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Gifted Education MOSAICS Program Model and Components

Gifted Education MOSAICS Program Model and Components. New Teacher Orientation 2007. Program Evaluation-May 2006 Major Focus Areas. Perceived Program Quality Adequate and Available Resources Identification Process Program Model Collegial, Parental and Student Relationships

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Gifted Education MOSAICS Program Model and Components

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  1. Gifted Education MOSAICS ProgramModel and Components New Teacher Orientation 2007

  2. Program Evaluation-May 2006 Major Focus Areas • Perceived Program Quality • Adequate and Available Resources • Identification Process • Program Model • Collegial, Parental and Student Relationships • Differentiation/ Curriculum Modifications • High School Programming • Equity • Student Performance Indicators

  3. Major Findings and Recommendations • Screening and Identification • Equity • Engagement and Rigor • Acceleration/Differentiation • Innovative Programming Options • Exceptionally Gifted Students • Fine Arts • Twice Exceptional • Underrepresented • High School Program • Curriculum for Gifted Students • On-line Guide, Standards, Common Assessments, Common Learning Experiences, Technology Infusion

  4. Screening and Identification • Review placement data – August 2006 and annually • Report findings and make recommendations • Equity and Diversity • Assessment Tools • New Authentic Methods • Disseminate Findings and Process to Stakeholders in Fall of 2007 • Principals, Superintendents, Student Support Council, Assessment Committee, Counselors, Connections Committee, Building Faculties, Parents, Board of Education

  5. Equity • Continue to refine the screening and identification process and investigate assessments that are culturally fair • Increase the number of African Americans participating in the program by 5% in 2008-2009 • Increase the number of dually diagnosed students by 5% in 2008-2009 • Provide opportunities for all children to participate in enrichment activities in their school day • Enrichment plans developed for all schools • Gifted specialists continue to utilize 20% of their time working with faculties and students • Staff development opportunities focused on meeting the needs of gifted students • NAGC, GAM and National Research Symposium on Talent Development

  6. Engagement and Rigor • Provide professional development opportunities for teachers focused on meeting the needs of gifted and high ability students • Path B, District In-Service, Salary Credit, Mini Conferences • Gifted specialists serving on K-12 curriculum committees- fall 2007 • Networking, Team Meetings, Supporting Coordinators in all Curricular Areas • Action Committees formed within Gifted Education Committee (Differentiation/Acceleration) • Research current theories and best practices

  7. Innovative Programming Options • Form Action Committees within the Gifted Education Committee that will research and examine models of delivery at each level • Report findings and make recommendations by the end of the 2006-2007 school year • Implement modifications on the current model or “new” model by the 2007-2008 school year • Form Action Committees within the Gifted Education Committee that will research and examine the following innovative programming models: Exceptionally Gifted, Fine Arts, Twice Exceptional, Underrepresented • Report findings and make recommendations • Implement innovative programs by the 2007-2008 school year • Expand the Parkway Multiage Exceptionally Gifted Students to another Parkway elementary school in 2006-2007 and increase time to 2 hours per week. Review and make recommendations for 07-08

  8. High School Program • Form an Action Committee within the District Gifted Education Committee • Research Quality High School Models • Determine Viable Options • Make Recommendations • Disseminate Findings to all Stakeholders • Principals, Superintendents, Student Support Council, Assessment Committee, Counselors, Connections Committee, Building Faculties, Parents, Board of Education

  9. Curriculum for Gifted Students • Continue alignment of curriculum • Continue to develop common units and assessments • Develop common gifted education curricular experiences (technology integration, field trips, competitions (ex. Academic Challenge), etc. • Curriculum guide, assessments and resources on-line in 2006-2007 • Gifted Newsletter and e-news on website by fall of 2008 • Increased communication of resources available outside of the district via website • Inventory resources in each classroom and develop a “standard” for the gifted classroom at each grade level that aligns to the curriculum

  10. Gifted Education Department Goalfor 2006-2007 • Goal 1: Improve academic achievement of all students by increasing the number and diversity of students participating and expanding and strengthening the range of services provided • THE PLAN 

