Gifted and talented education

1. Gifted and talented education Bartlesville Public Schools (G. A. T. E.) Vicki Hampton Director of Special Services November 18, 2013

2. What happens during G. A. T. E.? • Students participate in project based curriculum that expands the depth and breadth of the Oklahoma Academic Standards at each grade level. • Students engage in critical thinking, problem solving and enrichment activities. • Students learn to appropriately use different forms of technology to produce differentiated products (PowerPoint, iMovie, Word, Paint, Renzulli, Web 2.0) • Students conduct experiments that require scientific inquiry based on the scientific method.

3. Curriculum is an extension of the Oklahoma Academic Standards taught in the regular classroom. • Oklahoma Academic Standard correlations and monthly newsletters are posted on our website. www.bps-ok.org/gate • GATE curriculum supports the district goals for improvement through a GATE Support Plan for Geometry and Comprehension/Critical Literacy.

4. GATE Support Plan 2013-2014 GATE supports the district focus on geometry and comprehension/critical literacy through the following: 5th Grade Geometry: • Students will be assigned enrichment activities in Renzulli to practice applying geometric properties and relationships. Activities will include grade level and above grade level geometry and can be accessed in school or at home. • Roller coaster/theme park themed physics lessons will include classifying angles and finding circumference of circles. • GATE teachers will share on grade level and above grade level Geometry resources with classroom teachers. 5th Grade Comprehension/Critical Literacy: • PASS 3.3 Summary and Generalization (first semester) • Students will conduct a research project about a given topic (missions in space) and will summarize the important information they learn, creating a PowerPoint to be presented to the class. • Students will create a timeline of important events to be included in their research project Power Point. Timeline can be hand written and scanned or created on the computer. • PASS 3.2 Inferences and Interpretation (second semester) • Students will write a “Choose Your Own Adventure” story. We will focus on the importance of character development through discussions before writing, and after presenting stories we will make inferences and draw conclusions about characters’ quality and actions.

5. 4th Grade Geometry: • Students will be assigned enrichment activities in Renzulli to practice applying geometric properties and relationships. Activities will include grade level and above grade level geometry and can be accessed in school or at home. 4th Grade Comprehension/Critical Literacy: • PASS 3.3 Summary and Generalization • Students will conduct a research project on an Explorer of their choice and will summarize the important information they learn, creating a PowerPoint to be presented to the class. • Students will organize their Explorer research information in three different ways: research notes organizer/outline, formal writing essay, and PowerPoint presentation. 3rd Grade Geometry: • Students will be assigned enrichment activities in Renzulli to practice applying geometric properties and relationships. Activities will include grade level and above grade level geometry and can be accessed in school or at home. • GATE teachers will share on grade level and above grade level Geometry resources with classroom teachers. • Students will work in enrichment centers using 2-D and 3-D shape puzzles (Cube Burst 3-D puzzles and Eye Cue 2-D puzzles) and grid puzzles (Rush Hour).

6. 3rd Grade Comprehension/Critical Literacy: • Students will complete grade level appropriate matrix (grid) puzzles by interpreting text (clues) in order to draw conclusions (figure out the correct answer on the grid). Students will need to recognize main ideas and find supporting evidence in limited text clues in order to solve the matrix. • Students will complete a Renzulli project on an area of interest by reading and comprehending the given information and then by responding with a written reflection and also a creative interpretation (building a model, painting a poster, etc.). 2nd Grade Geometry: • Students will be assigned enrichment activities in Renzulli to practice applying geometric properties and relationships. Activities will include grade level and above grade level geometry and can be accessed in school or at home. • Students will work in enrichment centers using 2-D and 3-D shape puzzles (Cube Burst 3-D puzzles and Eye Cue 2-D puzzles) and grid puzzles (Rush Hour). • Students will color a detailed kaleidoscope paying close attention to symmetry. 2nd Grade Comprehension/Critical Literacy: • Students will complete grade level appropriate matrix (grid) puzzles by interpreting text (clues) in order to draw conclusions (figure out the correct answer on the grid). Students will need to recognize main ideas and find supporting evidence in limited text clues in order to solve the matrix. • Students will take pictures of common objects using digital cameras to create an “I Spy” PowerPoint to present to the class. Photos will be edited (cropped) so only a small portion of the object is shown at first. Classmates will need to use prior knowledge and picture clues to guess what the object is.

