PRINCESS ANNE MIDDLE SCHOOL

GIFTED RESOURCE PROGRAM2012-2013

Gifted Cluster Teacher Meeting“Information Dump”

&Training Session on the Elements of a High-Quality Gifted Program

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Definition of Giftedness

United States Department of Education definition of Gifted and Talented Students:

“…those who have outstanding abilities,

are capable of high performance and who

require differentiated educational

programs (beyond those normally

provided by regular school programs)

in order to realize their contribution to self

and society."

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WHY GIFTED EDUCATION? Gifted students’ unique characteristics

and needs are most effectively met through specialized curriculum, instruction, pacing, and grouping arrangements. Research indicates that in order for high-end learners to reach their full potential, the regular curriculum and traditional instructional processes must be differentiated.

Gifted students learn at a faster pace, at varying depths of understanding, and possess interest levels that are more complex than the average learner.

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PAMS GIFTED POPULATION• PAMS has the highest identified gifted

population of all VBPCS middle schools outside of Kemps Landing Magnet School.

• As of August 2012, PAMS gifted population (intellectual and talented) is 252 identifications/ 241 individuals.

• PAMS identifies ≈ 15 intellectually gifted students each year through gifted identification testing.

• There is one full-time gifted resource teacher assigned to this school.

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THE GIFTED LEARNER...• asks the questions• is highly curious• is mentally and

physically involved• has wild, silly ideas• plays around, yet

tests well• discusses in detail,

elaborates• beyond the group• shows strong

feelings and opinions• 1-2 repetitions for

mastery• constructs

abstractions

• prefers adults• draws inferences• initiates projects• is intense• creates a new

design• enjoys learning• manipulates

information• good guesser• thrives on

complexity• is keenly observant• is highly self-

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WHY CLUSTER GIFTED STUDENTS TOGETHER?

• Gifted students’ unique characteristics and needs are met most effectively through specialized curriculum, instruction, pacing, and grouping arrangements.

• Gifted students learn at a faster pace, at varying depths of understanding, and possess interest levels that are more complex than the average learner.

• Gifted students are placed with their intellectual and social peers—with more children who “think” like they do. Middle school is scary enough without being

so different! 6

“CLUSTER” VS. “ADVANCED”

• All core teams have advanced classes. The approach to the content and process is qualitatively different in the intellectual cluster classes.

• Intellectual students should be placed on cluster teams in order to receive adequate gifted services.

• We want to avoid isolates in the core content areas.

• Identified gifted art and dance students will also be placed on the “intellectual” core teams.

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CLUSTER GROUPS 2012-2013

6th grade:Cobb, DeWitt, Johnson,

Walton, Anoia, Chasse, Hamby, Zell

7th grade:Abrams, Henry, Reyes,

Solheim, Trojnar, Gay, Creamer, Thompson

8th grade:Agami, Dunlo, Cole, Irish,

George, Morgan, Perry, Zajac

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Gifted art and ODC dance students are also on these cores.

THE GIFTED RESOURCE TEACHER’S ROLE IN STUDENT SUPPORT:• Collaborate with cluster teachers to

introduce and use instructional strategies that work well with the gifted learner

• Plan and implement differentiated curriculum, resources, and instruction

• Offer enrichment activities• Meet with individuals or small groups• Advocate• Work with parents

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YOU! ME!

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Teacher name

AbramsAgamiAmmonsAnoiaByrdCashChasseCobbColeDeWittGayGeorgeHambyHenryIrishJohnsonMorganParkerReyesSolheimThompsonWaltonZajacZell

Did you attend staff development opportunity with GRT? What topic was covered?

PLC Meeting for Data Driven Improvement Planning Process (DDIPP):

Instructional Strategy of the Month Training:

PLC Professional Day:

Small group training with GRT:

How did you assist with gifted students who are experiencing difficulties? What solutions were determined?

