Presentation is loading. Please wait.

Presentation is loading. Please wait.

Karen J. Green, M.Ed. Coordinator for Gifted and Talented MISD ALPHA GIFTED /TALENTED “Human resources are like natural resources; they’re often buried.

Similar presentations

Presentation on theme: "Karen J. Green, M.Ed. Coordinator for Gifted and Talented MISD ALPHA GIFTED /TALENTED “Human resources are like natural resources; they’re often buried."— Presentation transcript:

1 Karen J. Green, M.Ed. Coordinator for Gifted and Talented MISD ALPHA GIFTED /TALENTED “Human resources are like natural resources; they’re often buried deep. You have to go looking for them, they’re not just lying around on the surface.” Ken Robinson 1


3 Gifted education helps advanced learners with:  Engagement in school  Learning and growing  Social and emotional development  Preparation for college and careers WHY GIFTED/TALENTED SERVICES 3

4 4

5 “Lack of academic challenge leads to disengaged behavior and underachievement.” Sally Reis and Betsy McCoach CLICK ON PICTURE TO SEE VIDEO. WHY GIFTED EDUCATION 5

6 6

7 1.Gifted students view the world in a nontraditional way, they are divergent thinkers.  Curriculum differentiation is required to address their complex, abstract, and unusual learning styles.  Instructional strategies are necessary to insure engagement. 2.Variances occur in the gifted population with the same frequency as in the general population. 3.Students may be gifted in one content area and not gifted in others. 4.Gifted students need to a) master required content, b) learn basic skills, c) present ideas through traditional product forms, and d) understand how to access and organize information. MISD GT PHILOSOPHY 7

8 8


10  Gifted and talented education is the system by which districts recognize and serve this special population of children.  The term also covers the specific services and programs offered as well as the teacher training necessary to provide the academic guidance gifted students need in order to thrive. WHAT IS GIFTED EDUCATION 10

11 “For gifted learners, an appropriately differentiated classroom will provide experiences that are complex enough, abstract enough, open-ended enough, and multifaceted enough to cause gifted students to stretch in knowledge, thinking, and production. These classrooms provide consistent expectations for gifted students to work with fuzzy problems, make great mental leaps, and grow in ability to exercise independence.” Dr. Carol Ann Tomlinson WHAT IS GIFTED EDUCATION 11

12  Students who participate in services designed for gifted/talented students will demonstrate skills such as self-directed learning, thinking, research, and communication as evidenced by the development of innovative products and performances that reflect individuality and creativity and are advanced in relation to students of similar age, experience, or environment.  High school graduates who have participated in services for gifted/talented students will have produced products and performances of professional quality as part of their program services. STATE GOAL FOR SERVICES FOR GIFTED/TALENTED STUDENTS 12

13 MISD GT PROGRAM GOALS The goals of the ALPHA (gifted and talented) program are to provide opportunities for developing: 1.Critical, creative thinking, and problem solving strategies 2.Strong self-concepts 3.Intellectual and creative abilities 4.Self-directed and life-long learning skills 13

14 14

15 WHAT IS THE PURPOSE OF MISD GT SERVICES The purpose of the ALPHA (gifted and talented) program is: to identify gifted students and nurture their special abilities and needs; thereby, assisting them in translating their gifts of potential into productive performances and products that are commensurate with their abilities. 15

16 16



19 SECTION 1 STUDENT ASSESSMENT  Assessment instruments and gifted/talented identification procedures provide students an opportunity to demonstrate their diverse talents and abilities.  MISD Assessment  Level I  Referral (Nomination ) Form  Parent Observation Form  Teacher Observation  MAP Screening (90%ile or above)  Level II  CogAT 97%ile or above for placement  NNAT II 97%ile or above for placement TEXAS STATE PLAN FOR THE EDUCATION OF GIFTED/TALENTED 19

20 Amazing ALPHA Team ELEMENTARY ASSESSMENT/IDENTIFICATION TotalsEvaluated 1800Kinder Screening 440Kinder Full Battery 125First Grade Full Battery 160Second Grade Full Battery 193Third Grade Full Battery 124Fourth Grade Full Battery 160Fifth Grade Full Battery 20

21 Exhausted ALPHA Team ELEMENTARY ASSESSMENT/IDENTIFICATION TotalsStudents Tested 1800Kinder Screened 1281K-5 Complete Battery of Tests 3081Total Elementary 27%Elementary Population 21

