ALP Identification
The DMPSÌýAdvanced Learning ProgramÌýscreens studentsÌýcontinuouslyÌýfor possible identification and subsequent programming and services.Ìý
All elementary schools in the district administer a blanket Cognitive Abilities Test (CogAt) to second graders.Ìý Building norms are then used to determine outliers who are two standard deviations from the norm in verbal, quantitative, or non-verbal areas. The CogAT is well-suited to help educators make important student placement decisions and serves as one of many indicators in identifying students for the DMPS Advanced Learning Program. Exclusive features, such as the Ability Profile Score, can be used to expand the educational opportunities of all students in the classroom.Ìý
DMPS Advanced Learning Consultants work closely with classroom teachers in their Professional Learning Communities (PLCs). This work has three primary purposes: 1) the consultant assists the teacher with using data to support flexible grouping, 2) the consultant assists the teacher with adding depth and complexity to their tasks, and 3) the consultant can monitor students in conjunction with the classroom teacher to make sure we are not missing untapped potential.Ìý
Once theÌýconsultant sees a pattern of exceptional ability in a student, other sources of data are collected by the classroom teacher and the building consultant to createÌýan overview of trend dataÌýto determine if the student needs advanced learning opportunities.ÌýIn addition to collecting data that has already been collected, additional standardized and non-standardized assessments supported by research may be administered. These testing decisions areÌýadministeredÌýto best reveal the student’s strengths and needs.ÌýFor some students, the creation of a portfolio isÌýalsoÌýnecessary to clearly identify a student’s needs.Ìý
AÌýcomprehensive profileÌýprovidesÌýeachÌýfeederÌýpatternÌýthe information they need toÌýunderstand the student, assessÌýtheÌýstudent’s unique strengths and needs, and recommend appropriate programming options.ÌýTrend dataÌýisÌýused to provide a holistic look at each student’s strengths and needs, basedÌýuponÌýthe age and grade of the student, the school the student attends, and the preferences of the instructional leaders in the student’s school.ÌýÌý
At the conclusion of the process, building consultants communicate with parents, administrators, and classroom teachers regarding the results of the identification process and recommendations for programming.Ìý In all cases, programs and services are determined by student need, not merely identification.Ìý