ALP Identification

The DMPS听Advanced Learning Program听screens students听continuously听for possible identification and subsequent programming and services.

All elementary schools administer a blanket听Test of Cognitive Development听to听second听graders.听 Building norms are used to determine outliers听who are听two听standard deviations from the norm in verbal, quantitative听or听non-verbal areas.听CogAT听is well-suited to help educators make important student placement decisions听and serves as one of many indicators听in identifying students for听the DMPS听Advanced Learning听Program. Exclusive features,听such as the Ability Profile Score,听can be used to expand the educational opportunities of all students听in the classroom.

Advanced Learning Consultants work closely with classroom teachers in their Professional Learning Communities. This work has three听primary purposes: 1) the consultant assists听the teacher with using data to support flexible grouping, 2) the consultant assists the teacher with听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听untapped potential.

Once the听consultant sees a pattern of exceptional ability in a student, other sources of data are collected by the classroom teacher and the building consultant to create听an overview of trend data听to determine if the student needs advanced learning opportunities.听In addition to collecting data that has already been collected, additional standardized and non-standardized assessments supported by research may be administered. These testing decisions are听administered听to best reveal the student鈥檚 strengths and needs.听For some students, the creation of a portfolio is听also听necessary to clearly identify a student鈥檚 needs.

A听comprehensive profile听provides听each听feeder听pattern听the information they need to听understand the student, assess听the听student鈥檚 unique strengths and needs, and recommend appropriate programming options.听Trend data听is听used to provide a holistic look at each student鈥檚 strengths and needs, based听upon听the age and grade of the student, the school the student attends, and the preferences of the instructional leaders in the student鈥檚 school.听

At the conclusion of听the process,听building consultants communicate with parents, administrators and classroom teachers regarding the results of the identification process and recommendations听for programming.听 In all cases, programs and services are determined by听student听need, not merely听identification.

If you are a student or have a student who is exhibiting significant academic needs beyond the regular curriculum, .听