P INEVILLE E LEMENTARY T ALENT D EVELOPMENT P ROGRAM N OVEMBER 5, 2014 Welcome! Please sign in and have a seat.

T HE FOCUS OF THE CATALYST MODEL To differentiate instruction for gifted and high performing students

To provide gifted students the opportunity to maximize their potential, demonstrate their motivation, and realize their contributions to self and the global community To support the development of a content-rich educational experience for students from all cultural and socioeconomic backgrounds throughout CMS Our MissionOur Goal

“G IFTED LEARNERS ARE GIFTED ALL THE TIME.” -D R. M ARY L ANDRUM

Moves at the same pace Completes the same assignments Is evaluated in exactly the same way Move at the appropriate pace for their learning needs Complete various assignments to complement and supplement the standard curriculum Participate in various assessment measures Without Differentiation Everyone… With Differentiation Students…

Y OUR C HILD ’ S T EAM Classroom Teacher Administration and District Support TD Catalyst Model TD Catalyst Teacher

W HAT DOES THE CATALYST MODEL LOOK LIKE AT P INEVILLE ? The classroom teachers and Mrs. Caldwell share the responsibility for the education of our gifted and high ability students. Mrs. Caldwell collaborates with classroom teachers to: Teach and co-teach literacy and math lessons in 3 rd through 5 th grades. Differentiate regular lesson plans to meet the needs of all learners. Create Project Based Learning opportunities Challenge our gifted and high ability students.

M RS C ALDWELL ’ S R ESPONSIBILITIES Gifted identification for all second graders and high achieving fourth and fifth graders Managing and maintaining compliance documents for all TD certified students Planning and collaborating with teachers Creating projects and tasks for gifted learners Teaching small groups and co-teaching whole group lessons to differentiate activities Holding annual meetings with families of TD certified students Communicating with families through quarterly newsletters, end of year performance reviews, and on an as needed basis

W HEN DO TEACHERS COLLABORATE ? Grade level planning Individual meetings before and after school

D IRECT AND I NDIRECT S ERVICES The CMS TD department expects approximately 60–70% Indirect Services 30-40% Direct Services Direct services “Face time” with Mrs. Caldwell Lessons that are planned and taught by Mrs. Caldwell Indirect Services Lessons and activities prepared by Mrs. Caldwell in collaboration with the classroom teacher. The lessons or activities are used by the classroom teacher in the regular classroom. Gifted Identification

W HY DO WE HAVE DIRECT AND INDIRECT SERVICES ? Often there are too many students for one person to reach alone. Differentiation is required in the regular classroom to provide all students with the education they need and deserve. The TD catalyst teacher unfortunately cannot see all children, all day, everyday.

W HAT COULD DIRECT SERVICES LOOK LIKE ? Demonstration lessons Small group instruction Pull out for a specified amount of time Activities related to classroom instruction

W HAT COULD INDIRECT SERVICES LOOK LIKE ? Centers or small group activities Novel studies Projects Alternative assignments Independent contracts Team Teaching Choice menus Multiple Intelligence activities Bloom’s Taxonomy or Marzano’s Levels of Thinking It’s important to remember that gifted students need more challenging or higher level work, not just more work. Think quality not quantity.

E XAMPLES AT P INEVILLE Direct Services Fourth and Fifth grade math Math Olympiad Third grade literacy Green Book Board Game/Gadget Project Second grade small groups Portfolio activities Indirect Services Third Grade Differentiated centers Learning Contracts Fourth grade math/literacy Cell Phone Plan Project Survival Simulation Fifth grade literacy Utopian and Dystopian Society Unit Project

C URRICULUM Gifted learners are still responsible for learning North Carolina’s regular curriculum which is the Common Core standards. Supplemental Materials your child may work with William and Mary Literacy Units Jacob’s Ladder Novel Studies Math Stars and Superstars The Problem Solver Hands-On Equations Navigations in Math Math Olympiad in 4 th and 5 th grades Mathapalooza for 3 rd grade

M Y P INEVILLE G OALS Build positive relationships with the teachers, students and families of the gifted and high ability learners Collaborate with teachers to plan, advocate, differentiate for and challenge our gifted and high ability learners Create and integrate Project/Problem Based Learning in multiple grade levels Help our students become responsible and independent thinkers Maximize their leadership potentia l

W HO A M I? 7 th year teaching in CMS B.S. Elementary Education 2008 Gifted certification 2014 Queens University 5 yrs. in a gifted magnet school, 2 nd year at Pineville Pineville Mon.-Wed. / Billingsville Thurs.-Fri. Hard working, committed, lifelong learner, enjoy a challenge, care about the success of all students, advocate for our gifted kids

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