Welcome to Gleneagles T.A.L.O.N.S. Program (The Academy of Learning for Outstanding, Notable Students) Note: This Power Point presentation will be posted onunder Programs of Choice, TALONS, in a few days Imagine Learners actively engaged in directing their learning enthusiastically volunteering in the community not just studying.. but learning in an accelerated, compacted, telescoped, honours and enriched program It gives me a chance to be in an environment that allows me to work at another level. TALONS Learner Who is eligible? You must be an identified gifted, grade 8 learner with CTCS or psycho-ed. testing results and anecdotal evidence to support this identification You must be an identified gifted, grade 8 learner with CTCS or psycho-ed. testing results and anecdotal evidence to support this identification Have a current IEP Have a current IEP Live in our district #43 Live in our district #43 Note: Even though you may have been attending school in Coquitlam for the past few years, if you do not live in our district you are not eligible to apply. Our program has far more applicants than spaces so we cannot accept applicants who live outside our district. Note: Even though you may have been attending school in Coquitlam for the past few years, if you do not live in our district you are not eligible to apply. Our program has far more applicants than spaces so we cannot accept applicants who live outside our district. Definition of gifted Definition of gifted " A student is considered gifted when she/he possesses demonstrated or potential abilities that give evidence of exceptionally high capability with respect to intellect, creativity, or the skills associated with specific disciplines. Definition Continued Students who are gifted often demonstrate outstanding abilities in more than one area. They may demonstrate extraordinary intensity of focus in their particular areas of talent or interest. Learners in Action Giftedness: However, they may also have accompanying disabilities and should not be expected to have strengths in all areas of intellectual functioning" Source: BC Ministry of Education Special Education Services, 2006 Areas Important for Gifted Education: The Ministry of Education's mission statement promotes an education system which enables "all learners to develop their individual potential." For gifted students this requires opportunities to develop in ways which may far exceed expected learning outcomes for their age. All students are entitled to equal access to learning and achievement. We provide this access by placing exceptional students in the most enabling learning environment possible. We must consider this same principle when programming for gifted students. This is an interesting time to be teaching gifted students. New initiatives are giving educators greater freedom to individualize programs and to make the learning environment dynamic and relevant. Among the initiatives that have positive implications for gifted and talented students are: - personal planning at all levels, - work experience and career development at the graduation level, - increased use of computer technology, - opportunities to challenge courses at the graduation level, and - opportunities to take independent-directed studies. Source: A few more terms: Accelerated Enriched Telescoped Honours Compacted In general, TALONS learners go more in depth, learning some curriculum for upper, senior grade levels, with more challenging assignments and a faster learning pace. The learners benefit from being around other gifted learners. We get each other! The TALONS learners will attend school alongside regular students for part of the day. BC Personalized Learning Personalized learning for every student in BC: Under the Plan, teachers, students and parents will work together to make sure every students needs are met, passions are explored and goals are achieved. This means student-centered learning thats focused on the needs, strengths and aspirations of each individual young person. Students will play an active role in designing their own education and will be increasingly accountable for their own learning success. Its all about putting students at the centre of education. That means giving teachers and schools the flexibility to make sure each student is well served by their educational program. Each student is unique and our education system will support each students interests and ways of learning. Source: Why Gleneagle? Have interested teachers School supported a similar program in the past program in the past Great local access to community for projects (i.e. within walking distance) Programs history at Gleneagle means a big alumni component Centrally located in school district. Close to main bus transfer station. Introducing TALONS A three to four year program for Grade 9 & 10 & 11 & 12 learners who qualify for gifted programmingA three to four year program for Grade 9 & 10 & 11 & 12 learners who qualify for gifted programming A unique program that serves School District #43A unique program that serves School District #43 The Academy of Learning for Outstanding, Notable Students Addresses the unique needs of gifted learners by accelerating, compacting and telescoping curricula in English, Social Studies, Math and Science.Addresses the unique