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Gilbert Public Schools Gifted Education Work Study Session

Gilbert Public Schools Gifted Education Work Study Session. Vision, Mission and Committee Recommendations Presented By: Barb VeNard, Jane Hecker, Patty Rogers. Agenda for Gifted Work Study. Committee Process Vision and Mission Committee’s Recommended Priorities

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Gilbert Public Schools Gifted Education Work Study Session

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  1. Gilbert Public Schools Gifted Education Work Study Session Vision, Mission and Committee Recommendations Presented By: Barb VeNard, Jane Hecker, Patty Rogers

  2. Agenda for Gifted Work Study • Committee Process • Vision and Mission • Committee’s Recommended Priorities • Instructional and Financial Implications • Board Direction on Next Steps

  3. Gifted Vision Committee Members • Joy Arnett – ALP Coach • E.J. Anderson – Board Member • Leila Balci – Parent • Alma Bentz – ALP Teacher • Staci Burk – Board Member • Darryl Colvin – Community Member • Angela Dyer – Teacher • Sharon Flannigan-Hyde-Facilitator • Marlee Green - Parent • Barbara Haley – Parent • Sandy Hausman – ALP Teacher • Jane Hecker – Director of Special Education • Jill Humpherys – Parent • Colin Kelly – Principal • Susie Kreitzer – Principal • Amber MacRobbie – ALP Coach • Steve Millman – Parent • Stephanie Newitt – Parent • Bibhuti Panda – Parent • Holly Reycraft – Parent • Julene Robbins – Coordinator of Psychology Services • Patty Rogers – Director of Curriculum • Monica Romero – Grants Coordinator • Kshama Rosales – Secondary Special Education Coordinator • Debbie Singleton - Principal • Marcie Taylor – Principal • Melissa Van Hook – Parent • Katherine Varga – Teacher • Barb VeNard – Assistant Superintendent

  4. Gifted Education Vision Gilbert Public Schools is a premier provider of services to Pre-K through Grade 12 students identified as gifted or twice-exceptional, using research-based instruction to address the needs of the whole child.

  5. Mission • To achieve this vision, GPS seeks to: • Address the social, emotional, cognitive, academic, physical, and kinesthetic needs of each gifted or twice-exceptional student. • Use state-of-the-art diagnosis and pre-assessment tools that enable teachers to provide a rigorous curriculum at an appropriate instructional level for each student, with options that allow differentiation, individualization and flexibility.

  6. Mission (cont.) • To achieve this vision, GPS seeks to: • Address the specific needs of gifted, highly gifted, profoundly gifted and twice-exceptional students using hands-on and project-based learning and innovative use of technology. • Ensure appropriate training and professional development for teachers of gifted education students. • Provide mechanisms for effective communication between families and school professionals.

  7. Gifted Committee Recommended Priorities • Implement two self-contained classrooms (at one site) for highly gifted students in 4th and 5th grade in Fall 2013 and expand by one grade level each year (i.e., add 6th grade in 2014). Criteria to be determined. • Rework the ALP replacement model for students in 4th, 5th and 6th grade in 2013 to accommodate Common Core State Standards instruction. • Continue to use the cluster model for students in K, 1st, 2nd and 3rd grade, addressing the need for greater teacher support and parent awareness.

  8. Gifted Committee Recommended Priorities (cont.) • Change advisory group and counselor assignments in junior highs and high schools to group gifted education students together and provide counselors and advisors with knowledge about gifted education. • Implement a consultative model for students identified as twice-exceptional at all grade levels. • Hire an individual with a gifted-endorsement and special education certification to serve as the Gifted Coordinator and as an itinerant twice-exceptional specialist.

  9. Current Elementary ALP Model • Cluster Classrooms • Kindergarten-3rd grade (Non-Verbal, Quantitative, Verbal) • 4th-6th grade (Non-Verbal Only) • Pull-out Replacement Model • Mathematics (4th - 6th grade) – 60 minutes • Writing only (4th - 6th grade) – 60 minutes • (4th and 5th grade writing classes are combined for instruction)

  10. Summary of East Valley Gifted Programs • Chandler – Regional and Self-contained • Higley – Cluster and Self-contained • Mesa – Enrichment (1 day per week) • Paradise Valley - Cluster, Replacement Model, Self-contained • Scottsdale – Cluster, Replacement Model, Self-contained

  11. Self-Contained Model for grades 4th and 5th in 2013-14 • Implement a 4th and a 5th grade classrooms at the same time, so that a complete curriculum can be developed. Teachers will benefit from collaborating to build the program. • January-May 2013 • Curriculum Development • Teacher Recruitment • Parent Notification • Determine Site Location

