Upload
others
View
2
Download
0
Embed Size (px)
Citation preview
1
Dr. Carol V. Horn
Coordinator Gifted and Talented
Programs
Fairfax County Public Schools
Finding and Nurturing Young Scholars
If you treat an individual as he is,
he will stay as he is, but if you
treat him as if he were what he
ought to be and could be, he will
become what he ought to be and
could be.
Johann von Goethe
2
Fairfax County Public Schools• 13th largest school district in the nation
• Serves approximately 165,000 students
• 137 elementary schools
23 Gifted and Talented (GT) Centers
27 school-based GT centers
97 GT Resource Teachers
• 26 middle schools
11 Middle School GT Centers
Middle School Honors Program in 26 schools
• 26 high schools
International Baccalaureate
Advanced Placement
Thomas Jefferson High School for Science and Technology
5.3%
Multi-racial
.1%
Hawaiian
FCPS .3%17.8%.3%16.4%10.7%49.1%
Other/
Unspecified
Asian/
Pacific
Islander
Native
American
/
Alaskan
HispanicBlackWhite
Free and/or Reduced Price Lunch 19.79%
3
English Speakers of Other
Languages(ESOL Students)
• 1 in 3 = language minority student
• 1 in 6 = LEP (or ELL) student
• 1 in 8 = ESOL student (receiving
ESOL services)
4
Point of View
• Think – How do you define giftedness?
How do you know if a child has advanced academicpotential?
• Pair – Turn to the person on your right and share your thoughts.
• Share – Share your ideas with the group.
How many of you agreed with your partner?
What different perspectives were shared?
5
What educators and psychologistsrecognize as giftedness in children isreally potential giftedness, which
denotes promise rather thanfulfillment and probabilitiesrather than certainties about
future accomplishments. How highthese probabilities are in any givencase depends much upon the
match between a child’s buddingtalents and the kinds of
nurturance provided. Passow, 1985
6
FCPS provides a continuum of gifted services that
serves 36% of the students K - 12
Based on the work ofDonald Treffinger
7
Level I Every elementary school
has a part-time GT teacher
All children, K – 6, participate in model lessons
that challenge them to think and useknowledge in new and different ways. Lessonsthat develop critical and creative thinking skills
in all students are modeled and shared withclassroom teachers.
8
Level I
K-2 Response Lessons
• Every elementary school has a part-time
GT resource teacher
• Response lessons are open-ended lessonsdesigned to develop critical and creativethinking skills in all learners.
• Response lessons can be used to identify andnurture gifted potential among students.
• Response lessons can be used with ALLstudents.
9
Nine Categories of InstructionalStrategies that research saysenhances student achievement.
Robert Marzano
10
29Reinforcing effort and providing recognition
22Cues, questions, and advanced organizers
23Generating and testing hypotheses
23Setting objectives and providing feedback
27Cooperative Learning
27Nonlinguistic Representations
28Homework and practice
34Summarizing and note taking
45Identify similarities and differences
Percentile
GainMarzano’s Categories of
Strategies
From: Classroom Instruction that Works by Marzano, Pickering and Pollock
11
Marzano Connection
Summarizing
& Note taking
.34
Identifying Similarities &
Differences .45
Grades 3 – 6Model Lessons to Develop
Thinking Skills in All Learners
12
Cues, Questions, and Advanced Organizers
.22
Nonlinguistic
Representations
.27
Generating & Testing
Hypotheses .23
13
Level II
Differentiated Services (DE)
Differentiated instruction provided through morechallenging content, assignments, resources,and flexible instructional groupings in one ormore areas of academic strength.
GT teachers plan, collaborate, and share ideasand resources with classroom teachers andother specialists.
In middle school, students who receive Level IIservices take one or two Honors classes.
In high school, students at Level II take one ortwo AP or IB courses.
14
Middle School Honors
(Levels II – IV)
• For students who have demonstrated high
achievement in a specific area(s) of academic
strength
• Potential plus performance
• Provides for Ascending Levels of
Intellectual Demand
• Middle schools identify students through a
review of multiple criteria
• Access and opportunity for underrepresented
populations
15
Information Consideredin Placement Decisions
for Levels III and IV
• Ability test scores• Achievement test scores
• Gifted Behaviors Rating Scale withCommentary
• Progress Reports and Comments (2 years)• Additional information (optional)
• Record of previous services• Parent/Guardian Questionnaire• Work samples & certificates (according
to guidelines)• Additional testing
16
Level III Gifted Services (SE)
• Students are identified by a local screening
committee through a review of multiple criteria:ability and achievement test scoresreport card gradesa score on the Gifted Behaviors Rating Scale or GBRSstudent work samples, and parent input
• Students are served in one or more areas of academicstrength
• In middle school, students who are receiving Level IIIservices take three Honors classes
• In high school, students who are receiving Level IIIservices, take AP or IB courses.
