Parent resource books available to check out from Mrs. Lacey at Newton
Great online resources for the latest in G/T research or for finding out more about gifted children.
Perfectionism in Gifted Students
One issue that often plagues both GT parents and students is perfectionism, or the need to "be perfect." Steven Haas, a Colorado gifted educator, recommends these strategies when dealing with perfectionism.
How to Read an Advanced Learning Plan (ALP)
Aside from student demographics (name, age, grade level, etc.) a student's ALP has a few key components. One is the area or areas in which a student is identified gifted. These areas are typically math, language arts, or both.
There is also a section stating parent involvement. ALPs at Newton read with one or both of the following for parents: celebrate student success and monitor student progress. If a parent disagrees with the parental involvement listed on the ALP, please contact the GT facilitator to have it changed.
The next part of the ALP is the program and accountability section. This page shows parents the way services are being delivered for their student(s). Because the predominant way we deliver services at Newton is through accelerated math and language arts, these descriptors reflect the ideas of accelerated class. If you have specific questions about programming and accountability for an ALP, please contact the GT facilitator.
The final piece of the ALP is student goals. The students' academic goals are based on their spring MAP scores and their target growth. For example, if a student scores 255 in math with a target growth of 3, the ALP goal will reflect an academic goal in math of 258. Students also have an affective goal on their ALP. At Newton these are done in five main areas: organization, self-advocacy, problem solving, flexibility, and leadership. The affective goal is designed for students to think about themselves as overall learners and choose an area in which they want to try to improve.
GT Services at Newton
We do not have special "GT classes" for students at Newton. Instead, students are placed in accelerated math and language arts classes by looking at a variety of factors: CMAS scores, MAP scores, placement tests, and teacher recommendations. At Newton we do not restrict services, so students do not have to be on the official GT caseload to receive an accelerated placement. Likewise, being identified GT does not automatically create an accelerated placement. Our philosophy is to place students in the most appropriate learning environment for their needs.
In math a student's accelerated placement puts them in a class a grade level or two ahead. For example, an accelerated sixth grade student would take seventh grade math. A double accelerated sixth grade student would take eighth grade math.
For more information regarding the math program at Newton, please contact the math department chairperson, Marc Goodreau. MGoodreau@lps.k12.co.us
In language arts a student's acceleration works differently. Students are not placed in a class that is a grade level or more above. Instead, the curriculum is delivered at a faster pace and with more depth. Students in accelerated language arts are expected to work more independently, balance a variety of tasks at once, analyze literature, and write with more sophistication.
For more information regarding the language arts program at Newton, please contact the language arts department chairperson, Julie Lacey. JLacey@lps.k12.co.us
At the beginning of each school year, the GT facilitator will meet with students to discuss their goals and begin writing their ALPs. ALPs will be mailed home to parents by the end of October.
For information about GT at Newton, please contact the school facilitator.
Newton GT Facilitator
For information about GT at the district level, please contact the district coordinator.
LPS District GT Coordinator