Kennesaw State University

Current Program Description

I currently teach in Douglas County at a Title I elementary school. In my school there are

approximately 650 students with Black students being the majority at 57%. Other

demographics of Factory Shoals include Whites at 35% of the school’s population, two or

more races 5%, Hispanic 3%, and Asian and Pacific Islanders at 1%. 67% of the students are

eligible for free lunch or reduced lunch program. Factory Shoals Elementary School became

a Title I Targeted Assistance school this year that receives funds to accommodate primarily

students who are below grade level and need additional support outside the classroom. The

main objective is to increase student achievement.

The gifted program at my school is referred to as PC which stands for Program

Challenge. There are approximately 50 students served in the gifted program at my school.

This is an approximate number given to me by the gifted teacher. She is new to our school

this year and mentioned that she only knows how many students were served last year and

not certain how many will be served this coming up year. From my observation, students

with special talents and gifts do not have an extra enrichment to accommodate those talents.

Primary students are pulled out of class once a week and the intermediate grade students are

also pulled out once a week also.

Current Gifted Program Philosophy and Goals

The philosophy of Douglas County’s gifted program is as follows:

“Gifted students require a differentiated education because of their unique

potential and needs. They require educational experiences in higher level though

processes: analysis, evaluation and synthesis. Douglas County Program

Challenge, in conjunction with the instructional philosophy of the county school

system, recognizes the right of the student to develop to his/her fullest potential.”

This philosophy seems to recognize the diverse needs of gifted students, but not the

diversity amongst gifted students. There are so many assumptions and stereotypes associated

with gifted students. Too few teachers do not understand that giftedness is not always associated

with a student’s “smartness” or performance in a classroom. Giftedness itself encompasses

diversity. Gifted students do have unique needs and these needs should be considered when

differentiating. It states that differentiation is a necessary for the success of gifted students and

that the philosophy of the gifted program aligns with philosophy of the county’s. I agree that

differentiation is a required element for the student’s success. This is necessary for students to

reach their highest achievement and potential.

There are a number of goals listed and described on the Douglas County’s website. After

each goal is stated, a rationale/discussion is given for that goal. The first goal states “Gifted

students will develop advanced research skills and methods. Curriculum for gifted students

should allow for the in-depth learning of self-selected topics within the area of study”. I agree

that gifted students possess an advanced level of knowledge and understanding about the world

around them. This in turn can lead to heightened curiosity and ability to research and explore

concepts and interests above or outside their peers. Gifted students’ instruction should be

structured to their interests and talents. The second goal states “Gifted students will develop and

practice creative thinking and problem-solving skills with a variety of complex topics within the

area of study”. Creativity and problem-solving link hand in hand. Gifted students have the ability

to generate original ideas and solutions. The third goal states “Gifted students will develop and

practice higher order and critical thinking skills in the pertinent academic area.” This statement

involves differentiation from the teacher’s end. Gifted students may need less time to acquire and

master new skills than their peers. Teachers should plan lessons that involve critical thinking and

provide opportunities in the classroom for gifted students to practice their higher order thinking

through a variety of activities. The last goal states “Gifted students will develop advanced

communication skills. Curriculum for gifted students should encourage the use of new

techniques, materials, and formats in the development of products that will be shared with real

audiences.” Advanced language skills can often be a trait of gifted students. Having the

opportunity in a learning environment to advance this skill and demonstrate it in different ways

can help gifted students use and further develop their communication skills. Teachers can

establish a format of constructive feedback for the students to help them with this skill. Students

should also have the opportunity to produce products that display their gifts and talents.

The goals stated by the county cover a variety of needs of gifted students. I think these

goals are broad but specific in identifying the reasons for the program. Though social and

emotional growth is not mentioned or specified in the goals, I believe that students can develop

these skills through different avenues in the curriculum and the goals stated. Creativity was also

neglected from the goals. Creative thinking was mentioned, but this seemed to be more tied to

problem-solving rather than divergent thinkers who express their creativity through creating

original ideas, products, or form of art like music and dance. Many gifted students do not

necessarily excel in academics but instead outperform their peers in the arts, literature, or other

inventive means. It’s just as important for these students to be accommodated and properly

motivated in their learning environment. Though creativity can be taught, some gifted students

possess this trait naturally and need opportunities for further encouragement and development.

