TLC: Collaborative Planning

Susan Baum, Ph.D.Robin Schader, Ph.D.

Reason(s) for Plan

Taking Stock(interests, strengths, learning preferences,

experiences)“My LearningPrint”

Times of Personal Best

(including social interactions)

Hopes and Dreams

(parent, teacher, child)

The TLC Planning Framework

The Learning Concern™ (TLC) Program: Baum & Schader, 2005

Reason(s) for Plan

Taking Stock(interests, strengths, learning preferences,

experiences)“My LearningPrint”

Times of Personal Best

(including social interactions)

Hopes and Dreams

(parent, teacher, child)

Eric is not able to focus in school.

Stress related symptoms.

Eric has problems fitting in socially.

The TLC Planning Framework

The Learning Concern™ (TLC) Program: Baum & Schader, 2005

Reason(s) for Plan

Taking Stock(interests, strengths, learning preferences,

experiences)“My LearningPrint”

Times of Personal Best

(including social interactions)

Hopes and Dreams

(parent, teacher, child)

Eric is not able to focus in school.

decodes at 6th grade level, is 3 yrs above grade level in math and spelling.

loves to draw and build with legos.

has a superb visual memory.

preference for non- fiction.

passion for gourmet cooking.

drawn to music

Stress related symptoms.

Eric has problems fitting in socially.

The TLC Planning Framework

The Learning Concern™ (TLC) Program: Baum & Schader, 2005

Reason(s) for Plan

Taking Stock(interests, strengths, learning preferences,

experiences)“My LearningPrint”

Times of Personal Best

(including social interactions)

Hopes and Dreams

(parent, teacher, child)

Eric is not able to focus in school.

decodes at 6th grade level, is 3 yrs above grade level in math and spelling.

loves to draw and build with legos.

has a superb visual memory.

preference for non- fiction.

passion for gourmet cooking.

drawn to music

Teacher input: Working w/adults one-on-one Completing challenging math assignments

Parent input: Cooking Discussing non-fiction material Drawing Singing in church

Student input: Doing science Cooking Drawing

Stress related symptoms.

Eric has problems fitting in socially.

The TLC Planning Framework

The Learning Concern™ (TLC) Program: Baum & Schader, 2005

Reason(s) for Plan

Taking Stock(interests, strengths, learning preferences,

experiences)“My LearningPrint”

Times of Personal Best

(including social interactions)

Hopes and Dreams

(parent, teacher, child)

Eric is not able to focus in school.

decodes at 6th grade level, is 3 yrs above grade level in math and spelling.

loves to draw and build with legos.

has a superb visual memory.

preference for non- fiction.

passion for gourmet cooking.

drawn to music

Teacher input: Working w/adults one-on-one Completing challenging math assignments

Parent input: Cooking Discussing non-fiction material Drawing Singing in church

Student input: Doing science Cooking Drawing

Eric learns something new each day.– input from Eric

Eric develops friendships.Eric’s mother’s perspective

Eric has talent development opportunities.from Eric’s mother

Eric learns to stay focused and becomes self-regulated.from the teacher

Eric is happy and stays eager to learn.from Eric’s father

Stress related symptoms.

Eric has problems fitting in socially.

The TLC Planning Framework

The Learning Concern™ (TLC) Program: Baum & Schader, 2005

Menu of School ServicesContent Options

Talent Development

Options

What’s Available: Exploring Possibilities

The Learning Concern™ (TLC) Program: Baum & Schader, 2005

Menu of School ServicesContent Options

Talent Development

Options

ASK YOURSELF:

(teachers’ level of familiarity with gifted students?)

(specialists’ level of familiarity with gifted students?

(are there other students that could benefit?)

(parent ability to absorb expenses for options?)

What’s Available: Exploring Possibilities

The Learning Concern™ (TLC) Program: Baum & Schader, 2005

The Integrated Continuum of Special Services

Elementary School Middle School High School

Input Process Output

The Integrated Continuum of Special Services

Elementary School Middle School High School

Input Process Output

Within Class andNon-Graded Cluster

Grouping by Skill Level

Enrichment Clusters

Within and Across GradePull-Out Groups by TargetedAbilities and Interest Areas

Within Grade Level andAcross Grade LevelAdvanced Classes

Advanced Placement

Self-Designed Courses orIndependent Study

International Baccalaureate

Honors Classes

The Integrated Continuum of Special Services

Elementary School Middle School High School

General Classroom enrichment Type I and Type II Enrichment

Curriculum Compacting, Modification, and Differentiation

Total Talent Portfolio, Individual and Small Group Advisement, and Type III Enrichment

Magnet and Charter Schools, School Within a School Special Schools

Special Enrichment Programs: Young Writers, Saturday and Summer Programs, Future ProblemSolving, Odyssey of the Mind, Destination Imagination, Math League, Science Fairs, etc.

