1. 1 Gifted and Talented Task Force Presentation to the Howell Township Board of Education March 29, 2006

2. 2 Established Criteria Philosophy and Goals Description of the Population to be Identified and Serviced Finance/Program Budget Research-Based Best Practices Accessibility: Meeting Students’ Needs Identification Staffing and Professional Development Curriculum Evaluation of Program Options

3. 3 Areas of Consensus Label the program not the child Provide a range of tiered services Expand programmatic impact on student population/find ways to service more children Explore all no-cost strategies and low- cost options Continue acceleration: explore ways to expand opportunities to include more children in the elementary grades Revise curriculum for all programs

4. 4 Areas of Consensus Revise identification procedures –Based on multiple criteria –Include the provision for parents and teachers to recommend students for screening –Look at all pertinent and available data prior to making decisions on placement –Criteria weighted evenly to maintain consistency –Explore appeals process

5. 5 K-8 Proposed Program

6. 6 Project Explore K-1 Build upon current enrichment learning kits Further develop grade level thematic planning and resources to better meet primary students’ learning needs and interests Expand upon current implementation of differentiated instruction at the primary level

7. 7 Flexible Enrichment Cluster Grouping Grades 2-5 Cluster grouping: Strategy to group identified students, usually those in the top 3-5% of ability in the grade level population in a mixed-ability classroom Cluster groups will be housed in grades 2-5 at each of the 10 elementary schools Cluster grouping teachers will be provided staff development to increase familiarity with instructional strategies to meet student’s individual needs Students will be screened every year to determine eligibility for services Flexible cluster grouping will provide much needed peer to peer relations while assisting teachers in providing appropriate and necessary differentiated instruction for these students G&T Supervisors, in collaboration with building administration, will work to identify cluster group students

8. 8 G & T Specialists Grades K-5 Two specialists will be assigned five elementary schools each and visit them on a weekly basis. The enrichment cluster groups will be in place and will provide the specialist with an identified group of students in which to work. In addition, the G&T specialists will work with kindergarten and first grade classrooms to identify students for placement into the second grade enrichment cluster groups. The main objective of the specialist is to provide individualized support and resources for students in kindergarten through fifth Grade. These specialists will serve as invaluable resources to district administration and teachers in identifying and servicing students’ needs, strengths, and interests.

9. 9 Project GOAL 4-5 Project GOAL will remain at LOP Two self-contained classrooms –4th grade –5th grade Acceleration of Mathematics begins in the 4th grade. –Students complete three years worth of mathematics in two years time Revised curriculum and identification procedure

10. 10 Project PLUS 6-8 Site-based middle school program –School/program choice no longer an issue Will provide services in both Math/Science and Humanities Math acceleration –6th Grade: Pre-Algebra –7th Grade: Algebra I –8th Grade: Geometry Revised identification procedure Revised curriculum in all four content areas

11. 11 Budget Implications Staffing:$100,000 Curriculum Development: Project Explore/EnrichmentK-5$2,625 Project GOAL 4-5$1,050 Project PLUS 6-8$4,200 Staff Development: Cluster Group Teachers$8,400 Specialists$1,050 Project GOAL$1,050 Project PLUS$6,300 Total$124,675

12. 12 Budget Details Total $124,675 Minus $18,000 savings from OLSAT testing Minus $2,000 from G&T workshop allotment Minus $7,055 from G&T summer curriculum –Total available to fund proposed program: $27,055 –Difference needed to fund program = $97,620

13. 13 Budget Details cont… Potential for difference to be made up with elimination of G&T busing to middle school magnet programs –Transportation costs =$100,835 Total savings will phase in as current six grade class completes magnet program at MSN and MSS. –Savings = $100,835 - $97,620 = $3,215

14. 14 Transportation: Budget Details Year 1 - 2006/2007 –eliminate two routes Save $25,214 Year 2 - 2007/2008 –Eliminate four routes Save $50,407 Year 3 - 2008/2009 –Eliminate two routes Save $25,214Proposed Program

15. 15 Program Limitations Cost of two specialists Accelerated math program will be very rigorous Perception: Students remaining together for four subjects is not good Perception: Quality of current programs will be “watered down” Implementation dependent upon three year “phasing in” process

16. 16 Program Strengths Specialists provide instruction to students in grades K through 5 Specialists available as resource for K-5 teachers Maintains and strengthens current programs Will feature revised identification procedures Improves upon current curriculum Provides means to service identified students within home school setting beginning in Kindergarten. Site-Based middle school program will create over $100,000 dollars in savings due to decreased transportation costs Fiscally responsible: Staffing costs can be offset from savings in transportation. Move to eliminate middle school magnet school choice allows for home school option Higher percentage of students serviced across the district More students receive Accelerated Math program at the middle school

17. 17 Percentage of Student Population Serviced

18. 18 Identification: Three Phase Process Nomination –Step One: Test Score Nominations –Step Two:Teacher Nominations –Step Three:Alternate Pathways –Step Four:Special Nominations Screening:All eligible students –Step Five:Committee Analysis Selection –Step Six:Notification

19. 19 Next Steps Transition of Programmatic Options Funding: Monitoring of budgetary development in preparation of services Staff Development Development of the following: –Formalization of specific identification criteria baselines for services –Curricula/courses of study to enhance current programs –Communication to administration, teachers, and parents –Cluster grouping implementation

20. 20 In conclusion… “Use what talents you possess: the woods would be very silent if no birds sang there except those that sang best” –Henry Van Dyke