Cleveland School District Gifted Program

Our Mission Statement The Cleveland Gifted Education Program strives to produce students who possess the skills needed,, both cognitive and affective, to successfully meet new situations through exploration.

Our Teachers Paulette Howze Bell Academy Elementary Pam Maxwell Cypress Parks/Nailor Elem. Allyson Hardy Hayes Cooper Center Amy Chudy Hayes Cooper Center Janella Sampolesi Hayes Cooper Center Amy Plummer Parks Elementary Tonya Longest Pearman Elementary

Intellectually Based Program INSPIRE classes meet one time per week per grade level (Pull Out) Five hours per day Unit Based Curriculum

Gifted Outcomes Career Explorations Affective Skills Self-Directed Learning Research Communication Group Dynamics Creativity Thinking Skills Career Explorations-Each unit is connected to various careers Affective Skills-Social and Emotional growth is a priority in our learning process. Self-Directed Learning-Teachers welcome input from students and the curriculum is often students led according to their interests. Research-students gain knowledge by utilizing resources to dig deeper into the unit of study. Communication-Students gain communication skills by presenting products of their learning, learning the skills of sharing and listening and the importance of communication when working within a team like setting. Group Dynamics-much of the students’ learning takes place in a group setting and students are given the opportunity to utilize their communication skills. Creativity-unit based curriculum is geared towards the higher levels of Bloom’s Taxonomy of which students are expected to produce original ideas and products as a result of their learning. Thinking Skills-Students engage in three types of thinking: Organizational-help manage and create systems for items, ideas, or concepts Analytical-Breaking down ideas, concepts, or data into their most basic components to see how they relate to one another. Critical-help one to use information to make decisions and formulate solutions.

Bloom’s Taxonomy

What is “Gifted” Highly gifted children tend to be those who demonstrate various rates of development. Due to their high cognitive abilities and high intensities they experience and relate to the world in unique ways. These children are often found as a result of extremely high on an individually scored IQ test, generally above the 12o IQ Score Others may be prodigies in areas such as math, science language and/or the arts. There is NO FEDERAL DEFINITION Varies by state

Commom Characteristics of the Gifted Child Thinking is Abstract, Complex, Logical and Insightful Rapid Learner Excellent Memory Unusually Large Vocabulary Advanced and Complex Thinking Deep, intense feelings and reactions Highly Sensitive Vivid Imaginations Self-Taught Preoccupied with own thoughts-daydreamer Resource: National Association for Gifted Children

MYTHS about Gifted Children Gifted Students Don’t Need Help; They’ll do fine on their own. Truth: Gifted students need guidance from well-trained teachers who challenge and support them in order to fully develop their abilities.

MYTHS Cont… All Children are Gifted Truth: All children have strengths and positive attributes, but not all children are gifted in the educational sense of the word. Gifted children have an advanced capacity in various areas, which requires modifications to the regular curriculum to ensure these children are challenged and learn new material.

MYTHS Cont… That Student can’t be gifted, he/she is receiving poor grades. TRUTH: Underachievement describes a discrepancy between a student’s performance and his actual ability. The roots of this problem differ, based on each child’s experiences. Gifted students may become bored or frustrated in an unchallenging classroom situation causing them to lose interest, learn bad study habits, or distrust the school environment. Other students may mask their abilities to try to fit in socially with their same-age peers.

MYTHS Cont… Gifted Students are Happy, Popular, and Well Adjusted in School. TRUTH: Underachievement describes a discrepancy between a student’s performance and his actual ability. The roots of this problem differ, based on each child’s experiences. Gifted students may become bored or frustrated in an unchallenging classroom situation causing them to lose interest, learn bad study habits, or distrust the school environment. Other students may mask their abilities to try to fit in socially with their same-age peers.

MYTHS Cont… Gifted Students are Happy, Popular, and Well Adjusted in School. TRUTH: Underachievement describes a discrepancy between a student’s performance and his actual ability. The roots of this problem differ, based on each child’s experiences. Gifted students may become bored or frustrated in an unchallenging classroom situation causing them to lose interest, learn bad study habits, or distrust the school environment. Other students may mask their abilities to try to fit in socially with their same-age peers.

Myths Cont: This Child Can’t be Gifted, He Has a Disability Truth: Some gifted students also have learning or other disabilities. These “twice exceptional” students often go undetected in regular classroom because their disability and gifts mask each other, making them appear “average.”

Gifted or High Achievers Intellectually Gifted Academically Gifted Ask Questions Highly Curious Mentally and Physically Involved Wild Silly Ideas Plays Around yet Tests Well Discusses in Detail Beyond Top Group Strong Feelings/Opinions Already Knows Constructs Abstractions Knows the Answers Interested Attentive Has Good Ideas Works Hard Answers the Questions Top Group Listens with Interest Learns with Ease Understands Ideas

The Family Educational Rights and Privacy Act (FERPA) is a Federal Law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education (ww2.ed.gov).

Program Affiliation and Resources MAGC-Mississippi Association of Gifted Children www.mde.k12.ms.us www.hoagiesgifted.org www.nagc.org www.oedb.org www.prufrock.com www.code.org.