar past performance, academic assessment, student attitude and an expectation that the student will be able to master the learning objectives of the course. Principals may deviate from this requirement with prior approval of the Superintendent of Schools. The criteria for granting approval, which shall be sought on an annual basis, must include demonstration that the alternative method of instructional grouping has been shown to or will result in improved student performance and will promote student achievement to their highest academic potential. The Superintendent shall report annually to the Board on the schools which have received approval to utilize an alternative method of instructional grouping. Science, Social Studies, and Foreign Language classes may be grouped by the above criteria. Instructional groupings in all other areas of the curriculum, including those for student activities and guidance discussions, should be organized as heterogeneously as possible. Principals will monitor their school’s differentiated instructional practices for all subjects based on assessment data to assure that students are mastering the appropriate student learner objectives and achieving to their potential. Parents will be informed by Principals and teachers as to how differentiated instruction is implemented in their schools. Legal Reference: Connecticut General Statutes 10-4a Educational interests of state identified. 10-220 Duties of Boards of Education Adoption Date: 2001
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GREENWICH MISSION STATEMENT
The Mission of the Greenwich Public Schools is to educate all students to the highest level of academic potential and to teach them the skills and knowledge to become capable, creative, and responsible members of society.
ALP PROGRAM PHILOSOPHY Children who demonstrate academic abilities that far exceed those of their same-age peers need differentiated programs and services in addition to those typically provided in the regular classroom. The goal of our Advance Learning Programs (ALP) is to provide the programs needed by our most academically advanced students.
GREENWICH DEFINITION OF GIFTEDNESS "Gifted and talented children" shall mean those children in grades K-12 who have extraordinary ability or demonstrated potential significantly beyond their age peers in academic and aesthetic areas. These students may require differentiated programs or services beyond the level of those ordinarily provided by the school. Areas for which Greenwich Schools may identify gifted and talented children and provide services include the following:
1. General Intellectual Ability as demonstrated by significant achievement or potential for significant accomplishment above their age peers in all academic subjects.
2. Specific Academic Aptitude as demonstrated by significant accomplishments above their
age peers in one or more academic areas.
3. Creative Ability as demonstrated by significant achievement or potential for significant accomplishment above their age peers in the literary, performing, and/or visual arts.
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PROGRAM GOALS The Greenwich Public Schools has delineated the following goals for its gifted and talented program. These goals were developed by a district-wide committee that had several basic assumptions about what gifted programs might do. One important assumption was that such programs would foster intellectual inquiry at all levels. Another assumption was that the program will facilitate opportunities for learning that are external to the school that provide an important match to the needs of gifted learners. Lastly, it was assumed that the program would enhance student opportunities for future planning and development in areas of interest. Elementary School Student Goals • To provide for cognitive development in core curriculum areas at a pace and depth
appropriate to the capacity of the gifted learner. • To promote critical thinking and reasoning abilities. • To develop research skills and methods. • To develop creative and divergent thinking skills. • To develop creative problem-solving skills. • To develop metacognitive skills that foster independent and self-directed learning. Middle School Student Goals • To develop high-level oral and written skills. • To construct an understanding of selected systems of knowledge, themes/issues, and
problems that frame the external world. High School Student Goals • To refine and apply high-level oral and written skills effectively. • To utilize and further develop an understanding of systems of knowledge, themes, issues, and
problems that frame the external world. Student Goals Across All Levels • To develop self-understanding that encourages reflective inquiry and the productive use of
knowledge • To develop social skills of relating to others and coping effectively in social contexts. • To develop aesthetic knowledge, skills, and appreciation.
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GOAL STATEMENT # 1
To provide for cognitive development in core curriculum areas at a pace and depth appropriate to the capacity of the gifted learner Greenwich teachers working with gifted learners will plan core curriculum experiences that are central for their development in all subject areas. To ensure that learning is appropriately developing in these areas, students will participate in diagnostic-prescriptive models of instruction that allow for individual rates of mastery, regardless of age or grade. Performance Objectives: Students will be able to: • Master basic subject matter skills and concepts in appropriate areas at least one year beyond
tested entry level. • Develop new content-based skills and concepts appropriate to level of mastery. Language Arts • Develop literary analysis and interpretation skills. • Develop persuasive writing skills. • Develop debate skills. • Develop understanding of a key interdisciplinary concept and its applications. Math • Develop an understanding of algebraic concepts. • Develop spatial reasoning skills. • Be able to use statistics in applied situations. • Use logical reasoning to derive problem solutions. Science • Develop scientific research skills. • Transfer science concept knowledge to new problems. • Evaluate real world problems related to science. Visual or Performing Arts • Develop critical analysis/aesthetic discourse skills. • Develop historical inquiry skills. • Develop production/creative skills in at least one area of the arts. • Process Objectives: • Engage in diagnostic/prescriptive learning of content, concepts, and basic skills. • Use appropriate technology that addresses needs of the gifted learner. • Develop products and projects that extend learning. • Engage in appropriate competitions. Suggested Assessment Approaches:
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• Appropriate pre/post assessment in contends (e.g. NAEP Reading and Writing Portfolio Models, Science Process Test).
