The Enrichment/GT program follows the Common Core Standards that are being delivered in every classroom. The Enrichment/GT program consists of three distinct levels of service. The first level is school wide. The second level involves classroom enrichment, and the third level consists of pull-out programming that serves carefully identified students within the district. The first two levels are met through our "push-in" component, in which the teacher goes into each classroom one time per week to supplement the curriculum using differentiated instruction and a hands-on, problem-based approach. The third level is met through our small group "pull-out" time, during which the teacher will meet with small groups of students with a similar set of strengths in the area of either Reading/Language Arts or Mathematics.
You can read the information below that outlines the East Longmeadow Public Schools' philosophy on the topic of Gifted and Talented Education within the district. This is an official document published by the school district itself.
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E.L.P.S. PHILOSOPHY OF
GIFTED & TALENTED EDUCATION
The East Longmeadow Public School District is committed to an educational
program that recognizes individual student differences, abilities, interests,
and needs. Our goal is to enrich the education of all students through events
and activities designed to expose them to a variety of challenging and
higher-order critical and creative thinking experiences.
Embodied in this commitment is a responsibility to academically gifted and
artistically talented students to help them maximize their high potential and
allow them to thrive, flourish, and create.
Students who are academically gifted differ from others in learning profile,
particularly in the areas of pacing, knowledge base, memory, and depth of
thinking. Artistically talented students differ from others in their intensity,
level of expression, divergent thinking, and creativity. The ELPS Gifted
Education Program is designed to meet these needs. Providing students with
enhanced differentiated instruction enables us to nurture the diverse talents
and abilities of our student body.
E.L.P.S. GIFTED & TALENTED EDUCATION PROGRAM COMPONENTS
In order to reach potential, gifted and talented students may journey within
three instructional pathways. The development of these pathways is viewed as a
continuous, and at times flexible, process. These pathways are not sequential.
Pathway I –
exploratory activities for all students at times throughout the school year.
Curriculum Focus for Pathway I:
Enrichment opportunities including fieldtrips, mini-courses, guest speakers,
assemblies, fairs, performances, competitions, special class lessons that
emphasize cognitive and affective processes.
Pathway II -
grouping including individual tutorial, small group, large group, and whole
class, focus on acquisition of skills related to identified strengths, emphasis
on mastery, and problem solving.
Curriculum Focus for Pathway II:
Curriculum and instructional differentiation, curriculum compacting, Honors
and Advanced Placement (AP) Courses.
Pathway III -
of individual gifts and talents beyond the existing school curriculum, with the
assistance of a mentor, to those students formally identified and documented as
Curriculum Focus for Pathway III:
A challenging curriculum of high-level content and rigorous pace combined
with high-level thinking skills, problem solving, inquiry, and creativity.
Development of self-direction, risk taking, curiosity, imagination, and
inter/intra personal relationships.
OF E.L.P.S. GIFTED &
TALENTED EDUCATION IDENTIFICATION PROCESS
The Identification Process considers a complete profile of the child. This
process administered by the school district is:
administered National, Standardized, and State tests with scores above the 96th
percentile. Also, see the district GT matrix for qualifications.
activity that can be observed and documented to a significantly higher degree
when compared to age/grade level norms by teachers, parents, self, and peers.
special talents and inventions observed and documented as noticeably beyond
those of age/grade level norms.
End of grade 3 for grades 4 through 5
End of grade 5 for grades 6 through 8
End of Grade 8 for grades 9-12.
Students may continue to qualify each year to enter GT.