  12. Restructure the 4th - 6th grade replacement ALP model to accommodate CCSS instruction • Committee Recommendations • Add reading instruction (minimum 60 min. per ADE) • Continue writing instruction (minimum 60 min per ADE) • Establish separate 4th and 5th grade writing classes • Continue math instruction (minimum 60 min per ADE) • Instructional & Financial Implications • Minimum number of students for rich conversation and collaborative groups does not exist in a majority of ALP classes • Loss of override funds prohibits expansion of current model

  13. Option #1: Modified ALP Cluster Classrooms K – 2nd (ELA, Math, NV 3rd (ELA, Math, NV) 4th (ELA, NV) 5th (ELA, NV) 6th (NV) ALP Teacher 4th - Math (60) 5th - Math (60) 6th - Math (60) ELA (120) Option #2: Regionalized Cluster Classrooms K – 1st ELA, Math, NV 2nd ELA, Math, NV 3rd ELA, NV ALP Teacher #1 Teacher #2 3rd Math (60) 4th Math (60) 4th ELA (120) 5th Math (60) 6th Math (60) 5th ELA (120) 6th ELA (120) Option #3: No Change

  14. Option #1: Modified ALP Cluster Classrooms K – 2nd (ELA, Math, NV) 3rd (ELA, Math, NV) 4th (ELA, NV) 5th (ELA, NV) 6th (NV) ALP Teacher 4th - Math (60) 5th - Math (60) 6th - Math (60) ELA (120) • Benefits • Students remain on their own campus • Teachers are not reassigned to a new campus • 6th grade students will receive reading and writing instruction from a gifted endorsed teacher. • Challenges • 4th and 5th grade students will no longer receive writing instruction by a gifted endorsed teacher. • Reading instruction will continue to be provided by a classroom teacher. • Writing instruction would be challenging to deliver because of CCSS depth and complexity.

  15. Option #2: Regionalized Cluster Classrooms K – 1st ELA, Math, NV 2nd ELA, Math, NV 3rd ELA, NV ALP Teacher #1 3rd Math (60) 4th Math (60) 5th Math (60) 5th ELA (120) ALP Teacher #2 4th ELA (120) 6th Math (60) 6th ELA (120) • Benefits • Add 3rd grade math - Additional time for students to receive replacement instruction vs. cluster instruction • Additional 60 min of reading instruction from a gifted teacher in grades 4th through 6th. • Align instruction to gifted vision • Challenges • Culture Change/parent support (leaving “home” campus) • Transportation • Allocation of programs • Reassignment of teachers

  16. Option #3: No Change in ALP Program Cluster Classrooms K – 1st ELA, Math, NV 2nd ELA, Math, NV 3rd ELA, Math, NV ALP Teacher 4th Math (60) 4th & 5th Writing (60) 5th Math (60) 6th Math (60) 6th Writing (60) • Benefits • Students remain on their own campus • Teachers are not reassigned to a new campus • Challenges • Reading still not provided by a gifted endorsed teacher • Writing instruction would be challenging to deliver because of CCSS depth and complexity

  17. Discussion • Which option for the restructuring of the 4th-6th replacement model do you recommend pursuing at this time? • Option #1: Modified ALP Program • 4th-6th Math (60 min), 6th Reading and Writing (120 min) • Option #2: Regionalization • 3rd-6th Math (60 min), 4th-6th Reading and Writing (120 min) • Option #3: No Change in ALP Program • 4th-6th Math (60 min), • 4th and 5th combined for Writing (60 min), 6th Writing (60 min)

  18. Cluster Model • Teacher Support – • Continue to provide gifted training to cluster teachers and administrators • Reinforce current clustering model when placing students in classes for the next school year • Parent Awareness – • Develop Parent Resource on GPS website • Send quarterly “Gifted Update” to parents via elementary school’s newsletters • Continue Partnership with Gilbert Supporters of the Gifted

  19. Twice-Exceptional Students • Restructuring of existing special education coordinator positions • Provide Twice-Exceptional support • Assist cluster teachers to provide hands-on, cooperative activities. • Acknowledge giftedness in the student’s IEP • Present Levels of Academic • Functional Performance

  20. Twice-Exceptional Students (cont.) • Make a general statement in the PLAAFP as to how the student’s giftedness will be addressed in the educational setting. • Twice-Exceptional students will participate (when appropriate) in existing gifted programs • Accommodations will be provided within the gifted program (as needed). • Support will be provided through special education (as needed).

  21. Thank you!

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