• Portfolio • Student product assessment, using a modified Likert scale. • Narrative report • Self assessment
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GOAL STATEMENT #2 To promote critical thinking and reasoning abilities Greenwich teachers working with gifted learners will emphasize the development of intellectual habits of mind that promote objectivity, skepticism, and a lifelong interest in inquiry. Specifically, students will be instructed in the areas of inference, deductive and inductive reasoning, analogies, and evaluation of arguments. These reasoning tools will be applied to all areas of the curriculum. Performance Objectives: Students will be able to: • Compare and contrast areas and issues. • Develop analogical reasoning. • Apply laws and rules to specific situations. • Develop a valid argument in oral and written forms. • Generalize, given a set of data. • Apply abilities in a "real-life" context. • Develop an understanding of philosophic inquiry. Process Objectives: • Apply the Paul reasoning model to all subject areas (e.g. problem, concepts, data,
conclusions, and implications. • Use curriculum strategies such as graphic organizers, mock trials, debates, experiments, and
decision-making models. • Engage learners in discussion of ideas in all subject areas.
Suggested Assessment Approaches: • Student essays • Videotapes • Teacher observation scale • Pre-post critical thinking inventory (e.g. Ross Test of Critical Thinking, Cornell test). • Self assessment
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GOAL STATEMENT #3 To develop creative and divergent thinking skills Working independently and collaboratively, students will be encouraged in the development of originality, fluency, flexibility, and elaboration in their thought processes. Performance Objectives: Students will be able to: • Brainstorm and explore alternative solutions for a given problem or issue. • Acknowledge various points of view. • Design original and flexible solutions to problems. • Create an original product drawing on various disciplines (e.g., math, literature, music, art). • Create a product using multiple modes of expression. • Design and carry out a plan given limited information about a problem or issue. • Refine projects adding detail and clarity.
Process Objectives: • Model creative and divergent thinking. • Provide multiple materials and resources to express ideas. • Provide instruction in the use of multiple materials and resources.
Suggested Assessment Approaches: • Creative Product Scales to assess key skills. • Teacher observation checklist to assess creative behaviors. • Teacher and student-developed rubrics to assess products.
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GOAL STATEMENT #4 To develop research skills and methods To ensure that students become producers of knowledge as well as consumers, Greenwich teachers will work with gifted students on conducting original research. Students will be able to understand the research process and its application to all areas of inquiry. Performance Objectives: Students will be able to: • Develop researchable issues, problems, or questions in a given area of study. • Develop a survey, interview questions, or experiment to answer a research question. • Explore multiple information sources about the question (media, human). • Gather evidence through pre-specified techniques. • Analyze and interpret data. • Manipulate and transform data so that it can be interpreted. • Draw conclusions and inferences. • Determine implications and consequences. • Communicate results. Process Objectives: • Assign a research project in a relevant area of study • Use investigatory teams and/or individual assignments to explore a given research issue. • Engage learners in how to access and use multiple resources. • Collaborate with school and public library personnel to assist students. • Use relevant primary materials to provide practice on individual skills.
Suggested Assessment Approaches: • Process checklist of skills, using a modified Likert scale. • Product assessment • Use self/peer and teacher assessment measures.
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GOAL STATEMENT #5 To develop creative problem-solving skills Greenwich teachers will work with gifted students to engage them in real world problem solving. Students will be able to apply various creative problem-solving processes to given problem contexts. Performance Objectives: Students will be able to: • Define a problem. • Illustrate the problem • State the problem as a question • Define stakeholder positions. • Try alternative solutions to the problem and reassess. • Evaluate possible solutions. • Develop a comprehensive solution. • Develop a plan of action. • Develop a policy statement on the problem, based on the plan of action. Process Objectives: • Use the creative problem-solving model as a template. • Use simulations, scenarios, and real-world problems to generate student work. • Use cooperative learning approaches to engage students in the process of CPS. Suggested Assessment Approaches: • Group presentations of process steps • Individual presentation/written policy statement. • Written defense of a point of view.
