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Welcome to Today’s Webinar on Gifted Education October 27, 2009 This session will begin at 3:00pm and will stay open until 4:15pm. While you are waiting, please do the following: Enter/edit your profile information by going to: Tools - Preferences - My Profile…

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Welcome to Today’s

Webinar on Gifted Education

October 27, 2009

This session will begin at 3:00pm and will stay open until 4:15pm

  • While you are waiting, please do the following:

  • Enter/edit your profile information by going to:

    • Tools - Preferences - My Profile…

    • Fill out the info on the “Identity” tab and click “OK”

    • To view the profile of another use, hover your mouse over his or her name in the Participants window

  • Configure your microphone and speakers by going to:

    • Tools – Audio – Audio setup wizard

  • Confirm your connection speed by going to:

    • Tools – Preferences – Connection speed


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Today’s Moderator

Bonnie Marshall

Interim Specialist for Gifted Education

Program Specialist for AP, PSAT, SAT, & ACT

Innovative Academic Programs

Office of Standards, Instruction, and Assessment

Georgia Department of Education

bmarshall@doe.k12.ga.us

Tel (404) 656-6854


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After November 2, 2009, Contact:

Dr. Annette Eger

Program Specialist for Gifted Education

Innovative Academic Programs

Office of Standards, Instruction, and Assessment

Georgia Department of Education

aeger@doe.k12.ga.us

Tel 404-467-0182


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Type into Chat area here

  • Use drop-down menuto send your message to:

    • this room

    • just the moderators

    • selected participant

  • Click Send after typing your message

  • Please note:the moderator will see all messages sent … including private messages sent to individual participants.


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Use the sliders to adjust your microphone and speaker volume. Your audio levels are optimal when you see green/yellow lights in the window.


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Questions and Answers volume.

There are two options for asking questions:

1.Type your question in the chat section. Make sure you send it to “this room” so that all participants can see your question. GaDOE and GAGC personnel will respond to your question.

2.Raise your hand by clicking on the raise hand icon on the left side.We will activate your microphone for you to ask your question. (Only one person may talk at a time.)


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GAGC President volume. Gyimah Whitaker

Welcome!!!

GAGC Update and Info

gjordan21@yahoo.com


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Welcome to GAGC’s Webinar volume.

Thank you to the Georgia DOE for hosting this fall webinar!!!!


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GAGC Announces… volume.

Stay Tuned for More Information!


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Friday volume. , March 12, 2010

Join GAGC for a

Road Trip of Excellence Across GeorgiaGeorgia Leading the Way:Celebrating Georgia as a Leader in Gifted Education

Save the Date!

COST: $75 member, $105 non-member


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Locations for the Road Trip volume.

  • Rome

  • Atlanta

  • Savannah

  • Columbus

  • Check www.gagc.org for more info on our regional convention.


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GAGC Winter Webinar volume.

  • Kim Chester will be conducting a webinar on Differentiation for Gifted Students

  • Monday, January 11, 2010

  • 3:00 p.m. to 4:00 p.m.

  • At your computer!!!

  • Mark your calendar!!!

  • Free for all participants

  • K-12 appropriate

  • Gifted resource, advanced content, and cluster teachers; administrators; coordinators; and general education teachers.


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Join GAGC!!! volume.

  • Membership has its advantages!

  • Individual, $25 AnnuallyOne year membership

  • Newsletter subscription

  • Reduced convention registration fee.

  • GAGC emails and updates

  • Join today!!! Be an advocate for gifted education and gifted children in Georgia!!!


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Standards Based Instruction for Gifted Students volume.

McCall C. Govignon

Coordinator of Advanced Academics

Floyd County Schools


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Does Gifted Education Have to Incorporate GPS??? volume.

  • Yes!!!!

  • Even the resource room needs to work on standards and GPS.

  • Advanced Content incorporates the standards for the content area.

  • Cluster and Collaborative Models incorporate the GPS in the content area for the class.


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State Suggested Standards volume.

  • 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.

  • Gifted students will develop and practice creative thinking and creative problem-solving skills with a variety of complex topics within the area of study.

  • Gifted students will develop and practice critical thinking and logical problem solving skills in the pertinent academic area.

  • 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.

  • Gifted students will develop an understanding of self and how their unique characteristics may influence interactions with others.


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State Resource Manuel volume. Resource Model- Content

  • Pg. 80 of 108

    Resource Class:

    “The Resource Model is not intended for delivery of core content instruction.”

    Use state standards to help provide services along with GPS.


