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Greenwich Public Schools
Advanced Learning Program
Placement Assessments:What Do They Tell Me About My Child?
December 7, 2016
9:30 am Cos Cob Library
6:30 pm Board of Education Bonnie O’Regan
Advanced Learning Program Facilitator
Can we review the tests to see how my child responded to the questions?
How can my child be above the 95th percentile compared to their grade and
still not be placed in ALP?
My child gets mostly 4s on their report card why weren’t they placed in ALP?
What scores are used for ALP placement?
My child does his homework very easily, how do I know he/she is being challenged in the classroom?
What can I do to help my child?
How did the committee determine placement in ALP?
What happens if I submit an Appeal?Should I submit an Appeal?
Frequently Asked Questions
What is best for this child?
What is best for this child?
What is best for this child?
What is best for this
child?
What is best for this child?
Child-Centered
What is best for this child?
AnxietyZone
Learning Zone
Comfort Zone
Advanced Learning Program Overview
Grade 2
Enrichment
Reading
Math
Grades 3-5
Advanced
Academics
Reading
Math
Enrichment
Science
Grades 6-8
Advanced
Academics
• Language Arts
Enrichment
• Seminar
Middle School
Advanced Academics
overseen by program
administrators
• Math
• Science
• Foreign Language
Placement Process
Referral Phase Evaluation Phase Placement Phase
Ability
Valid and Reliable
picture of student
achievementAchievement Performance
Triangulation in ALP Placement Process
No one score on any one measure determines placement.
Ability, Achievement and Performance are
different aspects of cognitive development
Ability – reasoning abilities that are developed indirectly
through instruction that challenges students to think in new
ways (fluid reasoning abilities)
Achievement – knowledge and skills specifically taught in schools (crystallized abilities)
Performance – a student’s ability to integrate knowledge
and skills
Cognitive Abilities Test
(CogAT)(general cognitive abilities and reasoning skills)
• Comprehending problem situations
• Detecting similarities and differences
• Making inferences
• Making deductions
• Classifying and categorizing objects, events, and other stimuli
• Creating and adapting problem-solving strategies
• Using familiar concepts and skills in new contexts
Standard Age Score (SAS)
The CogAT allows comparisons of the performance of students with the
performance of other students in the nation of the same age who took the
same test.
Computer Adaptive Tests
Adjusts items administered based on student responses and
difficulty of items
Designed to be as efficient as possible
STAR Reading Enterprise test in about 15 minutes
STAR Math Enterprise test in about 20 minutes
Scaled Score is the KEY metric
0
200
400
600
800
1000
1200
1400
1 2 3 4 5 6 7 8 9 10
Scale
Score
Grade
STAR Scaled Scores at the 99th Percentile
Grades 1-10
STAR Reading
STAR Math
Performance Tasks(integration of knowledge and skills)
Tasks require students demonstrate their knowledge, skills, and strategies to generate their own responses.
Portfolio Assembled
No one score on any one measure determines eligibility.
Ability Achievement Performance Behaviors/
Characteristics
Building Advisory Committee
Classroom Teacher(s)
ALP Teacher(s)
ALPFacilitator
Building Administrator
Discuss educational needs of every student
“What is best for this
child?”
AnxietyZone
Learning Zone
Comfort Zone
Learners with Advanced Potential
Advanced Potential
Demonstrated high
performance
Prodigies
Above grade achievers
Learners with Advanced Potential
Advanced Potential
Underdeveloped performance
Twice-exceptional
Low-SES
Underachievers
Culturally/ linguistically diverse
Advanced Potential
Demonstrated high
performance
Prodigies
Above grade achievers
Underdevelopedperformance
Twice-exceptional
Low-SES
Culturally/linguistically diverse
Underachievers
Supports (self, family, school)
Inhibitors (self, family, school)
Learners with Advanced Potential
Placement recommendation
Our goal is the most appropriate academic placement
possible to ensure success for your child's educational
experience in the Greenwich Public School District.
The team does not determine if a student is “gifted” or
“not gifted.”
Rather, it identifies students who would benefit most
from supplementary services.
How can I help my child?
Promote exploration and discovery.
Emphasize effort and progress rather than perfection.
Show your child how errors can be opportunities to discover and learn.
Model positive ways to address setbacks and solve problems.
Appeal ProcessAppeals Process
A parent of a student may make request for an appeal.
The Committee is looking for additional information that was not available to
them at the time of the Building Advisory Committee meeting.
The application for appeal is available on the Forms tab of the district
Advanced Learning Program portion of the website
The application for appeal can be completed online or in hard copy delivered
to the school office by December 16, 2016.
Building Advisory Committee
Classroom Teacher(s)
ALP Teacher(s)
ALPFacilitator
Building Administrator
Discuss educational needs of student with additional information that
was not available to them at the time of the Building Advisory
Committee meeting.
“What is best for this
child?”
Appeal Process The possible appeal committee recommendations are
Placement is accurate: there is no evidence to indicate incorrect placement.
There is reason to believe that further testing is necessary.
On the basis of accompanying documentation and new information gleaned during the
appeal process, the student will be placed in the advanced course.
Parents will be notified in writing of the final placement decision for appeals by
December 23, 2016.
The appeals decision will be final for the 2016-2017 school year.
Placement Process
Contact Me
Bonnie_O’[email protected]
Administrative Assistant:
203-625-7462 (hours 8:30 – 1:30 M-F)
Test Security
Placement Tests are SECURE materials.
No tests are to be retained at the district or school level.
For security reasons, tests may be viewed on only two
occasions:
1. When students are taking an assessment
2. When educators are reviewing Item Analysis Reports