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GOAL STATEMENT #6
To develop metacognitive and study skills that foster independent and self-directed learning Greenwich teachers will assist gifted learners in organizing their time and resources to maximize the efficient use of their abilities. Moreover, they will encourage student reflection on their own learning. Students will develop advanced planning, monitoring, and assessment skills to enhance learning in all subject areas. Performance Objectives: Students will be able to: • Develop and organize a set of learning tasks based on a logical sequence. • Demonstrate note-taking skills. • Outline a written passage or speech. • Set goals for learning on a short and long term basis. • Assess their own learning on a weekly basis. • Reflect on what they know, what they need to know, and how they can find out at the • Beginning of a new area of study. • Plan an independent project. Process Objectives: • Use study guide materials to develop key skills. • Use a time management organizer at the beginning of each week. • Employ resources that teach metacognitive techniques directly Suggested Assessment Approaches: • Process observation checklist completed quarterly. • Product assessment (independent project plan). • Journals or logs
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Section II Program History
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Program History The Greenwich Public School System has one of the longest established programs for gifted students in the State of Connecticut. The Special Workshop program for academically gifted students began in 1961. It was originally established with assistance and financial support from the Greenwich Junior Women’s Club. Since 1964, the program's cost has been part of the regular school budget. Greenwich programs for academically gifted students have evolved over the past forty –one years from an interest-based program at changing grade levels to a curriculum-focused program in grades two through eight in various core subjects. Along the way various grade levels have been eliminated, added, and sometimes cut once again. Since the beginning, the program has relied on an effective partnership between parents, educators, students and the local community. The time line attempts to highlight significant dates in the program’s history.
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History of Gifted and Talented Education in Greeenwich 1961-2003 W
orks
hop
Pro
gram
for s
tude
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K-6
est
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hed
and
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by G
reen
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. Wom
en's
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b
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l bud
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Pro
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Rev
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by
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ide
cons
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Pro
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gram
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iew
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ide
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ksho
p pr
ogra
m b
ecom
es k
now
n as
Tal
ente
d an
d G
ifted
P
rogr
am (T
AG
)
Pro
gram
Rev
iew
in-
hous
e (G
AP
S)
Prog
ram
exp
ande
d to
incl
ude
grad
es 7
-9
Pro
gram
Rev
iew
by
Lay
Pro
fess
iona
l Com
mitt
ee a
ppoi
nted
by
the
supe
rinte
nden
t
Goa
ls a
nd o
bjec
tives
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for K
-12
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ffect
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ess
by p
aren
t gro
up (G
AG
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Pro
gram
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by
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ctor
of P
upil
Per
sonn
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Def
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on o
f gift
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BO
E p
riorit
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taff
Dev
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nd M
ath
Gra
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ram
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Mat
h, a
nd S
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and
Gift
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rogr
am m
oved
from
Spe
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to R
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K-2
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rmal
and
situ
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nal
18%
of s
tude
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rade
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emin
ar P
rogr
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ng o
ut o
f lev
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r ide
ntifi
catio
n PT
A/TA
G C
omm
ittee
est
ablis
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K-2
pro
gram
cut
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gram
Rev
iew
by
outs
ide
cons
ulta
nts
Par
t tim
e T
AG
Coo
rdin
ator
pos
ition
est
ablis
hed
Gra
de 2
pro
gram
rein
stat
ed u
sing
enr
ichm
ent m
odel
Gra
de 2
pro
gram
sw
itche
s to
an
acce
lera
ted
mod
el
Pro
gram
Rev
iew
by
outs
ide
cons
ulta
nt
1961
19
63
1964
1965
1967
1968
1976
1977
1978
1979
19
82
1983
19
88
1989
19
90
1991
1994
1995
19
99
2001
2003
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History of Grade Two Program Delivery Models
Year
Instructional Time per week
Program Type Delivery Model Identification
99-00
1 hour total 30 min Math/
30 min LA
Enrichment Center Based Fall of Grade 2
00-01
1 hour total 30 min Math/
30 min LA
Enrichment Center Based Spring of Grade 1
01-02
4 hours total 2 hours Math/ 2
hours LA
Acceleration Cluster Grouping With Acceleration
Spring of Grade 1
02-03 4 hours total 2 hours Math/ 2
hours LA
Acceleration Cluster Grouping With Acceleration
Spring of Grade 1
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Section III Program Design
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PROGRAM DESIGN
Introduction Delivery Models Staffing Teacher Preparation Budget
Identification Introduction
Rationale Best Practices Procedures
Instrumentation Enrollment
Figure 1 Multi-Level Delivery Model Figure 2 Delivery Model Chart Figure 3 Identification Instrument Chart Figure 4 Flow Chart Identification Process Figure 5 Enrollment Chart
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PROGRAM DESIGN
Introduction The development of appropriate gifted educational programming requires comprehensive services based on sound philosophical, theoretical and empirical support. One of the basic assumptions underlying most organizational designs is that gifted and talented students should at some point be grouped together to provide for interaction, productive cooperation and appropriate instruction. Congruence between the needs of gifted learners and the learning environment provides for maximum opportunity for cognitive development. The ALP Program utilizes a multi-level service delivery model to provide flexibility in meeting the needs of the students. The model includes at its base an emphasis on enhancing the regular classroom instruction to benefit ALP and non-ALP students with challenging curriculum, instruction, and materials. The second level of programming provides daily services to ALP students in language arts and mathematics and a weekly pullout enriched science program. The third level of programming provides services to those uniquely gifted students whose needs exceed the first two levels of programming. An overlay to these three levels of programming is the opportunity for participation in specialized contests and competitions and extracurricular enrichment opportunities. Figure I delivery model.
