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- 1. GIFTED AND TALENTED IN GREENVILLE KATHLEEN BISHOP UNIVERSITY OF PHOENIX
- 2. WELCOME • VISION, MISSION, PHILOSOPHY • GOALS • CURRENT PROGRAM • CORE TEAM • SCHOOL-WIDE ENRICHMENT MODEL-FOR IMPROVING OUR CURRENT PROGRAM • IDENTIFICATION PROCESS • PROFESSIONAL LEARNING COMMUNITIES • TRACKING • ROLE MODELS • DESIGN OF AN IMPROVED CLASSROOM • COMMUNITY RESOURCES • TRANSPORTATION • BUDGET • CONCLUSION
- 3. MEETING THE NEEDS OF OUR GIFTED CHILDREN • SCHOOL VISION • THE GREENVILLE CONSOLIDATED SCHOOL ASPIRES TO PROVIDE STUDENTS WITH THE OPPORTUNITY TO REACH THEIR POTENTIAL THROUGH CHALLENGING AND RIGOROUS, LEARNER CENTERED EDUCATIONAL EXPERIENCES THAT INSPIRE STUDENTS TO BECOME RESPONSIBLE, SELF-DIRECTED AND PRODUCTIVE CITIZENS FOR THE 21ST CENTURY GLOBAL SOCIETY.
- 4. MISSION • TOGETHER WE, GREENVILLE CONSOLIDATED SCHOOL, PROVIDE A SAFE, RESPECTFUL, AND NURTURING ENVIRONMENT IN WHICH: • STUDENT OPINIONS AND IDEAS ARE SOUGHT AND RESPECTED AND THEIR DIFFERENCES AND UNIQUE ABILITIES ARE NURTURED. • EACH INDIVIDUAL IS ENCOURAGED TO BE WELL ROUNDED, STRIVING TO ACHIEVE ACADEMIC, ATHLETIC, AND ARTISTIC EXCELLENCE, AS WELL AS, DEVELOPING SOCIAL CONSCIENCE. • STUDENTS ARE ENCOURAGED TO BE LIFE-LONG, SELF-MOTIVATED LEARNERS INSIDE AND OUTSIDE OF THE CLASSROOM. THEY ARE ABLE TO WORK INDEPENDENTLY AND COOPERATIVELY. • EACH INDIVIDUAL MAKES RESPONSIBLE DECISIONS AND TAKES RESPONSIBILITY FOR THEIR ACTIONS • PARENTS AND THE COMMUNITY WELCOMED AND ENCOURAGED TO PARTICIPATE IN THE SCHOOL’S ACTIVITIES AND PROGRAMS. • THERE IS MUTUAL RESPECT AND OPEN COMMUNICATION AMONG PARENTS, TEACHERS, STUDENTS, AND COMMUNITY MEMBERS.
- 5. PHILOSOPHY • GREENVILLE CONSOLIDATED SCHOOL RECOGNIZES THE UNIQUE SKILLS AND ABILITIES OF GIFTED AND TALENTED STUDENTS. WE RECOGNIZE THAT THERE ARE STUDENTS WHO EXCEL BEYOND THEIR PEERS AND HAVE THE ABILITY TO PERFORM AT EXCEPTIONAL LEVELS IN VARIOUS AREAS. GREENVILLE CONSOLIDATED SCHOOL WILL IDENTIFY THESE STUDENTS AND PROVIDE SPECIALIZED, CHALLENGING INSTRUCTION THROUGH ACCELERATION AND ENRICHMENT ACTIVITIES AND PROGRAMMING OPTIONS.