Individual Options:Internships — — — — — — — — Apprenticeships — — — — — — — — Mentorships

Acceleration Options:Early Admissions — — Subject Acceleration — — Grade Skipping — — College Classes

Input Process Output

Academies of Inquiry andTalent Development

Within Class andNon-Graded Cluster

Grouping by Skill Level

Enrichment Clusters

Within and Across GradePull-Out Groups by TargetedAbilities and Interest Areas

Within Grade Level andAcross Grade LevelAdvanced Classes

Advanced Placement

Self-Designed Courses orIndependent Study

International Baccalaureate

Honors Classes

The Integrated Continuum of Special Services

Elementary School Middle School High School

General Classroom enrichment Type I and Type II Enrichment

Curriculum Compacting, Modification, and Differentiation

Total Talent Portfolio, Individual and Small Group Advisement, and Type III Enrichment

Magnet and Charter Schools, School Within a School Special Schools

Special Enrichment Programs: Young Writers, Saturday and Summer Programs, Future ProblemSolving, Odyssey of the Mind, Destination Imagination, Math League, Science Fairs, etc.

Individual Options:Internships — — — — — — — — Apprenticeships — — — — — — — — Mentorships

Acceleration Options:Early Admissions — — Subject Acceleration — — Grade Skipping — — College Classes

Input Process Output

Academies of Inquiry andTalent Development

Think of this as a filter, with options at the top that are appropriate and good for all students.

Then students are grouped by interest and ability so they can work more in-depth and at a more appropriate rate. Finally, at the bottom

ofthe chart, are those options needed for

only a few (or even individual)students with special needs

(such as a math studentwho may be 3 or 4

years ahead ina particular

subject).

Menu of School ServicesContent Options

Talent Development

Options

K-2 school

Heterogeneous classes

Social worker and psychologist Enrichment specialist: language arts

ASK YOURSELF:

(teachers’ level of familiarity with gifted students?)

(specialists’ level of familiarity with gifted students?

(are there other students that could benefit?)

Middle school chorus

Gourmet cooking classes at community center

Minds in Motion

Eli Whitney Museum weekend classes in engineering and design

(parent ability to absorb expenses for options?)

What’s Available: Exploring Possibilities

The Learning Concern™ (TLC) Program: Baum & Schader, 2005

The Integrated Continuum of Special Services

Elementary School Middle School High School

Input Process Output

Grade-levelBenchmarks

Least Restrictive Learning

Environment

Talent Development

OptionsNecessary Support

Outcomes (how is it working?)

IEP: Working Design (for Nov./Dec.)

The Learning Concern™ (TLC) Program: Baum & Schader, 2005

Grade-levelBenchmarks

Least Restrictive Learning

EnvironmentTalent Development

Options Necessary Support

Eric is above grade level in all academic areas, with the exception of reading comprehension, especially with fiction.

[Keeping the child’s current achievement levels in mind, in the next column, describe the settings that will meet and balance the child’s intellectual, physical, and emotional needs.]

Outcomes (how is it working?)

IEP: Working Design (for Nov./Dec.)

[In filling out this status column, ask yourself – How is the regular curriculum appropriate?]

Grade-levelBenchmarks

Least Restrictive Learning

EnvironmentTalent Development

Options Necessary Support

Eric is above grade level in all academic areas, with the exception of reading comprehension, especially with fiction.

[Keeping the child’s current achievement levels in mind, in the next column, describe the settings that will meet and balance the child’s intellectual, physical, and emotional needs.]

Intellectual: Eric needs above grade-level materials & appropriate assignments. He will be accelerated in math using computer software programs in problem solving. Use science fiction for reading comprehension.

Physical: quiet, things to manipulate, movement. An office will be created in the corner of the room with a lap top, headphones and manipulatives. Any child can sign up to use the office when they need quiet.

Emotional: Time with multi-age interest peers. The school is beginning an after-school engineering program. Eric will be invited to join.

Outcomes (how is it working?)

IEP: Working Design (for Nov./Dec.)

[In filling out this status column, ask yourself – How is the regular curriculum appropriate?]