The goals described seem to cater to the academic advancement and enrichment of those

students who outperform their peers academically. My school only offers resource for students

academically. Special interests and fine arts type of enrichment is not offered in my school.

Many of the enrichment programs that do occur in my school are for the students who participate

in the after school program and county funded tutoring program that also takes place after

school. Students would greatly benefit from having exposure or opportunities to engage heavily

in their interests and talents during the school day. Through my observations, PC focuses on the

development of critical thinking and problem solving.

Current Delivery Model

“The delivery models at the elementary and middle school levels are: contracts,

interests/learning centers, resource room, collaboration, accelerated math, interest seminars,

compacting, advanced content, telecommunications and mentoring” (Douglas County School

System :: Welcome to the Douglas County School System!. (n.d.). Douglas County School

System :: Welcome to the Douglas County School System!. Retrieved , from

http://www.douglas.k12.ga.us/Default.asp?L=2&PN=Pages&SubP=Level2&DivisionID='1865'

&DepartmentID='1723'&SubDepartmentID='0'&PageID='2724'&SubPageID='1722'). These

delivery models are identified on the Douglas County website, but I have only experienced the

resource class at my school. The site further states that “The resource room provides an

opportunity for gifted students to develop thinking, affective skills, communication, research,

and independent inquiry skills in all areas of the curriculum.” This aligns directly with the goals

of the program. There are two gifted teachers in my school. One teacher serves students 1st grade

through 3rd

and the other teachers serves students in grade 4th

and 5th

. Each grade has a day for

resource in which they get pulled out for the majority of the day and receive instruction from the

gifted teachers. Students usually join their class for lunch and specials.

Though not confirmed by the gifted teacher, I also think the cluster grouping delivery

model takes place in my school. My principal has inquired about my completion of my gifted

endorsement and informed that he usually takes the endorsements of the teachers into

consideration when he makes classes. Since I will have my gifted endorsement, he plans to load

my class with gifted students this Fall. This will allow the school to receive additional funding

since the gifted students in my class would also be receiving similar services as their resource

class. This excited me! I did not know this occurred until the post-planning. However, I am

curious how the teachers executed this model and if they had better experiences collaborating

with the gifted teacher than I had.

I actually hardly ever know what my students are doing in their gifted resource class until

they come back to class. Though the recent gifted teacher was kind and approachable, she did not

inquire about what I was doing in the class or provided me strategies or resources to work with

the gifted students in the class. Collaboration is not an element or feature of the delivery model

in my school that I have experienced. But I believe that it would only serve to the students’ best

interest if teachers collaborated with the gifted teachers. The gifted teacher can inform teachers

of best practices in differentiating for gifted students and provide strategies in identifying gifted

students. The gifted program in my school seems to be a separate entity of a student’s learning

experience in school rather than an enrichment or extension of their learning. My students

seemed to really enjoy attending their weekly gifted class and I do believe they get a lot of their

experiences in the class, but I do not think once a week for 5 to 6 hours is enough time to enrich

their gifts and talents. I realize however that it is also my responsibility to make sure that I

structure my lessons and planned activities so that this can take place in my classroom.

Current Curriculum Model

A curriculum model that closely aligns with the model used at my school is the Integrated

Curriculum Model; the process/product dimension specifically. The gifted teacher enjoys using

STEM activities to engage the students in research, inquiry-based learning, and experiments. She

also uses novel studies to engage the students in discussion and critical thinking activities.

Students also have the opportunities to apply their advanced mathematical and linguistic skills to

projects and other hands-on activities. Students practice their higher order thinking skills while

participating in a variety of interdisciplinary themes. STEM often plays a component of the

interdisciplinary themes. The gifted teacher designs problems and scenarios that encourage

students to be engineers and critical thinkers. This model used in my school really engages the

students and forces them to think critically, but does not incorporate the talents of the students

who are musically or theatrically skilled.