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Figure 1 ALP Program Multi-Level Delivery Model
Core academic offerings in language arts, mathematics
and science (grades 3-5)
Individualized learning
opportunities
Differentiation in the regular classroom
Competitions: Continental Math League Math Olympiads New England Math League WordMasters Vocabulary Program Young People’s Debate Program Mock Trial Program National Geographic Bee Various Writing Competitions
Extracurricular Opportunities Family Science Nights Family Poetry Nights Family Shakespeare Night Minds in Motion Program
An overlay to these three levels of programming is the opportunity for participation in school-wide competitions and extracurricular family enrichment programs. Many schools integrate selected competitions into the regular classroom setting. The extracurricular opportunities are open to all who are interested.
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Figure 2. Delivery Model Chart
Strands Program Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Language Arts
Enrichment Acceleration
2 hrs. per wk. pullout with ALP teacher & 3 hrs. in class instruction with classroom teacher & 1 hr. collaborative planning (ALP & classroom teachers)
Daily - in place of regular reading program.
Daily - in place of regular reading program.
Daily - in place of regular reading program.
Daily - in place of regular English program.
Daily - in place of regular English program.
Daily - in place of regular English program.
Math Enrichment Acceleration
2 hrs. per wk. pullout with ALP teacher & 3 hrs. in class instruction with classroom teacher & 1 hr. collaborative planning (ALP & classroom teachers)
Daily - in place of regular math program.
Daily - in place of regular math program.
Daily - in place of regular math program.
NA NA NA
Interdis Science
Enrichment Acceleration NA
90 minutes per week - in addition to regular science program.
90 minutes per week - in addition to the regular science program.
90 minutes per week - in addition to the regular science program.
NA NA NA
Seminar Enrichment Acceleration NA NA NA NA
One semester – 44 sessions, takes the place of Human Development
One semester – 44 sessions, takes the place of an elective
One semester – 44 sessions, takes the place of an elective
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DELIVERY MODELS EMPLOYED Figure 2. Delivery Model Chart Grade 2 Math and Language Arts The grade 2 program is a combination of models including cluster, collaboration, pullout, and acceleration. This combination model requires the identified students in nine buildings be clustered in a heterogeneous classroom. (Two schools received permission from the superintendent not to cluster the identified grade two students.) During, two hours of math and two hours language arts pullout time the ALP teacher delivers and accelerated curriculum. The model also requires the collaborating classroom teachers to teach the accelerated curriculum during the time the clustered second graders are in the regular classroom. Planning time for the collaborating teachers (from 2 to 5 per building) to meet with the itinerant ALP teacher is an additional feature of the model. Cluster grouping
Grouping a small number of students, from five to ten, in a heterogeneous class.
Collaboration Two or more teachers plan and/or deliver a curriculum to students. Collaborative planning is part of the grade 2 program
Pullout model In this model students spend most of their day in a heterogeneous classroom but are removed or pulled out for a given period each week for special instruction with other gifted students. It is the most commonly used program format for gifted students. In addition to being used in the grade 2 program, this model is also utilized in the grade 3-5 program.
Acceleration
Students are allowed to advance more quickly than their chronological peers do. This may be accomplished in several ways: • Grade skipping: the traditional method for acceleration. • Subject skipping: classes with students in higher grades. It is especially appropriate
in sequential types of subjects, particularly, reading, math and languages. • Compacting curricula: collapsing three years of academic work into two through pre-
testing for mastery of objectives. Curriculum acceleration is used through out the ALP Program.
