1 The Schoolwide Cluster Grouping Model Embracing Diversity, Increasing Achievement, & Expanding Gifted Services During Lean Financial Times. NAGC 2010 Dina Brulles, Ph.D.
2 What is The SCGM and why should we consider it? The SCGM is a method for providing full-time gifted education services without major budget implications, and with potential to raise achievement for all students. With the SCGM, all students are purposely placed into classrooms based on their abilities, potential, or achievement.
3 Differences Between The Bright Child & The Gifted Learner Knows the answers Asks the questions Is interested / alert Is highly curious / Is keenly observant Is attentive & involved Is mentally and physically Has good ideas Has wild, silly ideas Works hard Plays around, yet tests well Answers the questions Discusses in detail, elaborates Top group Beyond the group Listens with interest & opinions Shows strong feelings Learns with ease Already knows 6-8 repetitions for mastery 1-2 repetitions for mastery Understands ideas Constructs abstractions Enjoys peers Prefers Adults Grasps the meaning Draws inferences Completes assignments Initiates projects Is receptive Is intense Copies accurately Creates a new design Enjoys school Enjoys learning Absorbs information Manipulates information Technician Inventor Enjoys straightforward, sequential learning Thrives on complexity Is pleased with own learning Is highly self-critical J. Szabos
4 Who Are the Gifted? How does giftedness impact social & emotional needs & academic needs
5 The SCGM allows schools to employ The critical elements of effective gifted programs: flexible grouping differentiation continuous progress intellectual peer interaction continuity teachers with specialized education Program elements identified by Barbara Clark
6 What does it mean to place students into cluster groups? A group of gifted identified students is clustered into a mixed ability classroom with a teacher who is trained to differentiate for gifted students.
7 Suggested classroom composition 30 students in 3 classes Gifted " High Average" Average" Low Average" Far Below Average" A" 6" 0" 12" 12" 0" B" 0" 6" 12" 6" 6" C" 0" 6" 12" 6" 6"
8 Placing students in the classrooms: Determine placement for upcoming year following spring testing Gifted students make up approximately 20% of the gifted cluster class Create the number of gifted cluster classrooms necessary to serve all gifted students in each grade
9 How does the SCGM fit with other inclusion models? The two models are totally compatible. For ease of scheduling and to ensure that students receive appropriate instruction by properly trained teachers, schools commonly cluster special education students according to the services they require. The SCGM replicates this model for gifted students.
10 Isn t cluster grouping the same as tracking? No. In tracking, students are grouped into classrooms with others of comparable ability and remain together throughout their school years. Curriculum is based on the ability levels of the students in each track. When clustered, all classes have a range of abilities. Teachers modify or extend grade level standards according to the students needs and abilities. The classroom composition changes each year.
11 What are the learning needs of gifted students? All students deserve consistent opportunities to learn new material. With gifted students, this means having opportunities to engage in intellectually stimulating endeavors that go beyond grade level curriculum.
12 Why should gifted students be placed in a cluster group instead of being assigned to all classes? Gifted students need to spend time learning with others of like ability to experience challenge and make academic progress better understand their learning differences when they are with learning peers Teachers are more likely to differentiate curriculum when there is a group of gifted students
13 Can I create small groups of gifted students in all classes? The desired outcomes of the SCGM become diminished when doing so because: there is less accountability for teachers to facilitate progress of their gifted learners teachers feel a decreased need to identify gifted students providing appropriate teacher training becomes difficult All teachers have the full range of abilities!
14 Won t the creation of a cluster group rob the other classes of academic leadership? With either gifted or high achieving students in every class, all classes have academic leaders Gifted students do not make the best academic leaders because they make intuitive leaps, and therefore do not always appear to have to work as hard as others High average students have new opportunities to become academic leaders
15 Aren t gifted students needed in all classes so they can help others learn? Helping other students learn is not the responsibility of gifted students, and they are usually not very good at it!
