Gifted and Differentiation Forum Nov. 1, 2010 Julian Middle School Commons

Welcome Dr. Albert Roberts Superintendent of Schools PAGE 97 Representative Dr. Kevin Anderson, Forum Facilitator

Current Program Overview

Identification Processes for Reading and Math

Longfellow School GTD Program K-5 Services Level 1- Differentiation Level 2 - Direct

Longfellow School Differentiation Passport to Reading - School wide differentiated reading program - collaboration between grade level teachers, reading specialists, special education teachers and GTD resource teacher. Collaboration with teachers to provide materials and support to differentiate within the classroom in all subject areas. Monitor performance on PA series to help teachers plan for instruction.

Longfellow School Typical Week - Everyday is different Tuesday/Thursday - Passport to Reading (Grades 1-5), math acceleration (gr.5), math club (gr.4), math club (gr.3). Monday/Friday - Pull out and push in services in the area of math (k-2), Passport to Reading (gr.4,5), math acceleration (gr.5). Wednesday - Student testing, parent communication, differentiation meetings, math acceleration (gr.5), math club (gr.5).

Longfellow School Testing, Identification, Communication, and Management of Services Data meetings - planning and implementation of differentiated reading program. Testing - beginning of year and as requested by parent and/or teacher. Test administration of: IAAT, ITBS, Cogat, K-bit, Gates-MacGinitie. Monitor performance on PA series. Accelerated Math - collaborative decision making between parents, classroom teacher and GTD resource teacher utilizing all available data Communication - inform teachers and parents of results to make collaborative decisions regarding services for students. Grade Reports - individual progress reports for all pull out services.

Holmes School Differentiation Meet with grade level teams to discuss the needs of specific students and suggest project ideas or adaptations to the regular curriculum to maximize learning for these students, mainly in Language Arts and math. Locate and/or purchase resources to help teachers differentiate. Facilitate Language Arts and math groups for 1 st & 2 nd graders who excel in these subject areas. Teaching these groups is one way to assess a child’s level of need for differentiation in the classroom and determine the need for increasing a child’s level of service.

Holmes School Typical Week 1st - 2nd: Two groups that meet twice a week for challenge work, lasting about 45 minutes each. These groups change based on students’ success in their grade-level curriculum. The groups alternate every few weeks between Language Arts and math. 3rd - 4th: Four direct service groups, lasting about 50 minutes each, in Language Arts and math. 5th: One direct service Language Arts group that meets twice a week for a total of 90 minutes to produce the Holmes School student blog, F.Y.I. One day a week the group also includes Level 1 students and other interested students. One direct service group for math that meets for 60 minutes each day. Testing time averages about 90 minutes a week and includes testing students, following up with teachers and parents, and suggesting specific supports for these students based on their test results. Differentiation support averages about 25 minutes a day.

Irving School GTD Resource Level I-Differentiation Services K-Language Skills (4 classes) K-Math 1x week rotation 1st-Thinking Skills/DOT 2nd-Route to Reading (4x week) K-2 Independent Study 3-5 Independent Study 3-5 Unit/Lesson Differentiation

Irving School GTD Resource Level II-Direct Services Grade 3 Math/Reading pull-out Grade 4 Math pull-out Grade 4 Route to Reading (4x week) Grade 5 Math Acceleration (6th grade) Grade 5 Literature

Irving School GTD Resource Differentiation Services Provide strategies/resources for pre- assessment Post assessment analysis/grouping Testing (CogAT, K-Bit, Gates- MacGinitie, DIBELS, unit pre-tests, IAAT Communication with parents Assessing student/teacher need before/during/after units of studying Gathering, organizing, modeling differentiation strategies for staff

Middle School Services –At Brooks, the GTD spends approximately 30% of his time serving as a differentiation consultant working with teachers. The balance of his time is spent providing instruction, including an accelerated math class. –At Julian, the GTD provides consultation to teachers regarding differentiation for approximately 30% of the time. For the balance of the day, the GTD teaches elective classes focusing on the problem based learning model of differentiation instruction. The classes are open to all children. –Math acceleration is also available for students in grades 6-8

Differentiation Differentiation is a process that enables teachers to improve student learning by matching students’ learning characteristics to the District 97 curriculum.

Differentiated Instruction Teachers focus on content, process and procedures that ensure effective learning and talent development for all students. Teacher is attuned to students’ varied learning needs as well as the requirements of a well-articulated curriculum. Allow students to gain a deeper, broader understanding of content.

Differentiation for Gifted Students Advanced learners will excel with instruction that includes: –A faster pace of learning –Independent and rigorous enrichment opportunities –Increased complexity and depth in subject content

Pace of Learning If a student can show mastery of a topic or concept, their time can be spent extending their knowledge through an enrichment or extension activity. –Independent study that is inquiry based –Curriculum compacting Assess what a student knows Create plans for learning Time for enrichment or accelerated study provided

Differentiated Student Products By changing the product, gifted students are allowed an opportunity to apply their knowledge of content to their other talents and abilities. –Independent small group projects Identify problems or topics of interest Plan a method for investigation Identify type of product student will develop –Tiered activities –Multi-faceted projects Interdisciplinary –Discovery learning driven by student interest and ability

Add Depth and Breadth (Horizontal) Gifted students who quickly master a new concept will be encouraged to apply these skills in more integrated, complex and authentic ways. –Focus on problems and issues –Understand abstract ideas –Able to apply concepts learned –Become “experts” on topics Learning centers allow students to explore topics or expand skills Interest centers that provide enrichment Independent/partner work

Provide Above Grade Level Instruction (Vertical) Gifted students who show mastery of grade level content will receive accelerated instruction at a higher grade level. –Students grouped by ability not grade/age For single subject (math only) For multiple subjects (reading and math)

Work Teams Task: 1.Address key questions 2.Record group answers 3.Report-out to the whole

Key Questions What would an extraordinary program for gifted students look like? What support and resources are needed for such a program? How can parents and staff collaborate across the District to provide an extraordinary gifted program?

Sharing Time Groups report the whole Participants take part in group consensus activity Final Wrap-Up