Transcript Huntersville Elementary Talent Development: Differentiated Education Plan (DEP) Informational Meeting Welcome families of TD-certified students! April 14, 2015 Some content taken and adapted from: Trinette Atri, Olde.

Huntersville Elementary
Talent Development:
Differentiated Education Plan (DEP)
Informational Meeting
Welcome families of TD-certified students!
April 14, 2015
Some content taken and adapted from:
Trinette Atri, Olde Providence Elementary / Emily Foley, Irwin Academic Center
Huntersville TD Contact Info:
Sabrina Walters, Talent Development Teacher
[email protected]
www.huntersvilletd.weebly.com
CMS TD Mission:
To provide gifted students the opportunity to
maximize their potential, demonstrate their
motivation, and realize their contributions to
self and the global community.
CMS TD Goal:
To support the development of a
content-rich educational experience for
students from all cultural and socioeconomic
backgrounds throughout CMS.
The TD program provides
opportunities and resources for
learners to…
• attain levels of academic achievement consistent with their
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abilities
engage in abstract, creative, and affective reasoning
apply insightful questioning
develop a capacity to see interconnections among disciplines
practice self-directed learning and independent problem
solving
strive for self actualization
maximize their leadership potential
become active participants in the global community
Desired Outcomes:
• Curriculum studied in greater depth
through more challenging lessons and
differentiated activities
• Curriculum accelerated to include
above-grade level material when
appropriate
• Advanced pace of learning
Gifted Student Characteristics
Students may exhibit one or more of the following,
but are not limited to…
• Has much factual information
• May not show neatness or order in work
• Anticipates outcomes
• May disagree with teacher or textbook answers
• May frequently respond in an elaborate manner
• May not want to stop working on a task
• Asks the questions
Gifted Student Characteristics
Students may exhibit one or more of the following,
but are not limited to…
• Enjoys learning
• Infers
• Creates new designs
• Has unexpected ideas
• Manipulates information
• Achieves mastery in 1-2 repetitions
The Catalyst Model
“Gifted learners are gifted all the time”
– Mary S. Landrum
Therefore, gifted education is not an
add on for ninety minutes a week.
The focus of the Catalyst Model is to
differentiate instruction for the gifted
and high performing students.
So how does the Catalyst Model work?
• The classroom teacher and Talent Development
teacher share responsibility for the education of
gifted students
• The TD teacher provides lessons and activities for
teachers to use in the heterogeneous classroom
AND/OR teaches students directly
• The TD teacher provides enrichment and
acceleration for students who have shown
mastery of objectives being taught in the regular
classroom through direct or indirect instruction
What are Direct Services?
 Direct services, or “face time,” are lessons that are
created and taught by the TD Teacher
 Direct services can be “pull out” (students pulled
into TD/Catalyst classroom) or “push in” (students
remain with classroom teacher when TD Teacher
comes in to co-teach with classroom teacher)
What are Indirect Services?
• Indirect services are lessons and activities
developed by the TD/Catalyst teacher and
provided to the classroom teacher for him/her to
use in his/her classroom
• Examples are: curriculum compacting, centers,
independent contracts, projects, alternative
homework/classwork, lessons
Why the need for direct and indirect services?
• Often there are too many students for one person to reach
alone. Differentiation is required in the regular classroom
to provide all students with the education they need and
deserve.
• Since the TD Teacher cannot see all children, all day, every
day, the classroom teacher requires activities and lessons
from the TD Teacher for those students while they are in
the regular classroom.
• Without differentiation, everyone would move at the same
pace, be evaluated in the same way, and complete the
same activities – regardless of their prior knowledge or
individual needs
How do we teach gifted learners?
• Focus on creative thinking, problem solving and logic
• Ask higher level questions during novel studies, rather
than lower, “knowledge” level questions (Bloom’s
Taxonomy)
• Engage students through project-based learning
• Utilize research-based resources for gifted students
(William & Mary, etc.)
