ADVANCED LEARNING PROGRAMS PROGRAM REPORT

ADVANCED LEARNING PROGRAMS
PROGRAM REPORT

Prepared by: Barbara O’Neill
Greenwich Public Schools
April 10, 2003

1

Table of Contents

• Framework
• Program History
• Program Design
• Language Arts Program
• Mathematics Program
• Interdisciplinary Science Program
• Seminar Program
• Comparative Districts

2

Section I
Framework

3

STATE STATUTES

Excerpts from:
Commentary on Regulations Concerning Children Requiring Special Education
Section 10-76a, 10-76b, 10-d and 10-76h of the General Statutes
See. 10-76a-I (a)
"Child" is defined as any person under twenty-one years of age.
See. 10-76a -1 (d)
"Children requiring special education" includes any exceptional child who (I) is mentally
retarded. (... or (2) has extraordinary learning ability or outstanding talent in the creative arts, the
development of which requires programs or services beyond the level of those ordinarily
provided in regular school programs but which may be provided through special education as part
of the public school program.
See.10-76 a-2(a)
1."Extraordinary learning ability means a child identified by the planning and placement team as
gifted and talented on the basis of either performance on relevant standardized measuring
instruments, or demonstrated or potential achievement or intellectual creativity, or both. The term
shall refer to the top five per-cent of children so identified.
See. 10-76a-2(b)
"Gifted ant Talented’ means a child identified by the planning and placement team as
(1) possessing demonstrated or potential abilities that give evidence of very superior intellectual,
creative or specific academic capability and
(2) needing differentiated instruction or services beyond those provided in the regular school
program in order to raise their intellectual, creative or specific academic potential.
The term shall include children with extraordinary learning ability and children with outstanding
talent in the creative arts as defined by these regulations.

4

ADVANCED LEARNING PROGRAMS K-12

Policy 6172.1 STUDENTS

The Board of Education believes that a critical dimension of a quality educational program is the
extent to which it offers courses, activities, experiences, and instruction tailored to the particular
needs and abilities of each student. The Board of Education also recognizes its responsibility to
educate all students to their highest academic potential and is committed to adhering to applicable
federal and state statutes and regulations regarding talented and gifted students. The term “gifted
and talented”, when used with respect to students, children or youth, means students, children or
youth who give evidence of high performance capability in areas such as intellectual, creative,
artistic, or leadership capacity, or in specific academic fields, and who require services or
activities not ordinarily provided by the school in order to fully develop such capabilities. (20
USCS § 8801)

Through its Policy 6152: Differentiated Instruction, the Board of Education directs the
Superintendent and staff to organize classrooms and tailor instruction at each grade level to
particular student needs. In addition, the Board of Education recognizes that certain students
have exceptional capabilities and are able to perform significantly above grade level and at high
levels of achievement and accomplishment compared to others of their age and experience. The
purpose of the district’s Advanced Learning Programs is to serve the needs of these students
through an accelerated and enriched curriculum with their academic peers. Acceleration of
instruction is defined as the presentation of curriculum sooner and at a more rapid pace than the
regular curriculum. Enrichment is defined as giving students opportunities to study topics in
greater depth or breadth.

All Advanced Learning Programs will consist of specific measurable objectives. The following
Advanced Learning Programs will be offered throughout the district:
Grades 2-5
Advanced math (daily instruction)
Advanced language arts classes (daily instruction)
Advanced science/social studies for grades 3-5 (weekly instruction)
Accelerated arts opportunities

Grades 6-8
Advanced math courses
Advanced language arts/English courses
Advanced science courses
Accelerated arts opportunities
Interdisciplinary seminar

Grades 9-12
Honors courses in academics and the arts
Advanced Placement courses
Individual research and performance opportunities

It is the responsibility of the professional staff, guided by this policy and accompanying
regulations, to identify students who would benefit from the Advanced Learning Programs, to
deliver appropriate services to them, and to develop assessment criteria to determine whether
students are achieving to their potential and whether they have mastered applicable objectives.

5

The Board of Education shall provide appropriate staff development for all staff to familiarize
them with the Advanced Learning Programs curricula and objectives as well as the needs of
talented and gifted students. The Superintendent is responsible for monitoring and assessing
these programs.

Criteria and procedures for the screening and identification of students for the Advanced
Learning Programs shall be based on, and conform to, existing legal mandates, and shall be
revised expeditiously to retain such conformity over time. Such criteria and procedures shall be
published in written form and made widely available to the general public. At the elementary
school level, all students shall go through at least the initial screening for the Advanced Learning
Programs to ensure equal opportunity for access; those who meet the requisite criteria shall
continue through subsequent steps of the identification process. At the secondary school level,
students will be identified through performance, test results and teacher recommendations.

Each spring a parent, guardian, teacher, or administrator may request that a student be assessed
for placement in Advanced Learning Programs in the fall. Any student enrolling in the
Greenwich Public Schools who has been identified for similar programs by a previous school
district may submit records prescribed by the Superintendent for evaluation to determine whether
the student meets district criteria. In the event such a student does not meet district standards, the
student will be granted the right to undergo the district’s own identification procedures.

The Superintendent shall provide information on the screening and identification of students for
Advanced Learning Programs to the Board of Education, staff and parents annually. Principals
are responsible for ensuring that Advanced Learning Programs are successfully implemented in
their buildings.

