Karen J. Green, M.Ed. Coordinator for Gifted and Talented MISD ALPHA GIFTED /TALENTED “Human...

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Karen J. Green, M.Ed.Coordinator for Gifted and Talented

MISD ALPHA GIFTED /TALENTED

“Human resources are like natural resources; they’re often buried

deep. You have to go looking for them, they’re not just lying

around on the surface.” Ken Robinson

WHY GIFTED/TALENTED

Gifted education helps advanced learners with:

Engagement in schoolLearning and growingSocial and emotional

developmentPreparation for college

and careers

WHY GIFTED/TALENTED SERVICES

“Lack of academic challenge leads to disengaged behavior and underachievement.”

Sally Reis and Betsy McCoachCLICK ON PICTURE TO SEE VIDEO.

WHY GIFTED EDUCATION

1. Gifted students view the world in a nontraditional way, they are divergent thinkers.

Curriculum differentiation is required to address their complex, abstract, and unusual learning styles.

Instructional strategies are necessary to insure engagement.

2. Variances occur in the gifted population with the same frequency as in the general population.

3. Students may be gifted in one content area and not gifted in others.

4. Gifted students need to a) master required content, b) learn basic skills, c) present ideas through traditional product forms, and d) understand how to access and organize information.

MISD GT PHILOSOPHY

WHAT ARE THE MISD GT SERVICES

Gifted and talented education is the system by which districts recognize and serve this special population of children.

The term also covers the specific services and programs offered as well as the teacher training necessary to provide the academic guidance gifted students need in order to thrive.

WHAT IS GIFTED EDUCATION

“For gifted learners, an appropriately differentiated classroom will provide experiences that are complex enough, abstract enough, open-ended enough, and multifaceted enough to cause gifted students to stretch in knowledge, thinking, and production. These classrooms provide consistent expectations for gifted students to work with fuzzy problems, make great mental leaps, and grow in ability to exercise independence.”

Dr. Carol Ann Tomlinson

WHAT IS GIFTED EDUCATION

Students who participate in services designed for gifted/talented students will demonstrate skills such as self-directed learning, thinking, research, and communication as evidenced by the development of innovative products and performances that reflect individuality and creativity and are advanced in relation to students of similar age, experience, or environment.

High school graduates who have participated in services for gifted/talented students will have produced products and performances of professional quality as part of their program services.

STATE GOAL FOR SERVICES FOR GIFTED/TALENTED STUDENTS

MISD GT PROGRAM GOALS

The goals of the ALPHA (gifted and talented) program are to provide opportunities for developing:1. Critical, creative thinking, and problem

solving strategies 2. Strong self-concepts 3. Intellectual and creative abilities 4. Self-directed and life-long learning skills

WHAT IS THE PURPOSE OF MISD GT SERVICES

The purpose of the ALPHA (gifted and talented) program is: to identify gifted students and nurture their special abilities and needs; thereby, assisting them in translating their gifts of potential into productive performances and products that are commensurate with their abilities.

HOW WE SERVE MISD GIFTED/TALENTED

TEXAS STATE PLAN FOR THE EDUCATION OF GIFTED/TALENTED

FIVE SECTIONS

SECTION 1 STUDENT ASSESSMENT Assessment instruments and gifted/talented

identifi cation procedures provide students an opportunity to demonstrate their diverse talents and abilities.

MISD Assessment Level I

Referral (Nomination ) Form Parent Observation Form Teacher Observation MAP Screening (90%ile or above)

Level II CogAT 97%ile or above for placement NNAT II 97%ile or above for placement

Amazing ALPHA Team

ELEMENTARY ASSESSMENT/IDENTIFICATION

Totals Evaluated

1800 Kinder Screening

440 Kinder Full Battery

125 First Grade Full Battery

160 Second Grade Full Battery

193 Third Grade Full Battery

124 Fourth Grade Full Battery

160 Fifth Grade Full Battery

Exhausted ALPHA Team

ELEMENTARY ASSESSMENT/IDENTIFICATION

Totals

Students Tested

Kinder Screened

K-5 Complete Battery of Tests

Total Elementary

27% Elementary Population

SECTION 2: SERVICE DESIGN A fl exible system of viable service options

provides a research-based learning continuum that is developed and consistently implemented throughout the district to meet the needs and reinforce the strengths and interests of gifted/talented students.

EXEMPLARY Services for gifted/talented students are comprehensive,

structured, sequenced, and appropriately challenging, including options in the four foundation curricular areas, arts, leadership, and creativity.

