Advanced Learning Opportunities
ALO Classroom Differentiation
We have high expectations for all of our students and know that they will be challenged by the rigor and depth of our curriculum. Consequently, Bryant follows an inclusion model, in which teachers differentiate instruction according to each student’s needs. By using the following strategies, we strive to meet the needs of all learners, including those identified as advanced learners.
Math ALO Strategies
Math Workshop Model
Strategies to implement the math workshop model might include:
- Parallel Tasks
- Definition: All students will work on the same core content with tasks of different complexity.
- Example: All students are working on addition and subtraction at differing grade level expectations. Some might be adding and subtracting single digit numbers, whole numbers or decimals.
- Curriculum Compacting
- Definition: Use assessment to determine student skill level in a core content area. Then, eliminate or enhance parts of the curriculum based on instructional need.
- Example: A first grade student who has the skill of measuring length with non-standard units (e.g. paper clips) will move to measuring with standard units (inches or centimeters.)
- Flexible Groups (Pg. 33—Teaching Gifted Kids in the Regular Classroom)
- Definition: To group students together by interest, achievement level, activity preference, or special needs.
- Example: Third grade students can be placed in groups to work on telling time. One group works on telling time to the hour, another to the quarter hour, and another on elapsed time.
- Math Centers and Games
- Definition: Students work on math activities in small groups. This can be based on student choice or teacher designation.
- Small Group Instruction
- Definition: Teacher works with a small group of students on a targeted learning goal.
- Example: Teacher works with one group on single digit divisors, and another small group on dividing decimals.
Whole group instruction with differentiated expectations
Strategies to implement instruction with differentiated expectations might include:
- Tiered Assignments (Differentiation in Practice pg. 190)
- Definition: A process of adjusting the degree of difficulty of a question, task or product to match a student’s current readiness level.
- Example: In a kindergarten classroom, all students are working on a surveying and graphing assignment. Some students ask yes or no questions, some have multiple category questions, and some are open- ended questions.
- Open Questions (pg. 6 Good Questions: Great Ways to Differentiate Mathematics Instruction)
- Definition: A question that is framed in such a way that a variety of responses or approaches are possible.
- Example: In fourth grade, students are asked to sort polygons by different attributes and explain their reasoning for their groups.
- Targeted Questioning
- Definition: Teacher is intentional about depth of questions asked of various students. All students are asked questions that require critical thinking at a level that is challenging for them and all students benefit from hearing their peers thinking.
- Example: In a fifth grade class, students are asked questions about single step or multiple step problems involving algebraic thinking.
Reading ALO Strategies
Appropriate Text (Reading Materials at Instructional Level)
Strategies to implement might include:
- Flexible Leveled Reading Groups (K-3)
- Definition: Students are placed in groups by reading ability to ensure appropriate just-right instruction and reading materials. These groups will change by reading skill and students’ growth.
- Literature Groups (2-5)
- Definition: A group of students reading the same book—student choice and teacher guidance both factor into book selection.
- Support for Students in Selecting Appropriate Books
- Definition: Teacher will guide students in choosing just right books for independent reading.
High Interest Reading Materials and Student Choice
Strategies to implement might include:
- Reading Logs
- Definition: Students keep a record of their independent reading which allows the student and teacher to monitor reading choices.
- Classroom and School Libraries
- Definition: Each classroom provides a variety of texts at a wide range of reading levels for self selected student reading. All students have regular access to the school library.
- Independent Reading
- Definition: Each student will have an opportunity for self selected reading during the school day to develop reading fluency and get in the habit of reading.
- Content Area Reading
- Definition: Students have regular opportunities to read, or be read to, in all curricular areas (reading books related to science and social studies units).
Strategies to implement might include
- Independent Book Study Projects (Teaching Gifted Kids in the Regular Classroom)
- Definition: Opportunities for students to explore a topic they of interest to them at a level of complexity that is appropriate for them.
- Book Reports (2-5)
- Definition: On book report assignments, depth of student analysis and comprehension is appropriate to student reading level.
- Response to literature
- Definition: Opportunities for students to make text-to-self, text-to-text and text-to-work connections. Projects could include art, drama, writing, reports or other presentations.
Student Support Provided at Bryant:
- Exceptional Volunteer Support (200+ volunteers per week)
- Afterschool Homework Center (3rd-5th)
- Social Skills Curriculum
- School Tech Lab
There are many enrichment opportunities for student at Bryant Elementary School. Some of these include:
- Chess Club
- Math Championships (5th Grade)
- Annual School Play (4h-5th Grade)
- School Wide Writer’s Celebration
- Global Reading Challenge
- Annual 5th Grade Camp at Islandwood
- Annual Mentored Science Fair (4th-5th Grade)
- K-3 Family Science Night
- Art Docent Program
- Art, and Drama Residencies
- Instrumental, Handbell, and Choral Music Programs
- Student Council
- Before and After school Programs (such arts, cooking, foreign languages, athletics)
Bryant ALO Identification
Bryant Elementary Identification process for the ALO Program willalign with the Seattle Public Schools Advanced Learning eligibilityrequirements. Therefore, if student qualifies for Spectrum or APP withthe Advanced Learning Office, then they will automatically be placed inthe Bryant ALO Program. Children who have not been tested or have notqualified, will be provided with the same ALOstrategies based upon individual student need. Students who haveeligibility status will maintain this status up into their middle schoolas well. Students who have not be found eligible for Spectrum or APPwill be able to participate in the Bryant ALO Program and the samestrategies will apply. The eligibility criterion is listed below.
**Testing with the Advanced Learning Department normally takes place the first week in October. For specific dates and information or if you have questions about the testing process, please contact the SPS Advanced Learning Department.
Seattle Public Schools Advanced Learning Eligibility Criteria
Eligibility Criteria for an Appeal
Eligibility Category: Academically Highly Gifted
- Grade When Tested: K-7
- Full scale, and/or GAI (if available). Please send complete report of scores from nationally-normed intelligence test.*: 98/99th percentile
- Broad reading and math standard scores on a nationally-normed achievement test: 95th percentile or higher
- Enrollment Options: Accelerated Progress Program (Grades 1-8), Spectrum (Grades 1-8)
Eligibility Category: Academically Gifted
- Grade When Tested: K-7
- Full scale, and/or GAI (if available). Please send complete report of scores from nationally-normed intelligence test.*: 87th percentile or higher
- Broad reading and math standard scores on a nationally-normed achievement test: 87th percentile or higher
- Enrollment Options: Spectrum (Grades 1-8)
*Testing is available for K-7th grades only.