Presentation on theme: "Burke County Public Schools Gifted Education 2010-2011 DEP Meeting Grades K-8."— Presentation transcript:
Burke County Public Schools Gifted Education 2010-2011 DEP Meeting Grades K-8
NC Law NC GS 115C.5.5 ARTICLE 9B Academically or Intellectually Gifted Students The General Assembly believes the public schools should challenge all students to aim for academic excellence and that academically or intellectually gifted students perform or show potential to perform at substantially high levels of accomplishment when compared with others of their age, experience, or environment. Academically or intellectually gifted students exhibit high performance capability in intellectual areas, specific academic fields, or in both intellectual areas and specific academic fields. Academically or intellectually gifted students require differentiated educational services beyond those ordinarily provided by the regular educational program. Outstanding abilities are present in students from all cultural groups, across all economic strata, and in all areas of human endeavor. 1996
AIG Academically or Intellectually Gifted Academically Gifted: exhibit high performance capability specific academic areas (English Language Arts and/or Math): Achievement based Intellectually Gifted: exhibit high performance capability in intellectual areas (Verbal and/or Nonverbal); IQ based
The Gifted and Talented Gifted means that you have the potential to perform at substantially high levels of accomplishment when compared with others of their age, experience, or environment. Talented means that you have or are performing at substantially high levels when compared with others of their age, experience, or environment.
Bright Child/ Gifted Child BRIGHT CHILDGIFTED LEARNER 1. Knows the answers1. Asks the questions 2. Is interested2. Is highly curious 3. Is attentive 3. Is mentally and physically involved 4. Has good ideas4. Has wild, silly ideas 5. Works hard5. Plays around, yet tests well 6. Answers the questions6. Discusses in detail; elaborates 7. Top group7. Beyond the group 8. Listens with interest8. Shows strong feelings and opinions 9. Learns with ease9. Already knows 10. 6-8 repetitions for mastery10. 1-2 repetitions for mastery 11. Understands ideas11. Constructs abstractions 12. Enjoys peers12. Prefers adults 13. Grasps the meaning13. Draws inferences 14. Completes assignments14. Initiates projects 15. Is receptive15. Is intense 16. Copies accurately16. Creates new designs 17. Enjoys school17. Enjoys learning 18. Absorbs information18. Manipulates information 19. Technician19. Inventor 20. Good memorizer20. Good guesser 21. Prefers straightforward tasks 21. Thrives on complexity 22. Is alert22. Is keenly observant 23. Is pleased with own learning 23. Is highly self critical
Mission The goal of the Academically or Intellectually Gifted program is to provide opportunities for the students, pre K to grade 12, to develop their talents to reach their full potential; to work to the limits of their abilities. We must address their academic strengths and weaknesses as well as their social and emotional needs to support and develop the whole child.
Teachers All AIG students are served in English Language Arts and/or Math by a classroom teacher who has completed either state licensure in gifted education or local training to meet the needs of BCPS AIG students.
Areas of Identification ELA – English Language Arts Math Both ELA and Math
DEP: Differentiated Education Plan Legally binding document between parents and teachers DEPs are now signed by the parents and the teachers providing the services Completed at the beginning of each school year Learning Environment Curriculum/Academic Interventions Instructional Management/Delivery Special Programs Available
Service Options Learning Environment Curriculum/Academic Interventions Instructional Management/Delivery Special Programs Available
Learning Environment Across Grade Grouping AIG student goes to another grade level for instruction in ELA or Math for a portion of the day Cluster Grouping K-5 Students are grouped in clusters of 5-10 AIG ELA students and 5-10 AIG Math students 6-8 Students are grouped in clusters of 10-15 AIG ELA students and10-15 AIG Math students Resource (Pull-out) Identified AIG ELA students and AIG Math students are pulled out of the regular classroom and served Subject Grouping AIG identified students are grouped for ELA and for Math where at least 75% of the students are identified in the specific area BLOCK Grouping (Middle school): AIG students who are identified in ELA and Math are together for ELA and Math
Curriculum/Academic Interventions Advanced English Language Arts Advanced Mathematics Computer Based Instruction Complexity/Depth Creativity Acceleration/Remediation Concept Based Units Problem Based Units Renzulli Learning System My Access (5 th ELA only) Other
Advanced English Language Arts Evaluative Research Project (Paper) with work citation K-3- Gathering and organizing data 6 th - 3pages and 3 sources min. 4 th - 1 page and 1 source minimum 7 th - 4 pages and 4 sources min. 5 th - 2 pages and 2 sources minimum 8 th - 5 pages and 5 sources min. Required Novels (Based on NAGC recommendations and the College of William and Mary research on literature for the gifted) A Wrinkle In Time, 3 rd Grade Twenty Thousand Leagues Under the Sea, 4 th Grade Gathering Blue, 5 th Grade The Giver/ Fahrenheit 451, Messenger replaces Fahrenheit 451 for concerned parents, 6 th Grade Ender’s Game, 7 th grade The Illustrated Man, 8 th grade A Mid-Summer Night’s Dream, 8 th grade They Won’t Hang a Woman (Frankie Silvers), 8 th grade Vocabulary Development Vocabulary and Composition through Pleasurable Reading, 4 th – 5 th Grade Word Roots, 1 st – 5 th Grades Classical Roots A-C– 6 th grade (WEST) Classical Roots A – 6 th (EAST) Classical Roots B & C 7 th (EAST) Word within the Word Vol. 1- 7 th & 8 th Grades (WEST) Word within the Word Vol. 1- 8 th Grades (EAST)