Current Program Evaluations

Teams conduct evaluations based on their recommendations. The Torrance Test of

creativity is given, but only if recommended. This will only be scored by the Gifted Evaluator or

TTCT Certified teacher. Once evaluations are completed, the eligibility of each student will be

assessed and determined and the gifted teacher will prepare the Gifted Program Eligibility

Report. Referrals for testing can be received by teachers or parents. Students are tested in mental

ability, achievement, creativity, and motivation. Referred students are also administered the

CogAt. Students must meet either three of the four criteria or scores at the 99th

percentile (grades

K-2) or 96th

percentile (3-12) on the composite or full scale score of a standardized mental ability

test and meet the achievement criteria.

Teachers are given once in the first semester and once in the second semester to submit

referrals for the gifted program in my school. Teachers are sent notifications about the referrals

along with documents in the form of a referral packet. The documents consist of rating scales,

sample work covers, and test scores. Teachers are encouraged to begin collecting (if they have

not already done so) data from the students they are considering referring for the gifted program.

But students in 3rd

-5th

grade may also be referred if they obtain high score on the ITBS score or

CRCT. The year before, all students took the CRCT, but this year only students in 3rd

through 5th

took the test. I believe that this is useful in the referral process, but again, this is all subjective

and exclude so many students that are gifted but do not demonstrate it in ways that are

acceptable or recognizable to the teacher. I also think that there are too many teachers who are

ignorant of the vast variety of characteristics of a gifted student and only look for stellar

academic performers. From my experience, the evaluation process does include those students

who exhibit talents and strengths in other intelligences outside of the academic arena. The

evaluation process also seems to have a “fit all” approach and does not accommodate the

students who are culturally and linguistically diverse.

Needs Assessment

The survey conducted included 6 participants. However, I emailed the questionnaire to 5

teachers, 3 parents, and 2 administrators. Four teachers, one administrator, and one parent

responded to the survey. Three of the teachers that responded to the survey are second grade

teachers and the other is a fifth grade teacher. The parent that responded was a parent of a gifted

student I had in my class last year. I requested that she help her son complete the survey as well,

but he was out of town. Some of the teachers that responded had similar responses regarding the

needs of the gifted students in the gifted program. Most of the responses in the now section of

the questionnaire fell between a three and four. When responding in the future section, the

teachers did not seem that optimistic in changes being made and scored mostly three and fours,

with some being scored a five. They seem to all recognize that gifted students are being served,

but how they’re being served and who in particular is being served appropriately may be under

slight scrutiny. Another question that I thought was interesting was number 14 which was about

teacher-education opportunities. Learning how to accommodate the needs of the gifted in our

school does not seem to be a current priority, but the teachers seem to feel that this is a critical

area of need and improvement. The assistant principal however, displayed a more positive view

about the needs of the gifted in our school. Most of her responses were fours and fives for the

now portion. She answered all fives in the future portion. Teachers and administrators tend to

have a different experience regarding teaching and interacting with the students and staff. I

thought the profound difference in her responses from the teachers’ was interesting. The parent I

sent this survey to had a few questions about this questionnaire. She emailed me because she was

not familiar with some of the “lingo” in the questions and felt awkward about answering some of

the questions because they did not apply to her son. But I encouraged her to answer them to the

best of her ability. She answered a three on one question and that was about teacher-education

opportunities. I’m not sure why she answered this question this particular way, but I do

remember her telling me in previous conversations that her son’s previous teachers did not

challenge him enough and he often got in trouble in class from talking. I’m assuming that she

feels that teachers are not well-trained on teaching gifted students based on this particular

experience. This assessment provided great insight on how the teachers felt about the gifted

program in our school compared to the parent.

Questionnaire Bar Graph

0

1

2

3

4

5

6

Teacher

Teacher2

Teacher3

Teacher4

Administrator

Parent

Needs Assessment Chart - Now

Teacher Teacher Teacher Teacher Administrator Parent

Question 1 5 4 5 5 4 4

Question 2 5 5 5 5 5 5

Question 3 5 5 5 4 5 5

Question 4 3 4 4 5 5 5

Question 5 2 1 4 4 4 4

Question 6 5 5 5 5 5 5

Question 7 5 3 4 5 5 5

Question 8 4 2 4 4 5 5

Question 9 4 4 4 5 5 5

Question 10 4 4 4 4 5 5

Question 11 2 4 3 5 4 5

Question 12 4 4 4 5 5 5

Question 13 3 4 5 4 5 4

Question 14 2 2 4 4 4 3

Question 15 4 5 5 5 5 5

Proposed Philosophy

My school does not have a separate philosophy regarding gifted education. The new

gifted teacher has explained that she has not been made aware of a different philosophy other

than the philosophy stated on the Douglas County School system’s website. She did say that she

has a philosophy of her own though. She believes that every gifted student should have the

opportunity to explore, extend, and learn their gifts in a structured environment through a variety

of techniques and activities. She also stated that she thinks students learn best when they work

and collaborate with students who have different perspectives and talents than them. “It’s my

responsibility to make sure students see and reach their potential and how their strengths can

help the community and world around them.”

