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Advanced Learning Programs in Cobb County Schools: Gifted Education

Advanced Learning Programs in Cobb County Schools: Gifted Education. A Presentation to CC-GAGC January 23, 2006 Lynn Hamblett and Vicki Skywark. Mission of ALP:. To develop the academic potential of students To prepare students for advanced learning opportunities. Effort-Success Ratio.

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Advanced Learning Programs in Cobb County Schools: Gifted Education

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  1. Advanced Learning Programs in Cobb County Schools:Gifted Education A Presentation to CC-GAGC January 23, 2006 Lynn Hamblett and Vicki Skywark

  2. Mission of ALP: • To develop the academic potential of students • To prepare students for advanced learning opportunities

  3. Effort-Success Ratio In a differentiated classroom, our goal is to find just the right balance between success and effort for ALL children. Students who consistently fail lose their motivation to learn. Students who succeed too easily also lose their motivation to learn and are at risk for falling victim to the twin threats of lethargy and perfectionism.

  4. ALP at all levels is designed to: • Foster independent learning and self-discipline • Emphasize higher-order thinking, problem solving, and communication skills • Encourage motivation and interest • Allow for creative application of ideas • Model and encourage scholastic dialogue

  5. Elementary Programs • Gifted resource classes • “Target” • Interdisciplinary enrichment one day per week • Talent development program, either pull-out or push-in • Guidelines for above-grade acceleration options

  6. “Target” Resource Classes • Only identified gifted students may be served • Interdisciplinary enrichment, supplementary to core curriculum • One day per week replaces all but Specials

  7. Target Day • Activities to develop • Logical thinking • Creativity • Support and extension of Georgia Performance Standards • Unit study: 2-3 per year • Incorporates research and technology

  8. Target Expectations • Homework • Long-term Projects • Target report card/tallies are teacher’s method of communicating to you • “Good is not good enough when better is expected.”

  9. Expectations/Goals • Risk-taking • Critical thinking • Self-directed learning • Creative-productive thinking • Stick-to-it-ness

  10. Talent Development • Gifted education specialists work with groups of high-potential students to develop talents and skills relevant to future academic success • Specialists may pull students out of regular class to attend a “Target”-like program, or they may push in to regular class to work with smaller groups

  11. Acceleration • Schools are given guidance on research-based practices regarding student advancement in a single subject or a whole grade beyond their age-peers • Schools use the Iowa Acceleration Scale

  12. Elementary Continuation Criteria • Must meet 14 0f 20 indicators on the Target Progress Report • Must maintain satisfactory performance, defined as • E and/or G in grades K-3 in the core subjects of reading, English, and mathematics, O and/or S in science or social studies. • A minimum average of 80 in grades 4-5 in the core subjects of reading, English, mathematics, science, and social studies.

  13. Advanced Content Courses • Grade 6 – based on grade 5 ITBS scores, with qualifying score currently set at 80th %ile or higher on the relevant subject area test • Language Arts • Science • Social Studies • Grades 7 & 8 – placement opportunities based on additional criteria • Grade 8 – Foreign Language placements guided by FL Supervisor • Math placements are guided by Math Supervisor

  14. Format of AC Courses • Meets daily for one period, or the weekly equivalent • Students may be served in multiple areas as appropriate • Includes non-gifted students who meet the criteria

  15. AC Curriculum • Differentiated core curriculum • Focuses on a single subject • Interdisciplinary connections • Requires significant use of primary data and/or documents • Incorporates research and technology

  16. AC Student Performance • Routine completion of challenging out-of-class independent assignments • Comprehensive interdisciplinary assignments • Measured by analysis, evaluation, and application on a final exam • Continuation requires an average of 80 or better in the class

  17. ElementaryMiddleHigh • The transition from a process-product oriented program to a content-based program is gradual • Student expectations escalate from level to level • Transition points are critical • Into gifted program • 5 6 • 8 9

  18. Continued Eligibility for Gifted Services • Probation • Discontinuation of services • Re-entry

  19. Questions? Mrs. Lynn Hamblett, Grades K-5 Dr. Vicki Skywark, Grades 6-12 770.426.3324

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