Advanced Learning Program
The purpose of Advanced Studies in Greenwich Public Schools is to provide appropriate learning experiences and intellectual challenge that result in continuous academic growth.
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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.
The Advanced Learning Program (ALP) begins in all Greenwich Public Schools during grade 2. ALP offers advanced curriculum, alternative methods of teaching, and student challenges in the areas of math, language arts, and science.
Assessment Windows for 2020-2021
November 16, 2020 to December 11, 2020 (for January 2021 placement)
April - May, 2021 (for September 2021 placement)
Assessment Window for 2020-2021
January 19, 2021 to February 3, 2021 (for September 2021 placement)
Math and Science placement questions/appeals contact Sheila Civale at Sheila_Civale@greenwich.k12.ct.us
Language Arts placement questions/ appeals contact Bonnie O'Regan at Bonnie_O'Regan@greenwich.k12.ct.us
Welcome. The Greenwich Public Schools embraces a child-centered approach to education – an approach that is designed to meet the needs of each child by asking, “What is best for this child?” Educators work to that end by offering differentiated instruction to all children that includes high expectations with the appropriate level of challenge.
The Advanced Learning Program (ALP) seeks to identify students who excel two grade levels above their current grade, demonstrate a strong motivation and love for learning, as well as perseverance when faced with challenging assignments.
Participation in a gifted program in another school district does not automatically qualify a student for placement in ALP courses in Greenwich. However, because another district’s placement process may give us enough information to make a placement decision, a parent should submit the relevant documentation to the district ALP office.
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 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.
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 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
Contact at email@example.com
Building PTA Representatives
|Central Middle School||Valerie Rimmer|
|Eastern Middle School||Syed Hussein|
|Western Middle School||Colleen Sciulla|
|Cos Cob||Sasha Maloney|
|Hamilton Ave||Sonia Tembeck|
|Julian Curtiss||Pascale Sejean-Ho|
|North Mianus||Jennifer Donat|
|North Street||Wendy Collins|
|Old Greenwich||Gia Burton|
|Remote School||Irina Anguelova|
- Cognitive Abilities Test Interpretation
- Grade 2 Fall ALP Placement Process
- Grade 2 Fall ALP Evaluation Scores and Placement
- Elementary ALP Placement Process
- ELEMENTARY ALP SCORES AND PLACEMENT
- Middle School Advanced Studies
- Middle School ALP Language Arts Placement Process
- MIDDLE SCHOOL ALP LANGUAGE ARTS EVALUATION SCORES AND PLACEMENT
- Getting the Most from Parent-Teacher Conferences for Your Bright Child
October 30, 2019 Byram Shubert Library 9:30 am
October 30, 2019 Board of Education Staff Development Room 7:00 pm
November 4, 2020 Informational Parent Meeting videos
January 6 and 7, 2021 Informational Parent Meeting videos
The 2021 Middle School Advanced Studies PowerPoint was presented at the January 25, 2021 meetings. Please watch the videos below if you were unable to attend either meeting.
March 10, 2020 Cos Cob Library 9:30 am
March 12, 2020 Board of Education Staff Development Room 7:00 pm
In an effort to minimize large gatherings this week, these meetings have been canceled. Please find the PowerPoint Presentation below. Contact Bonnie O'Regan at firstname.lastname@example.org with any questions.
National Advocate for Gifted and High Ability Students
Wednesday, December 6
Greenwich Board of Education Staff Development Room
290 Greenwich Avenue, Greenwich, CT 06830
Those requiring special accommodations to attend these meeting should contact Robyn Byron, either by phone at 203-625-7462, or by email at email@example.com or in person at the Havemeyer Building, 290 Greenwich Avenue, at least 72 hours prior to the meeting.
E001 Policy Programs Services Curriculum
E001.09 Purpose of Programs and Services
E001.13 Advanced Learning Programs K-12