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Boulder Valley School District Panel Presenters

Instructional & Affective Pilots: How to Implement Successful Programming With No New Budget Colorado Association for Gifted and Talented Conference 10-18-10. Boulder Valley School District Panel Presenters Jennifer Barr and Becky Whittenburg, Advanced Academic Services

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Boulder Valley School District Panel Presenters

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  1. Instructional & Affective Pilots: How to Implement Successful Programming With No New BudgetColorado Association for Gifted and Talented Conference10-18-10 Boulder Valley School District Panel Presenters Jennifer Barr and Becky Whittenburg, Advanced Academic Services Gina Malecha, Counselor, Broomfield High School Robbyn Fernandez, Principal, Manhattan Middle School of Arts and Academics Brett Livingston, Principal, Aspen Creek K-8 Boulder Valley School District Special Guests Sandy Ripplinger, Assistant Superintendent for School Leadership, Elementary / K-8 Von Sheppard, Assistant Superintendent for School Leadership, Elementary BVSD Educators

  2. Session purpose: We will share our insights and experiences so that you can walk away knowing how to begin this kind of work in your setting and why these practices are relevant for gifted learners. Relevancy to research Community support Developing the plan for implementation Assessment

  3. Session overview: 1. How the lab sites came about. 2. School wide cluster grouping at Aspen Creek K-8. 3. Affective Freshman Seminar at Broomfield High School. 4. Affective seminar class for middle level highly gifted students at Manhattan Middle School of Arts and Academics. 5. School wide study of a gifted and talented focus at Eisenhower Elementary School. 6. Open Q&A from the audience.

  4. Structure of Talented and Gifted Programming in BVSD District Office: • One Coordinator / Teacher on Special Assignment • One Resources Specialist • One Half Time Administrative Support Schools: • 29,388 total enrollment • 29 elementary schools, 21 secondary schools and four K-8 schools • Part Time Advisor / Tutor Allocation (most schools) • Teacher FTE Allocation (3 total district wide for a Focus school and two special sites)

  5. How the lab sites came about • January, 2010 found talented and gifted in the spotlight in BVSD • Community Forum Meetings: • What are the strengths of the BVSD TAG program? • What would you like to know more about? • What changes would you like to see?

  6. How the lab sites came about • Identified Common Themes and Needs • Affective Support • Intentional Grouping for Instruction • Targeted Professional Development • Focus or Magnet Schools • TAG Task Force and School Leadership: • Research based best practices • Selection of school sites • Purpose of lab sites: to build capacity and replicable models in existing schools and plant the seeds for future TAG focus schools

  7. School wide Cluster Grouping at Aspen Creek K-8 • Implementation: • Cluster classrooms at 1st through 6th grade • Intensive summer book study • Cluster teacher and building professional development • Instructional support through scheduled classroom observations, debriefs, and team meetings • Assessment: • Survey for instructional staff to measure awareness of, beliefs about, and effectiveness of talented and gifted programming • Survey for instructional staff to measure inclusive practices • Parent surveys at mid-year and end of year

  8. School wide Cluster Grouping at Aspen Creek K-8 • Research: • The Cluster Grouping Handbook, Winebrenner and Brulles, 2008 • Creating and Facilitating Discussion Groups for Gifted Students, Bradley, (2010) • Best Practices in Gifted Education, Robinson, (2006) • NAGC Position Papers: Affective Needs, Grouping, NAGC-NMSA Joint Statement • Community support: • Monthly TAG Talks • Parent outreach meetings through PTA • SENG groups

  9. Affective Freshman Seminar at Broomfield High School • Implementation: • Five sections of freshman seminar for incoming gifted students • Summer staff development for five seminar teachers • Common planning time for five seminar teachers • Teacher FTE for one section of seminar • Ongoing building professional development • Scheduling incoming ninth graders • Assessment: • Survey for instructional staff to measure awareness of , beliefs about, and effectiveness of talented and gifted programming • Surveys for students in the seminar classes to determine discussion topics, assess the need for and effectiveness of the seminars, and school climate indicators • Parent surveys at mid-year and end of year

  10. Affective Freshman Seminar at Broomfield High School • Research: • Social-Emotional Curriculum With Gifted and Talented Students, VanTassel-Baska, et al.(2009). Chapter 11: Discussion Groups as a Component of Affective Curriculum for Gifted Students, Peterson, Betts, and Bradley • Creating and Facilitating Discussion Groups for Gifted Students, Bradley, (2010) • Best Practices in Gifted Education, Robinson, (2006) • NAGC Position Papers: Nurturing Social Emotional Development of Gifted Students. Grouping. • Community Support: • Monthly TAG Talks • SENG groups

  11. Affective Seminar for Highly Gifted Students at Manhattan Middle School of Arts and Academics • Implementation: • Self-directed learning seminar for 7th and 8thgraders to engage in investigative activities and artistic productions that go beyond classroom learning • Clustering gifted students together for instruction in core academic areas • Student discussion groups • Assessment: • Survey for instructional staff to measure awareness of, beliefs about, and effectiveness of talented and gifted programming • Surveys for students in the seminar class and in the discussion groups to determine discussion topics, assess the need for and effectiveness of the seminars, and school climate indicators • Parent surveys at mid-year and end of year

  12. Affective Seminar for Highly Gifted Students at Manhattan Middle School of Arts and Academics • Research: • When Gifted Kids Don’t Have All the Answers, Delisle & Galbraith, (2002) • The Autonomous Learner Model: Optimizing Ability, Betts & Kercher (1999) • The Cluster Grouping Handbook, Winebrenner and Brulles, 2008. • Creating and Facilitating Discussion Groups for Gifted Students, Bradley, (2010) • Best Practices in Gifted Education, Robinson, (2006) • NAGC Position Papers: Affective Needs, Grouping, NAGC-NMSA Joint Statement • Community Support: • Monthly TAG Talks • SENG groups • Talented and Gifted Advisory / Steering Committee

  13. School wide study of a gifted and talented focus at Eisenhower Elementary • Implementation: • Book study / Professional Learning Community • Focused staff development • Assessment: • Survey for instructional staff to measure awareness of, beliefs about, and effectiveness of talented and gifted programming • Parent surveys at mid-year and end of year

  14. School wide study of a gifted and talented focus at Eisenhower Elementary • Research: • Reaching All Learners: Making Differentiation Work, Kingore (2007) • Recognizing Gifted Potential: Planned Experiences with the KOI, Kingore (2007) • Community Support: • SENG Groups • Monthly TAG Talks for second semester

  15. Open Q&A from the audience. • Power Point is online at: http://bvsd.org/tag/Pages/PresentationExhibits.aspx • Open Q & A

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