1. Gifted and Talented Education They’re Not Just Gifted On Thursdays!

3. Defining Giftedness There are many definitions of the gifted. The federal definition has transformed over the years. The most recent definition that appears in the No Child Left Behind Act states: There are many definitions of the gifted. The federal definition has transformed over the years. The most recent definition that appears in the No Child Left Behind Act states: “The term 'gifted and talented', when used with respect to students, children, or youth, means 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, and who need services or activities not ordinarily provided by the school in order to fully develop those capabilities.” (Section 9101(22)) (Page 544) http://tip-web-tst.oit.duke.edu/index.html http://tip-web-tst.oit.duke.edu/index.html

4. NISD Core Beliefs We believe that… kids come first. kids come first. continuous improvement is critical for success of the Northwest Independent School District. continuous improvement is critical for success of the Northwest Independent School District. the success of each student is the shared responsibility of students, families, schools and communities. the success of each student is the shared responsibility of students, families, schools and communities. environment influences learning. environment influences learning.

5. District Advanced Academics Mission Statement The Advanced Academics Department, in partnership with parents and community, will provide students a premier education, preparing them to be successful, productive citizens. The Advanced Academics Department, in partnership with parents and community, will provide students a premier education, preparing them to be successful, productive citizens.

6. NISD Qualifications Minimum of 3 Criteria for Quantitative Data Minimum of 3 Criteria for Quantitative Data CogAT and/or Naglieri, and ITBS CogAT and/or Naglieri, and ITBS Minimum of 2 Criteria for Qualitative Data Minimum of 2 Criteria for Qualitative Data KOI, GATES, Slocumb/Payne, NISD Parent Checklist KOI, GATES, Slocumb/Payne, NISD Parent Checklist

7. GOAL STATEMENTS To provide differentiated educational services promoting critical and creative thinking skills. To provide differentiated educational services promoting critical and creative thinking skills. To engage students in an academically challenging and motivating program. To engage students in an academically challenging and motivating program.

8. GOAL STATEMENTS To identify and implement best practices in teaching gifted students. To identify and implement best practices in teaching gifted students. To support the needs of highly able students by providing training for teachers. To support the needs of highly able students by providing training for teachers.

9. District Curriculum Philosophy Statement At Northwest I.S.D., the education of identified gifted students is based on the following six areas of emphasis: At Northwest I.S.D., the education of identified gifted students is based on the following six areas of emphasis: Problem Solving Problem Solving Critical Thinking Critical Thinking Creative Thinking Creative Thinking Research Skills Research Skills Independent Learning Independent Learning Communication Skills Communication Skills

10. Problem Solving The student uses a variety of approaches to solve problems; develops thoughtful questions; plans, organizes, implements, evaluates, and presents solutions

11. Critical Thinking The student demonstrates skills of complex thinking; sees relationships; examines facts and variables; makes deductions based on logical reasoning.

12. Creative Thinking The student uses divergent thinking; sees things in new and different ways. The student shows fluency, flexibility, originality, and elaboration in generating and presenting ideas.

13. Research Skills The student asks open-ended research questions and develops a plan for answering them; gathers information from relevant sources; clarifies research questions and evaluates/synthesizes collected information; purposefully organizes and presents ideas/conclusions.

14. Independent Learning The student organizes time and work; uses a variety of resources; sets high standards of quality; completes self- directed learning; develops innovative products and performances.

15. Communication Skills The student communicates effectively; listens actively; participates effectively in a group.

16. NISD GATES Progress Report

17. Frequent Characteristics of GT Children See accompanying hand-out

18. The High Achiever vs. The Gifted Learner vs. The Creative Learner www.bertiekingore.com See accompanying hand-out

19. GATES Program Service your GT children with a weekly pull out program Service your GT children with a weekly pull out program Minimum standard per week and Conceptual Lens: Minimum standard per week and Conceptual Lens: K – 60 min Wonders K – 60 min Wonders 1 – 60 min Cultures 1 – 60 min Cultures 2 – 90 min Processes 2 – 90 min Processes 3 – 120 min Structures 3 – 120 min Structures 4 – 150 min Changes/Cultures 4 – 150 min Changes/Cultures 5 – 150 min Trends 5 – 150 min Trends

20. Units Of Study Kindergarten Fall -- Identification through Kingore Observation Inventory lessons Fall -- Identification through Kingore Observation Inventory lessons Spring -- PETS (Primary Education Thinking Skills) Spring -- PETS (Primary Education Thinking Skills) Follows Bloom’s Taxonomy by presenting lessons in analysis, synthesis, and evaluation. Follows Bloom’s Taxonomy by presenting lessons in analysis, synthesis, and evaluation. Uses “pets” (animal characters) to introduce and reinforce different learning styles with high interest lessons. Uses “pets” (animal characters) to introduce and reinforce different learning styles with high interest lessons.

