Gifted Guide
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Transcript of Gifted Guide
Giftedness at
a GlanceCreated by
Valerie Geiler, Lucille Kenney,
Caryn Meirs, Renée Clarke
& Kristen Lange
Contact InformationAHAP Facilitator
Valerie Geiler 592-3052 [email protected]
AHAP Teachers
Valerie Geiler [email protected]
Lucille Kenney [email protected]
Caryn Meirs [email protected]
AHAP Liaisons and Enrichment Teachers
Chestnut Hill Renée Clarke 592-3500 [email protected]
Forest Park Lucille Kenney 592-3550 [email protected]
Otsego Valerie Geiler 592-3600 [email protected]
Paumanok Kristen Lange 592-3650 [email protected]
Signal Hill Renée Clarke 592-3700 [email protected]
Sunquam Caryn Meirs 592-3750 [email protected]
Vanderbilt Kristen Lange 592-3800 [email protected]
Academically High Aptitude Program
(AHAP) Mission Statement
“Half Hollow Hills Academically High Aptitude
Program ensures that students who possess
exceptional gifts and talents receive the necessary
resources to maximize their extraordinary potential.
Students will be challenged to become self-directed,
life long learners. Students will encounter an
individualized, diverse, and flexible curriculum.
Children will experience an enriched accelerated
education through which they will acquire skills to
lead responsible, constructive, and most importantly
exceptional lives.”
Academically High Aptitude Program
vs. Enrichment Services
Academically High Aptitude Program
•AHAP addresses the needs of students in grades three through five.
•It is a non-mandated district supported program.
•AHAP has objective defined criteria for entry. The first and most important
assessment utilized to determine a student’s eligibility is the InView Cognitive Skills
Test, similar to an IQ test. The second component used to determine eligibility is
scores obtained from the New York State English Language Arts and Mathematics
Assessments. Even if NYS ELA and Math Assessments scores are above average, a
child’s Cognitive Skills Index must meet the IQ requirement for that year in order to be
considered for the program.
•Students leave their home school to attend AHAP at the Fran Greenspan
Administration Center once each week for the entire school year. Third graders attend
AHAP for one half day, while fourth and fifth graders attend for a full day. Third grade
AHAP students also receive one period of Enrichment services each week in their
home building.
•Once a student is admitted to AHAP they are not retested for admission in subsequent
years.
Academically High Aptitude Program
vs. Enrichment Services
Enrichment Services
•Enrichment is a district supported, building level, non-mandated
service for second through fifth graders.
•Enrichment is open to all students based on standardized test scores,
enrichment teacher suggestion and classroom teacher recommendation.
•Enrichment is provided in each elementary school building in three
10-week cycles for the third through fifth grades. Two 10-week cycles
are provided for the second grade students. Students attend one cycle
per year.
•A student in enrichment one year is not guaranteed a place the
following year.
•Enrichment teachers serve as a liaison for administrators, teachers, and
students to further support teachers with additional differentiation in
their classrooms.
AHAP Courses
Below is a sampling of courses offered by the Academically High Aptitude
Program for the third through fifth graders in the district.
3rd Grade Courses
Fall
Spanning the Heights (bridges)
Skyscrapers
Project Iceberg (Antarctica)
Spring
Spanning the Heights, Part II
Econ-O-Mania
Stories from the Top of the World (science and mythology)
Fall
History on the March
Movers and Shakers
(inventors)
Endangered Animals
Highway to Health
Toy Story
Are You a Hobbit?
Spring
Movers and Shakers
Music ‘N’ Motion
Endangered Animals, Part II
Highway to Health
Journey to the Stars
Are You a Hobbit?
Lost! (Galapagos)
Mission to Mars
AHAP Courses
4th Grade
Fall
History Undercover, Part II
Newspaper
Alien Invaders (invasive species)
Music, Part II
Math & Matter
CSI - Forensic Science
Lego Robotics, FLL Competition
Toy Story II: Sally Ride ToyChallenge
Greek Mythology
Flight
Lost II
Spring
Great Debaters
Newspaper
Digit Squad (mathematics)
Art Colony III
Law & Order
Brainy Behaviors
Fairytales on Trial
Lego Robotics, Mars Rover
Edition
Once & Future Kings
Myth Busters Science Squad
AHAP Courses
All courses are inquiry and project based, and foster critical thinking,
deductive thinking, and creative thinking.
5th Grade
The “Twice Exceptional” Learner
On occasion, you may encounter a student that may appear
to have a high intellect, but are not a typical gifted learner.
This child may be categorized as a “twice exceptional”
learner; both gifted and disabled. It is difficult to describe
or list all the characteristics of gifted disabled people
because there are so many types of giftedness and so many
disabilities. The biggest challenge in identification is that a
disability often masks or inhibits the expression of
giftedness, so that it is difficult to tell whether a person's
abilities are outstanding enough to indicate giftedness. On
the other hand, giftedness can also mask a disability because
the person's abilities can help him or her overcome or
compensate for the disability.
