Gifted Services October 6, 2008

Transcription

1 Gifted Services October 6, 2008

2 The mission of the Robbinsdale Area Schools is to inspire and educate all learners to discover their potential and positively contribute to their community.

3 Levels of Service Model I. Services for ALL Students II. Service for MANY Students III. Services for SOME Students IV. Services for a FEW Students

4

5 Areas of Giftedness General intellectual Specific academic subjects Creativity Leadership Visual and performing arts

6 Characteristics of Giftedness Across Cultures traits, aptitudes, and behaviors (TABs) Motivation- Evidence of desire to learn. Inquiry- Questions, experiments, explores. Interests- Intense (sometimes unusual) interests. Insight- Quickly grasps new concepts and makes connections; senses deeper meanings. Communication Skills-Highly expressive; effective use of words, numbers, symbols. Reasoning- Logical approaches to figuring out solutions. Problem-Solving Ability- Effective, often inventive, strategies for solving problems. Imagination/Creativity- Produces many ideas; highly original. Memory- Large storehouse of information on school or nonschool topics. Humor- Conveys and picks up on humor.

7 Identification Naglieri Nonverbal Ability Test (NNAT) All students Grade 2 New students to the district in grades 3-5 October and November testing Identification NNAT MCA CALT

8 Clustering

9 General Cluster Grouping Gentry Placing several high-achieving, high-ability, or gifted students in a regular classroom with other students and with a teacher who has received training or has a desire to differentiated curriculum and instruction for the target students.

10 Total School Cluster Grouping Gentry Takes general cluster grouping further Considers the placement and performance of all students in the school Identification occurs on a yearly basis The gifted cluster classroom contains no above-average students not identified as gifted and no special education students Other classrooms may have a cluster of special education students with assistance

11 Three Non-negotiable Components of Cluster Grouping Groups of gifted or high-achieving students are placed within the classroom with students of other achievement levels Teachers differentiate curriculum and instruction for the identified students Successful teachers have an interest and training in working with the target students

12 What does the Research Say? Cluster Grouping Allows students to work with their intellectual peers Gifted learners learn to strive for excellence Improved academic achievement Differentiation is more likely to occur with an identified cluster Provides full-time service at low cost

13 Differentiation Consistently and proactively creating different pathways to maximize the growth of each learner. Kids differ, teachers matter. Start from where you are.

14 STRATEGIES FOR A DIFFERENTIATED CLASSROOM High level questions Tiered assignments Flexible grouping Choices Learning centers Interest centers or interest groups Independent projects Mentorships/Apprenticeships

15 Professional Development Staff Meetings Building Level Professional Development District Level Professional Development Academy Classes Individual Teachers and Grade Level Teams Demonstration Teaching and Developing Enrichments

16 Secondary Programming International Baccalaureate Program Advanced Placement Pre-Engineering AVID Mentor Connection College in the Schools Support for programs through AP/IB grants Levels of Service Model

17 Parent Involvement Robbinsdale Chapter Minnesota Council of Gifted and Talented Meeting with Parents of Identified Gifted Students in December