Dess Pieh :Targeting the Gifted by https://padlet.com/mcclurepieh/8j5b1gvqhisr Instructional Coach: At Your Service en-us 2016-10-28 17:17:45 UTC 2025-10-11 18:37:51 UTC hello@padlet.com Targeting the Gifted: An UPPERVENTION  mcclurepieh https://padlet.com/mcclurepieh/8j5b1gvqhisr/wish/133972660
  • Meeting Agenda: Discussing Proven Strategies that Target Improving Test Scores for the Gifted 

  • Meeting Location: School Conference Room

  • Meeting Length: 45 minutes

  • Meeting Attendees: 6 General Education Teachers, Instructional Coach

  • Meeting requirements: TE’s (Teacher Editions), grade books or online grading system (Laptop), grade level notebook or binder, pen.

  • Welcome: 2 minute narrative

  • Objective: To increase TCAP scores with our Gifted Population
  1. Strategy 1
  2. Strategy 2
  3. Strategy 3
  4. Strategy 4
 
  • Open Dialogue: Teacher Question-time Discussion
  1. Teachers will discuss any best practices and successes to share with group.
  2. Teachers will collaborate to determine which strategy they will implement immediately.
  • Closing
]]> 2016-10-28 17:57:54 UTC https://padlet.com/mcclurepieh/8j5b1gvqhisr/wish/133972660 Narrative: mcclurepieh https://padlet.com/mcclurepieh/8j5b1gvqhisr/wish/133983891 Far too often, it is easy to teach to the middle range of students or focus on those that are below average and target their deficient areas. I, too, have taught and understand how we all can become consumed with increasing the middle. However, the gifted students’ needs must be met as well. Since these students as Renzulli and Reis (2003) stated have above-average general ability, a high level of creativity, and a high level of task commitment or motivation to achieve, we as teachers must find strategies and resources to implement within the curriculum to challenge and enrich them. They're smart and look to us to be smarter....]]> 2016-10-28 18:34:18 UTC https://padlet.com/mcclurepieh/8j5b1gvqhisr/wish/133983891 Strategy 1 mcclurepieh https://padlet.com/mcclurepieh/8j5b1gvqhisr/wish/133987972
  • Identify who is gifted and what academic strength they possess. Use your previous skill-based informal and formal assessments recorded in your grading systems to identify these academic strengths. Your grading system can reveal exactly where your students are with specific skills. Please take the time and go through this system and see where these students fall. Consult with your CLUE or ACE teacher to identify specific areas of creativity and expression. The CLUE or ACE programs work specifically with individualized projects and can provide you with an overview of each student’s interests. 
    • ]]>     2016-10-28 18:49:34 UTC https://padlet.com/mcclurepieh/8j5b1gvqhisr/wish/133987972     Strategy 2 mcclurepieh https://padlet.com/mcclurepieh/8j5b1gvqhisr/wish/133988592
  • Implement a multi-level dimensional curriculum: Differentiate the curriculum to address the academic differences. Please identify areas in every Teacher Edition that provide opportunities of enrichment for each upcoming skill. This will be located at the bottom of every new lesson that is taught or it may be found in the beginning of the lesson, but every TE contains ways to enrich the lesson. Include these activities in every lesson that you teach to challenge the gifted population while you are still teaching your main concept to your general education students. This is the differentiated instruction that everyone speaks of that can take place while you are teaching in your small groups.
  •  http://www.education.udel.edu/wp-content/uploads/2013/01/GiftedStudents.pdf)  gives you excellent tips for working with the gifted and the pic below is an example of a resource within a curriculum that targets the gifted. 
    • ]]>     2016-10-28 18:52:25 UTC https://padlet.com/mcclurepieh/8j5b1gvqhisr/wish/133988592     Strategy 3 mcclurepieh https://padlet.com/mcclurepieh/8j5b1gvqhisr/wish/133989368
  • Consider team teaching by pulling out your gifted students and allowing the gifted children to interact with other gifted students and collaborate on class projects and problem-solving techniques (Lynch, 2016). Teachers can discuss creating departmentalized classes and decide which teachers have specific best practices for a specific subject matter and can use enrichment activities during these classes. Departmentalization provides you with opportunities to focus on increasing specific fixed data. Teachers can meet and look at the TCAP scores and discuss which skills they will focus on and which enrichment activities will increase scores. This is an avenue that I know yields academic gains and I can speak from experience. Below is an example of a great class project with the gifted that digs deeper for a more in depth-understanding. It touches on academic competition as well.
    •  

    ]]>     2016-10-28 18:55:48 UTC https://padlet.com/mcclurepieh/8j5b1gvqhisr/wish/133989368     Strategy 4 mcclurepieh https://padlet.com/mcclurepieh/8j5b1gvqhisr/wish/133989718
  • Offer opportunities to problem-solve in every subject using life experiences and implement technology when possible. This can be done by designating a special area of the classroom for advanced learning. Make sure you are using your SMART board, blogs, and IPADs to pull gifted students into opportunities for research. Also, here is a list of successful websites for reading/language arts, math, social studies and science: www.ixl.com, www.adaptedmind.com  , Khanacademy.com. Set tailored goals after reviewing your formal assessments for each of your gifted students to meet when using these websites at your computer stations. These sites are skill specific and you can select which skills that will enhance what they already know and effect test scores.
    • ]]>     2016-10-28 18:57:33 UTC https://padlet.com/mcclurepieh/8j5b1gvqhisr/wish/133989718     Closing: mcclurepieh https://padlet.com/mcclurepieh/8j5b1gvqhisr/wish/133991608 Each strategy is realistic and reminds you that your goals are attainable. Josh Work (2014) has labelled this as uppervention instead of intervention. We need to develop deeper, not wider, encourage curiosity, be flexible and remain student-centered. I know all of us want what’s best for each student and I look forward to being at your service. 


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