1. Welcome to Gleneagle’s T. A. L. O. N. S
Welcome to Gleneagle’s T.A.L.O.N.S. Program (The Academy of Learning for Outstanding, Notable Students) Note: This Power Point presentation will be posted on under Programs of Choice, TALONS, in a few days

2. Imagine… Learners… actively engaged in directing their learning
enthusiastically volunteering in the community
“It gives me a chance to be in an environment that allows me to work at another level.” 
TALONS Learner
not just studying.. but learning… in an accelerated, compacted, telescoped, honours and enriched program

3. Who is eligible?
You must be an identified gifted, grade 8 learner with CTCS, CCAT or psycho-ed. testing results and anecdotal evidence to support this identification
Have a current IEP
Live in our district #43
Note: Even though you may have been attending school in Coquitlam for the past few years, if you do not live in our district you are not eligible to apply. Our program has far more applicants than spaces so we cannot accept applicants who live outside our district.

4. Definition of gifted "A student is considered gifted when she/he possesses demonstrated or potential abilities that give evidence of exceptionally high capability with respect to intellect, creativity, or the skills associated with specific disciplines.

5. Definition Continued
Students who are gifted often demonstrate outstanding abilities in more than one area.
They may demonstrate extraordinary intensity of focus in their particular areas of talent or interest.

6. Source: BC Ministry of Education Special Education Services, 2006
Giftedness:
However, they may also have accompanying disabilities and should not be expected to have strengths in all areas of intellectual functioning"
Source: BC Ministry of Education Special Education Services, 2006

7. Areas Important for Gifted Education:
“The Ministry of Education's mission statement promotes an education system which enables all learners to develop their individual potential." For gifted students this requires opportunities to develop in ways which may far exceed expected learning outcomes for their age.
All students are entitled to equal access to learning and achievement. We provide this access by placing exceptional students in the most enabling learning environment possible. We must consider this same principle when programming for gifted students.

8. This is an interesting time to be teaching gifted students
This is an interesting time to be teaching gifted students. New initiatives are giving educators greater freedom to individualize programs and to make the learning environment dynamic and relevant. Among the initiatives that have positive implications for gifted and talented students are: - personal planning at all levels, - work experience and career development at the graduation level, - increased use of computer technology, - opportunities to challenge courses at the graduation level, and - opportunities to take independent-directed studies.” Source:

9. A few more terms: Accelerated Enriched Telescoped Honours Compacted
In general, TALONS learners go more in depth, learning some curriculum for upper, senior grade levels, with more challenging assignments and a faster learning pace. The learners benefit from being around other gifted learners.
“We get each other!”
The TALONS learners will attend school alongside regular students for part of the day.

10. BC Personalized Learning
Personalized learning for every student in BC: “Under the Plan, teachers, students and parents will work together to make sure every student’s needs are met, passions are explored and goals are achieved. This means student-centered learning that’s focused on the needs, strengths and aspirations of each individual young person.

11. Students will play an active role in designing their own education and will be increasingly accountable for their own learning success. It’s all about putting students at the centre of education. That means giving teachers and schools the flexibility to make sure each student is well served by their educational program. Each student is unique and our education system will support each student’s interests and ways of learning.”   Source:

12. 22

13. Why Gleneagle? Have interested teachers School supported a similar
program in the past
Great local access to community for projects (i.e. within walking distance)
Program’s history at Gleneagle means a big alumni component
Centrally located in school district. Close to main bus transfer station.

14. Introducing TALONS
The Academy of Learning for Outstanding, Notable Students
A three to four year program for Grade 9 & 10 & 11 & 12 learners who qualify for gifted programming
A unique program that serves School District #43

15. Addresses the unique needs of gifted learners by accelerating, compacting and telescoping curricula in English, Social Studies, Math and Science.

16. Academically challenging and rigorous
Uses “state-of-the-art” strategies for engaging gifted learners
Learner-centered:
learners
are responsible for
the
development,
implementation and
assessment
of their own learning

17. Autonomous Learner Model
Follows the Autonomous Learner Model (ALM) by George Betts
Responsibility for learning is placed on the learner
Emphasis on emotional, social and cognitive development
Self-esteem and social skills are enhanced

18. What does the Autonomous Learner Model look like?

19. TALONS OPPORTUNITIES
1. Provide more courses for gifted learners in grade 10-12
2. Provide additional autonomous learner model programming for grade 11 and 12 gifted learners
3. Leadership courses are mandatory. They require many hours after school, lunch time/period one, evening and weekends.
Leadership 10 in grade 9 and leadership 11 in grade 10
Leadership 12 in grade 11 or 12 (optional).

