Gifted and Talented Program

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Gifted and Talented Program at Estrella Middle School:

Gifted and Talented Program at Estrella Middle School Jackie Harris SPED/507 January 20, 2014 Callista O’Connell 1

Table of Contents:

Table of Contents Theorists page 4 Staff Education page 8 Philosophy, Rationale, Goals, Objective and a Written Program Plan page 14 Identifying Underachievement, Disabilities, Culturally-Different Learners, Economically-Disadvantage Learners page 21 Staff Responsibilities and Assignments page 25 School Psychologists, Counselors, and other Support Services page 28 2

Table of Contents:

Table of Contents Tracking, Acceleration and Enrichment Plans page 30 Transportation page 34 Community Resources: Professional and Organizations page 36 In-service Workshops or Training page 39 Budgetary Needs and Allocations page 43 Program Evaluation page 45 References page 47 3

Theorists:

Theorists Gifted and Talented Theorists for the Gifted and Talented Program 4

Benjamin Bloom :

Benjamin Bloom Enhancement of gifted and talented learners When use in mixed ability classroom teachers will use the various learning targets to work these students. Gifted students should as much as possible will be using the more complex process of analyzing, evaluating and creating, which will help them to develop an understanding of and an increased capacity for their own problem-solving strategies. Uses in your classroom Use the upper end of the learning target/objects analyze, evaluate and create. (Modify from Dream Team Worksheet) 5

Howard Gardner :

Howard Gardner Enhancement of gifted and talented learners Use his various intelligences to enhance the way the students learn. Use different activities that are not drill and kill. Allow the students to be more problem-solvers. Uses in your classroom Use the different levels of intelligences to reach the various learners. (Modify from Dream Team Worksheet) 6

Joe Renzulli :

Joe Renzulli Enhancement of gifted and talented learners Has three ring of gifted behavior. They above average ability, creativity, and task commitment. Above average abilities uses more specific abilities such as acquire knowledge, performance on an activity. Creativity –understand the fluency, flexibility and originality of the task. Task commitment – motivated to finish the assignment Uses in your classroom Using his theory will allow the teacher to choose activities that are more creative. (Modify from Dream Team Worksheet) 7

Staff Education:

Staff Education The Gifted Department will be using various creativity activities with students. The following are three theorists that support creativity. 8

What is Creativity and Who Are They?:

What is Creativity and Who Are They? The ability to make new things or think of new ideas They are “frequently high in self-confidence, independence, risk-taking, energy, enthusiasm, adventurousness, curiosity, playfulness, humor, idealism, and reflectiveness.” (Davis, page 206) (Modify from What is Creativity Power Point Presentation) 9

Levels of Creativity:

Levels of Creativity Intuitive Expressive Level – to create expressivity, intuitively and for intrinsic joy creativity. (Davis, page 206) Academic and Technical Levels – to learn the techniques, skills and add power to the piece. The creator has mastered the academic and technical skills. (Davis, page 206) Inventive Level – has learned the academic and technical skills and goes beyond to enhance the creative work (Davis, page 206) Innovative Level – original piece or ideas are the hallmarks (Davis, page 206) Genius Level – Ideas and accomplish are unique and defying explanation (Davis, page 206) (Modify from What is Creativity Power Point Presentation) 10

The Systems Model of Creativity by Csikszentmihalyi (1996):

The Systems Model of Creativity by Csikszentmihalyi (1996) Csikszentmihalyi determine that there are three parts. Domain – which includes its own rules and procedures Field – includes the professionals or gatekeepers who determine which creations will be acceptable Individual person – who creates within the domain (Modify from What is Creativity Power Point Presentation) 11

Creative Problem Solving by Alex Osborn ( 1963):

Creative Problem Solving by Alex Osborn ( 1963) Osborn determine that there are five stages Fact Finding – list all you know about the problem or challenge (Davis, page 213) Problem Finding – listing alternative problems (Davis, page 214) Idea Finding – brain-storming Solution Finding - criteria to evaluated Acceptance Finding – ways to get the best ideas into action (Davis, page 214) (Modify from What is Creativity Power Point Presentation) 12

