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CHALLENGE PROGRAM “Up to the Challenge” 2010 - 2011

CHALLENGE PROGRAM “Up to the Challenge” 2010 - 2011. CCPS Mission Statement “Continuous Improvement: Everyone, Every Way, Every Day”.

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CHALLENGE PROGRAM “Up to the Challenge” 2010 - 2011

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  1. CHALLENGE PROGRAM “Up to the Challenge” 2010 - 2011

  2. CCPS Mission Statement“Continuous Improvement: Everyone, Every Way, Every Day” • Our mission is to provide an excellent Pre-Kindergarten through graduation learning experience that enables all students to demonstrate the skills, knowledge, and attitudes required for lifelong learning and productive citizenship in an ever-changing global society.

  3. Philosophy • The Challenge program recognizes that each student is unique and has his/her own individual abilities, promise and potential. There is no single gifted student profile. It is the purpose of the Challenge Program to nurture the development of productive habits of mind that characterize creative problem-solvers and lifelong learners. • The Challenge Program provides a variety of services, and all staff members work to match the needs of the learners with appropriate educational services.The best practices for gifted students are the best practices for all students.

  4. Ecosystem of Talent Development Home School Community

  5. Desired Student Outcomes • Healthy/Effective Person • Independent Learner • Creatively Productive Person • Collaborative Problem Solver

  6. Categories of Learners High Achievers Gifted Learners Creative Thinkers

  7. A Service Levels model allows us to be: Flexible Inclusive Responsive Proactive Unifying The Challenge ProgramWhy use Service Levels to respond to student needs?

  8. Level 1 - Services to nurture and support all students Level 2 - Services to nurture and support support high achievers Level 3 - Services to nurture and support gifted learners Level 4 - Services to nurture and support creative thinkers The Challenge ProgramResponding through Service Levels Services will primarily be implemented in the classroom by the classroom teacher.

  9. Differentiated Instruction in the Classroom • Starts with concept based instruction in a whole group setting • Moves to small group instruction based on student needs • Students then return to the whole group and share • In order to evaluate progress, formative or summative assessments are used.

  10. Math Flexible Groups Example of Differentiation in Instruction Objective: Identify, write, solve, and apply equations and inequalities: find the unknown in an equation with one operation Class Activity: Use a graphic representation of a balance pan to represent equations with one operation, using addition and whole numbers (0-81) For example: 8 = N + 3; N = 5 Above Grade Level: Use decimals, rather than whole numbers in the equations On Grade Level: Fill in the missing numbers for the equations Below Grade Level: Use an actual balance pan and real manipulatives to balance the equation 8 N + 3

  11. Language Arts Example of Differentiation in Instruction Objective: Analyze the characterization of a narrative text Above Grade Level What redeeming qualities does the villain of the story/book exhibit? What is the “shadow side” of the hero character in the book/story? On Grade Level Identify characteristics of the hero and villain and provide examples from the book/story to support your ideas. Summarize what makes each character either a hero or a villain. Below Grade Level Chart characteristics of a villain and a hero from a story/book.

  12. The Role of the Challenge Instructional Coach (CIC)

  13. Support and Collaborate • Includes planning, co-teaching and providing resources • Supports differentiation… Student readiness Content (what is being taught) Student learning style Student interest Student readiness Process (how it’s being taught) Student learning style Student interest Student readiness Product (what students need to have accomplished) Student learning style Student interest

  14. Professional Development Challenge Instructional Coaches (CICs) receive and provide professional development in the following areas: • Characteristics and needs of gifted learners • Differentiation • Concept Based Instruction • Ascending Intellectual Demand (AID) • Use of technology for instruction • Primary Talent Development (PTD) • Kingore Observation Inventory • Content Enhancements and Instructional Strategies

  15. Thumb on the Pulse • SIT (School Improvement Team) • Instructional Leadership Team • Parent Meetings/ GT Parent Advisory Council • Data Analysis • Record Keeping and Conferences • Team Meetings

  16. Determining Service Levels and Monitoring • Determining service levels is based on multiple factors including assessment data, teacher observation, parent recommendations, and classroom performance. • Information about students is gathered throughout middle school and service levels are re-evaluated each year.

  17. Parent Involvement • Are you interested in coaching/helping? • Chess Club • Destination Imagination • Mentors • Please note your willingness to help on the sign-in sheet.

  18. Parent Resources • CCPS Challenge Website: http://media.ccps.org/challenge/index.html • GT Advisory/County Challenge Parent Meeting to be held on October 28, 2010 at the Elkton Boulevard CCPS offices from 5:00-8:00 p.m. • Challenge Instructional Coach: Delcina Creswell email: dcreswell@ccps.org • PVMS Challenge Website: www.ccps.org/teachers/dcreswell

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