Additional Activities / Programs Contests and Competitions Extracurricular Enrichment Activities
Continental Math League Family Science Nights WordMasters Family Shakespeare Night
Math Olympiad Family Poetry Night New England Math Leagues Minds in Motion Program Young People’s Debate Program Mock Trials Competition National Geographic Bee
Various writing and poetry competitions
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STAFFING ELEMENTARY Grade 2 An itinerant part-time teacher serving multiple buildings teaches the grade 2 program in conjunction with the grade 2 collaborating cluster teachers. Grades 3-5 1. 5 ALP teachers per building teach the elementary program in grades three through five, in nine buildings. In two of the smaller buildings, the program is taught by one ALP teacher. MIDDLE SCHOOL Seminar • Eastern 1 teacher • Central 0.7 teacher • Western 0.5 teacher ALP English The ALP English Program did not require additional staffing. The 26 teachers assigned to teach the ALP English classes are part of the regular English staffing. ADMINISTRATIVE STAFFING ALP Coordinator 0.6 TOTAL STAFFING 21.3
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TEACHER PREPARATION Rationale Gifted learners are entitled to be taught by professionals who have specialized preparation in gifted education, expertise in appropriate educational methods, and involvement in ongoing professional development. Initial staff development programs are necessary to provide educators with the requisite knowledge base and skills specific to gifted education. Therefore, ongoing and comprehensive staff development programs in gifted education are necessary to enhance existing knowledge and skills, and to familiarize staff with current best practices. (National Standards) Elementary The ALP language arts and math programs in grades 2-5 are taught by teachers specifically hired to teach gifted students. These teachers have met minimum staff development requirements in addressing the needs of gifted learners and appropriate instructional strategies prior to teaching in the ALP Program. They continue to receive staff development during the annual program staff development day, at the twice-monthly staff meetings, during the three days of summer staff training and through attendance at district, state and national conferences. Grade 2 collaborating cluster classroom teachers received minimal training in after school workshops. Middle School Seminar The Seminar teachers are trained through summer staff development work, staff meetings and attendance at local, state, and national conferences. In two schools, the trained Seminar teachers are responsible for teaching all Seminar classes. In one school, only two Seminar classes are taught by a trained Seminar teacher. The other Seminar classes are assigned to various untrained teachers. Consequently, Seminar teachers vary from one semester to the next and from one year to the next. ALP English In general the ALP English teachers are not trained to teach gifted students. The three trained Seminar teachers teach one ALP English class in addition to their Seminar classes. The remaining English classes are assigned to regular education English teachers by the principal. These teachers are frequently assigned only one ALP class as part of their total assignment. Some of the twenty-six middle school teachers, however, were permitted to attend two days of in-school staff development in May 2002 and some volunteered to attend one or two days of training during the summer of 2002 prior to the first year of implementation. The only opportunity to train middle school ALP teachers during the school year is one program staff development day, which must be shared with the Language Arts Coordinator. There are no other in-school opportunities for staff development built into the school year.
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ALP BASE ALLOCATION
1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004
Year one of the grade two center based enrichment model. Contact time, one hour per week Identification in the fall of grade two.
Year two of the grade two center based enrichment program Contact hours expanded from one to four hours per week. Identification in the spring of grade two.
Acceleration, cluster model replaces the grade two center based enrichment model Testing for the grade three program moved form the fall of grade three to the spring of grade two.
New Middle School ALP English program implemented in grades 6-8.
Second year of MS ALP English implementation.
Base Allocation
108,337 109,854 127,149* 130,455 133,586
No new moneys provided for instructional materials, for 38 classrooms, staff development for the 38 classroom and the ALP teachers, and testing materials needed for identification.
No new moneys provided for staff development and instructional materials.
*Reflects $14,000 for curriculum development and staff development in the grade 3-5 program and part of the expense associated with the purchase of consumable grade one testing materials. Additional re-occurring costs not covered: purchase of new consumable testing materials for grade one and two, licenses for tests in grades three, four and five and printing of tests.
No new moneys allocated for instructional materials or staff development.
No new moneys allocated for instructional materials or staff development.
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The base allocation also includes approximately $30,000 for the salary of the ALP secretary. Reoccurring Costs: • Testing licenses, purchase of test booklets grades 1-8 • Postage for mailings to parents of all students being tested • Staff development for 24 collaborating grade 2 teachers • Staff development for 26 new middle school ALP teachers
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IDENTIFICATION Introduction Student assessment for the ALP Program is an organized, systematic process that seeks to identify student needs for the purposes of matching students to programming options. In 1995 the GPS Program Review Committee recommended that the ALP Program employ the two-stage “Talent Search Model” for identifying students who have outstanding aptitude in math, language arts and science. A two-stage process is recommended by the National Standards for Gifted Education. Stage one of the Talent Search Model seeks to find all students scoring near the ceiling on grade level standardized achievement tests in mathematical or verbal ability. Stage two discriminates within this population by administering out-of-level tests that do not suffer from the ceiling effect when used with gifted populations. This model recommends that as many assessment tools be used as necessary in order to obtain a satisfactory student profile.
