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36 Advanced Courses Available in Traditional LCS Classrooms Grades 9-12

36 Advanced Courses Available in Traditional LCS Classrooms Grades 9-12. Advanced English (9 th Grade) Advanced English (10 th Grade) Advanced English (11 th Grade) Advanced English (12 th Grade) Dual Enrollment English (12 th Grade) AP English Language and Composition

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36 Advanced Courses Available in Traditional LCS Classrooms Grades 9-12

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  1. 36 Advanced CoursesAvailable in Traditional LCS Classrooms Grades 9-12 Advanced English (9th Grade) Advanced English (10th Grade) Advanced English (11th Grade) Advanced English (12th Grade) Dual Enrollment English (12th Grade) AP English Language and Composition AP English Literature and Composition Algebra I Advanced Geometry Algebra II with Trigonometry Precalculus Analytical Mathematics AP Calculus AB AP Statistics Dual Enrollment Precalculus Dual Enrollment Calculus Advanced Biology Advanced Physical Science AP Biology AP Environmental Science Chemistry Forensics Genetics Human Anatomy and Physiology Physics Advanced World History: 1500 to the Present (9th Grade) Advanced United States History to 1877 (10th Grade) Advanced United States History from 1877 to the Present (11th Grade) AP Unites States History Dual Enrollment United States History Advanced United States Government Advanced Economics Spanish I Spanish II Spanish III Dual Enrollment Spanish

  2. 34 Advanced CoursesAvailable through ACCESS Distance Learning Grades 9-12 Algebra I Algebra II with Trigonometry Precalculus AP Calculus AB AP Statistics Chemistry Physics Marine Science Forensic Science AP Chemistry AP Biology AP English Language and Composition AP English Literature and Composition AP United States History AP United States Government and Politics AP Macroeconomics Spanish I Spanish II Spanish III Latin I Latin II Latin III French I French II French III German I German II German III Mandarin Chinese I Mandarin Chinese II AP Spanish AP Computer Science A AP Psychology AP Art History

  3. Dual Enrollment CoursesAvailable through LCS Agreements with Colleges and Universities Calhoun Community College English Composition 101 English Composition 102 Intermediate Spanish I – 201 Intermediate Spanish II – 202 Precalculus – Math 112 Precalculus – Math 113 Calculus – Math 125 United States History I – 201 United States History II – 202 Any other courses agreed upon by the school system and college UA Huntsville Intro to Chemistry Chemistry Lab Elementary Organic Chemistry Precalculus I Precalculus II Calculus A Calculus B Conceptual Physics Elementary Physics Freshman English Composition 101 Freshman English Composition 102 United States History to 1877 United States History from 1877 Elementary Spanish 101 Elementary Spanish 102 Intermediate Spanish 201 Intermediate Spanish 202 UA Early College Precalculus – Math 112 Precalculus – Math 113 United States History – History 203 United States History – History 204 Spanish 101 Spanish 102

  4. Advanced CoursesGrade 8 Traditional LCS Classrooms Algebra I Advanced Language Arts/Reading ACCESS Distance Learning (available to advanced 8th grade students who meet requirements) Algebra I Business Technology Applications Spanish I French I German I Latin I Mandarin Chinese I Science 8 Creative Writing Journalism

  5. Sample Elementary Schedule • Staff #1: CREEKSIDE (MON-FRI): 70 Total Students • 7:30- 7:45 Assigned Teacher Duty • 7:45- 11:15 3RD/4TH/5TH-Pull Out Services • 11:20-12:00 LUNCH/PLANNING • 12:00-2:00 Small Group Enrichment and Project Based Learning • 2:00-3:00 K-2/Teacher Collaboration • Staff #2: West-Owens-Tanner: 60 Students Total • West- (MON & TUES) 20 STUDENTS • Owens- (WED & THURS) 30 STUDENTS • Tanner- (FRIDAY) 10 STUDENTS • 7:30- 7:45 Assigned Teacher Duty • 7:45- 11:15 3RD/4TH/5TH-Pull Out Services • 11:20-12:00 LUNCH/PLANNING • 12:00-2:00 Small Group Enrichment and Project Based Learning • 2:00-3:00 K-2/Teacher Collaboration • Staff #3: Elkmont-Blue Springs-Piney: 70 Students Total • ELKMONT -(MON & TUES) 30 STUDENTS • BLUE SPRINGS (WED & THURS) 30 STUDENTS • PINEY (FRIDAY) 10 STUDENTS • 7:30- 7:45 Assigned Teacher Duty • 7:45- 11:15 3RD/4TH/5TH-Pull Out Services • 11:20-12:00 LUNCH/PLANNING • 12:00-2:00 Small Group Enrichment and Project Based Learning • 2:00-3:00 K-2/Teacher Collaboration • Staff #4: Cedar Hill- Johnson: 60 Students Total • CEDAR HILL (MON, TUES & WED) 40 STUDENTS • JOHNSON (THURS & FRI) 20 STUDENTS • 7:30- 7:45 Assigned Teacher Duty • 7:45- 11:15 3RD/4TH/5TH-Pull Out Services • 11:20-12:00 LUNCH/PLANNING • 12:00-2:00 Small Group Enrichment and Project Based Learning • 2:00-3:00 K-2/Teacher Collaboration