20. Options for gifted students (in the TALONS program) for grade 11 and 12: IDS 12: Geometry 12T IDS 12: Statistics 12T IDS 12: Environmental Sciences 12T IDS 12: Urban Studies 12T IDS 12: Social Justice 12T IDS 11: Big History 11T IDS 10/11/12: STEAM related topics Leadership 12 T Chemistry 11T T = TALONS Program

21. Environmental Sciences 12

23. IDS 11: Big History Interdisciplinary Studies
“Can your students see the "big picture?" With the Big History Project, a free, open, Common Core-aligned course…. students synthesize complex information, and better understand people, civilizations, and the world we live in.”

24. What does it look like? Part 1
Year 2: 
English 10 Honours (linear)
Socials 10 Honours  (linear)
Science 10 Honours  (Semester I)
Math 10 Honours*   (linear)
Career and Life Education (linear)
Leadership 11 (linear)
**Chemistry 11 in regular stream or in TALONS Flex block if enough TALONS learners register for this block
Year 1
English 9 Honours (linear)
Socials 9 Honours (Iinear)
Science 9 Honours (linear)
Math 9 Honours* (linear)
Leadership 10 (linear)
*Option to accelerate math only in
rare cases
** Option available in semester two

25. What else does Gleneagle offer the grade 11/ 12 gifted learner?
Calculus 12AP, Psychology 12AP, History 12AP, Biology 12AP and Chemistry 12AP 
(depends on student interest and teacher availability!)
Philosophy 12 
Independent Directed Studies
Many other outstanding courses in the elective areas
Support from Gifted Contact teacher

27. What else is available in grade12?
Graduate early (one year or one semester) or take additional courses
Start taking university/ college credit courses while still in high school: Concurrent Studies
Leadership 12 in TALONS
Flex block options listed previously

28. Academic Standards
All courses are at honours, compacted, telescoped and accelerated level
Work in quads
Have choices in how learning is represented
“Teachers” act as facilitators
More opportunities to explore topics in depth
More emphasis on creativity, critical thinking and problem solving
Learners write their own IEPs
Frequent contact with child and parents to address progress in program

29. 1. Orientation:
i. Understanding concepts of giftedness, talent, intelligence, & creativity
ii. Group building activities: e.g. quads, ice-breakers, Fall retreat
iii. Self/personal development: e.g. eminent person study (Socials/ English).
iv. Program & school opportunities & responsibilities: e.g. Plan Info night, June orientation for incoming TALONS

32. 1 ii. Fall Retreat Work in committees
Learners take care of most details
Plan, implement and evaluate
Opportunities to put theory into practice
Getting to know one another
Leadership in action
****Buy proper gear ( -7 degree Celcius sleeping bag, Therma-rest, Gore-Tex raingear, leather, sturdy, ankle height hiking boots, multi-day backpack (60 L), synthetic clothing, hiking poles, etc.

37. Garibaldi Adventurous Retreat for Grade tens

41. 2. Individual Development in all core courses
i. Inter/intra personal learning skills
ii. Technology
iii. College/ University Career Explorations
iv. Organizational skills
v. Productivity

42. 2i. Individual development
Learning Skills
Inter/intrapersonal
Profiles of learners
Six selves
Needs assessment
IEP
Interpersonal skills
Creative thinking
Critical thinking
Problem-solving
Decision making
Future thinking
- start by talking about the lessons from the retreat
- quads and why we have them
- IEP's
- Questionnaires to find out what types of learners we are

43. Inter/intrapersonal Standards
Develop a positive self-concept
Comprehend own abilities in relationship to self and society
Develop skills to interact effectively with peers, siblings, parents and other adults
Integrate activities which facilitate the cognitive, emotional, social and physical development
Develop and enhance social/ group skills
Self-esteem is encouraged and facilitated

44. Working together!

46. 2. Individual development
ii. Technology
iii. University and Career involvement
Laptops, Ipads
Internet: Blogs, TALONdar,
Powerpoint, Prezi
Office 365: TEAMS
Explorations – Internet research
Investigations  - speakers, mentors for in-depth
Visiting UBC or SFU

