April N. Coleman, M.A., University of Alabama

1. Building a BRIDGE Between Gifted and General Education: An Effective Consultation and Differentiation Training Program B.R.I.D.G.E. April N. Coleman, M.A., University of Alabama Lori C. White, M.A., Tuscaloosa County School System, AL Building Relationships in Developing Gifted Education

2. Session Overview & Goals • Targeted audience: • Gifted specialists or coordinators who consult with general education teachers • General education teachers seeking to meet the needs of high ability learners • Administrators searching for ways to organize and deliver effective consultative services on a budget • Goals: Provide participants with practical, cost-effective strategies for Building Relationships in Developing Gifted Education (BRIDGE), including • Modules for monthly in-service training on differentiated instruction • Plan for consulting with general education teachers • Strategies for identifying primary gifted students from diverse socioeconomic backgrounds. • Present data-based results from the pilot year of BRIDGE April Coleman and Lori White, 2010

3. Introduction April Coleman and Lori White, 2010

4. BRIDGE is… • An acronym for the elementary gifted consultation program for the Tuscaloosa County School System: • Building Relationships In Developing Gifted Education • A sub-component of the larger district-wide elementary gifted program, TARGET (Team Action & Resources for Gifted Education in Tuscaloosa). • TARGET serves identified G/T students in grades 3-5 in its center-based program at Sprayberry Education Center. • 8 gifted specialists teach 4 days a week and consult one day a week. • A team approach is taken to teaching, planning, and consulting. • Currently in its third year (started in 2008). • A work in progress! April Coleman and Lori White, 2010

5. Components of BRIDGE • Professional development for 1st/2nd grade teachers • Consultation between gifted specialists and 1st/2nd grade teachers • Identification of 2nd grade students of diverse backgrounds and socioeconomic status April Coleman and Lori White, 2010

6. By the Numbers… • 8 gifted specialists (teachers with gifted ed. certification) • 16 elementary schools • 410 identified G/T students (3rd-5th grades) • 40 general education teachers (1st-2nd grades) attend trainings • 80 2nd grade classes participate in child find • 16,000+ students system-wide (K-12) • 0 gifted coordinators • $0 state money earmarked for gifted ed. (Materials purchased with special education $) April Coleman and Lori White, 2010

7. By the Numbers… • Tuscaloosa County: • 2009: Population was estimated at 184,035. • Second-largest in the state in terms of area (trailing only Baldwin County) • Sixth-largest in terms of population • Distance between 2 farthest county schools: • East/West – 32 miles • North/South – 30 miles April Coleman and Lori White, 2010

8. A Brief History • As of 2007, TARGET had little to no interaction with general education teachers. • As part of a gifted specialist’s Ed.S. coursework and State Department recommendations, a three-year plan was developed for TARGET to… • Institute consultative services. • Provide professional development for general education teachers. • Adopt cluster grouping as a district-wide recommendation. • Through multiple team meetings between gifted specialists and administrators, BRIDGE was born! Many components of the three-year plan were modified into a realistic plan for implementation. April Coleman and Lori White, 2010

9. Main Resources Used April Coleman and Lori White, 2010

10. Professional development April Coleman and Lori White, 2010

11. Professional Development Overview • Year One (2008-09): • Attended faculty meetings at each school to introduce the BRIDGE program. • Pilot workshop with teachers at one school • Topic: General Differentiation Methods • Year Two (2009-10): • Monthly in-service workshops with 1st and 2nd grade teachers (Group A) from all schools • Various topics related to differentiating instruction and meeting needs of gifted and high ability learners • Year Three (2010-11): • Continued monthly in-service workshops with 1st and 2nd(grade (Group B) teachers from all schools. April Coleman and Lori White, 2010

12. Participants • Cluster Teachers • These teachers had three or more identified gifted students in their classroom. • Note: Some schools adopted the practice of cluster grouping, under the recommendation of the Assistant Superintendent for Curriculum & Instruction. • All other 1st and 2nd grade teachers with identified gifted students April Coleman and Lori White, 2010

13. Format of Workshops • All were held during the school day at a central location. • Multi-faceted modes of information delivery: • PowerPoint • Video • Skits/Monologues/Stories • Modeling strategies • Content targeted to participants’ needs and interests • Active engagement of participants • Application activities for each topic • Frequent opportunities for communication and collaboration • “Make-and-takes” – Lots of free, practical resources! • End of the semester “share fair” of educators’ ideas. April Coleman and Lori White, 2010

14. Monthly Workshop Topics • Differentiation 101 & Curriculum Compacting • Learning Contracts & Extension Menus • Higher Level Questioning & Interest Centers • Bibliotherapy & DEP Creation (Differentiated Education Plan) • Integrating Technology & Share Fair • Practical Strategies for integrating Social Studies and Science April Coleman and Lori White, 2010

15. Additional Resources • Numerous web links, presentations, and print resources are posted on the BRIDGE wiki. • http://targetbridge.wikispaces.com • Wiki pages related to workshop topics: • Differentiation Resources • Extension Menus • Forms • Learning Centers • Presentations April Coleman and Lori White, 2010

