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Programming

Gifted Education Department

 

Programming

 

Advanced Learning Plan (ALP):

A. SMART Goal: (Specific, Measurable, Attainable, Realistic, Timely)

1. Academic Goal

2. School/Community Goal

3. Parental Input for Setting Goals for the Child 

Interest Inventory:

A. Academic Subjects

B. Reading Materials

C. In-School Extra-curricular Activities

D. Outside-School Extra-curricular Activities

Independent/Individual Study:

A. Topic Selection Process

B. Accelerated Research Skills

C. Presentation Skills

D. Student Presentations

Content Options:

A. Differentiation of instruction: providing curriculum that meets the needs of each

     individual gifted student in the classroom.

B. Grade Level Materials: using differentiation of instruction at grade level.

C. Above Grade Level Materials: using curriculum above their current grade level.

Cluster Grouping:

A. Gifted students in one grade level are grouped together in one classroom.

B. Each student's needs are met through differentiation of instruction by the

     classroom teacher and additional intervention from the gifted education staff.

Flexible Grouping:

A. Permits the student to move in and out of various grouping patterns, depending

    on the group content.

B. Grouping may be determined by ability, group size, and/or group content level.

 

 Affective Growth (Social/Emotional):

A. Focus is on the student's personal and social awareness, and adjustment.

B. Includes the study of values, attitudes and self.

C. Addresses issues such as perfectionism, depression, underachievement, or

career planning.

 

Consultation: (Student Interviews)

A. Acquiring information through a student interview.

B. Goal Setting

C. Social/Emotional Issues

 

Reponse to Intervention: (RTI)

A. Tier One: rigorous core curriculum aligned to Coloradr Academic Stanards.

Developed with the end in mind. Clearly defines what prepared graduates need, to be

successful, using 21st Century skills.

B. Tier Two: additional challenge to expand student's learning. Best Practices at this

level may include one or more of the following: flexible grouping, enrichment activities,

independent study, learning contracts, open-ended assignments, and or dual enrollment.

C. Tier Three: the student has demonstrated a need for a faster pace or a more

complex learning environment. Enrichment interventions used mayinclude one or more

of the following: grade level acceleration, partial acceleration, independent study, and

or mentorships.

 

Age Appropriate Mentoring:

A. 6th-8th Grade

B 9th-12th Grade

C. These students are paired with community members/professionals that share

his/her expertise with the student who may have a similar interest in the career

or field of study.

Reading:

A. Student Interest Areas

B. Accelerated Reader

C. Reading List (books from all genre's)

 

Time with Like Peers:

A. Pull-Out: from the regular classroom. Provides an opprtunity for gifted students to

experience enrichment and enhancement activities together. Researchshows that

interaction between students of like minds is important tothe academic success and

the social /emotional needs of each student.

400 North Elm Street | Cortez, CO 81321 | Phone: 970.565.7522