McGilvra Elementary—ALO Plan
At McGilvra Elementary, we believe that all students benefit from standards-based instruction in
accordance with the Washington State and District Learning Standards. While the learning process is
different for each student, the teachers and staff at McGilvra are committed to creating an environment
that challenges, supports, and encourages creativity in students. We strive to ignite a passion for
exploration and intellectual curiosity.
McGilvra Advanced Learning Opportunity Model:
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Teachers utilize a variety of grouping, curriculum modification, enrichment and assessment to
appropriately challenge and accelerate advanced learners within the regular classroom.
Staff is committed to the development of the whole child. Our school environment encourages the
positive social and emotional development of our advanced learners.
As eligible students are accelerated, the acceleration options on the elementary progress report
enable students to be evaluated at a higher standard.
Students may experience a variety of the following:
Differentiated Instruction Strategies:
 Parallel Tasks
 Curriculum Compacting
 Flexible Groups
 Centers and Games
Differentiated Expectations:
 Tiered Assignments
 Open Ended Questions
 Targeted Questioning
 Independent Study / Projects
Differentiated Materials:
 Use of extensions, challenge and problem
solving materials requiring greater
application and synthesis
 High interest materials, including leveled
classroom book collections and school
library collections
 Student choice in materials
 Content area resources
 Web-based curriculum resources
Math Model Details:
Math instruction for advanced learners(APP and Spectrum eligible students) will be gradually
accelerated to reach one grade level above a student’s assigned grade level; students will exit McGilvra
after grade 5 prepared for 7th grade math. McGilvra uses two models for structuring math instruction for
advanced learners. Either one or both approaches may be used depending on the needs of students and
individual circumstances.
 Differentiated instruction: Everyday Math Curriculum includes lessons for advanced learners and
teachers may choose to accelerate instruction by incorporating these lessons for identified students.
 Walk to Math: Advanced students receive their math instruction by attending the appropriate math
class.
Reading Model Details:
Reading instruction for advanced learners will accelerate reading instruction one grade level above the
assigned grade level for a student. Advanced learners receive reading instruction by 1) working with the
appropriate literacy group to receive complex guided reading instruction.; 2) having regular
independent reading from a leveled library; and 3) participating in shared inquiry discussions that reflect
depth through interpretations and analysis. Differentiation is accomplished through text complexity and
task demand.
McGilvra Enrichment Opportunities:
There are many enrichment opportunities for students at McGilvra Elementary School, including:
Writing Celebrations
Foreign Language Before School
Celebrate McGilvra Night
Penny Harvest
Reading Buddies/Buddy Classrooms
Student Council
Artists-in-Residence
Peer Mediators
Reading Challenge (3-5)
Math Olympiad
Poetry Contest
Lunchtime Chess
Art Enrichment
Summer Reading Challenge
Historian-in-Residence (3)
Garden Club
Theater/Drama
Community Service Day
“Kids Time” After School Classes
Technology Integration
McGilvra ALO Identification:
McGilvra Elementary Identification process for the ALO Program will align with the Seattle Public
Schools Advanced Learning eligibility requirements. Therefore, if a student qualifies for Spectrum or
APP with the Advanced Learning Office, then they will automatically be placed in the McGilvra ALO
Program. At McGilvra teachers regularly use formative assessment to plan appropriately differentiated
instruction for each student in the class. Students who are Spectrum or APP eligible will maintain this
status up into their middle school as well, and these students will no longer need to be tested in order to
maintain their eligibility. The eligibility criteria are listed below.
*Application deadline for testing with the Advanced Learning Department normally takes place the first week in October. Please see the
Advanced Learning Website for specific dates and information for the current school year.
Eligibility Criteria 2011-2012
Eligibility
Category
Academically
Highly Gifted
Academically
Gifted
Grade
Cognitive Abilities
When
Test
Tested
Reading & Math Achievement
Tests
Teacher Input
Enrollment Options
K-8
98th (or higher)
percentile in two
areas
95th (or higher) percentile in
both reading and math
Considered
Accelerated Progress Program (Grades 1-8)
Spectrum (Grades 1-8)
ALO (Grades 1-8)
General Education
APP/IB at Ingraham (Gr. 9)
K-7
87th (or higher)
percentile in 2
areas
87th (or higher) percentile in
both reading and math
Considered
Spectrum (Grades 1-8)
ALO (Grades 1-8)
General Education
Definitions and Examples
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Parallel Tasks
o Definition: All students will work on the same core content with tasks of different complexity.
o Example: All students are working on addition and subtraction at differing grade level
expectations. Some might be computing with single digit numbers, multi-digit numbers or
decimals.
Curriculum Compacting
o Definition: Use assessment to determine student skill level in a core content area, then eliminate
or enhance parts of the curriculum based on instructional need.
o Example: A student who has mastered measuring with non-standard units (e.g. paper clips) will
move to measuring with standard units (inches or centimeters.)
Flexible Grouping
o Definition: To group students together by interest, achievement level, and activity preference or
special needs.
o Example: Students are placed in groups to work on telling time. One group works on telling time
to the hour, another to the minute, and another on elapsed time.
Small Group Instruction
o Definition: Teacher works with small group of students on a targeted learning goal.
o Example: Teacher works with one group on single digit divisors, and another small group on
dividing decimals.
Tiered Assignments
o Definition: A process of adjusting the degree of difficulty of a question, task or product to match
a student’s current readiness level.
o Example: All students are working on a surveying and graphing assignment. Some students
complete the task with yes or no questions, some have multiple category questions, and some are
open ended questions.
Questioning Strategies (Open or Targeted)
o Definition: A question which is framed in such a way that a variety of responses or approaches
are possible. The teacher is intentional about the depth of questions asked of students. All
students are asked questions that require critical thinking at a level that is challenging for them
and all students benefit from hearing their peers’ thinking.
o Example: Students are presented with a problem that may be approached in a variety of ways;
students are asked to explain their strategies. Each classroom provides a variety of texts at a wide
range of reading levels for self-selected student reading.
Leveled Classroom Libraries for Independent Reading
o Definition: Each student will have an opportunity for self selected reading during the school day
to develop reading fluency and get in the habit of reading.
o Example: Support for students in selecting appropriate books. Teacher will guide students in
choosing just right books for independent reading.