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 course content.

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

Affective Guidance:(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 may

 include 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. Research

shows that interaction between students of like minds is important to

 the academic success and the social /emotional needs of each student.