Advanced Learning Program

The purpose of the Placement Process is not to determine if a student is “gifted” or “not gifted.”

Rather, the purpose of the placement process is to identify specific academic student needs and match learners with appropriate supplementary services.

This three step process includes Referral, Evaluation, and Placement.

The Referral Phase begins with screening. Screening is the process of reviewing current grade level data about each child to determine if a student should be referred for further assessment for possible placement in the Advanced Learning Program. The screening process includes: a review of current performance data, grade level standardized tests, and observational data using checklists based on gifted characteristics.

Referrals (sometimes called Nominations) is the direct procedure that enters a student into the Evaluation Phase. Referrals may be initiated by teachers, parents, or others who may have knowledge of students’ learning needs.

In the Evaluation Phase GPS uses a multifaceted placement scheme to identify not only students who are already high achieving in the domain but also those with potential but underdeveloped achievement.

Multifaceted placement scheme includes:

Age Normed measures of aptitude for reasoning in each of the domains for which services will be provided (for example, verbal reasoning scores considered for placement into language arts services and quantitative reasoning scores for placement into mathematics). (Cognitive Ability Tests)

Grade Normed measures of achievement in each domain for which advanced services will be provided. (Achievement Assessments).

Criterion Normed measures that add descriptive information about students’ performance or potential in the domains for which services are provided. (Performance Tasks)

In the Placement Phase the Building Advisory Committee (BAC), consisting of the ALP teacher(s), classroom teachers, a building administrator, and the ALP facilitator, conducts a comprehensive review of each child’s record and performance during the evaluation in order to make final placement decisions. All selection decisions reflect the best professional judgment of the committee to determine the best way to meet each child’s individual needs.

Request for Information about Grade 2 Placement Scores

Complete this form to submit questions

The Advanced Learning Program enriches and augments the regular curriculum in order to meet the educational needs of advanced students. Differentiation of instruction occurs routinely in the regular classroom, along with opportunities for pullout for identified students.

The Advanced Learning Program uses content replacement programming model for identified students in grade 3-5 language arts and math and a content enrichment programming model in grade 2 language arts and math and grade 3-5 science.

All levels of the program share the following overarching objectives:

• Provide for cognitive development in core curriculum areas at an appropriate pace and depth.
• Develop self-understanding that encourages and fosters independent and self-directed learning.
• Develop intellectual and scholarly skills and attitude.
• Promote critical, creative and divergent thinking skills.
• Develop research skills and methods.
• Foster intellectual inquiry at all levels.
• Develop aesthetic knowledge, skills and appreciation.

Language Arts

Language is not just the expression; it is the essence of understanding. The curriculum framework used is the Integrated Curriculum Model designed for gifted learners by Dr. Joyce Vantassel-Baska and the College of William and Mary. This model is organized for the integration of Big Ideas, Advanced Content, and Differentiated Process & Product. The use of this model allows students to extend their understanding of language beyond the literal and inferential into the realm of evaluative analysis. The goals of the Language Arts units are to develop students' skills in literary analysis and interpretation, persuasive writing, linguistic competency, and oral communication, as well as to strengthen students' reasoning skills and understanding of the concept of change. The units engage students in exploring carefully selected, challenging works of literature from various times, cultures, and genres and they encourage students to reflect on their readings through writing and discussion.

Mathematics

Advanced students require a mathematics curriculum that not only challenges their current abilities but also pushes them into new realms of understanding. This type of differentiation is best provided through an acceleration model that allows students to demonstrate mastery of grade level standards and move through the curriculum receiving instruction at their challenge levels. The math curriculum is enriched and generally accelerated by one year. In addition to demonstrating mastery of standards, students are provided with rich problems that require the use of analytical reasoning.

Science

Science is a way of knowing, a process for gaining knowledge and understanding of the natural world. The Advanced Learning Program Science curriculum employs a problem-based learning format in order to encourage students to develop scientific habits of mind while actively involved in acquir­ing significant science content through solving a “real world” problem. This format requires the students to engage in the scientific process, from the problem-finding and information-gathering steps, to the evaluation of the experimental data, and the solution or recasting of the problem.

Middle School Seminar

The seminar program is a continuum that allows reasoning models and approaches to problem solving to be revisited, practiced and refined over a three-year period. Seminar students frame their own questions, engage in research, analyze and discuss ideas, and apply what they have learned to social problems. The overarching theme for all three grades is “What does it mean to be human?”In sixth grade the focus is on evolutionary change, seventh grade on the concept of systems, and in eighth grade on public health systems.

District PTAC Representatives

Jenn Donat

Scott Griffith

Michelle Lopez

Contact at ptacalp@gmail.com

Building PTA Representatives

National Association for Gifted Children

Connecticut Association for the Gifted

Hoagies' Gifted Education Page

Those requiring special accommodations to attend these meeting should contact Robyn Byron, either by phone at 203-625-7462, or by email at robyn_byron@greenwich.k12.ct.us or in person at the Havemeyer Building, 290 Greenwich Avenue, at least 72 hours prior to the meeting.

Advanced Learning Program Monitoring Report and Addendum (accepted by Board of Education February 23, 2017)

Greenwich Board of Education Policies related to the Advanced Learning Program

E001 Policy Programs Services Curriculum

E001.09 Purpose of Programs and Services

E001.13 Advanced Learning Programs K-12

Connecticut Department of Education Gifted and Talented