1. Leon County Schools Gifted and Talented Program 2009-2010 Update

2. Leon County Schools Gifted Programs
1,547 gifted students are currently enrolled in Leon County Schools.
Of those, 1,320 students participate in Leon County Schools’ gifted program.
We have 72 gifted endorsed teachers and many more currently working on the endorsement.

3. Leon County Schools Elementary Gifted Programs
404 “gifted” students participate in gifted programs at the elementary level.
We offer gifted services to students at 23 elementary schools on 15 school sites.
Several of the 15 school sites serve as satellite centers, offering gifted services to nearby public and private schools.
Additionally, home school students are served on several of these sites.

4. Leon County Schools Elementary Gifted Programs
Enrichment activities are offered at all 15 elementary school sites offering gifted services.
Enrichment programs are often thematic/subject oriented, incorporating higher level thinking and real world tasks.
Some school sites offer gifted classes in social studies, science, math, and/or language arts as well.

5. What does an “enrichment” program offer?
exploratory experiences that expose students to a variety of disciplines, topics, ideas, and fields of knowledge not ordinarily covered in the regular curriculum
instructional methods and materials that promote creative thinking, problem-solving, learn how to learn skills, advanced level research skills, and critical thinking
opportunities for students to pursue advanced level study in topics of individual interest

6. Leon County’s Secondary Schools Gifted Programs
Of the 384 “gifted” middle school students, 370 participate in the middle school gifted program.
Of the 749 “gifted” high school students, 549 participate in the high school gifted program.
Many of our “gifted” students move into Advanced Placement coursework in high school.
Secondary gifted programs are offered through content areas, i.e. math, science, social studies, and language arts.

7. Leon County Schools Curriculum Initiatives for Gifted 2009-2010

8. Building our Cadre of Teachers of Gifted
In the summer of 2009, Leon County Schools Staff Development Office offered a well-attended training on “teaching gifted children in the regular education classroom.
Project Citizen provided opportunities for our teachers of the gifted to collaborate on problem-based learning activities.
Leon County received a grant award of $350,000 which will provide more opportunities for teachers to secure the gifted endorsement.

9. Project Citizen
Entire classes of students work cooperatively to identify a public policy problem in their community.
They then research the problem and develop their own solution in the form of a public policy,
The students create a political action plan to enlist local or state authorities to adopt their proposed policy.
Participants develop a portfolio of their work and present their project in a public hearing before a panel of civic-minded community members. 
Entire classes of students or members of youth or adult organizations work cooperatively to identify a public policy problem in their community. They then research the problem, evaluate alternative solutions, develop their own solution in the form of a public policy, and create a political action plan to enlist local or state authorities to adopt their proposed policy. Participants develop a portfolio of their work and present their project in a public hearing showcase before a panel of civic-minded community members. 

10. Mrs. Arrington’s Class at Canopy Oaks Project Citizen
Mrs. Arrington’s class at Canopy Oaks and Mrs. German’s class at Roberts Elementary were both recognized at the Service Summit last week.

11. U.S. Department of Education Fund for Improvement of Education (FIE)
$350,000
STEM in the Gifted and Talented Elementary Classroom

12. Purpose of the Grant
Develop a quality elementary STEM program that is exclusive and specific to our gifted and talented students.
We want it to be sustainable, produces results, and encourages students with aptitudes in these areas to continue to pursue courses, interests, and even careers in these areas.