16 Are gifted cluster groups visible in the classroom? Gifted cluster groups are rarely distinguishable from other groups of students in the classroom All students move in and out of groupings according to interest, ability, and pace regarding different topics
17 Gifted children typically " Are intensely curious and have many interests Process information with great speed and deep understanding Remember forever what they learn Readily grasp underlying principles and make generalizations Are highly sensitive Prefer to work alone Relate well with older students and adults Demonstrate advanced sense of humor Require little direction Sustain long periods of attention and concentration *These behaviors apply to all content areas, all day long.
18 The SCGM enfranchises all gifted students " Creatively gifted people Gifted Perfectionists Culturally and linguistically diverse gifted students Twice-exceptional gifted students Non-productive gifted students
19 Creatively gifted people " Have original ideas and challenge existing ideas Enjoy complexity Tolerate ambiguity and delay of closure Are intensely aware of beauty Take risks and lack inhibition Delight in non-conforming behavior Ignore disorder Appreciate time alone *Allowing for student-directed learning draws on students creativity.
20 The Gifted Perfectionist may " show reluctance beginning a task start work over often and work slowly to avoid mistakes be needy of teacher attention and cry easily when frustrated argue in response to teacher comments Gifted Cluster Teachers can: model acceptance of mistakes teach realistic goal setting show appreciation of the learning process emphasize personal best not being the best avoid win/lose situations
21 Culturally and linguistically diverse gifted students commonly " acquire language with ease and rapidity set high standards for themselves use creative ability in problem solving demonstrate strong leadership skills in own culture show abilities in fine or practical arts have a richness in imagination and informal language may easily adapt to new situations
22 Including twice-exceptional gifted students Twice-exceptional gifted students: have a learning disability or attention deficit disorder and are gifted! deserve similar gifted services as other gifted identified students Gifted Cluster Teachers should: teach to the areas of strength teach appropriate compensation strategies when needed allow for student-directed learning
23 Including non-productive gifted students" Non-productive students may: not see the need to complete assignments feel unmotivated by required work that does not hold their interest or challenge them be afraid to fail, so they never begin Gifted Cluster Teachers can: give credit for previously mastered content allow students to do more challenging work teach students to set their own goals acknowledge and show appreciation for effort allow student-directed learning based on interests and strengths
24 What are some advantages of cluster grouping? Grouping all gifted children in a regular classroom provides social, emotional, and academic advantages to students Teachers can focus instruction to better meet all students academic needs Schools provide full-time gifted services with few additional costs Achievement levels increase
25 What are possible challenges when cluster grouping? Parental pressure to place children who have not been identified as gifted into the gifted cluster classroom Placing students when enrolling during the school year Making sure that compacting and differentiation are consistently occurring in the gifted cluster classes
26 Staffing The SCGM Gifted Cluster Teachers, at every grade Gifted Specialist, at every school Gifted Coordinator, district level
27 Gifted Cluster Teachers Understand, respect, and enjoy teaching gifted students Strongly support inclusion Decrease use of whole group instruction Encourage student-centered approach to learning Participate in professional development
28 Gifted Cluster Teacher responsibilities Hold or are working toward obtaining a gifted endorsement Differentiate curriculum and record student progress Participate in gifted cluster teacher meetings and other professional development Assist grade level teachers when nominating students for gifted testing
29 Gifted Mentor responsibilities Hold or are working toward obtaining a gifted endorsement Preside over gifted cluster teacher meetings Attend district Gifted Mentor meetings and professional development Provide staff development at the schools Oversee nominations, administration, and reporting of gifted testing at school
30 Gifted Coordinator responsibilities Hold a gifted endorsement / certification Preside over Gifted Specialist / Mentor meetings Monitor progress of the model Organize and provide staff development Coordinate testing schedule, administration, and reporting of testing results Communicate with school community Analyze student achievement
