April N. Coleman, M.A., University of Alabama

Building a BRIDGE Between Gifted and General Education: An Effective Consultation and Differentiation Training Program

April N. Coleman, M.A., University of AlabamaLori C. White, M.A., Tuscaloosa County School System, AL

Session Overview & Goals Targeted audience:

◦ Gifted specialists or coordinators who consult with general education teachers

◦ General education teachers seeking to meet the needs of high ability learners◦ Administrators searching for ways to organize and deliver effective

consultative services on a budget

Goals: Provide participants with practical, cost-effective strategies for Building Relationships in Developing Gifted Education (BRIDGE), including◦ Modules for monthly in-service training on differentiated instruction◦ Plan for consulting with general education teachers◦ Strategies for identifying primary gifted students from diverse socioeconomic

backgrounds.

Present data-based results from the pilot year of BRIDGEApril Coleman and Lori White, 2010

INTRODUCTION

April Coleman and Lori White, 2010

BRIDGE is… An acronym for the elementary gifted consultation program for the

Tuscaloosa County School System:◦ Building Relationships In Developing Gifted Education

A sub-component of the larger district-wide elementary gifted program, TARGET (Team Action & Resources for Gifted Education in Tuscaloosa).TARGET serves identified G/T students in grades 3-5 in its center-based

program at Sprayberry Education Center.8 gifted specialists teach 4 days a week and consult one day a week.A team approach is taken to teaching, planning, and consulting.

Currently in its third year (started in 2008).

A work in progress!April Coleman and Lori White, 2010

Components of BRIDGE1. Professional development for 1st/2nd grade teachers2. Consultation between gifted specialists and 1st/2nd

grade teachers3. Identification of 2nd grade students of diverse

backgrounds and socioeconomic status


BRIDGE Components

Professional Development Consultation Student

Identification

By the Numbers…

8 gifted specialists(teachers with gifted ed. certification)

16 elementary schools

410 identified G/T students (3rd-5th grades)

40 general education teachers (1st-2nd grades) attend trainings

80 2nd grade classes participate in child find

16,000+ students system-wide (K-12)

0 gifted coordinators

$0 state money earmarked for gifted ed.(Materials purchased with special education $)


By the Numbers…Tuscaloosa County:

◦2009: Population was estimated at 184,035.

◦Second-largest in the state in terms of area (trailing only Baldwin County)

◦Sixth-largest in terms of population

◦Distance between 2 farthest county schools: East/West – 32 miles North/South – 30 miles


A Brief History As of 2007, TARGET had little to no interaction with general

education teachers.

As part of a gifted specialist’s Ed.S. coursework and State Department recommendations, a three-year plan was developed for TARGET to… ◦ Institute consultative services.◦ Provide professional development for general education teachers.◦ Adopt cluster grouping as a district-wide recommendation.

Through multiple team meetings between gifted specialists and administrators, BRIDGE was born! Many components of the three-year plan were modified into a realistic plan for implementation.


Main Resources Used


PROFESSIONAL DEVELOPMENT


BRIDGE Components


Identification

Professional Development Overview Year One (2008-09):

◦ Attended faculty meetings at each school to introduce the BRIDGE program.

◦ Pilot workshop with teachers at one school Topic: General Differentiation Methods

Year Two (2009-10):◦ Monthly in-service workshops with 1st and 2nd grade teachers (Group A)

from all schools◦ Various topics related to differentiating instruction and meeting needs of

gifted and high ability learners

Year Three (2010-11):◦ Continued monthly in-service workshops with 1st and 2nd( grade (Group B)

teachers from all schools.


ParticipantsCluster Teachers◦These teachers had three or more identified

gifted students in their classroom.◦Note: Some schools adopted the practice of

cluster grouping, under the recommendation of the Assistant Superintendent for Curriculum & Instruction.

All other 1st and 2nd grade teachers with identified gifted students


Format of Workshops All were held during the school day at a central location.

Multi-faceted modes of information delivery:◦ PowerPoint◦ Video◦ Skits/Monologues/Stories◦ Modeling strategies

Content targeted to participants’ needs and interests

Active engagement of participants◦ Application activities for each topic◦ Frequent opportunities for communication and collaboration ◦ “Make-and-takes” – Lots of free, practical resources!◦ End of the semester “share fair” of educators’ ideas.


Monthly Workshop Topics1. Differentiation 101 & Curriculum

Compacting2. Learning Contracts & Extension Menus 3. Higher Level Questioning & Interest Centers4. Bibliotherapy & DEP Creation (Differentiated

Education Plan)5. Integrating Technology & Share Fair 6. Practical Strategies for integrating Social

Studies and Science


Additional ResourcesNumerous web links, presentations, and print

resources are posted on the BRIDGE wiki.◦http://targetbridge.wikispaces.com

Wiki pages related to workshop topics:◦Differentiation Resources ◦Extension Menus ◦Forms ◦ Learning Centers ◦Presentations


http://targetbridge.wikispaces.com/

http://targetbridge.wikispaces.com/Differentiation+Resources

http://targetbridge.wikispaces.com/Extension+Menus

http://targetbridge.wikispaces.com/Forms

http://targetbridge.wikispaces.com/Learning+Centers

http://targetbridge.wikispaces.com/Presentations

Follow-up SurveyWe developed an online Survey using Survey

Monkey, in order to assess teachers’ knowledge and perceptions following the training, as well as gain general feedback of teachers’ perceptions.

