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Exceptional Learner Program Guide

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Exceptional Learner Program Guide Exceptional Learner Program Guide Developed by and for: The Regional Districts of Frankford, Lafayette and Sussex-Wantage Schools Revised 2015-2016 Implementation 2016-2017 Table of Contents Table of Contents .............................................................................................................................................. 2 Credits .................................................................................................................................................................. 3 Exceptional Learner Philosophy...................................................................................................................... 4 Program Goals and Objectives ........................................................................................................................ 6 Identification Process ........................................................................................................................................ 7 Classroom Support ............................................................................................................................................ 8 Social and Emotional Needs of the Exceptional Learner ............................................................................ 9 Evaluation Philosophy .................................................................................................................................... 11 Parallel Programs ............................................................................................................................................. 12 Holocaust Education ....................................................................................................................................... 13 Standard 8: Technology .................................................................................................................................. 14 Standard 9: 21st Century Life and Careers ................................................................................................... 15 Appendices ........................................................................................................................................................ 16 Credits Grateful recognition is made to the following individuals for their level of expertise and dedicated work. Members: Robin Neimis: Frankford Liz Culmone: Frankford Alice Sensale: Lafayette Lynda Campana: Sussex Wantage Appreciation to the following members for their organization and guidance: Dr. Genene Meli Lafayette & Frankford and Patrick Higgins Sussex-Wantage Exceptional Learner Philosophy The Frankford, Lafayette and Sussex-Wantage Boards of Education recognize their responsibility to identify exceptional learners within the school district and to provide these pupils appropriate instructional adaptations and services. To that end, each such pupil in the school districts will be identified and offered appropriate educational programs and services. For purposes of this policy, exceptional learners will be defined as those exceptionally able pupils who possess or demonstrate high levels of abilities in one or more content areas, when compared to their chronological peers in the district and who require modification of their educational program if they are able to achieve in accordance with their capabilities. The classroom teacher in collaboration with the Exceptional Learner educator will contribute to the identification of exceptional learner students and may work together to develop appropriate curricular and instructional modifications to differentiate in one or more of the following areas: content areas, learning processes, student products and learning environments as referenced in the NAGC Standards. (NAGC, 2010) Exceptional learners require specifically designed educational programs to help students realize their potential to become effective individuals and contribute to society to the fullest extent of their inherent abilities as referenced in NAGC Standard 1: Learning and Development. These students benefit from the stimulation of working closely with other high-ability pupils through pullout programs, advanced coursework, enrichment activities, and community based opportunities. It is important to provide appropriate challenges and opportunities and the Regional Exceptional Learner Program Guide acknowledges the distinctiveness of exceptional learners and is designed to address the academic, social and emotional facets of the individual to provide an array of educational programs and choices. It is essential that the program is flexible in order to address areas of uniqueness and commonality in the student population. Programs designed to serve the needs of the exceptional learner population may also benefit a larger number of students through enrichment opportunities based on the fluid movement of students through the program focused on interests and abilities. Dovetailing with NAGC Standard 3: Curriculum Planning and Instruction and Standard 5 Programming; The Regional Exceptional Learner Program responds to each exceptional learners’ gifts and talents by designing, selecting, adapting and indicating relevant curriculum opportunities to ensure individual student success. The Regional Exceptional Learner Program recognizes and values the expertise of a trained educator for the exceptional learner as referenced in the NAGC Standard 6 Professional Development. This educator should seek continuous professional development opportunities and training to meet the unique needs of the exceptional learner, act as an advocate for this specific population of students and serve as a resource for the classroom teacher. Program Goals and Objectives • To provide opportunities for the expansion of academic attainments and intellectual skills • To recognize the unique abilities and needs of each exceptional learner • To provide an educational program that will stimulate intellectual curiosity, independence and responsibility • To encourage the exceptional learner to contribute in a meaningful way to the school, community and society • To emphasize the value and commitment to excellence in the academic, creative and social endeavors of the exceptional learner • To foster the characteristics necessary for self-motivation, continuous learning, creativity and problem solving • To foster the well-being of the exceptional learner through self-awareness • To develop and foster positive social and leadership skills • To provide advocacy of the specialized needs of the exceptional learner in all areas of the school community Identification Process The Regional Districts of Lafayette, Frankford and Sussex-Wantage Schools identify exceptional learners through a comprehensive and cohesive process to determine eligibility for appropriate educational services. We use a variety of criteria for the identification and selection of exceptional learners to provide a spectrum of services for identified and eligible students. Based on the National Association for Gifted Children Standard 2: Assessment and The New Jersey Department of Education’s Gifted and Talented Requirements N.J.A.C. 6A: 8-3.1 (a) 5, nominations for the Exceptional Learner Program are accepted from multiple sources and are screened using multiple measures that may include but are not limited to: • Professional staff recommendations • Parent recommendations • Student input and self-assessment • Performance assessment • Standardized test scores • Portfolios • Community advocate recommendations • School performance • Task commitment • Motivation • Creativity • Talents • Strengths • Interests The data for eligibility is compiled and evaluated to determine candidacy to the Exceptional Learner Program. The identification and nomination process is ongoing and fluid; students may enter or exit the program throughout their K-8 educational experience based on their changing educational needs. Classroom Support Exceptionally able students’ needs should also be addressed within the confines of the regular classroom setting. Differentiating instruction allows the teacher to create a curriculum that addresses the academic diversity of the classroom. As Tomlinson (1995) points out, the design of differentiated instruction should be concept focused; it should not be about adding more problems of extra work for those students who have mastered the concept. “A class is not differentiated when assignments are the same for all learners and the adjustments consist of varying the level of difficulty of questions for certain student, grading some students harder than others, or letting students who finish early play games for enrichment, asking students to do more of what they already now is hollow” Tomlinson (1995). Suggestions for differentiation of instruction that may be utilized by a classroom teacher to address the exceptional learner can take place in a collaborative team meeting. Suggestions for differentiation are obviously unique to the individual students, the class, the teacher and the topic, however, a variety of suggestions and strategies follow and all content specific adaptations from the New Jersey Curriculum Frameworks are attached. • Compacting • Alternative learning activities/Adjustment • Interest based • Concept based • Principle driven • Independent study • Mentor or Internships • Alternative resources/Texts • Cluster grouping • Practical application of ideas • Transformed application • Multi-faceted tasks • Adjustment in pace Social and Emotional Needs of the Exceptional
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