Transcript Palmer High School Gifted & Talented

Palmer High School
Gifted & Talented Program
November 2014
Definition
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Gifted students are capable of high
performance, exceptional production, or
exceptional learning behavior by virtue of
any area(s) of giftedness.
Gifted students include students with
disabilities ( twice-exceptional) and
students with exceptional abilities or
potential from all socio-economic, ethnic,
and cultural populations.
Categories of Giftedness
General or specific intellectual ability
Specific academic aptitude
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Quantitative
Verbal
General (non-verbal)
Additional Gifted Categories
Gifted students are capable of high performance,
exceptional production, or exceptional learning
behavior by virtue of any or a combination of these
areas of giftedness
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Creative or Productive Thinking
Visual arts, performing arts, musical or
psychomotor abilities
Leadership
Quantitative Giftedness
Quantitative reasoning skills; flexibility and
fluency in working with quantitative symbols and
concepts; and the ability to organize, structure,
and give meaning to an unordered set of numerals
and mathematical symbols.
These reasoning skills are significantly related to
problem solving in mathematics and other
disciplines.
Verbal Giftedness
Measures flexibility, fluency, and adaptability
in reasoning with verbal materials and solving
verbal problems.
These reasoning abilities play an important
role in reading comprehension, critical
thinking, writing, and virtually all verbal
learning tasks.
General Giftedness
General reasoning measures problem
solving that includes logic, associative
reasoning, creative thinking, and deductive
reasoning to move from a set of given
principles or circumstances to the desired
result. This thinking is often measured by
the ability to solve analogies.
Twice-exceptional Student
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Identified gifted with an IEP or 504.
Physical disability
Learning disability
Social/emotional disability
Served by both the IEP or 504 and an
ALP (Advanced Learning Plan)
Bright Child
Knows the answer
Is interested
Is attentive
Has good ideas
Works hard
Answers the questions
Top group
Listens with interest
Learns with ease
6-8 repetitions for mastery
Understands ideas
Enjoys peers
Grasps the meaning
Completes the assignments
Gifted Learner
Asks the questions
Is highly curious
Is mentally and physically involved
Has wild, silly ideas
Plays around, yet tests well
Discusses in detail, elaborates
Beyond the group
Shows strong feelings & opinions
Already knows
1-2 repetitions for mastery
Constructs abstractions
Prefers adults
Draws inferences
Initiates projects
Bright Child
Is receptive
Copies accurately
Enjoys school
Absorbs information
Technician
Good at memorization
Enjoys sequential presentation
Is alert
Is pleased with own learning
http://pages.framingham.k12.ma.us/sage/brightchild.htm
Gifted Learner
Is intense
Creates a new design
Enjoys learning
Manipulates information
Inventor
Good guesser
Thrives on complexity
Is keenly observant
Is highly self-critical
GT Identification Process
• Tested in second grade using the CoGAT Ability Test
and other metrics
• Depending on need, GT testing can be done at any time
(K-12). Identification mostly happens in elementary and
middle school
• District committee modified selection process last year
• Once identified as gifted in District 11, then always
identified as gifted; giftedness does not go away
Why GT at High School?
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18% of high school dropouts nationwide are
gifted students
More than IB, AP, Honors class options
Unique academic and social/emotional
needs
US News and World Report, 8/83.
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GT Programming at Palmer
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IB program
AP/CU Succeed classes
Honors classes
College classes
Curriculum modification
Mentorships
Job shadows
Independent projects
Clubs
Study skills
Goal planning
Student advocacy
IB/AP/Honors Programs and GT
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While these programs offer advanced course work,
and many GT students are enrolled in these programs
for this reason, the GT program is separate.
GT is a service for identified gifted students, offering
students assistance (academic, social, emotional) for
their unique gifted needs.
What GT can provide is rather diverse – curriculum
differentiation, study skills, mentorships, job
shadowing, student advocacy, goal planning, etc.
GT works collaboratively with other Palmer programs
and activities.
Advanced Learning Plan
(ALP)
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“a written record of gifted and talented
programming utilized with each gifted child
and considered in educational planning and
decision making.”
Colorado Department of Education, 22-20-103
Why ALPs?
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Colorado is one of the few states that mandate
gifted education and programming. The ALP is
the means by which the state monitors this
mandate.
The ALP serves as a portfolio, a repository of
information documenting achievements and goals.
The end result is a body of evidence covering
years of schooling that students can use for postgraduate endeavors – often for college and
scholarship applications.
The ALP Process
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Student completes online ALP form
Gifted Resource Teacher (GRT) schedules a
meeting with the student to review the ALP
and to provide assistance in helping the
student realize their goals, interests, and
aspirations
Follow-up
Individual ALPs
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The emphasis of an ALP should address
student strengths
May be a little extra work, but will directly
benefit the student
Collaboration with parents and teachers
Not necessarily related to school work
ALP Players
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Student
Parent(s)
Teacher(s)
Gifted Resource Teacher
Community
Communication
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Email: [email protected]
Web:
http://palmer.d11.org/Pages/GT/Pages/
Gifted-and-Talented.aspx
Teacher Page:
http://teachers.d11.org/teachers/chamb
ms
Contact
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Michael Chamberlin
Gifted Resource Teacher (GRT), Palmer
[email protected]
(719) 328-5079
Room 222