  6. Sample Middle/High School Schedule • MONDAY: WEST (40) • TUESDAY: ARDMORE (40) • WEDNESDAY: CLEMENTS (30) TANNER (MATH-5): will alternate weeks • THURSDAY: EAST (50) • FRIDAY: ELKMONT (30) TANNER (SCIENCE-5): will alternate weeks • MON- West Tues-Ardmore Thurs- East • 7:45-9:00 9th-12th Grade Consult • 9:05-10:00 6TH ADVANCED SCIENCE • 10:05-11:00 7TH/ 8th ADVANCED SCIENCE • 11:05-12:00L Lunch/Consulting • 12:05-1:00 6TH ADVANCED MATH • 1:05-2:00 7TH ADVANCED MATH • 2:05-3:00 Planning/Collaboration/Professional Development • First and Third Wednesday: CLEMENTS • Second and Fourth Wednesday: TANNER • 7:45-9:00 9th-12th Grade Consult • 9:05-10:00 6/7TH SCIENCE • 10:05-11:00 8TH SCIENCE • 11:05-12:00 6/7TH MATH • 12:05-1:00 Planning • 1:05-2:00 TANNER: 6/7TH MATH • 2:05-3:00 Collaboration/Professional Development • First and Third FRIDAY: ELKMONT • Second and Fourth Friday: TANNER • 7:45-9:00 9th-12th Grade Consult • 9:05-10:00 6/7TH SCIENCE • 10:05-11:00 8TH SCIENCE • 11:05-12:00 6/7TH MATH • 12:05-1:00 Planning • 1:05-2:00 TANNER: 6-8TH SCIENCE • 2:05-3:00 Collaborate/Professional Development

  7. RtI Model for All Learners< 1% of Student Population is GTServices Affect 100% of students. 80% 10-15% 15% 5% 5% Gifted Learners Low-end Learners Struggling Learners High End Learners Average & Above Average Learners

  8. 2% Grade Acceleration 15%-18% Subject Acceleration Pull Out DI/Enrichment 80% RtI for Gifted Differentiation in General Education Classroom Use Acceleration Procedures for guidance in applying RtI for Gifted Learners. Every School System in Alabama has ALSDE-Approved Acceleration Procedures as part of the LEA Plan for Gifted.

  9. Alabama’s New College and Career Readiness Path

  10. National Association of Gifted Children (NAGC) Curriculum and Instruction Standards A well-defined and implemented curriculum scope and sequence should be articulated for all grade levels and all subject areas. District curriculum plans should include objectives, content, and resources that challenge gifted learners in the regular classroom. Teachers should be responsible for developing plans to differentiate the curriculum in every discipline for gifted learners. Documentation of instruction for assessing level(s) of learning and accelerated rates of learning should demonstrate plans for gifted learners based on specific needs of individual learners. Gifted learners should be assessed for proficiency in all standard courses of study and subsequently provided with more challenging educational opportunities. When warranted, continual opportunities for curricular acceleration should be provided in gifted learners’ areas of strength and interest while allowing a sufficient ceiling for optimal learning Appropriate service options for each student to work at assessed level(s) and advanced rates of learning should be available Differentiated educational program curricula for students in pre-K–12 should be modified to provide learning experiences matched to students’ interests, readiness, and learning styles.