22 SECTION 2: SERVICE DESIGN  A flexible system of viable service options provides a research-based learning continuum that is developed and consistently implemented throughout the district to meet the needs and reinforce the strengths and interests of gifted/talented students.  EXEMPLARY  Services for gifted/talented students are comprehensive, structured, sequenced, and appropriately challenging, including options in the four foundation curricular areas, arts, leadership, and creativity. TEXAS STATE PLAN FOR THE EDUCATION OF GIFTED/TALENTED 22

23  Kindergarten – 2 nd grade (1 hour per week)  Lisa Sutton and Lisa Crates travel to 20 campuses per week  Third Grade (Friday 4 hours)  ALPHA teachers Kristin Fawaz, Julie Prince, Heather Elston, Karen McCollister, Frinchie Collins, and Nikki Dressel  All campuses are bused to Webb on Friday for half day of services HOW WE SERVE MISD GIFTED/TALENTED 23

24  4 th – 5 th grade (Two days per week)  10 campuses are bused to Webb on Monday/Tuesday  9 campuses are bused to Webb on Wednesday/Thursday  8 teachers service 20 campuses over a 4 day period  Mechelle Galyon, Team Lead  Emily Dimitt, Testing Facilitator  Karen McCollister  Kristin Fawaz  Julie Prince  Nikki Dressel  Frinchie Collins  Heather Elston HOW WE SERVE MISD GIFTED/TALENTED 24

25 SECTION 3: CURRICULUM & INSTRUCTION  Districts meet the needs of gifted/talented students by modifying the depth, complexity, and pacing of the curriculum and instruction ordinarily provided by the school. TEXAS STATE PLAN FOR THE EDUCATION OF GIFTED/TALENTED 25


27 DEPTH  Know and use the language of the discipline.  Use details to elaborate in the discipline. Details are very specific, not general.  Look for patterns of recurring elements (identify, predict, generalize).  Look for trends or forces that shape a body of knowledge (literature, history, prior knowledge). SECTION 3: CURRICULUM & INSTRUCTION 27

28 DEPTH  Identify the unanswered questions about issues/concerns in the discipline.  Identify and explain the rules or how information/events are organized in the discipline.  Be sensitive to the ethical considerations in the problem/issue/discipline.  Look at big ideas that can be supported by the evidence from a body of knowledge, including: facts, rules, trends, and patterns. CURRICULUM & INSTRUCTION: 28

29 COMPLEXITY  Look at ideas/information over time (Past-Present-Future)  Look at ideas/information from different points-of-view (Interdisciplinary)  Look for connections among/between ideas/information (Integrated Curriculum) CURRICULUM & INSTRUCTION: 29


31 SECONDARY ALPHA Math ELAR Science Social Studies Middle School Gifted Program 31

32 SECONDARY ALPHA  Cluster Grouping - Gifted and talented students are grouped within a class to be instructed by a teacher that has had specialized training in differentiating for gifted learners.  Diversity – Academically gifted students are able to interact with other gifted students, including those with different cultures, experiences, and learning styles.  Sheltered – Students are scheduled with identified gifted peers. 32

33 ELAR 6-8  Sheltered PreAP/GT Science 6-8  Sheltered PreAP/GT Math 6-8  Clustered PreAP/GT Social Studies  Clustered 6-7  Sheltered 8 MIDDLE SCHOOL ALPHA 33

34 SECONDARY ALPHA Math ELA Science Social Studies High School Gifted Program Field of Expertise 34

35 PreAP English I GT (Humanities I) Prerequisite: Identified gifted and talented Recommended Co-requisite: PreAP World Geography GT PreAP World Geography GT (Humanities I) Prerequisite: Identified gifted and talented Recommended Co-requisite: PreAP English – Humanities I HIGH SCHOOL ALPHA 9 TH GRADE 35

36 AP/GT English Language and Composition Humanities II Prerequisite: Identified gifted and talented Recommended Co-requisite: AP World History GT Humanities II AP/GT World History Humanities II Prerequisite: Identified gifted and talented Recommended Co-requisite: English Language and Composition Humanities II HIGH SCHOOL ALPHA 10 TH GRADE 36

37 HIGH SCHOOL SCIENCE CLUSTERED 9th Grade:PreAP Biology 10th Grade:PreAP Chemistry 11th Grade:PreAP Physics or AP Physics B 12th Grade:AP Physics C: Semester 1: Mechanics Semester 2: Electricity & Magnetism AP Chemistry AP Biology AP Environmental Science Astronomy Anatomy &Physiology Scientific Research & Design Earth & Space Science (Dual Credit) 37

38 High school graduates in this program will exceed the MISD graduate profile with products and performances of professional quality. 38