Advanced English Language Arts, cont. Grammar: Advanced study and application Analytical Literary Essay: Understanding and analyzing an author’s or authors’ styles of writing and use of literary devices as well as the literary elements and the impact on the reader
Advanced Mathematics Related content instruction “on” and “above grade level” Ex. 1 st graders will be expected to cover at least half of the 2 nd grade objectives, just as 6 th graders will be expected to cover at least half of 7 th grade objectives Application of NCTM Standards Challenge Math/Einstein Problems (K-5) Real-World Math/Algebra (K-5 Computation and Problem Solving Hands-On Equations Hands on, concrete way of teaching abstract algebra concepts (Grades 3-5 & 2, & 6-8 as needed)
Computer Based Instruction Computer directs and monitors practice and mastery Accelerated Math Study Island ClassScape SuccessMaker Other
Differentiation Features Teachers review standard level activities and infuse the features to make the activities appropriate for the learners Complexity Depth Creativity Acceleration Remediation
Complexity/Depth Complexity Uses multiple higher level skills Adds more variables to study Requires multiple instructional sources Depth Study a concept in multiple applications Conduct original research Develop a product
Complexity and Depth Infused Change these fractions to decimal form. ¾, 1/6, 9/10, 4/13 Given a fraction, determine how you can tell at a glance whether its decimal form is terminating or repeating
Complexity Infused Discuss plot, setting, and characters in the short story … Compare and contrast the plot, setting, characters, motivation, and theme of … and …
Depth and Challenge Infused Choose one of the following topics and prepare a presentation using at least four media sources: -Shakespeare’s World - The American Dream - The Role of Science Fiction in Literature Debate one of the following resolutions. - Mankind is on a path toward human progress. - Studying our past will help us cope with the future Use multiple sources including surveys, interviews, and media sources in your preparation.
Creativity Design/construct a model based on principles or criteria Provide alternative for tasks, products, and assessments Emphasis on oral and written communication to a real-world audience Incorporate multiple intelligences
Acceleration/Remediation Acceleration Skills assessed prior to teaching Fewer tasks to master standard Incorporate higher order thinking skills cluster Remediation Skills assessed prior to teaching Foundational skills assessed Use of intense instruction and additional tasks in small group setting
Concept Based Units Interdisciplinary Based on universal concepts/themes, like adaptation, conflict, patterns, and systems Infuses Drs. Paul and Elder’s International Critical Thinking Skills (assumptions, and generalizations)
Problem Based Units Requires a solid knowledge base of the discipline Ill-structured problem where students have to determine the underlying issues, potential solutions, and criteria for evaluation of solutions Based on real-world problems (current and future) with real-world audience Involves the students in thinking like a professional in that field of study
Instructional Management/Delivery Curriculum Compacting The objectives for the lesson/skills are identified, and students are pre- assessed to determine their readiness levels. Some students may need remediation, some may need extra practice, and others may be ready for advanced instruction and activities
Instructional Management/Delivery Flexible Grouping Based on students’ demonstrated needs from pre-assessments, students move to and from instructional level groups (i.e.: advanced knowledge and skills with geometry--- advanced instruction; below grade level knowledge and skills with fractions (GCF, LCD, unsure of rules for operations with fractions--- remediation instruction Gifted students are served based on demonstrated need not based on their labels
Special Programs Available Spelling Bee Geography Bee Junior Great Books Super Star Math Speech Contest Future Problem Solving Odyssey of the Mind Science Fair DAR Essay MATHCOUNTS Knowledge Master Open Other
Consider the AIG Challenge Student Readiness Current knowledge, understanding and skill level Student Interest Interest survey Hook the learner Student Learning Profile Learning Style Multiple Intelligences
Rights of AIG Students To be informed of pre-assessment results/data that determine flexible grouping and instruction When a student’s performance changes in AIG classes (averages or grades below a C, a conference is required. It may be necessary to develop and implement intervention strategies to help the student succeed.
Rights of Parents of AIG Students To be informed of pre-assessment results/data that determine flexible grouping and instruction Only parents may request exit of their children from the program.
Questions, Comments, Concerns Elementary Gifted Instructional Facilitators/Specialists: Becky Chappell, Susie Walker, and Lisa Semple Responsibilities Inclusion: Collaborate with and assist teachers in modifying lesson plans and activities, creating and analyzing pre-assessments for Curriculum Compacting and Flexible Grouping, and team teaching Resource: Pull students for small/large group instruction on research paper, novels, vocabulary, Reading Detectives, Math Detectives, Super Star Math, Hands-on- Equations, Real-World Math, and Challenge Math (Based on student, teacher, and/or school needs) For further information contact: Your school’s Gifted Education Needs Assessment Team Chairperson ___________ or Burke County Public Schools Central Office 700 East Parker Road Office of Gifted Education Lead Teacher: Deborah Carpenter, 430-4103 firstname.lastname@example.org