At the last workshop, all teachers

completed the survey. Results were analyzed and used to plan and improve future trainings.


http://targetbridge.wikispaces.com/Survey

Professional Development: What We Learned & Suggestions for Improvement

Cluster teachers are crucial! Keep dates and times consistent◦ For example, the first Friday of every month.◦ 2nd grade teachers morning/ 1st grade teachers afternoon.

Teachers love practical resources and opportunities to discuss & interact!

Gradual implementation of schools. ◦Start with most enthusiastic and slowly bring

stragglers on board!


CONSULTATION


BRIDGE Components


Identification

Consultation Overview Year One (2008-09):

◦ 4 gifted specialists (GS) taught 2nd grade child find lessons in each district classroom.

◦ Each GS traveled to a minimum of 4 schools, one day a week.◦ Remaining time was left for informal consultation with teachers in

each classroom. Year Two (2009-10):

◦ 6 GS traveled to schools one day a week (Wednesday)◦ 3 consulted with teachers.◦ 3 taught 2nd grade child find lessons.

Year Three (2010-11):◦ 8 GS travel to schools one day a week (Friday) ◦ All 8 GS provide consultation and child find services.◦ GS team together to cover the classrooms.


Management TipsMemo sent to all administrators and teachers

with a preview of expectations for the consultation program.◦Sent in advance of any actual visits◦Helps to get everyone “on the same page”

Calendars created at beginning of school year to plan visits.◦Co-created by GS and classroom teachers◦Schedules are flexible and changes are made as

needed


Consultation: What We Learned & Suggestions for Improvement

GS Colleagues Be prepared for

resistance! Conduct monthly

meetings to be sure team members are on the same page

Everyone should travel on the same day.

Train the trainers and work in teams.

Ownership is key!

Classroom Teachers If possible, start

slowly….most enthusiastic first!

Rapport with teachers is your most important focus!

Cater to the needs of the teachers.

Communicate via email on a regular basis.

Document, document, document…

April Coleman and Lori Wite, 2010

2ND GRADE CHILD FIND:IDENTIFICATION OF GIFTED STUDENTS FROM DIVERSE BACKGROUNDS


BRIDGE Components


Identification

What is the 2nd Grade Child Find?Direct services for gifted and talented children begin in

3rd grade through the TARGET program.

According to the Alabama State Department of Education regulations, all districts must conduct a second grade child find to identify gifted students.

This procedure involves consideration of multiple criteria, including:◦ Academic achievement◦Work samples demonstrating critical thinking◦Work samples demonstrating creative thinking


Changes to Child Find ProceduresBefore BRIDGE:◦ All 2nd grade teachers taught specified lessons and collected

and identified students who demonstrated potential gifted characteristics.

◦ These students were then referred for further testing, administered by a teacher.

After BRIDGE:◦ Gifted specialists teach lessons to solicit work samples, as

well as introductory lessons to provide students practice in using creative and critical thinking skills.

◦ Gifted specialists evaluate and score the samples.◦ Gifted specialists administer screener IQ tests to students

who demonstrate gifted behaviors.


Child Find OverviewIntroductory Lesson:◦ Productive Thinking Talent – Introduction to brainstorming◦ Provides students a chance to “practice” using creative

thinking skills, many for the first time in this manner.

Work Samples Solicited During Lessons:◦ Creative Thinking: Transformation Drawing created using

Productive Thinking Talent to think of many, varied, unusual ideas (Talents Unlimited Model)

◦ Critical Thinking: Figural Analogies◦Writing: Bertie Kingore’s “Animals…” prompt is used to

solicit writing samples.


Child Find Overview: Lesson Schedule

1. Introductory Productive Thinking Lesson (one squiggle line)

2. Productive Thinking Lesson Two (two squiggle lines)3. Productive Thinking Lesson Three (four squiggle

lines) combined with Writing Lesson 1 (write a story about your drawing)

4. Figural Analogies Lesson (“Building Thinking Skills Book One” from Critical Thinking Press)

5. Writing Lesson 2 (Bertie Kingore’s “Animals Should Definitely Not Wear Clothes” )


Student Identification: What We Learned & Suggestions for Improvement

Organization is your friend. Be flexible in your scheduling! Consistency is crucial.When possible, score as you go.Samples should be scored as a team.Develop and use rubrics for scoring.Use introductory lessons. Encourage teachers to do pre-activities.


For More Information Visit http://targetbridge.wikispaces.com

to view the website used to organize BRIDGE training information and materials.

Contact us:April Coleman: [email protected] White: [email protected]


http://targetbridge.wikispaces.com/

mailto:[email protected]

mailto:[email protected]

Documents

April N. Coleman, M.A., University of Alabama