needs of gifted learners by accelerating, compacting and telescoping curricula in English, Social Studies, Math and Science. Academically challenging and rigorousAcademically challenging and rigorous Uses state-of-the-art strategies for engaging gifted learnersUses state-of-the-art strategies for engaging gifted learners Learner-centered: learners areLearner-centered: learners are responsible for the development, implementation and assessment of their own learning TALONS Follows the Autonomous Learner Model (ALM) by George Betts Responsibility for learning is placed on the learnerResponsibility for learning is placed on the learner Emphasis on emotional, social and cognitive developmentEmphasis on emotional, social and cognitive development Self-esteem and social skills are enhancedSelf-esteem and social skills are enhanced What does the Autonomous Learner Model look like? The Autonomous Learner Model contd Learning is cross-disciplinary Learning is cross-disciplinary Learners develop a wider area of basic skills Learners develop a wider area of basic skills Content emphasizes major themes, problems, issues and ideas Content emphasizes major themes, problems, issues and ideas Mentorships provide adult role-modeling, active support and individual instruction Mentorships provide adult role-modeling, active support and individual instruction Varied and diverse responses are sought Varied and diverse responses are sought Learners develop new and unique products Learners develop new and unique products Assessment of self development and of learner-created products are necessary and worthwhile Assessment of self development and of learner-created products are necessary and worthwhile Curriculum is differentiated by learner and teacher Curriculum is differentiated by learner and teacher Curriculum is based on interests and passions of learner Curriculum is based on interests and passions of learner Students need experiences which allow them to become life-long learners Students need experiences which allow them to become life-long learners NEW TALONS OPPORTUNITIES 1. Provide more courses for gifted learners in grade Provide additional autonomous learner model programming for grade 11 and 12 gifted learners 3. Leadership courses are optional. They require many hours after school, lunch time, evening and weekends. -Leadership 10 in grade 9, leadership 11 in grade 10 and leadership 12 in grade 11 or 12. 4. Add more core subjects to the TALONS program: Mathematics 11T, Chemistry 11T, Biology 11T, Social Studies 11T and English 11T 5. Easier for learners to leave or join the program. Courses are completed in one semester. 6. Option to complete various Independent Directed Studies e.g. Big History in grade 10. IDS 10: Big History Interdisciplinary Studies Can your students see the "big picture?" With the Big History Project, a free, open, Common Core-aligned course. students synthesize complex information, and better understand people, civilizations, and the world we live in. What does it look like? Part 1 Year 1 English 9 Honours Socials 9 Honours Science 9 Honours Math 9 Honours* Leadership 10 (optional: by application) Year 2: any combination from the list below: English 10 Honours Socials 10 Honours Science 10 Honours Math 10 Honours* You must choose at least two blocks with Ms. Mulder to be able to add leadership 11 as an extra course. * Option to accelerate math TALONS in grade 11 and 12 Can choose from: Math 11 TALONS Biology 11 TALONS Chemistry 11 TALONS Leadership 11 and 12 TALONS IDS 11 and 12 TALONS English 11 TALONS Socials 11 TALONS Philosophy 12 What else does Gleneagle offer the grade 11/ 12 gifted learner? Calculus 12AP, Psychology 12AP Calculus 12AP, Psychology 12AP (depends on student interest and teacher availability!) Philosophy 12 Board and Ministry Authorized Philosophy 12 Board and Ministry Authorized Independent Directed Studies Independent Directed Studies and many other outstanding courses in the elective areas and many other outstanding courses in the elective areas Support from Gifted Contact teacher Support from Gifted Contact teacher What else is available in grade12? Graduate early (one year or one semester) or take additional courses Graduate early (one year or one semester) or take additional courses Start taking university/ college credit courses while still in high school: Concurrent Studies Start taking university/ college credit courses while still in high school: Concurrent Studies Peer mentoring current Talons learners: Peer Tutoring 11 and 12 Peer mentoring current Talons learners: Peer Tutoring 11 and 12 Academic Standards All courses are at honours, compacted, telescoped and accelerated level All courses are at honours, compacted, telescoped and accelerated level Work in quads Work in quads Have choices in how learning is represented Have choices in how learning is represented Teachers act as facilitators Teachers act as facilitators More opportunities to explore topics in depth More opportunities to explore topics in depth More emphasis on creativity, critical thinking and problem solving More emphasis on creativity, critical thinking and problem solving Learners write their own IEPs Learners write their own IEPs Frequent contact with child and parents to address progress in program Frequent contact