36 Advanced CoursesAvailable in Traditional LCS Classrooms

Grades 9-12

34 Advanced CoursesAvailable through ACCESS Distance Learning

Grades 9-12

Dual Enrollment CoursesAvailable through LCS Agreements with Colleges and Universities

Advanced CoursesGrade 8

Sample Elementary Schedule• Staff #1: CREEKSIDE (MON-FRI): 70 Total Students• 7:30- 7:45 Assigned Teacher Duty• 7:45- 11:15 3RD/4TH/5TH-Pull Out Services

• 11:20-12:00 LUNCH/PLANNING• 12:00-2:00Small Group Enrichment and Project Based Learning• 2:00-3:00 K-2/Teacher Collaboration• • Staff #2: West-Owens-Tanner: 60 Students Total• West- (MON & TUES) 20 STUDENTS• Owens- (WED & THURS) 30 STUDENTS• Tanner- (FRIDAY) 10 STUDENTS• 7:30- 7:45 Assigned Teacher Duty• 7:45- 11:15 3RD/4TH/5TH-Pull Out Services

• 11:20-12:00 LUNCH/PLANNING• 12:00-2:00Small Group Enrichment and Project Based Learning• 2:00-3:00 K-2/Teacher Collaboration• • Staff #3: Elkmont-Blue Springs-Piney: 70 Students Total• ELKMONT -(MON & TUES) 30 STUDENTS• BLUE SPRINGS (WED & THURS) 30 STUDENTS• PINEY (FRIDAY) 10 STUDENTS• 7:30- 7:45 Assigned Teacher Duty• 7:45- 11:15 3RD/4TH/5TH-Pull Out Services

• 11:20-12:00 LUNCH/PLANNING• 12:00-2:00Small Group Enrichment and Project Based Learning• 2:00-3:00 K-2/Teacher Collaboration• • Staff #4: Cedar Hill- Johnson: 60 Students Total• CEDAR HILL (MON, TUES & WED) 40 STUDENTS• JOHNSON (THURS & FRI) 20 STUDENTS• 7:30- 7:45 Assigned Teacher Duty• 7:45- 11:15 3RD/4TH/5TH-Pull Out Services

• 11:20-12:00 LUNCH/PLANNING• 12:00-2:00Small Group Enrichment and Project Based Learning• 2:00-3:00 K-2/Teacher Collaboration•

Sample Middle/High School Schedule

RtI Model for All LearnersRtI Model for All Learners< 1% of Student Population is GT< 1% of Student Population is GTServices Affect 100% of students. Services Affect 100% of students.

5%

Gifted Learners

Average & Above Average Learners

High EndLearners

StrugglingLearners

Low-end Learners

80%

15%5%

10-15%

RtI for Gifted

Differentiation in General Education

Classroom

SubjectAcceleration

Pull OutDI/Enrichment

Grade Acceleration

80%

2%

15%-18%

Use Acceleration Procedures for guidance in applying RtI for Gifted Learners.

Every School System in Alabama has ALSDE-Approved Acceleration Procedures as part of the LEA Plan for Gifted.

Alabama’s New College and Career Readiness Path

National Association of Gifted Children (NAGC) Curriculum and Instruction Standards

• A well-defined and implemented curriculum scope and sequence should be articulated for all grade levels and all subject areas.

• District curriculum plans should include objectives, content, and resources that challenge gifted learners in the regular classroom.

• Teachers should be responsible for developing plans to differentiate the curriculum in every discipline for gifted learners.

• Documentation of instruction for assessing level(s) of learning and accelerated rates of learning should demonstrate plans for gifted learners based on specific needs of individual learners.

• Gifted learners should be assessed for proficiency in all standard courses of study and subsequently provided with more challenging educational opportunities.

• When warranted, continual opportunities for curricular acceleration should be provided in gifted learners’ areas of strength and interest while allowing a sufficient ceiling for optimal learning

• Appropriate service options for each student to work at assessed level(s) and advanced rates of learning should be available

• Differentiated educational program curricula for students in pre-K–12 should be modified to provide learning experiences matched to students’ interests, readiness, and learning styles.

National Association of Gifted Children (NAGC) Social/Emotional Counseling-Career Counseling• Counseling services should be provided by a counselor familiar with

specific training in the characteristics and socio-emotional needs (i.e., underachievement, etc.) of diverse gifted learners.

• Gifted learners should be provided with college and career guidance that is appropriately different and delivered earlier than typical programs.

• Gifted learners who do not demonstrate satisfactory performance in regular and/or gifted education classes should be provided with specialized intervention services.

