1. TD Informational meeting
with Mrs. Foley, Magnet Coordinator
Differentiated
Education
Plan
TD Informational meeting
Welcome families of
 TD certified students 
Please Sign In & take a handout (one per family).

3. Magnet Coordinator Responsibilities
Facilitates effective implementation of the school’s magnet theme at all grade levels by providing instructional and curricular support.
Prepares and demonstrates model theme-related lessons for classroom teachers as needed.
Coordinates specialized professional development training.
Works with Student Services staff at the school to provide magnet students with academic and other support as needed.

4. Magnet Coordinator Responsibilities
Serves as an advocate and liaison for the magnet program among the school community, disseminating information to teachers and students on a timely basis.
Provides accurate information to the public, including prospective and participating students and parents, regarding the magnet program.
Helps coordinate enrichment opportunities
United Nations
Robotics
National Elementary Honor Society
Enrichment Clusters

5. GIFTEDNESS: Federal Definition
Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, who need services and activities not ordinarily provided by the school in order to fully develop those capabilities.

6. Common Characteristics of Gifted Children
The ability to learn rapidly
Advanced ability in a specific field
Highly creative
Long/short attention span
Verbal proficiency or frustration
Foley Read more on FamilyEducation:
The ability to learn rapidly. These children often learn new material with less help and less practice than their peers. However, they might also pass by 'easy' learning chores, such as learning to spell 'turtle', to master a more difficult word, such as 'anthropomorphics'.
Advanced ability in a specific field. Meador says gifted students may appear particularly advanced in a specific area. A child who is precocious in music, may not, however, be clearly gifted in all areas. If the child does not learn to read early, he will often catch up with other precocious readers.
Highly creative. Creative talents are most easily recognized in creative writing and drawing, but may also be evident in a creative or unique solution to problems, or the ability to find multiple reasons for a character's actions.
Long attention span/short attention span. A child may be unable to sit still when uninterested, but may spend hours engrossed in an activity of her own choosing.
Verbal proficiency or frustration. The language-advanced child who regularly talks 'above the heads' of his peers may also become frustrated when the other children don't understand his complicated thoughts.

7. What does that mean for Irwin?
We assert that there are children who demonstrate high performance, or who have the potential to do so, and that we have a responsibility to provide optimal educational experiences for talents to flourish in as many children as possible, for the benefit of the individual and the community. ~ Source: nagc.org
Foley “A safe place to be a smart kid.”

8. Irwin’s TD program: What it is NOT …
NOT an add on
NOT separate
NOT more of the same
NOT boring

9. What is a Differentiated Education Plan?
School Culture
Classroom Environment
Curriculum
Teachers
Family Involvement
Matthews

10. #1: Our School Culture High standards and expectations
Commitment to learning
Open and collaborative
Supportive and nurturing
Family atmosphere
Safe place to be a smart kid

11. What problems do I want to solve when I grow up?
Essential skills for success in today’s world and a global economy:
Collaboration
Critical thinking / problem solving
Communicate effectively
Creativity
Core academic subject knowledge
Support systems
Standards
Assessments
Curriculum and instruction
Professional development
Learning environments
Foley:
Reference : problems should be solving, not what they want to be Framework for 21st Century Learning. This Framework describes the skills, knowledge and expertise students must master to succeed in work and life; it is a blend of content knowledge, specific skills, expertise and literacies. Those who can think critically and communicate effectively must build on a base of core academic subject knowledge. Within the context of core knowledge instruction, students must also learn the essential skills for success in today’s world, such as critical thinking, problem solving, communication and collaboration. When a school or district builds on this foundation, combining the entire Framework with the necessary support systems—standards, assessments, curriculum and instruction, professional development and learning environments—students are more engaged in the learning process and graduate better prepared to thrive in today’s global economy.

12. #2: Our Classroom Environment
Multiple methods of learning: individual, table, small group, large group
Flexible groupings
Multiple intelligences respected
Technology Access SMART Boards, Laptops, iPads)
Homogeneously grouped by certification
Engaging, stimulating, brisk pace
Enriched, rigorous, academically- challenging instruction
High expectations

13. #3: Our Curriculum
Standard curriculum extensively supplemented with research-based gifted resources and strategies
Problem Solvers
Math Olympiad
William & Mary Units
Socratic Seminars
Strong foundation provided for IB (International Baccalaureate) middle school
Differentiated instruction
Interest / Choice Projects
Learning Contracts
Differentiated Units
Curriculum Compacting
Greater depth of exploration
Subject integration
In-class and out-of- class enrichment
Duke TIP
Clusters, Clubs & Teams
Zaremba

14. Irwin’s TD program: Desired Outcomes
Attain levels of academic achievement consistent with abilities
Engage in abstract, creative, and affective reasoning
Apply insightful questioning
Develop a capacity to see interconnections among disciplines
Irwin’s Focus
Foley

15. Talent Development Performance Review (handout)
Content Evaluation
Thoughtfully interrelates complex knowledge from all subject areas
Exceptional insight to themes and generalizations
Demonstrates sophistication in learning and applying new information to tasks
Process Evaluation
Asks provocative questions which probe and analyze problems
Gives diverse, thought- provoking responses which lead to innovative solutions
Insightfully evaluates information and ideas
Talent Development Department

16. Talent Development Performance Review (handout )
Product Evaluation
Products synthesize from a variety of challenging sources
Products reflect insights gained from exploring “big ideas”
Products demonstrate significant effort in multiple intelligences and exceptional growth
Affective Evaluation
Always completes HW and CW on time
Initiates and goes beyond required assignments
Is motivated and takes responsibility for learning
Student shows exceptional ability to work with others
Talent Development Department

17. #4: Our Teachers Dedicated teachers and teacher assistants
AIG certification: active or committed to obtaining
Targeted professional development
Coaching and mentoring
Support:
Full-time, AIG certified Academic Facilitators & Magnet Coordinator
Full time special area instructors
Guidance Counselor supports social/emotional needs
Additional district resources and training
Zaremba
Irwin is an employer of choice and is highly attractive to teachers

18. #5: Our Family Involvement
Irwin Life
PTA (Parent Teacher Association)
SLT (School Leadership Team)
Fund-raising and classroom donations
Classroom Support:
Reading and Tutoring
Room Parents and Special Event Coordination & Donations
Student Support
Modeling thinking styles at home
Active involvement with homework, projects, learning progress
Parent Support
Workshops: Balanced Literacy, Understanding MAP data, TD screening process, Nurturing giftedness, etc.

19. Resources: NAGC: http://www.nagc.org/welcomeparents.aspx
NCAGT:
Hoagies:
Good Reads!
Emotional Intensity in Gifted Students by Fronseca
Anxiety Free Kids by Zucker
Parenting Gifted Kids by Delisle
Letting Go of Perfect by Adelson & Wilson
Parenting Gifted Children by Treffinger, Inman, Jolly & Smutny
Raising a Gifted Child by Fertig

20. Feedback: http://goo.gl/UaFFqU http://goo.gl/tMBOL5
What questions do you have about your child's differentiated education plan?
What did you learn by attending the Differentiated Education Plan meeting?

21. ? What Questions Do You Have?
Thank you for coming! Please contact me with specific questions/concerns …