1. Ballantyne Elementary Talent Development & Catalyst Program presented by Marilynn Mickle

2. Mission To provide gifted students the opportunity to maximize their potential, demonstrate their motivation, and realize their contributions to self and the global community.

3. Opportunities and Resources for Learners to… Attain levels of academic achievement consistent with their abilities Engage in abstract, creative, and affective reasoning Apply insightful questioning Develop a capacity to see interconnections among disciplines Practice self-directed learning and independent problem solving Strive for self actualization Maximize their leadership potential Become active participants in the global community

4. What is the TD Catalyst program?  The Catalyst Program for gifted services is based on consultation and collaboration between the talent development and classroom teachers. They work together to meet the needs of the high achieving student.

5. Who do we work with?  Classroom Teachers Collaborative planning with all teachers to ensure high levels of learning take place for all students  Talent Development Students Identified through standardized testing: aptitude and achievement  Non-Certified Students High level students in math and/or reading, identified by teachers and by current achievement data

6. Who do we work with? Classroom Teacher TD Certified Student TD CATALYST MODEL Non Certified Student

7. How do we work with students?  All settings are based on current data and current student needs  In the classroom or in a pull out group  Flexible within class grouping  Individualized instruction  Cluster grouping  Large groups  Small groups  Paired grouping

8. Why don't you pull students out to work with the TD teacher?  Gifted Students are gifted all the time, not just 90 minutes a week. In the Catalyst model, the classroom TD teachers plan and work together to increase students' opportunities for higher level instruction throughout the school day.

9. Why don't you pull students out to work with the TD teacher?  Students work with the TD teacher, but not on a set schedule. The classroom and TD teachers decide together how instruction is delivered. Sometimes the TD teacher works in the child's classroom or provides the classroom teacher with work for the higher achieving students, at other times the TD teacher can pull out students to work with them directly.

10. Understood Student Expectations  High levels of responsibility with work and materials  High levels of thinking that show  Unique ideas  Creativity  Thorough explanations  Vivid details  Additional information  Stepping out of the box

11. Understood Student Expectations  Quality work products are consistently produced  Neatness in all aspects of project  Written work will have  Appropriate sentence structure, correct grammar, spelling, capitalization, and punctuation

12. What do we work on?  North Carolina Standard Course of Study (NCSCOS)  Rigorous and relevant projects  Accelerated pacing  Interdisciplinary / cross-curricular thematic instruction  Novel units  Problem Based Learning Units of Study

13. What do we work on?  North Carolina Standard Course of Study (NCSCOS)  Higher order thinking skills  Differentiated units of study  Differentiated homework  Learning centers  Interest groups  Technology enhancement

14. What are our themes?  William and Mary  Second grade  Change  Third grade  Relationships  Fourth grade  Systems  Fifth grade  Change

15. W&M Curriculum Components  Concept Development  Literature Web  Vocabulary Web  Persuasive Writing  Elements of Reasoning  Research

16. How do we enrich math?  North Carolina Standard Course of Study (NCSCOS)  Cooperative Problem Solving  Acceleration in pacing  Enrichment projects  Math Lab (4 th and 5 th grade)  Hands on Equations

17. How do we enrich literacy?  North Carolina Standard Course of Study (NCSCOS)  William & Mary  Paideia Seminars  Novel Studies  Imagine It!  Wordmasters  Research CONTENTPROCESSPRODUCT

18. Evaluation Specific Criteria Content Process Product Rubric WOW – 4 (A) Above and Beyond Met challenge = 3 (B) Creativity Fluency Flexibility Originality Elaboration Partially met challenge = 2 (C) Must do better (redo) = 1

19. Ways to go Above and Beyond Creativity Vivid details Additional, thorough information Unique ideas Stepping out of the box Thorough explanations

20. What’s the best way to contact me and keep up to date on activities? Contact me through the Ballantyne website. Check out my wiki. http://marilynnmickle.cmswiki.wikispaces.net http://marilynnmickle.cmswiki.wikispaces.net

21. Tips for Raising Happy and Successful Children by James R. Delisle, Ph.D. Understand what giftedness is…and what it is not Know the distinction between “better at” and “better than” Appreciate that less than perfect is more than acceptable Write your dreams in pencil Make a life, not just a living Understand that life is not a race to see who gets to the end the fastest Copyright, James R. Delisle, 2006

22. Intensity Intensity A descriptor that characterizes the personality of a gifted child is intensity. Intensity takes many forms that can be both strengths and weaknesses. INTENSITY OF THOUGHT “Her mind is always whirring.” INTENSITY OF PURPOSE “Once he makes up his mind to do something, he’s not satisfied until it’s accomplished.”

23. INTENSITY OF EMOTION “She internalizes everything anyone says about her.” INTENSITY OF SPIRIT “He’s always looking for someone less fortunate who needs help.” INTENSITY OF SOUL “She asks questions that philosophers have asked for centuries and gets upset when we can’t give her definitive answers to them.”

24. Questions?