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THE CHALLENGE PROGRAM at REDDING ELEMENTARY SCHOOL. PROGRAMMING IN REDDING. PHILOSOPHY
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THE CHALLENGE PROGRAM at REDDING ELEMENTARY SCHOOL
PROGRAMMING IN REDDING PHILOSOPHY Academically gifted students possess extraordinary learning ability and perform at levels exceeding that of their same-age peers. In order to realize their potential and reach the highest level of learning of which they are capable, they require educational opportunities in addition to those provided in the regular classroom. At RES this shall be accomplished in an environment that will make it possible for these students to interact with peers of similarly high ability.
PROGRAM GOALS The goal of Challenge is to provide a program for students identified as academically gifted. It is designed to support student learning and growth by: Helping students to acquire advanced level content knowledge. advanced critical and creative thinking skills. Encouraging the production of complex products based on areas of interest which reflect students’ gifted abilities. Exposing students to learning in a small group environment with peers of similar ability and achievement.
Gifted Identification and Gifted Programming in Connecticut The Connecticut state regulations require that “each board of education provide identification, referral and evaluation for gifted and talented children.” While identification is mandated under state law, programming is not required by law. Bureau of Teaching and LearningConnecticut State Department of Education
Gifted Identification and Gifted Programming in Connecticut “Gifted and talented” means a child identified by the Planning and Placement Team (PPT) as: (1) possessing demonstrated or potential abilities that give evidence of very superior intellectual, creative or specific academic capability. (2) needing differentiated instruction or services beyond those being provided in the regular school program in order to realize their intellectual, creative or specific academic potential. The term shall include children with extraordinary learning ability and children with outstanding talent in the creative arts as defined by these regulations. Bureau of Teaching and LearningConnecticut State Department of Education
What does this mean for Redding Elementary School? Connecticut law provides all school districts with a state-wide definition of gifted and talented students. Each school district in the state of Connecticut is mandated to identify the top 5% of the district’s population in grades K-12 as gifted and talented. Individual school districts determine: The criteria for identification. Whether or not to provide a program. How children will receive services.
Criteria for Identification At Redding Elementary, student identification is based on demonstrated ability and achievement in language arts and/or mathematics. The identification process is on-going and uses multiple measures over time to identify students. The emphasis is on both objective and subjective criteria including student performance as measured by standardized assessments, district assessments, performance-based assessments, and report cards.
LEVEL 1: All second grade students are considered during this screening phase. Eligibility is established by: Exemplary performance on the performance-based assessments in language arts or math. A rubric is used to score student work. A Student Ability Index (SAI) in the superior range on the Otis-Lennon School Ability Test. This would be a score of 138 or above. Parent, teacher, or other certified staff member nomination. Teacher nomination requires the completion of the teacher rating form (observed behaviors specific to academically gifted students). Parent nomination requires the completion of the parent checklist of gifted behaviors and written permission for their child to participate in additional testing. Students may also self-nominate.
Potential candidates will then be invited via letter to participate in the Level 2 screening process. Parents must provide written permission for their child to participate in additional testing. LEVEL 2: Nominated second grade students take achievement tests in reading and math concepts. They also take a verbal and quantitative ability test. These additional tests are out-of-level. • Students who are highly able often “top out” on a test designed for their chronological age and grade. Administering a more difficult test that includes appropriately difficult items provides a better measure of a child’s ability.
Standardized test scores, district assessments, performance-based assessments and report card evaluations are used to determine eligibility. Final evaluation and identification of candidates is made by the Challenge Program Screening Committee at a Planning and Placement Team meeting. Parents of all students who have participated in the screening process will receive written notification of the committee’s decision.Members of the Screening Committee include classroom teachers, a building administrator, the school psychologist, and the Challenge and Enrichment teachers.
PROGRAM DESCRIPTION Language Arts There are two components to the language arts program, Dimensions and Quest. Dimensions students are those identified as academically gifted. Quest students are highly able readers and writers who perform at a level considerably higher than same-age peers. In both, participation is year-long. Instruction is aligned with classroom content through curriculum extensions with student progress being assessed and reported to parents. Students in third and fourth grade receive instruction in a pull-out program. Students will participate in a program that includes: -Opportunities for independent study. -Extensions of the regular classroom curriculum as appropriate.
PROGRAM DESCRIPTION Mathematics Students identified as academically gifted in math will meet with the Challenge teacher daily during their scheduled math time. The Challenge teacher will be responsible for the delivery of math instruction and will cover all grade level curriculum standards differentiated to meet student learning needs. Emphasis is on problem solving and tasks requiring advanced application of content and skills.
No student will demonstrate all the traits on lists of characteristics of gifted learners, nor will a trait be evident all the time, but a student showing a significant number of them could have exceptional potential. Rebecca L. Mann Department of Educational StudiesPurdue University
Some Characteristics of Gifted Learners • Advanced vocabulary for age. • Outstanding memory, large storehouse of information. • Curious, asks endless questions. • Has many interests, hobbies, and collections. • May have a “passionate interest”. • Intense, gets totally absorbed. • Motivated if interested, resists other work. • Reluctant to change subjects. • Comfortable with abstract thinking. • Perceives subtle cause and effect relationships. • Prefers complex and challenging tasks. • Can “track” two or more things at once. • Grasps quickly, then resists doing the work. • Comes up with a “better” way. • Sensitive to beauty, feelings, and emotions. • Advanced sense of justice and fairness. • Aware of global issues. • Sophisticated sense of humor. • Transfers concepts to new situations. • Sees unobvious relationships. • May prefer the company of adults. • May prefer to work alone. • Bossy in group situations. • Needs to constantly share all s/he knows. Compiled by Rebecca L. Mann Department of Educational StudiesPurdue University
Consider bright learners versus gifted learners Bright Learners Gifted Learners Asks the questions Is highly engaged Discusses in detail, elaborates Beyond the group Shows strong feelings and opinions 1-2 repetitions Constructs abstractions Draws inferences Initiates projects Is intense Creates a new design Enjoys learning Manipulates information Inventor Thrives on complexity Is highly self-critical Knows the answers Is attentive Answers the questions Top group Listens with interest 6-8 repetitions Understands ideas Grasps the meaning Completes assignments Is receptive Copies accurately Enjoys school Absorbs information Able technician Enjoys straight forward sequential presentation Is pleased with own learning Adapted from presentation by Dr. Joyce Van Tassel-Baska The Center for Gifted Education, School of Education College of William and Mary
