elp - johnston community school district · •an annual review of multiple criteria by the elp...

ELP

Extended

Learning

Programwww.geneticsandsociety.org

"CGS : Center for Genetics and Society." CGS : Center for Genetics and Society. N.p., n.d. Web. 19 Aug. 2015.

"JOHNSTON COMMUNITY

SCHOOL DISTRICT." Johnston

CSD. N.p., n.d. Web. 19 Aug. 2015.

www.johnston.k12.ia.us

http://www.geneticsandsociety.org/article.php?id=8177

http://www.johnston.k12.ia.us/students-staff-warm-to-new-fire-j-logo/

Program Goals• To meet the needs of high ability students in the areas of :

– critical thinking – creative problem solving– research– communication – affective concerns– real life problems

• Students have different levels of abilities and their needs should be met in different ways.

"JOHNSTON COMMUNITY SCHOOL

DISTRICT." Johnston CSD. N.p., n.d.

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Staff Placement for 2018-19

– Elementary Buildings

Kate Florer .6 Horizon

Mitzi Hetherton .3 Lawson & .7 Wallace

Kristen Hartman .7 Beaver Creek & .1 Horizon

Nikki Paradise-Williams .85 Timber Ridge & .15 Lawson



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Staff Placement for 2018-19• 1.5 Teachers at Middle Level

Colleen Ites 1.0 Summit (*Allison Barlow also instructs Humanities)

Molly McConnell .5 8/9 Middle School, Mock Trial 7-12

• .7 Teacher at High SchoolSue Cline (Also teaches AP World History)

• .6 Coordinator for District Kathy Paul

Feel free to contact any of us by phone or e-mail!



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FOCUS on NEEDS

• Academic • Social/Emotional

THROUGH

Choice

Classroom & Curricular Support

Counseling & Social Emotional Support

Communication



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Identification• Ongoing process

• Cycle in and out of the program as levels of support

and academic challenge changes

• An annual review of multiple criteria by the ELP staff is

a research-based best practice.

• Two pathways:Review of data: Test scores, teacher & parent ratings

Case Study: Interviews, individual screenings



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REVIEW OF DATA Z-score (distance from the mean) is calculated from the current and previous year on these assessments: Iowa Assessments, MAP, and where available, CogAT.

The mean of each student’s z-scores is calculated. Students who have a mean z-score in approximately the top 5% of the district are identified for services.

Additional data points are reviewed including teacher/parent recommendations for students with mean z-scores between the 90th and 95th percentiles.

Students who may not have high standardized test scores but are exhibiting characteristics of gifted learners may be recommended by teachers and/or parents and are reviewed on an individual basis.

Academic Services• Resources and consultation, match

appropriate level of challenge with classes available

• Direct contact with students • Cluster grouping

– All Buildings K-8– 3 - 7 students – Grouped for academic service



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Teacher Collaboration

–On-going district focus to provide rigor• through classes, workshops, in-service

–Professional Learning Community and In-service time used proportionally for gifted students

–Counselor and teachers trained in social-emotional needs• Start of year-- Levels of service and those who have

shown potential during spring identification process• Before ID--All teachers• Differentiation• Informal meetings



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Differentiation

• Provides curriculum and instruction at the appropriate level of challenge

• Considers:How students best learnReadiness - grade level appropriatenessInterest - tapping into passion for learning



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Levels of Service-

Strength Area

• Humanities (reading, LA, social studies) (SAH)

• STEM (science/tech/engineering/math) (SAS)

• Strength Area both (SA)

Extended Studies/ Personalized Education Plan (PEP)= Significant needs above peers



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Enrichment is an opportunity for many children–not an identified level of service, but an expectation. These students form a TALENT POOL for potential services.

• In classroom• Teachers observe and meet needs• Resources may be provided by ELP, Teacher Leaders, or other sources



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Expectation for ALL


Twice-exceptional students and non-academic needs:

The Star (*)•A star (*) symbol is used to designate students

who have non-academic needs that may impact their learning•These students are still part of ELP but may

need adaptations to their extended services•Gifted with additional needs = twice-exceptional



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Strength Area (SAH, SAS, SA)Students who excel far beyond peers in one or more

academic areas

• Direct service through a scheduled class or through the ELP teacher

• Teaching strategies and/or materials



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Extended Studies (PEP)

• Need differentiated curriculum to progress academically

• Documented services• Many districts provide only at this level



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PEP:Expectations of ELP

Teachers• Meet with students and parents to gather initial information.