I appreciated this gifted teacher’s philosophy and thought she had some strong points in

her beliefs. Her belief seemed to be a bit broader than the county’s philosophy and included a

theme of diverse learners.

My philosophy and goals for my school are as follows:

Talents and gifts come in an extensive spectrum that is not often recognizable through

academics. Gifted students possess vast possibilities of characteristics and their needs

should be accommodated in a program that is structured around their interests and talents.

Students who have the ability to excel above their peers in the areas of fine arts and

academics are of significant value to the program. It’s imperative that students have the

opportunity to extend their critical thinking skills, creativity skills, social skills, and

emotional skills. The learning environment should stimulate the student through diverse

activities and encourage intrinsic motivation as well as life-long learning. Cultural

relevant lessons are an important thread as this closes the gaps between the disadvantaged

and advantaged. Students should come through the program with a clearer view of

themselves, their talents, as well as aware of the diversity around them.

Proposed Delivery Model

The delivery model will consist of the resource class, cluster grouping, advanced content,

as well as the collaborative teaching model. Resource classes should be structured around

students’ interests or talent areas. While once a week may be most feasible due to scheduling and

time restrictions, collaborative teaching should take place on a regular basis with grade levels

that have gifted students in their classroom. An open line of communication should be

established and encouraged between teachers and the gifted teacher. Communication can take

place via email or in an in person meeting. Gifted teachers should have suggestive input in the

development of lessons in teachers’ classroom. Gifted teachers should be active in providing

teachers with strategies, best practices, and support in teaching gifted students. Classroom

teachers should also be knowledgeable on the lessons and curriculum that takes place in the

gifted resource as well. This will allow teachers to plan lessons that connect and extend their

students’ experiences into the classroom which will make for a more impactful and meaningful

learning experience as a whole. Correspondence needs to be a regular element in the

differentiation for the diverse needs of the gifted students.

Teachers who have obtained a gifted endorsement and remain within a general Ed.

classroom should have their classes loaded with no more than 6 gifted students. These students

will be better served by a teacher who is familiar with the learning needs of gifted students.

Students will benefit from the differentiation the teacher will provide in constructing lessons that

require higher thinking skills, creativity, and advanced content. Advanced content can also be

implemented along with the other models. Advanced content classes can be the resource class

students participate in. The advanced content class would occur outside of the student’s regular

classroom. Advanced content classes would be structured and designed around the strengths and

talents of the students. Though the advanced content classes are mostly used for grade 6-12, I

think this would be beneficial for the intermediate grades in my school. These classes can

include math and language arts and be integrated with science, social studies, and the fine arts.

Students who exhibit a strong ability in any fine art should have the opportunity to participate in

an enrichment program offered.

Proposed Curriculum Model

The curriculum model that I would propose for my school is the Autonomous

Learner Model. This model has five major dimensions that will benefit and support the diverse

gifted and talented students not currently represented in the program. The ultimate goal of the

program is to create independent learners who are active in the direction of their learning

process. The teacher in this model is the facilitator. Students are driven to develop responsibility,

a positive self-perception, problem and critical thinking skills, interpersonal skills, creative

thinking skills, as well as a deeper passion for their interests and talents. Creating life-long

learners is primary in the foundation as oppose to teaching a set of skills or standards within a

content area. The student is the focus.

The five dimensions are orientation, individual development, enrichment activities,

seminars, and in-depth study. The orientation involves student becoming reflective about their

intelligence and their gifts. Students get the opportunity to learn about their abilities and more

about the ALM (Autonomous Learner Model). Group building also takes place in orientation.

