Gallatin Gateway School Gallatin Gateway School District #35District #35

Gallatin Gateway School Gallatin Gateway School District #35District #35

Gifted and Talented Gifted and Talented EducationEducationProgramProgram

Introduction of PhilosophyIntroduction of PhilosophyWe, of the Gallatin Gateway School, realize We, of the Gallatin Gateway School, realize

that the perpetuation of our society that the perpetuation of our society depends on the progress of the individual. depends on the progress of the individual. Continued progress and growth is the aim of Continued progress and growth is the aim of education in Gateway. This education education in Gateway. This education should be:should be:

Intellectual in its directionIntellectual in its direction Individualized in its approachIndividualized in its approach Demanding in its effortsDemanding in its efforts Character building in its natureCharacter building in its nature Humane in its environmentHumane in its environment Scientific in its methodScientific in its method

Philosophy and GoalsPhilosophy and Goals Develop the recognition of personal dignity of man in Develop the recognition of personal dignity of man in

each pupileach pupil Cultivate curiosityCultivate curiosity Direct in how to live a responsible and profitable life Direct in how to live a responsible and profitable life

as a citizen of the community, nation, and worldas a citizen of the community, nation, and world Aid in acquiring and developing desirable character Aid in acquiring and developing desirable character

trails and a wholesome, well-integrated personalitytrails and a wholesome, well-integrated personality Help each to realize their own potentials and help Help each to realize their own potentials and help

adjust to everyday problems – both intellectual and adjust to everyday problems – both intellectual and socialsocial

Teach the fundamental skills and develop effective Teach the fundamental skills and develop effective study and work habitsstudy and work habits

Applying GiftednessApplying Giftedness

Giftedness will be cultivated in the domains Giftedness will be cultivated in the domains of:of: Creative and productive thinkingCreative and productive thinking Advanced insightAdvanced insight Outstanding imaginationOutstanding imagination Innovated or creative reasoning abilityInnovated or creative reasoning ability Advanced perception of cause and effect Advanced perception of cause and effect

relationshipsrelationships Problem solvingProblem solving Advanced reasoningAdvanced reasoning

Theories of Giftedness Theories of Giftedness

Theories of Best PracticesTheories of Best Practices Developed by Renzulli, Rogers, Van-Tassel-Baska, Developed by Renzulli, Rogers, Van-Tassel-Baska,

and Makerand Maker Key practices:Key practices:

Congregate gifted students regularly in a compatible Congregate gifted students regularly in a compatible brain environmentbrain environment

Use well-trained, experienced and empathetic teachersUse well-trained, experienced and empathetic teachers Support both the cognitive and effective needs of gifted Support both the cognitive and effective needs of gifted

studentsstudents Orient the students at a highly intellectual levelOrient the students at a highly intellectual level Build substantially upon opportunities for Build substantially upon opportunities for

individualizationindividualization Include components for independent abilitiesInclude components for independent abilities Use appropriate audiences as an authentic assessment Use appropriate audiences as an authentic assessment

practicepractice Coach educational choices in the context of high-level Coach educational choices in the context of high-level

career goalscareer goals

Definition of GiftednessDefinition of Giftedness

Gifted Students:Gifted Students: Use increased higher order thinking even Use increased higher order thinking even

without trainingwithout training Prefer a structured learning environment Prefer a structured learning environment

(desks, tables, etc) but open-ended (desks, tables, etc) but open-ended assignmentsassignments

Are uncomfortable talking risks or dealing with Are uncomfortable talking risks or dealing with ambiguityambiguity

Mistrust the benefits of small group learningMistrust the benefits of small group learning Perform significantly better in true peer Perform significantly better in true peer

interactions (academic core areas only)interactions (academic core areas only)

Student Identification EvaluationsStudent Identification Evaluations

Tests include: Tests include: DRA, Dibels, Chapter tests, Interviews, DRA, Dibels, Chapter tests, Interviews,

Portfolios, Writing assessments, ITBS, Portfolios, Writing assessments, ITBS, and MontCASand MontCAS

Results are measured utilizing:Results are measured utilizing: Woodcock/Johnson, Koffman Brief Woodcock/Johnson, Koffman Brief

Intelligence Test, Raven Intelligence Intelligence Test, Raven Intelligence TestTest

Administered by K-8 teacher, Administered by K-8 teacher, administrator, counselor, or parentadministrator, counselor, or parent

Student Identification ProcessStudent Identification Process Evaluation of students based on:Evaluation of students based on:

Academic abilityAcademic ability Composite scores on standardized Composite scores on standardized

achievement tests above 93achievement tests above 93rdrd percentile percentile Creativity, reasoning, and problem-solving Creativity, reasoning, and problem-solving

abilityability Creative and productive thinkingCreative and productive thinking Advanced insightAdvanced insight Outstanding imaginationOutstanding imagination Innovative or creative reasoning abilityInnovative or creative reasoning ability Advanced perception of cause and effect Advanced perception of cause and effect

relationshipsrelationships Problem solving of abstract conceptsProblem solving of abstract concepts

