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Huntersville Elementary Talent Development: Differentiated Education Plan (DEP) Informational Meeting Welcome families of TD-certified students! Please.

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Presentation on theme: "Huntersville Elementary Talent Development: Differentiated Education Plan (DEP) Informational Meeting Welcome families of TD-certified students! Please."— Presentation transcript:

1 Huntersville Elementary Talent Development: Differentiated Education Plan (DEP) Informational Meeting Welcome families of TD-certified students! Please Sign In September 11, 2014

2 Huntersville TD Contact Info: Sabrina Walters, Talent Development Teacher

3 We will discuss… Mission/Goal Desired Outcomes Gifted Student Characteristics The Catalyst Model Direct vs. Indirect Services How We Teach Gifted Learners Who Participates? Services and Schedule DEP and Performance Review TD in Middle School

4 CMS TD Mission: To provide gifted students the opportunity to maximize their potential, demonstrate their motivation, and realize their contributions to self and the global community. CMS TD Goal: To support the development of a content-rich educational experience for students from all cultural and socioeconomic backgrounds throughout CMS.

5 The TD program provides opportunities and resources for learners to… attain levels of academic achievement consistent with their abilities engage in abstract, creative, and affective reasoning apply insightful questioning develop a capacity to see interconnections among disciplines practice self-directed learning and independent problem solving strive for self actualization maximize their leadership potential become active participants in the global community

6 Desired Outcomes: Curriculum studied in greater depth through more challenging lessons and differentiated activities Curriculum accelerated to include above-grade level material when appropriate Advanced pace of learning

7 The Catalyst Model “Gifted learners are gifted all the time” – Mary S. Landrum Therefore, gifted education is not an add on for ninety minutes a week. The focus of the Catalyst Model is to differentiate instruction for the gifted and high performing students.

8 So how does the Catalyst Model work? The classroom teacher and Talent Development teacher share responsibility for the education of gifted students The TD teacher provides lessons and activities for teachers to use in the heterogeneous classroom AND/OR teaches students directly The TD teacher provides enrichment and acceleration for students who have shown mastery of objectives being taught in the regular classroom through direct or indirect instruction

9 What are Direct Services?  Direct services, or “face time,” are lessons that are created and taught by the TD Teacher  Direct services can be “pull out” (students pulled into TD/Catalyst classroom) or “push in” (students remain with classroom teacher when TD Teacher comes in to co-teach with classroom teacher)

10 What are Indirect Services? Indirect services are lessons and activities developed by the TD/Catalyst teacher and provided to the classroom teacher for him/her to use in his/her classroom Examples are: curriculum compacting, centers, independent contracts, projects, alternative homework/classwork, lessons

11 Why the need for direct and indirect services? Often there are too many students for one person to reach alone. Differentiation is required in the regular classroom to provide all students with the education they need and deserve. Since the TD Teacher cannot see all children, all day, every day, the classroom teacher requires activities and lessons from the TD Teacher for those students while they are in the regular classroom. Without differentiation, everyone would move at the same pace, be evaluated in the same way, and complete the same activities – regardless of their prior knowledge or individual needs

12 How do we teach gifted learners differently? Focus on creative thinking, problem solving and logic Ask higher level questions during novel studies, rather than lower, “knowledge” level questions (Bloom’s Taxonomy) Engage students through project-based learning Utilize research-based resources for gifted students (William & Mary, etc.)

13 How do we teach gifted learners differently? Work in abstract thinking and concepts – symbolism, themes, etc. Increase awareness of the global community through interdisciplinary novel studies and discussion Teach problem solving strategies in math Differentiation strategies such as curriculum compacting, contracts, choice menus, independent studies, small group instruction

14 different? How are TD student expectations different? Critical & Creative Thinking Handle accelerated & advanced pace (Refer to Performance Review document)

15 NOT TD is NOT … an add-on separate more of the same extra work a status symbol boring punishment for being smart punishment for being smart!

16 How do you determine who is in your math and reading groups?  Depends on pre-assessments – math and reading; behavior and ability to work independently; class work; space in the classroom; formative testing; teacher- created assessments – MANY data points, not just TD certification  Groups are flexible and can change from unit to unit, novel to novel, and/or quarter to quarter  See both TD certified and catalyst students  Direct – 40%, Indirect – 60% services  Students can be seen for both or just reading or just math, depending on their individual needs and the factors listed above

17 3 rd – 5th Grade Literacy Services PUSH-IN Literacy enrichment will be integrated into Reader’s Workshop time – Mrs. Walters will “PUSH-IN” to the regular classroom and work in collaboration with the reading teacher 4 days/week-2 days in two different classrooms, minutes per session Students will continue differentiated direct instruction with the classroom teacher when Mrs. Walters is not present

18 3 rd – 5th Grade Literacy Services  Mastery of pre-tested objectives, classroom performance, student interests, and reading level help determine who is placed into direct services group with Mrs. Walters when applicable  Students will work on novel studies, figurative language, poetry, informational text analysis, themes/concepts, higher order thinking, and academic writing  Mrs. Walters will plan with classroom teachers weekly to collaborate, analyze data, and provide needed extensions, projects, and other differentiation resources for classroom use

19 3 rd – 5 th Grade Mathematics Services Math enrichment will be two-fold PUSH-IN Mrs. Walters will “PUSH-IN” to the regular classroom and work in collaboration with the math teachers 1 day a week PULL-OUT” Mrs. Walters will “PULL-OUT” to the TD classroom 2 days a week Students will continue differentiated direct instruction with the classroom teacher when not with Mrs. Walters

20 3 rd – 5 th Grade Mathematics Services:  Mastery of pre-tested objectives, classroom performance, and student interests help determine who is placed into direct services group with Mrs. Walters when applicable  Students will work on real-life applications, math extensions, problem-based learning activities, etc.  Mrs. Walters will plan with classroom teachers weekly to collaborate, analyze data, and provide needed extensions, projects, and other differentiation resources for classroom use

21 DEP: Differentiated Education Plan A document completed annually which lists learning environment, content modifications, and special programs available to the student during that year This information is kept on file in the cumulative folder Social/emotional goals are only included as needed ElementaryDEP

22 End-of-Year Performance Reviews At the end of each year, each TD-certified student in grades 2-5 receives a TD student performance rating, in addition to their regular report card. Students are evaluated in the following domains… Content (Understanding and Use of Subject Matter) Product (Learning Outcomes) Process (Skill Development) Affective (Attitudes and Behaviors) See the Performance Review document here… See the Performance Review document here…

23 THESE RATINGS ARE BASED ON TD-LEVEL EXPECTATIONS…NOT ON GRADE-LEVEL WORK! THESE RATINGS ARE BASED ON TD-LEVEL EXPECTATIONS…NOT ON GRADE-LEVEL WORK! Ratings of “2” and “3” are the expectation. A “4” is extraordinary! These ratings do not affect the report card grades or class placement. Each of the 4 sections are scored from 1-4, as follows: 1 – Needs immediate improvement 1 – Needs immediate improvement 2 – Needs some improvement 2 – Needs some improvement 3 – Meets expectations 3 – Meets expectations 4 – Exceeds expectations 4 – Exceeds expectations

24 Looking Ahead: Middle School No formal “TD” program in middle schools – Honors Classes Bailey Middle – one of 5 CMS middle schools to pilot the “Springboard” official pre-AP program TD certification alone is not to be used nor are EOG scores alone to be used to place TD certified students in middle school, per department instructions – rubric is used for math Magnet schools (I.B., Performing Arts, Languages) TD Contact in middle school is ACADEMIC FACILITATOR

25 What questions do YOU have for me?


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