1 / 26

Elementary Gifted and Talented Programs

Elementary Gifted and Talented Programs. Waccamaw Elementary School Mrs. Richardson. South Carolina’s Definition of Giftedness. Regulation 43-220

chaney-morris
Download Presentation

Elementary Gifted and Talented Programs

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Elementary Gifted and Talented Programs Waccamaw Elementary School Mrs. Richardson

  2. South Carolina’s Definition of Giftedness • Regulation 43-220 • Gifted and talented students are those who are identified in grades 3-12 as demonstrating high ability or potential in academic and/or artistic areas.

  3. Two ways to meet South Carolina state-identification as academically gifted and talented: • Meet the standard for a composite aptitude score (96th percentile or higher); or

  4. Meet the standard in twoof the three dimensions • APTITUDE (93rd national age percentile on CogAT verbal, nonverbal, quantitative, or total) • ACHIEVEMENT (reading and math MAP scores at the 94th national percentile or higher) For the 2009-2010 school year only, scores from both spring 2009 and fall 2009 will be considered. • PERFORMANCE (STAR Performance Task Assessment)

  5. The Special Class Delivery Model • Special Class: a class organized around one or more disciplines • According to the research by Karen Rogers on delivery models…. • The special class model has an effect size of .79 when the following conditions exist: • differentiated curriculum • class fits the strength area or areas of the student as determined by identification and performance data • Minimum of 45 minutes daily for G/T ELA and G/T math • Maximum of 60 minutes daily for G/T ELA and G/T math

  6. The Special Class Delivery Model • G/T Math • During math RIT time • Specific skills focus from DesCartes • Combination of enrichment and acceleration • G/T ELA • During reading RIT time or literacy stations • Can be integrated with Social Studies content & concepts • Includes reading, word part study, research, writing

  7. G/T Curricular and instructional characteristics: • Content, process, and product standards that exceed the state-adopted standards for all students • Goals and indicators that require students to demonstrate depth and complexity of knowledge and skills • Instructional strategies that accommodate the unique needs of gifted learners • A confluent approach that incorporates both acceleration and enrichment • Opportunities for worldwide communication and research

  8. SC and HCSGoals for Gifted Education • Goal I: To support the mastery of core areas of learning at a pace, complexity, abstractness, and depth appropriate for gifted learners. • Goal II: To develop an understanding of concepts, themes, and issues which are fundamental to the disciplines as well as society and to develop an appreciation for interrelationships among the disciplines. • Goal III: To develop inquiry skills at a level of complexity, abstractness, and depth appropriate for gifted learners. • Goal IV: To develop the skills of critical thinking, problem solving, and decision-making at a level of complexity, abstractness, and depth appropriate for gifted learners. • Goal V: To develop proficiency in communicating abstract and complex ideas, relationships, and issues.

  9. English/Language Arts Center for Gifted Education English/Language Arts and Social Studies units Jacob’s Ladder Reading Comprehension Program Jr. Great Books HCS Integrated Units of Study HCS Word Part Study Research Mathematics Above-Level Everyday Math (when appropriate) Challenge Math Investigations Pre-Algebra/Algebra with Pizzazz Math Stars and Superstars Tanglers NCTM Navigations Algebra Groundworks Hands-On Equations Mentoring Mathematical Minds HCS Curriculum Resources

  10. Project M3: Mentoring Mathematical Minds A National Curriculum and Research Javits Grant Project to Nurture Mathematical Talent

  11. Overview of M3 • Based on the NCTM Content Standards • Number and Operations • Algebraic Thinking • Geometry and Measurement • Data Analysis and Probability. • The units concentrate on communication, reasoning, connections, and problem solving.

  12. Based onPrinciples and Standards for School Mathematics (NCTM, 2000) • NCTM Process Standards • Problem Solving • Communication • Reasoning • Connections • Representations

  13. Based on Exemplary Gifted and Talented Practices • Focuses on Big Ideas from Core Curriculum (Parallel Curriculum Model) • Adds Depth and Complexity • Engages Students as Practicing Mathematicians (Curriculum of Practice) • Incorporates Projects, Investigations, and Games

  14. Third Grade Units • Unraveling the Mystery of the MoLi Stone:Place Value and Numeration(numbers and operations) In this unit students explore our numeration system in depth. • Digging for Data: The Search Within Research(data analysis and probability) In this unit on data analysis, students explore the world of the research scientist and learn how gathering, representing, and analyzing data are the essence of good research. • What’s the ME in Measurement All About?(geometry and measurement) In this unit on measurement, students are actively engaged in the measurement process and connect it to their own personal worlds. • Awesome Algebra: Looking for Patterns and Generalizations(algebra) In this unit students are encouraged to study patterns and determine how they change, how they can be extended or repeated, and/or how they grow. They then move beyond this to organize the information systematically and analyze it to develop generalizations about mathematical relationships in the patterns.

