1. CMS Elementary Talent Development Program DEP Meeting
Welcome! Please sign in.
CMS Elementary Talent Development Program DEP Meeting
JV Washam

2. Introduction Debra Bralley, debra.bralley@cms.k12.nc.us,
TD Teacher at JV Washam
Undergraduate in Elementary Education (B.A., Eled.)
Masters in Gifted Education (M.Ed., AIG)
Have been teaching in CMS over 12 years

3. Mission of TD Services:
Purpose for TD Services: To differentiate for Gifted and High Achieving Students
Mission of TD Services:
To provide gifted students the opportunity to:
maximize their potential
demonstrate their motivation
realize their contributions to self and the global community

4. The Gifted Student: Needs fewer repetitions to retain material
Makes connections across subjects
Uses divergent thinking to come up with new, sometimes ‘out of the box’ connections and solutions
Gifted students learn in different ways, NOT just faster!

5. Differentiated instruction for gifted students provides opportunities and resources to……
allow them to move at the appropriate pace for their learning needs.
complete various assignments to complement and supplement the standard curriculum.
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
maximize their leadership potential
become active participants in the global community

6. The Catalyst Model
The classroom teacher and TD/Catalyst teacher share the responsibility for the education of gifted students.
The TD/Catalyst teacher provides lessons and activities for teachers to use in the classroom or teaches students directly.
The TD/Catalyst teacher provides enrichment and acceleration for students who have shown mastery of objectives being taught in the regular classroom through direct or indirect instruction.

7. The Catalyst Model Provides…
Time for the Classroom Teacher and the Talent Development/Catalyst Teacher to share responsibility for the education of gifted and high ability learners.
appropriate learning activities for gifted and high ability learners in the regular education classroom.
The focus of the Catalyst Model is to differentiate instruction for gifted and high performing students.

8. What Does the Catalyst Model Look Like at JV Washam?
Collaboration between:
Classroom Teacher
TD Catalyst Teacher
Administrators
Services:
Indirect (time: %)
Direct (time: %)
Mrs. Bralley:
collaborates and plans accelerated lessons
creates and develops projects and tasks for gifted learners
provides teachers with strategies to meet the needs of gifted learners
There is a need for both indirect and direct services. Differentiation is needed in the regular classroom, and the TD teacher cannot see all students every day.

9. Indirect Services
Lessons and activities are prepared by the TD Catalyst Teacher in collaboration with the Classroom Teacher.
Weekly & Monthly planning
The lessons and activities are used by the classroom teacher in the regular classroom.
Cluster grouping
Gifted identification is also part of Indirect Services provided by the TD Catalyst Teacher.

10. What Can Indirect Services Look Like?
Projects
Contracts
Alternative homework
Alternative assignments
Centers
Curriculum compacting contracts
Team Teaching

11. Direct Services
Lessons for gifted learners that are the sole responsibility of the TD Catalyst Teacher.
They are developed and taught to gifted learners by the TD Catalyst Teacher.

12. What Can Direct Services Look Like?
Demonstration Lessons
generated with TD teacher and used throughout other lessons
Math Strategies
Concepts/generalizations
Small group instruction
In classroom setting or pull-out
Pull out for a set period of time
Based on specific concept acceleration
Activities related to classroom instruction
Integration of science/social studies curriculum

13. Desired Outcomes
Curriculum studied in greater depth through more challenging lessons and differentiated activities
Curriculum accelerated to include above-grade level material when appropriate
Advanced pace of learning

14. Delivery of Services- MATH at JV Washam
Push-in & pull-out direct teaching (strategy-based)
3-4th Grade: (2x/week)
Once a week- problem solving
Problem-Solver, Math Mania (monthly competitions-cooperative learning)
Once a week- extension of current content
project-based
5th Grade: (2x/week)
Once a week-problem-solving
(Math Olympiad competitions)

15. Delivery of Services- LITERACY at JV Washam
Push-in & pull-out direct teaching
3-5th Grade: (2x/week)
Enrichment during Extension Block
conferring during Extension Block using SEM-R
Projects (PBL)
Think Tac Toe
RAFT (Role, Audience, Format, Topic)
Integration (science/social studies, literary concepts)
Mini-lesson during Extension block:
Six Thinking Hats (multiple perspectives)
College of William and Mary for the Gifted Curriculum
Jacob’s Ladder (William & Mary curriculum)
TABA-Concept Development (literature and real-world connections)
power, conflict, change, systems, relationships, interactions

16. Questions?
If I was not able to answer your question tonight, please feel free to leave your name and address so I can contact you. Thank you for attending!