Transcript Torrington Elementary Talented & Gifted Program

TORRINGTON PUBLIC SCHOOLS
TALENTED & GIFTED PROGRAM
Mrs. Karen Schick
East, Forbes, Southwest, Torringford
& Vogel-Wetmore Schools
2013-2014
Why We Exist . . .
 The TAG Program is designed for
students whose intellectual
capacity, rate of learning and
potential for creative
contributions demand
experiences apart from the
regular classroom
CT Law Regarding Gifted
The provisions relating to the identification of gifted and
talented children are found in the state special education
laws. The procedures used to identify and evaluate
children who may be gifted or talented are similar to
those used to identify and evaluate children with
disabilities. Only the state requirements are followed for
the identification, evaluation and referral of gifted and
talented children. The federal special education law, the
Individuals with Disabilities Education Act, does not
provide for gifted and talented children.
Program Goals
 Nurture intellectual development, to provide
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challenge and to enhance personal development
Provide opportunity to explore self-directed,
open-ended learning
Encourage out-of-the box thinking, creativity,
critical thinking & problem solving skills
Provide rigorous programming for students
Promote fluency with technology
Some Traits of Gifted
 Highly alert & observant
 Demonstrates exceptional retention of
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material presented
Quickly grasps new concepts
Questions, experiments, explores
Desires to Learn
Often uses inventive strategies for
problem solving
Uses logic in figuring out solutions
We Use Renzulli’s Model
 Above average
ability
 Creativity
 Task
commitment
What Is A Gifted Learner?
Dr. Joseph Renzulli of the Neag Center for Gifted
Education states that giftedness occurs when aboveaverage ability, task commitment and creativity come
together
In Renzulli’s original model, the three components had
to be in equal amounts. The model has been revised so
that the amounts of each component may vary
Renzulli states that there must be productivity
associated with giftedness: you must produce with your
giftedness in order for it to mean something
Curriculum Compacting
 Definition – Modifying the regular
classroom curriculum in order to eliminate
repetition of previously learned material
 Objective – To create a more challenging
learning environment within the context of
the regular curriculum and to provide time
for TAG or other acceleration activities
The Enrichment Triad Model
Type I Enrichment
 Experiences and activities that are
designed to expose students to a
wide variety of activities and topics
 For example, field investigations,
speakers and media/technology
resources
Type II Enrichment
 The use of instructional methods and
materials that are used to develop
thinking and research skills
 For example creative thinking skills,
creative problem solving and decision
making, advanced research skills,
interviews, surveys and analyzing and
organizing data
Type III Enrichment
 Investigative activities where the learner
assumes the role of firsthand inquirer and
practicing professional
 Product might include PowerPoint
presentation, literary magazine, original
play, song lyrics, historical walking tour,
etc.
TAG Identification
 We look to identify 5% of the population –
those for whom school is “easy”
 We ask for teacher recommendations in the
spring with students in grades 3 & 4. Final
evaluations are made with CMT scores in the
fall
 The Program serves students in grades 4 & 5
at the elementary level
 Students must perform in class and TAG to
remain in the TAG program (annual
evaluation)
THE END
Thank you for your interest!