16. Follow-up Survey • We developed an onlineSurvey using Survey Monkey, in order to assess teachers’ knowledge and perceptions following the training, as well as gain general feedback of teachers’ perceptions. • At the last workshop, all teachers completed the survey. Results were analyzed and used to plan and improve future trainings. April Coleman and Lori White, 2010

17. Professional Development: What We Learned & Suggestions for Improvement • Cluster teachers are crucial! • Keep dates and times consistent • For example, the first Friday of every month. • 2nd grade teachers morning/ 1st grade teachers afternoon. • Teachers love practical resources and opportunities to discuss & interact! • Gradual implementation of schools. • Start with most enthusiastic and slowly bring stragglers on board! April Coleman and Lori White, 2010

18. consultation April Coleman and Lori White, 2010

19. Consultation Overview • Year One (2008-09): • 4 gifted specialists (GS) taught 2nd grade child find lessons in each district classroom. • Each GS traveled to a minimum of 4 schools, one day a week. • Remaining time was left for informal consultation with teachers in each classroom. • Year Two (2009-10): • 6 GS traveled to schools one day a week (Wednesday) • 3 consulted with teachers. • 3 taught 2nd grade child find lessons. • Year Three (2010-11): • 8 GS travel to schools one day a week (Friday) • All 8 GS provide consultation and child find services. • GS team together to cover the classrooms. April Coleman and Lori White, 2010

20. Management Tips • Memo sent to all administrators and teachers with a preview of expectations for the consultation program. • Sent in advance of any actual visits • Helps to get everyone “on the same page” • Calendars created at beginning of school year to plan visits. • Co-created by GS and classroom teachers • Schedules are flexible and changes are made as needed April Coleman and Lori White, 2010

21. Consultation: What We Learned & Suggestions for Improvement GSColleagues • Be prepared for resistance! • Conduct monthly meetings to be sure team members are on the same page • Everyone should travel on the same day. • Train the trainers and work in teams. • Ownership is key! Classroom Teachers • If possible, start slowly….most enthusiastic first! • Rapport with teachers is your most important focus! • Cater to the needs of the teachers. • Communicate via email on a regular basis. • Document, document, document… April Coleman and Lori Wite, 2010

22. 2nd Grade Child find:Identification of gifted students from diverse backgrounds April Coleman and Lori White, 2010

23. What is the 2nd Grade Child Find? • Direct services for gifted and talented children begin in 3rd grade through the TARGET program. •  According to the Alabama State Department of Education regulations, all districts must conduct a second grade child find to identify gifted students. • This procedure involves consideration of multiple criteria, including: • Academic achievement • Work samples demonstrating critical thinking • Work samples demonstrating creative thinking April Coleman and Lori White, 2010

24. Changes to Child Find Procedures • Before BRIDGE: • All 2nd grade teachers taught specified lessons and collected and identified students who demonstrated potential gifted characteristics. • These students were then referred for further testing, administered by a teacher. • After BRIDGE: • Gifted specialists teach lessons to solicit work samples, as well as introductory lessons to provide students practice in using creative and critical thinking skills. • Gifted specialists evaluate and score the samples. • Gifted specialists administer screener IQ tests to students who demonstrate gifted behaviors. April Coleman and Lori White, 2010

25. Child Find Overview • Introductory Lesson: • Productive Thinking Talent – Introduction to brainstorming • Provides students a chance to “practice” using creative thinking skills, many for the first time in this manner. • Work Samples Solicited During Lessons: • Creative Thinking: Transformation Drawing created using Productive Thinking Talent to think of many, varied, unusual ideas (Talents Unlimited Model) • Critical Thinking: Figural Analogies • Writing: Bertie Kingore’s “Animals…” prompt is used to solicit writing samples. April Coleman and Lori White, 2010

26. Child Find Overview: Lesson Schedule • Introductory Productive Thinking Lesson (one squiggle line) • Productive Thinking Lesson Two (two squiggle lines) • Productive Thinking Lesson Three (four squiggle lines) combined with Writing Lesson 1 (write a story about your drawing) • Figural Analogies Lesson (“Building Thinking Skills Book One” from Critical Thinking Press) • Writing Lesson 2 (Bertie Kingore’s “Animals Should Definitely Not Wear Clothes” ) April Coleman and Lori White, 2010

27. Student Identification: What We Learned & Suggestions for Improvement • Organization is your friend. • Be flexible in your scheduling! • Consistency is crucial. • When possible, score as you go. • Samples should be scored as a team. • Develop and use rubrics for scoring. • Use introductory lessons. • Encourage teachers to do pre-activities. April Coleman and Lori White, 2010

28. For More Information • Visit http://targetbridge.wikispaces.com to view the website used to organize BRIDGE training information and materials. • Contact us: • April Coleman: aprilcoleman25@gmail.com • Lori White: lwhite@tcss.net April Coleman and Lori White, 2010