Grade-levelBenchmarks

Least Restrictive Learning

EnvironmentTalent Development

Options Necessary Support

Eric is above grade level in all academic areas, with the exception of reading comprehension, especially with fiction.

[Keeping the child’s current achievement levels in mind, in the next column, describe the settings that will meet and balance the child’s intellectual, physical, and emotional needs.]

Intellectual: Eric needs above grade-level materials & appropriate assignments. He will be accelerated in math using computer software programs in problem solving. Use science fiction for reading comprehension.

Physical: quiet, things to manipulate, movement. An office will be created in the corner of the room with a lap top, headphones and manipulatives. Any child can sign up to use the office when they need quiet.

Emotional: Time with multi-age interest peers. The school is beginning an after-school engineering program. Eric will be invited to join.

Cooking: weekend cooking school (parents will enroll Eric).

Drawing: participation in middle school weekly studio art program.

Parents will enroll Eric in the Exploratorium Museum once-a-month weekend classes in engineering and design.

Outcomes (how is it working?)

IEP: Working Design (for Nov./Dec.)

[In filling out this status column, ask yourself – How is the regular curriculum appropriate?]

[Explore available options within the school and community.]

Grade-levelBenchmarks

Least Restrictive Learning

EnvironmentTalent Development

Options Necessary Support

Eric is above grade level in all academic areas, with the exception of reading comprehension, especially with fiction.

[Keeping the child’s current achievement levels in mind, in the next column, describe the settings that will meet and balance the child’s intellectual, physical, and emotional needs.]

Intellectual: Eric needs above grade-level materials & appropriate assignments. He will be accelerated in math using computer software programs in problem solving. Use science fiction for reading comprehension.

Physical: quiet, things to manipulate, movement. An office will be created in the corner of the room with a lap top, headphones and manipulatives. Any child can sign up to use the office when they need quiet.

Emotional: Time with multi-age interest peers. The school is beginning an after-school engineering program. Eric will be invited to join.

Cooking: weekend cooking school (parents will enroll Eric).

Drawing: participation in middle school weekly studio art program.

Parents will enroll Eric in the Exploratorium Museum once-a-month weekend classes in engineering and design.

Parent: resources (travel, time, private lesson funding)

Sensory integration program.

School: transportation to middle school; Eric excused from regular classroom without penalty.

Advanced math curriculum materials. Literacy specialist for support in reading comprehension.

Support for developing social skills with age-mates. (counselor in classroom, working in context).

Outcomes (how is it working?) [this section is completed at the end of the time period]

IEP: Working Design (for Nov./Dec.)

[In filling out this status column, ask yourself – How is the regular curriculum appropriate?]

[What is needed to create the settings and options? How can the responsibility be shared?]

[Explore available options within the school and community.]

Grade-levelBenchmarks

Least Restrictive Learning

EnvironmentTalent Development

Options Necessary Support

Eric is above grade level in all academic areas, with the exception of reading comprehension, especially with fiction.

[Keeping the child’s current achievement levels in mind, in the next column, describe the settings that will meet and balance the child’s intellectual, physical, and emotional needs.]

Intellectual: Eric needs above grade-level materials & appropriate assignments. He will be accelerated in math using computer software programs in problem solving. Use science fiction for reading comprehension.

Physical: quiet, things to manipulate, movement. An office will be created in the corner of the room with a lap top, headphones and manipulatives. Any child can sign up to use the office when they need quiet.

Emotional: Time with multi-age interest peers. The school is beginning an after-school engineering program. Eric will be invited to join.

Cooking: weekend cooking school (parents will enroll Eric).

Drawing: participation in middle school weekly studio art program.

Parents will enroll Eric in the Exploratorium Museum once-a-month weekend classes in engineering and design.

Parent: resources (travel, time, private lesson funding)

Sensory integration program.

School: transportation to middle school; Eric excused from regular classroom without penalty.

Advanced math curriculum materials. Literacy specialist for support in reading comprehension.

Support for developing social skills with age-mates. (counselor in classroom, working in context).

Outcomes (how is it working?) [this section is completed at the end of the time period]

Eric’s stress related behaviors have disappeared. He is successfully working on challenging material. His willingness to explore appropriate fiction has increased. He shows more

awareness of how to interact socially with age peers.

IEP: Working Design (for Nov./Dec.)

[In filling out this status column, ask yourself – How is the regular curriculum appropriate?]

[What is needed to create the settings and options? How can the responsibility be shared?]

[Explore available options within the school and community.]