Common Myths About
Gifted Students
• Gifted students are a homogeneous group, all high achievers.
• Gifted students do not need help. If they are really gifted, they can manage on their own
• Gifted students have fewer problems than others because their intelligence and abilitiessomehow exempt them from the hassles of daily life.
• Gifted students are self-directed; they know where they are heading.
• The future of a gifted student is assured; a world of opportunities lies before the student.
• Gifted students are nerds and social isolates.
• Gifted students need to serve as examples to others and they should always assume extraresponsibility.
• The social and emotional development of the gifted student is at the same level ashis/her intellectual development.
• The primary value of the gifted student lies in his or her brainpower.
• The gifted student’s family always prizes his or her ability.
• Gifted students can accomplish anything they put their minds to; all they have to do isapply themselves.
• Gifted students are naturally creative and do not need encouragement.
• Gifted children are easy to raise and are welcomed addition to any classroom.
Truths About
Gifted Students• Gifted students are often perfectionists and idealistic. They may equate achievement and
grades with self-esteem and self-worth, which sometimes leads to fear of failure andinterferences with achievement.
• Gifted students may experience heightened sensitivity to over achievements or gradesperceived to be low.
• Gifted students are asynchronous. Their chronological age, social, physical, emotional, andintellectual development may be able to read and comprehend a third-grade book, but may notbe able to write legibly.
• Some gifted children are “mappers” (sequential learners), while others are “leapers” (spatiallearners). Leapers may not know how they got a “right answer.” Mappers may get lost in thesteps leading to the right answer.
• Gifted students may be so far ahead their chronological age mates, that they may know morethan half the curriculum before the school year begins! Their boredom can result in lowachievement and grades.
• Gifted children are problem-solvers. They benefit from working on open-ended,interdisciplinary problems; for example, how to solve a shortage of community resources.
• Gifted students often refuse to work for grades alone.
• Gifted students often think abstractly and with such complexity that they may need help withconcrete study and test-taking skills. They may not be able to select one answer in a multiple-choice question because they see how all the answers might be correct.
• Gifted students who do well in school may define success as getting an “A” and failure as anygrade less than an “A”. By early adolescence they may be unwilling to try anything where theyare not certain of guaranteed success.
Theory of Multiple Intelligences
Each child deserves an individualizededucational experience that takes intoaccount each child’s individual needs,interests, strengths, and weaknesses.Continue to keep these intelligences in mindwhen getting to know the students in yourclassroom and planning for new learningopportunities.
In his theory, Howard Gardner outlines eight intelligences, whichinclude:
1. Linguistic intelligence – “word smart”
2. Logical-mathematical intelligence - “number/reasoningsmart”
3. Spatial intelligence – “picture smart”
4. Musical intelligence – “music smart”
5. Bodily-kinesthetic intelligence – “body smart”
6. Interpersonal intelligence – “people smart”
7. Intrapersonal intelligence – “self smart”
8. Naturalistic intelligence – “nature smart”
9. Existential intelligence – “cosmos smart” *
* In 1999, Gardner added naturalist intelligence and proposedthat a ninth intelligence, existential intelligence, be considered forfuture inclusion.
Differentiation Strategies for
High-Level Learners
Curriculum Compacting
Curriculum compacting is the process of
identifying learning objectives, pretesting
students for mastery of these objectives,
and eliminating needless teaching and
practice if mastery can be documented. The
time saved through this process may be
used to provide enrichment for students.
Example of Chart Used for Compacting
by Joseph Renzulli and Linda H. Smith
Student’s Name: ____________________________________
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Differentiation Strategies for
High-Level Learners
Tiering Lessons
Tiering is an instructional approach
designed to have students of differing
readiness levels work with essential
knowledge, understanding, and skill, but to
do so at levels of difficulty appropriately
challenging for them as individuals at a
given point in the instructional cycle.
Tiering Activities Overview
How to plan 3 pathways to understanding:Struggling Learners:
Need extensive modeling and/or teacher instruction
Need color-coded elements/highlighted elements/exemplars
Need to review concepts/use manipulatives/use textbook
Need to study vocabulary lists/cards or pictures which show vocabulary/word bank
Will complete a provided graphic organizer/labeled outline/framed paragraph
On-Grade Learners:
Can complete on-grade expectations (with practice opportunities)/solve practice problems
Don’t need to review (as much)
Can make some decisions on their own regarding how to complete a task
Can create their own graphic organizer/chart/posters
Can draw/illustrate/explain key concepts
** Advanced Learners: These are your AHAP/Enrichment students.
Can work and create independently
Can engage in more advanced research/study in-depth
Will study key issues across time periods and cultures
Will be able to decide which skills to use
Can work with multi-step tasks and ideas in their mind
Can take a concept and expand upon it and work with mentors
2002 Judy Dodge
The Revised Bloom’s Thinking Skills