• Provide classroom teachers with copies of the personalized educational plan with preliminary information completed.

• Provide guidance for classroom teachers to complete documentation three times yearly. Meet with teachers for planning and/or resources.

• Communicate with teachers and parents.• Maintain records on students.



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What does ELP look like at the Elementary Level?

The services your child receives may vary by:

• Your child’s level of service/needs• Differentiation skills of the classroom teacher• The particular curriculum• Your child’s grade level• Availability of ELP teacher

These factors are analyzed in order to determine the most appropriate ways in which to meet your child’s academic learning needs.



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Elementary Programming MAY include:

• Independent Study/Research• Flexible groups in the classroom • Testing out of a unit - compacting• Mentors• Enrichment activities in the classroom• Cluster groups• Specific classes• Personalized Educational Plan• Acceleration



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ELP is NOT a one-(wo)man show!

ELP services are NOT delivered ONLY by ELP staff and ONLY in the ELP room. There are many qualified teachers who are providing the differentiation for students at all levels of service. Different children have different needs, so programming will NOT look the same for all children.



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ELP in Grades K-2– Generally, primary students are not pulled

out of the classroom.

– The ELP teacher collaborates and consults with primary teachers to develop classroom extensions and enrichment.

This does not mean your child will never be involved with a small group working with the ELP staff; however, this is not a common occurrence for most of the year in primary grades.

"Explore PBS." PBS. PBS, n.d. Web. 19 Aug. 2015.www.pbs.org



Web. 19 Aug. 2015.


http://www.pbs.org/parents/education/going-to-school/grade-by-grade/first/


ELP in Grades K-2• As the school year progresses, ELP staff may

form small groups for the purpose of identification of needs and getting to know the children personally, and could be within the classroom.

• Some children are placed on a level of service because of extreme differences in needs. Classroom teachers, to a great extent, handle most programming in the classroom.

• Assistance with social-emotional needs



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ELP in Grade 3-5

• Parents of Strength Area students can expect that most of their child's academic needs will be met by the classroom teacher.

• When small groups are formed to address academic needs, information will be shared with parents. An evaluation of the child’s participation in the group will also be shared.



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3rd – 5th Programming MAY include:

• Guided Reading Groups or Literature Circles with Advanced Reading Materials

• Advanced Language Arts Program with focus on language and writing skills

• Problem Solving / Math Extensions• Pull-out OR push-in groups for STEM, especially in math




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6th & 7th Grade ELP at SUMMIT• ELP Teachers

Supports differentiation through modeling strategies, providing resources, collaboration by working with students as needed through pull out extensions during Summit Strong and collaboration with Core classroom teachers. *Allison Barlow, ELP certified teacher, also works with 6th and 7th grade ELP Humanities students.

• Classroom TeachersWorks with differentiating the curriculum to meet the varying needs of students. Students are cluster grouped in classrooms with students of similar abilities.



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SMS ELP Opportunities: • Offerings during Summit Strong (Humanities/STEM)• Collaboration in the classroom• Independent study as appropriate• Scheduled programming is continuous and based on CORE instruction and collaboration

– Extended writing and reading opportunities– Speaking and writing skills– STEM extensions involving physics of light,

engineering principles and iterative design, robotics, and forensics science




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Math at Summit• Some students are twice-accelerated in math and receive an accelerated CORE class during the day.

• 6th grade CORE Math students are clustered in classrooms for extensions

• 7th grade students are recommended for Math 7 or Compacted 7 / 8, but students also have voice in placement



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8-9 Middle School Programming: A Staff Effort

• Advanced Math • Advanced Science (open access)• Advanced Language Arts (open access)• Electives within Specialized Areas • Scheduling / counseling• Enrichment Activities/Contests• Teacher Support



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FIRE/PRIDE Time

• Occurs for 30 minutes between 2nd and 3rd hour• FIRE (Frequent Interventions, Recovery and

Explorations)– M, T, TH– Interventions, Work Recovery, Extensions– Mock Trial/History Day

• PRIDE (Positive Respectful Innovative Determined Excellent)– Fridays– To build lasting relationships, a sense of

community, and to ensure students are successful at JMS

8th Grade• Algebra I/Geometry • Advanced Science (open access)• Advanced LA sections (open access)• Exploratory Classes in specialized areas such as:

Speech/Debate, Journalism, STEM +Innovation, Animal Science, Engineering, Technology

• Advanced materials/topics in Social Studies• Contests such as Science Olympiad, writing contests

• ELP 8 is a self-selected study opportunity where students choose a passion area to explore with teacher assistance & supervision.



