The document discusses curriculum compacting for gifted students in the Advanced Scholars' Program (ASP) at Friendship Elementary School. Research shows that compacting 50% of the regular curriculum for gifted students had no negative effects on test scores. In the ASP, students move at a faster pace and have more freedom to pursue independent projects of interest. Teachers prepare through pre-testing, varied lessons, and flexibility. The program sees improved student confidence, participation and attendance. Grade level test results were unaffected by including ASP students.

2. Advanced Scholars’ Program
Leaving No Child Behind

3. Why Curriculum Compacting?
• During the 1990-1991 school
year, The University of
Connecticut site of The
National Research Center on
the Gifted and Talented
discovered that by compacting,
their was no adverse reactions
to end of year testing.
• Gains in motivation and self-
confidence are SIGNIFICANT.
• The risk is significantly less
than the potential reward.

4. Results of their Research
When teachers eliminated as much as 50% of the
regular curriculum for gifted students, no differences
in the out-of-level post achievement test results
between treatment and control groups were found in
reading, math computation, social studies, and
spelling.
Effective Curriculum Compacting
Research Results

5. Selection Process:
• Students are selected by grade level committee
based upon CRCT/DRA/SLOs scores in Reading,
Math, Motivation and Maturity for their age
appropriate group
• CRCT – We do not give the ITBS in Hall County,
therefore this is the only testing available for
selection
• Motivation and Maturity – Students are rated by
homeroom teachers using a holistic document that
identifies strengths as well as weaknesses for each
child considered

6. Why Change the Formula?
Regular Classroom ASP Classroom
• Students move at normal
speed
• Students do whole class
projects frequently with rigid
guidelines and set
expectations
• The high achieving child that
has “gotten the lesson” the
first time it was taught finds
coping strategies like drawing
and reading when the
teacher recovers material for
their lower learners
• Students move at a faster
rate due to compacted
curriculum
• Students are allowed to
choose their own projects
and the sky is the limit,
within reason, for their
presentation
• No coping strategies
needed as the advanced
pace keeps the challenge
high and interest higher
• STUDENTS FEEL EMPOWERED!

7. What does it all look like?

8. 2nd Grade
The focus of Second Grade ASP
classroom is to teach the students
how to learn effectively with
others, foster creativity, and
promote responsibility of the
individual learner.

10. 3rd Grade
• Focus - the first part of the process to help
the student understand how to think
creatively and independently.
• “What are you wondering now?”
Encouraging questioning and higher order
thinking skills.
• Beginning research skills to present inquiry
projects creatively/academically.

12. 4th Grade
• Focus – to develop and improve creative
aspects in students; Release some classroom
control to students.
• Encouraging creative/academic risk taking
while still providing some support “from the
shadows”
• Questioning students instead of answering
them

14. 5th Grade
• Focus - Student lead learning, teacher is the
guide.
• Freedom to create and dig deeper into
curriculum that interests the student.
• Student becomes the teacher, teaching other
classes and students.

16. Preparation - Teachers
• KNOW YOUR CONTENT!
• Planning is key
• Never overestimate/underestimate.
• Pretesting -Formal and Informal
• Vary your lessons and activities to fit all
modalities
• Celebrate successes and failures. (failures are a
learning experience and should be treated as
such)

17. Preparation – Administrators
• Teachers need your support
• Academic Freedom
• Classes will be loud and sometimes Chaotic
• Resources (funding)
• Cross grade level planning times
• Be an integral part of the program
• “Hire good folks and get out of the way!”
– Principal Berry Walton, FES

18. Suggestions that work
• #1 – Try to aim above them. They need to
struggle. Learning is natural and meaningful.
Learning takes effort.
• #2 – Even though its tempting some days, never
take the easy way out.
• #3 – Be prepared to change direction at a
second’s notice.
• #4 – STAY POSITIVE ESPECIALLY IN FRONT
OF STUDENTS!

19. Challenges
• Even within a closed environment, the need for
differentiation is great as all modalities are
present.
• Horrible coping strategies in students that have
become habits.
• HUGE adjustment for parents; no, they can’t
help. Communication is key!
• Planning needs to be flexible and adaptable.
• CLUTTER, DISORGANIZATION AND CHAOS

21. Triumphs
• By the 2nd nine weeks, the change in the thinking
in most students was VERY evident. They were
a lot more confident in themselves in all tasks.
• Students are gaining skills to analyze situations
rather than to simply memorize facts and
“parrot” them back.
• Student participation is near 100% on any day.
• Attendance for the classes is very high. They are
excited to come.

22. 2014 CRCT

23. Grade level results
• There were no adverse effects to
grade level results based upon
previous years’ comparisons.
• When including ASP numbers,
exceeds range scores for the grade
level increased!

24. Questions?
Nicole.hill@hallco.org 2nd grade ASP
Kristin.white@hallco.org 3rd grade ASP
Guy.cassels@hallco.org 4th grade ASP
Brian.johnston@hallco.org 5th grade ASP
Mary.Brandes@hallco.org Gifted/SEARCH
FRIENDSHIP ELEMENTARY ADVANCED SCHOLARS PROGRAM
Making sure NO CHILD is left behind!!
http://teacherpages.hallco.org/webpages/mbrandes/advanced.cfm