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.

The parent referral window for Grade 2 Pullout Enrichment Program, which begins in January of 2023 is open until November 18. 

If you believe that your child should undergo the additional rigorous above grade level assessment(s) for potential placement in the ALP Enrichment program, you may refer your child for either ELA, Math or both. Each assessment ranges from 45-75 minutes.

Parent Referral and Input Form

*We are unable to accommodate late referrals. You will have another opportunity in the spring for Grade 3 ALP placement.

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.

Appeals:

Parents have two weeks from notification of a placement to request a change. Parents must provide additional information that was not presented in the student score report or at the building advisory commit

PLACEMENT:

Math placement questions contact Mike Reid at mike_reid@greenwich.k12.ct.us

Science placement questions contact Tara Fogel at tara_fogel@greenwich.k12.ct.us

Language Arts/Humanities placement questions contact Kim Paladino at kimberly_paladino@greenwich.k12.ct.us

ASSESSMENTS AND SCORES:

For questions regarding assessments, scoring or your child's score report contact Bonnie O'Regan at bonnie_regan@greenwich.k12.ct.us

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

The Advanced Learning Program has started evaluating students for ALP Reading, Math and Science placement for the 2022-2023 school year. The Advanced Learning Program uses a content replacement and acceleration programming model for students who give evidence of significantly high-performance capability. For the 2022-2023 school year, identified students will meet daily in the ALP classroom in lieu of general education classrooms to receive their instruction in Reading, Math and/or Science.

IMPORTANT NOTE: Students who are currently enrolled in elementary ALP Humanities or STEM classes do not need to be evaluated to continue in ALP Reading or Math for the 2022-2023 school year.  Students currently enrolled in ALP STEM will also be automatically placed into both ALP Math and ALP Science for the 2022-2023 school year

Bonnie O’Regan, Advanced Learning Program Facilitator, and the Advanced Learning Leadership Team, hosted zoom webinars about the ALP placement process on March 9 and 10, and two more sessions on the Assessment Score Results on June 13 and 14. The videos and slide presentations are linked below. 

The ALP Leadership team is happy to answer any questions you have that were not addressed during the webinars. To facilitate a timely response to your questions please complete the following inquiry form https://forms.gle/jSLPw7M1BJWznNAW6. All inquiries concerning ALP placements made by June 24 will be addressed within one school day of receipt of the request. Requests made over the summer recess will be responded to on a case-by-case basis dependent on the staff available.

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
Shelly Shah

Irina Anguelova

Contact at alp@ptacgreenwich.org

Building PTA Representatives

National Association for Gifted Children
Connecticut Association for the Gifted
Hoagies' Gifted Education Page

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.