Candler County Gifted Students August 30, 2007. Objective of the Day: Parents and other stakeholders will understand the Candler County Gifted Program

Candler County Candler County Gifted StudentsGifted Students

August 30, 2007

Objective of the Day:Objective of the Day:

Parents and other stakeholders Parents and other stakeholders will understand the Candler will understand the Candler

County Gifted Program and the County Gifted Program and the contents of its curriculum at contents of its curriculum at

each grade level.each grade level.

Mission StatementMission Statement

The Mission of the Candler County The Mission of the Candler County Gifted Education Program is to Gifted Education Program is to provide a learning community that provide a learning community that values and fosters the talent values and fosters the talent development process of individuals. development process of individuals.

Five Major Goals Five Major Goals

To provide an education program, resources, and To provide an education program, resources, and opportunities for individuals to teach gifted students. opportunities for individuals to teach gifted students.

To provide selected programs and services for To provide selected programs and services for gifted learners and their families. gifted learners and their families.

To develop, field-test, and disseminate curriculum in To develop, field-test, and disseminate curriculum in relevant content areas at appropriate relevant content areas at appropriate developmental levels. developmental levels.

To conduct research and evaluation for To conduct research and evaluation for dissemination to relevant audiences and for data-dissemination to relevant audiences and for data-based decision-making. based decision-making.

To provide professional development to promote To provide professional development to promote teacher leadership and exemplary practice. teacher leadership and exemplary practice.

Essential Question Essential Question

What curriculum and delivery What curriculum and delivery models will be used in the models will be used in the revised gifted education revised gifted education program?program?

AGENDAAGENDA

I.I. CurriculumCurriculum

II.II. Models being usedModels being used

III.III. Qualifying studentsQualifying students

IV.IV. Technology planTechnology plan

Curriculum- William and MaryCurriculum- William and Mary

1.1. To what degree is it being To what degree is it being implemented?implemented?

2.2. What are the pros and cons?What are the pros and cons?

3.3. What are the challenges?What are the challenges?

MES/MIS Elementary CurriculumMES/MIS Elementary Curriculum

GradeGrade TeacherTeacher Reading/Language ArtsReading/Language Arts MathMath

11stst

InterdisciplinaryInterdisciplinary

Jill Powell-ResourceJill Powell-Resource *Beyond Words*Beyond Words Math TrailblazersMath Trailblazers

11stst

Core Content Core Content

Kay MoyerKay Moyer Teaching Gifted Kids in The Teaching Gifted Kids in The Regular Classroom-1Regular Classroom-1

Teaching Gifted Kids Teaching Gifted Kids in The Regular in The Regular Classroom-1Classroom-1

2nd2ndInterdisciplinaryInterdisciplinary

Jill Powell-ResourceJill Powell-Resource *Journeys and Destinations*Journeys and Destinations Math TrailblazersMath Trailblazers

2nd2ndCore Content Core Content

Tammie StricklandTammie Strickland Teaching Gifted Kids in The Teaching Gifted Kids in The Regular Classroom-2Regular Classroom-2


3rd3rdInterdisciplinaryInterdisciplinary

Jill Powell-ResourceJill Powell-Resource * Literary Reflections* Literary Reflections Math TrailblazersMath Trailblazers

33rdrd

Core ContentCore Content

Suzanne HuntSuzanne Hunt Teaching Gifted Kids in The Teaching Gifted Kids in The Regular Classroom-3Regular Classroom-3


44th th Karen Sollars–ELAKaren Sollars–ELA

Walter Leveritt-MathWalter Leveritt-Math

*Patterns of Change*Patterns of Change Project M3Project M3

55thth Karen Sollars–ELAKaren Sollars–ELA

Walter Leveritt-MathWalter Leveritt-Math

*Autobiographies*Autobiographies Project M3Project M3

* College of William and Mary Award Winning Gifted Curriculum

Middle School CurriculumMiddle School Curriculum

GradeGrade TeacherTeacher Reading/ Language Reading/ Language ArtsArts

MathMath

66thth Stanescu—ELAStanescu—ELA

Hackett--MathHackett--Math* Persuasion * Persuasion Grade 6 Holt Grade 6 Holt

Core/Enhanced Core/Enhanced

66thth Leveritt—Leveritt—Interdisciplinary Interdisciplinary

Teaching Gifted Kids in the Teaching Gifted Kids in the

Regular Classroom-6Regular Classroom-6 Teaching Gifted Kids Teaching Gifted Kids in the Regular in the Regular Classroom-6Classroom-6