How do we teach gifted learners?
• Work in abstract thinking and concepts –
symbolism, themes, etc.
• Increase awareness of the global community
through interdisciplinary novel studies and
discussion
• Teach problem solving strategies in math
• Differentiation strategies such as curriculum
compacting, contracts, choice menus,
independent studies, small group instruction
How is TD curriculum
different?
Language Arts:
Multiple resources such as Socratic Seminars
(Paideia), William & Mary, novels, Junior
Great Books, integrated writing, etc.
Math:
Combination of resources such as Math
Olympiad competition, Project M3, Hands
on Equations, The Problem Solver, etc.
How are TD student
expectations different?
• Critical & Creative Thinking
•Handle accelerated & advanced
pace
(Refer to Performance Review document)
TD is NOT…
•
punishment for being smart!
How do you determine who is in your
math and reading groups?
 Depends on pre-assessments – math and reading;
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behavior and ability to work independently; class work;
space in the classroom; formative testing; teachercreated assessments – MANY data points
Groups are flexible and can change from unit to unit,
novel to novel, and/or quarter to quarter
See both TD certified and catalyst students
Direct – 40%, Indirect – 60% services
Students can be seen for both or just reading or just
math, depending on their individual needs and the
factors listed above
3rd – 5th Grade
Literacy Services
Literacy enrichment will be integrated into
Reader’s Workshop time – Mrs. Walters will
“PUSH-IN” to the regular classroom and work in
collaboration with the homeroom teacher.
• 4 days a week-2 days each in 2 different classes, 45-60
minutes per session
• Students will continue differentiated direct instruction
with the classroom teacher when Mrs. Walters is not
present
3rd – 5th Grade
Literacy Services
 Mastery of pre-tested objectives, classroom performance,
TD-identification, and student interest/motivation help
determine who is placed into direct services group with Mrs.
Walters when applicable
 Students will work on novel studies, figurative language,
poetry, informational text analysis, themes/concepts, higher
order thinking, and academic writing
 Mrs. Walters will plan with classroom teachers weekly to
collaborate, analyze data, and provide needed extensions,
projects, and other differentiation resources for classroom
use
3rd – 5th Grade
Mathematics Services
O Math Enrichment will be two-fold. Mrs.
Walters will “PUSH-IN” 1 day/week for
problem solving and PULL-OUT 2
days/week for those who compact
out of the regular math unit.
O Students will continue differentiated
direct instruction with the classroom
teacher when Mrs. Walters is not
present
3rd – 5th Grade
Mathematics Services
 Mastery of pre-tested objectives, classroom performance,
TD-identification, and student interest/motivation help
determine who is placed into direct services group with Mrs.
Walters when applicable
 Students will work on problem solving, algebraic concepts,
Math Olympiad, real-world applications, higher order
thinking, and 21st century skills
 Mrs. Walters will plan with classroom teachers weekly
to collaborate, analyze data, and provide needed
curriculum compacting, extensions, projects, and
other differentiation resources for classroom use
2nd Grade
O All 2nd Grade services are PULL-OUT
O One day/week for Literacy
O CMS Advanced Studies Concept Unit: Change
O One day/week for Math
O Interact Unit: Into the Unknown
DEP:
Differentiated Education Plan
• A document completed annually which lists
learning environment, content modifications, and
special programs available to the student during
that year
• This information is kept on file in the cumulative
folder
• Social/emotional goals are only included as
needed
• ElementaryDEP2013-14
Looking Ahead:
Middle School
• No formal “TD” program in middle schools – Honors
Classes
• Bailey Middle – one of 5 CMS middle schools to pilot the
“Springboard” official pre-AP program
• EOG scores alone are NOT to be used to place TD
certified students in middle school, per department
instructions – rubric is used for math
• Magnet schools (I.B., Performing Arts, Languages)
• TD Contact in middle school is ACADEMIC FACILITATOR
What questions do
YOU have for me?