Gifted Delivery Models

1
A Look at Gifted Education
Effingham County 2007-2008
2
Who is a Gifted Student?

• A student who demonstrates a high degree of
  intellectual and/or creative ability, exhibits an
  exceptionally high degree of motivation, and/or
  excels in specific academic fields, and who needs
  special instruction and/or special services to
  achieve at levels commensurate with his or her
  abilities.

Rule 160-4-2-.38
3
How Many Students?

• Elementary 260
• Middle School 284
• High School 256
• Total 800
• 
  SASI July 2007

4
Gifted students are not just gifted one or two
periods a day!

• Our goal is to provide a developmentally
  appropriate curriculum that is consistent with
  their learning rates and abilities in all subject
  areas.

5

• Using a variety of gifted delivery models and
  proper documentation, we can earn funding that
  enables us to provide quality gifted programs for
  our students in many different academic settings.

6
FY 2008 FTE Weights
Kindergarten 1.6556 (4,397) Primary Grades
(1-3) 1.2841 (3,393) Upper Elem Grades
(4-5) 1.0319 (2,726) Middle Grades (6-8) 1.1204
(2,960) Grades 9-12 1.0000 (2,642) Spec.Ed
VI (Gifted) 1.6642 (4,397)
7
Gifted Teacher Funding
20 FTE Middle School Students 120 segments 1
Teacher Allotment
12 FTE Gifted Students 72 segments 1 Teacher
Allotment
8
Eligibility Criteria 1
Ability 99 for Grades K-2 96
for Grades 3-12
AND Achievement 90 on Total Battery,
Total Reading, or Total Math of a
Standardized Test
9
Eligibility Criteria 2
Meet the criteria in 3 of the following 4
areas Ability 96 Achievement 90 on Total
Battery, Total Reading, or Total Math of
Standardized Test Creativity 90 on a
Standardized Test Motivation K-2 90/100 on
Panel Interview 3-12 GPA of
87.5 on Basic Courses
10

• Students identified as gifted and whose
  participation has received parental consent shall
  receive at least five segments per week of gifted
  education services using one of the approved
  models for delivery.

Rule 160-4-2-.38
11
Academic Areas in which Gifted Services may be
provided

• Mathematics
• Science
• Language Arts
• Social Studies
• Foreign language
• Fine arts
• Vocational/technical education

Rule 160-4-2-.38
12
Gifted Delivery Models

• Resource Class
• Advanced Content Class
• Cluster Grouping
• Collaborative Teaching
• Mentorship/Internship
• Postsecondary Options

Rule 160-4-2-.38
13
Resource Class (K-12)

• All students are identified as gifted.
• Maximum class size 17 - Elementary
• 21 - Grades
  6 12
• Teacher is gifted endorsed.
• Curriculum content is academic but,
• focuses on extension enrichment
• activities (thinking skills, problem solving,
• research, communication skills, and
• creative productivity).

14
Advanced Content Class (6-12)

• Students are homogeneously grouped (May include
  high achieving students who are not identified as
  gifted.)
• Class size is limited to 21.
• Gifted endorsed teacher or College Board training
  in AP course content and 10 clock hours of staff
  development in characteristics of gifted learners
  and curriculum differentiation for gifted
  students.
• Course description clearly shows that the
  curriculum is differentiated in content, pacing,
  and expectation of student achievement.

15
Cluster Grouping(K-12)

• A group of gifted students (generally 3-8) are
  placed in a heterogeneous class (mixed ability).
• Teacher is gifted endorsed.
• Individual student contracts and separate lesson
  plans are required.

16
Collaborative Teaching(K-12)

• Heterogeneous class (mixed ability)
• Teacher is not gifted endorsed.
• The gifted endorsed teacher and general
  education teacher
• meet together to collaborate and develop
  challenging
• assignments that replace or extend the
  curriculum.
• Collaborative planning is documented
• in a time log.
• Individual student contracts and
• separate lesson plans are required.

17
Mentorship(9-12)

• The gifted student works with a mentor to explore
  a profession of interest.
• Mentorship is supervised by gifted endorsed
  teacher.
• Student Contract is required.

18
Contracts

• Written agreements between teachers and students
  that outline what students will learn, how they
  will learn it, in what amount of time, and how
  they will be evaluated.

19

• Contracts are not needed for
• Resource Classes or
• Advanced Content Classes.
• The entire curriculum is challenging and
  differentiated to the degree that it is clearly
  not appropriate for the more typical students at
  that grade level.

• Contracts are required for
• Cluster Classes
• Collaboration Classes
• Mentorships

20
What must a contract include?

1. Reason(s) why the particular student needs
   advanced curriculum in the particular content
   area.
2. Learning objectives for the student.
3. Alternative activities in which the gifted
   student will be engaged.
4. Dates and amount of time( in segments) the
   student will be engaged in the higher-level
   activities.
5. Means by which the gifted students learning will
   be assessed.

21
Evidence of Need for Advanced Curriculum

• Pretest
• Class Performance (based on teacher observation
  grades)
• Student interest
• GPA
• Standardized test score

22
General Area of Study

• ___Language Arts ___ Science
• ___Social Studies ___ Math
• ___ Personal and Social Development
• ___ Other (specify) _______________
•  

23
Specific Area of Study Write a brief overall
description of the assignment or contract work.

• Student will understand how different economic
  systems operate in the exchange, production,
  distribution and consumption of goods and
  services.

24
Learning Objectives

• GPS
• QCC

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Differentiated or Alternate Activities in which
the student will be engaged.

• List a variety of alternative or extension
  activities from which the student may choose.
• Activities should be connected to the learning
  objectives.
• Differentiated activities should be documented in
  the lesson plans.
• Students work on the extended activities during
  the time the class is working with the regular
  content..

26
Assessment Procedures

• Rubrics
• Pretests
• Student Portfolio
• Post assessments
• Student should probably earn the same credit as
  if they had completed the regular tasks as long
  as they adhere to the agreed upon conditions in
  the contract.

27
Suggestions

• Prepare a study guide that includes the same
  concepts all students will be responsible for
  mastering.
• Include dates when students must meet with the
  rest of the class to demonstrate their competence
  with the required concepts.

28
Records and Retention

• Keep copies of contracts
• and lesson plans
• for
• Four Years

29
Make-Up Work

• The majority of gifted elementary students
  receive services through a resource model, in
  which they are pulled from their regular class.
• It should not be necessary for GT students to
  complete all assignments missed while attending
  GT.

30
Suggestions
Please use the following suggestions to insure GT
students understand essential content while not
requiring assignments that cover material which
has already been mastered by the students.  
  The

•  
•        Please do not send work with students to
  complete while they are in the GT resource class.
•  
•         Use pretests and alternate assessments
  to determine the gifted students mastery of
  concepts presented while they are away.
•  
•         If a new concept is introduced that the
  student has not mastered, provide differentiated
  assignments to enable the student to practice and
  learn the information.
•  
•         Other class assignments can often be
  compacted to allow gifted students time to
  complete the differentiated assignments.
•  
•         Students should never be required to
  miss recess, music or other special activities in
  order to make up work missed while attending
  gifted class.
•  
•         Gifted students may be given different
  homework assignments, but should not be given
  additional homework because they attended gifted
  classes.
•