1. Talent Development at Olde Providence
Beth Wardy
Principal
&
Susie Miller
Talent Development Teacher

2. EXCELLENCE IN EDUCATION IS WHEN WE DO EVERYTHING THAT WE CAN TO MAKE SURE THEY BECOME EVERYTHING THAT THEY CAN. − CAROL ANN TOMLINSON

3. Common Understanding we will Practice tonight

4. Follow agenda, come prepared and start on time
Our Meeting Norms
Follow agenda, come prepared and start on time
Help each other stay on current topic (use parking lot diligently)
Mutual respect
Always assume positive intent
Stay present- no cell phone or electronic devices

5. When it comes to our kids… we are their best advocates as parents… it is easy for our emotions to run the gamut…

6. Nathan, 10

7. Noah, 8

8. Same Home Family. Same Classroom Family.
Very different kids….
Same Home Family Same Classroom Family.
How can we strive to be excellent for both children so they BOTH will be excellent?

9. Thank you for those of you that gave voice on the
TD Survey in November.
Here is what we have heard…

10. On a Scale of One To Ten (Ten Being the Most satisfied) How satisfied are you with the way your child has been challenged?
20 participants
(Only 57% of parents believe their child is being adequately challenged. This means 43% of our parents of gifted students were not satisfied)
(Only 49% of parents believe their child is being adequately challenged. This means 51% of our parents of gifted students were not satisfied.)

11. What does this mean?

12. Why Is it like THIS? Has Something Changed?
Well. 3 thoughts.
I am not sure we have ever asked.
I do not think we are communicating well what we ARE doing.
I think we have to be sure and treat gifted kids as they are- gifted ALL the time. Not just for patches of the day. Consistently gifted… all of the time.

14. How will we get better?
COMMUNICATION
TD teacher will communicate a “blurb” with the grade level communication that goes out each week to explain what the grade level students have been working on and how the teachers have been supported.
Principal will better communicate any/all changes and involve parents in key decisions regarding TD students.

15. TEACHER PROFESSIONAL DEVELOPMENT
How will we get better?
TEACHER PROFESSIONAL DEVELOPMENT
Use of TD specialist to teach classroom teachers how to create lessons consistently for higher level students. (i.e. not more work but deeper, higher leveled work that is a challenge no matter what level they are on).
Resources available for all teachers due to the high number of students that we do have.

16. OPPORTUNITIES TO HAVE VOICE AND UNDERSTANDING
How will we get better?
OPPORTUNITIES TO HAVE VOICE AND UNDERSTANDING
Principal and TD teacher will work together to have regular conversations and/or inservices to provide opportunities for parents to be and active participant in changes and/or decisions involving gifted students.

17. How will we get better?
OVERALL?
Make sure that all the good we are doing is known and celebrated! There is a lot to celebrate but it is “no good” if it is a hidden secret!

18. SCHOOL WIDE (WHICH ARE ALSO INTEGRAL PARTS OF OUR SCHOOL IMPROVEMENT PLAN)
Research based strategies for meeting learners of various needs, such as Balanced Literacy with Reader Workshop Approach.
Personalized Learning Opportunities utilizing innovative ways to meet students needs that do not fit the “norm”… i.e. technology
Creating a culture and professional learning community that is unafraid to celebrate students unique qualities (including being gifted) and having honest conversations how it is all of our responsibility to make sure all students are learning and growing.

19. What does Susie Miller (the TD teacher) Do with my student?
She does know every child by name and loves them for what he/she uniquely brings to the table to better find resources and create strategies for them.
She does plan with every teacher 90 minutes every week. Many teachers plan with her more than 90 minutes because she has so many great resources and ideas.
She coteaches based on specialty events and learning opportunities such as Paeideia seminars, debates, special projects, book clubs and more.
4th and 5th graders are pulled out with her to participate in Math Olympiad National Competition weekly.
She does all testing, reporting and upkeep of student TD records and portfolios.
Her position is more of a facilitator of the learning as she would not be able to effectively meet the needs of all students.

21. It is the supreme art of the teacher to awaken joy in creative expression and knowledge. – Albert Einstein

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

23. THE TD PROGRAM PROVIDES RESOURCES AND OPPORTUNITIES 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

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

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

26. What are Direct Services?
Direct services, or “face time,” are lessons that are created and taught by the TD/Catalyst Teacher
Direct services can be “pull out” (students pulled into TD/Catalyst classroom) or “push in” (students remain with classroom teacher when TD/Catalyst teacher comes in to co-teach with classroom teacher)
This might look like: Paideia Seminars, conferring with students during literacy, Math Olympiad, special projects

27. What are Indirect Services?
Indirect services are lessons and activities developed by the TD/Catalyst teacher and provided to the classroom teacher during weekly team planning for him/her to use in his/her classroom Examples are: centers, independent contracts, projects, alternative homework/classwork, lessons

28. What is the breakdown for direct and indirect services?

29. Why the need for direct and indirect services?
Differentiation is required in the regular classroom to provide all students with the education they need and deserve. Since the TD/Catalyst teacher cannot see all children, all day, every day, the classroom teacher requires activities and lessons from the TD/Catalyst 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.

30. How do WE teach gifted and high ability learners?
Focus on creative thinking, problem solving and
logic; real world, relevant problem solving
Ask higher level questions during novel studies,
rather than lower, “knowledge” level questions
Work in abstract thinking and concepts –
symbolism, themes, etc.
Increase awareness of the global community
through novel studies, discussion, seminars
Teach problem solving strategies in math

31. The man who does not read good books has no advantage over the man who cannot read them.
- Mark Twain

32. Literacy
Students will work on novel studies, identify figurative language, concepts/themes, and practice higher order thinking
Students will focus on academic writing – responding to literary questions through essay writing

33. The essence of mathematics is not to make simple things complicated, but to make complicated things simple.
– S. Gudder

34. Problem Solver series (problem solving strategies)
Mathematics
Problem Solver series (problem solving strategies)
Math Superstars (problem solving – often given as homework)
Number Systems study (different base systems, additives, place value)
March Madness (decimals, fractions, probability, graphing, data, measurement conversion)
Hands On Equations (algebra)
K’Nex math using manipulatives to understand different math concepts
Projects

35. Questions/ contact You may contact me at school: (980) 343-3755
Or via (fastest):