31 Effective cluster teachers know how to: Understand and implement the SCGM Recognize gifted potential in all populations Pay attention to students social/emotional needs Identify students who needs learning accommodations Compact and differentiate Form flexible learning groups Integrate basic skills and higher order thinking skills Create and use learning extensions and tired lessons Use appropriate assessments and grading practices Develop student s abilities to self-direct Build effective parent/teacher partnerships
32 Professional development with the SCGM Gifted Mentor meetings Gifted Cluster Teacher meetings at sites Districtwide Gifted Cluster Teacher meetings After-school teacher workshops Teacher Inservices Book studies: face-to-face & online Web-based learning
33 Gifted Mentor meetings The Gifted Coordinator and Gifted Mentors / Specialists meet monthly to: schedule and prepare for testing address student placements prepare and use DEP s analyze student achievement plan professional development discuss parental support
34 Gifted cluster teacher meetings Each school s Gifted Mentor leads monthly meetings. Suggested meeting components: Discussion of specific strategies Sharing resources: lessons, materials, etc. Nomination and testing issues Problem solving regarding classroom or site concerns Planning for growth- scheduling students and incoming gifted cluster teachers
35 Peer coaching in The SCGM Ensures long-term implication of content learned in staff development Allows gifted cluster teachers to learn together Can prepare teachers for becoming gifted cluster teachers and Gifted Mentors Supports what occurs in Professional Learning Communities
36 For a supportive school culture Carefully balance the classrooms according to students abilities Provide information to teachers and parents Build a cooperative partnership between school and home Invite all teachers to participate in professional development opportunities
37 Parent information Provide office staff with information they can use to answer parents questions Develop a Gifted Education Services link to your classroom, school, or district website Prepare a brochure with FAQ s about cluster grouping Hold informational evenings for parents of gifted students
38 More parent information Gifted Coordinator sends out letters with test results describing the gifted service model Gifted cluster teachers send out letters describing differentiated learning opportunities in the classroom Offer school-based or districtwide workshops, book studies, or guest speaker presentations
39 Planning with principals and staffs Develop plans according to the schools needs Present plans to staff and seek input Identify gifted cluster teachers Identify students to be placed into gifted cluster groups Provide training for gifted cluster teachers
40 The SCGM in times of lean budgets Full-time gifted services are provided with: No initial outlay of funds needed No additional staffing No extra materials required Desirable staff development that benefits all students Retaining students that remains steady keeping tax dollars in the district
41 Showing growth in the SCGM Schools can track ongoing growth by measuring: Academic achievement Gifted population identified and served by year Ethnic representation of gifted students Teachers participating in gifted education training *This requires first creating a gifted student data base.
42 The SCGM: Achievement Implications Narrowed range of abilities allows for more focused instruction Teachers learn strategies for high ability learners they can use for all students, not just the gifted students On-going assessment of students strengths and needs ensures continual progress Gifted students are more likely to receive advanced instruction and extended learning opportunities Not all student are working on the same material at the same time Higher expectations for all students!
43 Examining Academic Achievement Gifted students ~ in a cluster classroom vs. not cluster grouped Non-gifted students ~ in gifted cluster classes vs. not in a cluster class
44 Benefits of The SCGM include: Challenging gifted students every day, all day Creating learning and leadership opportunity for all students Empowering all teachers by expanding awareness and providing preparation On-going assessment of students strengths and needs All students have opportunities for extended learning
Welcome To GATE Parent Information Night Presented by : Julie Williams, Fremont Unified School District GATE Program Specialist firstname.lastname@example.org Who Are The Gifted? According to the National
Kings Canyon Unified School District Gifted and Talented Education Program GATE Kings Canyon Unified School District offers a variety of programs to develop unique education opportunities for high-achieving
Gifted and Talented Information For Parents of Kindergarten Students TEA states: A "Gifted and Talented student is a child or youth who performs at or shows the potential for performing at a remarkably
Overview of Gifted and Talented Programs: A Handbook for Parents NAPERVILLE COMMUNITY UNIT SCHOOL DISTRICT 203 203 West Hillside Road Naperville, IL 60540-6589 630.420.6300 Table of Contents District Mission...