- 6. PROGRAM GOALS • ACCELERATE THE ACHIEVEMENT AND PERFORMANCE LEVELS OF GIFTED STUDENTS • ENSURE PARTICIPATION OF UNDERREPRESENTED POPULATIONS • PROFESSIONAL LEARNING AND DEVELOPMENT • INCORPORATE COMMUNITY RESOURCES
- 7. CURRENT PROGRAM • THE PROGRAM AT THE K-8 LEVEL IS TO PROVIDE A DIFFERENTIATED CURRICULUM FOR IDENTIFIED STUDENTS IN THE AREAS OF READING AND MATH. WE WILL PROVIDE SERVICES IN A VARIETY OF SETTINGS. THE DELIVERY MAY VARY FROM SUBJECT TO SUBJECT. • AT THE HIGH SCHOOL LEVEL, STUDENTS ARE PROVIDED WITH THE OPPORTUNITY TO PARTICIPATE IN AP ENGLISH, AP MATH, AND AP SCIENCE COURSES, STUDENTS WHO WISH MAY PARTICIPATE IN ONLINE RESOURCES AVAILABLE THROUGH THE SCHOOL • FOREIGN LANGUAGE COURSES • ACCELERATED COURSE • COLLEGE LEVEL COURSES • TRI-COUNTY TECHNICAL CENTER IN DEXTER
- 8. HIERARCHY OF THE CORE TEAM Superintendent Technology Coordinator Guidance Director Librarian Others Classroom Teachers Parents Principal
- 9. THE SCHOOLWIDE ENRICHMENT MODEL OVERVIEW AND TOUR • TOUR OF THE MODEL AT THE UNIVERSITY OF CONNECTICUT • JOSEPH S. RENZULLI AND SALLY M. REIS UNIVERSITY OF CONNECTICUT, STORRS, CONNECTICUT, USA • THIS ARTICLE MAY BE REPRODUCED AND DISTRIBUTED WITHOUT PERMISSION. • ELECTRONIC REPRODUCTION IS NOT PERMITTED.
- 10. IDENTIFICATION PROCESS • NWEA • HTTPS://WWW.NWEA.ORG/ASSESSMENTS/MAP/INFORMING-INSTRUCTION/ • STUDENT PORTFOLIOS AND WORK SAMPLES • TEACHER REFERRAL • PARENT REFERRAL • PERFORMANCE BASED ASSESSMENTS
- 11. ALTERNATIVE TEST PROCEDURES FOR IDENTIFICATION OF GIFTED AND TALENTED CHILDREN AMONG THE STUDENTS WHO ARE ATYPICAL, UNDERACHIEVERS, FROM CULTURALLY DIVERSE POPULATIONS, OR FROM LOW SOCIOECONOMIC-STATUS FAMILIES: • PORTFOLIO ASSESSMENT PROCEDURES • KRANTZ TALENT IDENTIFICATION INSTRUMENT • BALDWIN IDENTIFICATION MATRIX • TORRANCE’S CREATIVE POSITIVES • RAVEN’S PROGRESSIVE MATRICES • SYSTEM OF MULTICULTURAL PLURALISTIC ASSESSMENT (SOMPA) • GROWING UP GIFTED P.192
- 12. PROFESSIONAL DEVELOPMENT AND LEARNING OPPORTUNITIES TO ASSIST OUR STAFF • PROVIDE INTRODUCTORY WORKSHOPS IN AUGUST • FOLLOW-UP DURING OCTOBER WORKSHOP • FOLLOW-UP DURING NOVEMBER WORKSHOP • PROFESSIONAL LEARNING COMMUNITIES • MONTHLY TEAM MEETINGS • MEETINGS AS NECESSARY (ACCELERATION, TRACKING, CURRICULUM COMPACTING, OTHER) • WEBINARS
- 13. TRACKING ACCELERATED AND ENRICHMENT PLANS • COMMON CORE STATE STANDARDS INITIATIVE • HTTP://WWW.CORESTANDARDS.ORG/WHAT-PARENTS-SHOULD-KNOW/ • GIFTED STANDARDS ALIGNMENT • HTTPS://WWW.NAGC.ORG/RESOURCES-PUBLICATIONS/RESOURCES/NATIONAL- STANDARDS-GIFTED-AND-TALENTED-EDUCATION/PRE-K-GRADE-12 • BACKWARDS DESIGN • COLLECTING DATA TO DRIVE INSTRUCTION • CURRICULUM COMPACTING • SCAFFOLDING • GROUPING STRATEGIES • REFLECTION AND QUESTIONING • LESSON REDESIGN
- 14. TEACHERS AND EDUCATIONAL TECHNICIANS WILL: • EFFECTIVELY ADDRESS THE ACADEMIC AND SOCIAL/EMOTIONAL NEEDS OF OUR GIFTED STUDENTS • SERVE AS POSITIVE ROLE MODELS • CONTINUE TO ACTIVELY SEEK PROFESSIONAL GROWTH OPPORTUNITIES • BE ENTHUSIASTIC ABOUT BEING LIFE LONG LEARNERS
- 16. COMMUNITY RESOURCES • ENCOURAGE COMMUNITY MEMBERS TO ASSIST US WITH UNIQUE PROGRAMMING OPPORTUNITIES • ENCOURAGE COMMUNITY MEMBERS TO SHARE THEIR EXPERTISE WITH OUR GIFTED LEARNERS • PROVIDE OPPORTUNITIES TO INVOLVE OUR LOCAL EXPERTS WHENEVER POSSIBLE • IMPROVE COMMUNICATION BETWEEN TOWN AND SCHOOL • KIWANIS, MASONS, NREC, AMC, MOOSEHEAD HISTORICAL SOCIETY, MOOSEHEAD MARINE MUSEUM, TELFORD AVIATION, HIGGINS REAL ESTATE, MOOSEHEAD HIGHLANDS FEDERAL CREDIT UNION, CAMDEN NATIONAL BANK, INDIAN HILL TRADING POST, WEYERHAUSER
