1. Gifted Education in the Elementary Schools Swarthmore-Rutledge School 2011-2012 E

2. District Mission Statement Maximize talented and gifted students’ potential by:  Using a variety of effective identification, assessment and instructional strategies  Providing a foundation to develop the students’ ability to think, reason, judge, invent, and create  Balancing the students’ affective and cognitive needs E / M

3. Definition of Mentally Gifted Chapter 16  Outstanding intellectual and creative ability, the development of which requires specially designed programs or support services, or both, not ordinarily provided in the regular education program M

4. Normal Curve Distribution M

5. Screening Process Otis Lennon: Spring of 2nd grade PSSA and other standardized tests in grades 3-5 Teacher observations Parent observations M

6. Identification Process Permission to evaluate Individually administered test of intelligence WASI-II - 130 Standardized achievement test—PSSA or WIAT-III - 2 sub tests 98 th percentile Teacher rating scale, Teacher input Parent input M

7. Gifted Written Report “GWR” Written by the school psychologist Summarizes the evaluation findings Makes determination of educational needs and recommendations Is shared with the GIEP Team at GIEP meeting M

8. Who is on the GIEP Team? Student’s parents Student’s current teacher Psychologist and/or Principal Gifted Coordinator Other school personnel as needed E

9. Gifted Individualized Education Plan- “GIEP” The GIEP enumerates how a school curriculum may be appropriately differentiated for the gifted learner -Develop annual goals with the team -Plan how to differentiate instruction E

10. Instructional Components of Gifted Education Seminars: Higher level, interest driven instruction with intellectual peers Literature circles Math problem solving pull-out General interest sessions Adaptations: Modifications made to the curriculum to meet student needs for more challenging material Advanced level materials within the curriculum Curriculum compacting/acceleration Computer assisted instruction Modified assignments and/or homework Independent Study: Student driven with support of parents, classroom teacher, and gifted teacher Research and Inquiry based on curriculum topics Webquests— an inquiry-oriented lesson format in which most or all the information comes from the web Student interest projects E / M

11. Role of the Classroom Teacher Differentiate instruction as appropriate for the identified gifted student - this may include other highly capable students in each academic area Provide learning experiences to implement the goals of the GIEP M

12. How Does a Teacher Differentiate Instruction? Provide materials, activities, and/or projects that are more: Abstract Complex Multi-faceted Open-ended Provide advanced novels on a class theme Have advanced tasks at learning centers Assign activities at different levels Encourage students to help set criteria for quality performance Sample Everyday Math lesson overview Sample Reading Street Advanced Reader activity M

13. Role of the Gifted Support Teacher Support the implementation of the GIEP within the regular education classroom Provide enrichment opportunities for students outside of the classroom Integrate technology to facilitate learning (www.wssd.org/e.mcelroy)www.wssd.org/e.mcelroy Review the GIEP annually with the GIEP Team Attend conferences and seminars on gifted education Share research and strategies with school staff E

14. Role of Parents in Supporting Their Gifted Learner Be supportive Listen Ask questions Encourage Provide opportunities Read and discuss together The list can go on and on….. M

15. www.wssd.org/e.mcelroy

16. Questions