47. TALONS laptop and iPad cart

50. 2. Individual development Con’t
v. Productivity
iv. Organizational skills
Goal setting: IEP
Short-term/ long-term.
Time management: planners, Iphone, Sharepoint site calendar, announcements at beginning of class
Life Management: forms
Passion learning:
Eminent Person/Mini- investigations
Project planning: (field)trips, speakers, subject-based
Speaking/ writing: Eminent speech, blogs etc.
Self/ Project Assessment: subject-based, in-depth, eminent person

51. Group Projects
Peer teaching
Peer learning

54. 2. Individual Development i., iv. and v. Eminent Person
Study someone eminent who reflects qualities and interests similar to learner
Interview an expert on eminent person
Prepare and present a speech
Plan and display a learning centre on the Night of the Notables.
Plan the evening for guests: invitations, food, alumni, electronics, set up and take down

55. Committee Work
         
Designing the invitation
Planning a communal dinner

56. SFU Library Research, Solo Spot, Math Lecture, and Campus Tour

57. Grade nines presenting speeches

58. Prepping learning centres and grade ten speeches

62. 3. Enrichment
i. Explorations ii. Investigations In leadership courses only!: iii. Cultural activities iv. Community service learning v. Adventure trip

63. i. Explorations
Snowshoeing and First Nations Drumming at Grouse Mountain

64. ii. Investigation Examples: Astronomy Inquiry Project
PCR lab at UBC (Polymerase Chain Reaction)
Genetown Stem Cell Townhall Meeting
TED Talk
Independent science experiments
Outdoor education lessons

67. Lemon battery experiments

70. 3 iii. Cultural Events
Learners plan and organize cultural visits for one another
Opportunity to integrate community into learning
Attend plays, operas, films, dinners, concerts, plays, musical theatre etc.
Share interests and passions with others
Opportunities to see each other perform

71. Sampling of cultural events
Port Moody Film
Fly-Over Canada Movie and Christmas Market
Dinners: e.g. Japanese, Indian, Mexican, Greek
Vancouver Library  and McLeod Bookstore
Granville Island, Science World and Theatre-Sports
Vancouver Art Gallery
Vancouver Opera (The Barber of Seville)
Evergreen Theatre

72. Steveston Brunch, Cannery and Exploration

73. Port Moody Film and New Port Exploration and Dinner

74. Fly-Over Canada Movie, Gastown Tour and Christmas Market

75. Bard on the Beach and Potluck Dinner

76. Union Restaurant, Cirque Du Soleil and Skating on Robson

77. 3. iv. Community Service Learning
Choose community service learning projects 
10 hours of volunteering for leadership 10
Plan project, register project, obtain necessary equipment
Make phone calls
Make a difference in community

78. GlenFest and Escape Rooms

81. Invasive Plant Removal

82. Garage sale

83. Leadership projects Example: Bottle Drive for Children’s Hospital

84. Shoreline Clean up Along Coquitlam River and Port Moody Shoreline Park

85. 3 v. Adventure Trip Work in committees
Participate in practices to get ready for physical component of trip
Take lessons: e.g. kayaking, canoeing certification, first aid
Approximately five days long: camping, cooking meals
Wilderness safety: proper gear, proper clothing
Low impact approach: ecological foot printing
Integrate curriculum: First Nations, biology 11, social studies, nutrition, budgeting etc.
Outside comfort zone: physical challenge
Problem-solving, communication

86. Hiking Juan de Fuca

87. Kayaking from Bowen Island to Keats Island around Gambier Island and back to Bowen Island

89. Kayaking, biking and hiking on Galiano Island

90. 4. Seminars Learners working in small groups to research and present on a topic
i. Futuristic ii. Problematic iii. Controversial iv. General Interest v. Advanced knowledge

91. Presenting lessons

93. 5. In-depth studies long-term small group or individual in-depth study
i. Individual projects e.g. Gr. 10 science investigation, TED Talk (grade 9 science final exam), one semester long in-depth ii. Group projects e.g. Design an experiment, teach class lessons (e.g. Environmental sciences, Astronomy, Outdoor Skills) iii. Mentorships e.g. eminent and in-depth iv. Presentations e.g. eminent and in-depth v. Self/ peer/teacher assessment

94. In-depth study Explore passion, interest, skill in-depth
Work with mentor in area of expertise
Develop skill for one semester
Complete learning contract
Complete progress with edu-blogs bi-weekly
Share learning during In-depth Night
Invite alumni from past years
Plan the evening: invitations, food, MCs etc.