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Make the Shift to Standards-Based volume.

Traditional Gifted Classroom

Topic-Theme

Teaching and Learning Strategies

Assessment and Evaluation

Standards


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Making the Shift to Standards-Based volume.

Standards Based in Name Only Classroom

Standards

Topic/Theme

Teaching and Learning Strategies

Assessment and Evaluation


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Making the Shift to Standards-Based volume.

Standards-Based Classroom

Standards

Assessment and Evaluation

Teaching and Learning Strategies

Topic/Theme


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Definition of Standards-Based Classroom volume.

A classroom where teachers and students have a clear understanding of the expectations (standards). They know what they are teaching/learning each day (standards), why the learning is important (relevance),

and how to do it (process).

SBL is a process…not an event.

(Nor is it a canned-program)

-Douglas Reeves


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Goal of volume. Standards-Based Instruction

  • All students to gain a deeper understanding of standards through RIGOROUS and RELEVANT instruction.


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Yardsticks for a Differentiated Curriculum volume. (Carol Tomlinson)

Rich- coherent, relevant, powerful, transferable, authentic, meaningful

This is true for all learners!!!!

Rigorous- stretches gifted learners beyond their comfort zone in: insight, knowledge, thought, production, presentation, skills and affective awareness.

Remember: There must be a balance between rigor and joy!


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Fast Facts for Teachers volume. on Standards-Based Classrooms

  • Includes the language of the standard (learning goal for students)

  • EQ- Essential Question provides relevance

  • Supports a risk-free environment

  • Activates prior knowledge

  • Contains formative and summative assessments

  • Engages all through differentiation

  • Provides enrichment

  • Allows the opportunity to demonstrate acquired knowledge through performance-based tasks

  • Gifted teachers can be used as a resource to help with differentiation in the regular classroom


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4 Components of Standards-Based Learning volume.

  • Standard/Elements

  • Authentic, Meaningful Tasks-Aligned to the Standard(s)

  • Student Work

  • Commentary and Feedback


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1. Standards/Elements volume.

  • Explains what the student should know, understand and be able to do

  • Should be visible to all students.

  • Should be posted and tracked-students can identify which standard is the current focus….not just decoration or wall paper.

  • Should be the center of the EQ.

  • Teachers and students should be able to verbalize (kid speak).

  • Word Wall should support the standards.

  • This should always be updated, and relevant to what is being taught.


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2. Authentic, Meaningful Tasks volume.

  • MUST be directly aligned to the standard. (Relevance)

  • Must be challenging (rigor)

  • Real World connections

  • Student can explain what they are learning and why

  • Students are actively engaged

  • Should be differentiated

  • Mastery should be recorded


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Could-Should-Would Test volume. Harry Passow

  • Ask: Does this task/activity for gifted learners pass the Could-Should-Would Test?”

  • Could most other students of this age do it?

  • Should most other students of this age do it?

  • Would most other students of this age, if they knew the expectations, even want to do it?

    *If the task/activity does not pass the test, it is not defensible gifted education!


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3. Student Work volume.

  • Student Work is posted

  • Rubric/Evaluation Criteria is posted

  • Standard is posted

  • Variety of responses are posted

  • Exemplars of different levels of achievement are posted.

  • Students know where they stand in relation to performance.

  • Students should know where they need to move to get to the next level in their work.


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4. Commentary & Feedback volume.

  • Tells the student how to improve- use the language of the standard

  • Commentary is aligned to the standard

  • Self Assessment is taught and expected

  • Feedback is descriptive and timely

  • Teacher encourages active learning

  • Commentary may be teacher, peer or self

    Use the standard terminology in the commentary and feedback.


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Teacher Commentary volume.

  • Opens communication between teacher and student

  • Provides opportunities for the teacher to:

    • Correct Knowledge gaps or skills deficits

    • Provide specific and helpful info for improvement

    • Encourage the student to keep trying, motivating


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More Teacher Commentary volume.

  • Usually includes:

    • A positive statement about the student work and the student’s progress toward meeting the standard(s)

    • An identified area for improvement

    • Specific information on how to “grow” toward meeting the standard

    • Opportunities for the student to revise the work


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Student Commentary volume.

  • Students utilize a common procedure, understood process, or rubric to review a self or peer’s work and provide feedback for improvement.

  • Very effective if used to support the writing process.

  • Should be focused and helpful for improvement based on the standard.


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Other important tidbits… volume.

  • Teachers can no longer just teach content and test recall facts….student must be able to use their knowledge to apply, analyze, synthesize, create and evaluate.

