Lynne Lawler, Jeanne Riggs- 4th grade
Linda Hathaway, Doris Costenbader -3rd grade
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-Gifted and talented education is a program
for identified students with unique academic
and social needs which are not ordinarily met
in a typical classroom setting.
-Students have the opportunity to develop
their potential through curriculum designed
to meet their specialized learning needs.
-Experiences will enhance and extend
concepts in the regular classroom and allow
them to move beyond traditional learning.
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Children capable of high performance
including those with demonstrated
achievement and/or potential ability in any of
the following areas, singly, or in combination:
- General intelligence
-Academic aptitude in a specific area
-Creative or productive thinking
-Leadership
-The visual or performing arts
-3 to 5 percent of the school population
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-rapid learners
-abstract thinkers
-highly curious
-emotionally intense
-challenged by difficult tasks
-perfectionists
-easily bored with routine
-able to discuss subjects in depth
-interested in areas that are unusual for their
age
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-Gifted children will produce more
-Gifted children learn all subjects easily
-Gifted children have strengths across the
curriculum
-Gifted children will learn on their own
-Gifted education means more work
-Everything comes easily for gifted children
-It is easy to identify gifted children
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-Gifted students make more progress when
the curriculum, teaching methods, and
materials are adapted for their needs.
-Challenges are needed to keep gifted
students involved in learning and creating.
-Like other students with unique needs,
gifted students will not reach their highest
potential without differentiated instruction
for at least part of their education.
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-Content: The content covered is
interdisciplinary, universal, and problem-based
and is delivered through differentiated
instruction.
-Process: Emphasizes critical and creative
thinking. Encourages student flexibility in
thinking, inquiry and discovery.
-Product: GT students are encouraged to develop
creative products that demonstrate their thinking
(Envision projects).
-Learning Environment: Classes provide an
opportunity for independent and small group
study. Individual differences and strengths are
recognized and celebrated.
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-Independent projects
-Interest centers/groups
-Flexible skills grouping
-Curriculum compacting (this allows
acceleration)
-High level questions
-Enrichment activities
-Mentorships/teaching others
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-Envision is implemented in grades 3 and 4. One
project per semester is required for our gifted
and talented students. (Two projects per year.)
-The purpose of Envision is to give students the
opportunities to challenge themselves in new and
creative ways beyond the standard curriculum.
-Provides students with the opportunity to apply
knowledge and skills to real-life, engage in indepth and practical research, and practice
important presentation skills that will be useful
well into their futures.
-Envision Expo is our end of the year project.
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Nomination
Permission to screen
Screening Process: Parent survey/Teacher
survey/Stanford Achievement Test/OLSAT
Test results received by campus
Campus GT Placement Committee
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-Listen to your gifted child and engage in
frequent conversations.
-Encourage goals set by the child.
-Allow your child to make lots of decisions.
-Encourage independence.
-Help your child with the need for perfectionism.
-Support your child’s interests.
-Allow your child the time to discover, to
daydream, to contemplate, to create, and to have
fun!
-Encourage and be positive through all the
changes/challenges offered to your child.
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Organizations:
Texas Association for the Gifted and Talented
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-1524 S IH 35, Suite 205, Austin TX 78704 (512) 499-8248
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National Association for Gifted Children
-1707 L St. NW Suite 550 Washington, DC 20036 (202)786-4268
The Council for Exceptional Children -1920
Association Dr. Reston, VA 20091 (703) 264-9471
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-Clark, B (1992)
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Growing Up Gifted
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-Delisle, J.D. (1987)
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Gifted Children Speak Out
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-Walker, Sally Yahake
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The Survival Guide for Parents of Gifted Kids