with child and parents to address progress in program *Math Acceleration 1. Orientation: i. Understanding concepts of giftedness, talent, intelligence, & creativity ii. Group building activities: e.g. quads, ice-breakers, Fall retreat iii. Self/personal development: e.g. eminent person study (Socials/ English). iv. Program & school opportunities & responsibilities: e.g. Plan Info night, June orientation for incoming TALONS 1 ii. Fall Retreat (if taking leadership 10) 1 ii. Fall Retreat (if taking leadership 10) Work in committeesWork in committees Learners take care of most detailsLearners take care of most details Plan, implement and evaluatePlan, implement and evaluate Opportunities to put theory into practiceOpportunities to put theory into practice Work as a groupWork as a group Getting to know one anotherGetting to know one another Leadership in actionLeadership in action 2015 Grade Nine Retreat Camp Capilano 2. Individual Development in all core courses i. Inter/intra personal learning skills ii. Technology iii.College/ University Career Explorations iv. Organizational skills v. Productivity 2i. Individual Development Inter/intrapersonal Profiles of learnersProfiles of learners Six selvesSix selves Needs assessmentNeeds assessment IEPIEP Interpersonal skillsInterpersonal skills Learning Skills Creative thinkingCreative thinking Critical thinkingCritical thinking Problem-solvingProblem-solving Decision makingDecision making Future thinkingFuture thinking Inter/intrapersonal Standards Develop a positive self-conceptDevelop a positive self-concept Comprehend own abilities in relationship to self and societyComprehend own abilities in relationship to self and society Develop skills to interact effectively with peers, siblings, parents and other adultsDevelop skills to interact effectively with peers, siblings, parents and other adults Integrate activities which facilitate the cognitive, emotional, social and physical developmentIntegrate activities which facilitate the cognitive, emotional, social and physical development Develop and enhance social/ group skillsDevelop and enhance social/ group skills Self-esteem is encouraged and facilitatedSelf-esteem is encouraged and facilitated Hanging out! 2. ii and iii Individual Development ii. Technology Laptops, IpadsLaptops, Ipads Internet: Blogs, wikis, google docs,Internet: Blogs, wikis, google docs,Powerpoint, PreziPowerpoint, Prezi Multi-media: DVD, videosMulti-media: DVD, videos Long distance Learning: Online coursesLong distance Learning: Online courses iii. University and Career involvement Explorations - InternetExplorations - Internet Investigations - speakers, mentors for in- depthInvestigations - speakers, mentors for in- depth Visiting UBC or SFUVisiting UBC or SFU TALONS laptop and iPad cart 2. iv and v. Individual Development Cont iv. Organizational skills Goal setting: IEPGoal setting: IEP Short-term/ long-term.Short-term/ long-term. Time management: planners, Iphone, Sharepoint site calendar, announcements at beginning of classTime management: planners, Iphone, Sharepoint site calendar, announcements at beginning of class Life Management: formsLife Management: forms v. Productivity Passion learning:Passion learning: Eminent Person/Mini- investigations Eminent Person/Mini- investigations Project planning: (field)trips, speakers, subject-basedProject planning: (field)trips, speakers, subject-based Speaking/ writing: Eminent speech, blogs etc.Speaking/ writing: Eminent speech, blogs etc. Self/ Project Assessment: subject-based, in-depth, eminent personSelf/ Project Assessment: subject-based, in-depth, eminent person Group Projects World Building Peer teaching 2. Individual Development i., iv. and v. Eminent Person Study someone eminent who reflects qualities and interests similar to learner Study someone eminent who reflects qualities and interests similar to learner Interview an expert on eminent person Interview an expert on eminent person Prepare and present a speech Prepare and present a speech Plan and display a learning centre on the Night of the Notables. Plan and display a learning centre on the Night of the Notables. Plan the evening for guests: invitations, food, alumni, electronics, set up and take down Plan the evening for guests: invitations, food, alumni, electronics, set up and take down Getting ready Learning Centre Props Presenting learning centre Who am I? 3. Enrichment i. Explorations ii. Investigations In leadership courses only!: iii. Cultural activities iv. Community service learning v. Adventure trip 3 i. Explorations Snowshoeing at Mt. Seymour Visiting BCIT Woodlot 3 ii. Investigation Past Examples: 1.Environmental Issues Investigation 2.Slam Poetry 3.Genetics related issues 4.Song writing 5.Johari Window 3 iii. Cultural Events (in leadership course) Learners plan and organize cultural visits for one anotherLearners plan and organize cultural visits for one another Opportunity to integrate community into learningOpportunity to integrate community into learning Attend plays, operas, films, dinners, concerts, plays, musical theatre etc.Attend plays, operas, films, dinners, concerts, plays, musical theatre etc. Share interests and passions with othersShare interests and passions with others Opportunities to see each other performOpportunities to see each