13. What is “STEM”?
STEM (Science, Technology, Engineering and Mathematics) is a national movement to:
improve K-12 teaching and learning in science, technology, engineering, and mathematics
prepare students for higher education as well as science, technology, engineering, and mathematics careers in the 21st Century
ensure that students are taught by well-prepared, highly effective STEM teachers

14. Why do we need STEM programs for gifted and talented students?

15. What do we need STEM programs for Gifted and Talented students?
U. S. students scoring above the 90th percentile in mathematics and science are among those making the least progress in school.
The percentage of U. S. students majoring in STEM disciplines in college and choosing STEM careers is decreasing while the percentage of foreign students in these fields is increasing.
Top U. S. students continue to perform below the level of top students in other countries in the areas of mathematics, science and problem solving.
National Association for Gifted Children Math/Science Task Force
March 2009
International studies including the Trends in International Mathematics and Science Study (TIMSS) and the Program for International Student Assessment (PISA) indicate that

16. Why do we “need” STEM programs for Gifted and Talented students?
The overall proportion of STEM degrees awarded in the United States has historically remained at about 17% of all postsecondary degrees awarded.
The U.S. Bureau of Labor Statistics (2007) reports, “Occupations in science, technology, engineering, and mathematics (STEM) are expected to grow by 22% between the years 2002 and In comparison, the job growth for all other occupations is 10%.”
U.S. STEM education programs and the relevant knowledge base are not keeping pace with global competition

17. Why do we “need” STEM programs for Gifted and Talented students?
A dramatic demographic shift is occurring in the US. women and minorities collectively are becoming a significant majority of the workforce.
Historically, the scientific and engineering workforce has had only modest success in attracting women, African Americans, Latinos, and Native Americans to its ranks. Yet, the job market for graduates in these fields is greater than ever before and will only continue to increase.

18. What does LCS FCAT Data tell us?

19. Fifth Grade FCAT Science Data for Students Identified as Gifted (Spring 2009)
94 Students Tested
30% scored a level 5.
49% scored a level 4.
20% scored a level 3.
1% scored a level 2.
No students scored a level 1.
The Science FCAT measures knowledge in four areas; physics and chemistry, earth and space, life and environmental, scientific thinking.

20. Fifth Grade FCAT Science Data by Gender All LCS Students – 2,314 tested
Subgroup Percent scoring a 4 or higher
Male 19%
Female 14%
Fewer females scoring at a high level in science.

21. LCS Fifth Grade FCAT Mathematics Data for Students Identified as Gifted
94 Total Gifted Students Tested
68% scored a level 5.
30% scored a level 4.
2% scored a level 3.
No students scored a level 2.
No students scoring level 1.
Our gifted students do appear to be performing at a higher level in math than science on the FCAT.
FCAT math tests number sense, measurement, geometry, algebraic thinking, and data analysis.

22. Purpose of the Grant
Develop a quality elementary STEM program that is exclusive and specific to our gifted and talented students.
We want it to be sustainable, produces results, and encourages students with aptitudes in these areas to continue to pursue courses, interests, and even careers in these areas.

23. Elementary Gifted STEM Committee
Science teachers
Elementary teachers of gifted/talented
Administrators
District Level Personnel
Curriculum Developers
Representatives from FSU’s High Magnetic Field Laboratory, Mary Brogan Museum of Art and Science, Challenger Learning Center, and FSU Teach
Parents 23

24. Goals of the Elementary Gifted STEM Initiative
Ensure that every elementary school has a teacher on staff who is knowledgeable about the needs of gifted and talented students and STEM content identified in the Next Generation Science Standards.
Create and implement replicable, sustainable models of research-based STEM instruction in the “gifted and talented” elementary classroom.
Collaborate with local educational organizations in providing real world STEM experiences for our gifted and talented students. 24

25. Recommendations of the Elementary Gifted STEM Committee
Recruit science enthusiasts among our elementary teachers to participate in gifted endorsement and STEM content area training.
Establish a curriculum team made up of gifted teachers, science teachers, and representatives from local educational agencies.
Implement STEM content and strategies for gifted learners in the elementary classroom.
Collaborate with local educational agencies in the development of lessons that address real-world STEM experiences. 25

26. To Learn More about STEM and Gifted:
“The National Defense Education Act, Current STEM Initiative and the Gifted,”
Gifted Child Today, Spring 2008, volume 32, no. 2.
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