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Elementary Programs

** Letters have been mailed to qualified students for the 2017-18 school year.

Alternative Learning Program for Students (ALPS)

The Alternative Learning Program for Students (ALPS) is designed to meet the unique educational needs of academically talented students. At the elementary level, 3rd, 4th and 5th grade students are transported from their home school to attend Amerman Elementary School where they receive their entire academic instruction. Students learn the same Northville Board approved curriculum as their peers. This includes both the Common Core State Standards in English Language Arts and math, and Grade Level Content Standards in science and social studies. ALPS provides classroom interaction with similar learning peers and employs the learning strategies as described above for other classrooms in Northville Public Schools. In the ALPS classrooms, there is less emphasis placed on instruction and more emphasis placed on the application of knowledge.

Each elementary school has a website with information pertinent to their school and student learning opportunities. In addition, Amerman has a list of web resources on a variety of topics/subjects that anyone may access.

Advanced Program Entry

ALPs selection is based on a multitude of data points including NWEA (97th percentile), state testing, and an on-site assessment task. In-district parents will be notified in late-March if their student met the requirements. Parents whom live within the Northville Public Schools boundaries, and their child attends a private or charter school, must fill out the application on-line and submit the form to Dr. Sandra Brock, Director of Instruction at brocksa@northvilleschools.org.

Final Request Process for Further Review for Students in Grades 3-5

In cases where a student has not met the district criteria for ALPS, families may elect to file a final request for further review. This appeal, made to the Assistant Superintendent of Instruction must provide substantial evidences that a student will be successful in ALPS.
 
Requests must be received by June 16. Upon receipt of the appeal request, the Assistant Superintendent for Instruction will convene a review team which will be comprised of at least two other educators. The review team will meet by the end of July to review all appeals submitted to date. Appeals will not be accepted after June 16. Notification of the decision will be sent to the family within one week of the review team meeting. The decision of the appeal review team is final.
 
The following must be included in the appeal, which should be submitted to the Assistant Superintendent of Instructional Services:
A letter from the family/caregivers clearly detailing their reasoning for desiring ALPS placement
  • A statement from the student detailing his/her reasoning for desiring ALPS placement.
  • Demonstration of the student’s aptitude and/or achievement in English Language Arts AND math. This should include products that the student has authored or created that demonstrates creativity and strong language skills. It can include a photograph of the product with explanation, written composition, media presentation, etc. It should also include work that demonstrates the student’s ability to think mathematically. This is not the same as computation where students are given a series of problems and they compute the answers. The product should show reasoning, problem solving, etc.
 
The following may be included as part the appeal request:
  • A written recommendation from one past teacher
  • Examples of the student’s work done through NPS or through an outside entity
  • Performance through academic math competitions
The appeal and the student’s compiled academic record will be reviewed. If deemed necessary by the Assistant Superintendent, a meeting with the family/caregivers will be held to gather additional information.
 
Criteria to consider
When considering the appeal, the committee will examine the following:
  • The information submitted to the Appeal Review Team.
  • Was there reason to suspect that the student’s performance on standardized testing may have been negatively impacted by contextual factors: illness, emotional distress, inappropriate test administration, etc?
  • To what extent did the student fail to obtain testing scores that qualified him/her for ALPS? Was the gap broad? Was the gap across all tested areas or skills?
  • Did the student’s academic record suggest a consistent pattern of performance which is exemplary when compared to his/her peers?
  • Are their contextual factors that make the student a strong/weak candidate for advanced placement in both reading and math? Factors such as, but not limited to the student’s ability to cope with increased rigor, work with ALPS peers, manage transition, etc.
  • Has the student appealed the decision in a previous year? If so, what is different this time?