  • Therefore Gifted Education must be apart of the team to increase rigor, richness, and relevance!

    Best friends with SBL and Differentiation:

    Depth of Knowledge!!!

    Higher Levels of Blooms!!!!


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What can I do to get ready for standards-based instruction? volume.

  • Attend meetings, study groups (organize a book study!), read, and professional learning opportunities.

  • Collaboration with other teachers is key!

  • Make sure that the focus is on student learning and what is in the best interest for the child.

  • Visit other teachers and/or schools to see this in action!


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How Do I Begin to Move to a Standards-Based Gifted Class? volume.

  • Begin by learning your standards- gifted standards and/or GPS

  • Begin with the end in mind- what do you want your gifted students to accomplish when they leave your classroom? How will you assess these outcomes?

  • Design task/activities for gifted students to accomplish these end results

  • Decide on your theme/topic to tie it all together


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Lisa Hackney volume. Odyssey of the Mind and Lego League

Dalton City Schools

Gifted Coordinator and Principal of Gifted Center


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Box? What box? volume.

  • “ Some students describe school as 40 minutes of boredom punctuated by 5 minutes of intensive living” Eric Booth.

  • How do we engage students to be active learners?

  • Latin root of the word “Educate” means “to draw out.”


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Odyssey of the Mind volume.

is an international educational program that provides creative problem-solving opportunities for students from kindergarten through college.


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  • Team members apply their creativity to solve problems that range from building mechanical devices to presenting their own interpretation of literary classics. They then bring their solutions to competition on the local, state, and World level. Thousands of teams from throughout the U.S. and from about 25 other countries participate in the program.


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What is Divergent Thinking? range from building mechanical devices to presenting their own interpretation of literary classics. They then bring their solutions to competition on the local, state, and World level. Thousands of teams from throughout the U.S. and from about 25 other countries participate in the program.

What is divergent-thinking?

Convergent Problem Solving - for every problem, there is just one correct answer

Divergent Problem Solving - for lots of problems, there may be many correct answers

Odyssey of the Mind encourages young people to explore many possible answers and to be creative in finding a solution

Because there are no wrong solutions, teams are free to take calculated risks in attempting to solving the problem

Odyssey of the Mind allows kids to use their imaginations to interpret and solve complex problems in a FUN way!


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In Odyssey of the Mind… range from building mechanical devices to presenting their own interpretation of literary classics. They then bring their solutions to competition on the local, state, and World level. Thousands of teams from throughout the U.S. and from about 25 other countries participate in the program.

  • Students learn to work together and develop team-building skills.

  • Students learn to examine problems and to identify the real challenge without limiting the possible solutions and their potential success.

  • The creative-thinking process is nurtured and developed as a problem-solving tool.

  • Students of all types will find something that will appeal to them.

  • The fun of participation leads to an elevated interest in regular classroom curricula.

  • Teachers have a program to further provide students with a well-rounded education.


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For more information on Odyssey of the Mind range from building mechanical devices to presenting their own interpretation of literary classics. They then bring their solutions to competition on the local, state, and World level. Thousands of teams from throughout the U.S. and from about 25 other countries participate in the program.

  • International website http://www.odysseyofthemind.com

  • Georgia website

    http://www.georgiaodyssey.org

  • Co-Association Directors

    Jeanne Fessenden georgiaodysseyAD@gmail.com

    Lisa Hackney georgiaodysseyLisa@gmail.com


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First LEGO League range from building mechanical devices to presenting their own interpretation of literary classics. They then bring their solutions to competition on the local, state, and World level. Thousands of teams from throughout the U.S. and from about 25 other countries participate in the program.

Mission 

  • Our mission is to inspire young people to be science and technology leaders, by engaging them in exciting mentor-based programs that build science, engineering and technology skills, that inspire innovation, and that foster well-rounded life capabilities including self-confidence, communication, and leadership.


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Programs range from building mechanical devices to presenting their own interpretation of literary classics. They then bring their solutions to competition on the local, state, and World level. Thousands of teams from throughout the U.S. and from about 25 other countries participate in the program.

  • FIRST Robotics Competition for high-school students

  • FIRST Tech Challenge for high-school students

  • FIRST LEGO League for 9 to 14 year-olds

  • Junior FIRST LEGO League for 6 to 9 year-olds

  • FIRST Place for ages 6 to adult


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For more information range from building mechanical devices to presenting their own interpretation of literary classics. They then bring their solutions to competition on the local, state, and World level. Thousands of teams from throughout the U.S. and from about 25 other countries participate in the program.