What is Giftedness? GIFTEDNESS: As shown in this section, there are a number of models that define giftedness. Essentially, giftedness is an exceptional or extraordinary capability with respect to intellect,
Gifted & Talented Program Description The purpose of Cedar Unified School District s gifted and talented program is to nurture academic excellence and improve student achievement among all students. To
Gifted and Talented Education Service Delivery Plan BCSD EXCEL Program: Experiential Curriculum for the Enrichment of Learning BOONE COMMUNITY SCHOOL DISTRICT 2015-16 2 TABLE OF CONTENTS Mission and Vision..
Gifted and Talented Education (GATE) Program Handbook Table of Contents Philosophy and Goals Page 3 Major Categories of Gifted and Talented Identification Page 4 Characteristics of High Achievers, Gifted
Twice Exceptional Learners Who Are They? A student in grades K through 12 who demonstrate high performance ability or academic potential and who have a cognitive, physical, behavioral, or emotional disability
Supporting Exceptionality in IB Schools: Implementing Gifted Education Internationally Every gift contains a danger. Whatever gift we have, we are compelled to express. And if the expression of that gift
Vancouver Board of Education PROGRAMS AND SERVICES For GIFTED/HIGHLY-ABLE STUDENTS Definition: Gifted Exceptionally high capability with respect to intellect, creativity, or skills in specific disciplines
BUILDING A C OMMUNITY OF R EADING E XPERTS A Principal s Guide to Intensive Reading Interventions for Struggling Readers in Reading First Schools PROFESSIONAL DEVELOPMENT We will never teach all our students
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document
Arkansas Teaching Standards The Arkansas Department of Education has adopted the 2011 Model Core Teaching Standards developed by Interstate Teacher Assessment and Support Consortium (InTASC) to replace
MICKLEM PRIMARY SCHOOL MUSIC Responsible Committee Curriculum Date Ratified April 2014 Next review April 2017 Signed on behalf of the Governing Body P Fuggle Print name Mr P Fuggle 1 INTRODUCTION Micklem
Roles and Responsibility The Roles and Responsibility section includes a description of the personnel designed with specific programming responsibilities for gifted education in Davie County. This section
IGBB PROGRAMS FOR GIFTED STUDENTS District Goal for the Gifted and Talented Education Program The goal of the Deer Creek Gifted and Talented Education Program is to provide a wide variety of educational
Section III An Excellent Christian Teacher Characteristics and Expectations GRCS Handbook 1 Beliefs and Vision Statement In the sphere of home, church, community and school, Grand Rapids Christian schools
NNAT2 Data Interpretation: Part Three Presented by: Misty Sprague, M., Ed.S, NCSP Manager of Learning Assessments and Early Childhood Professional Development email@example.com Agenda: BRIEF review
SANTA CRUZ CITY SCHOOLS GATE PLAN APPLICATION ELEMENTARY DISTRICT Beginning in 2003, Santa Cruz City Schools underwent an enormous reorganization. Our first restructuring occurred when the two junior high
Steps to Becoming an Inclusive Learning-Friendly Environment Description of tool: This tool suggests steps that school staff (or a dedicated team) might take to create a more inclusive, learning-friendly
The Framework for Gifted Endorsement Guidelines March/2015 COMMONWEALTH OF PENNSYLVANIA DEPARTMENT OF EDUCATION 333 Market Street Harrisburg, PA 17126-0333 www.education.state.pa.us Commonwealth of Pennsylvania
Teaching Young Gifted Children in the Regular Classroom ERIC EC Digest #E595 Author: Joan Franklin Smutny May 2000 Recognizing and nurturing giftedness in young children presents an important challenge
1 of 10 Evidence of Learning in the 21 st Century Classroom Classroom Observation Rubric To Guide Leadership for Learning by Instructional Leaders TASK Task Is Authentic The task requires students to respond
Katrina Kickbush, Teacher Wolfe Street Academy, Baltimore Fixing No Child Left Behind: Community Schools to Support Students, Families and Teachers Ranking member Scott and members of this committee, thank