Legal Reference: 20 USCS § 8801

Connecticut General Statues, 10-76a (e) Definitions

10-76d (e) Duties and powers of Board of Education to provide special education programs and

services. Policy Adopted :2001

6

GROUPING (DIFFERENTIATED INSTRUCTION)

Policy
Series Number: 6152
The Board of Education believes that a critical dimension of a quality educational program is the
extent to which it offers courses, activities, experiences and instruction tailored to the particular
needs and abilities of each student. The Board of Education also recognizes its responsibility to
educate all students to their highest academic potential.
In each grade level, appropriate student learner objectives or outcomes shall be established
consistent with the high expectations that the Board of Education has for the students and
teachers. Such objectives shall be made known to students and the public, and for each grade
level, shall be uniform across the District. Expected levels of performance on these student
learner objectives shall be established and such tests or other assessment devices obtained or
written as appropriate to measure each student’s degree of attainment of the standards.
Assessment instruments developed within the District shall reflect teacher input, and shall meet
such standards of reliability and validity as are necessary to accurately measure student
performance.
To assure that student learner objectives are mastered, the Board of Education directs the
Superintendent to organize the schools so as to provide differentiated instruction reflective of
sound educational practice and research. Acceptable methods for providing differentiated
instruction shall include but not be limited to, homogeneous grouping, flexible in-class grouping,
cross grade grouping, grade acceleration, pull-out and individual instruction.
Factors to be considered in determining the appropriate form of differentiated instruction should
include past student performance, academic assessments, and student ability. The Board of
Education expects staff to differentiate both curriculum and instruction, and maintain high
expectations for all students and staff.
Staff development designed to assist teachers and administrators in determining which
differentiated instruction options will work best in their schools, as well as efforts to assist
teachers in delivering a variety of differentiated instruction methods, shall be provided.

7

Instruction
Grouping (Differentiated Instruction) (continued)

Principals will be responsible for organizing their schools so that elementary homeroom classes,
middle school teams, and high school houses are grouped heterogeneously.

At all schools, Math, Reading and Language Arts/English shall be taught in groups of students
based on similar past performance, academic assessment, student attitude and an expectation that
the student will be able to master the learning objectives of the course. Principals may deviate
from this requirement with prior approval of the Superintendent of Schools. The criteria for
granting approval, which shall be sought on an annual basis, must include demonstration that the
alternative method of instructional grouping has been shown to or will result in improved student
performance and will promote student achievement to their highest academic potential.

The Superintendent shall report annually to the Board on the schools which have received
approval to utilize an alternative method of instructional grouping.

Science, Social Studies, and Foreign Language classes may be grouped by the above criteria.
Instructional groupings in all other areas of the curriculum, including those for student activities
and guidance discussions, should be organized as heterogeneously as possible.

Principals will monitor their school’s differentiated instructional practices for all subjects based
on assessment data to assure that students are mastering the appropriate student learner objectives
and achieving to their potential.

Parents will be informed by Principals and teachers as to how differentiated instruction is
implemented in their schools.

Legal Reference: Connecticut General Statutes

10-4a Educational interests of state identified.

10-220 Duties of Boards of Education

Adoption Date: 2001

8

GREENWICH MISSION STATEMENT

The Mission of the Greenwich Public Schools is to educate all students to the highest level of
academic potential and to teach them the skills and knowledge to become capable, creative, and
responsible members of society.

ALP PROGRAM PHILOSOPHY

Children who demonstrate academic abilities that far exceed those of their same-age peers need
differentiated programs and services in addition to those typically provided in the regular
classroom. The goal of our Advance Learning Programs (ALP) is to provide the programs
needed by our most academically advanced students.

GREENWICH DEFINITION OF GIFTEDNESS

"Gifted and talented children" shall mean those children in grades K-12 who have extraordinary
ability or demonstrated potential significantly beyond their age peers in academic and aesthetic
areas. These students may require differentiated programs or services beyond the level of those
ordinarily provided by the school. Areas for which Greenwich Schools may identify gifted and
talented children and provide services include the following:

1. General Intellectual Ability as demonstrated by significant achievement or potential for
significant accomplishment above their age peers in all academic subjects.

2. Specific Academic Aptitude as demonstrated by significant accomplishments above their
age peers in one or more academic areas.

3. Creative Ability as demonstrated by significant achievement or potential for significant
accomplishment above their age peers in the literary, performing, and/or visual arts.

9

PROGRAM GOALS

The Greenwich Public Schools has delineated the following goals for its gifted and talented
program. These goals were developed by a district-wide committee that had several basic
assumptions about what gifted programs might do. One important assumption was that such
programs would foster intellectual inquiry at all levels. Another assumption was that the program
will facilitate opportunities for learning that are external to the school that provide an important
match to the needs of gifted learners. Lastly, it was assumed that the program would enhance
student opportunities for future planning and development in areas of interest.

Elementary School Student Goals
• To provide for cognitive development in core curriculum areas at a pace and depth

appropriate to the capacity of the gifted learner.
• To promote critical thinking and reasoning abilities.
• To develop research skills and methods.
• To develop creative and divergent thinking skills.
• To develop creative problem-solving skills.
• To develop metacognitive skills that foster independent and self-directed learning.

Middle School Student Goals
• To develop high-level oral and written skills.
• To construct an understanding of selected systems of knowledge, themes/issues, and

problems that frame the external world.

High School Student Goals
• To refine and apply high-level oral and written skills effectively.
• To utilize and further develop an understanding of systems of knowledge, themes, issues, and

problems that frame the external world.

Student Goals Across All Levels
• To develop self-understanding that encourages reflective inquiry and the productive use of

knowledge
• To develop social skills of relating to others and coping effectively in social contexts.

• To develop aesthetic knowledge, skills, and appreciation.

10

GOAL STATEMENT # 1

To provide for cognitive development in core curriculum areas at a pace and depth
appropriate to the capacity of the gifted learner

Greenwich teachers working with gifted learners will plan core curriculum experiences that are
central for their development in all subject areas. To ensure that learning is appropriately
developing in these areas, students will participate in diagnostic-prescriptive models of
instruction that allow for individual rates of mastery, regardless of age or grade.

Performance Objectives:

Students will be able to:
• Master basic subject matter skills and concepts in appropriate areas at least one year beyond

tested entry level.
• Develop new content-based skills and concepts appropriate to level of mastery.

