ELP

Extended Learning Program

Program Goals

• To meet the needs of high ability students in the areas of : • critical thinking • • creative problem solving research • communication • • affective concerns real life problems • Students have different levels of abilities and their needs should be met in different ways.

Staff Placement for 2012-13

• 7 ELP Teachers K-12  Elementary Buildings Kate Florer Wallace Mitzi Hetherton Timber Ridge and Lawson Nancy McGill Beaver Creek Kristen Hartman Horizon

Staff Placement for 2012-13

• 1.5 Teachers at Middle Level Colleen Ites Summit Kathy Paul .5 8/9 Middle School, Mock Trial 7-12 • .7 Teacher at High School Sue Cline (Also assists with 8th grade and teaches AP Psychology) • .5 Coordinator for District Kathy Paul Feel free to contact any of us by phone or e-mail!

Academic Services

• • • Resources and consultation Direct contact with students Cluster grouping • • All Buildings K-9 3-7 students • Grouped for academic service

Teacher Collaboration

• • • • • • On-going Start of year--PEP Before ID--All teachers Differentiation District Focus – “ What do we do if they already know it?

” Classes, workshops, in-service Informal Meetings

Differentiation

• • Providing curriculum and instruction at the appropriate level of challenge Considers: How students best learn Readiness - grade level appropriateness Interest - tapping into passion for learning

FOCUS

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Programming Needs

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Academic

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Social/Emotional

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Not

“

IN

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ELP or

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OUT

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of

Misconceptions about ELP

• When PEP level students are seen leaving the classroom, we begin to get inquiries from parents and students regarding “ starting ” ELP classes.

• From a child ’ s perspective, if they are not leaving the room, they must not be “ in ” ELP.

• ELP services are NOT delivered ONLY by ELP staff and ONLY in the ELP room. There are many qualified teachers who are providing the differentiation for students at all levels of service. Different children have different needs, so programming will NOT look the same for all children.

Levels of Service

• • General Enrichment (GE) Strength Area • • Strength Area Reading (SAR) Strength Area Math (SAM) • Strength Area Reading and Math (SARM) • Extended Studies/ Personalized Education Plan (PEP)

General Enrichment (GE)

• • • In classroom Teachers observe and meet needs Resources may be provided by ELP

Strength Area

(SAR, SAM, SARM) • • • ELP support for classroom teacher Extensions Teaching strategies or materials

Extended Studies (PEP)

• • • Need differentiated curriculum to progress academically Documented Services Most districts provide only at this level

PEP Expectations of ELP Teachers

• • • • • Meet with students and parents to gather initial information.

Provide classroom teachers with copies of the personalized educational plan with preliminary information completed.

Provide guidance for classroom teachers to complete documentation three times yearly. Meet with teachers for planning and/or resources.

Communicate with teachers and parents as needed.

Maintain records on students.

Programming MAY include:

• Guided Reading Groups or Literature Circles with Advanced Reading Materials • Advanced Language Arts Program • Math Olympiads • Pull out groups for Math– will be rare with new math series

• Independent Study/Research • Flexible groups in the classroom • Testing out of a unit-compacting • Mentors • Enrichment activities in the classroom • Cluster groups • Personalized Educational Plan • Acceleration

What does ELP look like at the Elementary Level?

Services your child receives will be dependent on: • Your child ’ s level of service/needs • Differentiation skills of the classroom teacher • The particular curriculum • Your child ’ s grade level

These factors are combined and analyzed in order to determine the most appropriate ways in which to meet your child needs.

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s academic learning

ELP in Grades K-2

• Generally, primary students are not pulled out of the classroom.

• The ELP teacher collaborates and consults with primary teachers to develop classroom extensions and enrichment.

This does not mean your child will never be involved with a small group working with the ELP staff; however, this is not a common occurrence for most of the year in primary grades.

ELP in Grades K-2

• As the school year progresses, ELP staff may form small groups for the purpose of identification of needs and getting to know the children personally. • Many children are identified at both of these levels.

the General Enrichment or Strength Area level of service. Classroom teachers, to a great extent, handle

ELP in Grade 3-5

• Parents of General Enrichment and Strength Area students can expect that most of their child ’ s academic needs will be met by the classroom teacher.