17
GT Center Program
Level IV Services
Located in 23 elementary and 11 middle schools
22 “school-based” centers at the elementary level
Highly challenging curriculum and instruction
Serves approximately 12% of the total
FCPS population in grades 3-8
Full Honors is a Level IV service at the middle school
High School Level IV consists of full AP, IB, or Thomas
Jefferson High School for Science and Technology.
18
Does your current GT programrepresent the demographics of your
school population?
• Think about this.
• Circle a number between 1 – 10 to representyour opinion on this question.
(1 - strongest NO, 10 – strongest YES)
1 2 3 4 5 6 7 8 9 10
19
Underrepresentation ofEconomically Disadvantaged and
Culturally Diverse Students
Issues
• Biased assessmentmeasures
• Low Expectations
(self and others)
• Fewparent/guardianreferrals
Recommendations
• Multidimensional assessments(portfolios, case studies,anecdotal records)
• Raise expectations throughmore rigorous and challengingcurriculum
• Increase communication/administrator and teacherreferrals/parent advocacytraining
20
Committed Professionals
Leadership of School Principals
Collaboration among Teachers and Specialists
Nurture, Guide, andSupport
Cluster Young Scholars
Provide Level of GTService
Challenge ThroughCurriculum andInstruction
Support on MultipleLevels
Find/Identify
Observations/Conversations
Performance assessments
Portfolios
Nonverbal Ability Test
Standard Achievement Tests
Essential Elements
Summer school, After School, and/or Intersession for
Young Scholars
Ongoing Professional Development for Teachers
Culturally Responsive Teaching
Differentiated Curriculum and Instruction for Advanced
Learners
Parent/Guardian Involvement and Support
Young Scholars: A Model for Success
21
• Change comes from within
• Change will not necessarily cost more money
• There are no quick fixes
• There is no one best way
No Quick Fix
Richard Allington & Sean A. Walmsley, 1995
Four Principles of Systemic
Change
22
Who are the Young Scholars?
Students with gifted potential whomay lack:
•Advocates
•Access
•Affirmation
23
1. Short Term
To identify students who may not be considered for
gifted and talented (GT) programs using traditional
methods of identification, and who, without that
opportunity, are less likely to pursue advanced
levels of learning on their own.
2. Long Term
To nurture high academic potential at an early age so
that identified students will be prepared to engage
in challenging subject matter and rigorous courses
in upper elementary school, middle school, and
high school.
Goals of the Young Scholars
Model
24
• Ongoing observations of student responses andproducts, anecdotal records, collections of studentwork samples demonstrating advanced academicability (portfolios)
• Gifted Behavior Rating Scale (GBRS)
• Response Lessons/Thinking Skills Lessonsdesigned to elicit critical and creative thinking.
• Collaboration between GT specialists, classroomteachers, and other teachers.
• Review of all standardized test scores (e.g., PALS,DRA, SOL’s etc.)
Finding Young Scholars
25
Kindergarten Model Response Lesson
Circles in Your Imagination
• State Standard Objective: K.14 Thestudent will identify representations ofplane geometric figures regardless oftheir position and orientation in space.
• K.15 The student will compare the sizeand shape of plane geometric figures.
• Materials: circular objects, circles,paper, crayons
26
SENSE: STUDENTS BEGIN TO THINKABOUT THE LESSON
• What shapes can you find in our classroom?
• Use your hands to make a circle.
• Look through your circle lens.
• What round things do you see?
• What is the biggest circle you can find? Smallest?
• What circles would fit in your hand?
LINK: STUDENTS MAKE CONNECTIONSTO THE REAL WORLD
• Can you name circles that people use? (wheel, sun,pizza, globe, etc.)
27
EXPLORE: STUDENTS THINK ABOUT MANYPOSSIBILITIES, REAL AND IMAGINARY
• Imagine lots and lots of round things in your mind.• Describe what you see.• What’s a really large round thing?• What’s the smallest round thing you see in your mind?• Show a ball. What else could this be?
FOCUS: STUDENTS CONSIDER
A NEW SOLUTION TO A SPECIFIC PROBLEM• (Distribute circle sheets and crayons)• Use your imagination.• What are all the things you can make out of these circles?
• Can you think of some unusual ideas that maybe no one else will?
28
29
30
31
32
PROCESS: SUMMARIZE THE LESSON with thestudents by asking what the lesson wasabout and applying it to their studies
and/or their lives.
Accommodations for ESOL students: Visual aids provided forthe LINK portion of the lesson and posted on Gateways.
33
3,748308988151,0628386456506/07
4,683372201,15631,3651,0097537207/08
2,412234645086546254355805/07
2,167167645035165904355404/05
1,627134230644324602893703/04
79660114722032311523102/03
54518188481041961171601/02
35502012115100/01
TotalsMulti-
racial
Un
des
AsianAmeri
Ind.