Language Arts
• Develop literary analysis and interpretation skills.
• Develop persuasive writing skills.
• Develop debate skills.
• Develop understanding of a key interdisciplinary concept and its applications.

Math
• Develop an understanding of algebraic concepts.
• Develop spatial reasoning skills.
• Be able to use statistics in applied situations.
• Use logical reasoning to derive problem solutions.

Science
• Develop scientific research skills.
• Transfer science concept knowledge to new problems.
• Evaluate real world problems related to science.

Visual or Performing Arts
• Develop critical analysis/aesthetic discourse skills.
• Develop historical inquiry skills.

• Develop production/creative skills in at least one area of the arts.
• Process Objectives:

• Engage in diagnostic/prescriptive learning of content, concepts, and basic skills.
• Use appropriate technology that addresses needs of the gifted learner.
• Develop products and projects that extend learning.
• Engage in appropriate competitions.

Suggested Assessment Approaches:

11

• Appropriate pre/post assessment in contends (e.g. NAEP Reading and Writing Portfolio
Models, Science Process Test).

• Portfolio
• Student product assessment, using a modified Likert scale.
• Narrative report
• Self assessment

12

GOAL STATEMENT #2

To promote critical thinking and reasoning abilities
Greenwich teachers working with gifted learners will emphasize the development of intellectual
habits of mind that promote objectivity, skepticism, and a lifelong interest in inquiry.
Specifically, students will be instructed in the areas of inference, deductive and inductive
reasoning, analogies, and evaluation of arguments. These reasoning tools will be applied to all
areas of the curriculum.
Performance Objectives:
Students will be able to:
• Compare and contrast areas and issues.
• Develop analogical reasoning.
• Apply laws and rules to specific situations.
• Develop a valid argument in oral and written forms.
• Generalize, given a set of data.
• Apply abilities in a "real-life" context.
• Develop an understanding of philosophic inquiry.
Process Objectives:
• Apply the Paul reasoning model to all subject areas (e.g. problem, concepts, data,

conclusions, and implications.
• Use curriculum strategies such as graphic organizers, mock trials, debates, experiments, and

decision-making models.
• Engage learners in discussion of ideas in all subject areas.
Suggested Assessment Approaches:
• Student essays
• Videotapes
• Teacher observation scale
• Pre-post critical thinking inventory (e.g. Ross Test of Critical Thinking, Cornell test).
• Self assessment

13

GOAL STATEMENT #3

To develop creative and divergent thinking skills
Working independently and collaboratively, students will be encouraged in the development of
originality, fluency, flexibility, and elaboration in their thought processes.
Performance Objectives:
Students will be able to:
• Brainstorm and explore alternative solutions for a given problem or issue.
• Acknowledge various points of view.
• Design original and flexible solutions to problems.
• Create an original product drawing on various disciplines (e.g., math, literature, music, art).
• Create a product using multiple modes of expression.
• Design and carry out a plan given limited information about a problem or issue.
• Refine projects adding detail and clarity.
Process Objectives:
• Model creative and divergent thinking.
• Provide multiple materials and resources to express ideas.
• Provide instruction in the use of multiple materials and resources.
Suggested Assessment Approaches:
• Creative Product Scales to assess key skills.
• Teacher observation checklist to assess creative behaviors.
• Teacher and student-developed rubrics to assess products.

14

GOAL STATEMENT #4

To develop research skills and methods
To ensure that students become producers of knowledge as well as consumers, Greenwich
teachers will work with gifted students on conducting original research. Students will be able to
understand the research process and its application to all areas of inquiry.
Performance Objectives:
Students will be able to:
• Develop researchable issues, problems, or questions in a given area of study.
• Develop a survey, interview questions, or experiment to answer a research question.
• Explore multiple information sources about the question (media, human).
• Gather evidence through pre-specified techniques.
• Analyze and interpret data.
• Manipulate and transform data so that it can be interpreted.
• Draw conclusions and inferences.
• Determine implications and consequences.
• Communicate results.
Process Objectives:
• Assign a research project in a relevant area of study
• Use investigatory teams and/or individual assignments to explore a given research issue.
• Engage learners in how to access and use multiple resources.
• Collaborate with school and public library personnel to assist students.
• Use relevant primary materials to provide practice on individual skills.
Suggested Assessment Approaches:
• Process checklist of skills, using a modified Likert scale.
• Product assessment

• Use self/peer and teacher assessment measures.

15

GOAL STATEMENT #5

To develop creative problem-solving skills
Greenwich teachers will work with gifted students to engage them in real world problem solving.
Students will be able to apply various creative problem-solving processes to given problem
contexts.
Performance Objectives:
Students will be able to:
• Define a problem.
• Illustrate the problem
• State the problem as a question
• Define stakeholder positions.
• Try alternative solutions to the problem and reassess.
• Evaluate possible solutions.
• Develop a comprehensive solution.
• Develop a plan of action.
• Develop a policy statement on the problem, based on the plan of action.
Process Objectives:
• Use the creative problem-solving model as a template.
• Use simulations, scenarios, and real-world problems to generate student work.
• Use cooperative learning approaches to engage students in the process of CPS.
Suggested Assessment Approaches:
• Group presentations of process steps
• Individual presentation/written policy statement.
• Written defense of a point of view.