other perform Sampling of cultural events Vancouver OperaVancouver Opera Bard on the BeachBard on the Beach Dinners: e.g. Japanese, Indian, Mexican, ItalianDinners: e.g. Japanese, Indian, Mexican, Italian Vancouver LibraryVancouver Library Science WorldScience World City Cultural CrawlCity Cultural Crawl Granville IslandGranville Island Escape RoomsEscape Rooms The DebatersThe Debaters Cultural Crawl, Union Restaurant and Science World Visit 3. iv. Community Service Learning (in leadership course) Learners choose community service learning projectsLearners choose community service learning projects Choose projects in new areas of learningChoose projects in new areas of learning 10 hours of volunteering for leadership 1010 hours of volunteering for leadership 10 Plan project, register project, get necessary equipmentPlan project, register project, get necessary equipment Make phone callsMake phone calls Make a difference in communityMake a difference in community Scott Creek Linear park Invasive Plant Removal Tree Planting Renewable Energy Display and Craft at Science Fair Fun Run Fundraiser Leadership projects Example: Bottle Drive for Canadian Cancer Society 3 v. Adventure Trip (in leadership course) Work in committees Participate in practices to get ready for physical component of trip Take lessons: e.g. kayaking, canoeing certification, first aid Approximately five days long: camping, cooking meals Wilderness safety: proper gear, proper clothing Low impact approach: ecological foot printing Integrate curriculum: First Nations, biology 11, social studies, nutrition, budgeting etc. Outside comfort zone: physical challenge Problem-solving, communication Canoeing and Kayaking Lessons Food preparation Visiting the Mining Museum, hiking the Stawanus Chief, overnight backpack to Levette Lake 4. Seminars Learners working in small groups to research and present on a topic 4. Seminars Learners working in small groups to research and present on a topic i. Futuristic ii. Problematic iii. Controversial iv. General Interest v. Advanced knowledge Presenting lessons 5. In-depth studies long-term small group or individual in-depth study i. Individual projects e.g. science investigation, TED Talks (grade 9 science final exam), one semester long in-depth ii. Group projects e.g. Environmental Issues Investigation, teach class lessons (e.g. Poetry Slam, Astronomy, Essay skills) iii. Mentorships e.g. eminent and in-depth iv. Presentations e.g. eminent and in-depth v. Self/ peer/teacher assessment In-depth study IDS (in flex blocks) Explore passion, interest, skill in-depthExplore passion, interest, skill in-depth Work with mentor in area of expertiseWork with mentor in area of expertise One semester durationOne semester duration Complete learning contractComplete learning contract Complete progress with edu-blogs bi-weeklyComplete progress with edu-blogs bi-weekly Evening of celebration to share learningEvening of celebration to share learning Invite alumni from past yearsInvite alumni from past years Plan the evening: invitations, food, MCs etc.Plan the evening: invitations, food, MCs etc. Autonomous Learner Standards and summary Develop more positive self-concept Comprehend own abilities in relationship to self and society Develop skills to interact effectively with peers, siblings, parent and other adults Increase knowledge in a variety of areas Develop critical and creative thinking skills Develop decision-making and problem-solving skills Integrate activities which facilitate the cognitive, emotional, social and physical development of the individual Develop individual passion area(s) of learning Demonstrate responsibility for own learning in and out of school Ultimately become responsible, creative, independent, life- long learners Optional: Leadership Leadership courses in TALONS require a 120 hour commitment outside of the regular timetable. Not every TALONS learner has been able to participate fully in all aspects of TALONS leadership in the past. In fact, these learners have often declined acceptance into the program in the past. e.g. competitive athletes and highly achieving musicians. Due to rising fuel, food, TOC, bus rental and camping costs, the trips have become quite expensive. Leadership courses in the TAONS Program are now optional which means that TALONS learners not in leadership will not participate in trips and do not plan community service learning projects; however, they will still have the option to attend cultural events and gain volunteer hours by participating in projects organized by the TALONS learners in leadership. This will allow gifted learners to connect socially with like- minded learners, a critical element of the TALONS Program. Leadership Standards Develop decision-making and problem- solving skills Develop decision-making and problem- solving skills Meet deadlines, work at full potential, pay it forward, commit to tasks Meet deadlines, work at full potential, pay it forward, commit to tasks Contribute to group and community Contribute to group and community Seek solutions not problems Seek solutions not problems Develop leadership skills: plan, implement, evaluate Develop leadership skills: plan, implement, evaluate Costs for leadership courses (By application) Approx. $ $ for retreat, includes bus rental, TTOCs