Gifted Education tutorial & Training Holly Hill Elementary 2014-2015 Kirstan s. davis Gifted Education Specialist

Our Itinerary Purpose & Objectives Overview of Gifted Traits Comparison of Natures Myths of the Gifted Community Identification of Gifted Students in Alabama Referral Process 2nd Grade Child Find Overview of Enterprise City Schools ABC Resource http://www.nagc.org/resources-publications/resources/myths-about-gifted-students

Characteristics & Traits

Collective Characteristics: Often reach 'milestones’ earlier than average May speak late, but in complete sentences Able to distinguish between reality and fantasy at an early age (questions about Santa or the tooth fairy come very early!)

Discovery & Activity Stages Strong desire to explore, investigate, and master the environment (opens up cabinets, takes things apart). Toys and games mastered early, then discarded Very active (but activity usually has a purpose)

Reading & Mathematics Curriculum May show an intense interest in numbers or letters. Often start doing simple math at an early age. When interested in a topic, will teach themselves

Asynchronous Development Over Sensitive to Failure Emotional Intensities Different Perspective than peers Peer Relationship Possibilities That May Exist Sometimes have poor Social Skills May have exceptional Social Skills Some are awkward with peers Out of Ordinary Leadership Skills Lack of Confidence Very Confident If you are interested in more information about social needs of gifted students, a good resource is sengifted.org

Learner Comparisons what’s the difference?

WHAT’S THE Difference?

Common myths about the Gifted Population

Erroneous & Stereotypical Gifted students don’t need help: they’ll do fine regardless of where they are. Gifted students should be role models in the classroom. All children are gifted in their own way. Gifted programs are elitist. Gifted students should be making good grades. Gifted students are usually happy, popular and well adjusted.

Identification of Gifted Students: Definition, referrals, 2nd grade child find, roles

Gifted Education as Defined by Enterprise City Schools Intellectually gifted children are those who perform or who have demonstrated the potential to perform at high levels in academic or creative fields when compared with others of their age, experience, or environment. These children and youth require services not ordinarily provided by the regular school program. Children possessing these abilities can be found in all populations, across economic strata, and in all areas of human endeavor.

Types of referrals Standard Referrals 2nd Grade Child Find Referrals - students six years of age and older. Students may be referred for consideration for gifted services by: Teachers Counselors Administrators Parents or Guardians Other individuals with knowledge of the students’ abilities. Teachers and Gifted Education Teachers collaborate to identify students to submit for testing Creative thinking activities Collect work samples Understanding and building relationships with the children General education teachers will collaborate and utilize classroom observations to complete recommendation form.

Standard Referral: Your Collaborative role in the PROCESS Utilize professional outlook to complete out and return recommendation. Utilize formal/informal assessments to complete TABS collaboratively Utilize professionalism to keep the process confidential. Collaborate with teacher to arrange/flex with time for testing and work sample retrieval.

About adventures beyond the classroom

Gifted Service & Delivery Children with a Gifted Education Plan receive services one day per week in a “Pull Out” Program. Three hours per week. Variety of service delivery options: Resource room pullout (provided by Gifted Education Specialist grades 3rd-6th ) Consultative & Collaborative resources (provided in general education setting in grades 1st-6th)

Enterprise City Schools gifted Education Guidelines

Nature & Needs Addressed In ABC Analytical Thinking Creative Thinking Practical Needs Affective Needs Depth & Complexity Needs

Missed Curriculum “Gifted students will not be required to make up work missed due to attending gifted classes. This includes class work and homework.” Also stated in the Alabama State Gifted Code

While in ABC If the introduction of new material in curriculum occurs, each student must receive instruction by the teacher in a small group or one-on-one setting. If an assessment is administered, the gifted student will have the opportunity to make-up test at a mutually agreed upon time. Students are not be withheld on a mandatory basis from Physical Education to make-up assignments

Questions…concerns…suggestions…. Please complete the provided questionnaire that is in your mailbox Please feel free to address your needs/concerns/suggestions via email or face-to-face Email: kirstan.davis@enterpriseschools.net Please attend the scheduled grade level in-service.

References & Collaboration Special Thanks To: Margie Tyner, Gifted Specialist, College Street Elementary State of Alabama Gifted Code (290-8-9.12 Gifted) Kingor, Bertie. High Achiever, Gifted Learner, Creative Thinker Farrell, Shirley. Traits Aptitudes and Behaviors. ALSDE National Association for Gifted Children http://www.nagc.org Enterprise City Schools: www.enterprisecityschools.net