m c a lpine e lementary t alent d evelopment p rogram welcome! please sign in and have a seat
TRANSCRIPT
MCALPINE ELEMENTARYTALENT DEVELOPMENT PROGRAM
Welcome!Please sign in and
have a seat.
MEETING AGENDA 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?
WHO IS MS. YOUNG?
8th 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
HIGH ACHIEVERS VS. GIFTED
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
HOW IS GIFTEDNESS DETERMINED 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 1st grade teachers in the spring. A student profile is compiled in six different areas of giftedness:
Intellectual AbilityAcademic AbilityCreativityArtistic talentsLeadershipMotivationAll 2nd graders are screened for potential
giftedness through an aptitude test (CogAT7).
There are 4 gateways for TD identification in 2nd grade.
GATEWAYS TO TD IDENTIFICATION
Second Grade Identification
THE 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 Mission Our Goal
“GIFTED LEARNERS ARE GIFTED ALL THE TIME.”
-DR. MARY LANDRUM
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…
YOUR CHILD’S TEAM
Classroom Teacher
Administration and District
Support
TD Catalyst Model
TD Catalyst Teacher
WHAT DOES THE CATALYST MODEL LOOK LIKE AT MCALPINE?
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.
MS YOUNG’S RESPONSIBILITIES
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
DIRECT AND INDIRECT SERVICES
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
WHY 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.
WHAT COULD DIRECT SERVICES LOOK LIKE?
Demonstration lessonsSmall group instructionPull out for a specified amount of time
Activities related to classroom instruction
WHAT 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.
EXAMPLES AT MCALPINE 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
CURRICULUM
Gifted learners are still responsible for learning North Carolina’s regular curriculum. http://www.learnnc.org/scos/
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 4th and 5th grades
MY MCALPINE GOALS
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
WHAT QUESTIONS DO YOU HAVE FOR ME?