School & Program Guide A Family Centered Public Cyber Charter School 1 ccaeducate.me CCA: A Family Service Organization With An Expertise In Education Each and every child can learn, and Commonwealth Charter
Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data
PROCEDURAL GUIDE FOR GIFTED EDUCATION Department of Math, Science & Gifted Broward County Public Schools 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Section 1: PROGRAM MODELS FOR GIFTED EDUCATION Schools must adopt
The Any Given Child Fine Arts FAQ What is the Any Given Child Creative Learning Initiative? The Any Given Child Creative Learning Initiative is a fresh approach to arts in education. The Any Given Child
Ohio Standards Connection: Government Benchmark A Identify the responsibilities of the branches of the U.S. government and explain why they are necessary. Indicator 2 Explain the structure of local governments
What are some key terms I need to understand about gifted/talented education? Intellectual or General Intellectual Ability--Possessing superior intelligence with potential or demonstrated accomplishments
IDLA Professional Development Scope and Sequence Level 1 Orientation (3 unit course) Summer Conference Teaching Online for IDLA (8 unit course) IDLA Overview Online Facilitation Communication TBA Course
INTERVIEW QUESTIONS FOR TEACHERS The following questions are examples of questions frequently asked by school system recruiters. This list is certainly not all inclusive and should be used as a starting
FREQUENTLY ASKED QUESTIONS Regarding the Proposal to Phase Out Secondary Learning Centers 1. What is the current proposal regarding secondary learning centers? Rising Grade 6 students currently attending
Idaho Standards for Online Teachers All teacher candidates are expected to meet the Idaho Core Teacher Standards and the standards specific to their discipline area(s) at the acceptable level or above.
INTENSIVE READING INTERVENTIONS FOR STRUGGLING READERS IN EARLY ELEMENTARY SCHOOL A Principal s Guide INTENSIVE READING INTERVENTIONS FOR STRUGGLING READERS IN EARLY ELEMENTARY SCHOOL A Principal s Guide
Education Gifted and Talented Education (GATE) Specialized Studies University of California, Irvine Extension s professional certificate and specialized studies programs help Improve Your Career Options
Table of Contents Standard #1: Knowledge of Online Education - The online teacher understands the central concepts, tools of inquiry, and structures in online instruction and creates learning experiences
The Massachusetts Tiered System of Support Chapter 1: Massachusetts Tiered System of Support (MTSS) Overview Massachusetts has developed a blueprint outlining a single system of supports that is responsive
Orange County Schools 2013-2016 Academically/Intellectually Gifted Program Overview Table of Contents Mission, Vision and Core Beliefs.2 Identification and Performance Rubric...3 Alternative Assessments
YOUNG FIVES PROGRAM THREE-YEAR SINGLE PLAN FOR STUDENT ACHIEVEMENT 2009-2012 Palo Alto Unified School District DISTRICT GOAL: Create an exceptional learning environment that engages, challenges, and supports
Price School Dual Language Immersion Program Adelaide Price Elementary School 1516 W. North Street Anaheim, Ca 92801 (714) 517-8947 Anaheim City School District The Price Dual Language Immersion Program
12 Section Two: Ohio Standards for the Teaching Profession 1 Teachers understand student learning and development and respect the diversity of the students they teach. Teachers display knowledge of how
TEXAS RISING STAR WEBINAR SERIES: CURRICULUM AND EARLY LEARNING GUIDELINES RECORDED OCTOBER 29, 2015 NOTES The topics that will be addressed during these webinars include: 1. The General Overview: Curriculum
Framework for Teaching Possible Evidence List Examples of Possible Artifacts: Domain 1 1a. Knowledge of Content and Pedagogy Professional Development in the content area (courses, workshops) Lesson Plans
International Baccalaureate Middle Years Programme (IB MYP) What is IB? IB stands for the International Baccalaureate a non-profit organization which serves more than 1 million students each year in its
Using Direct Instruction Programs as Intervention Programs in Grades K 3 Direct Instruction News Volume 5, Number 2 Summer 2005 Introduction This article is about the use of Direct Instruction as an intervention
