elementary gifted and talented programs waccamaw elementary school mrs. richardson
TRANSCRIPT
Elementary Gifted and Talented Programs
Waccamaw Elementary School
Mrs. Richardson
South Carolina’s Definition of Giftedness
• Regulation 43-220• Gifted and talented students are
those who are identified in grades 3-12 as demonstrating high ability or potential in academic and/or artistic areas.
Two ways to meetSouth Carolina state-identification as
academically gifted and talented:
1. Meet the standard for a composite aptitude score (96th percentile or higher); or
2. Meet the standard in two of the three dimensions
APTITUDE (93rd national age percentile on CogAT verbal, nonverbal, quantitative, or total)
ACHIEVEMENT (reading and math MAP scores at the 94th national percentile or higher) For the 2009-2010 school year only, scores from both spring 2009 and fall 2009 will be considered.
PERFORMANCE (STAR Performance Task Assessment)
The Special Class Delivery Model
• Special Class: a class organized around one or more disciplines
• According to the research by Karen Rogers on delivery models….– The special class model has an effect size of .79 when
the following conditions exist:• differentiated curriculum • class fits the strength area or areas of the student as
determined by identification and performance data
– Minimum of 45 minutes daily for G/T ELA and G/T math– Maximum of 60 minutes daily for G/T ELA and G/T math
The Special Class Delivery Model
• G/T Math– During math RIT time– Specific skills focus from DesCartes– Combination of enrichment and acceleration
• G/T ELA– During reading RIT time or literacy stations– Can be integrated with Social Studies content
& concepts– Includes reading, word part study, research,
writing
G/T Curricular and instructional characteristics:
• Content, process, and product standards that exceed the state-adopted standards for all
students• Goals and indicators that require students to
demonstrate depth and complexity of knowledge and skills
• Instructional strategies that accommodate the unique needs of gifted learners
• A confluent approach that incorporates both acceleration and enrichment
• Opportunities for worldwide communication and research
SC and HCSGoals for Gifted Education
• Goal I: To support the mastery of core areas of learning at a pace, complexity, abstractness, and depth appropriate for gifted learners.
• Goal II: To develop an understanding of concepts, themes, and issues which are fundamental to the disciplines as well as society and to develop an appreciation for interrelationships among the disciplines.
• Goal III: To develop inquiry skills at a level of complexity, abstractness, and depth appropriate for gifted learners.
• Goal IV: To develop the skills of critical thinking, problem solving, and decision-making at a level of complexity, abstractness, and depth appropriate for gifted learners.
• Goal V: To develop proficiency in communicating abstract and complex ideas, relationships, and issues.
HCS Curriculum ResourcesEnglish/LanguageArts Center for Gifted
Education English/Language Arts and Social Studies units
Jacob’s Ladder Reading Comprehension Program
Jr. Great Books HCS Integrated Units of
Study HCS Word Part Study Research
Mathematics Above-Level Everyday
Math (when appropriate) Challenge Math Investigations Pre-Algebra/Algebra with
Pizzazz Math Stars and Superstars Tanglers NCTM Navigations Algebra Groundworks Hands-On Equations Mentoring Mathematical
Minds
Project MProject M33: Mentoring : Mentoring Mathematical MindsMathematical Minds
A National Curriculum and A National Curriculum and Research Javits Grant Project Research Javits Grant Project
to Nurture Mathematical to Nurture Mathematical TalentTalent
Overview of MOverview of M33
Based on the NCTM Content Based on the NCTM Content StandardsStandards Number and OperationsNumber and Operations Algebraic ThinkingAlgebraic Thinking Geometry and MeasurementGeometry and Measurement Data Analysis and Probability. Data Analysis and Probability.
The units concentrate on The units concentrate on communication, reasoning, communication, reasoning, connections, and problem solving. connections, and problem solving.
Based onBased on Principles and Standards for Principles and Standards for School Mathematics School Mathematics
(NCTM, 2000)(NCTM, 2000) NCTM Process StandardsNCTM Process Standards
Problem SolvingProblem Solving CommunicationCommunication ReasoningReasoning ConnectionsConnections RepresentationsRepresentations
Based on Exemplary Gifted and Based on Exemplary Gifted and Talented PracticesTalented Practices
Focuses on Big Ideas from Core Curriculum Focuses on Big Ideas from Core Curriculum (Parallel Curriculum Model)(Parallel Curriculum Model)
Adds Depth and Complexity Adds Depth and Complexity
Engages Students as Practicing Mathematicians Engages Students as Practicing Mathematicians (Curriculum of Practice)(Curriculum of Practice)
Incorporates Projects, Investigations, and GamesIncorporates Projects, Investigations, and Games
Third Grade UnitsThird Grade Units Unraveling the Mystery of the MoLi Stone:Unraveling the Mystery of the MoLi Stone: Place Value and Place Value and
NumerationNumeration (numbers and operations) (numbers and operations) In this unit students In this unit students explore our numeration system in depth. explore our numeration system in depth.