HispanicBlackWhiteNumber
of YS
Schools
Year
Young ScholarsNumber of participating schools and
ethnic group representation
2000-2008
34
Level II Interventions for YoungScholars
Concept-based Instructionpatterns, systems, change, andcycles
William and Mary Curriculum Units
http://www.kendallhunt.com/index.cfm?PID=219&PGI=251
Renzulli Learningwww.renzullilearning.com
Library of Congress Resourceswww.primarysourcelearning.org
Focus on critical thinking andproblem-solving in mathematicsinstruction
Games that strengthen thinkingstrategies and skills
35
• Three week session for students
who have been identified
• Multi-age Classrooms/ K, 1, 2 and 4,5,6 Investigations/Field Trips/Guest Speakers
• Summer school lead teachers and classroom teachers are teacher leaders for the model at their school sites
• Concept-based curriculum with focus onreading and mathematics
Young Scholars Summer School
36
YS Primary CurriculumWetlands, Body Systems, Cycles, Plants, Your
Story My Story
37
Assessing Young Scholars
Pre-test – Wetlands
What do you know about systems?
I’m not 100% sure, but I think a system iswhen one thing leads to another thing.
What are some examples of systems?
TV because when you broadcast a news show,it gets recorded into the TV.
HarleyYoung ScholarGrade two
38
Post-test Wetlands
What do you know about systems?
Every system has input, output, elements, andboundaries. Families are systems because theygive money to the world and take in things likefood and clothes from the outside. The elementsare the people who live in the family and theboundaries depend on where their jobs are.
What are some examples of systems?
A system could be all sorts of things. It could bea food drive. That would be a system that givesfood to people that can’t get food. There aremany systems in the world. Some are still beingtested or invented. Harley
Young ScholarGrade two
39
YS Upper Grade Curriculum:Chesapeake Bay, Acid, Acid,
The Dig, Investigating Patterns, People Who
Made a Difference
40
Field trip experiences
Summer School Students
Learning about Archaeology
Summer School
Students Investigating
the Pohick Bay
41
• “Research-based Practices” that promotecontinuous academic achievement for allstudents
• Curriculum and instruction that nurtureadvanced academic potential
• Professional development for a team of 8teachers (classroom teachers, readingspecialists, GT resource, ESOL, specialeducation, and other specialists) from eachschool
• August 20, 2008
Summer Academic Diversity
Institute for Teachers, pre-K - 12
42
Ongoing Professional
Development
Must be endorsed (12 graduate level
credits) within five years
Professional development offerings during
the school year with substitute time provided
Monday afternoons
Summer opportunities
43
GETncm/justsaycust-recrate-itemcommunittg/stores/dtg/stores/d-favorite-listruejust-say-no
Book Discussion
Groups
44
The Model in Schools
Each school tailors the model to the individualneeds of the school and community:
• Cluster the students in classes and co-teach
• Multi-age groupings
• Small group meetings, weekly or monthly
• Looping
• School-wide enrichment challenges
• After-school programs
45
Change in GT school-based enrollment byEthnic Group 2000 and 2008
Grades K-8 Level II and III
20,5861,3104,127462,1181,68911,2282008
9,0882331,158273114756,7602000
TotalMulti.AsianAm. In.Hispan.BlackWhite
Change in FCPS District Data
46
Change in GT center-based enrollment byEthnic Group 2000 and 2008
Grades 3-8 Level IV
8,6866122,389133213305,0212008
3,429955841166762,5662000
TotalMulti.AsianAm InHispan.BlackWhite
Change in FCPS District Data
47
ESOL Participation in GT
2,81199Total
3413CE Level IV
69630SE Level III
1,77466DE Level II
20082000GT Level
48
What the Students Say
• “Young Scholars has
helped me to believe in
myself and know that I
can do anything.”
• “I have learned to be
independent and to bring
out my true brain power.”
• “I have learned to love
thinking.”
• “Young Scholars has
helped my mind progress
even faster than usual.”
49
What the Teachers Say
I have been convinced that there are many methods one
can utilize to identify giftedness other than merely relying
on standardized test results. I am now a strong supporter
of portfolio presentations and anecdotal records to
illustrate a child’s abilities and talents . . .
Since I’ve worked with Young Scholars, my expectations
have been broader; I have higher expectations for children
who are able to perform better. Everyone has an idea of
what giftedness is, but Young Scholars has broadened my
perspective about who is brought into that category.
50
Plus, Minus, and Interesting is a criticalthinking strategy which helps studentsconsider different aspects of a situation,problem, or issue. Students use the PMIframework to identify positive and negativefactors, and to highlight ideas of personalinterest.
What are the plus, minus, and interestingaspects of the YS model that might work inyour school or district?
51
ResourcesThinkFun: Younger Players
Webquests K-2 Math
TOPS (Techniques of Problem Solving)
Renzulli Learning
Activities Integrating Math & Science (AIMS)
Marcy Cook Math Fundamentals
Interact Simulations
Primary Source Learning Experiences
Odyssey of the Mind
Destination Imagination
Dust Bowl (W & M, PBL)
Exploravision
Children’s Engineering
Webquests K- 2 Science
52
It doesn’t take money to create a climate for
enchanted minds to grow. It just takesinformation, imagination, motivation, and effort.
Marian Diamond Magic Trees of the Mind