  • Website

    http://www.usfirst.org

  • FLL in Georgia

    PartnerJeff Roseninfo@georgiafll.orghttp://www.georgiafll.org


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Vicki Krugman range from building mechanical devices to presenting their own interpretation of literary classics. They then bring their solutions to competition on the local, state, and World level. Thousands of teams from throughout the U.S. and from about 25 other countries participate in the program.Colloborative Model

Clarke County Schools

Gifted Coordinator


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Responding to Gifted range from building mechanical devices to presenting their own interpretation of literary classics. They then bring their solutions to competition on the local, state, and World level. Thousands of teams from throughout the U.S. and from about 25 other countries participate in the program.Student Needs Using the Collaborative Service Model

What is the collaborative service model?

Why use the collaborative service model?

First steps to using the collaborative model.

Monitoring the fidelity of implementation.


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What is the Collaborative Service Model? range from building mechanical devices to presenting their own interpretation of literary classics. They then bring their solutions to competition on the local, state, and World level. Thousands of teams from throughout the U.S. and from about 25 other countries participate in the program.DOE Resource Manual for Gifted Services

7.1.4.b Indirect Services

• Collaborative Teaching (K-12) -- Direct instruction may be provided by a regular classroom teacher, but there must be substantial, regularly scheduled collaborative planning between the content area teacher and the gifted specialist (the teacher with the gifted endorsement who is serving as the instructional facilitator). The gifted specialist, the regular classroom teacher, and the gifted student (when appropriate) collaborate in the development of challenging assignments that substitute for or extend the core curriculum objectives which the identified gifted student has already mastered.


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What is the Collaborative Service Model? range from building mechanical devices to presenting their own interpretation of literary classics. They then bring their solutions to competition on the local, state, and World level. Thousands of teams from throughout the U.S. and from about 25 other countries participate in the program.DOE Resource Manual for Gifted Services

To ensure adequate time for the gifted specialist to meet with teaching partners and gifted students, develop or secure advanced materials and other resources, develop individual student contracts, and provide small group or individual instruction …

  • He/she must be given one full period each day or its weekly equivalent during which he/she has only gifted education programming responsibilities (as determined by the local system) for every three classes in which he/she has collaborative teaching responsibilities.

  • The total number of gifted students whose instruction may be modified through this collaborative approach may not exceed an average of eight per class. For example, if the gifted program specialist is working with three classroom teachers during the first period of the school day, there may be no more than 24 gifted students (for whom curriculum is being modified) divided among the three classes, and the gifted specialist must be given one full class period at some point during the week to plan appropriately challenging instruction, gather advanced materials, meet with teacher partners and students, and/or provide small group or individual instruction for gifted students.


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What is the Collaborative Service Model? range from building mechanical devices to presenting their own interpretation of literary classics. They then bring their solutions to competition on the local, state, and World level. Thousands of teams from throughout the U.S. and from about 25 other countries participate in the program.DOE Resource Manual for Gifted Services

Required Planning Time for Gifted Program Specialist in the

Collaborative Teaching Model


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Why use the collaborative service model? range from building mechanical devices to presenting their own interpretation of literary classics. They then bring their solutions to competition on the local, state, and World level. Thousands of teams from throughout the U.S. and from about 25 other countries participate in the program.

  • Gifted students’ needs extend beyond the resource/advanced content classroom – gifted is all day

  • Gifted and high achieving students have more access to rigorous and challenging activities

  • Improved teacher competencies to proactively support gifted students in all content areas

  • More diverse and more frequent curriculum differentiation for gifted students

  • Potential positive spillover effects for the whole school


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How to get started with the collaborative model? range from building mechanical devices to presenting their own interpretation of literary classics. They then bring their solutions to competition on the local, state, and World level. Thousands of teams from throughout the U.S. and from about 25 other countries participate in the program.

  • Understanding delivery model services

    • Resource, Cluster, Advanced Content

      • DOE Resource Manual for Gifted Services

  • Collaboration Flow Chart

  • Reviewing needs of gifted students

    • Areas of strength and needs for services

      • Building a contract

  • Reviewing school program service plans

    • Develop services in response to groups/grades

    • Develop services in response to individual needs

  • Developing schedules


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Clarke County Schools Flowchart range from building mechanical devices to presenting their own interpretation of literary classics. They then bring their solutions to competition on the local, state, and World level. Thousands of teams from throughout the U.S. and from about 25 other countries participate in the program.