  15. Fourth Grade Units • Factors, Multiples, and Leftovers: Linking Multiplication and Division(numbers and operations) This unit focuses on the development of students’ multiplicative reasoning power. With an emphasis a deeper understanding of multiplication and division, students encounter a range of different problem situations and representations, learn about the relationship between multiplication and division and the properties associated with these operations. • Analyze This! Representing and Interpreting Data(data analysis and probability) Students learn what categorical data are and how to represent and analyze categorical data using new, more sophisticated ways including Venn diagrams and pie graphs. They also work with continuous data as they learn to construct and analyze line graphs. As they work through this unit students develop a deeper understanding of data analysis. • Getting Into Shapes (geometry and measurement) Students explore 2- and 3-dimensional shapes with a focus on their properties, relationships among them and spatial visualization. The reasoning skills that they build upon in this unit help them to develop an understanding of more complex geometric concepts. • At the Mall with Algebra: Working with Variables and Equations(algebra) The emphasis in this unit is on developing algebraic reasoning. Students represent and analyze mathematical situations using algebraic symbols and in doing so they come to understand the basic notion of equality and equivalent expressions. They learn how variables are used to represent change in quantities and also to represent a specific unknown in an equation.

  16. Fifth Grade Units • Treasures from the Attic: Exploring Fractions(numbers and operations) Students are introduced to two children who uncover hidden treasures in their grandparents’ attic from a general store that their great grandparents used to own. These treasures lead to an interesting exploration of fraction concepts. The focus of the entire unit is on making sense of fractions rather than on learning algorithms to perform computations. • What are Your Chances?(data analysis and probability) Students begin their exploration of probability as a measurement of the likelihood of events. Students may have had some prior experience such as predicting which color tile would be drawn from a bag or which number would be rolled on a dice. This unit extends beyond the activities to mathematics behind the experiments. • Funkytown Fun House: Focusing on Proportional Reasoning and Similarity(geometry and measurement) Students are introduced to similarity and congruence. The foundational mathematics behind these concepts is proportional reasoning. Students explore ratio as a comparison of two quantities. Students also explore the relationship between congruence and similarity • Record Makers and Breakers: Using Algebra to Analyze Change(algebra) Students learn about algebra as a set of concepts tied to the representation of relationships either by words, tables or graphs. They also learn about algebra as a style of mathematical thinking for formalizing patterns of change. They extend their notion of variable from a letter in an equation that represents a number to a more broad definition, that of a quantity that varies or changes.

  17. Culminating Activity • Most units feature a “unit project” where students synthesize and showcase new understandings while pursuing some of their own interests.

  18. Lesson Format • Big Mathematical Ideas • Objectives and Materials • Math Vocabulary and “Word Wall” words ~~~~~~~~~~~~~~~~~~~~~~~~~~ • Initiate • Investigate • Communicate • Assess

  19. Mathematical Communication • Verbal • Suggested Questions for Discussion • Sample Dialogues • Written • Two Open-ended Journal Questions for Every Lesson • What to Look for in and Possible Difficulties with Responses • Scoring Rubrics

  20. Student Mathematician’s Journal • Think Deeply Questions • Students Explain the Mathematics • Students Create New Mathematics • Students Write “Your Thoughts and Questions” • Apply professional methods of mathematicians to solving problems

  21. Evaluation Plan for M3 Pilot • Quantitative Data • Pre- and Post-Assessments from the Mentoring Mathematical Minds units • MAP comparison data: M3 G/T classes vs. other G/T math classes • SC End-of-the-Year Assessment comparison data: M3 G/T classes vs. other G/T math classes • Qualitative Data • Surveys of teachers, students, and parents

  22. Other Opportunities During the School Year • Regional Talent Search Programs • Duke Talent Identification Program (TIP) • Grades 4 and 5 • For students who score at or above the 95th percentile on achievement tests (MAP) • Enrollment begins in December • Above-level test is EXPLORE • Johns Hopkins Center for Talented Youth (CTY) • Grades 2-5 • For students who score at or above the 95th percentile on achievement tests (MAP) • Enrollment begins in September • Above-level test is SCAT: School and College Abilities Test

  23. Considerations for Talent Search Programs • Participation is optional. HCS provides information to parents and students so that you can decide whether or not you wish for your child to take part. • Both Duke TIP and Johns Hopkins CTY have enrollment and testing fees; however, financial aid is available through the programs. • Both talent searches provide opportunities for e-studies, parent and student publications, summer and weekend enrichment programs. 

  24. Opportunities After Elementary School • Middle School Programs • Placement criteria include MAP and PASS scores as well as grades • Honors Program of Study

  25. OpportunitiesAfter Elementary School • Middle School Programs • Accelerated Program of Study

  26. Questions? • Course Syllabus – handout • Nicole Richardson nrichardson001@horrycountyschools.net 347-4684

More Related