Digging for Data: The Search Within ResearchDigging for Data: The Search Within Research (data analysis and (data analysis and probability) probability) In this unit on data analysis, students explore the In this unit on data analysis, students explore the world of the research scientist and learn how gathering, world of the research scientist and learn how gathering, representing, and analyzing data are the essence of good representing, and analyzing data are the essence of good research. research.
What’s the ME in Measurement All About?What’s the ME in Measurement All About? (geometry and (geometry and measurement) measurement) In this unit on measurement, students are actively In this unit on measurement, students are actively engaged in the measurement process and connect it to their own engaged in the measurement process and connect it to their own personal worlds. personal worlds.
Awesome Algebra: Looking for Patterns and GeneralizationsAwesome Algebra: Looking for Patterns and Generalizations (algebra) (algebra) In this unit students are encouraged to study patterns In this unit students are encouraged to study patterns and determine how they change, how they can be extended or and determine how they change, how they can be extended or repeated, and/or how they grow. They then move beyond this to repeated, and/or how they grow. They then move beyond this to organize the information systematically and analyze it to develop organize the information systematically and analyze it to develop generalizations about mathematical relationships in the patterns. generalizations about mathematical relationships in the patterns.
Fourth Grade UnitsFourth Grade Units Factors, Multiples, and Leftovers: Linking Multiplication and Factors, Multiples, and Leftovers: Linking Multiplication and
DivisionDivision (numbers and operations) (numbers and operations) This unit focuses on the This unit focuses on the development of students’ multiplicative reasoning power. With an emphasis a development of students’ multiplicative reasoning power. With an emphasis a deeper understanding of multiplication and division, students encounter a deeper understanding of multiplication and division, students encounter a range of different problem situations and representations, learn about the range of different problem situations and representations, learn about the relationship between multiplication and division and the properties associated relationship between multiplication and division and the properties associated with these operations. with these operations.
Analyze This! Representing and Interpreting DataAnalyze This! Representing and Interpreting Data (data (data analysis and probability) analysis and probability) Students learn what categorical data are and Students learn what categorical data are and how to represent and analyze categorical data using new, more sophisticated how to represent and analyze categorical data using new, more sophisticated ways including Venn diagrams and pie graphs. They also work with continuous ways including Venn diagrams and pie graphs. They also work with continuous data as they learn to construct and analyze line graphs. As they work through data as they learn to construct and analyze line graphs. As they work through this unit students develop a deeper understanding of data analysis. this unit students develop a deeper understanding of data analysis.
Getting Into ShapesGetting Into Shapes (geometry and measurement) (geometry and measurement) Students Students explore 2- and 3-dimensional shapes with a focus on their properties, explore 2- and 3-dimensional shapes with a focus on their properties, relationships among them and spatial visualization. The reasoning skills that relationships among them and spatial visualization. The reasoning skills that they build upon in this unit help them to develop an understanding of more they build upon in this unit help them to develop an understanding of more complex geometric concepts. complex geometric concepts.
At the Mall with Algebra: Working with Variables and EquationsAt the Mall with Algebra: Working with Variables and Equations (algebra) (algebra) The emphasis in this unit is on developing algebraic reasoning. The emphasis in this unit is on developing algebraic reasoning. Students represent and analyze mathematical situations using algebraic Students represent and analyze mathematical situations using algebraic symbols and in doing so they come to understand the basic notion of equality symbols and in doing so they come to understand the basic notion of equality and equivalent expressions. They learn how variables are used to represent and equivalent expressions. They learn how variables are used to represent change in quantities and also to represent a specific unknown in an equation. change in quantities and also to represent a specific unknown in an equation.
Fifth Grade UnitsFifth Grade Units Treasures from the Attic: Exploring FractionsTreasures from the Attic: Exploring Fractions (numbers and (numbers and
operations) operations) SStudents are introduced to two children who uncover hidden tudents are introduced to two children who uncover hidden treasures in their grandparents’ attic from a general store that their great treasures in their grandparents’ attic from a general store that their great grandparents used to own. These treasures lead to an interesting grandparents used to own. These treasures lead to an interesting exploration of fraction concepts. The focus of the entire unit is on making exploration of fraction concepts. The focus of the entire unit is on making sense of fractions rather than on learning algorithms to perform sense of fractions rather than on learning algorithms to perform computations. computations.
What are Your Chances?What are Your Chances? (data analysis and probability) (data analysis and probability) Students Students begin their exploration of probability as a measurement of the likelihood of events. begin their exploration of probability as a measurement of the likelihood of events. Students may have had some prior experience such as predicting which color tile Students may have had some prior experience such as predicting which color tile would be drawn from a bag or which number would be rolled on a dice. This unit would be drawn from a bag or which number would be rolled on a dice. This unit extends beyond the activities to mathematics behind the experimentsextends beyond the activities to mathematics behind the experiments. .