16

GOAL STATEMENT #6

To develop metacognitive and study skills that foster independent and self-directed learning
Greenwich teachers will assist gifted learners in organizing their time and resources to maximize
the efficient use of their abilities. Moreover, they will encourage student reflection on their own
learning. Students will develop advanced planning, monitoring, and assessment skills to enhance
learning in all subject areas.
Performance Objectives:
Students will be able to:
• Develop and organize a set of learning tasks based on a logical sequence.
• Demonstrate note-taking skills.
• Outline a written passage or speech.
• Set goals for learning on a short and long term basis.
• Assess their own learning on a weekly basis.
• Reflect on what they know, what they need to know, and how they can find out at the
• Beginning of a new area of study.
• Plan an independent project.
Process Objectives:
• Use study guide materials to develop key skills.
• Use a time management organizer at the beginning of each week.
• Employ resources that teach metacognitive techniques directly
Suggested Assessment Approaches:
• Process observation checklist completed quarterly.
• Product assessment (independent project plan).
• Journals or logs

17

Section II
Program History

18

Program History

The Greenwich Public School System has one of the longest established programs for gifted
students in the State of Connecticut. The Special Workshop program for academically gifted
students began in 1961. It was originally established with assistance and financial support from
the Greenwich Junior Women’s Club. Since 1964, the program's cost has been part of the regular
school budget. Greenwich programs for academically gifted students have evolved over the past
forty –one years from an interest-based program at changing grade levels to a curriculum-focused
program in grades two through eight in various core subjects. Along the way various grade levels
have been eliminated, added, and sometimes cut once again. Since the beginning, the program has
relied on an effective partnership between parents, educators, students and the local community.

The time line attempts to highlight significant dates in the program’s history.

19

1961 Workshop Program for students K-6 established and funded
by Greenwich Jr. Women's Club
1963
1964 Program Review by outside consultants
1965
Funded by the school budget

Program Review by outside consultants

History of Gifted and Talented Education in Greeenwich 1961-20031967 Program Review by outside consultants
1968
20 Program Review by outside consultants
1976
1977 Workshop program becomes known as Talented and Gifted
1978 Program (TAG)
1979 Program Review in-house (GAPS)
1982
Program expanded to include grades 7-9
1983
Program Review by Lay Professional Committee appointed
1988 by the superintendent
Goals and objectives established for K-12
1989 Survey of program effectiveness by parent group (GAGE)

1990 Program Review by the Director of Pupil Personnel
1991 Definition of gifted broadened to include specific academic
1994 aptitudes
1995 BOE priority: Staff Development for classroom teachers
1999
2001 K-1 program in Reading and Math
2003 Grades 2-9 program in Rdg., Math, and Science
Talented and Gifted Program moved from Special
Education to Regular Education
K-2 -identification reduced to informal and situational
18% of students in grade 2-9 were identified
Program Review by outside consultants

Middle School Seminar Program established
Began using out of level testing for identification
PTA/TAG Committee established

K-2 program cut

Program Review by outside consultants

Part time TAG Coordinator position established

Grade 2 program reinstated using enrichment model

Grade 2 program switches to an accelerated model

Program Review by outside consultant

History of Grade Two Program Delivery Models

Year Instructional Program Type Delivery Model Identification
99-00 Time per week
00-01
01-02 1 hour total Enrichment Center Based Fall of Grade 2
02-03 30 min Math/ Enrichment Spring of Grade 1
Acceleration Center Based Spring of Grade 1
30 min LA Acceleration Spring of Grade 1
1 hour total Cluster Grouping
30 min Math/ With Acceleration
30 min LA Cluster Grouping
4 hours total With Acceleration
2 hours Math/ 2
hours LA
4 hours total
2 hours Math/ 2
hours LA

21

Section III

Program Design

22

PROGRAM DESIGN

Introduction
Delivery Models
Staffing
Teacher Preparation
Budget

Identification
Introduction
Rationale
Best Practices
Procedures
Instrumentation
Enrollment

Figure 1 Multi-Level Delivery Model
Figure 2 Delivery Model Chart
Figure 3 Identification Instrument Chart
Figure 4 Flow Chart Identification Process
Figure 5 Enrollment Chart

23

PROGRAM DESIGN

Introduction
The development of appropriate gifted educational programming requires comprehensive services
based on sound philosophical, theoretical and empirical support. One of the basic assumptions
underlying most organizational designs is that gifted and talented students should at some point
be grouped together to provide for interaction, productive cooperation and appropriate
instruction. Congruence between the needs of gifted learners and the learning environment
provides for maximum opportunity for cognitive development.
The ALP Program utilizes a multi-level service delivery model to provide flexibility in meeting
the needs of the students. The model includes at its base an emphasis on enhancing the regular
classroom instruction to benefit ALP and non-ALP students with challenging curriculum,
instruction, and materials. The second level of programming provides daily services to ALP
students in language arts and mathematics and a weekly pullout enriched science program. The
third level of programming provides services to those uniquely gifted students whose needs
exceed the first two levels of programming.
An overlay to these three levels of programming is the opportunity for participation in specialized
contests and competitions and extracurricular enrichment opportunities. Figure I delivery model.

24

Figure 1 ALP Program Multi-Level Delivery Model

Individualized
learning

opportunities

Core academic offerings in
language arts, mathematics

and science (grades 3-5)

Differentiation in the regular classroom

An overlay to these three levels of programming is the opportunity for participation in school-wide
competitions and extracurricular family enrichment programs. Many schools integrate selected
competitions into the regular classroom setting. The extracurricular opportunities are open to all
who are interested.

Competitions: Extracurricular Opportunities
Continental Math League Family Science Nights
Math Olympiads Family Poetry Nights
New England Math League Family Shakespeare Night
WordMasters Vocabulary Program Minds in Motion Program
Young People’s Debate Program
Mock Trial Program
National Geographic Bee
Various Writing Competitions

25



Figure 2. Delivery Model Chart

Strands Program Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Language Daily - in place Daily - in place Daily - in place
Arts Enrichment 2 hrs. per wk. Daily - in place Daily - in place Daily - in place of regular of regular of regular
Acceleration pullout with ALP of regular of regular of regular English English English
Math teacher & 3 hrs. reading reading reading program. program. program.
Enrichment in class instruction program. program. program.
Interdis Acceleration with classroom NA NA NA
Science teacher & 1 hr. Daily - in place Daily - in place Daily - in place
Enrichment collaborative of regular math of regular math of regular math NA NA NA
Acceleration planning (ALP & program. program. program.
classroom
teachers) 90 minutes per 90 minutes per
2 hrs. per wk. week - in week - in
pullout with ALP addition to the addition to the
teacher & 3 hrs. regular science regular science
in class instruction program. program.
with classroom
teacher & 1 hr.
collaborative
planning (ALP &
classroom
teachers)

90 minutes per
week - in
NA addition to
regular science
program.