77thth XXXXX—ELAXXXXX—ELA

Bohannon--MathBohannon--Math

*Utopia*Utopia Grade 7 Holt Grade 7 Holt Core/Enhanced Core/Enhanced

77thth LeverittLeveritt Teaching Gifted Kids in the Teaching Gifted Kids in the Regular Classroom-7Regular Classroom-7

Teaching Gifted Kids Teaching Gifted Kids in the Regular in the Regular Classroom-7Classroom-7

88thth Jones—ELAJones—ELA

J. Davis-Algebra IJ. Davis-Algebra I

*Threads of Change in *Threads of Change in 1919thth Century American Century American LiteratureLiterature

Grade 8 Holt Grade 8 Holt Core/Enhanced Core/Enhanced

88thth Jones—Jones—

InterdisciplinaryInterdisciplinary

Teaching Gifted Kids in the Teaching Gifted Kids in the Regular Classroom-8Regular Classroom-8

Teaching Gifted Kids Teaching Gifted Kids in the Regular in the Regular Classroom-8Classroom-8

* College of William and Mary Award Winning Gifted Curriculum

MHSMHS Gifted and Advanced Placement Curriculum Gifted and Advanced Placement Curriculum

GradeGrade TeacherTeacher CurriculumCurriculum SubjectSubject

9th9th LynnLynn *Utopia and core *Utopia and core Advanced EnglishAdvanced English

Gifted EnglishGifted English

99thth T. DurdenT. Durden Physical SciencePhysical Science Gifted ScienceGifted Science

1010thth LynnLynn World Literature World Literature ComparativeComparative


1111thth A. HendrixA. Hendrix AP U.S. HistoryAP U.S. History AP Social StudiesAP Social Studies

1111thth R.R. TurnerTurner

**Threads of ChangeThreads of Change and and American LiteratureAmerican Literature


1111thth StanleyStanley ChemistryChemistry Gifted ScienceGifted Science

1212thth McLendonMcLendon AP English Literature AP English Literature and Compositionand Composition

AP EnglishAP English

12th12th East Georgia East Georgia or GSUor GSU

StaffStaff English Composition,English Composition,

Intro to Psychology, Intro to Psychology,

College Economics, College Economics, Pre-CalculusPre-Calculus

Beyond WordsBeyond Words

This literature unit, organized around the study of figurative language, explores the idea that language can change the way we think about the world by creating new images and connections in our minds. The unit uses poetry and picture books as the basis for analyzing different types of figurative language, including simile, metaphor, and personification, and gives opportunities for students to create their own literary images. In addition, the unit introduces students to persuasive writing and to advanced word study, as well as providing an opportunity for students to explore how language changes over time in their families and their culture.

2001 Winner of a National Association for Gifted Children Curriculum Division Award for Outstanding Curriculum

Grades 1 - 2

Journeys and DestinationsJourneys and DestinationsThis unit uses an inquiry-based approach to investigate literature in an interdisciplinary, multicultural curriculum. The guiding theme of this unit is the recognition of change as a concept that affects people and their relationships to the world around them. An open-ended approach to the discussion process is emphasized in the search for meaning in literature selections such as Aesop’s fables, The Green Book, Bringing the Rain to Kapiti Plain, and The Ugly Duckling. Vocabulary development, writing activities, oral communication, research, and reasoning are integrated into the unit.


Grades 2 - 3

Literary ReflectionsLiterary Reflections

While all four language arts strands of literature, writing, language study, and oral communication are integrated into this unit, the core of the unit involves students interacting with literature while enhancing reading comprehension and textual analysis skills. The literature selections, including The Secret Garden and world class short stories by such authors as Tolstoy and Singer, serve as a basis for discussion.


