Developing IEPs, Math Strategies, Web Tools and Resources October 22, 2010 Critical Characteristics of the Gifted Learner On Which Differentiation Is Based Precocity Complexity Intensity Creative Conceptual Perfectionistic Joyce Van Tassel Baska 2009 Learner Char. and Corresponding Emphasis in the Curriculum
The Learner The Curriculum Precocity Advanced Content Intensity Process/product depth Complexity Issues/concepts/ The Integrated Curriculum Model
Content Skills Ideas, issues, themes across domains of learning Visual/spatial using mind maps, charts Verbal/Linguistic reading, listening, relating Logical/ Mathematical Brochure But at higher levels of
thinking Cross-Curricular Goal Example Critical Skill Timefram e By the end of grade 9 Condition when provided a model for problem solving and conferencing with teacher for each
research/PBL project phase PROCESS Behavior Evaluation Criteria with Procedure Jane will select 4 resources to plan, develop, organize and deliver a research/PBL project
as measured per project using rubric and a rating of above average or more on final product. INDIVIDUALIZED EDUCATION PROGRAM Page __ of __ _____County Schools Students Full Name __Jane Doe Date _______ PART V: ANNUAL GOALS, Part A Timeframe Condition
Behavior Evaluation Procedure with Criteria By the end of the 2009-2010 school year, given a community project of her choosing, a variety of resources and support Jane will develop an informational brochure including justifications of
statements with 100% correct grammatical and mechanical properties in writing throughout the brochure. Product By the end of the 2009-2010 school year, given a variety of resource materials, electronic and nonelectronic, and a research model
Jane will plan, develop, organize and deliver a research project, with documented sources, in-text citations to avoid plagiarism and computer-generated graphic aids. demonstrating a highest level of proficiency on a 4 level research rubric for 3 out of 4 trials. Mastery/Progress Codes (optional) (per
Grade Period) INDIVIDUALIZED EDUCATION PROGRAM Page __ of __ _____County Schools Students Full Name ___Jane Doe Date _______ PART V: ANNUAL GOALS, Part A Timeframe Condition Behavior Evaluation Procedure with Criteria By the end of the 2009-2010 school
year, given extension activities within the 7th grade social studies curriculum Jane will communicate her research effectively using spoken, written and visual language for a variety of audiences and for different purposes at the distinguished level on a teacher-made
rating scale for 4 out of 5 trials. Jane will apply the steps of a problemsolving model to complete a project or analyze a situation with the highest level of proficiency on a 4-level problem solving rubric for 3 out of 4 trials. Process By the end of the 2009-2010 school year,
given support in multidisciplinary project-based learning model Mastery/Progress Codes (optional) (per Grade Period) INDIVIDUALIZED EDUCATION PROGRAM Page __ of __ _____County Schools Students Full Name __Jane Doe Date _______ PART V: ANNUAL GOALS, Part A Timeframe Condition
Behavior Evaluation Procedure with Criteria By the end of the 2009-2010 school year, given access to distance learning and facilitation by the gifted specialist Jane will complete an on-line Algebra 1 course
demonstrating mastery of the course objectives on an end-of-course exam. given printed texts from current real-life issues and concerns, and focusing on key concepts and principles Jane will use graphic organizers and visualization techniques to interpret information (e.g.,
charts, graphs, diagrams, non-verbal symbols) By the end of the 2009-2010 school year, Content Above-grade level? demonstrating completion of 100% of items on a teachermade checklist for 4 out of 4 . Mastery/Progress
Codes (optional) (per Grade Period) INDIVIDUALIZED EDUCATION PROGRAM Page __ of __ _____County Schools Students Full Name __Jane Doe Date _______ PART V: ANNUAL GOALS, Part A Timeframe By the end of the 2010-2011 school year, By the end of the 2010-2011 school year, Condition
Given/using Behavior Jane will Evaluation Procedure with Criteria Mastery/Progress Codes (optional) (per Grade Period) Services Special Education Services - a change to the content of the general education curriculum due to the nature of a students exceptionality or the unique needs arising from the students exceptionality.