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8th Grade- More Core

Extra quarter for each core department to teach priority content standards in more depth• Social Studies: Financial Literacy• Language Arts: Grammar and

Language Usage• Math: Geometry and Statistics• Science: Cells and Heredity (to fill the

gap with the new NGSS standards)

9th Grade•STEM programming continues in specific math (usually Geometry or Algebra) and science (Biology). Engineering and Technology options exist.•An Advanced Language Arts section is available for students to self-select during registration.

Faster paceEliminates or compacts workAdvanced literature and analysisWriting and speaking emphasized

• Cluster grouping in Social Studies•ELP 9 is a self-selected study opportunity where students choose a passion area to explore with teacher assistance & supervision.

9th Grade Activities

Much the same as HS- student initiative is important!

•Mock Trial outside of the school day, open to all

•History Day may be worked on during library day in

language arts

•Science Olympiad/Competitions

•STEM activities

•Speech and Debate

•Yearbook

•Academic Decathlon

Services Provided at JHS

• Advanced Placement classes• Post-secondary Enrollment• DMACC Career Advantage• Dual Enrollment• Acceleration/advanced sections• ELP self-study class • Flexible Scheduling• Independent Study• Electives • Career Planning/Guidance



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ELP Class

Students choose a passion area to explore with teacher assistance & supervision. Students are in charge of curriculum and assessment, and utilize problem-solving and organizational skills to complete self-designed projects.

ELP receives a letter grade and academic credit like any elective class.

Class can meet daily, or every-other-day opposite another class. Can be repeated for multiple semesters.

HS Extracurricular Activities

• Knowledge Bowl (Oct.)• Academic Decathlon (Sept.-March)• Mock Trial (Dec.-March)• History Day (until April)• Math Club (all year)• Speech• Debate• STEM opportunities• Other opportunities as they arise through the year. Interested students who have signed up will be notified through email.



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HS Common Concerns

• Post-secondary planning• ACT/SAT• Protect the GPA?• “Hitting the Wall” and learning study strategies

• Discord with parents

Common HS concerns

• Post-secondary planning• ACT/SAT• Protect the GPA?• “Hitting the wall” and learning study strategies

• Discord with parents



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JELPJSCD WEBSITE

http://tinyurl.com/jcsdelpUnder Student Support and Equity tab

Parent InformationFrequently Asked Questions

Upcoming EventsLegislation/ ITAG

Presentations



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http://tinyurl.com/jcsdelp


How Can Parents Support ELP?

• Friends of JELP– ADVOCATE– SPONSOR 3 programs per yearDetermined by parents (social /emotional needs, parenting, student panels, resource lists, educational programming)

– PROVIDE financial support – COMMUNICATE ELP updates

“Strength in numbers”- membership counts!"JOHNSTON COMMUNITY SCHOOL


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Tips for Parenting a Gifted Student

• Find support through others, build your knowledge of gifted education

• Parent positively and consistently

• Build autonomy

• Recognize a variety of gifts and talents



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How can you support your child?• Guidance- Encourage while setting limits.

• Model life-long learning and problem solving• Help children appreciate individual differences• Emphasize what is learned is more important than grade

• Encourage time to explore resources & choose passion areas.Every minute does not have to be scheduled. Encourage priorities; life is about making choices.

• Listen and observe rather than pressure.

• Make print material widely available, limit screen time (social media).

• Let them take responsibility for non-life threatening issues and then recognize and learn from mistakes. Offer support, not excuses.

• Patience! Appreciate them for who they are, rather than who they may become.



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elp - johnston community school district · •an annual review of multiple criteria by the elp...

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