Gifted Collaboration Model

Required Contract for Students Participating

(See Form on J Drive - File in Gifted Classroom)

Required Regular Planning with Classroom Teacher

(Weekly – Must be listed on teacher schedule)

Required Minutes of Meetings Posted on J Drive

(See form on J Drive)

Balance of Three Delivery Methods

Direct Instruction

From Classroom Co-teach Small Group

Teacher Work


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How to get started with the collaborative model? range from building mechanical devices to presenting their own interpretation of literary classics. They then bring their solutions to competition on the local, state, and World level. Thousands of teams from throughout the U.S. and from about 25 other countries participate in the program.

  • Understanding delivery model services

    • Resource, Cluster, Advanced Content

      • DOE Resource Manual for Gifted Services

  • Collaboration Flow Chart

  • Reviewing needs of gifted students

    • Areas of strength and needs for services

      • Building a contract

  • Reviewing school program service plans

    • Develop services in response to groups/grades

    • Develop services in response to individual needs

  • Developing schedules


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Collaboration Contract for Each Student range from building mechanical devices to presenting their own interpretation of literary classics. They then bring their solutions to competition on the local, state, and World level. Thousands of teams from throughout the U.S. and from about 25 other countries participate in the program.


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Scheduling is Complex and Requires a School Commitment range from building mechanical devices to presenting their own interpretation of literary classics. They then bring their solutions to competition on the local, state, and World level. Thousands of teams from throughout the U.S. and from about 25 other countries participate in the program.


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Monitoring Fidelity of Implementation range from building mechanical devices to presenting their own interpretation of literary classics. They then bring their solutions to competition on the local, state, and World level. Thousands of teams from throughout the U.S. and from about 25 other countries participate in the program.

  • Documentation of Meetings

    • Minutes of planning meetings posted electronically

  • District wide walkthroughs with focus area of differentiation

    • District and School administrators

    • Instructional coaches

  • Lesson plans with differentiation for gifted students


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Required Minutes of Meetings range from building mechanical devices to presenting their own interpretation of literary classics. They then bring their solutions to competition on the local, state, and World level. Thousands of teams from throughout the U.S. and from about 25 other countries participate in the program.Posted on J-Drive in Collaborative Folder

(School Name) Collaboration Documentation

Date: 10/20/06 Subject: ELA Grade: 5th grade

Collaborator: Greene Gifted Teacher

Attending: Adams, Barrett, & Crete

Absent: none

Meeting Notes:

Continue Wordly wise

Writing Workshop - Monday – Thursday: Students will begin to discuss and write place memoir narratives. (see attached contract) This week students will concentrate on descriptive setting while completing one to three place memoir drafts. GT will assist with writing conferences and use of rubrics. Students will use rubric to assess purpose, setting, & character in their writing.

Standards: ELA5W1, ELA2W2. N2& RL2a-d, ELA2W3, ELA5C1

Reading- Monday – Thursday: Students will read and respond to literature independently per contract. Conferencing and notes will be made to raise level of responses. Continue to break out into reading groups. Spectrum and Advanced Students will complete prep for, and hold literature discussions demonstration Friday. (GT will assist in monitoring discussion.) Students will self assess using Lit. disc. Rubric.

Standards: ELA5R1, ELA5R2.N2, ELA5R3


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Closing Thoughts . . . range from building mechanical devices to presenting their own interpretation of literary classics. They then bring their solutions to competition on the local, state, and World level. Thousands of teams from throughout the U.S. and from about 25 other countries participate in the program.

  • Implementing multiple service models is complex and requires ongoing professional learning.

  • Bi-annual meetings with principals are important for scheduling and understanding expectations for the collaboration model.

  • Planning is not enough for effective use of the collaboration model, gifted specialist need to work with the classroom teacher.


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Thank you! range from building mechanical devices to presenting their own interpretation of literary classics. They then bring their solutions to competition on the local, state, and World level. Thousands of teams from throughout the U.S. and from about 25 other countries participate in the program.

Visit www.gagc.org for more updates and information on upcoming events for GAGC.

Don’t forget to join GAGC!!!


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Join GAGC!!! range from building mechanical devices to presenting their own interpretation of literary classics. They then bring their solutions to competition on the local, state, and World level. Thousands of teams from throughout the U.S. and from about 25 other countries participate in the program.

  • Membership has its advantages!

  • Individual, $25 AnnuallyOne year membership

  • Newsletter subscription

  • Reduced convention registration fee.

  • GAGC emails and updates

  • Join today!!! Be an advocate for gifted education and gifted children in Georgia!!!