Seminar Enrichment NA NA NA NA One semester – One semester – One semester –
Acceleration 44 sessions, 44 sessions, 44 sessions,
takes the place takes the place takes the place
of Human of an elective of an elective
Development

27

DELIVERY MODELS EMPLOYED

Figure 2. Delivery Model Chart

Grade 2 Math and Language Arts
The grade 2 program is a combination of models including cluster, collaboration, pullout, and
acceleration. This combination model requires the identified students in nine buildings be
clustered in a heterogeneous classroom. (Two schools received permission from the
superintendent not to cluster the identified grade two students.) During, two hours of math and
two hours language arts pullout time the ALP teacher delivers and accelerated curriculum. The
model also requires the collaborating classroom teachers to teach the accelerated curriculum
during the time the clustered second graders are in the regular classroom. Planning time for the
collaborating teachers (from 2 to 5 per building) to meet with the itinerant ALP teacher is an
additional feature of the model.

Cluster grouping
Grouping a small number of students, from five to ten, in a heterogeneous class.

Collaboration
Two or more teachers plan and/or deliver a curriculum to students. Collaborative
planning is part of the grade 2 program

Pullout model
In this model students spend most of their day in a heterogeneous classroom but are
removed or pulled out for a given period each week for special instruction with other
gifted students. It is the most commonly used program format for gifted students. In
addition to being used in the grade 2 program, this model is also utilized in the grade 3-5
program.

Acceleration
Students are allowed to advance more quickly than their chronological peers do.
This may be accomplished in several ways:
• Grade skipping: the traditional method for acceleration.
• Subject skipping: classes with students in higher grades. It is especially appropriate
in sequential types of subjects, particularly, reading, math and languages.
• Compacting curricula: collapsing three years of academic work into two through pre-
testing for mastery of objectives. Curriculum acceleration is used through out the
ALP Program.

Additional Activities / Programs

Contests and Competitions Extracurricular Enrichment Activities

Continental Math League Family Science Nights

WordMasters Family Shakespeare Night

Math Olympiad Family Poetry Night

New England Math Leagues Minds in Motion Program

Young People’s Debate Program

Mock Trials Competition

National Geographic Bee

Various writing and poetry competitions

28

STAFFING

ELEMENTARY
Grade 2
An itinerant part-time teacher serving multiple buildings teaches the grade 2 program in
conjunction with the grade 2 collaborating cluster teachers.
Grades 3-5
1. 5 ALP teachers per building teach the elementary program in grades three through five, in nine
buildings. In two of the smaller buildings, the program is taught by one ALP teacher.
MIDDLE SCHOOL
Seminar
• Eastern 1 teacher
• Central 0.7 teacher
• Western 0.5 teacher
ALP English
The ALP English Program did not require additional staffing. The 26 teachers assigned to teach
the ALP English classes are part of the regular English staffing.
ADMINISTRATIVE STAFFING
ALP Coordinator 0.6
TOTAL STAFFING
21.3

29

TEACHER PREPARATION

Rationale
Gifted learners are entitled to be taught by professionals who have specialized preparation in
gifted education, expertise in appropriate educational methods, and involvement in ongoing
professional development. Initial staff development programs are necessary to provide educators
with the requisite knowledge base and skills specific to gifted education. Therefore, ongoing and
comprehensive staff development programs in gifted education are necessary to enhance existing
knowledge and skills, and to familiarize staff with current best practices. (National Standards)

Elementary
The ALP language arts and math programs in grades 2-5 are taught by teachers specifically hired
to teach gifted students. These teachers have met minimum staff development requirements in
addressing the needs of gifted learners and appropriate instructional strategies prior to teaching in
the ALP Program. They continue to receive staff development during the annual program staff
development day, at the twice-monthly staff meetings, during the three days of summer staff
training and through attendance at district, state and national conferences. Grade 2 collaborating
cluster classroom teachers received minimal training in after school workshops.

Middle School
Seminar
The Seminar teachers are trained through summer staff development work, staff meetings and
attendance at local, state, and national conferences. In two schools, the trained Seminar teachers
are responsible for teaching all Seminar classes. In one school, only two Seminar classes are
taught by a trained Seminar teacher. The other Seminar classes are assigned to various untrained
teachers. Consequently, Seminar teachers vary from one semester to the next and from one year
to the next.

ALP English
In general the ALP English teachers are not trained to teach gifted students. The three trained
Seminar teachers teach one ALP English class in addition to their Seminar classes. The remaining
English classes are assigned to regular education English teachers by the principal. These
teachers are frequently assigned only one ALP class as part of their total assignment. Some of the
twenty-six middle school teachers, however, were permitted to attend two days of in-school staff
development in May 2002 and some volunteered to attend one or two days of training during the
summer of 2002 prior to the first year of implementation. The only opportunity to train middle
school ALP teachers during the school year is one program staff development day, which must be
shared with the Language Arts Coordinator. There are no other in-school opportunities for staff
development built into the school year.

30

ALP BASE ALLOCATION

1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004

Year one of the grade two Year two of the grade Acceleration, cluster model New Middle School Second year of MS ALP
center based enrichment two center based replaces the grade two ALP English English implementation.
model. enrichment program center based enrichment program
Contact time, one hour Contact hours expanded model implemented in
per week from one to four hours Testing for the grade three grades 6-8.
Identification in the fall of per week. program moved form the
grade two. Identification in the fall of grade three to the
spring of grade two. spring of grade two.