Response to Intervention for Gifted Children The Association for the Gifted, a Division of the Council for Exceptional Children Introduction The Association for the Gifted, a division of the Council for
Rubric for Evaluating North Carolina s School Psychologists Standard 1: School psychologists demonstrate leadership. School psychologists demonstrate leadership by promoting and enhancing the overall academic
BUILDING A FOUNDATION FOR A CONTINUUM OF SERVICES FOR GIFTED STUDENTS: FORMATIVE ASSESSMENT REPORT ERIC CALVERT, ED.D. NORTHWESTERN UNIVERSITY CENTER FOR TALENT DEVELOPMENT ACKNOWLEDGMENTS Inviting external
Fairfield I.S.D. The mission of Fairfield I.S.D. is to educate all children attending our school. All students will develop essential academic skills and a knowledge base on which to build lifelong learning.
Colorado Professional Teaching Standards Standard I: Teachers demonstrate knowledge of the content they teach a. Teachers provide instruction that is aligned with the Colorado Academic Standards and their
Department of Education Learners first, connected and inspired Frequently Asked Questions about Early Entry to Kindergarten (Cross Sectoral Information for Parents) Frequently Asked Questions about Early
Gifted Intervention Specialist Endorsement Grades K-12 2008 Ohio Modified /CEC/NAGC Program Standards An endorsement of a teacher license, valid for teaching the subject or learners named, shall be issued
2008-09 Gifted and Talented Education (GATE) Program Application Send original to be postmarked by June 15, 2008, to: GATE Program Mathematics and Science Leadership Office California Department of Education
Natick Public Schools 13 East Central Street Natick, Massachusetts 01760 FAX (508) 647-6506 Peter Sanchioni, Ph.D. Superintendent (508) 647-6500 Building the Future, One Child at a Time Anna P. Nolin Assistant
ST. PATRICK'S CATHOLIC PRIMARY SCHOOL Policy on Music 1 Aims and objectives 1.1 Music is a unique way of communicating that can inspire and motivate children. It is a vehicle for personal expression, and
Special Education Dickinson Hall, Rooms 300F, 304 (501) 569-3124, (501) 569-8710, (501) 569-8922 Master of Education in Special Education The Master of Education in Special Education (SPED) prepares candidates
Rubric for Evaluating North Carolina s Speech- Language Pathologists STANDARD 1: School speech-language pathologists demonstrate leadership, advocacy, collaboration, and ethical practices. School Speech-Language
Characteristics Although each child is a unique individual and does not fit exactly any generalized description, the following information is provided to help teachers, administrators, parents, and the
PROPOSED PROGRAM MODIFICATIONS 5/4/2010 Radnor Township School District 2010-2011 What the District Maintains 2 After proposed $3-4 million budget reduction: Recommended class size Integrated classes Co-taught
The Journal of Effective Teaching an online journal devoted to teaching excellence Letter from the Editor-in-Chief: What Makes an Excellent Professor? Russell L. Herman 1 The University of North Carolina
Metro Early College High School The Educational Council of Franklin County, Ohio Columbus, Ohio www.themetroschool.org/ Learning tour conducted on Monday, October 6, 2008 Thumbnail Sketch Metro Early College
The Executive Teacher Program Introduction Adam J. Cox, Ph.D. Can We Afford To Wait? There is a deep chasm between new science in psychology, neurology, and psychiatry, and the people who can most benefit
Serving Gifted Students with Virtual Education in Elementary School How one Florida school district used virtual curriculum to provide students with individualized instruction Introduction A gifted learner
Alignment of the Hawaii Preschool Content Standards With HighScope s Preschool Child Observation Record (COR), 2nd edition The following chart shows how items from the Hawaii Preschool Content Standards
Introduction The following document presents the findings of a select committee which was formed to describe a band program at the Middle School level that represents policies, procedures, and fundamentals