  11. Increasing Learning Opportunities for ALL StudentsParkway MOSAICS Program (MaximizingOutstandingStudent Achievement through Instruction, Curriculum, and Support) PROPOSED MODEL FOR MOSAICS PROGRAM Four Levels of Learning OPPORTUNITIES FOR ALL STUDENTS Level 1: Enrichment and Differentiation for ALL Students…Who do we teach? And how do we teach them? Level 2: Developing Individual Strengths and Talents Level 3: State Assisted Gifted Program Level 4: Parkway MOSAICS Academy for Exceptionally Gifted Students

  12. Level 1: Enrichment and Differentiation for ALL Students…Who do we teach? And how do we teach them? • Kindergarten • 30 Minute Push-In Lessons • Focus on Primary Education Thinking Skills: Convergent, Divergent, Evaluative, and Visual Spatial Thinking • Naglieri Non-Verbal Ability Test (NNAT) • Non-Verbal Cognitive Assessment (Used for screening) • First Grade • 30 Minute Push-In Lessons • Focus on Problem Solving, Patterning, Analytical Thinking, Perspectives and Advanced Language • KINGORE Activities (Used for screening) • Second Grade • Cognitive Abilities Test-2008-2009 (COGAT) • Verbal and non-verbal cognitive abilities • Push-in Lessons Available, along with Differentiation Support • Third-Fifth Grade • Parkway’s OCG, Common Assessments, MAP and SAT • Push-in Enrichment as appropriate, Differentiation support, “Revolving Door” Units based on Building needs • MOSAICS Level 1 Team (Classroom Teachers) • Sixth – Eighth Grade • Parkway’s OCG, Common Assessments, MAP and SAT • Push-in Enrichment as appropriate, Differentiation support, “Revolving Door Units” based on Building needs • MOSAICS Level 1 Team (Classroom Teachers) • High School • AP, Honors • Electives • Gifted Specialist to Develop High School Programming and Support Differentiation

  13. Level 2: Developing Individual Strengths and Talents • Students who have been screened for MOSAICS Level 3 (State Assisted Gifted Program) and have scored at the 96th %ile on one of the two areas of the WISC IV GAI may be eligible for a Differentiated Educational Plan (DEP) • GES Scale-2 and Parent Inventory will be completed as part of the data collection (Piloted in 3 selected elementary schools in 07-08) • MOSAICS Consultation Team (MCT) will convene to examine all data on each individual student and determine whether a DEP is necessary to meet the student’s needs • Additional 2 gifted specialists who specialize in gifted children will be available as an additional resource throughout the 2007-2008 school year as they plan the exceptionally gifted program (Level 4), Parkway’s summer Fine Arts and Scholars academies, begin identifying students, and design the curriculum for these programs. • Gifted specialists will assist in organizing building-wide opportunities for all students • In the 2008-2009 school year the additional personnel will staff the exceptionally gifted program and plan for the Summer academies to be implemented in June 2009.

  14. Level 3: MOSAICS State Assisted Gifted Program • Minimum and Maximum Caseloads Established for Elementary Buildings • .5 FTE = Less than 12 students • .8 FTE = 12-23 students • 1.0 FTE = 24-41 students • 1.5 FTE = 42+ students • Gifted specialists will assist in facilitation and implementation of MOSAICS Level 1 and 2 programming • Continue to develop OCG, common learning experiences, etc. • Target screening and identification at the schools with less than 7% of the population identified • High school specialist to develop and implement high school gifted programming in concert with building leadership

  15. M OSAICS Level 4: MOSAICS Academy for Exceptionally Gifted Students • To open August 2008- housed at Pierremont Elementary School • Designed to meet the needs of exceptionally gifted/twice exceptional students • One year to develop program, identification process, location, curriculum, and facilities (committee planning team developed to carry this out-under the leadership of Denise Pupillo and Chris West) • Grades 1-3 initially • Newly identified 1-3 grade students would be offered the MOSAICS Program and Parkway would no longer pay tuition for the PEGS Program (grades 1-3) • Current PEGS Grades 1-3 students would be invited to return to Parkway • PEGS Students in grades 4+ would be continue to have the option of continuing their participating in the PEGS program • Accelerated and advanced curriculum (IB?) • 1 gifted specialist • 1 SSD teacher (08-09) • 1 Counselor/Examiner • 1 Administrator (Coordinator) • .5 Secretary

  16. The MOSAICS Program We’ve only just begun, the best is yet to come! Renewing the Parkway Promise for the Gifted Education Students

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