Base 108,337 109,854 127,149* 130,455 133,586
Allocation
No new moneys allocated
No new moneys provided No new moneys *Reflects $14,000 for No new moneys for instructional materials
for instructional materials, provided for staff curriculum development and allocated for or staff development.
for 38 classrooms, staff development and staff development in the instructional
development for the 38 instructional materials. grade 3-5 program and part materials or staff
classroom and the ALP of the expense associated development.
teachers, and testing with the purchase of
materials needed for consumable grade one
identification. testing materials.
Additional re-occurring
costs not covered: purchase
of new consumable testing
materials for grade one and
two, licenses for tests in
grades three, four and five
and printing of tests.

31

The base allocation also includes approximately $30,000 for the salary of the ALP secretary.
Reoccurring Costs:
• Testing licenses, purchase of test booklets grades 1-8
• Postage for mailings to parents of all students being tested
• Staff development for 24 collaborating grade 2 teachers
• Staff development for 26 new middle school ALP teachers

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IDENTIFICATION

Introduction
Student assessment for the ALP Program is an organized, systematic process that seeks to
identify student needs for the purposes of matching students to programming options. In 1995 the
GPS Program Review Committee recommended that the ALP Program employ the two-stage
“Talent Search Model” for identifying students who have outstanding aptitude in math, language
arts and science. A two-stage process is recommended by the National Standards for Gifted
Education.

Stage one of the Talent Search Model seeks to find all students scoring near the ceiling on grade
level standardized achievement tests in mathematical or verbal ability. Stage two discriminates
within this population by administering out-of-level tests that do not suffer from the ceiling effect
when used with gifted populations. This model recommends that as many assessment tools be
used as necessary in order to obtain a satisfactory student profile.

The purpose of out-of-level testing is to give gifted children who tend to score toward the ceiling
of a grade level standardized test an opportunity to demonstrate their true potential, and to give
educators information with which to make appropriate educational recommendations. Current
theory strongly suggests a concept of multiple intelligences (Gardner 1984), and current research
suggests that intelligence may be displayed in domain–specific contexts. Focusing on specific
aptitudes allows a larger number of students to be identified and served, thus dispelling the notion
that gifted programs only serve high IQ students.

There are numerous definitions of giftedness; however, from a review of the research pertinent to
the behavioral characteristics of gifted children several consensual findings tend to emerge:
1. Giftedness is more than g-factor intelligence, at least as measured by an intelligence test.
2. There are degrees of giftedness.
3. Both genetic and environmental factors account for gifted behavior.
4. Giftedness may manifest itself predominantly in one area or several areas.
5. The potential for giftedness can be identified at young ages.
6. Factors other than ability play an equally important role in defining gifted behavior. These

factors tend to cluster around the traits of:
• Divergent thinking
• The ability to generate new ideas and/or products
• Persistence
• Motivation
• Task commitment

7. Giftedness is multidimensional, encompassing both academic and non-academic areas.

Rationale
Identification is a needs assessment for the purpose of placing students in educational programs
designed to develop their potential.

Best Practices in Identification of the Gifted
• Use of multiple criteria (3 or more)
• Use of two-stage process of screening and identification
• Use of measures that are relevant to the program emphasis
• Equitable processes for selection, validation, and placement
• Placement of students based on individual profile data
• Written procedures for identification, student retention, student reassessment and dismissal

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Procedures
Figure 3. Identification Instrument Chart
Identification takes place in the spring of each year for placement in the fall. Students maybe re-
evaluated each spring. Identification is a two-stage process, a screening stage followed by an
evaluation and placement stage. The process includes a review of student assessment data, which
is balanced between academic and non-academic sources, formal and informal strategies, and

standardized and non-standardized tests. Figure 4. Identification Flow Chart

Students may qualify to participate in one or more of the program strands:
• Math, grades 2-6
• Language Arts, grades 2-8
• Interdisciplinary Science, grades 3-5
• Seminar, grades 6-8

Parents are notified of screening in grades one and two by letter and in grades three through five
by multiple announcements in the weekly bulletin. Information is also available in the ALP
brochures and on the ALP web site.

New students to the district are automatically screened (Stage 1). Students who have been
previously placed in gifted and talented programs in another district are automatically assessed
(Stage 2). If, however, the quantitative data from the other district is compatible with the GPS
criteria, additional assessment may not be necessary.

Stage 1 Screening
All students are screened each year. Screening involves the review of standardized data, as well
as teacher and parent recommendations.

Language arts
At each grade level students must be above goal on the DRP, and in grades 4, 5 and 6 where a
holistic writing score is available they must be at goal to go on for further evaluation. Also
considered in the screening are scores on the Otis Lennon School Ability Test and Stanford
Achievement sub tests in reading comprehension, vocabulary and math problem solving.

Teacher Nominations
Teachers may nominate students whose scores do not meet the screening criteria to be evaluated
by completing a teacher nomination form.

Parent Nominations
Parents of children whose scores do not meet the screening criteria may nominate their child to be
evaluated for the program by completing a parent nomination form, available in their school
office.

34

Stage 2 Evaluation
Parents are notified by mail if their child is to be included in the evaluation phase as well as the
dates and times of testing. Parent permission is requested in writing for a child to participate in
the evaluation stage.

Verbal
Language arts candidates complete out-of –level tests of verbal ability and reading
comprehension as well as a reading and writing response prompt.

Math
Math candidates complete out-of-level tests of mathematical ability, math concepts and problem
solving.

Interdisciplinary Science Grades 3-5
Candidates in grade two complete a test of non-verbal ability; in addition they must score at high
levels of achievement on the math problem solving and the reading response prompt assessments.
In grades three and four candidates complete the Fowler Test of Experimental Design and must
achieve at high levels on the reading response prompt and on tests of math and verbal reasoning.

