ELP

1. ELP Extended Learning Program

2. Program Goals for Students • To meet needs 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.

3. Staff Placement for 2014-15 • 7 ELP Teachers K-12 • Elementary Buildings Kate Florer Wallace Mitzi Hetherton Timber Ridge and Lawson Nancy McGill Beaver Creek Kristen Hartman Horizon and Lawson

4. Staff Placement for 2013-14 • 1.5 Teachers at Middle Level Colleen Ites 1.0 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 courses) • .5 Coordinator for District Kathy Paul Feel free to contact any of us by phone or e-mail!

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

6. Teacher Collaboration • On-going • Start of year--PEP • Before ID--All teachers • Differentiation links with our professional development • District Goal #1: Increase performance in both ends of spectrum– both struggling and very strong students • Classes, workshops, in-service • Informal Meetings

7. 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

8. FOCUS • Programming Needs • Academic • Social/Emotional • Not “IN” or “OUT” of ELP

9. 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.

10. Levels of Service • Classroom Enrichment (CE) (up to 25%) • Strength Area (some, around 10%) • Strength Area Humanities (SAH) • Strength Area STEM (SAS) • Strength Area in both (SA) • Extended Studies/ Personalized Education Plan (PEP) (few, around 5%)

11. Classroom Enrichment (CE) • In classroom, usually not pulled-out • Teachers observe and meet needs • Resources may be provided by ELP Needs MAY change during the year and services will be adjusted accordingly

12. Strength Area (SAH, SAS, SA)Strength Area Humanities = SAHStrength Area Science, Engineering, Tech, or Math=SASStrength Area in both = SA • ELP support for classroom teacher • Extensions or specific programming options may occur • Teaching strategies or materials

13. Extended Studies (PEP) • Need differentiated curriculum to progress academically • Documented services • Majority of ELP staff time must be spent with these students • Most districts provide only at this level

14. 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.

15. Programming MAY include: • Guided Reading Groups or Literature Circles with Advanced Reading Materials • Advanced Language Arts Program-Michael Clay Thompson materials • Math Olympiads • Pull out groups for Math or Science

16. Programming MAY include: • 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

17. 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’s academic learning needs.

18. 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.

19. 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 the Classroom Enrichment or Strength Area level of service. Classroom teachers, to a great extent, handle both of these levels.

20. ELP in Grade 3-5 • Parents of Classroom 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.

21. End of year: 5th grade math review • Spring review of multiple year MAP and IA math scores by District Math Coordinator Dr. Johnson-Miner • Elementary ELP staff offer input on potential students- all students with at least 1 qualifying scores are reviewed • Students who meet all required rigorous filters are invited to take Compacted Math as 6th graders, which is normally an advanced 7th grade option. Dr. Miner meets with parents of selected students to explain options. • Other high math students are clustered at Summit and will be reviewed for potential Compacted Math placement Spring of 6th grade. About 40% of 7th grades will be placed in Compacted Math.

22. ELP TEAMWORK • 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.

23. Sixth Grade ELP • ELP Teachers Support of 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. Some collaboration may occur along with ELP teacher. At end of the year, all students screened by District Math Coordinator for possible acceleration into Compacted Math. Progression: Compacted, Algebra, Geometry

24. 6th Grade ELP Opportunities: • Collaboration in the classroom • Independent study • Scheduled programming in language arts – Ms. Ites • Grammar/vocab/writing (M.C. Thompson) in Writing Lab • Research I for History Day • Speaking and writing with Communication Classes • Scheduled programming in math – Ms. Ites • Geometry, perspective, scale (Math & Art) • Statistics, probability, & powers (World Problem Solving) • Math and physics in engineering (Physics and Design) • Math Counts, First Lego League teams, National History Day • Assistance with social-emotional issues

25. Seventh Grade ELP • Classroom Cluster Groups • Collaboration with teachers • Acceleration to higher math for some • Outside of school: Math Counts National History Day FIRST Lego League Teams Various Contests • Extended Studies Programming Mock Trial Speech & Debate Challenge Reading Research I and II (History Day) Publish It! Lego Robotics Forensic Science Architecture & Engineering

26. 8-9 Middle School Programming • Advanced Math • Advanced Science • Cluster Groups Language Arts • Classes during flexible time • Scheduling/ counseling • Enrichment Activities/Contests • Teacher Support

27. Eighth Grade • Algebra I/Geometry (District Math) • Advanced Science (District Math) • Language Arts /Social studies Clusters Lit circles/differentiation in process, content, product. • Contests such as Math Counts, Science Olympiad, Writing contests, etc. • ELP 6th hour pull-out during Character/Career on 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

28. Ninth Grade • Programming in specific math (usually Geometry) and science (Biology) continues Cluster classes in Language Arts (80-90 students) Taught by Elvira Hadzic Same standards and benchmarks Faster pace Eliminates or compacts Advanced literature and analysis Writing and speaking emphasized

29. Ninth Grade • Student initiative becomes very important • Many options available, but need to seek them out • More options for extra-curricular: Mock Trial, Math Club, Drama Club, Academic Decathlon, Speech and Debate, Writing contests. • History Day is largely extra-curricular, but students may work on it during their library day in Language Arts classes. • Check JSCD web site/listen to announcements!

30. Services Provided at JHS • Advanced Placement classes • Post-secondary Enrollment • Central Academy for specific classes • Dual Enrollment • Acceleration • ELP class • Flexible Scheduling • Independent Study • Electives • Career Planning/Guidance

31. 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.

32. Common HS concerns • Post-secondary planning • ACT/SAT • Protect the GPA? • “hitting the wall” and learning study strategies

33. 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

34. How Can Parents Support ELP? • Friends of JELP • Open to all • Four meetings per year • Newsletter • Advocate for programming needs of district “Strength in numbers”-membership counts!

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

36. 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

37. How can you support your child? • Guidance- Encourage while setting limits • Model life long learning and ways to problem solve • Help children appreciate individual differences • Emphasize what is learned is more important than a grade • Encourage time to explore resources and new options, choose passion areas. Every minute does not have to be scheduled. Help them understand life is about making choices and how to prioritize. • Listen and observe rather than pressure • Make print material widely available, limit screen time (both TV and computer) • 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.

38. BUILD ACADEMIC RESILIENCE • Guidance- Encourage while setting limits • Model life long learning and problem solving • Help children appreciate individual differences • Emphasize RIGOR: what is learned is more important than grade • Encourage time to explore resources& 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 student take responsibility for non-life threatening issues and then recognize and learn from mistakes. Offer support, not excuses. Fail for the first time as children. • Patience! Appreciate for who he/she is, rather than who she/he may become.