Kindergarten – 2nd grade (1 hour per week)Lisa Sutton and Lisa Crates travel to 20 campuses per week

Third Grade (Friday 4 hours)ALPHA teachers Kristin Fawaz, Julie Prince, Heather Elston, Karen McCollister, Frinchie Collins, and Nikki Dressel

All campuses are bused to Webb on Friday for half day of services

4th – 5th grade (Two days per week) 10 campuses are bused to Webb on Monday/Tuesday 9 campuses are bused to Webb on

Wednesday/Thursday 8 teachers service 20 campuses over a 4 day period

Mechelle Galyon, Team Lead Emily Dimitt, Testing Facilitator Karen McCollister Kristin Fawaz Julie Prince Nikki Dressel Frinchie Collins Heather Elston

SECTION 3: CURRICULUM & INSTRUCTION

Districts meet the needs of gifted/talented students by modifying the depth, complexity, and pacing of the curriculum and instruction ordinarily provided by the school.

DEPTH Know and use the language of the

discipline.

Use details to elaborate in the discipline. Details are very specific, not general.

Look for patterns of recurring elements (identify, predict, generalize).

Look for trends or forces that shape a body of knowledge (literature, history, prior knowledge).

DEPTH Identify the unanswered questions about

issues/concerns in the discipline.

Identify and explain the rules or how information/events are organized in the discipline.

Be sensitive to the ethical considerations in the problem/issue/discipline.

Look at big ideas that can be supported by the evidence from a body of knowledge, including: facts, rules, trends, and patterns.

CURRICULUM & INSTRUCTION:

COMPLEXITY

Look at ideas/information over time (Past-Present-Future)

Look at ideas/information from different points-of-view(Interdisciplinary)

Look for connections among/between ideas/information (Integrated Curriculum)

CURRICULUM & INSTRUCTION:

MISD CURRICULUM AND INSTRUCTION: GRADES 3-5

SECONDARY ALPHA

Science

Social StudiesMiddle

School Gifted

Program

SECONDARY ALPHACluster Grouping - Gifted and talented

students are grouped within a class to be instructed by a teacher that has had specialized training in differentiating for gifted learners.

Diversity – Academically gifted students are able to interact with other gifted students, including those with different cultures, experiences, and learning styles.

Sheltered – Students are scheduled with identified gifted peers.

ELAR 6-8 Sheltered PreAP/GT

Science 6-8Sheltered PreAP/GT

Math 6-8 Clustered PreAP/GT

Social Studies Clustered 6-7Sheltered 8

MIDDLE SCHOOL ALPHA

SECONDARY ALPHA

Science

Social StudiesHigh School

Gifted Program

Field of

Expertise

PreAP English I GT (Humanities I) Prerequisite: Identified gifted and talented

Recommended Co-requisite: PreAP World Geography GT

PreAP World Geography GT (Humanities I)Prerequisite: Identified gifted and talented

Recommended Co-requisite: PreAP English – Humanities I

HIGH SCHOOL ALPHA 9TH GRADE

AP/GT English Language and Composition Humanities II

Prerequisite: Identified gifted and talented

Recommended Co-requisite: AP World History GT Humanities II

AP/GT World History Humanities II Prerequisite: Identified gifted and talented

Recommended Co-requisite: English Language and Composition

Humanities II

HIGH SCHOOL ALPHA 10TH GRADE

HIGH SCHOOL SCIENCE CLUSTERED

9th Grade: PreAP Biology

10th Grade: PreAP Chemistry

11th Grade: PreAP Physics or AP Physics B

12th Grade: AP Physics C: Semester 1: Mechanics Semester 2: Electricity & Magnetism

AP Chemistry AP BiologyAP Environmental Science Astronomy Anatomy &PhysiologyScientifi c Research & DesignEarth & Space Science (Dual Credit)

High school graduates in this program will exceed the MISD

graduate profile with products and performances of professional

quality.

“Many highly talented, brilliant, creative people think they’re not — because the thing they were good at school wasn’t valued, or was actually stigmatized.”

Ken Robinson

SECONDARY ALPHA

SECTION 4: PROFESSIONAL DEVELOPMENT

All personnel involved in the planning, creation, and delivery of services to gifted/talented students possess the knowledge required to develop and provide appropriate options and diff erentiated curricula.

