Gifted Education in the Elementary Schools
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Transcript Gifted Education in the Elementary Schools
Gifted Education in the
Elementary Schools
Swarthmore-Rutledge
School
2011-2012
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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
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
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Normal Curve Distribution
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Screening Process
Otis Lennon: Spring of 2nd grade
PSSA and other standardized tests in grades 3-5
Teacher observations
Parent observations
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Identification Process
Permission to evaluate
Individually administered test of intelligence WASI-II -
130
Standardized achievement test—PSSA or
WIAT-III - 2 sub tests 98th percentile
Teacher rating scale, Teacher input
Parent input
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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
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Who is on the GIEP Team?
Student’s parents
Student’s current teacher
Psychologist and/or Principal
Gifted Coordinator
Other school personnel as needed
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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
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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
Student interest projects
comes from the web
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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
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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
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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)
Review the GIEP annually with the GIEP Team
Attend conferences and seminars on gifted education
Share research and strategies with school staff
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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…..
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www.wssd.org/e.mcelroy
Questions