Piirto’s Creative Process (2005):

Piirto’s Creative Process (2005) Piirto observed that there are seven “I’s” Inspiration Imagery Imagination Intuition Insight Incubation Improvisation (Modify from What is Creativity Power Point Presentation) 13

Philosophy, Rationale, Goals, Objective and a Written Program Plan:

Philosophy, Rationale, Goals, Objective and a Written Program Plan 14

Philosophy:

Philosophy The philosophy of the Gifted and Talented Department is that gifted and talented students be given opportunities to stretch their knowledge and their special talents. They will have challenges that will meet their capabilities and motive them. 15

Rationale:

Rationale Many gifted and talented students are at risk of underachieving without having a challenging program to meet their needs. The Gifted Department will provide a curriculum for all students by using gifted and enrichment strategies. 16

Goals:

Goals The goal of the Gifted and Talent Department is to provide a quality education that prepares gifted and talent students to be successful and self-reliant. (Modify from Estrella Middle School goals) 17

Objective:

Objective This gifted education program will provide gifted and talented services for who require differential services that is not offered in the mainstream classroom. Enrichment opportunities will be offered for these students. (Modify from Cartwright District Gifted Department) 18

Written Program Plan:

Written Program Plan Idea Classroom Design Technology – Activeboard or a Smartboard, project, document camera, television, DVR/Blue Ray player and students computers/i-pads Students’ desks Area of small groups Other furniture as needed Various resources – text books, paper of various color, drawing materials, software, etc. (Classroom design build from University of Phoenix, Classroom Builder) 19

Written Program Plan:

Written Program Plan Gifted and talented students will be assigned to either a self-contain classroom or clustering classrooms. Teachers will use gifted and creativity strategies to support Arizona State Standards and Common Core Standards. Technology will be use to support students giftedness and to creative products. Teachers will use Tier I, II, and III to support Response to Intervention. 20

Identifying Underachievement, Disabilities, Culturally-Different Learners, Economically-Disadvantage Learners:

Identifying Underachievement, Disabilities, Culturally-Different Learners, Economically-Disadvantage Learners “The underachieving gifted child represents both society’s greatest loss and its greatest potential resource. The child has the potential for high achievement and significant contributions, but is not using that talent in productive ways.” (Davis, page 287) 21

Identifying Underachievement, Disabilities, Culturally-Different Learners, Economically-Disadvantage Learners:

Identifying Underachievement, Disabilities, Culturally-Different Learners, Economically-Disadvantage Learners Test Scores Intelligence Test Scores – it is important to compare the actual school performance to the IQ scores. Achievement Scores – compare actual school performance with the achievement scores. Creativity Test Scores – fairly common characteristics of creative students such as nonconformity, resistance to teacher domination, impulsivity, and indifference to rules may cause the creative child serious difficulties in achieving within the classroom structure (Davis, page 291) 22

Identifying Underachievement, Disabilities, Culturally-different Learners, Economically-disadvantage Learners:

Identifying Underachievement, Disabilities, Culturally-different Learners, Economically-disadvantage Learners Observation May not perform well on test Poor test-taking habits May not be motivated to do well May answer questions randomly Play dumb Avoid answering questions unless they are certain Answer questions in different ways because they assume that a test wouldn’t ask for an obvious response Teachers and parents may not class behaviors, comments or vocabulary, which suggests that the child has much more intellectual, creative, or artistic potential than he or she is exhibiting in schoolwork. (Davis, 292) 23

Identifying Underachievement, Disabilities, Culturally-Different Learners, Economically-Disadvantage Learners:

Identifying Underachievement, Disabilities, Culturally-Different Learners, Economically-Disadvantage Learners Characteristics Low Self-Esteem Poor Self-Efficacy Avoidance Behaviors Rebellion Perfectionism Poor Functioning in Competition 24

Staff Responsibilities and Assignments:

Staff Responsibilities and Assignments 25

Staff Responsibilities:

Staff Responsibilities Teachers are highly qualified with a Gifted Endorsement. Teachers will use district pacing guides and school curriculum maps to plan lesson plans. Teachers will assess students using the eight common assessment, district quarterly assessments, and the AIMS test. Teachers will use tier I, II, and III to support Response to Intervention. 26

Assignments:

Assignments Sixth Grade One self-contain classroom One cluster classroom Seventh and Eight Grades Self-contain classroom for each grade level Cluster classroom for each grade level Teacher assign for Reading, Writing, Math, Science and Social Studies for will teach both grade levels. 27

School Psychologists, Counselors, and other Support Services:

School Psychologists, Counselors, and other Support Services 28

School Psychologists, Counselors, and other Support Services:

School Psychologists, Counselors, and other Support Services School Psychologists – help children academically, socially behaviorally, and emotionally. They also collaborate with educators, parents and other professionals to create a safe learning environment. (National Association of School Psychologists) Counselors – help children in academic achievement, personal and social development, career development and ensure that students become productive, well-adjusted adults. (American School Counselor Association) Support Services – help children in academic achievement, personal and social development and collaborate with educators, parents and other professionals. 29

Tracking, Acceleration and Enrichment Plans:

Tracking, Acceleration and Enrichment Plans Response to Interventions will be use for tracking, acceleration and enrichment along with gifted and creativity strategies. 30

Tracking:

Tracking Teachers will collect data from common assessments and district quarterly assessments. This data will be use to identify students that need additional support within the classroom. Tier I is best first instructions provide by the classroom teacher. Tier II is for students that need additional support. Tier II is the last half hour of the day. Students that have exceed the standards will have enrichment during this half hour. Enrichment is provide by the special area teachers. Tier III is for students that had not have success with Tier I and Tier II. This is an after school tutoring done by the classroom focusing on academic subjects. 31

Acceleration:

Acceleration Acceleration – implies moving faster through academic content, which typically includes offering standard curriculum to students at a younger-than usual age. (Davis, page 125) Ways to Accelerate Early Admission Grade-Skipping Continuous Progress Self-Paced Instruction Subject-Matter Acceleration/Partial Acceleration Combined Classes Curriculum Compacting Extracurricular Programs Correspondence Courses Teachers will provide academic content to students that is at their level still using grade level standards. 32

Enrichment:

Enrichment Enrichment – refers to richer and more varied educational experiences, a curriculum that is modified to provide greater depth and breadth than is generally provided. (Davis, page 125) Type I Enrichment – is to expose students to a variety of topics, disciplines, events, hobbies, persons, places, interest areas, and occupations that are not a normal part of the curriculum. (Davis, page 176) Type II Enrichment – is to promote the development of a broad range of thinking and feeling processes. (Davis, page 176) Type II Enrichment – the student pursues a self-selected problem in original research, art, writing, theater, web home-page design, and so on that leads to an original product or service for a authentic audience. (Davis, page 178) Ways for Teachers to Use in the Classroom Choice Boards Extension Menus Compacting the Curriculum Tiering 33

Transportation Needs:

Transportation Needs 34

Transportation:

Transportation The school district will provide a bus for self-contain 6 th , 7 th , and 8 th grade students. Parents are required to provide transportation for clustering students. This done through students walking, bicycles, bus or parents dropping student off. 35

Community Resources: Professional and Organizations:

Community Resources: Professional and Organizations 36

Community Resources: Professional and Organizations:

Community Resources: Professional and Organizations Hoagies' Gifted Education Page http://www.hoagiesgifted.org/ The all-things-gifted site, full of resources, articles, books and links to help and support parents, teachers, and gifted children alike.  Pick your path, and explore them all! National Association for Gifted Children http://www.nagc.org/welcomeparents.aspx Providing support to parents and providing tools for educators Supporting Emotional Needs of the Gifted Changing Lives, Changing Futures! http://www.sengifted.org/archives/articles/resources-for-parents-of-gifted-children To empower families and communities to guide gifted and talented individuals to reach their goals: intellectually, physically, emotionally, socially, and spiritually. 37

Community Resources: Professional and Organizations:

Community Resources: Professional and Organizations Set Enterprises. Inc. http://www.setgame.com/set/daily_puzzle A puzzle website that provide challenging puzzles for gifted and talented students. Gifted Children www.gifted-children.com To assist parents in raising gifted children to full and productive adulthood. Neag Center for Gifted Education and Talent Development www.gifted.uconn.edu A research site that focus on meeting the needs of gifted and talented students. Arizona Association for Gifted and Talented www.arizonagifted.org An organization for educators and parents of gifted and talented students. 38

In-service Workshops or Training:

In-service Workshops or Training 39

In-service Workshops or Training:

In-service Workshops or Training Gifted Endorsement Classes for Teachers form the district Gifted Strategies Level 1-6 Alternatives to Paper/Pencil Differentiation Based on Cognitive Needs Twice Exceptional Differentiated Assessments Differentiation Strategies Please visit district website for dates, times and locations. 40

In-Service Workshops or Training:

In-Service Workshops or Training Classes Offer at Estrella Middle School Response to Intervention Discovery Education Differentiation – Lesson Planning How to Use Data for Small Grouping Differentiation Strategies for Small Grouping So You Have a Twice Exceptional Student Dates, times and locations to be announce at a later date. 41

In-Service Workshops or Training:

In-Service Workshops or Training Parents Workshop So Now I Have a Gifted Child – What Do I Do Next? Date, time and location to be announce 42

Budgetary Needs and Allocations:

Budgetary Needs and Allocations 43

Budgetary Needs and Allocations:

Budgetary Needs and Allocations 75% of a district’s gifted education allotment shall be used to employ properly certified personnel to proved direct instructional services to gifted students $7 million for Gifted Education $100 thousand allocated for direct services to gifted students Funding will be use for: Plan and implement the Gifted and Talented Program Provide instructional services to properly identified students in grades K-8 (Gifted Education Fact Sheet from Kentucky Association for Gifted Education) 44

Program Evaluation:

Program Evaluation 45

Program Evaluations:

Program Evaluations Eight Common Assessments given two per quarter to assess students’ academic knowledge of core subjects District Assessment – pre-assessment at the beginning of the school year, then 4 through out the school. One each quarter to assess students academic knowledge of core subjects Arizona’s Instrument to Measure Standards (AIMS) is the state standards base assessment. The assessment is given in the spring to assess the students’ academic knowledge of reading, writing, math and science. Reading, math, and writing assessments are given to the 6 th and 7 th graders. Reading, math, and science assessments are given to 8 th graders. Various classroom assessment through out the week from classroom teachers. These could include exit tickets, quizzes, written assignments, products, etc. 46

References:

References 47

References:

References American School Counselor Association. (2014). Retrieved from http://www.schoolcounselor.org/school-counselors-members/careers-roles Arizona Department of Educations. (2014). Retrieved from http://www.azed.gov/ Classroom Builder. (2011). Retrieved from https://ecampus.phoenix.edu/secure/aapd/COE/SPED503/SPED503_ClassBuilder/ClassroomBuilder.html Davis, G.A., Rimm, S.B., Siegle, Del. (2011). Education of the Gifted and Talented (6 th ed). Boston, MA: Pearson Education, Inc. Estrella Middle School. (2014). Retrieved from http://estrella.cartwright.schoolfusion.us/ Gifted Education Fact Sheet. (2014). Retrieved from http://kagegifted.org/legislative-news/gifted-education-fact-sheet/ Harris, Jackie. (2013). Dream Team Worksheet. Retrieved from Harris, Jackie, SPED507 - ENHANCING CREATIVITY IN GIFTED AND TALENTED LEARNERS website. Harris, Jackie. (2014). What is Creativity [PowerPoint slides]. Retrieved from http://www.authorstream.com/Presentation/jharris12-2053117-creativity/ . Merriam Webster http://www.merriam-webster.com/dictionary/creativity National Association of School Psychologists. (n.d.). Retrieved from http://www.nasponline.org/about_sp/whatis.aspx The Gifted Scoop 83. (n.d). Retrieved from https://sites.google.com/a/csd83.org/giftedgeeks83/gifted-services 48

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