• A well-defined and implemented affective curriculum scope and sequence containing personal/social awareness and adjustment, academic planning, and vocational and career awareness should be provided to gifted learners.

• Underachieving gifted learners should be provided with specific guidance and counseling services that address the issues and problems related to underachievement

General Education Teacher’s Role

Identify performance standards/skills (COS)

Conduct pre-assessments Determine flexible groups Co-plan with gifted specialist

Develop/deliver differentiated lessons

Gifted Specialist’s Role

Develop/teach concept-based curriculum in

pull-out resource room Provide demonstration lessons Develop differentiation ideas Provide resources to cluster teacher Co-plan with general education teachersDesign or plan opportunities/activities that address

positive social-emotional needs and career guidance.

Possible Shared Roles by Gifted Specialist and Cluster Teacher

Develop centers for general education classrooms Curriculum compacting Develop Tiered Assignments Develop student contracts Manage independent studies Monitor student progress

Daily Gifted Instruction Schedule

AM Session 8:25-10:55

PM Session 12:00-2:35

3rd Grade

Monday AM – 33 Students/Creekside, Blue Springs PM – 20 Students/Elkmont, Tanner, WestTuesday AM – 22 Students/Cedar Hill, Johnson, Owens,

Piney Chapel PM – 2nd Grade Child Find/EligibilitiesWednesday, Thursday, Friday All Day - 2nd Grade Child Find/Eligibilities**LCS – 651 - 2nd Graders, 8 work samples each, plus

scoring and sorting for eligibility meetings

3rd & 4th GradeMonday AM – 33 /Creekside, Blue Springs PM – 20 /Elkmont, Tanner, WestTuesday AM – 22 /C. H., J., O., P. Ch. PM – 2nd Grade Child Find/EligibilitiesWednesday AM – 18 /Owens and Blue Springs PM – 5 /West Thursday AM – 15 /Cedar Hill, Johnson, Piney Chapel

PM – 6 /Elkmont, Tanner Friday AM – 15 /Creekside

PM – 2nd Grade Child Find/Eligibilities

5th & 6th GradeMonday AM – 20, 5th/Blue Springs, Owens, Piney

Chapel PM – 5, 5th/Tanner, WestTuesday AM – 14, 5th/Cedar Hill, Johnson PM – 5, 5th/ElkmontWednesday AM – 21, 5th/Creekside PM – 9, 6th/Clements, West Thursday AM – 16, 6th/Elkmont, Owens

PM – 11, 6th/Ardmore Friday AM – 5, 6th/Tanner

PM – 11, 6th/ East

7th & 8th GradeMonday AM – 9, 7th/Ardmore PM – 7, 7th/Clements, TannerTuesday AM – 14, 7th/East, West PM – 8, 8th/WestWednesday AM – 9, 7th/Elkmont PM – 16, 7th/Elkmont, WestThursday AM – 12, 8th/Ardmore, East

PM – 12, 8th/East, Elkmont Friday AM – 0, 8th/Clements, Tanner

PM – 4, 8th/ Clements, Elkmont

9th-12th GradeWeek AMonday AM – 20, 9th/Ardmore, West PM – 8, 9th/EastTuesday AM – 8, 9th/East PM – 15, 9th/Clements, ElkmontWednesday AM – 20, 10th/Ardmore, East PM – 18, 10th/Ardmore, Clements, EastThursday AM – 12, 10th/Ardmore, East, Elkmont, Tanner

PM – 22, 10th/Elkmont, Tanner, WestFriday AM – 5, 12th/Ardmore, Clements, East, Tanner

PM – 12, 12th/ East, West

9th-12th GradeWeek BMonday AM – 10, 11th/Ardmore, East PM – 22, 11th/Clements, East, Elkmont, TannerTuesday AM – 22, 11th/East PM – 13, 11th/WestWednesday AM – 1, 11th/Ardmore PM – 1, 11th/Elkmont Thursday AM – 11, 12th/Clements, Elkmont

PM – 10, 12th/West Friday AM – 9, 12th/Ardmore

PM – 4, 12th/ Ardmore, East

When do you need a center model?

• Alabama State Department of Education’s Response

• If you have limited gifted specialists that are required to travel long distances causing loss of instructional time for gifted students.

• If the ASDE found schools had “misused” gifted teachers, i.e. substitute.

Two Options

• 1. A gifted program that addresses social/emotional counseling and career guidance.

• 2. A comprehensive program that addresses curriculum/instruction, shared accountability, and social/emotional counseling and career guidance.