Communicating With Families Introducing School Policies and Programs The beginning of the school year is a key time to communicate with parents. Some will be new to the school. All will want to know what
Parents ask about parent involvement policies.............................................................................................................................................. What is a parent
SUPERINTENDENT S MESSAGE Dear Parents: It is with pleasure that I welcome you and your children to Gifted Education in the Harrison County School District. The program described within this handbook is
Gifted: Curriculum and Instructional Strategies Course Syllabus Course Description Educators identify research-based practices and models designed to meet the needs of gifted learners and develop differentiated
CHAPTER 4: Defining Volunteer Roles and Responsibilities Contributing Author: Johnnie ( Shani ) L. Brown-Falu Introduction In most literacy programs, the volunteer manager wears many hats. Volunteer management
The Every Student Succeeds Act (ESSA) serves as the latest reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA) which was last reauthorized in 2002 as the No Child Left Behind Act
Policy and implementation strategies for the education of gifted and talented students Revised 2004 Gifted and talented students Guidelines for the use of strategies to support gifted and talented students
The Elementary Education Program Brandeis University Waltham, MA 02454 The Brandeis Education Program seeks to prepare teachers with a strong liberal arts background who possess the knowledge, point of
Elementary Enhanced Learning in Peel Parent Information The offers a range of supports and services for students who have enhanced learning needs. A review of the process for identifying students as Exceptional
CHULA VISTA ELEMENTARY SCHOOL DISTRICT Plan for Gifted and Talented Education G.A.T.E. PROGRAM NARRATIVE Chula Vista Elementary School District is the largest K 6 elementary school district in California
TBL Certification Requirements The Center for Teaching Thinking (CTT) offers workshops and classroom coaching for teachers on infusing instruction in thinking skills into content instruction worldwide.
Date of Board Grades Served: 6 8 Approval: 5/23/2016 Consecutive School Years Rated Academically Unacceptable/Improvement Required: Dr. Terrence Eaton Ron Gonzales Jonathan Smith Dr. Velma Wilson Diane
6 Evaluating Just as assessment that supports is critical for student, teacher evaluation that focuses on providing accurate evidence of practice and supports improvement is central for teachers. Having
PLAY STIMULATION CASE STUDY AIMS Play stimulation work contributes towards the following 2003-2006 PSA targets: Improving social and emotional development, and Improving learning. With regard to PSA targets
Alignment of Standard I: Teachers Demonstrate Leadership A. Teachers lead in their classrooms. Take responsibility for all students learning Week 1: Multimedia Book: Authentic Learning in the Digital Age
STANDARD I: ELEMENT A: Teachers demonstrate leadership Teachers lead in their classroom Developing Has assessment data available and refers to it to understand the skills and abilities of students Accesses
Library Information Specialist [27.450] STANDARD 1 Information Access and Delivery The library information specialist provides equitable intellectual and physical access to information and ideas in support
The Child at the Centre Overview Giving our children the best start in life Twin aims of early education and childcare: Free part-time quality pre-school education place for all three and four year olds;
New York State Professional Development Standards New York State Professional Development Standards (PDF/Word) Background on the Development of the Standards New York State Professional Development Standards
BUILDING CURRICULUM ACCOMMODATION PLAN 2014-2015 ERIC STARK, PRINCIPAL KATE PERETZ, ASSISTANT PRINCIPAL Alone we can do so little; together we can do so much. Helen Keller FRANKLIN PUBLIC SCHOOLS VISION
WIDA ELD Standards Implementation in Boston Public Schools 2.0 Frances Esparza Ed.D., Daphne Germain, and Joelle Gamere Office of English Language Learners * Session Objectives 1. Attendees will analyze