The purpose of out-of-level testing is to give gifted children who tend to score toward the ceiling of a grade level standardized test an opportunity to demonstrate their true potential, and to give educators information with which to make appropriate educational recommendations. Current theory strongly suggests a concept of multiple intelligences (Gardner 1984), and current research suggests that intelligence may be displayed in domain–specific contexts. Focusing on specific aptitudes allows a larger number of students to be identified and served, thus dispelling the notion that gifted programs only serve high IQ students. There are numerous definitions of giftedness; however, from a review of the research pertinent to the behavioral characteristics of gifted children several consensual findings tend to emerge: 1. Giftedness is more than g-factor intelligence, at least as measured by an intelligence test. 2. There are degrees of giftedness. 3. Both genetic and environmental factors account for gifted behavior. 4. Giftedness may manifest itself predominantly in one area or several areas. 5. The potential for giftedness can be identified at young ages. 6. Factors other than ability play an equally important role in defining gifted behavior. These
factors tend to cluster around the traits of: • Divergent thinking • The ability to generate new ideas and/or products • Persistence • Motivation • Task commitment
7. Giftedness is multidimensional, encompassing both academic and non-academic areas. Rationale Identification is a needs assessment for the purpose of placing students in educational programs designed to develop their potential. Best Practices in Identification of the Gifted • Use of multiple criteria (3 or more) • Use of two-stage process of screening and identification • Use of measures that are relevant to the program emphasis • Equitable processes for selection, validation, and placement • Placement of students based on individual profile data • Written procedures for identification, student retention, student reassessment and dismissal
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Procedures Figure 3. Identification Instrument Chart Identification takes place in the spring of each year for placement in the fall. Students maybe re-evaluated each spring. Identification is a two-stage process, a screening stage followed by an evaluation and placement stage. The process includes a review of student assessment data, which is balanced between academic and non-academic sources, formal and informal strategies, and standardized and non-standardized tests. Figure 4. Identification Flow Chart Students may qualify to participate in one or more of the program strands:
• Math, grades 2-6 • Language Arts, grades 2-8 • Interdisciplinary Science, grades 3-5 • Seminar, grades 6-8
Parents are notified of screening in grades one and two by letter and in grades three through five by multiple announcements in the weekly bulletin. Information is also available in the ALP brochures and on the ALP web site. New students to the district are automatically screened (Stage 1). Students who have been previously placed in gifted and talented programs in another district are automatically assessed (Stage 2). If, however, the quantitative data from the other district is compatible with the GPS criteria, additional assessment may not be necessary. Stage 1 Screening All students are screened each year. Screening involves the review of standardized data, as well as teacher and parent recommendations. Language arts At each grade level students must be above goal on the DRP, and in grades 4, 5 and 6 where a holistic writing score is available they must be at goal to go on for further evaluation. Also considered in the screening are scores on the Otis Lennon School Ability Test and Stanford Achievement sub tests in reading comprehension, vocabulary and math problem solving. Teacher Nominations Teachers may nominate students whose scores do not meet the screening criteria to be evaluated by completing a teacher nomination form. Parent Nominations Parents of children whose scores do not meet the screening criteria may nominate their child to be evaluated for the program by completing a parent nomination form, available in their school office.
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Stage 2 Evaluation Parents are notified by mail if their child is to be included in the evaluation phase as well as the dates and times of testing. Parent permission is requested in writing for a child to participate in the evaluation stage. Verbal Language arts candidates complete out-of –level tests of verbal ability and reading comprehension as well as a reading and writing response prompt. Math Math candidates complete out-of-level tests of mathematical ability, math concepts and problem solving. Interdisciplinary Science Grades 3-5 Candidates in grade two complete a test of non-verbal ability; in addition they must score at high levels of achievement on the math problem solving and the reading response prompt assessments. In grades three and four candidates complete the Fowler Test of Experimental Design and must achieve at high levels on the reading response prompt and on tests of math and verbal reasoning. Placement Once testing is completed, the Building Advisory Committee conducts the final evaluation of candidates. The committee is comprised of the Program Coordinator, ALP teachers, a building administrator, grade level teachers and other personnel where appropriate. Parents are notified by mail of the committee’s decision. The committee considers the following when making placement decisions: • Match between the program and the student’s area(s) of talent. • Documentation of academic and intellectual ability through the use of standardized and non-
standardized tests. • Data and information collected in the screening phase. • Strong evidence of excellent performance in the regular classroom setting. • Student’s motivation to take on challenging and demanding class work and homework. Retention Students in the grade 2 program remain in the program for the school year, if they are achieving at an appropriate level. At the end of grade 2, all students, including those in the grade 2 program, are re -screened and assessed for the grade 3-5 program. Students in the grade 3-5 program will remain in the program unless their performance indicates that the ALP Program is not the proper placement for them at that particular time. All fifth graders, including those currently in the program, are screened for placement in the Middle School Seminar and English Programs. Middle school students will remain in the program unless their performance indicates that the ALP Program is not the proper placement at that time. Exiting Procedures Criteria Every attempt is made to make the program a challenging and rewarding experience for every child. However, there are times when the ALP teacher with the Building Advisory Committee, and the approval of the principal, will determine that a student’s performance or behavior requires
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that he/she be exited from the program. Students will be exited from the program for the following reasons:
• Unable to keep up with the work in the ALP class. • Unable to maintain satisfactory grades in academic subjects. • Consistently not doing ALP homework assignments or coming unprepared for ALP class. • Behaving in such a way as to interfere with the learning of others in the ALP classroom.
Procedures To insure that there has been sufficient communication with the parents, and to enlist their cooperation in bringing about an improvement in their child’s performance or behavior, the following must take place before a child can be exited from the program. • Parent notification in writing stating the specific area of concern. • A parent conference must be held for the purpose of developing a plan to assist the child in
modifying his/her behavior and/or performance. • The Building Advisory Committee determines whether the student should be exited from the
program if the parent notification and conference fail to bring about improvement in the student’s behavior and/or performance.
