Elementary ALPS Program
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. Students in 3rd, 4th and 5th grade are transported by shuttle bus from their home school to another elementary school for their entire school day. Students learn the same Northville Board-approved curriculum as their peers, which meets the Michigan K-12 Standards in English language arts, math, science, and social studies. ALPS provides classroom interaction with similar learning peers and employs the learning strategies as described above. In the ALPS classrooms, there is less emphasis placed on instruction and more emphasis placed on the application of knowledge. Please refer to the ALPS frequently asked questions document below for more information.
Advanced Program Entry
Appeal Process
- 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.
- Examples of the student’s work done through NPS or through an outside entity.
- Performance through academic math competitions.
- Classroom teachers will be contacted directly by the committee should the committee want more information regarding a specific student.
When considering the appeal, the committee will examine the following:
- The information submitted to the Appeal Review Committee.
- 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 there 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?