TD Informational meeting with Mrs. Foley, Magnet Coordinator Differentiated Education Plan TD Informational meeting Welcome families of  TD certified students  Please Sign In & take a handout (one per family).

Magnet Coordinator Responsibilities Facilitates effective implementation of the school’s magnet theme at all grade levels by providing instructional and curricular support. Prepares and demonstrates model theme-related lessons for classroom teachers as needed. Coordinates specialized professional development training. Works with Student Services staff at the school to provide magnet students with academic and other support as needed.

Magnet Coordinator Responsibilities Serves as an advocate and liaison for the magnet program among the school community, disseminating information to teachers and students on a timely basis. Provides accurate information to the public, including prospective and participating students and parents, regarding the magnet program. Helps coordinate enrichment opportunities United Nations Robotics National Elementary Honor Society Enrichment Clusters

GIFTEDNESS: Federal Definition Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, who need services and activities not ordinarily provided by the school in order to fully develop those capabilities.

Common Characteristics of Gifted Children The ability to learn rapidly Advanced ability in a specific field Highly creative Long/short attention span Verbal proficiency or frustration Foley Read more on FamilyEducation: http://school.familyeducation.com/gifted-education/parenting/38809.html#ixzz2k5ZrXFj2 The ability to learn rapidly. These children often learn new material with less help and less practice than their peers. However, they might also pass by 'easy' learning chores, such as learning to spell 'turtle', to master a more difficult word, such as 'anthropomorphics'. Advanced ability in a specific field. Meador says gifted students may appear particularly advanced in a specific area. A child who is precocious in music, may not, however, be clearly gifted in all areas. If the child does not learn to read early, he will often catch up with other precocious readers. Highly creative. Creative talents are most easily recognized in creative writing and drawing, but may also be evident in a creative or unique solution to problems, or the ability to find multiple reasons for a character's actions. Long attention span/short attention span. A child may be unable to sit still when uninterested, but may spend hours engrossed in an activity of her own choosing. Verbal proficiency or frustration. The language-advanced child who regularly talks 'above the heads' of his peers may also become frustrated when the other children don't understand his complicated thoughts.

What does that mean for Irwin? We assert that there are children who demonstrate high performance, or who have the potential to do so, and that we have a responsibility to provide optimal educational experiences for talents to flourish in as many children as possible, for the benefit of the individual and the community. ~ Source: nagc.org Foley “A safe place to be a smart kid.”

Irwin’s TD program: What it is NOT … NOT an add on NOT separate NOT more of the same NOT boring

What is a Differentiated Education Plan? School Culture Classroom Environment Curriculum Teachers Family Involvement Matthews

#1: Our School Culture High standards and expectations Commitment to learning Open and collaborative Supportive and nurturing Family atmosphere Safe place to be a smart kid

What problems do I want to solve when I grow up? Essential skills for success in today’s world and a global economy: Collaboration Critical thinking / problem solving Communicate effectively Creativity Core academic subject knowledge Support systems Standards Assessments Curriculum and instruction Professional development Learning environments Foley: Reference : problems should be solving, not what they want to be Framework for 21st Century Learning. This Framework describes the skills, knowledge and expertise students must master to succeed in work and life; it is a blend of content knowledge, specific skills, expertise and literacies. Those who can think critically and communicate effectively must build on a base of core academic subject knowledge. Within the context of core knowledge instruction, students must also learn the essential skills for success in today’s world, such as critical thinking, problem solving, communication and collaboration. When a school or district builds on this foundation, combining the entire Framework with the necessary support systems—standards, assessments, curriculum and instruction, professional development and learning environments—students are more engaged in the learning process and graduate better prepared to thrive in today’s global economy.

#2: Our Classroom Environment Multiple methods of learning: individual, table, small group, large group Flexible groupings Multiple intelligences respected Technology Access SMART Boards, Laptops, iPads) Homogeneously grouped by certification Engaging, stimulating, brisk pace Enriched, rigorous, academically- challenging instruction High expectations

#3: Our Curriculum Standard curriculum extensively supplemented with research-based gifted resources and strategies Problem Solvers Math Olympiad William & Mary Units Socratic Seminars Strong foundation provided for IB (International Baccalaureate) middle school Differentiated instruction Interest / Choice Projects Learning Contracts Differentiated Units Curriculum Compacting Greater depth of exploration Subject integration In-class and out-of- class enrichment Duke TIP Clusters, Clubs & Teams Zaremba

Irwin’s TD program: Desired Outcomes Attain levels of academic achievement consistent with abilities Engage in abstract, creative, and affective reasoning Apply insightful questioning Develop a capacity to see interconnections among disciplines Irwin’s Focus Foley

Talent Development Performance Review (handout) Content Evaluation Thoughtfully interrelates complex knowledge from all subject areas Exceptional insight to themes and generalizations Demonstrates sophistication in learning and applying new information to tasks Process Evaluation Asks provocative questions which probe and analyze problems Gives diverse, thought- provoking responses which lead to innovative solutions Insightfully evaluates information and ideas Talent Development Department

Talent Development Performance Review (handout ) Product Evaluation Products synthesize from a variety of challenging sources Products reflect insights gained from exploring “big ideas” Products demonstrate significant effort in multiple intelligences and exceptional growth Affective Evaluation Always completes HW and CW on time Initiates and goes beyond required assignments Is motivated and takes responsibility for learning Student shows exceptional ability to work with others Talent Development Department

#4: Our Teachers Dedicated teachers and teacher assistants AIG certification: active or committed to obtaining Targeted professional development Coaching and mentoring Support: Full-time, AIG certified Academic Facilitators & Magnet Coordinator Full time special area instructors Guidance Counselor supports social/emotional needs Additional district resources and training Zaremba Irwin is an employer of choice and is highly attractive to teachers

#5: Our Family Involvement Irwin Life PTA (Parent Teacher Association) SLT (School Leadership Team) Fund-raising and classroom donations Classroom Support: Reading and Tutoring Room Parents and Special Event Coordination & Donations Student Support Modeling thinking styles at home Active involvement with homework, projects, learning progress Parent Support Workshops: Balanced Literacy, Understanding MAP data, TD screening process, Nurturing giftedness, etc.

Resources: NAGC: http://www.nagc.org/welcomeparents.aspx NCAGT: http://www.ncagt.org/resources/for-parents Hoagies: http://www.hoagiesgifted.org/ Good Reads! Emotional Intensity in Gifted Students by Fronseca Anxiety Free Kids by Zucker Parenting Gifted Kids by Delisle Letting Go of Perfect by Adelson & Wilson Parenting Gifted Children by Treffinger, Inman, Jolly & Smutny Raising a Gifted Child by Fertig

Feedback: http://goo.gl/UaFFqU http://goo.gl/tMBOL5 What questions do you have about your child's differentiated education plan? http://goo.gl/UaFFqU What did you learn by attending the Differentiated Education Plan meeting? http://goo.gl/tMBOL5

? What Questions Do You Have? Thank you for coming! Please contact me with specific questions/concerns … emilyk.foley@cms.k12.nc.us www.ekfoley.weebly.com