- 17. TRANSPORTATION • IF TRANSPORTATION TO ANY FACILITY OUTSIDE OF THE LOCAL AREA IS REQUIRED BUSSES WILL BE DISPATCHED FROM SAD 4 IN GUILFORD AS THEY ARE THE GREENVILLE BUS CONTRACTOR
- 18. BUDGET • MATERIALS----$6000/YEAR ONE • SUPPLIES----$3000/YEAR ONE • SERVICES----$4000/YEAR ONE • TOTAL OF $10,000 YEAR ONE PER SCHOOL COMMITTEE APPROVAL
- 19. DIGESTION • QUESTIONS • THOUGHTS • HANDOUTS • EMAIL ME AFTER THIS WITH ANY FOLLOW UP QUESTIONS, COMMENTS, OR CONCERNS • KATHY.BISHOP@GHSLAKERS.ORG • CONCLUSION • THANK YOU
- 20. REFERENCES • GROWING UP GIFTED: DEVELOPING THE POTENTIAL OF CHILDREN AT SCHOOL AND AT HOME, EIGHTH EDITION, BY BARBARA CLARK. PUBLISHED BY PEARSON. COPYRIGHT 2013 BY PEARSON EDUCATION, INC. UPPER SADDLE RIVER, NJ. • HANDBOOK OF GIFTED EDUCATION, THIRD EDITION, BY NICHOLAS COLANGELO AND GARY A. DAVIS. PUBLISHED BY ALLYN AND BACON. COPYRIGHT © 2003 BY PEARSON EDUCATION, INC. BOSTON, MA. • HTTP://WWW.CORESTANDARDS.ORG/ • HTTPS://WWW.NAGC.ORG/ • HTTPS://WWW.NWEA.ORG/ • HTTP://GIFTED.UCONN.EDU/SCHOOLWIDE-ENRICHMENT-MODEL/SEMEXEC/
Notas do Editor
- Overview of program
- Discuss goals to improve and create a designated gifted and talented program In class Pull out Community
- Ask if there are any questions and answer any questions they may have regarding any of the above
- Explain that this group will always be involved in the identification process but that others will be invited to participate—every child is different—emphasize this point
- Click on link and go over this with everyone Answer questions as they arise
- Click on NWEA and explain that we will use this as ONE component for identification. Even though parents have been told of this assessment –some or many may have questions. Discuss and explain the remainder of this list Any ideas for expansion?
- Explain to parents that we will take all students into consideration. Discuss the importance of these alternatives from Growing Up Gifted so administrators, teachers, and parents get a CLEAR picture of what this entails in order to be fair to all!
- Give overview but let people know that this is a work in progress. Teachers need to be brought up to speed on understanding, identifying, accelerating, tracking, and items on the next slide. We are going to make improvements and changes but in order for us to be successful, we must have a good solid plan and not “let the tail wag the dog.”
- Explain the components of each. Many will be unfamiliar with the terms so it is important for them to understand them. This will take some time. Remind them that teachers will be trained and retrained in these area plus additional areas that arise. Questions?
- This is something that SHOULD always be happening in our school. Improvement. This is important.
- Dream Classroom for various types of learners. This will provide an example other than the traditional rows arrangement. Example room window and door placement is from three classrooms on East side of building.
- Encourage and excite people here!
- Our current transportation budget includes extra money for field trips, travel to other schools as needs occur, ETC.
- Year one suggested budget that our current superintendent thinks is an obtainable goal.
- Tell them that is is a lot to digest in one shot. Make myself available to them by email for follow up questions or if they want to come and see me to talk about this further. Encourage them to go home and click on the links to reread information.