Extended Learning Plan

ELP - Extended Learning Program

E.L.P. IDENTIFICATION

Multiple Criteria Used in Identification

A.    Classroom teacher (K-5) recommendations based on student daily work, demonstrated potential, and/or referrals by parents or others 
B.    First and Second grade whole class screenings
C.    District Assessments
D.    Individual Testing: Key Math Diagnostic Inventory, Peabody Vocabulary Test, Gifted  and Talented Evaluation Scale
E.    E.L.P. small group sessions
F.    Standardized Testing

Tier 1:  A Score 130 or above in the Cognitive Abilities test in any one of the three subtest areas (Verbal, Quantitative, Nonverbal)
                                                                    -in addition to-
A score of 95% or above on the Iowa Assessment test in any one of the following test areas: Vocabulary, Reading , Math Total, Core                             

Tier 2 A score of 125 or above in the Cognitive Abilities test in any one of the three subtest areas
                                                                     -in addition to-
A score of 90 % or above on the Iowa Assessment test in any one of the following test areas: Vocabulary, Reading, Math Total, Core


Levels for Determining Formal Identification

Level 1:  Students who have achieved high scores in items A – D above AND have earned tier 1 standardized test scores will be identified for E.L.P. 

Level 2:  Students who have performed well in items A – D above and have earned tier 2 standardized test scores will be considered for identification for E.L.P.

Level 3:  Students who are referred for E.L.P. but do not qualify for levels 1 or 2 will be considered on a case by case basis.


E.L.P. Delivery of Services

Formally Identified:  In order to meet their academic needs, formally identified students will receive ongoing services throughout their elementary school years. 

Revolve-In:  Students who are not formally identified may be included in a revolve–in pool.  These students may be offered services for specific units based on strength areas and teacher recommendations.


PROGRAM SUMMARY

Kindergarten

E.L.P. teachers serve as a resource to the kindergarten teacher.  A teacher may nominate a student to receive services and/or be screened for identification.

1st & 2nd Grades

E.L.P. teachers conduct whole-class lessons using The Kingore Observation Inventory and the Primary Education Thinking Skills.

These instruments have two major uses:
  1. to be used as  one component in an identification system which intends to identify primary-aged children having gifted potential, and;
  2. to serve as a curriculum-wide instructional focus in providing programs which accent the behavior characteristics of gifted youth.
Following the whole-group lessons a small percentage of students may be individually screened for further services and identification.

3rd Grade  Based on the results of kindergarten, first and second grade screenings some students will be selected to participate in small groups to determine further involvement/identification in the TAG program.  Identified students will then meet once a week for sixty minutes.  Students who are not formally identified may be revolved in based on their area of strength.

4th & 5th Grades

Services are provided to identified students in weekly 90-minute sessions. Other students may be revolved in for a unit upon teacher request.


ADDITIONAL SERVICES FOR 3rd – 5th GRADES

Challenge Math

Students demonstrating advanced abilities in math may participate in pull-out enrichment groups.

Independent Studies

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