The Comprehension Gifted Program Model at Ella Flagg Young begins at first grade this year and extends to fourth grade. Each year an additional grade will be added. Who are the gifted teachers at Ella Flagg Young?
Ms. Amber Brutzkus
Miss Contessa Griffin
Mrs. Christine Bisbikis
Mrs. Chynine Richardson-Simmons
Mrs. Bitoy Miller
Ms. Tontaneshia L. Jones
Literacy Specialist K-8
Primary Office and Room 207
How is the gifted classroom differentiated from the standard classroom?
The instructional strategies that are designed for the gifted learner include: Real -world problem solving with real-world application, creativity and innovation developed from play, critical thinking using Richard Paul's Reasoning Web, Habits of Mind, and the Study of Human Value Systems through Ethical Reasoning and Ethical Drifting, as well as developing the practice of Promoting Global Unity through Empathy and the Understanding of Vulnerability.
How are teachers eligible for being assigned as the gifted teacher?
Teachers are high-quality service providers that are trained to meet the unique learning needs of gifted/talented children through GES (Gifted Education Seminar) a 45-hour seminar that investigates modules that trains teachers in knowing and understanding the gifted child, as well as how to employ strategies to meet these unique learners. Additionally, teachers participate in on-going differentiated workshop sessions that are embedded in research and are built with interactive learning activities that can be brought immediately into the classroom.
Comprehensive Gifted Program Guidelines
B. Identification Criteria: Kindergarten grades will use the criteria of: Chicago Abilities Test (CAT) score, review grades (Well Developed, Developed, and Partially Developed), and the building gifted committee with the Kindergarten teachers will review student daily work routines and independence along with parent support at home. Primary grades 1-3 will use the criteria of: NWEA Reading and Mathematics Composite Score weighted 45%, grade point average using 3rd quarter grades with content areas reading, mathematics, social studies, and science; writing is not consistent in the district so it is not considered) weighted 45%, and a teacher checklist based on the characteristics of gifted and talented students (checklist out of 100 points) and is offered in English and ELL weighted 10%. Grades 4-8 will use the criteria of: NWEA Composite scores of Reading and Mathematics weighted 45%, grade point average using 3rd quarter grades with content areas reading, mathematics, social studies, and science; writing is not consistent in the district so it is not considered) weighted 45%, and a teacher checklist based on the characteristics of gifted and talented students (checklist out of 125 points) and is offered in English and ELL weighted 10%.
Goal #1: To provide a learning environment that nurtures the academic, social and emotional characteristics found in students demonstrating academic potential and to provide structures that ensures the interaction with their intellectual peers.
Goal #2: To establish a climate that reflects the value of gifted students while enhancing their intellectual ability, creativity, talent, and decision making.
Goal #3: To encourage and provide units of study that develops higher-level thinking and expands these skills in analysis, synthesis, and evaluation along with the provision of using them.
a. Common Core State Standards (CCSS). The CCSS will be the driving force for the curriculum and instruction in gifted programs. The National Association of Gifted Children’s statement to the release of the CCSS: It is imperative that gifted educators create a full range of supports for high-ability learners through differentiated curriculum, instruction, and assessments. In addition, it will become increasingly more important for gifted education coordinators, facilitators, and teachers to reaffirm and advocate for the need for specialized services for academically advanced and high-potential students.
b. Comprehensive Gifted Program teachers will provide daily enrichment activities that differ in pacing and depth from a regular classroom. A curriculum framework for gifted learners, developed by SEES with Dr. Joyce Van Tassel-Baska, was provided to all SEES schools for program support. Use of the curriculum is optional. The curriculum and instruction of CPS gifted programs is outlined in two blueprints. The curriculum blueprint outlines the differentiated curriculum through rates of learning, depth of content, complexity of thinking processes, and difficulty of products. The instructional blueprint outlines the instructional model of Differentiation. Provisions made in content, process, product to ensure acceleration is included, as well as the description of the learning environment through community. Instructional strategies Instructional strategies that are to be evident in gifted classrooms is real-world problem-solving with real-world application, creativity and innovation, critical thinking through the lens of Richard Paul’s Reasoning web, empathetic views on global awareness, and the study of human value systems in ethical reasoning and ethical drifts. REACH Domain 1: Planning and Preparation