Students:Records checkGradesObservationHeads up to GRT Altered learning

environmentParent contactStudent conferencePhone call by teacherPhone call by GRTStudent mtg. with

GRTStudent mtg. with

counselorStudent mtg. with

administratorConference with

parentAction plan

On what dates did you collaborate with GRT? What models/strategies/ topics were discussed?

Dates:MODELS:Paul’s Reasoning Model:Creative Prob. Solving/PBL:Parallel Curr. Model:Kaplan Depth & Complexity:Kaplan Content Imperatives:Kaplan Frame of the Discipline:TABA Concept Development Model:Conceptual Frameworks:

STRATEGIES:Graphic organizers:Reading strategy:Socratic Seminar/Fish Bowl:Other:

TOPICS:

On what dates did GRT co-teach in the classroom with you? Lesson?

Topics in my curriculum for this month/Unit:

What independent projects based on student interest did you help facilitate?

Gifted Program Collaboration Record Princess Anne Middle School GRT: Mrs. Cathy Peterson Month: September

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What strategies did you use to differentiate delivery of instruction?Content (the “what”):Kaplan Depth & ComplexityKaplan Content ImperativesStudent choiceProcess (the “how”):expert jigsawgraphic organizersHW/SW/NWWhat ifs...Think-Pair-Shareresearchcubingquestioning levelsreflective writingWord Splashdebate/discusslab/science inquirysimulation CPSSocratic SeminarwalkaboutMenus/Think Dots/ Tic- Tac-ToeTABAcompare/contrastscaffoldingproblem statementsdocument-based ?sguided practicevideo/DVDKagan strategy:Other:

Product:technology essay/paper/letter/ script/poem/article performance/skitoral presentation/ speechRAFT choicegamesurveybrochure/ pamphlet/ manual/ bookletcollagediagramdrawingflowchartdemonstrationexhibitmodel/ dioramainterviewsimulation

other:

Learning environment:-grouping random student select purposeful independenttechnologytraditional mode

When did you work collaboratively with the GRT to develop rubrics that evaluate performance of process as well as product? For which activities were rubrics designed? What other assessment measures did you use?

Rubrics:Dates:For which activities?

Assessment measures I used this month:Diagnostic:pre-testKWLanticipation guide interest inventoryTABAjournal writinggraffiti wallYes/No CardsSA/A/D/SDsquaring offturn & talkwriting promptquestionnaireteacher questioningother:

Formative (information to inform teaching, “practice”):questioning strategiesexit ticketself- or peer-assessmentprocess logshomework assignmentguided practicerubrics/descriptive feedbackgoal settingskills checklisttracking chartother:

Summative:graded quizzesend of unit testsdistrict benchmarkperformance taskoral performancewritten product—

What activities did you provide to extend the regular curriculum, as evidenced by students reaching (for) benchmarks?

Critical Thinking activities:

Problem-solving activities:

Student’s Learning reflections:

Analysis of student’s perspectives on real-world issues:

Evaluation and analysis of information by judging worth, credibility, accuracy, and clarity of information:

Are you knowledgeable about the characteristics of the gifted, and how did you facilitate the referral process?Facilitation: completed teacher

recommendation forms with narratives with specific examples

completed teacher recommendation forms with minimal narrative

did not complete assigned forms

referred students for testing

completed observations/anecdotal notes on students referred for testing

N/A this month

INSTRUCTIONAL STRATEGIES AND MODELS

• Kaplan’s Depth and Complexity and Content Imperatives

• Creative Problem Solving• Habits of Mind• Concept-Based Instruction• Differentiated Instruction• Parallel Curriculum Model• Curriculum Compacting

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HABITS OF MIND• Persisting• Managing Impulsivity• Listening with

understanding and empathy

• Thinking flexibly• Thinking about

thinking• Striving for accuracy• Questioning and

posing problems• Applying past

knowledge to new situations

• Thinking and communicating with clarity and precision

• Gathering data through all senses

• Creating, imagining, innovating

• Responding with wonderment and awe

• Taking responsible risks• Finding humor• Thinking

interdependently• Remaining open to

continuous learning

Costa, Arthur & Kallick, Bena (2000) 13

GIFTED BENCHMARKS

Worthy horizons for gifted learners, especially, but appropriate for all learners

Should be incorporated into unit planning for intellectual cluster groups

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TRAINING DATES

Training dates for gifted strategies:DDIPP to be completed through PLCs Implementation of Problem-Based

Learning, Part II Dates: TBD by Mr. Bergren Times: 9:15 a.m., 11:05 a.m., 2:00 p.m. Location: classrooms

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IS ODC DANCE DAY

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FRIDAY

Active art students are full-time at VBMS. No art students leave PAMS for any gifted art instruction.