39 “Many highly talented, brilliant, creative people think they’re not — because the thing they were good at school wasn’t valued, or was actually stigmatized.” Ken Robinson SECONDARY ALPHA 39

40 SECTION 4: PROFESSIONAL DEVELOPMENT  All personnel involved in the planning, creation, and delivery of services to gifted/talented students possess the knowledge required to develop and provide appropriate options and differentiated curricula. TEXAS STATE PLAN FOR THE EDUCATION OF GIFTED/TALENTED 40

41 A minimum of thirty (30) clock hours of professional development that includes;  Nature and needs, (6 hours)  Social and emotional (6 hours)  Law, identification and assessment (6 hours)  Curriculum and instruction: differentiation/instructional strategies (6 hours)  Curriculum and instruction: creativity (6 hours) Teachers are required to have completed the thirty (30) hours of professional development prior to their assignment to the district’s gifted/talented services (19 TAC §89.2(1)). PROFESSIONAL DEVELOPMENT: 30 HOURS INSTITUTE 41

42 Teachers who provide instruction and services that are a part of the district’s defined gifted/talented services receive a minimum of six (6) hours annually of professional development in gifted/talented education that is related to state teacher education standards. PROFESSIONAL DEVELOPMENT: ANNUAL 6 HOUR UPDATES 42

43 43

44 SECTION 5: FAMILY/COMMUNITY INVOLVEMENT  The district involves family and community members in services designed for gifted/talented students throughout the school year. TEXAS STATE PLAN FOR THE EDUCATION OF GIFTED/TALENTED 44


46 ALPS PARENT GROUP  Student Scholarships  Camp Scholarships  Parent Conference  Parent Training  Teacher scholarships for professional development 46

47 47

48 WHERE ARE WE GOING Click on sign to view “ Teachers are like gardeners”. 48

49  Gifted children and adults are often surprised to realize that they are different. It is painful when others criticize them for being too idealistic, too serious, too sensitive, too intense, too impatient, or as having too weird a sense of humor. ~ James Webb  Gifted students are significantly more likely to retain science and mathematics content accurately when taught 2-3 times faster than “normal” class pace. ~Ian Bryd from Dr. Karen Rodgers research  Adolescence is a time when gifted students make choices about engaging on several fronts including school, family, and community. ~Barbara Clark and Sylvia Rimm CHALLENGES 49


51 GOALS Increase identification of our diverse population 51

52  Middle School PreAP/GT increase academic depth and complexity  Support Elementary campuses with talent development of our Low SES students through enrichment and instructional strategies  Secondary campuses in compliance with State Plan Section 4 Professional Development 30 Hour and 6 Hour updates GOALS 52

53  Summer GT Scholar Camps  Develop a summer prep class for incoming 6 th grade and 9 th grade GT students  Summer Enrichment Camps  Science /Math/Humanities summer enrichment classes  Independent project development  Young Scholar’s Program for talented development on the Title campuses  Fairfax County LEGACY LIST 53

54  Overview Young Scholars is a K-8 initiative that is designed to increase the proportion of historically underrepresented students in gifted programs. School administrators, teachers, and Advanced Academic resource teachers work together to find and nurture gifted potential in young learners. Through flexible grouping, summer school, and after school programs, students are provided an educational setting that raises their personal expectations and prepares them for more challenging and rigorous classes. YOUNG SCHOLARS PROGRAM 54

55 55

56 “The surest path to high self-esteem is to be successful at something one perceived would be difficult. Each time we steal a student’s struggle, we steal the opportunity for them to build self- confidence. They must do hard things to feel good about themselves.” Dr Sylvia Rimm MISD ALPHA 56

57  National Association of Gifted Children  Texas Association for the Gifted and Talented  Rochester Supporting Advancement of Gifted Education  Sir Ken Robinson, Bring on the Revolution lution.html  Fairfax County Young Scholars RESOURCES 57

58  The Misdiagnosis of Gifted Children rue&persist_safety_mode=1  Sir Ken Robinson: Bring on the Learning Revolution rue&persist_safety_mode=1  Sir Ken Robinson: Teachers Are Like Gardeners =true&persist_safety_mode=1 Sir Ken Robinson: Changing Educational Paradigms rue&persist_safety_mode=1 RESOURCES 58

59 For additional information, please email: Karen J. Green, M.Ed. MISD Coordinator for Gifted and Talented QUESTIONS? 59

Download ppt "Karen J. Green, M.Ed. Coordinator for Gifted and Talented MISD ALPHA GIFTED /TALENTED “Human resources are like natural resources; they’re often buried."

Similar presentations

Ads by Google