Curriculum Programming and Curriculum Programming and AdaptationAdaptation

Built on unique characteristics, interests and Built on unique characteristics, interests and needs of the talented groupneeds of the talented group

Responds to the characteristic needs of gifted Responds to the characteristic needs of gifted learnerslearners Allows for faster pace of learningAllows for faster pace of learning Choosing themes and content that allow for more Choosing themes and content that allow for more

complex investigationcomplex investigation Adapting to particular gifted learners by i.e.: Adapting to particular gifted learners by i.e.:

compacting, mini-lessons, and remediationcompacting, mini-lessons, and remediation Curriculum links to the general scope but also Curriculum links to the general scope but also

reaches far beyond the regularreaches far beyond the regular Options cut across grade levels, across discipline, Options cut across grade levels, across discipline,

and across all kinds of intelligences and across all kinds of intelligences Key components:Key components:

Attention to theme, content , processes, and productsAttention to theme, content , processes, and products Incorporates a wide variety of student interests and Incorporates a wide variety of student interests and

abilitiesabilities

Curriculum Programming and Curriculum Programming and Adaptation ContinuedAdaptation Continued

Content Modifications:Content Modifications: Abstract contentAbstract content Complex tasksComplex tasks Multi-disciplinaryMulti-disciplinary HistoryHistory Methods of InquiryMethods of Inquiry

Production Production ModificationModification TransformationsTransformations Real world problemsReal world problems Real audiencesReal audiences Systematic, Corrective Systematic, Corrective

feedbackfeedback Individual benchmark Individual benchmark

settingsetting

Process ModificationsProcess Modifications Higher order thinkingHigher order thinking Proof and reasoningProof and reasoning Discovery, shared Discovery, shared

inquiry, problem-based inquiry, problem-based learninglearning

Organization, planning, Organization, planning, time management time management trainingtraining

Communication and Communication and group skill traininggroup skill training

Affective awareness Affective awareness and supportand support

Social issues, ethical Social issues, ethical dilemmas, conflict dilemmas, conflict resolution discussionsresolution discussions

Curriculum Programming and Curriculum Programming and Adaptation ContinuedAdaptation Continued

IndividualizationIndividualization Credit for prior learningCredit for prior learning Non-graded classesNon-graded classes One to one mentoringOne to one mentoring Compacted curriculumCompacted curriculum

GroupingGrouping Cross-graded classesCross-graded classes Ability groupingAbility grouping Specific subject Specific subject

groupinggrouping Cluster groupingCluster grouping

AccelerationAcceleration Grade skippingGrade skipping Subject accelerationSubject acceleration Grade telescopingGrade telescoping Concurrent enrollmentConcurrent enrollment Credit by examinationCredit by examination

Instruction DeliveryInstruction Delivery CompactingCompacting Simulations and gamesSimulations and games Conceptual closure Conceptual closure

discussionsdiscussions Multimodal lecturesMultimodal lectures Hands on learningHands on learning

Professional DevelopmentProfessional Development Effective educators possess:Effective educators possess:

A thorough understanding of a variety of learning A thorough understanding of a variety of learning theories, teaching, and human developmenttheories, teaching, and human development

The ability to evaluate and apply these theories The ability to evaluate and apply these theories to the teaching-learning processto the teaching-learning process

Skills in a variety of mediaSkills in a variety of media Leadership roles and effective writing skillsLeadership roles and effective writing skills Excitement and commitment to learning, respect Excitement and commitment to learning, respect

for new ideas, and commitment to growthfor new ideas, and commitment to growth Ability to use strategies and methods they teachAbility to use strategies and methods they teach Genuine acceptance and respect of othersGenuine acceptance and respect of others Commitment to development of internal Commitment to development of internal

standards accompanied by self-improvementstandards accompanied by self-improvement

Evaluation of ProgramEvaluation of Program

Ongoing throughout each school yearOngoing throughout each school year Include tests via: Include tests via:

DRA, Diebels, chapter tests, interviews, DRA, Diebels, chapter tests, interviews, narrative documentation of academic narrative documentation of academic progress, portfolios, writing progress, portfolios, writing assessments, ITBS, and MontCASassessments, ITBS, and MontCAS

Parent/Student surveysParent/Student surveys

ConclusionConclusion

Maximum education without elitismMaximum education without elitism Emphasis of equity and excellence for all Emphasis of equity and excellence for all

students???students??? Strategies for differentiating instruction Strategies for differentiating instruction

are important in every teacher’s repertoireare important in every teacher’s repertoire Transforming from a Psychometric, unitary Transforming from a Psychometric, unitary

intelligence to a more malleable intelligence to a more malleable conceptionconception

Accordance with 10.55.804Accordance with 10.55.804