ELP
Extended Learning
Program
Program Goals for Students
• To meet needs in the areas of :
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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.
Staff Placement for 2013-14
• 7 ELP Teachers K-12
Elementary Buildings
Kate Florer
Wallace
Mitzi Hetherton
Timber Ridge and Lawson
Nancy McGill
Beaver Creek
Kristen Hartman Horizon
Staff Placement for 2013-14
• 2.5 Teachers at Middle Level
Colleen Ites & Jessie Todd 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!
Academic Services
• Resources and consultation
• Direct contact with students
• Cluster grouping
• All Buildings K-9
• 3-7 students
• Grouped for academic service
Teacher Collaboration
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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
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
FOCUS
• Programming Needs
Academic
Social/Emotional
• Not “IN” or “OUT” of
ELP
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.
Levels of Service
Under review this year
• General Enrichment (GE) (up to 25%)
• Strength Area (some, around 10%)
• Strength Area Reading (SAR)
• Strength Area Math (SAM)
• Strength Area Reading and Math (SARM)
• Extended Studies/ Personalized Education
Plan (PEP) (few, around 5%)
General Enrichment (GE)
• In classroom, not a pull-out service
• Teachers observe and meet needs
• Resources may be provided by ELP
Strength Area (SAR, SAM, SARM)
• ELP support for classroom teacher
• Extensions or specific programming
options may occur
• Teaching strategies or materials
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
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.
Programming MAY include:
• Guided Reading Groups or
Literature Circles with Advanced
Reading Materials
• Advanced Language Arts Program
• Math Olympiads
• Pull out groups for Math– will be
rare with new math series
Programming MAY include:
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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
What does ELP look like at the
Elementary Level?
Services your child receives will be
dependent on:
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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.
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.
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 General
Enrichment or Strength Area level of service.
Classroom teachers, to a great extent, handle
both of these levels.
ELP in Grade 3-5
• Parents of General 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.
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.
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.
6th Grade ELP Opportunities:
• Pull out sessions - Mrs. Todd
• 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 Law & Order
• 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, FLL teams, NHD
• Assistance with social-emotional issues
Seventh Grade ELP
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Classroom Cluster Groups
Collaboration with teachers
Acceleration to higher math for some
Outside of school:
Math Counts
FIRST Lego League Teams
National History Day
Various Contests
• Extended Studies Programming
Mock Trial
Challenge Reading
Research I and II (History Day) Publish It!
Lego Robotics
Forensic Science
Architecture & Engineering
8-9 Middle School Programming
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Advanced Math
Advanced Science
Cluster Groups
Classes during flexible time
Scheduling/ counseling
Enrichment Activities/Contests
Teacher Support
Eighth Grade
• Algebra I/Geometry (Associate Principal)
• Advanced Science (Associate Principal)
• Language Arts /Social studies Clusters
Lit circles/differentiation in process,
content, product.
• Contests such as Math Counts, Writing
contests, Quiz Bowl
• 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
Ninth Grade
• Programming in specific math (usually Geometry)
and science (Biology) continues
Cluster classes in Language Arts (80-90 students)
Taught by Brenda Smrdel
Same standards and benchmarks
Faster pace
Eliminates or compacts
Advanced literature and analysis
Writing and speaking emphasized
Ninth Grade
• Student initiative becomes very important
• Many options available, but need to seek them out
• Greater options for extra-curricular: Mock Trial, Math
Club, Drama Club, Academic Decathlon, Speech and
Debate, Writing contests.
• History Day is largely extra-curricular, but those in
cluster Language Arts class have one period weekly to
work on it during the school day.
• Check JSCD web site/listen to announcements!
Services Provided at JHS
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Advanced Placement classes
Post-secondary Enrollment
DMACC Career Advantage
Central Academy for specific classes
Dual Enrollment
Acceleration
ELP class
Flexible Scheduling
Independent Study
Electives
Career Planning/Guidance
HS Extracurricular Activities
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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.
Common HS concerns
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Post-secondary planning
ACT/SAT
Protect the GPA?
“hitting the wall” and learning study
strategies
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
How Can Parents Support ELP?
• Friends of JELP
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Open to all
Four meetings per year
Newsletter
Advocate for programming needs of district
“Strength in numbers”-membership
counts!
JELP
• Programs determined by parents• Social /emotional needs, parenting, resource lists,
summer programs, educational programming
JELP
• Interact
With other families of gifted children
• Volunteer
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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
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.
Tips for Parenting a Gifted Student
• Find support through others
• Identify areas of concern and develop an
action plan
• Positive and consistent parenting
• Build knowledge about giftedness
• Build autonomy