costs, activity costs, camp or facility rental Approx. $ $ for retreat, includes bus rental, TTOCs costs, activity costs, camp or facility rental Approx. $ $ for adventure trip. Varies with location and chosen physical activity (usually May long- weekend) Approx. $ $ for adventure trip. Varies with location and chosen physical activity (usually May long- weekend) Cost for additional one-day fieldtrips (approx. $150.00) Cost for additional one-day fieldtrips (approx. $150.00) Cost for cultural events (min. 3 per year) (approx. $ a year) Cost for cultural events (min. 3 per year) (approx. $ a year) Need sleeping bag, therma rest, GORTEX rain gear, hiking boots and some other gear for trips (fast drying clothing!) Need sleeping bag, therma rest, GORTEX rain gear, hiking boots and some other gear for trips (fast drying clothing!) Talons program alumni 1. What were the highlights for you while in the TALONS program? 2. How has the TALONS Program affected you as a grade 11 or/and 12 learner? 3. How is TALONS contributing to you becoming a post-secondary learner? Parental Insights 1. Why do you believe the TALONS Program is/was the best fit for your child? 2. Describe your involvement in the program as a parent. 3. How has TALONS made a difference in your childs life and education? Parent Participation and Responsibilities: (Without you we are not getting anywhere!) Examples: 1. Driving TALONS learners to and from events 2. Completing many forms on time 3. Paying for activities, trips and supplies 4. Reading TALONSs almost every day 5. Attending learner-led conferences 6. Buying proper outdoor gear 7. Touching base with your child regularly 8. Helping supervise during some trips The TALONS Program in grade 9 and beyond i.Take 4 core courses at an accelerated, telescoped, compacted, enriched and honours level ii.Complete independent projects iii.Work in multi-aged cohorts in grade iv.Therefore: Fast-paced, daily homework (30-40 minutes per course on average), must have effective organizational/ time management skills, be able to work independently, be assertive and strong communication skills, very good work habits/ effort, access to technology (bring own laptop or ipad to school!) And so TALONS attracts learners who desire a truly unique, integrated, accelerated, honours learning experience TALONS attracts learners who desire a truly unique, integrated, accelerated, honours learning experience Talons learners prefer group work, prefer to become more self-directed and make their own learning choices Talons learners prefer group work, prefer to become more self-directed and make their own learning choices Leadership:Talons learners are available after school, on evenings and weekends (and May long weekend) for trips, trip practices, kayak/canoe lessons, cultural events, community projects, community service learning etc. Leadership:Talons learners are available after school, on evenings and weekends (and May long weekend) for trips, trip practices, kayak/canoe lessons, cultural events, community projects, community service learning etc. This is a unique program for gifted learners This is a unique program for gifted learners Therefore, this program is not suitable for gifted learners who 1. 1.do not prefer group/ team work 2. 2.do not prefer to work in gifted cohorts 3. 3.travel during class time and will miss too much school (many assignments are group projects and require class time presence) 4. 4.struggle with one or more of the core subjects in grade 9. Pace is accelerated to free up time for more in-depth studies, eminent projects etc have concerns with work habits and/or time management skills Cross-boundary Procedures: You do NOT have to apply for cross- boundary when applying for the TALONS program, because it is a district program. However, if you child does not get into TALONS and you still want your child to attend Gleneagle when it is NOT your catchment area school, you will have to apply for cross- boundary. Continued Watch the various deadlines, because the TALONS Program selection committee may not tell you the outcome before cross-boundary application starts (which is first come first serve) If your grade 8 child already has a sibling in Gleneagle, then you do not have to apply for cross-boundary. TALONS Application Timeline January 15, 2016 by 12 pm January 15, 2016 by 12 pm submit Online Application and drop off one paper copy to the office submit Online Application and drop off one paper copy to the office Two teachers will complete their reference forms online (due January 22, 2016 at 4 pm Two teachers will complete their reference forms online (due January 22, 2016 at 4 pm No assessment test No assessment test February 12, 2016 after 3pm February 12, 2016 after 3pm Selection decisions will be made and you will be informed by e- mail Selection decisions will be made and you will be informed by e- mail Parent/ student confirms decision within a short time frame after receiving the acceptance letter by. Parent/ student confirms decision within a short time frame after receiving the acceptance letter by. Course selection approx. first week of March, 2016 Course selection approx. first week of March, 2016 Submit course selection form at the course selection evening Submit course selection form at the course selection evening