Grades 4 and 5

Patterns of ChangePatterns of Change The concept of cyclic patterns of change was chosen The concept of cyclic patterns of change was chosen

as the unifying theme for this unit. Selected literary as the unifying theme for this unit. Selected literary works deal with cycles in nature, knowledge, works deal with cycles in nature, knowledge, history, and human life. Students are introduced to history, and human life. Students are introduced to some of the important approaches and ideas of some of the important approaches and ideas of literary criticism. Students are encouraged to use literary criticism. Students are encouraged to use journals, literature webs, essays, and visual projects journals, literature webs, essays, and visual projects to organize and express their ideas about various to organize and express their ideas about various literary selections. Works studied in the unit include literary selections. Works studied in the unit include My DanielMy Daniel by Conrad, “The Helpful Badger” by by Conrad, “The Helpful Badger” by Lawrence Yep, and poetry by Dickinson, Sandburg, Lawrence Yep, and poetry by Dickinson, Sandburg, Angelou, and Shakespeare. Angelou, and Shakespeare.

Grades 4-6Grades 4-6

AutobiographiesAutobiographies

In this unit, students study the concept of change by In this unit, students study the concept of change by reading autobiographies of writers and by looking at reading autobiographies of writers and by looking at change in the lives of writers and other artists. As they change in the lives of writers and other artists. As they examine life stories and self-portraits, they study literature examine life stories and self-portraits, they study literature and examine works of art from various cultures. In order and examine works of art from various cultures. In order to gain insight into the development of talent, students are to gain insight into the development of talent, students are encouraged to explore their own identities as talented encouraged to explore their own identities as talented learners through discussions, research, oral learners through discussions, research, oral presentations, and reflective writing. Autobiographical presentations, and reflective writing. Autobiographical writings from authors including Beverly Cleary, Eloise writings from authors including Beverly Cleary, Eloise Greenfield, Isaac Singer, and Lawrence Yep are explored.Greenfield, Isaac Singer, and Lawrence Yep are explored.

1997 Winner of a National Association for Gifted 1997 Winner of a National Association for Gifted Children Curriculum Division Award for Outstanding Children Curriculum Division Award for Outstanding CurriculumCurriculum


PersuasionPersuasion

This unit highlights elements of persuasion, This unit highlights elements of persuasion, especially as it relates to oral communication. especially as it relates to oral communication. Students must cite passages from literature to Students must cite passages from literature to defend their points of view in discussion as well as defend their points of view in discussion as well as in written arguments. Literature selections such as in written arguments. Literature selections such as "The Valiant," "The Pied Piper of Hamelin," and the "The Valiant," "The Pied Piper of Hamelin," and the Declaration of Independence frame the basis for Declaration of Independence frame the basis for exploring the reasoning process through analysis exploring the reasoning process through analysis and interpretation. Opportunities are presented for and interpretation. Opportunities are presented for impromptu, informative, and persuasive speeches; impromptu, informative, and persuasive speeches; debate; small and large group discussion; and debate; small and large group discussion; and critical reasoning. Persuasive writing, reasoning, critical reasoning. Persuasive writing, reasoning, research, and language study are included research, and language study are included throughout the unit. throughout the unit.


The 1940s: A Decade of The 1940s: A Decade of ChangeChange

This unit looks at the historical events and social This unit looks at the historical events and social issues of the 1940s through the literature of the issues of the 1940s through the literature of the decade, including novels, short stories, poetry, decade, including novels, short stories, poetry, essays, letters, and newspapers. Numerous essays, letters, and newspapers. Numerous opportunities for reading, writing, listening, linguistic opportunities for reading, writing, listening, linguistic competency, and speaking are incorporated into the competency, and speaking are incorporated into the unit. Each student is required to pose a hypothesis unit. Each student is required to pose a hypothesis and conduct research concerning some issue of and conduct research concerning some issue of significance that arises from the literature that is significance that arises from the literature that is studied. Students make both a written and an oral studied. Students make both a written and an oral presentation of their research. The unit is rich in presentation of their research. The unit is rich in materials that highlight the concept of change, materials that highlight the concept of change, including works such as Hersey's including works such as Hersey's HiroshimaHiroshima, , The The Diary of Anne FrankDiary of Anne Frank, and Spiegelman's , and Spiegelman's Maus IIMaus II. .


