Lynne Lawler, Jeanne Riggs- 4 th grade Linda Hathaway, Doris Costenbader -3 rd grade
-Gifted and talented education is a program for identified students with unique academic and social needs which are not ordinarily met in a typical classroom setting. -Students have the opportunity to develop their potential through curriculum designed to meet their specialized learning needs. -Experiences will enhance and extend concepts in the regular classroom and allow them to move beyond traditional learning.
Children capable of high performance including those with demonstrated achievement and/or potential ability in any of the following areas, singly, or in combination: - General intelligence -Academic aptitude in a specific area -Creative or productive thinking -Leadership -The visual or performing arts -3 to 5 percent of the school population
-rapid learners -abstract thinkers -highly curious -emotionally intense -challenged by difficult tasks -perfectionists -easily bored with routine -able to discuss subjects in depth -interested in areas that are unusual for their age
-Gifted children will produce more -Gifted children learn all subjects easily -Gifted children have strengths across the curriculum -Gifted children will learn on their own -Gifted education means more work -Everything comes easily for gifted children -It is easy to identify gifted children
-Gifted students make more progress when the curriculum, teaching methods, and materials are adapted for their needs. -Challenges are needed to keep gifted students involved in learning and creating. -Like other students with unique needs, gifted students will not reach their highest potential without differentiated instruction for at least part of their education.
-Content: The content covered is interdisciplinary, universal, and problem-based and is delivered through differentiated instruction. -Process: Emphasizes critical and creative thinking. Encourages student flexibility in thinking, inquiry and discovery. -Product: GT students are encouraged to develop creative products that demonstrate their thinking (Envision projects). -Learning Environment: Classes provide an opportunity for independent and small group study. Individual differences and strengths are recognized and celebrated.
-Independent projects -Interest centers/groups -Flexible skills grouping -Curriculum compacting (this allows acceleration) -High level questions -Enrichment activities -Mentorships/teaching others
-Envision is implemented in grades 3 and 4. One project per semester is required for our gifted and talented students. (Two projects per year.) -The purpose of Envision is to give students the opportunities to challenge themselves in new and creative ways beyond the standard curriculum. -Provides students with the opportunity to apply knowledge and skills to real-life, engage in in- depth and practical research, and practice important presentation skills that will be useful well into their futures. -Envision Expo is our end of the year project.
Nomination Permission to screen Screening Process: Parent survey/Teacher survey/Stanford Achievement Test/OLSAT Test results received by campus Campus GT Placement Committee
-Listen to your gifted child and engage in frequent conversations. -Encourage goals set by the child. -Allow your child to make lots of decisions. -Encourage independence. -Help your child with the need for perfectionism. -Support your child’s interests. -Allow your child the time to discover, to daydream, to contemplate, to create, and to have fun! -Encourage and be positive through all the changes/challenges offered to your child.
Organizations: Texas Association for the Gifted and Talented S IH 35, Suite 205, Austin TX (512) National Association for Gifted Children L St. NW Suite 550 Washington, DC (202) The Council for Exceptional Children Association Dr. Reston, VA (703)
-Clark, B (1992) Growing Up Gifted -Delisle, J.D. (1987) Gifted Children Speak Out -Walker, Sally Yahake The Survival Guide for Parents of Gifted Kids