1	Valley Stream District Thirteen Program Update March 27,2007
2	Federal Definition of Gifted Students …”students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services or activities not ordinarily provided by the school in order to fully develop those capabilities.”
3	Vision Statement: To Take students from where they are to where their effort and abilities can take them….
4	Program Evaluation and Development Dr. James Borland & Ms. Lisa Wright 2006-2007 Initiatives: Develop and refine the identification process Define the program’s purpose and goals Develop a curricular scope and sequence for the program Rethink the program’s design in order to better service students Recommendations: Identify the goals of the Gifted Program Continue to differentiate instruction and vary curriculum The curriculum of the program should articulate more closely with the core curriculum by developing a scope and sequence Examine our identification process
5	Valley Stream District Thirteen’s Philosophy and Mission Our program should exist to meet the educational needs of those students in grades 4-6 for whom the core curriculum in not sufficiently challenging. To provide a positive learning environment in which all students have the opportunity to reach their highest potential as citizens to meet the challenges of a changing global society. To identify students who are capable of high performance in general intellectual ability, specific subject matter aptitude, and creative or productive thinking and/or leadership ability.
6	Program Goals: To provide a program which allows opportunities for students to expand their understanding and knowledge of the core curriculum. To provide a differentiated learning environment for students which emphasizes and enriches critical and creative thinking abilities, problem solving and independent learning skills. To challenge students to operate at higher cognitive levels by developing and demonstrating skills in methods of inquiry and research.
7	The Three-Ring Conception of Giftedness Research has shown that no single criterion can be used to determine giftedness. Rather, it is the interaction among the three clusters that research has shown to be the necessary ingredient for creative-productive accomplishments (Renzulli, 1978)
8	Identification Process Administer OLSAT to all 3^rd grade students Teacher referrals are made by completing rating forms Portfolio submission MDT meetings Matrix completion
9	Selection Process Student Profile/Matrix: Ability Index = 30% Teacher Ratings = 20% ELA / Math Testing = 15% Professional Judgment = 20% Portfolio = 15% Portfolio: (must include 3 of these 5 items) Writing Sample Independent Reading Log Student Work Sample; art, technology, mathematics, or anectodals Work Sample that shows student’s potential/ability for critical thinking, problem solving, creative thinking, and independent learning
10	Program Design Grade level specific curriculum to enhance the core curriculum Pull-out Program, grades 4-6 Grade levels will meet twice weekly for 2 blocks each per building Flexibility to meet and share across grade levels once weekly and/or to provide enrichment for grades K-3
11	Scope and Sequence The extension of the core curriculum which is essential for gifted learners must include: Essential questions to guide inquiry Expand basic skills to provide an opportunity to incorporate higher level thinking and critical analysis processes for abstract and creative thinking Differentiated content by grade level Personal reflection for self-evaluation
12	Framework for Grade Level Based Core Curricular Extension Modules Differentiation of Content Grade 4: New York State and Native Americans Essential Questions Grade 4: What does an historian do? What does a biographer do? Which speeches stand the test of time?
13	Continued: Differentiation of Content: Grade 5: Colonization, Westward Expansion, Civil War, and Immigration Essential Questions: Grade 5: What do we learn from primary sources? What do we learn for historical fiction? Which speeches stand the test of time?
14	Continued: Differentiation of Content: Grade 6: Ancient Civilizations and World History Essential Questions: Grade 6: What is the role of an archeologist? What is the role of an anthropologist? What can we learn from primary sources? What speeches stand the test of time?
15	Valley Stream Statistics at a Glance 2006-2007 103 students in grades 4-6
16	Next Steps Continue to develop curriculum as an extension of the core curriculum Continue to provide opportunities for enrichment for all students by differentiating instruction and compacting curriculum Continue to revise materials and instructional supports Provide additional staff development Continue to evaluate the program as a whole as well as the identification process Analyze the effectiveness of the new program design Incorporate parental input and improve communication to parents, teachers and administrators about program goals, components, and the selection process
17	“Discovery Consists of Seeing What Everybody Has Seen and Thinking What Nobody Has Thought” Albert Szent-Gyorgyi