Placement

Once testing is completed, the Building Advisory Committee conducts the final evaluation of
candidates. The committee is comprised of the Program Coordinator, ALP teachers, a building
administrator, grade level teachers and other personnel where appropriate. Parents are notified by
mail of the committee’s decision.
The committee considers the following when making placement decisions:
• Match between the program and the student’s area(s) of talent.
• Documentation of academic and intellectual ability through the use of standardized and non-

standardized tests.
• Data and information collected in the screening phase.
• Strong evidence of excellent performance in the regular classroom setting.
• Student’s motivation to take on challenging and demanding class work and homework.

Retention
Students in the grade 2 program remain in the program for the school year, if they are achieving
at an appropriate level. At the end of grade 2, all students, including those in the grade 2 program,
are re -screened and assessed for the grade 3-5 program.

Students in the grade 3-5 program will remain in the program unless their performance indicates
that the ALP Program is not the proper placement for them at that particular time.

All fifth graders, including those currently in the program, are screened for placement in the
Middle School Seminar and English Programs. Middle school students will remain in the
program unless their performance indicates that the ALP Program is not the proper placement at
that time.

Exiting Procedures

Criteria
Every attempt is made to make the program a challenging and rewarding experience for every
child. However, there are times when the ALP teacher with the Building Advisory Committee,
and the approval of the principal, will determine that a student’s performance or behavior requires

35

that he/she be exited from the program. Students will be exited from the program for the
following reasons:

• Unable to keep up with the work in the ALP class.
• Unable to maintain satisfactory grades in academic subjects.
• Consistently not doing ALP homework assignments or coming unprepared for ALP class.
• Behaving in such a way as to interfere with the learning of others in the ALP classroom.
Procedures
To insure that there has been sufficient communication with the parents, and to enlist their
cooperation in bringing about an improvement in their child’s performance or behavior, the
following must take place before a child can be exited from the program.
• Parent notification in writing stating the specific area of concern.
• A parent conference must be held for the purpose of developing a plan to assist the child in
modifying his/her behavior and/or performance.
• The Building Advisory Committee determines whether the student should be exited from the
program if the parent notification and conference fail to bring about improvement in the
student’s behavior and/or performance.
• The principal will review the committee’s decision.
The parents receive written notification if the child is to be exited from the program. Exited
students are not eligible for consideration for re-admittance to the program for the remainder of
the school year. The Building Advisory Committee, together with the principal, will determine
whether a child should be readmitted to the program the coming year.
Withdrawals
Parents must notify the ALP teacher in writing if they wish to withdraw their child from the
program. The ALP teacher will then notify the classroom teacher(s) and the principal and record
the date of withdrawal.

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Figure 3: Identification Instruments

Grades 1/2 Grades 2/3 Grades 3/4 Re-evaluation Grades 4/5 Re-evaluation Grades 5/6, 6/7, 7/8

Screening Degrees of Reading Power Degrees of Reading Power Degrees of Reading Power
(DRP) (DRP) (DRP)
Math Survey Test Degrees of Reading Power OLSAT Verbal, Math CMT Writing Score SAT Rdg. Comp.
Teacher Nomination (DRP) SAT: Vocab., Rdg. Comp. OLSAT :Verbal, Math Teacher Nomination
Parent Nomination Math Survey Test & Math Problem Solving SAT: Vocab., Rdg.Comp. & Parent Nomination
Teacher Nomination Teacher Nomination Math Problem Solving
Parent Nomination Parent Nomination Teacher Nomination Verbal
Parent Nomination OLSAT Verbal
Evaluation Verbal Verbal Reading Comp. Test
Test of Verbal Cognitive Sequential Rdg. Comp. Test Verbal SCAT Verbal
Verbal Ability SCAT Verbal Sequential Rdg. Comp. Test District Writing Response
Test of Verbal Cognitive Sequential Rdg. Comp. Test Writing Response Prompt SCAT Verbal Prompt
Ability Writing Response Prompt Reading Response Prompt Writing Response Prompt
Iowa Reading Comp. Test Reading Response Prompt Reading Response Prompt
Writing Response Prompt
Reading Response Prompt

Math Math Math Math Math
Test of Cognitive Ability Test of Cognitive Ability Sequential Math Concepts Sequential Math Concepts OLSAT Non-verbal
Iowa Math Test Sequential Math Concepts Test Test Sequential Math Concepts
Math Problem Solving Test Test SCAT Math SCAT Math SCAT Math
Math Problem Solving Test Math Problem Solving Test Math Problem Solving Test Math Problem Solving

Interdisciplinary Interdisciplinary Interdisciplinary
Test of non verbal Experimental Design Experimental Design
Cognitive Ability Reading Response Prompt Reading Response Prompt
Math Problem Solving Test SCAT - total SCAT – total
Reading Response Prompt

Criteria For Selecting Testing Instruments

• Valid
• Reliable
• Relevant to the program interventions
• Useful for curriculum planning
• Easy to administer
• Cost effective

37

IDENTIFICATION INSTRUMENTS

Selecting Testing Instruments Criteria

• Valid
• Reliable
• Relevant to the program interventions
• Useful for curriculum planning
• Easy to administer
• Cost effective

Standardized Tests

Degrees of Reading Power (DRP) - part of the system wide testing protocol. It is administered in grades 2 through 8, a mastery test of
reading comprehension.

Iowa test - measures achievement in reading, math concepts and computation.
Otis Lennon School Ability Test (OLSAT) - part of the system wide testing protocol administered in grades 3, 5, 7 and 9 measures general verbal and
non-verbal ability.
Stanford Achievement Test (SAT) - sub tests in reading comprehension, vocabulary and math problem solving. Part of the system-wide testing
protocol administered in grades 3,5,7 and 9.
School College Ability Tests - measure verbal and mathematical ability.
Test of Cognitive Ability - measures inductive and deductive reasoning.
Raven’s Progressive Matrices - a non-verbal measure of intelligence, sometimes used with students whose primary language is not English.
Sequential Test (Math) – out-of-level test of math concepts.
Sequential Test (reading comprehension) – out-of-level test of reading comprehension.

