Talent Development/ DEP Meeting

Laura Nottingham, TD TeacherCornelius Elementary School

January 5, 2012

laura.nottingham@cms.k12.nc.ushttp://lauranottingham.cmswiki.wikispaces.net/

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Mission

To provide gifted students the opportunity to maximize their potential, demonstrate their motivation, and realize their contributions to self and the global community.

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Goal

To support the development of a content-rich educational experience for students from all cultural and socioeconomic backgrounds throughout CMS.

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Opportunities and Resources for Learners

to…

Attain levels of academic achievement consistent with their abilities.

Engage in abstract, creative, and affective reasoning.

Apply insightful questioning.

Develop a capacity to see interconnections among disciplines.

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Opportunities and Resources for Learners

to…

Practice self-directed learning and independent problem solving.

Strive for self actualization.

Maximize their leadership potential.

Become active participants in the global community.

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The CMS Catalyst Model Overview

Collaboration and consultation in gifted education.

Gifted education is not an add on for ninety minutes a week.

“Gifted learners are gifted all the time.”

--Mary S. Landrum, PhD University of Virginia

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Purpose of the Catalyst Model

To allow the Classroom Teacher and the Talent Development (TD) Catalyst Teacher to share responsibility for the education of the gifted learner.

To provide appropriate learning activities for gifted learners in heterogeneous classrooms.

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Collaborators

Classroom Teacher.

TD Catalyst Teacher.

Administrators.

Other members of the school’s teaching staff who contribute to the academic progress of gifted learners.

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What is the TD Curriculum?

The North Carolina Standard Course of Study (NCSCOS) and more…

LITERACY William & Mary Literature Units Navigator Novel Studies – contain some controversial

topics to open discussion; examine historical perspectives and perceptions.

Jacob’s Ladder Problem Based Learning (PBL) Inquiry Projects Literacy Student Choice Menus

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William and Mary Literature Units

Differentiated units for each grade

Units focus on the concept of CHANGE

Research-based teaching models are used across units: Change Model Literature Web Vocabulary/Word Web Hamburger Model for Persuasive Writing Research Model Reasoning Model

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Generalizations About Change

Change is everywhere.

Change is linked to time.

Change may be positive or negative.

Change may be perceived as orderly or random.

Change may happen naturally or be caused by people.

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Hamburger Model for Persuasive Writing

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Literature Web

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Wheel of Reasoning

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Reasoning about a Situation or Event

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Jacob’s Ladder

Targets reading comprehension skills in high ability learners.

Skill ladders use the inquiry process connected to readings in poetry, myths/fables, and nonfiction.

Students move from lower order, concrete thinking skills to higher order, critical thinking skills.

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10 Problem Solver Strategies

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Mathematics

Investigations

Problem Solvers (1-5)

Math Superstars

Hands on Equations

Mentoring Mathematical Minds=M3

(TD dept. only purchased the ALGEBRA standard for each grade level.)

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Differentiated Education Plan (DEP)

Student’s needs determine differentiation.

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Desired Outcomes

Curriculum studied in greater depth through more challenging lessons and differentiated activities.

Curriculum accelerated to include above-grade level material when appropriate.

Advanced pace of learning.

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What does the Catalyst Model look like?

Indirect Services

Direct Services

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Indirect Services

Lessons and activities are prepared by the TD Catalyst Teacher in collaboration with the Classroom Teacher. The lessons and activities are used by the Classroom Teacher in the regular classroom.

Gifted identification is also part of Indirect Services provided by the TD Catalyst Teacher.

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What can Indirect Services look like?

Team teaching. Projects. Contracts. Alternative homework. Alternative assignments. Curriculum compacting contracts. Centers. Professional Development for teachers.

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Direct Services

Lessons for gifted learners that are the sole responsibility of the TD Catalyst Teacher. They are developed and taught to gifted learners by the TD Catalyst Teacher.

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What can Direct Services look like?

Demonstration lessons.

Small group instruction.

Pull out for a set period of time.

Activities related to classroom instruction.

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How much time for Direct and Indirect Services?

60 – 70% Indirect Services.

30 – 40% Direct Services.

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When do teachers collaborate?

Each school schedules weekly planning blocks during the school day for teachers to meet and collaborate.

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The focus of the Catalyst Model is to differentiate instruction for the gifted and high performing students.

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Differentiated activities are integrated into the regular classroom to complement and supplement the standard curriculum.

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Without differentiation everyone…

Moves at the same pace.

Completes the same assignments.

Is evaluated the same way.

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CES Above and Beyond

Grades 2 – 5: Chess Club Spelling Bee

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Only Grades 4 – 5: Math Olympiad Duke TIP

Only Grades 3 – 5: CyberKids Robotics

End of Year Performance Review

The TD team will evaluate each TD student’s overall yearly performance and End-of-Grade assessments to make recommendation for continuing services using the Performance Review.

Parents of gifted students will receive a pink copy of this review with the final report card.

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Performance Review

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What is the TD budget?

Currently, the TD department purchase the same resources so there is equity in all CMS schools.

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Everyone works collaboratively to meet the

needs of the gifted learners.

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How can parents help?

Online learning at home: Studyisland.com (EOG prep) Discoveryeducation.com Wonderopolis.org

Study Habits and Organization: Free Parent University classes offer ideas.

Read with and to your child. Modeling fluency is still important. Discuss what is read (including new vocabulary). Make generalization. Discuss different perspectives and opinions.

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Index Cards

If you have a question or concern, please write your question on the index card along with: Your child’s name Your child’s grade Homeroom teacher Parent’s name Contact information (phone, email)

Please give the card to me or put it on the table. I’ll try to be prompt in responding.

THANK YOU FOR ATTENDING THIS SESSION!

I LOOK FORWARD TO WORKING WITH YOU AND YOUR CHILD!

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