Gifted Advisory Council Meeting School Board of Hernando County, FL Challenger K-8 School of Science and Math – Room 505 September 3, 2015 David Katcher, Facilitator

1. The HCSB is state-certified to offer the five Gifted Endorsement Modules available through the Bureau of Exceptional Education and Student Services, Florida Department of Education, designed to assist school districts and state agencies that support education programs in the provision of special programs for exceptional students. 2. HCSB has been certified since 2008 to offer the Gifted Endorsement Program and renews its application for recertification every five years. 3. The program is offered at no cost to teachers and administrators. 4. Teachers of Gifted are required to complete two gifted endorsement courses annually until the program has been completed.

Nature and Needs of Gifted Students 1. Nature and Needs of Gifted Students provides an overview of the evolution of gifted education on the national, state, and local level. 2. Major events affecting gifted education are described as well as major policies and procedures governing the delivery of gifted education. 3. Cognitive, social, and emotional characteristics common to individuals who are gifted are identified, along with services that can be used to meet the varying academic needs of students who are gifted.

1. The Special Populations Module provides an overview of the challenges and issues that face diverse populations of gifted students as they struggle to gain acceptance, recognition, and access to appropriate gifted education to meet their individual needs. 2. It incorporates central issues in multicultural education that examine questions of equity and excellence; prejudice and stereotyping of special populations; and lack of awareness, understanding, and recognition manifested in discriminatory practices on the national, state, and local levels. 3. It examines policies and procedures to screen, identify, and provide appropriate modifications to curriculum for these diverse gifted students.

This course provides an overview of the theory, research, practical strategies, and resources on guidance and counseling, with an emphasis on classroom application in the gifted classroom. Some of the important topics and questions in this course include: 1. What characteristics do gifted individuals display across their lives that differentiate them from same-age peers? 2. How do the strengths and vulnerabilities of gifted individuals impact their lives? 3. How does the very nature of highly gifted and profoundly gifted individuals separate them from others? 4. How can we identify and support a gifted child who displays atypical 5. characteristics due to life differences?

The course provides an overview of the theory, research, practical strategies, and resources on creativity, with an emphasis on classroom applications in a gifted classroom. There are eight Key Questions outlined in this module: 1. Why is creativity important? 2. What is creativity? 3. “Where” is creativity? 4. Can creativity be measured? 5. What is a creative learning environment? 6. How can creativity be nurtured / developed? 7. How can the outcomes of creativity be assessed and evaluated? 8. How will you commit to nurturing creativity in your students?

 Curriculum Development for the Gifted provides an analysis of curriculum modifications for gifted learners based on the National Association for gifted Children (NAGC) Standards for Graduate Programs in Gifted Education.  Participants will be able to demonstrate modifications in the content, process, product, affect, and learning environment of classroom and curricula as they relate to gifted learners.  Ultimately, course participants will design units of instruction that are powerful, aligned, engaging, authentic, and challenging.

1. Demonstrate understanding of the terminology used in the development of curriculum for the gifted, including such terms as acceleration, enrichment, and differentiation. 2. Demonstrate knowledge of the role of current state standards of the general education curriculum and the implications for the education of gifted students. 3. Demonstrate knowledge of the principles of differentiation for gifted learners. 4. Demonstrate the ability to evaluate models for teaching gifted curriculum; 5. Evaluate gifted curriculum and instructional strategies. 6. Demonstrate knowledge of appropriate resources, including technology, for teaching students who are gifted.

7. Demonstrate the ability to match instructional strategies and materials, such as curriculum compacting and grouping, to individual needs of learners. 8. Demonstrate the ability to develop units of instruction aligning curricular components, including objectives, introduction, teaching strategies, learning activities, products, resources, and assessments, to meet the cognitive and affective needs of the gifted. 9. Demonstrate the ability to communicate and work in partnerships with students, families, and school personnel. 10. Demonstrate the ability to identify student outcomes, evaluate student progress, and develop an appropriate educational plan. 11. Demonstrate knowledge of a continuum of services that supports the needs and interests of gifted students.

 The gifted modules, and related activities, offer resource support to teachers of gifted for application in the gifted classroom;  Gifted teachers receive additional training at the beginning of each year on the ESE pre-school day.  Mrs. Dofka allocates funds, when available, for William and Mary to come to CK-8 for curricula training updates.  They also have access to additional $ through the administration. Trade books, some ball chairs, organizational materials, timers, periodicals, etc. have been purchased through this budget.  Plus there are additional curricular materials available in the Media Center through Ms. Warrell.

 The Quest administration observes what is being taught through walkthroughs.  They also monitor it through the teachers' lesson plans. This was done by the previous administrators.  All of the QUEST administrators with whom I’ve worked did, and currently do, participate in the endorsement program.  Florida Standards curricula MUST be taught first, however.  Some of these standards can be addressed through the Gifted curriculum.

 I appreciate having the opportunity to share with you this evening.  While Mrs. Patricia Martin is your first contact regarding the HCSB QUEST program, please feel free to contact me at with other questions related to the gifted endorsement program format and