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
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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
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Literature circles
Math problem solving pull-out
General interest sessions
 Adaptations: Modifications made to the curriculum to meet
student needs for more challenging material
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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
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Research and Inquiry based on curriculum topics
Webquests— an inquiry-oriented lesson format in which most or all the information
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Student interest projects
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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:
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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