UtopiaUtopia

This unit provides an overview of Utopia as seen by This unit provides an overview of Utopia as seen by various individuals, groups, and countries and gives various individuals, groups, and countries and gives students an opportunity to examine why ideas about students an opportunity to examine why ideas about Utopia undergo change. Through the study of Utopia undergo change. Through the study of literature, art, music, and other classroom activities, literature, art, music, and other classroom activities, students learn about the search through the ages students learn about the search through the ages for Utopia and the struggles to grasp and maintain it for Utopia and the struggles to grasp and maintain it on both personal and societal levels. Exploring on both personal and societal levels. Exploring Utopia through personal dreams and goals allows Utopia through personal dreams and goals allows students to analyze the literature they read more students to analyze the literature they read more thoroughly throughout this unit. Literature selections thoroughly throughout this unit. Literature selections include Orwell’s include Orwell’s Animal Farm,Animal Farm, Lowry’s Lowry’s The GiverThe Giver, , “The Man That Corrupted Hadleyburg,” by Twain, “The Man That Corrupted Hadleyburg,” by Twain, and poetry by Cavalli and Enzensberger. and poetry by Cavalli and Enzensberger.


Threads of Change in 19th Threads of Change in 19th Century American LiteratureCentury American Literature

This unit uses literature of the 19th century to This unit uses literature of the 19th century to explore five historical movements: romanticism, explore five historical movements: romanticism, transcendentalism, abolitionism, industrialism, and transcendentalism, abolitionism, industrialism, and feminism. Each of the five "isms" has its own feminism. Each of the five "isms" has its own "literature box" containing appropriate documents to "literature box" containing appropriate documents to serve as a resource for teams of students. The serve as a resource for teams of students. The “isms” are investigated as change agents in “isms” are investigated as change agents in American life through the study of key writings of American life through the study of key writings of the period. Literary works studied in the unit include the period. Literary works studied in the unit include Twain's Twain's The Adventures of Huckleberry FinnThe Adventures of Huckleberry Finn, , Melville's Melville's Billy Budd, SailorBilly Budd, Sailor, Hawthorne's "Dr. , Hawthorne's "Dr. Heidegger's Experiment," and selected Poe short Heidegger's Experiment," and selected Poe short stories. stories.


Gifted MathGifted MathK-5K-5 Math TrailblazersMath Trailblazers - a complete, research- - a complete, research-

based, K-5 mathematics program integrating based, K-5 mathematics program integrating math, science, and language arts.math, science, and language arts.

Project M3: Mentoring Mathematical Minds - Project M3: Mentoring Mathematical Minds - a new research-based mathematics a new research-based mathematics program for gifted and talented students in program for gifted and talented students in grades 3, 4, & 5.grades 3, 4, & 5.

WebsiteWebsite www.kendallhunt.com/index.cfm?www.kendallhunt.com/index.cfm?

PID=219&PGI=246PID=219&PGI=246

Models UsedModels Used

1.1. What are the models being What are the models being used at this school?used at this school?

MES ModelMES Model

DOE Approval Sought for DOE Approval Sought for Innovative Model Proposal (see Innovative Model Proposal (see attached) Resource Room attached) Resource Room Special Class with Identified Special Class with Identified Gifted and HFLGifted and HFL

Subject Grouping Within ClassSubject Grouping Within Class

Metter IntermediateMetter Intermediate

DOE Approval Sought for DOE Approval Sought for Innovative Model (see attached)Innovative Model (see attached)

State Approved Resource State Approved Resource Classroom ModelClassroom Model

Metter Middle SchoolMetter Middle School

State Funded Resource Model in State Funded Resource Model in grades 6 & 7grades 6 & 7

Advanced Content ModelAdvanced Content Model

Subject Grouping Across Subject Grouping Across Teams/ClassesTeams/Classes

Metter High SchoolMetter High School

Honors/Advanced CoursesHonors/Advanced Courses

Advanced Placement CoursesAdvanced Placement Courses

Post Secondary OptionsPost Secondary Options

Qualifying StudentQualifying Student

1.1. We will have 3 rounds of We will have 3 rounds of testing this year.testing this year.

2.2. We will use the ITBS Cognitive We will use the ITBS Cognitive Ability Test.Ability Test.

3.3. Students will meet Georgia Students will meet Georgia qualification criteria.qualification criteria.

We are committed to:We are committed to:

parent and community involvement to enhance learning.

QUESTIONS?

Documents

Candler County Gifted Students August 30, 2007. Objective of the Day: Parents and other stakeholders will understand the Candler County Gifted Program