A minimum of thirty (30) clock hours of professional development that includes; Nature and needs, (6 hours) Social and emotional (6 hours) Law, identification and assessment (6 hours) Curriculum and instruction:

differentiation/instructional strategies (6 hours) Curriculum and instruction: creativity (6 hours)

Teachers are required to have completed the thirty (30) hours of professional development prior to their assignment to the district’s gifted/talented services (19 TAC §89.2(1)).

PROFESSIONAL DEVELOPMENT: 30 HOURS INSTITUTE

Teachers who provide instruction and services that are a part of the district’s defined gifted/talented services receive a minimum of six (6) hours annually of professional development in gifted/talented education that is related to state teacher education standards.

PROFESSIONAL DEVELOPMENT: ANNUAL 6 HOUR UPDATES

SECTION 5: FAMILY/COMMUNITY INVOLVEMENT

The district involves family and community members in services designed for gifted/talented students throughout the school year.

SECTION 5: FAMILY/COMMUNITY INVOLVEMENT

www.alpharesources.weebly.com

ALPS PARENT GROUP

Student Scholarships

Camp ScholarshipsParent ConferenceParent TrainingTeacher scholarships for professional development

WHERE ARE WE GOING

Click on sign to view “ Teachers are like gardeners”.

Gifted children and adults are often surprised to realize that they are diff erent. It is painful when others criticize them for being too idealistic, too serious, too sensitive, too intense, too impatient, or as having too weird a sense of humor.

~ James Webb

Gifted students are signifi cantly more likely to retain science and mathematics content accurately when taught 2-3 times faster than “normal” class pace.

~Ian Bryd from Dr. Karen Rodgers research

Adolescence is a time when gifted students make choices about engaging on several fronts including school, family, and community.

~Barbara Clark and Sylvia Rimm

CHALLENGES

INTERVENTIONS INCREASE THE FURTHER YOU MOVE AWAY FROM

THE MIDDLE.

Increase identification of our diverse population

Middle School PreAP/GT increase academic depth and complexity

Support Elementary campuses with talent development of our Low SES students through enrichment and instructional strategies

Secondary campuses in compliance with State Plan Section 4 Professional Development 30 Hour and 6 Hour updates

Summer GT Scholar Camps Develop a summer prep class for incoming 6 th grade and 9th

grade GT students

Summer Enrichment Camps Science /Math/Humanities summer enrichment classes Independent project development

Young Scholar’s Program for talented development on the Title campuses Fairfax County

LEGACY LIST

Overview

Young Scholars is a K-8 initiative that is designed to increase the proportion of historically underrepresented students in gifted programs. School administrators, teachers, and Advanced Academic resource teachers work together to find and nurture gifted potential in young learners. Through flexible grouping, summer school, and after school programs, students are provided an educational setting that raises their personal expectations and prepares them for more challenging and rigorous classes.

YOUNG SCHOLARS PROGRAM

“The surest path to high self-esteem is to be successful at something one perceived would be diffi cult. Each time we steal a student’s struggle, we steal the opportunity for them to build self-confidence. They must do hard things to feel good about themselves.”

Dr Sylvia Rimm

MISD ALPHA

National Association of Gifted Childrenhttp://www.nagc.org/

Texas Association for the Gifted and Talentedhttp://txgifted.org/

Rochester Supporting Advancement of Gifted Education

http://rochestersage.org/

Sir Ken Robinson, Bring on the Revolutionhttp://www.ted.com/talks/sir_ken_robinson_bring_on_the_revolution.htmlFairfax County Young Scholarshttp://www.fcps.edu/is/aap/ys.shtml

RESOURCES

The Misdiagnosis of Gifted Children http://www.youtube.com/watch?v=9XN7IOteagI&safety_mode=true&persist_safety_mode=1Sir Ken Robinson: Bring on the Learning Revolutionhttp://www.youtube.com/watch?v=r9LelXa3U_I&safety_mode=true&persist_safety_mode=1Sir Ken Robinson: Teachers Are Like Gardeners http://www.youtube.com/watch?v=aT_121H3kLY&safety_mode=true&persist_safety_mode=1Sir Ken Robinson: Changing Educational Paradigms http://www.youtube.com/watch?v=lTtRsuTCJNk&safety_mode=true&persist_safety_mode=1

RESOURCES

For additional information, please email: Karen J. Green, M.Ed. MISD Coordinator for Gifted and

Talentedkjgreen@mckinneyisd.net

QUESTIONS?

Karen J. Green, M.Ed. Coordinator for Gifted and Talented MISD ALPHA GIFTED /TALENTED “Human...

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