This component allows students to interact with other students whom may possess different

talents and gifts than differ from their own. Group process and interaction is then learned.

Individual development focuses directly on opportunities for the students to develop cognitive,

emotional, social and physical skills, concepts, and attitudes that promote life-long learning.

Autonomy learning begins to develop in the students. Students also develop skills in technology

as well as inter/intrapersonal skills. Orientation and individual development can happen within a

regular classroom setting. Enrichment allows students to become engaged in their areas of

passion and interests. Lessons and activities are not centered around the regular curriculum or

standards. Differentiation is usually left up to the teacher to carry out for the benefit of the

students, but ALM calls for the students to become involved in differentiating their own learning.

Gifted students are free to explore the content or curriculum in their own style. Students can

pursue their areas of passion through explorations, investigations, cultural activities, performing

a service, or plan an adventure trip. Seminars provide a small group of students the opportunity

to research a topic and present it to their peers. This dimension creates an environment where the

students learn from one another. The final dimension, in-depth study gives students the

opportunity to pursue independently or with a group a topic or area of interest in a long-term

study. Completion of this dimension is the highest level of autonomous learning model. Students

have free reign on how they will present their skills and knowledge. The teacher serves as the

facilitator and guided support for students. Mentors are also ideal to incorporate as they can

provide additional support.

This curriculum model aligns with the proposed philosophy and gives all gifted students

to steer their learning, engage in student-centered and driven activities, and develop their social

and emotional skills while interacting with diverse learners. The curriculum is not limited to

academic success but includes gifts of a broad array. The proposed delivery model will also

correspond well with this curriculum model as well. Students who participate in advanced

content classes can integrate elements of this model and extend their learning beyond the

standards. Learning won’t be limited to mastering the standards, but creating students who are

multifaceted and independent in their learning experiences. A sense of responsibility and pride

will be infused in activities and lessons. Gifted teachers who teach a regular class with a

homogenous group can differentiate and build opportunities in the classroom where the gifted

students are clustered together so the ALM can take place.

Students who are not academically stellar, but possess talents in other intelligences and

areas can also excel and grow through the implementation of this model. The choice aspect of

the model will encourage students to reflect and learn about their talents and how they can

contribute to the learning environment. Socially and culturally diverse students who are gifted

can also grow in their self-confidence by relying and trusting their background experiences and

funds of knowledge to contribute to the learning environment. An air of acceptance of oneself

and other learners can be enhanced through the implementation of this model with the proper

facilitation of the teacher.

Proposed Program Evaluation

To identify gifted students, a multidimensional assessment along with the use of multiple

criteria should be used. Using multidimensional assessments will allow students with multiple

types of gifts and talents be identified and included. Students who are economically

disadvantage, a minority, or underachievers will have a higher chance of being identified.

Equitable representation can take place. IQ and achievement cut-off scores will not be the only

determining factors. Though this evaluation is already place, it still is restrictive and can deny

some students services. This is why a quota system may also be beneficial to ensure there is a

fair representation of students in the program. Another identification tool that would broaden the

scope of students who are identified is a nonverbal IQ test like the CogAT and the UNIT. These

types of tests have shown to identify Title I students, which the school mostly consists of. In

identifying creative students, the Torrance Tests of Creative Thinking should continue to be

used. Teacher nominations can be another tool used in the evaluation process. The Needs

Assessment demonstrates the need for proper teacher training and education on serving gifted

students. Many teachers nominate students who excel in academic areas only and actively

display their gifts in the classroom. Providing training opportunities on the vast characteristics of

gifted children as well as how to effectively accommodate the needs of diverse gifted students

will give teachers the proper foundation on referring students.

The goal of this evaluation system is to include students from disadvantaged groups,

culturally diverse backgrounds, underachievers, and students who possess gifts and talents in

creative arenas. The combination of these evaluation tools can improve the represented

population in the gifted program and be a means of motivation for students who are gifted in

some facet, but do not have the tools to reach their potential. My experience in speaking with

fellow teachers about the gifted referral process has shown me that many of the teachers only

recognize those who are “smart” and confidently or consistently demonstrates their superior

abilities in the class. Staff professional development in giftedness would be an extremely benefit

for these teachers as they lack the knowledge of the immense characteristics that giftedness can

exude in.