Gilbert Public Schools Gifted Education Work Study Session

Vision, Mission and Committee Recommendations

Presented By:Barb VeNard, Jane Hecker, Patty Rogers

Committee Process

Vision and Mission

Committee’s Recommended Priorities

Instructional and Financial Implications

Board Direction on Next Steps

Agenda for Gifted Work Study

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

Gifted Vision Committee Members

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.

Gifted Education Vision

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.

Mission

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.

Mission (cont.)

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.

Gifted Committee Recommended Priorities

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.

Gifted Committee Recommended Priorities (cont.)

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)

Current Elementary ALP Model

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

Summary of East Valley Gifted Programs

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

Self-Contained Model for grades 4th and 5th in 2013-14

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

Restructure the 4th - 6th grade replacement ALP model to accommodate

CCSS instruction

Option #1: Modified ALP

Cluster ClassroomsK – 2nd (ELA, Math, NV3rd (ELA, Math, NV)4th (ELA, NV)5th (ELA, NV)6th (NV)ALP Teacher4th - Math (60)5th - Math (60)6th - Math (60)

ELA (120)

Option #2: Regionalized

Cluster ClassroomsK – 1st ELA, Math, NV2nd ELA, Math, NV3rd ELA, NVALPTeacher #1 Teacher #23rd Math (60)4th Math (60) 4th ELA (120)5th Math (60) 6th Math (60)5th ELA (120) 6th ELA (120)

Option #3: No Change

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.

Option #1: Modified ALP

Cluster ClassroomsK – 2nd (ELA, Math, NV)3rd (ELA, Math, NV)

4th (ELA, NV)

5th (ELA, NV)

6th (NV)

ALP Teacher4th - Math (60)5th - Math (60)6th - Math (60)

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

Option #2: RegionalizedCluster ClassroomsK – 1st ELA, Math, NV2nd ELA, Math, NV3rd ELA, NVALP Teacher #13rd Math (60)4th Math (60)5th Math (60)5th ELA (120)

ALP Teacher #24th ELA (120) 6th Math (60) 6th ELA (120)

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

Option #3: No Change in ALP ProgramCluster ClassroomsK – 1st ELA, Math, NV2nd ELA, Math, NV3rd ELA, Math, NVALP Teacher4th Math (60)4th & 5th Writing (60)5th Math (60)6th Math (60) 6th Writing (60)

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)

Discussion

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

Cluster Model

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

Twice-Exceptional Students

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).

Twice-Exceptional Students (cont.)

Thank you!