CMS Elementary Talent Development Program

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CMS Elementary Talent Development Program
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Mission

• To provide gifted students the opportunity to
  maximize their potential, demonstrate their
  motivation, and realize their contributions to
  self and the global community

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Goal

• To support the development of a content-rich
  educational experience for students from all
  cultural and socioeconomic backgrounds throughout
  CMS

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• Opportunities and Resources for
• Learners to
• attain levels of academic achievement consistent
  with their 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

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The Catalyst Model

• Collaboration and Consultation
• in Gifted Education
• Mary S. Landrum, PhD
• University of
  Virginia

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• Gifted Learners Are
• Gifted All The Time.
• Mary S. Landrum

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• Gifted education
• is not an add on
• for ninety
• minutes a week.

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Purpose of the Catalyst Model

• To allow the Classroom Teacher and the Talent
  Development (TD) Catalyst Teacher to share
  responsibility for the education of the gifted
  learner
• To provide appropriate learning activities for
  gifted learners in heterogeneous classrooms

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Collaborators

• Classroom Teacher
• TD Catalyst Teacher
• Administrators
• Other members of the schools teaching staff who
  contribute to the academic progress of gifted
  learners

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What Is The Curriculum?

• The North Carolina Standard Course of Study and
  more.
• http//www.ncpublicschools.org/curriculum/

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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

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What Does the Catalyst Model Look Like?

• Indirect Services
• Direct Services

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Indirect Services

• Lessons and activities are prepared by
• the TD Catalyst Teacher in collaboration with the
• Classroom Teacher. The lessons and activities
  are
• used by the Classroom Teacher in the regular
• classroom.
• Gifted identification is also part of Indirect
• Services provided by the TD Catalyst Teacher.

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What Can Indirect Services Look Like?

• Centers
• Projects
• Contracts
• Alternative homework
• Alternative assignments
• Curriculum compacting contracts
• Team Teaching

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Direct Services

• Lessons for gifted learners that are
• the sole responsibility of the TD Catalyst
• Teacher. They are developed and taught
• to gifted learners by the TD Catalyst
• Teacher.

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What Can Direct Services Look Like?

• Demonstration Lessons
• Small group instruction
• Pull out for a set period of time
• Activities related to classroom instruction

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How Much Time for Direct and Indirect Services?

• 60-70 Indirect Services
• 30-40 Direct Services

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When Do Teachers Collaborate?

• Each school schedules weekly
• planning blocks during the
• school day for teachers to meet
• and collaborate.

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• The focus of the Catalyst Model
• is to differentiate instruction for
• the gifted and high performing
• students.

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• Differentiated activities are
• integrated into the regular
• classroom to complement and
• supplement the standard
• curriculum.

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Without differentiation everyone

• Moves at the same pace
• Completes the same assignments
• Is evaluated the same way

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• This Catalyst Model is like having many hands
  all working toward the same goals.
• TD Catalyst Teacher

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• These kids gifted learners are both our
  responsibility. It makes sense that we are
  working together.
• Classroom Teacher

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• Now we can do even more for gifted kids, and
  thats how it should be.
• Principal

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Everyone works collaboratively to meet the needs
of the gifted learners.
Catalyst Model