Transcript Gifted 201 - Merton Community School District

Gifted 201
A WATG Four Corners Workshop
Saturday, March 6th, 2010
Sarah Kasprowicz
President, Wisconsin Association for the Talented and Gifted
[email protected]
[email protected]
Road Blocks?
Questions?
Setting the Stage
Getting Students Ready
for Differentiation
The classroom teacher includes differentiation as a
classroom expectation on the first day of school.
•Class Discussion about
classroom norms and
expectations.
•Read Hooray for Diffendoofer
Day by Dr.Seuss and Jack
Prelutsky
•Discuss the differences between
Diffendoofer School and
Flobbertown
Points for Discussion
Differentiation is:
– Fair
– Appropriate
– Up to the students to “handle” it and do their
job
– More interesting than Flobbertown
“Class, everyone turn to page 14 number 3…”
Everyone on the same page, all of the time
No choice
Points for Discussion
Differentiation looks like:
– At any one time there could be students
working in any of the following situations:
Whole class
Alone at a desk
In the library with a partner or small group
At a classroom computer
ALL COMBINATIONS ARE RESPECTFUL TO EACH OTHER AND
THE CLASSROOM CULTURE OF DIFFERENTIATION
Example
Fifth Grade Reading / Language Arts
– Brandon: Maginot Line Power Point
– Julia: Writing a short story for her portfolio
– 5 students: Express Yourself Independent
Reading Theme (in the library or at their desk)
– 16 students having literature circle meetings
with Mrs. K circulating and listening
– 1 student working with our LD teacher on
language arts
Flexible Grouping
Interest (Brandon and Julia)
Past performance on reading
assessments (Express Youself
Independent Reading Group)
Students are allowed to sometimes “pass”
on alternate projects (Maddie, Jeff and
Blake)
Training Students
Time Management
– Calendars
– Work / Project logs
Classroom Management
– Alternate project documents and work logs
are stapled to the wall for easy viewing and
management
– Students need to be respectful and not disrupt
the teacher or other students
Training Students
Expectation of Differentiated Curriculum
– Fair
– Normal
– Makes sense
– If a student abuses the situation or can not
adjust to working in an alternate setting they
can be returned to the regular class and make
up what they missed.
Setting the Stage in Your School
The Pyramids
Wisconsin Pyramid Model for Gifted and
Talented Programming
Response to Intervention (RtI)
Response to Intervention
Quick Guide
In Addition
Tier
3
Tier
Tier2
2
District
Curriculum
Tier I and
Level 1
“All” students experience
differentiated lessons
Universal Screening
Robinson and Kueht 2008
Instead
Level
2
Level
3
Gifted and Talented
Instead
Level
3
Level
2
District
Curriculum
Level I
“All” students experience
differentiated lessons
Robinson and Kueht 2008
Response To Intervention
In Addition
Tier
3
Tier
2
District
Curriculum
Tier I
“All” students experience
differentiated lessons
Robinson and Kueht 2008
Setting the Stage in Your School
The GT Advocate
Model
Classroom-based
Gifted and Talented
Student Strengths
Lists
Staff Development
A paradigm shift is
needed from “pull out”
to “classroom based”
approach. This can
take years.
University Courses
District initiative
CESA
Conferences
Consultants
Teacher Training
Classes about meeting
the needs of gifted
students are not required
to earn a teaching
license.
The vast majority of
classroom teachers were
not taught how to
differentiate for gifted
students in their
university education
courses.
Chapter 35: Special Ed
class
Benefit of the Doubt
Teachers want to help the children in their
classroom.
Teachers were taught in college how to
meet the needs of students with learning
disabilities and why it is important.
Given the benefit of the doubt…teachers
will do the same for gifted students when
they are informed about gifted education.
Tips for Parents
Advocate for your child.
Keep anecdotal and quantitative records.
Request that the GT Coordinator attend your
parent/teacher conferences.
Attend GT conferences and workshops.
Visit GT websites.
Form a GT Parent Advisory Group.
Contact your state and federal representatives
and senators.
Tips for Parents
Request that a Differentiated Education Plan
(DEP) be developed for your child.
Volunteer to help in your child’s classroom.
Be very vocal with your school board.
– Write letters
– Attend school board meetings and request to speak
on the status of GT programming at your school.
– File a complaint with DPI if necessary.
Setting the Stage in Your School
Communicate classroom needs to:
– Librarian and library staff
– Technology department
– Principal
– Gifted and Talented Coordinator
– Curriculum Coordinator
– Team members: There are possible partners
for your students in other homerooms
– Parents
Setting the Stage With Parents
Parent / Teacher Conferences
Feedback from parents on possible interests
and strengths of their child
Webnotes
Email
Ask parents to sign proposed alternate project
descriptions, calendar, rubrics before students
participate
Ask parent volunteers to work with small groups
in the library or computer lab
Setting the Stage in the Community
The Press Room
The Merton Community School District
Press Room is a district-wide opportunity to
integrate all subject areas and involve
students K-8 in promoting and publishing
the work of Merton students.
Press Room Website
More Details Needed…?