  11. National Association of Gifted Children (NAGC) Social/Emotional Counseling-Career Counseling • Counseling services should be provided by a counselor familiar with specific training in the characteristics and socio-emotional needs (i.e., underachievement, etc.) of diverse gifted learners. • Gifted learners should be provided with college and career guidance that is appropriately different and delivered earlier than typical programs. • Gifted learners who do not demonstrate satisfactory performance in regular and/or gifted education classes should be provided with specialized intervention services. • A well-defined and implemented affective curriculum scope and sequence containing personal/social awareness and adjustment, academic planning, and vocational and career awareness should be provided to gifted learners. • Underachieving gifted learners should be provided with specific guidance and counseling services that address the issues and problems related to underachievement

  12. General Education Teacher’s Role Identify performance standards/skills (COS) Conduct pre-assessments Determine flexible groups Co-plan with gifted specialist Develop/deliver differentiated lessons

  13. Gifted Specialist’s Role Develop/teach concept-based curriculum in pull-out resource room Provide demonstration lessons Develop differentiation ideas Provide resources to cluster teacher Co-plan with general education teachers Design or plan opportunities/activities that address positive social-emotional needs and career guidance.

  14. Possible Shared Roles by Gifted Specialist and Cluster Teacher Develop centers for general education classrooms Curriculum compacting Develop Tiered Assignments Develop student contracts Manage independent studies Monitor student progress

  15. Daily Gifted Instruction Schedule AM Session 8:25-10:55 PM Session 12:00-2:35

  16. 3rdGrade Monday AM – 33 Students/Creekside, Blue Springs PM – 20 Students/Elkmont, Tanner, West Tuesday AM – 22 Students/Cedar Hill, Johnson, Owens, Piney Chapel PM – 2nd Grade Child Find/Eligibilities Wednesday, Thursday, Friday All Day - 2nd Grade Child Find/Eligibilities **LCS – 651 - 2nd Graders, 8 work samples each, plus scoring and sorting for eligibility meetings

  17. 3rd & 4th Grade Monday AM – 33 /Creekside, Blue Springs PM – 20 /Elkmont, Tanner, West Tuesday AM – 22 /C. H., J., O., P. Ch. PM – 2nd Grade Child Find/Eligibilities Wednesday AM – 18 /Owens and Blue Springs PM – 5 /West Thursday AM – 15 /Cedar Hill, Johnson, Piney Chapel PM – 6 /Elkmont, Tanner Friday AM – 15 /Creekside PM – 2nd Grade Child Find/Eligibilities

  18. 5th & 6th Grade Monday AM – 20, 5th/Blue Springs, Owens, Piney Chapel PM – 5, 5th/Tanner, West Tuesday AM – 14, 5th/Cedar Hill, Johnson PM – 5, 5th/Elkmont Wednesday AM – 21, 5th/Creekside PM – 9, 6th/Clements, West Thursday AM – 16, 6th/Elkmont, Owens PM – 11, 6th/Ardmore Friday AM – 5, 6th/Tanner PM – 11, 6th/ East

  19. 7th & 8th Grade Monday AM – 9, 7th/Ardmore PM – 7, 7th/Clements, Tanner Tuesday AM – 14, 7th/East, West PM – 8, 8th/West Wednesday AM – 9, 7th/Elkmont PM – 16, 7th/Elkmont, West Thursday AM – 12, 8th/Ardmore, East PM – 12, 8th/East, Elkmont Friday AM – 0, 8th/Clements, Tanner PM – 4, 8th/ Clements, Elkmont

  20. 9th-12th Grade Week A Monday AM – 20, 9th/Ardmore, West PM – 8, 9th/East Tuesday AM – 8, 9th/East PM – 15, 9th/Clements, Elkmont Wednesday AM – 20, 10th/Ardmore, East PM – 18, 10th/Ardmore, Clements, East Thursday AM – 12, 10th/Ardmore, East, Elkmont, Tanner PM – 22, 10th/Elkmont, Tanner, West Friday AM – 5, 12th/Ardmore, Clements, East, Tanner PM – 12, 12th/ East, West

  21. 9th-12th Grade Week B Monday AM – 10, 11th/Ardmore, East PM – 22, 11th/Clements, East, Elkmont, Tanner Tuesday AM – 22, 11th/East PM – 13, 11th/West Wednesday AM – 1, 11th/Ardmore PM – 1, 11th/Elkmont Thursday AM – 11, 12th/Clements, Elkmont PM – 10, 12th/West Friday AM – 9, 12th/Ardmore PM – 4, 12th/ Ardmore, East

  22. When do you need a center model? • Alabama State Department of Education’s Response • If you have limited gifted specialists that are required to travel long distances causing loss of instructional time for gifted students. • If the ASDE found schools had “misused” gifted teachers, i.e. substitute.

  23. Two Options • 1. A gifted program that addresses social/emotional counseling and career guidance. • 2. A comprehensive program that addresses curriculum/instruction, shared accountability, and social/emotional counseling and career guidance.

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