• Should a small group be formed to address academic needs, information and a permission slip will be sent home. An evaluation of the child ’ s participation in the group will be sent home.

Sixth Grade ELP

• • ELP Teacher Supports differentiation through modeling strategies, providing resources, collaboration by working with students as needed through pull out classes or extensions.

Classroom Teacher Works with differentiating the curriculum to meet the varying needs of students. Students are cluster grouped in classrooms with students of similar abilities.

6th Grade ELP Opportunities:

• • • • • • Pull out sessions (Reading/Math) Limited collaboration in the classroom Independent study Scheduled programming in language arts • Grammar/vocab/writing (M.C. Thompson) • • Research using History Day Speaking and writing with Mock Trial Math Counts Assistance with social-emotional issues

Seventh Grade ELP

• • • Classroom Cluster Groups Collaboration with teachers Outside of school: • Math Counts Knowledge Bowl Extended Studies Programming Mock Trial Challenge Reading Research I and II (History Day) Publish It!

Lego Robotics Architecture Forensic Science

8-9 Middle School Programming

• • • • • • • Advanced Math- challenging new series!

Advanced Science Cluster Groups Classes during flexible time Scheduling/ counseling Enrichment Activities/Contests Teacher Support

• • • •

Eighth Grade

Algebra I/Geometry (Dean of Students) Advanced Science ( Dean of Students) Language Arts /Social studies Clusters Lit circles/differentiation in process, content, product.

Contests such as Math Counts, Writing contests, Quiz Bowl • ELP 6 th hour pull-out during “The Wheel of Classes” alternating days • • Mock Trial/History Day to replace parts of Character Education and Career Class. College planning done through the Career class.

Technology and Health are required

Ninth Grade

• Programming in specific math (usually geometry) and science (Biology) continues Cluster classes in language arts (80-90 students) Same standards and benchmarks Faster pace Eliminates or compacts Advanced literature and analysis Writing and speaking emphasized

Services Provided at JHS

• • • • • • • • • • • Advanced Placement classes Post-secondary Enrollment DMACC Career Advantage Central Academy for specific classes Dual Enrollment Acceleration ELP class Flexible Scheduling Independent Study Electives Career Planning/Guidance

HS Extracurricular Activities

• Knowledge Bowl (Oct) • Academic Decathlon (Sept-March) • Mock Trial (Dec-March) • History Day (until April) • Other opportunities as they arise through the year. Interested students will be notified through email.

Common HS concerns

• Post-secondary planning • ACT/SAT • Protect the GPA?

• “ hitting the wall ” and learning study strategies • Discord with parents

JELP • WEBSITE http://www.johnston.k12.ia.us

Parent Handbook Link to ITAG, Iowa ’ s gifted association Frequently Asked Questions Upcoming Events Legislation Materials Research

How Can Parents Support ELP?

• Friends of JELP – Open to all – Three meetings per year – Newsletter – Advocate for programming needs of district “ Strength in numbers ” -membership counts!

JELP • Programs determined by parents • Social /emotional needs, parenting, resource lists, summer programs, educational programming

JELP • • • • Interact With other families of gifted children Volunteer • Present special programs • Field trips • • Materials Assist with classrooms • Advisory Board Financial Support • Donations go directly for student needs in all buildings Dues support local association as well as state Advocate • Llnk to state/national services/ legislation

• • • • • • How can you support your child?

Guidance- Encourage while setting limits.

• Model life long learning and problem solving • Help children appreciate individual differences • Emphasize what is learned is more important than grade Encourage time to explore resources & choose passion areas. Every minute does not have to be scheduled. Encourage them to make priorities; life is about making choices.

Listen and observe rather than pressure.

Make print material widely available, limit screen time (social media).

Let them take responsibility for non-life threatening issues and then recognize and learn from mistakes. Offer support, not excuses.

Patience! Appreciate them for who they are rather than who they may become.

Tips for Parenting a Gifted Student

• • • • • Find support through others Identify areas of concern and develop an action plan Positive and consistent parenting Build knowledge about giftedness Build autonomy