Advanced Learning Program Assessments Cores - What Do They Tell Me About My Child? - May 8, 2018

Oct 5, 2026

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This presentation explains how Greenwich Public Schools Advanced Learning Program (ALP) assessments support placement decisions and addresses common parent questions about percentile rank, eligibility thresholds, committee determination, and interpreting results. It outlines ALP mission and graduate vision across academic, personal, and interpersonal capacities, then provides an overview by grade band (Grade 2 through Grades 6–8) including enrichment/replacement hours. The document also describes the referral, evaluation, placement phases and the principle that no single score determines placement.

LanguageEnglish

CategoryExam

FormatPDF

Pages50

Reading Time2 h 6 min

AccessFree to download

ALP Assessments: What Do They Tell Me About My Child?

Parent Questions and Appeal Process

Mission and Vision of the Graduate

ALP Program Overview by Grade

Reading, Mathematics, and Science Learning Focus

Placement Process and Triangulation

G R E E NW I C H P U B L I C S C H O O LS A DVA N C E D L EA R N I N G P R O G RA ME L E M E NTA RY S C H O O L P LA C E M E NT AS S E S S M E NT S C O R E S : W HAT D O T H EY T E L L M E A B O UT MY C H I L D ? MAY 8 , 2 0 1 8 9 : 3 0 A M C O S C O B L I B R A RY 7 : 0 0 P M B OA R D O F E D U C AT I O N Bonnie O’Regan Advanced Learning Program Facilitator How can my child be above the 95th percentile and still not be placed in ALP? My child is in the highest group in his class, why isn’the/she placed in ALP? What is the minimum score to be considered for ALP? How did the committee determine placement in ALP? Can we review the tests to see how my child responded to the questions? What can I do to help my child? Should I submit an Appeal? What happens if I submit an Appeal? What do these results mean and what are our next steps? It is the Mission of the Greenwich Public Schools • to educate all students to the highest levels of academic achievement; • to enable them to reach and expand their potential; and • to prepare them to become productive, responsible, ethical, creative and compassionate members of society. VISION OF THE GRADUATE Academic Capacities • Master a core body of knowledge • Pose and pursue substantive questions • Critically interpret, evaluate, and synthesize information • Explore, define, and solve complex problems • Generate innovative, creative ideas and products Personal Capacities • Be responsible for their own mental and physical health • Conduct themselves in an ethical and responsible manner • Recognize and respect other cultural contexts and points of view • Pursue their unique interests, passions and curiosities • Respond to failures and successes with reflection and resilience Interpersonal Capacities • Communicate effectively for a given purpose • Advocate for ideas, causes, and actions • Collaborate with others to produce a unified work and/or heightened understanding • Contribute to community through dialogue, service, and/or leadership What is best for this child? Anxiety Zone Learning Zone Comfort Zone ADVANCED LEARNING PROGRAM OVERVIEW GRADE 2 Enrichment • Reading • Math GRADES 3-5 Advanced Academics • Reading • Math Enrichment Grades 6-8 Advanced Academics • Language Arts Enrichment • Seminar • Science | ALP Classes | Programming Model | Hours per week | | --- | --- | --- | | Grade 2 | | | | Reading | Enrichment | 2 | | Math | Enrichment | 2 | | Grades 3-5 | | | | Reading | Replacement | 5 | | Math | Replacement | 5 | | Science | Enrichment | 1.5 | | Grades 6-8 | | | | English/Writing | Replacement | 10 | | Seminar | Enrichment | 2.5 (one semester) | ADVANCED LEARNING PROGRAM OVERVIEW READING Language is not just the expression; it is the essence of understanding. Students extend their understanding of language beyond the literal and inferential into the realm of evaluative analysis. MATHEMAT ICS Advanced students require a mathematics curriculum that not only challenges their current abilities but also pushes them into new realms of understanding. In addition to demonstrating mastery of standards, students are provided with rich challenging problems that require the use of analytical reasoning. Science Science is a way of knowing, a process for gaining knowledge and understanding of the natural world. The problem-based learning format encourages students to develop scientific habits of mind while actively involved in acquiring significant science content through solving a“real world” problem. Placement Process Referral Phase Evaluation Phase Placement Phase Triangulation inALP Placement Process Valid and Reliable picture of student achievement No one score on any one measure determines placement.

FAQs

If my child is above the 95th percentile, why might they still not be placed in ALP?

Placement does not depend on one score or a single measure. ALP uses a broader, triangulated picture of student achievement.

What is the minimum score needed to be considered for ALP?

The presentation emphasizes that no one score determines placement. Eligibility is determined through the placement process and multiple measures.

How does the ALP placement process work?

The process includes a referral phase, an evaluation phase, and a placement phase, using triangulation to form a valid and reliable picture of student achievement.

Oct 5, 2026

Uploaded by asba