Generally, two categories: Acceleration Enrichment INDIVIDUALIZED EDUCATION PROGRAM Page ____ of ____ County Schools Student's Full Name: Susie Smith Date: _______________ PART VII: SERVICES Part IX: Services A. Supplementary Aids, Services /
Program Modifications Behavior intervention support plan Location of Services Across all educational environments Extent/Frequency _____ per _____ Daily Weekly Monthly During formal testing Initiation
Date m/d/y 527/2010 Duration m/y 5/22/2011 Location of Services B. Special Education Services Direct / Indirect General Education Environment = GEE Special Education Environment = SEE
Other = _________ Extent/Frequency _____ per _____ Initiation Date m/d/y Duration m/y RLA Enrichment Math Enrichment Science Enrichment Social Studies Enrichment Direct Indirect Indirect
Indirect GEE GEE GEE GEE 30 10 10 10 min./day min./week min./week min./week 5/27/2010 5/27/2010 5/27/2010
5/27/2010 5/22/2011 5/22/2011 5/22/2011 5/22/2011 Math Acceleration Direct SEE 30 min./week 5/27/2010 5/22/2011 Initiation
Date m/d/y Duration m/y Location of Services C. Related Services Direct / Indirect General Education Environment = GEE Special Education Environment = SEE Other = _________ Extent/Frequency _____ per _____
Services Direct Services (by the special educator): Pull out to Resource Room (SEE) Special Classes (SEE) Direct Instruction by the Gifted Specialist in the General Classroom (Co-Teaching) (GEE) Independent Study Mentorship Distance Learning (Gifted Education teacher as facilitator) Technology Telecommunication Seminars Services Indirect Services: Consultation WV Policy 5202 states: 126-136-19.2 Consultative Special Education Teacher. A special education teacher may serve in a consultative role to content
certified and highly qualified general education teachers who are providing direct initial instruction to special education students. The consultative special education teacher is not the teacher of record for students to who s/he is providing services. Does not confer the grade. Services Consultation (continued) To confer a grade: If the special education teacher of gifted education does not hold the appropriate content specialization, a formal procedure must be developed to show collaboration and inclusion between the special education teacher and the general education instructors who are the teachers of record and who are conferring the grade. The mere presence in the classroom is not a formal procedure to show collaboration. Environment
Placement Options: General Education: Full-Time (80-100%) General Education: Part-Time (40-79%) Special Education: Separate Class (0-39% in general education) Overall Gifted Programming Does it: Provide for academic progress Remediate academic weakness Enhance psychological adjustment Provide socialization Math Strategies for Deeper Thinking Finding Patterns
Developmental Phases Developmental Phases Developmental Phases Developmental Phases 4. Induction: Moving from an example to a theory that explains all examples; reasoning from the particular to general. If you inscribe a triangle in a circle so that one leg lies along the diameter of the circle, it seems to be a right triangle. You might Game Frayer Model
Rubric Three of These Things Belong Together Begin With Manipulatives to Create a Growing Pattern Pattern Number 1 2 3 4 5 6 7 Number of Squares Used
1 3 6 10 . . . Explain in words how you would find the 8th triangular number. Find a formula for the nth triangular number. n = a (a+1) 2 Dana Johnson, [email protected]wm.edu College of William Describing Functions and Their Graphs Three situations and two graphs are given below. Match each graph
to the situation that it represents. Situation 1: A car is driving down the street and runs into a tree. Situation 2: Water is draining from a bathtub. Graph A Graph B Label the axes of the graphs with appropriate units. Dana Johnson, [email protected] College of William From Inductive Reasoning To Proof
Math Algebra Other Math Skills: Numbers and Operations Geometry Measurement Data and Probability From Inductive Reasoning To Proof These two arguments are constructed for this statement: Every odd whole number is the sum of two consecutive whole numbers. Student A: 1=0+1 say, 3=1+2 it is 5=2+3 7=3+4 9=4+5
Student B: Take any odd number, 17. Because 17 is odd, an even number plus 1. 17=16+1= 8+8+1= 8+9 systematic way I tried the first five Student B developed a to produce it clearly works! alland cases.
Yoppidea. (2010). From Inductive Reasoning Student A may not holdDavid a key to Proof Mathematics Teaching in The Middle Analytical Reasoning Example 1 Sales manager Phil Forrester is trying to put together a sales team to cover the Los Angeles area. His team will consist of four members two experiences and two new salesmen. Sam, Fred, Harry and Kim are the experienced salesmen. John, Tim and Dom are new. Sam and Fred do not work together. Tim and Sam refuse to work together. Harry and Dom cannot work together. Question 1. If Sam is made part of the team, the following must be the other members: A. John, Tim, Dom
B. John, Dom, Kim C. Tim, Harry, Kim D. Dom, John, Fred E. John, Dom, Harry From http://arapaho.nsuok.edu/~weaverca/lawanal.htm Project Ideas Handout Law Web Site Logic Web Sites http://www.logicpuzzles.org/ ACT Practice Sites Resources New Online IEP Form: http://wvde.state.wv.us/osp/forms.html Policy 2419 at http://wvde.state.wv.us/policies.html Resources for teachers at http://wvde.state.wv.us/osp/gifted.html Johnson, Dana [email protected] College of William and Mary Pink, Daniel (2006) A Whole New Mind, Riverhead Books Published by the Penguin Group. New York, NY
Tomlinson, Carol Ann, & Doubet, Kristina (2006) SMART in the Middle Grades, Westerville, OH, National Middle School Association Van-Tassel-Baska, Joyce (2003) Content-Based Curriculum for HighAbility Learners, Waco, TX, Prufrock Press, Inc.
