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Differentiated Curriculum
LPS provides centering services for highly gifted students who have advanced beyond the regular curriculum or desire enrichment to broaden the existing curriculum. Typically, these students and their mentors work one on one to pursue a personal learning plan that meets the students' individual learning needs.
1. Lefler Middle School, 2008-2009 Program Design Team Kelly Schrad, Principal Midge Dance, Gifted Facilitator Becky Boswell , Social Studies liaison/Gifted Facilitator Kristin Johnson, Math liaison Lee Fuhrer, Science liaison Marty Eischeid , English liaison Michael Herres, faculty member-at-large, English Susan Tidemann, faculty member-at large Barb Terry, counselor Barb Newell, school psychologist
Data Gathering Team Midge Dance, Gifted Facilitator Diane Hoyt, 7th grade administrator Kelly Schrad, 8th grade administrator Ralph Calafiore, 6/7th grade administrator Barb Newell, school psychologist The grade level interdisciplinary team members for the appropriate students will comprise the balance of this team as needed. Each team includes an administrator, a counselor, a team leader, classroom teachers, and SPED resource teachers. Statistics
Differentiated Classes
PLP'S-- Three students are currently being mentored. All PLP's have been written, signed, and filed with the district office. Compacting and acceleration: Teachers of differentiated curriculum achieve compacting and acceleration in variety of ways. For example, English students can pre-test out of district spelling curriculum lessons by earning a 90% or better on individual lesson pretests; math students work only the odd numbers of items. If mastery of a concept is demonstrated, students may move on to the next lesson. Building Facilitator Duties
Name of Facilitators: Midge Dance and Becky Boswell Time Allotted for Building Facilitators Duties:
-Period 4 10:48-11:40 Boswell and Dance -Period 5 11:44-1:06 Dance As facilitators, Midge Dance and Becky Boswell, are be responsible for the following areas: Communication with parents, staff and students; hiring, directing, supervising, and evaluating mentors; Data Gathering Team; staff development related to gifted; PLP's; Program Design Team; and supervising events such as Duke Talent Search, SCAT, district meetings, gifted building budget; and articulation between elementaries and high schools. Mrs. Dance will work along with the principal to monitor Lefler's adherence to differentiated curriculum and objectives. Referral and Identification Lefler's Program Design Team determined the following procedures for referral and identification in the district's gifted program: 1. The student, parent, or guardian, staff member, peer, or community member requesting that an individual student be identified for inclusion in the gifted program should first complete the appropriate Initial Referral Form. 2. Gifted facilitator will discuss preferred method for identification with parents/guardians. These methods can include one of the following: either individual psychological testing or meeting two of the four criteria as per policy (9 statine on standardized achievement test in total reading, total math, total language and/or total battery; outstanding student products; outstanding record of past performance; or evidence of outstanding ability as indicted on differentiated characteristics checklists.) 3. If psychological testing is preferred, the gifted facilitator will schedule it with Barb Newell, school psychologist. Or If meeting two of the four defined criteria is preferred, upon the completion of the referral form, the gifted facilitator will research the student's academic history making note of the following information when available: 1. agree to immediate placement Note: Temporary placements may be made for students not previously identified as gifted but who have stanine scores of 8 or 9 in Reading Comprehension in either Total Math, Language, Science or Social Studies or who have demonstrated proficiency in a subject area as determined by the Data Gathering Team. The facilitator will monitor temporary placements throughout the year. At the end of each quarter, she will alert parents to any concerns teachers may be having about the student's placement in differentiated curriculum. (It is recommended by the DGT that temporary placement students maintain a B or better semester average to continue in differentiated placements.) The DGT will review temporary placements at eh completion foe each semester to determine what is best for the students. The DGT may recommend: 1. identification in the gifted program 4. The facilitator will meet with parents/guardians to make recommendations regarding student identification in the gifted program. If the parent disagrees with the recommendations of the DGT, they may appeal this recommendation to the district Gifted Steering Committee for review.
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© 1999 A Middle School, Lincoln Public Schools, Lincoln, Nebraska