Performance Based Assessments
Math Survey Test – Measures general achievement in math.
Writing Response Prompt - Measure students’ ability write to a prompt.
Reading Response Prompt - Measure students’ ability to interpret a piece of literature.
Math Problem Solving Test - Measures ability to solve multiple step problems.

Nomination Forms
Teacher Nomination Form is completed by teachers to nominate a child to be tested who did not meet the screening criteria. The form is a modified
Renzulli Student Characteristics Scale.

Parent Nomination Form is completed by a parent to nominate their child to be tested who did not meet the screening criteria. The form is a
modified Renzulli Student Characteristics Scale.

38

Figure 4 Flow Chart Identification Process

Math Screening

Parent Students in
Nomination Program

All Screening Candidate Out of Level Evaluation and Students not
Students Standards Pool Testing Placement in Program

Teacher
Nomination

Verbal
Screening

SCREENING PLACEMENT
39

Advanced Learning Program Enrollment Grades 208 2002-2003

Total Strands

Cos Cob Enroll ALP % ALP # Reading % Reading # Math % Math # Inter % Inter
Grade 67 10 15% 7 10% 9 13%
81 15 18% 12 15% 11 14% 8 10%
2 69 10 14% 8 12% 6 8% 5 7%
3 82 14 17% 10 12% 10 12% 8 10%
4
5

Dundee

Grade Enroll ALP % ALP # Reading % Reading # Math % Math # Inter % Inter

2 56 19 33% 12 22% 13 24%

3 61 17 27% 14 24% 8 14% 8 14%

4 59 18 30% 13 22% 9 16% 8 14%

5 42 10 24% 8 19% 6 14% 9 21%

Glenville

Grade Enroll ALP % ALP # Reading % Reading # Math % Math # Inter % Inter

2 83 4 5% 2 2% 4 5%

3 85 14 16% 13 15% 6 7% 6 7%

4 64 14 21% 11 17% 9 14% 8 13%

5 89 17 19% 13 15% 9 10% 9 10%

Hamilton Avenue

Grade Enroll ALP % ALP # Reading % Reading # Math % Math # Inter % Inter

2 41 6 14% 4 10% 4 10%

3 44 4 9% 4 9% 3 7% 3 7%

4 43 7 16% 5 11% 7 18% 5 12%

5 49 9 18% 8 16% 6 13% 6 13%

Julian Curtiss

Grade Enroll ALP % ALP # Reading % Reading # Math % Math # Inter % Inter

2 58 6 10% 4 7% 3 5%

3 55 13 23% 10 18% 5 9% 6 11%

4 50 9 18% 8 16% 7 14% 5 10%

5 57 8 14% 7 12% 5 8% 5 9%

New Lebanon

Grade Enroll ALP % ALP # Reading % Reading # Math % Math # Inter % Inter

2 36 3 8% 2 6% 3 8%

3 31 7 22% 5 18% 1 4% 7 25%

4 52 9 15% 4 8% 7 13% 6 12%

5 51 8 16% 8 15% 3 6% 5 10%

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North Mianus

Grade Enroll ALP % ALP # Redding % Reading # Math % Math # Inter % Inter

2 77 6 8% 2 3% 5 6%

3 76 15 19% 9 12% 12 16% 5 7%

4 64 14 21% 12 20% 8 13% 7 11%

5 66 15 23% 10 15% 12 18% 10 15%

N Street Enroll ALP % ALP # Reading % Reading # Math % Math # Inter % Inter
Grade 92
86 11 12% 6 7% 10 11%
2 88
3 84 22 26% 12 14% 17 20% 10 12%
4
5 25 28% 17 19% 18 20% 11 13%

21 25% 14 17% 16 19% 14 17%

Old Greenwich

Grade Enroll ALP % ALP # Reading % Reading # Math % Math # Inter % Inter

2 74 8 11% 6 8% 5 7%

3 69 16 23% 14 20% 8 12% 9 13%

4 78 16 21% 11 14% 10 13% 7 9%

5 61 14 23% 12 20% 8 13% 7 11%

Parkway Enroll ALP % ALP # Reading % Reading # Math % Math # Inter % Inter
Grade 84
73 8 10% 4 5% 7 8%
2 81
3 85 18 25% 11 15% 12 16% 5 7%
4
5 17 21% 15 19% 11 14% 11 14%

19 22% 11 13% 14 16% 10 12%

Riverside Enroll ALP % ALP # Reading % Reading # Math % Math # Inter % Inter
Grade 74
69 15 20% 9 12% 8 11%
2 68
3 82 19 26% 15 25% 16 24% 9 13%
4
5 15 22% 12 17% 9 13% 10 15%

18 22% 11 13% 10 12% 11 13%

District -

Elementary

Grade Enroll ALP % ALP # Reading % Reading # Math % Math # Inter % Inter

2 741 97 13% 58 8% 71 10% 0 0
3 720 168 23% 124 17% 101 14% 76 11%
4 708 154 22% 102 145 89 13% 74 10%
5 744 159 21% 118 16% 102 14% 98 13%

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Seminar

Central

Grade Enroll ALP % ALP ALP %
English
6 253 67 26% 27%
7 240 29 12% 70 12%
8 244 27 12% 10%
29

25

Eastern

Grade Enroll ALP % ALP ALP %
English
6 222 67 20% 28%
7 230 43 19% 62 18%
8 234 52 22% 22%
42

51

Western

Grade Enroll ALP % ALP ALP %
English
6 215 43 20% 20%
7 214 42 20% 44 22%
8 213 42 20% 18%
47

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District - Seminar District - English

Grade Enroll ALP % ALP

6 690 177 26% 176 26%

7 684 153 22% 118 17%

8 691 119 17% 115 17%

Students in the grade 6 English ALP Program were formally identified at the end of grade 5.
Students in grades 7 and 8 were not formally identified.

42