1. Ann Cutten, Sanford School Dept. Sanford, ME acutten@sanford.org New England Conference, 2013 URL: www.megat.org/gogreen.html

2. What is a consultation model? Resource consultation and collaboration, the pooling of expertise among all school staff in order to do more for students, is emerging as a popular service delivery strategy in gifted education programming. - Mary Landrum Slade

3. Why Consult? Changes in general education Expeditionary or Project based learning Standards or proficiency based Student centered Move at your own pace Many changes in general education mirror GT pedagogy from back in the 80s New, more inclusive/extensive definitions of giftedness Budget cuts

4. The Cons of a Consultation Model Not direct services, less contact with the kids Staff needs to be much more educated to the needs of the gifted Takes a lot of time to transform the community perceptions of GT People don’t have a clear idea what you do Hard to explain what you do People keep asking when you are taking the GT kids Other???

5. Philosophical shift Not pull out (kids aren’t gifted 45 minutes per week) Education of all teachers Joint “ownership” of students Focus on student needs in and out of the classroom, not just academic needs Working “behind the scenes” instead of directly with students You have to believe in this philosophy for it to work.

6. Consider… Think about how services for high-end learners can be integrated into the fabric of the larger system. Talking about educating ALL students to their full potential builds community support rather than alienating the gifted.

7. Our Program Structure Flexible identification Focus on needs of students Priority kids High ability pool Differentiation with support as primary mode of service Belief in and support for classroom teachers (partnership) Professional development Meld academic, social and emotional components

8. What is the role of the consultant? Resource, and resource provider, for teachers, administration etc. Partner with classroom teachers (not co-teacher) “Guidance counselor” Advocate “Expert” in gifted education and differentiation “Pioneer” of new policy Help coordinate learning options like service learning, etc

9. Student Needs and Differentiation Identify gifted students and their needs What needs are not being met in the classroom? Programming must be fluid and flexible based on the needs of the current students. Build programming around the needs of priority students but offer the options to other students when “available and appropriate”.

10. Build Bridges and Make Connections Respect/value/acknowledge the role of the classroom teacher Meet teachers, etc., where they are Understand trends, programming, components of regular ed Volunteer* for a variety of committees such as RtI, curriculum, professional development, etc *some of these committees are part of our job description Be aware of, and communicate, the “state of the state” of gifted ed Become a resource to the district – stay current in the field of gifted ed and its direction/future

11. Communication Request/be available for meetings with… Administrative teams Teacher teams or departments School Board Parents Students PET meetings Guidance and support staff

12. You MUST have Knowledge Needs of gifted Academic, Social and Emotional Twice Exceptional, underachievement, etc. Differentiation Especially pretesting, curriculum compacting and grading accommodations Acceleration (A Nation Deceived) Classroom issues and grading policies All curricula – regular ed and gifted ed

13. Professional Development Book groups Insidious/informal Purple Paper Series/Smarties Lunch meetings Courses “Topic Tuesdays” Small and large meetings

14. Flexibility Keep a flexible schedule. Need to be available for meetings with kids, teachers and administrators at their convenience. Be visible and available. Attend faculty/team/ grade level meetings from time to time, especially if in more than one building. Learn how to say “yes” without compromising your beliefs/standards/time Use your sense of humor Forget your ego

15. Be Proactive Know what’s going on with local, state and national educational initiatives and trends (not just G/T) Understand that much of what is new in regular ed is an outgrowth of the pedagogy of gifted and talented education Determine your position/role in standards- based education; take on leadership roles as available and appropriate Stay current in the field, and educate those around you to what is happening in gifted ed