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
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WHY GIFTED/TALENTED
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Gifted education helps advanced learners with:
Engagement in schoolLearning and growingSocial and emotional
developmentPreparation for college
and careers
WHY GIFTED/TALENTED SERVICES
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“Lack of academic challenge leads to disengaged behavior and underachievement.”
Sally Reis and Betsy McCoachCLICK ON PICTURE TO SEE VIDEO.
WHY GIFTED EDUCATION
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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
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WHAT ARE THE MISD GT SERVICES
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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
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“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
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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
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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
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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.
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HOW WE SERVE MISD GIFTED/TALENTED
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TEXAS STATE PLAN FOR THE EDUCATION OF GIFTED/TALENTED
FIVE SECTIONS
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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
TEXAS STATE PLAN FOR THE EDUCATION OF GIFTED/TALENTED
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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
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Exhausted ALPHA Team
ELEMENTARY ASSESSMENT/IDENTIFICATION
Totals
Students Tested
1800
Kinder Screened
1281
K-5 Complete Battery of Tests
3081
Total Elementary
27% Elementary Population
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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.
TEXAS STATE PLAN FOR THE EDUCATION OF GIFTED/TALENTED
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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
HOW WE SERVE MISD GIFTED/TALENTED
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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
HOW WE SERVE MISD GIFTED/TALENTED
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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.
TEXAS STATE PLAN FOR THE EDUCATION OF GIFTED/TALENTED
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SECTION 3: CURRICULUM & INSTRUCTION
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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).
SECTION 3: CURRICULUM & INSTRUCTION
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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:
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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:
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MISD CURRICULUM AND INSTRUCTION: GRADES 3-5
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SECONDARY ALPHA
Math
ELAR
Science
Social StudiesMiddle
School Gifted
Program
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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.
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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
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SECONDARY ALPHA
Math
ELA
Science
Social StudiesHigh School
Gifted Program
Field of
Expertise
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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
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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
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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)
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High school graduates in this program will exceed the MISD
graduate profile with products and performances of professional
quality.
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“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
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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.
TEXAS STATE PLAN FOR THE EDUCATION OF GIFTED/TALENTED
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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
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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
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SECTION 5: FAMILY/COMMUNITY INVOLVEMENT
The district involves family and community members in services designed for gifted/talented students throughout the school year.
TEXAS STATE PLAN FOR THE EDUCATION OF GIFTED/TALENTED
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SECTION 5: FAMILY/COMMUNITY INVOLVEMENT
www.alpharesources.weebly.com
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ALPS PARENT GROUP
Student Scholarships
Camp ScholarshipsParent ConferenceParent TrainingTeacher scholarships for professional development
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WHERE ARE WE GOING
Click on sign to view “ Teachers are like gardeners”.
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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
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INTERVENTIONS INCREASE THE FURTHER YOU MOVE AWAY FROM
THE MIDDLE.
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GOALS
Increase identification of our diverse population
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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
GOALS
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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
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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
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“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
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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
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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
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For additional information, please email: Karen J. Green, M.Ed. MISD Coordinator for Gifted and
QUESTIONS?
