Extra Curricular Activities:
7-8th Grade Academic Team
Sponsor: Karen Steltenpohl
6th Grade Academic Team
Sponsor: Karen Steltenpohl
4-5th Grade Academic Team
Sponsor: Lizanne Hunter
Sponsor: Jan Broyles
Junior Great Books
Junior Great Books helps students develop the capacity to gain a deeper understanding of what they read, so that ultimately they become better thinkers. Through careful reading and spirited discussion, students learn to respect and value their ideas and the ideas of others. Parent volunteers, who have been trained in the shared inquiry method of learning, lead the discussions offered to all students at Anchorage. In shared inquiry, leaders ask probing questions about the stories students have read. Students answer with their own interpretations, supporting their ideas with evidence from the text. Sponsor: Stephanie Liford
Junior Achievement’s purpose is to educate and inspire young people to value free enterprise, business and economics and to improve the quality of their lives. In the program, students learn concepts and skills at each level that build upon those taught at previous grades. Each grade level theme is presented by a volunteer from the school or community. The program shows students the relevance of their education to the workplace, as well as prepares them for lifelong learning. Sponsor: Stephanie Liford
Gifted and Talented
The Anchorage Independent Board of Education believes that all children and youth should be provided with educational services that allow them to develop to their maximum potential. Gifted children and youth exist in all levels of society regardless of sex, race, socioeconomic background, ethnic origin, or disability. They should be identified by their outstanding intellectual, academic, creative, leadership and visual and performing arts abilities and be provided with educational experiences commensurate with these abilities.
Gifted children and youth are a unique segment of Anchorage Independent School’s population who, because of their abilities and/or capabilities for advanced achievement, may need educational opportunities different from those available through the regular school program to realize their potential.
Therefore, in order to meet the needs of gifted children, services are designed to provide multidimensional and appropriate learning experiences. The curriculum should consist of challenging, diverse, and qualitatively differentiated experiences conducted in an environment that addresses the academic, psychological, and social needs of these students.
This philosophy embraces 704 KAR 3:285 – Programs for the Gifted and Talented. The regulation, relating to several Kentucky statutes, requires each district to adopt policies and procedures that provide for identification of strengths, gifted behaviors and talents of students in kindergarten through grade twelve.
These students are ones who possess demonstrated potential ability in one of the following areas:
- general intellectual ability
- specific academic aptitude (math, science, social studies, language/reading)
- creativity or divergent thinking
- leadership skills
- visual and performing arts
How are students identified?
General intellectual ability is determined by the student’s score on the Cognitive Aptitude Test (CogAT) given usually in late April of the 3rd grade year. A composite score at the 96th percentile level of verbal, nonverbal, and quantitative test batteries required. Further, a recommendation form from the teacher is required. At least 80% of the items on the recommendation checklist must be identified by the teacher.
Specific academic aptitude is determined student’s score on the Iowa Test of Basic Skills (ITBS) given usually in late August of the 4th grade year. The student must score at the 96th percentile in any given academic area. Further, a recommendation form from the teacher is required. At least 80% of the items on the recommendation checklist must be identified by the teacher.
Other than the ITBS, students may be identified by scoring at the 96th percentile or above in science or social studies on the Kentucky Performance Rating for Educational Progress (K-PREP) administered usually in mid-May. Fifth and 8th graders are administered the test covering social studies while 4th and 7th graders take the science assessment.
Creative/divergent thinking, leadership skills, and visual and performing arts are based upon recommendations by the teacher. Individuals from outside the school community may also provide recommendations. For example, a director of the Humane Society may recommend a student for leadership potential if they demonstrate this trait by volunteering and leading initiatives at the animal shelter. A private piano teacher may recommend a student for performing arts due to their prowess as a pianist.
Parents are notified regarding their child’s scores on the assessments identified above at the beginning of each school year or as the various assessment results are returned to the school. This notification is usually a copy of their child’s results on the assessment taken. The teacher recommendation checklist must also have 80% of the items checked in order for the parent to be notified their child is eligible for the gifted/talented program.
For questions or additional assistance, please contact:
Anchorage Independent Public School
Phone: 245-2121 Extension 2207