2. Mrs. Karen Schick East, Forbes, Southwest, Torringford & Vogel-Wetmore Schools 2013-2014

3. Why We Exist...  The TAG Program is designed for students whose intellectual capacity, rate of learning and potential for creative contributions demand experiences apart from the regular classroom

4. CT Law Regarding Gifted The provisions relating to the identification of gifted and talented children are found in the state special education laws. The procedures used to identify and evaluate children who may be gifted or talented are similar to those used to identify and evaluate children with disabilities. Only the state requirements are followed for the identification, evaluation and referral of gifted and talented children. The federal special education law, the Individuals with Disabilities Education Act, does not provide for gifted and talented children.

5. Program Goals  Nurture intellectual development, to provide challenge and to enhance personal development  Provide opportunity to explore self-directed, open-ended learning  Encourage out-of-the box thinking, creativity, critical thinking & problem solving skills  Provide rigorous programming for students  Promote fluency with technology

6. Some Traits of Gifted  Highly alert & observant  Demonstrates exceptional retention of material presented  Quickly grasps new concepts  Questions, experiments, explores  Desires to Learn  Often uses inventive strategies for problem solving  Uses logic in figuring out solutions

7. We Use Renzulli’s Model  Above average ability  Creativity  Task commitment

8. What Is A Gifted Learner? Dr. Joseph Renzulli of the Neag Center for Gifted Education states that giftedness occurs when above- average ability, task commitment and creativity come together In Renzulli’s original model, the three components had to be in equal amounts. The model has been revised so that the amounts of each component may vary Renzulli states that there must be productivity associated with giftedness: you must produce with your giftedness in order for it to mean something

9. Curriculum Compacting  Definition – Modifying the regular classroom curriculum in order to eliminate repetition of previously learned material  Objective – To create a more challenging learning environment within the context of the regular curriculum and to provide time for TAG or other acceleration activities

10. The Enrichment Triad Model

11. Type I Enrichment  Experiences and activities that are designed to expose students to a wide variety of activities and topics  For example, field investigations, speakers and media/technology resources

12. Type II Enrichment  The use of instructional methods and materials that are used to develop thinking and research skills  For example creative thinking skills, creative problem solving and decision making, advanced research skills, interviews, surveys and analyzing and organizing data

13. Type III Enrichment  Investigative activities where the learner assumes the role of firsthand inquirer and practicing professional  Product might include PowerPoint presentation, literary magazine, original play, song lyrics, historical walking tour, etc.

14. TAG Identification  We look to identify 5% of the population – those for whom school is “easy”  We ask for teacher recommendations in the spring with students in grades 3 & 4. Final evaluations are made with CMT scores in the fall  The Program serves students in grades 4 & 5 at the elementary level  Students must perform in class and TAG to remain in the TAG program (annual evaluation)

15. Thank you for your interest!