M C A LPINE E LEMENTARY T ALENT D EVELOPMENT P ROGRAM Welcome! Please sign in and have a seat.

M EETING A GENDA What does it mean to be academically gifted? How are second graders identified? What is the CMS policy for gifted education? How is the TD program implemented at McAlpine? What is Ms. Young’s role at McAlpine?

W HO I S M S. Y OUNG ? 8 th year teaching in CMS B.S. Elementary Education 2003 Gifted certification 2006 Masters of Education in Curriculum and Supervision 2008 National Board Certification 2010 Working with gifted students for 7 years, 3 in a gifted magnet school Hard working, committed, lifelong learner, enjoy a challenge, care about the success of all students, advocate for our gifted kids

H IGH A CHIEVERS V S. G IFTED HIGH ACHIEVERS… Know the Answers Enjoy School Grasp Meaning Copy Accurately Have Good Ideas Absorb Information Achieve Mastery in 3-8 Repetitions GIFTED STUDENTS… Ask the questions Enjoy Learning Draw Inferences Create New Designs Have Unexpected Ideas Manipulate Information Achieve Mastery in 1-2 Repetitions

H OW IS G IFTEDNESS D ETERMINED IN CMS? Second Grade Identification CMS uses multiple criteria including rating scales, aptitude and achievement tests, and student work samples. Gifted Rating Scales are completed by 1 st grade teachers in the spring. A student profile is compiled in six different areas of giftedness:  Intellectual Ability  Academic Ability  Creativity  Artistic talents  Leadership  Motivation All 2 nd graders are screened for potential giftedness through an aptitude test (CogAT7). There are 4 gateways for TD identification in 2 nd grade.

G ATEWAYS TO TD I DENTIFICATION Second Grade Identification

T HE FOCUS OF THE CATALYST MODEL To differentiate instruction for gifted and high performing students

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

“G IFTED LEARNERS ARE GIFTED ALL THE TIME.” -D R. M ARY L ANDRUM

Moves at the same pace Completes the same assignments Is evaluated in exactly the same way Move at the appropriate pace for their learning needs Complete various assignments to complement and supplement the standard curriculum Participate in various assessment measures Without Differentiation Everyone… With Differentiation Students…

Y OUR C HILD ’ S T EAM Classroom Teacher Administration and District Support TD Catalyst Model TD Catalyst Teacher

W HAT DOES THE CATALYST MODEL LOOK LIKE AT M C A LPINE ? The classroom teachers and Ms. Young share the responsibility for the education of our gifted and high ability students. Ms. Young pulls out a small group for second grade This is partially because of scheduling and partially because I don’t regularly start working with second grade until second semester.

M S Y OUNG ’ S R ESPONSIBILITIES Gifted identification for all second graders and high achieving fourth and fifth graders Managing and maintaining compliance documents for all TD certified students Planning and collaborating with teachers Creating projects and tasks for gifted learners Teaching small groups and co-teaching whole group lessons to differentiate activities Holding annual meetings with families of TD certified students Communicating with families through quarterly newsletters, end of year performance reviews, and on an as needed basis

D IRECT AND I NDIRECT S ERVICES The CMS TD department expects approximately 60–70% Indirect Services 30-40% Direct Services Direct services “Face time” with Ms. Young Lessons that are planned and taught by Ms. Young Indirect Services Lessons and activities prepared by Ms. Young in collaboration with the classroom teacher. The lessons or activities are used by the classroom teacher in the regular classroom. Gifted Identification

W HY DO WE HAVE 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. The TD catalyst teacher unfortunately cannot see all children, all day, everyday.

W HAT COULD DIRECT SERVICES LOOK LIKE ? Demonstration lessons Small group instruction Pull out for a specified amount of time Activities related to classroom instruction

W HAT COULD INDIRECT SERVICES LOOK LIKE ? Centers or small group activities Novel studies Projects Alternative assignments Independent contracts Team Teaching Choice menus Multiple Intelligence activities Bloom’s Taxonomy or Marzano’s Levels of Thinking It’s important to remember that gifted students need more challenging or higher level work, not just more work. Think quality not quantity.

E XAMPLES AT M C A LPINE Direct Services Third grade intervention blocks Change project Second grade small groups Portfolio activities Indirect Services Third Grade Heritage Project Fourth grade math Design Star Project Fourth and fifth grade literacy Balloon Battle, Utopia Project, DJ Day Gifted Identification

C URRICULUM Gifted learners are still responsible for learning North Carolina’s regular curriculum. Supplemental Materials your child may work with William and Mary Literacy Units Jacob’s Ladder Novel Studies Math Stars and Superstars The Problem Solver Hands-On Equations Navigations in Math Math Olympiad in 4 th and 5 th grades

M Y M C A LPINE G OALS Build positive relationships with the teachers, students and families of the gifted and high ability learners Collaborate with teachers to plan, advocate, differentiate for and challenge our gifted and high ability learners Help our students become responsible and independent thinkers Maximize their leadership potential

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C ONTACT I NFORMATION Emilyyoung.cmswiki.wikispaces.net