Funkytown Fun House: Focusing on Proportional Reasoning and Funkytown Fun House: Focusing on Proportional Reasoning and SimilaritySimilarity (geometry and measurement) (geometry and measurement) Students are introduced to Students are introduced to similarity and congruence. The foundational mathematics behind these concepts is similarity and congruence. The foundational mathematics behind these concepts is proportional reasoning. Students explore ratio as a comparison of two quantities. proportional reasoning. Students explore ratio as a comparison of two quantities. Students also explore the relationship between congruence and similarityStudents also explore the relationship between congruence and similarity
Record Makers and Breakers: Using Algebra to Analyze ChangeRecord Makers and Breakers: Using Algebra to Analyze Change (algebra) (algebra) Students learn about algebra as a set of concepts tied to the Students learn about algebra as a set of concepts tied to the representation of relationships either by words, tables or graphs. They also learn representation of relationships either by words, tables or graphs. They also learn about algebra as a style of mathematical thinking for formalizing patterns of about algebra as a style of mathematical thinking for formalizing patterns of change. They extend their notion of variable from a letter in an equation that change. They extend their notion of variable from a letter in an equation that represents a number to a more broad definition, that of a quantity that varies or represents a number to a more broad definition, that of a quantity that varies or changes. changes.
Culminating ActivityCulminating Activity
Most units feature a “unit project” Most units feature a “unit project” where students synthesize and where students synthesize and showcase new understandings while showcase new understandings while pursuing some of their own interests.pursuing some of their own interests.
Lesson FormatLesson Format
Big Mathematical IdeasBig Mathematical Ideas Objectives and MaterialsObjectives and Materials Math Vocabulary and Math Vocabulary and “Word Wall”“Word Wall” words words
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ InitiateInitiate InvestigateInvestigate
CommunicateCommunicate AssessAssess
Mathematical Mathematical CommunicationCommunication
VerbalVerbal Suggested Questions for DiscussionSuggested Questions for Discussion Sample DialoguesSample Dialogues
WrittenWritten Two Open-ended Journal Questions for Every Two Open-ended Journal Questions for Every
LessonLesson What to Look for in and Possible Difficulties What to Look for in and Possible Difficulties
with Responseswith Responses Scoring RubricsScoring Rubrics
Student Mathematician’s Student Mathematician’s JournalJournal
Think Deeply QuestionsThink Deeply Questions Students Explain the MathematicsStudents Explain the Mathematics Students Create New MathematicsStudents Create New Mathematics Students Write “Your Thoughts and Students Write “Your Thoughts and
Questions”Questions” Apply professional methods of Apply professional methods of
mathematicians to solving problemsmathematicians to solving problems
Evaluation Plan for MEvaluation Plan for M3 3 PilotPilot
Quantitative DataQuantitative Data Pre- and Post-AssessmentsPre- and Post-Assessments from the Mentoring from the Mentoring
Mathematical Minds unitsMathematical Minds units MAPMAP comparison data: M comparison data: M33 G/T classes vs. other G/T classes vs. other
G/T math classesG/T math classes SC End-of-the-Year AssessmentSC End-of-the-Year Assessment comparison comparison
data: Mdata: M33 G/T classes vs. other G/T math G/T classes vs. other G/T math classesclasses
Qualitative DataQualitative Data SurveysSurveys of teachers, students, and parents of teachers, students, and parents
Other Opportunities During the School Year
• Regional Talent Search Programs– Duke Talent Identification Program (TIP)
• Grades 4 and 5• For students who score at or above the 95th percentile on
achievement tests (MAP)• Enrollment begins in December• Above-level test is EXPLORE
– Johns Hopkins Center for Talented Youth (CTY)• Grades 2-5• For students who score at or above the 95th percentile on
achievement tests (MAP)• Enrollment begins in September• Above-level test is SCAT: School and College Abilities Test
Considerations for Talent Search Programs
• Participation is optional. HCS provides information to parents and students so that you can decide whether or not you wish for your child to take part.
• Both Duke TIP and Johns Hopkins CTY have enrollment and testing fees; however, financial aid is available through the programs.
• Both talent searches provide opportunities for e-studies, parent and student publications, summer and weekend enrichment programs.
Opportunities After Elementary School
• Middle School Programs– Placement criteria include MAP and
PASS scores as well as grades
–Honors Program of StudySubject Grade 6 Grade 7 Grade 8
English Language/Arts
Honors ELA 6 Honors ELA 7 Honors ELA 8
Math Honors Math 6 Pre-Algebra/Honors Math 7
Algebra I Honors
Science Honors Science 8
Opportunities After Elementary School
• Middle School Programs– Accelerated Program of Study
Subject Grade 6 Grade 7 Grade 8
English/Language Arts
Accelerated ELA 6
Accelerated ELA 7
English I Honors
Math Pre-Algebra/ Accelerated Math 6
Algebra I Honors
Geometry Honors
Questions?
• Course Syllabus – handout
• Nicole Richardson
347-4684