21. Units Of Study 1st Grade: Children Around the World Students increase their understanding of countries and cultures around the world while “traveling” and gathering information. They begin with a peek into their own community and slowly expand their focus into the global community. Each child learns what they have in common with children around the world and understands the importance of valuing the differences of other people and places.

22. Units Of Study 2nd Grade: Forensic Science Students think and work like detectives to solve mysteries. They are introduced to the detailed practices of conducting investigations, collecting clues and gathering evidence such as footprints, fingerprints, and handwriting samples. Students enhance higher level thinking skills including making inferences and deductive reasoning, and learn how to apply these skills in the real world. Students think and work like detectives to solve mysteries. They are introduced to the detailed practices of conducting investigations, collecting clues and gathering evidence such as footprints, fingerprints, and handwriting samples. Students enhance higher level thinking skills including making inferences and deductive reasoning, and learn how to apply these skills in the real world.

23. Units Of Study 3rd Grade: Structures Students utilize the scientific method to conduct experiments related to Newton’s Three Laws of Motion. They study the elements of structural design, learn vocabulary specific to architecture, recognize architectural details and conduct research on a famous building. Each student also has the opportunity to conduct and share research on engineers, the history of roller coasters, famous roller coaster designers and famous scientists. Students apply research skills, visual thinking, and analytical and problem- solving skills to design and build their own structures. Students utilize the scientific method to conduct experiments related to Newton’s Three Laws of Motion. They study the elements of structural design, learn vocabulary specific to architecture, recognize architectural details and conduct research on a famous building. Each student also has the opportunity to conduct and share research on engineers, the history of roller coasters, famous roller coaster designers and famous scientists. Students apply research skills, visual thinking, and analytical and problem- solving skills to design and build their own structures.

24. Units Of Study 4th Grade: How Today Impacts Tomorrow Students think and work like archaeologists to understand the impact of past cultures and their influence on our global future. Students analyze artifacts, learn to write “field notes” and determine the importance of an archaeological gridding system when excavating sites. Each student develops his/her own archaeological dig and creates an artifact box filled with various artifacts found in another country of their choice. The final component of their artifact box is a student-developed artifact that could be found 100 years from today. Students think and work like archaeologists to understand the impact of past cultures and their influence on our global future. Students analyze artifacts, learn to write “field notes” and determine the importance of an archaeological gridding system when excavating sites. Each student develops his/her own archaeological dig and creates an artifact box filled with various artifacts found in another country of their choice. The final component of their artifact box is a student-developed artifact that could be found 100 years from today.

25. Units Of Study 5th Grade: Future Trends Students will explore what a future society may be like. This unit encourages students to analyze and evaluate needs and trends of the future. Students will infer local, national and global needs based on current trends to develop possible future occupations, businesses, inventions, communication, transportation, recreation, education, culture, civilization, environment and/or healthcare systems.

26. Websites for Gifted Resources www.sengifted.org www.nagc.org www.txgifted.org www.bertiekingore.com http://www.austega.com/gifted/cha racteristics.htm http://www.austega.com/gifted/cha racteristics.htm

27. Bottom line… We will make sure that gifted children’s needs are being addressed EVERY DAY. We will make sure that gifted children’s needs are being addressed EVERY DAY. We will make sure that appropriate lessons (differentiated, tiered, compacted, engaging) are provided. We will make sure that appropriate lessons (differentiated, tiered, compacted, engaging) are provided. We will challenge our gifted students with love, dignity and respect. We will challenge our gifted students with love, dignity and respect. We will honor and cherish their differences, from their classmates & from each other. We will honor and cherish their differences, from their classmates & from each other.

28. Other Opportunities Duke TIP Duke TIP Destination Imagination Destination Imagination UIL UIL

29. Questions, answers, concerns…

30. Thank you so much for your valuable time!