• The principal will review the committee’s decision. The parents receive written notification if the child is to be exited from the program. Exited students are not eligible for consideration for re-admittance to the program for the remainder of the school year. The Building Advisory Committee, together with the principal, will determine whether a child should be readmitted to the program the coming year. Withdrawals Parents must notify the ALP teacher in writing if they wish to withdraw their child from the program. The ALP teacher will then notify the classroom teacher(s) and the principal and record the date of withdrawal.
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Figure 3: Identification Instruments Grades 1/2 Grades 2/3 Grades 3/4 Re-evaluation Grades 4/5 Re-evaluation Grades 5/6, 6/7, 7/8
Screening Math Survey Test Teacher Nomination Parent Nomination
Degrees of Reading Power (DRP) Math Survey Test Teacher Nomination Parent Nomination
Degrees of Reading Power (DRP) OLSAT Verbal, Math SAT: Vocab., Rdg. Comp. & Math Problem Solving Teacher Nomination Parent Nomination
Degrees of Reading Power (DRP) CMT Writing Score OLSAT :Verbal, Math SAT: Vocab., Rdg.Comp. & Math Problem Solving Teacher Nomination Parent Nomination
Degrees of Reading Power (DRP) SAT Rdg. Comp. Teacher Nomination Parent Nomination
Evaluation
Verbal Test of Verbal Cognitive Ability Iowa Reading Comp. Test Writing Response Prompt Reading Response Prompt Math Test of Cognitive Ability Iowa Math Test Math Problem Solving Test
Verbal Test of Verbal Cognitive Ability Sequential Rdg. Comp. Test Writing Response Prompt Reading Response Prompt Math Test of Cognitive Ability Sequential Math Concepts Test Math Problem Solving Test Interdisciplinary Test of non verbal Cognitive Ability Math Problem Solving Test Reading Response Prompt
Verbal Sequential Rdg. Comp. Test SCAT Verbal Writing Response Prompt Reading Response Prompt Math Sequential Math Concepts Test SCAT Math Math Problem Solving Test Interdisciplinary Experimental Design Reading Response Prompt SCAT - total
Verbal Sequential Rdg. Comp. Test SCAT Verbal Writing Response Prompt Reading Response Prompt Math Sequential Math Concepts Test SCAT Math Math Problem Solving Test Interdisciplinary Experimental Design Reading Response Prompt SCAT – total
Verbal OLSAT Verbal Reading Comp. Test SCAT Verbal District Writing Response Prompt Math OLSAT Non-verbal Sequential Math Concepts SCAT Math Math Problem Solving
Criteria For Selecting Testing Instruments • Valid • Reliable • Relevant to the program interventions • Useful for curriculum planning • Easy to administer • Cost effective
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IDENTIFICATION INSTRUMENTS Selecting Testing Instruments Criteria • Valid • Reliable • Relevant to the program interventions • Useful for curriculum planning • Easy to administer • Cost effective Standardized Tests Degrees of Reading Power (DRP) - part of the system wide testing protocol. It is administered in grades 2 through 8, a mastery test of reading comprehension. Iowa test - measures achievement in reading, math concepts and computation. Otis Lennon School Ability Test (OLSAT) - part of the system wide testing protocol administered in grades 3, 5, 7 and 9 measures general verbal and non-verbal ability. Stanford Achievement Test (SAT) - sub tests in reading comprehension, vocabulary and math problem solving. Part of the system-wide testing protocol administered in grades 3,5,7 and 9. School College Ability Tests - measure verbal and mathematical ability. Test of Cognitive Ability - measures inductive and deductive reasoning. Raven’s Progressive Matrices - a non-verbal measure of intelligence, sometimes used with students whose primary language is not English. Sequential Test (Math) – out-of-level test of math concepts. Sequential Test (reading comprehension) – out-of-level test of reading comprehension. Performance Based Assessments Math Survey Test – Measures general achievement in math. Writing Response Prompt - Measure students’ ability write to a prompt. Reading Response Prompt - Measure students’ ability to interpret a piece of literature. Math Problem Solving Test - Measures ability to solve multiple step problems. Nomination Forms Teacher Nomination Form is completed by teachers to nominate a child to be tested who did not meet the screening criteria. The form is a modified Renzulli Student Characteristics Scale. Parent Nomination Form is completed by a parent to nominate their child to be tested who did not meet the screening criteria. The form is a modified Renzulli Student Characteristics Scale.