7. Renzulli • Renzulli Learning is a website that allows GATE students to login and create a profile based on their individual interests and strengths. • Students can access unlimited enrichment activities based on their profile preferences. • Teachers can share favorite activities with GATE students. • Teachers can assign projects or activities to groups of students that support teacher specified Oklahoma Academic Standards. Renzulli will send differentiated activities to each student based on student profiles. Teachers can include assessment or questions to be completed by the student after completion of the recommended activities. • Teachers can search for content by standard to use with their whole class! • GATE teachers set up Renzulli and teach all gifted students how to use it. Students can login using any computer at any time!

8. How does a student become a G. A. T. E. Student? • Scoring at the 97th percentile or higher on a nationally standardized test of intellectual ability. • Once eligible, the student is entitled to attend just as a student is entitled to attend when identified for a special education program. • We administer two assessments; one group during the second semester of second grade and one individual assessment upon referral.

9. Gifted & Talented Individual Plan (G-tip) • Classroom teachers complete a G-TIP for each identified gifted student in their class. G-TIPs are given to parents at fall conferences. • The G-TIP lists the student’s assessment scores and areas of strength. • Teachers develop an individualized plan to accelerate or enrich the student.

10. Regular Classroom and G. A. T. E. • Acceleration: Increasing the speed at which a student covers the material, or moving beyond the grade level material to more challenging material (example: Think Through Math). • Enrichment: Extra activities, projects, or assignments to bring more depth and breadth to the learning experience (example: make a math game board using the math objectives being taught to share with the class). See Bloom’s Taxonomy Application, Analysis, and Synthesis for more ideas! • Curriculum Compacting: Determine what students already know and move on through the curriculum at a faster pace rather than re-teaching previously mastered skills. (Example: use EDM unit pre-tests to determine skills previously mastered and allow students to go on to the next skill or unit) • Differentiated Instruction: Adjusting instruction, projects, homework, and classwork to meet the needs of all students at their individual levels using small groups, independent studies (related to student interests), and differentiated products.

11. Cluster Grouping • All students are grouped in classrooms to create differentiated clusters. Grouping gifted students together in the regular classroom provides academic, social, and emotional advantages to the students and makes teaching gifted students more manageable for teachers. • A goal of Cluster Grouping is to reduce the range of learning levels in the classroom making differentiated instruction more efficient Information and chart from The Cluster Grouping Handbook; How to Challenge Gifted Students and Improve Achievement for All

12. IOWA SCORES MAY 2013

13. 5th Year Same-Group Summary of IOWA Test Scores from May 2008-2013

14. General Observations Individual assessments for G/T eligibility administered in the 1st grade have consistently not qualified students as gifted in our district. The number of students in GATE increases significantly from 2nd grade to 3rd grade because our district-wide group test for GATE eligibility is administered during the second semester of second grade. Testing during the second semester of 2nd grade has offered the greatest number of qualifying G/T students. GATE students are typically two academic years ahead of their grade level. Each year, GATE students consistently improve more than one grade level in math and reading as measured by the IOWA. The amount of growth also increases each year. Each May, GATE students, parents of GATE students and teachers of GATE students complete a survey to provide input on the GATE program. The survey results are reviewed and used to make improvements to the program. Some of the improvements we’ve made, based on the survey results include; communication with parents and teachers, transportation and scheduling of IOWA tests. The results continue to be extremely positive.

15. G.A.T.E. Schedule for 2013-2014

16. How many students scored advanced in 2012-2013?

19. Total Number of Gifted and Talented Students: 2013-2014 3% criteria 658 Multi criteria 712 Total 1370 Expenditure Report Summary 2012-2013 School Year State Allocation: $637,554.00 Total Expenditures: $970,449.00 Gifted and Talented link on BPSD website: http://www.bps-ok.org/newsite/curriculum/gtprograms.html