100. Autonomous Learner Standards and summary
Develop more positive self-concept Comprehend own abilities in relationship to self and society Develop skills to interact effectively with peers, siblings, parent and other adults Increase knowledge in a variety of areas

101. Develop critical and creative thinking skills Develop decision-making and problem-solving skills Integrate activities which facilitate the cognitive, emotional, social and physical development of the individual Develop individual passion area(s) of learning Demonstrate responsibility for own learning in and out of school Ultimately become responsible, creative, independent, life-long learners

102. Leadership 10 and 11 TALONS Mandatory:
Leadership now included in the course again, like a few years ago. You do not apply for it separately.
Almost everyone took it so no need to keep it separate!
You have to have enough time outside the school schedule for it. Competitive athletes, musicians probably do not have this time!

103. Leadership Standards
Develop decision-making and problem-solving skills
Meet deadlines, work at full potential, pay it forward, commit to tasks
Contribute to group and community
Seek solutions not problems
Develop leadership skills: plan, implement, evaluate

104. Costs for leadership courses (By application)
Approx. $ $ for retreat, includes bus rental, TTOCs costs, activity costs, camp or facility rental
Approx. $ $ for adventure trip. Varies with location and chosen physical activity (usually May long-weekend)
Cost for additional one-day fieldtrips (approx. $150.00)
Cost for cultural events (min. 3 per year) (approx. $ a year)
Need minus 7 degrees sleeping bag, therma rest, GORTEX rain gear, sturdy, leather hiking boots and some other gear for trips (fast drying clothing!)

105. Talons program alumni
1. What were the highlights for you while in the TALONS program?
2. How has the TALONS Program affected you as a grade 11 or 12 learner?
3. How is TALONS contributing to you becoming a post-secondary learner?

106. Parental Insights
1. Why do you believe the TALONS Program is/was the best fit for your child? 2. Describe your involvement in the program as a parent. 3. How has TALONS made a difference in your child’s life and education?

107. Parent Participation and Responsibilities: (Without you we are not going anywhere!) Examples: 1. Driving TALONS learners to and from events 2. Completing many forms on time 3. Paying for activities, trips and supplies 4. Reading TALONS s regularly 5. Attending learner-led conferences 6. Buying proper outdoor gear 7. Touching base with your child regularly 8. Helping supervise during some trips

108. The TALONS Program in grade 9 and beyond
Take 4 core courses at an accelerated, telescoped, compacted, enriched and honours level
Complete independent projects
Work in multi-aged cohorts in grade 10-12
Therefore:
Fast-paced, daily homework (30-40 minutes per course on average), must have effective organizational/ time management skills, be able to work independently, be assertive and strong communication skills, very good work habits/ effort, access to technology (bring own laptop or tablet to school!)

109. And so …
TALONS attracts learners who desire a truly unique, integrated, accelerated, honours learning experience
Talons learners prefer group work, prefer to become more self-directed and make their own learning choices
Leadership:Talons learners are available after school, on evenings and weekends (and May long weekend) for trips, trip practices, kayak/canoe lessons, cultural events, community projects, community service learning etc.
This is a unique program for gifted learners!

110. Therefore, this program is not suitable for gifted learners who
do not prefer group/ team work
do not prefer to work in gifted cohorts
travel during class time and will miss too much school (many assignments are group projects and require class time presence)
struggle with one or more of the core subjects in grade 9. Pace is accelerated to free up time for more in-depth studies, eminent projects etc.
have concerns with work habits and/or time management skills

111. Cross-Catchment Procedures:
You do NOT have to apply for cross-boundary when applying for the TALONS program, because it is a district program.
However, if you child does not get into TALONS and you still want your child to attend Gleneagle when it is NOT your catchment school, you will have to apply for cross-catchment.

112. Continued
Watch the various deadlines, because the TALONS Program selection committee may not tell you the outcome before cross-catchment application starts on Feb. 7th at 9 am

113. TALONS Application Timeline
January 15, 2020 before 1 pm
Submit online application. IEP, report cards and achievement survey to and
Make sure form is complete with correct teacher s!
Two teachers will complete their reference forms online (due January 20, 2020  at noon
No assessment test!
January 31, 2020 after 3pm
You will be informed of our decision by
Parent/ student confirms decision within a short time frame after receiving the acceptance letter by .
Course selection on February 13, 2020
Submit course selection form at the course selection evening

115. THANK YOU
FOR COMING!