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Math Screening
Verbal Screening
All Students
Screening Standards
Parent Nomination
Teacher Nomination
Candidate Pool
Out of Level Testing
Students in Program
Students not in Program
SCREENING PLACEMENT
Figure 4 Flow Chart Identification Process
Evaluation and Placement
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Advanced Learning Program Enrollment Grades 208 2002-2003
Total Strands
Cos Cob Grade Enroll ALP % ALP # Reading % Reading # Math % Math # Inter % Inter
2 67 10 15% 7 10% 9 13% 3 81 15 18% 12 15% 11 14% 8 10% 4 69 10 14% 8 12% 6 8% 5 7% 5 82 14 17% 10 12% 10 12% 8 10%
Dundee Grade Enroll ALP % ALP # Reading % Reading # Math % Math # Inter % Inter
2 56 19 33% 12 22% 13 24% 3 61 17 27% 14 24% 8 14% 8 14% 4 59 18 30% 13 22% 9 16% 8 14% 5 42 10 24% 8 19% 6 14% 9 21%
Glenville Grade Enroll ALP % ALP # Reading % Reading # Math % Math # Inter % Inter
2 83 4 5% 2 2% 4 5% 3 85 14 16% 13 15% 6 7% 6 7% 4 64 14 21% 11 17% 9 14% 8 13% 5 89 17 19% 13 15% 9 10% 9 10%
Hamilton Avenue Grade Enroll ALP % ALP # Reading % Reading # Math % Math # Inter % Inter
2 41 6 14% 4 10% 4 10% 3 44 4 9% 4 9% 3 7% 3 7% 4 43 7 16% 5 11% 7 18% 5 12% 5 49 9 18% 8 16% 6 13% 6 13%
Julian Curtiss Grade Enroll ALP % ALP # Reading % Reading # Math % Math # Inter % Inter
2 58 6 10% 4 7% 3 5% 3 55 13 23% 10 18% 5 9% 6 11% 4 50 9 18% 8 16% 7 14% 5 10% 5 57 8 14% 7 12% 5 8% 5 9%
New Lebanon Grade Enroll ALP % ALP # Reading % Reading # Math % Math # Inter % Inter
2 36 3 8% 2 6% 3 8% 3 31 7 22% 5 18% 1 4% 7 25% 4 52 9 15% 4 8% 7 13% 6 12% 5 51 8 16% 8 15% 3 6% 5 10%
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North Mianus Grade Enroll ALP % ALP # Redding % Reading # Math % Math # Inter % Inter
2 77 6 8% 2 3% 5 6% 3 76 15 19% 9 12% 12 16% 5 7% 4 64 14 21% 12 20% 8 13% 7 11% 5 66 15 23% 10 15% 12 18% 10 15%
N Street Grade Enroll ALP % ALP # Reading % Reading # Math % Math # Inter % Inter
2 92 11 12% 6 7% 10 11% 3 86 22 26% 12 14% 17 20% 10 12% 4 88 25 28% 17 19% 18 20% 11 13% 5 84 21 25% 14 17% 16 19% 14 17%
Old Greenwich Grade Enroll ALP % ALP # Reading % Reading # Math % Math # Inter % Inter
2 74 8 11% 6 8% 5 7% 3 69 16 23% 14 20% 8 12% 9 13% 4 78 16 21% 11 14% 10 13% 7 9% 5 61 14 23% 12 20% 8 13% 7 11%
Parkway Grade Enroll ALP % ALP # Reading % Reading # Math % Math # Inter % Inter
2 84 8 10% 4 5% 7 8% 3 73 18 25% 11 15% 12 16% 5 7% 4 81 17 21% 15 19% 11 14% 11 14% 5 85 19 22% 11 13% 14 16% 10 12%
Riverside Grade Enroll ALP % ALP # Reading % Reading # Math % Math # Inter % Inter
2 74 15 20% 9 12% 8 11% 3 69 19 26% 15 25% 16 24% 9 13% 4 68 15 22% 12 17% 9 13% 10 15% 5 82 18 22% 11 13% 10 12% 11 13%
District - Elementary
Grade Enroll ALP % ALP # Reading % Reading # Math % Math # Inter % Inter 2 3 4 5
741 720 708 744
97 168 154 159
13% 23% 22% 21%
58 124 102 118
8% 17% 145 16%
71 101 89 102
10% 14% 13% 14%
0 76 74 98
0 11% 10% 13%
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Seminar
Central Grade Enroll ALP % ALP ALP
English %
6 253 67 26% 70 27% 7 240 29 12% 29 12% 8 244 27 12% 25 10%
Eastern Grade Enroll ALP % ALP ALP
English %
6 222 67 20% 62 28% 7 230 43 19% 42 18% 8 234 52 22% 51 22%
Western Grade Enroll ALP % ALP ALP
English %
6 215 43 20% 44 20% 7 214 42 20% 47 22% 8 213 42 20% 39 18%
District - Seminar District - English Grade Enroll ALP % ALP
6 690 177 26% 176 26% 7 684 153 22% 118 17% 8 691 119 17% 115 17%
Students in the grade 6 English ALP Program were formally identified at the end of grade 5. Students in grades 7 and 8 were not formally identified.