Please follow up with the ODC Dance students for their plans for getting and completing their work. Please help me and get the kids to be very specific!

GIFTED IDENTIFICATION SCREENINGS FOR PAMS 2012-2013

Testing for Gifted Identification is scheduled for the following dates:

November 29, 2012February13, 2013(KLMS testing only)May 13, 2013 (new students to VBCPS only)

Paperwork is due two weeks prior to the testing date to Ms. Jennings (w/ a cc to me). All paperwork is to be submitted electronically. Don’t print until you get the “go-ahead” to do so.

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Communication and Support

• The gifted resource teacher designs newsletters, web site, program pamphlets, gifted listserv email notices and other methods to communicate with parents and the community.

• The GRT also attends parent-teacher conferences for gifted students. Please make sure you alert the GRT for any conference with the parent of a gifted student.

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GIFTED RESOURCE ROOM

Room 331 Numerous resources available for check-

outbooksvideos journalsgames resource materials

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...And the M&M jar is usually full if you need a

boost!

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ESSENTIAL GIFTED PROGRAM

ELEMENTS

TRAINING SESSION

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TODAY’S GOALS

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• Make connections between the job of cluster teacher and the essential gifted program elements

• Analyze the connections of collaboration, clustering, and high-quality curriculum and instruction and their relationship to meeting the needs (academic, intellectual, and social-emotional) of the gifted student

WHO WILL BE IN YOUR ROOM NEXT TUESDAY? Strategy: STEP INSIDE (from Making Thinking Visible, p. 178)

As you view the video clip, you will place yourself within the perspective of one of the following stakeholders:

gifted child parent of gifted child administrator teacher of gifted students

Answer these questions from your assigned perspective: What can this person see, observe, or notice? What might the person know, understand, hold true, or

believe? What might the person care deeply about? What might the person wonder about or question?

http://www.teachertube.com/viewVideo.php?video_id=126234

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BRAINSTORM At your tables, take 2 minutes and

brainstorm what you believe are essential elements for a successful gifted program—keeping in mind the various stakeholders. Do not write anything yet.

Have a group member summarize the main ideas. (1 minute)

Write your ideas on your group’s poster. (3 minutes)

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THE TRIANGLE

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GRT & Cluster Teacher Collaboration

Clustering of Gifted Students

High-Quality Gifted Curriculum &

Instruction

How do these facets work together to create a high-quality program?

Write your group’s statement on your poster. Post your poster at the front of

the room.

VBCPS GIFTED PROGRAM ELEMENTS advocacy for the child clustering differentiation of curriculum and

instruction Gifted Program Benchmarks (in

conjunction with 21st Century Skills Continuum and Compass to 2015)

gifted pedagogy and advocacy for its implementation

collaboration staff development parent education communication 26

TICKET OUT OF THE ROOM Please complete the 3-2-1 sheet in your

packet and return it to Cathy Peterson before you leave. These will be shared with Ms. Jennings, the AP in charge of the gifted program, so we can plan our next steps as we continue to grow the program here at PAMS.

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3-2-1 EXIT TICKETName:_____________________________________________________________________

Room #:____________________________________________________________________

Please tell me what you consider to be the top three strengths of the PAMS gifted cluster program:

Please tell me two things that you would like for us to work on together this year that we haven’t done before, that you want to tweak from last year, or that we can do better:

Please tell me on thing about working with this year’s group of gifted students that you are most looking forward to and why:

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