Torrington Schools Talented

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Torrington Schools Talented Gifted Program

• Mrs. Schick
• Forbes, Southwest Vogel-Wetmore Schools
• 2009-2010

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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

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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.
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Program Goals

• Nurture intellectual development, to provide
  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 in a seamless
  classroom environment

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Some Traits of Gifted

• Highly alert observant
• Demonstrates exceptional retention of 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

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We Use Renzullis Model

• Above average ability
• Creativity
• Task commitment

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What Is A Gifted Learner?

• Dr. Joseph Renzulli of the Neag Center for Gifted
  Education states that giftedness occurs when
  above-average ability, task commitment and
  creativity come together
• In Renzullis 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

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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

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The Enrichment Triad Model
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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

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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

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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.

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Torrington TAG Identification

• We look to identify 5 of the population those
  for whom school is easy
• We identify in the spring with students in grades
  3, and 4
• 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)

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The End

• Thank you for your interest!