Advanced Learning Program

Step 1: 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. In addition to referrals initiated by teachers, parents are able to provide input as well.

Step 2: 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)

Step 3: 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.

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.

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.

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.

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.

Grade 2 ALP Placement Information

Please review the presentation about Grade 2 ALP Placement Video (slides only, spanish version). If you still have questions after the video, join  the ALP Leadership Team for a Q&A sessions about the Grade 2 Placement process on Tuesday, November 15. 

• Session 1: 9:30 AM  recording of session 1

• Session 2: 7:00 PM  recording of session 2

  Spanish Translation was offered during Session 2

Grade 2 ALP Score Information

Please review the 10-minute Grade 2 ALP Placement Information Video (English transcript Spanish transcript)  If you still have questions after the video, join the ALP Leadership Team for a Q&A sessions about the Grade 2 Placement process on Thursday, January 5. 

• Session 1: 9:30 AM  recording of session 1

• Session 2: 7:00 PM  recording of session 2

  Spanish Translations was offered during Session 2

Please review the 10-minute Elementary ALP Placement Information Video. (English transcript  Spanish transcript) 

If you still have questions after the video, join the ALP Leadership Team for a Q&A session about the Elementary Placement process on Tuesday, May 9. 

• Session 1: 9:30 AM  Zoom Link 

• Session 2: 7:00 PM  Zoom Link 

For answers to additional questions reach out here: Elementary ALP Placement Inquiry Google Form. 

Grade 5: Middle School Advanced Studies Information Sessions

Supporting the Grade 5 to 6 Transition

In early January, we held a virtual meeting to discuss the Fifth to Sixth Grade Transition Process. Middle School Counselors, Curriculum Coordinators, and Middle School Principals talked about what goes on in the spring and summer to help prepare students for the next school level. During this session, coordinators presented information regarding the placement process for Advanced Studies in Grades 6-8.

If you could not join us, we have videos of both presentations, including question and answer segments, linked below

• Monday, January 3 at 9:00 am  Youtube Link
• Monday, January 3 at 6:30 pm  Youtube Link
• Tuesday, January 18 at 6:00 pm  Youtube Link - Spanish Version

District PTAC Representatives
Contact at alp@ptacgreenwich.org

Check out our quarterly newsletter for updates: All About ALP

March 2022

January 2022

October 2021

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

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.