LEAP: Learning Environment for Advanced Programming
What is the purpose and philosophy of LEAP?
The purpose of LEAP is to provide highly gifted students who, when compared with others of their age, experience, or environment, require specialized programming beyond what is provided by the regular educational setting. CHCCS believes that highly gifted learners are equally present across all student groups.
The LEAP option provides a learning environment and advanced curriculum and instruction designed to meet the needs of highly gifted students in grades four through eight. These highly gifted students consistently exceed grade level performance expectations, well beyond their age and grade level peers. These students present an extreme need for differentiation in all subject areas, particularly reading and math. Their unique learning needs are best met in a setting other than the grade-level classroom.
LEAP curriculum and instruction are designed to accelerate, extend, and add depth to the North Carolina Standard Course of Study, which serves as a framework for each respective grade level. While academic and intellectual rigor is the primary emphasis, a whole child approach balances this need with support for emotional and social growth for highly gifted upper elementary and middle school students.
What is LEAP programming like?
Large amounts of independent study will deepen students’ experiences. However, students will participate in shared learning experiences daily. They will work in small groups with others pursuing the same coursework. In addition, students will work in larger groups on thematic projects and discussions. The themes will serve to connect students’ work beyond their immediate courses and will cross grade level and age. These projects and discussions will provide students opportunities to work together within the community of the school in
intellectual pursuits, contributing to a shared learning environment and support network. This will complement service learning projects.
How are students identified for LEAP?
This is a multi-dimensional process that considers the whole-child and includes quantitative and qualitative measures. Highly Gifted students are identified as such through extreme scores on nationally normed tests. To determine the level at which a student is
functioning academically, above-grade tests are necessary. This raises the ceiling of the test so students have opportunity to demonstrate how much they know beyond grade level. Other dimensions of the identification process are currently being considered. CHCCS will seek input from stakeholders throughout Fall 2019 as the process is revised. The process will be communicated to the public. Updates will be presented to the BOE in Dec 2019. Anticipated BOE approval Jan-Feb 2020.
What electives are available?
The school-within-a-school format provides students an opportunity to take specials and
electives with the heterogeneous population of the host school. This structure provides the students opportunities to interact with age peers. It is also a cost effective way to provide highly gifted students a wide array of elective options.
How does programming support social and emotional learning?
The goal of LEAP is to meet the extreme academic, intellectual, social and emotional needs of the students. Profoundly gifted students are a very small part of the total school population. They are different in many ways from their age peers. Students with profound aptitude and abilities are keenly aware of their differences. They experience the world differently than age peers, learn differently than age peers, and have very different interests. Profoundly gifted students rarely have the opportunity to find one another, unless the structures and opportunities are intentionally sought out or provided. In LEAP, students learn about themselves and their highly gifted peers, and how to effectively interact with others. Through specials, electives, and community service projects, profoundly gifted students will have opportunities to learn important communication and social skills necessary for their future success.
How is the value-added impact of the LEAP Program evaluated?
Student progress will be evaluated utilizing above-grade tests and student work products evaluated by their classroom teachers. Each student will have an Individual Differentiated Education Plan (IDEP) which will be developed with input from the parent, student, and teacher. Annual monitoring of students’ progress relative to their IDEPs will be conducted by LEAP teachers and school administrators. The Coordinator of Gifted Services will support as needed. In addition, students will take age appropriate district and state-required and/or course appropriate tests, including End of Course tests (e.g.i-Ready, EOGs, EOCs, above-level tests, etc). This data will also indicate student progress. Students’ performance reported in assessment data will be an important indicator of successful implementation of LEAP Programming.