Gifted Program Delivery Models

1
Gifted Program Delivery Models

• Direct Services
• Indirect Services
• Approved Innovative Models

2
Direct Services

• Resource Class (K-12)
• Advanced Content Class (6-12)
• Cluster Grouping (K-12)

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Resource Class (K-12)

• Identified gifted students only
• Limited class size
• Teacher must have the gifted endorsement.
• Academic content foundation but focuses on
  interdisciplinary enrichment activities.
• Limited to ten segments per week

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Advanced Content Class (6-12)

• May include other high achieving students who
  meet locally established criteria
• Maximum total class size 21
• Homogeneously grouped on the basis of achievement
  and interest in a core academic content area
• No individual student contracts. Course
  description and syllabus document appropriateness
  of curriculum.

5
Teacher Training for Advanced Content Courses

• AP and IB
• (1) Training from College Board or IB and staff
  development training on characteristics of gifted
  learners and curriculum differentiation for
  gifted students, OR
• (2) Gifted Endorsement
• Honors Courses -- Gifted Endorsement

6
Cluster Grouping (K-12)

• Small group of identified gifted students placed
  as a group into an otherwise heterogeneous
  regular classroom
• Teacher must have the gifted endorsement.
• One or two segments per day

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Documentation of Cluster Group Instruction

• Separate lesson plans
• Individual student contracts that show
• Students NEED for advanced curriculum in that
  content area
• Learning objectives for the gifted student
• Alternative curriculum activities
• Dates and amount of time student will be engaged
  in the higher-level activities
• Means by which learning will be assessed.

8
Indirect Services

• Collaborative Teaching (K-12)
• Mentorship/Internship (9-12)
• Joint Enrollment/Postsecondary Options

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Collaborative Teaching (K-12)

• Direct instruction may be provided by a regular
  classroom teacher.
• Substantial, regularly scheduled collaborative
  planning between the content area teacher and the
  gifted specialist

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Collaborative Teaching, contd

• One full period each day (or weekly equivalent)
  that gifted specialist devotes to curriculum
  extensions for every three classes in which
  he/she has collaborative teaching
  responsibilities.
• Total number of gifted students whose instruction
  is modified through this model may not exceed an
  average of eight per class.

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Documentation of Collaborative Model

• Separate lesson plans
• Time log of collaborative planning
• Individual student contracts

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Collaborative Model ContractsMust Include

• Students NEED for advanced curriculum in that
  content area
• Learning objectives for the gifted student
• Alternative curriculum activities
• Dates and amount of time student will be engaged
  in the higher-level activities
• Means by which learning will be assessed.
• Responsibilities of the gifted education teacher
  and the classroom teacher.

13
Mentorship/Internship (9-12)

• One or two segments per day
• Gifted student works with a mentor to
  explore a profession of interest.
• Gifted education specialist assists
  and monitors students(s) to ensure
  achievement of
  students
  individual learning goals
• Gifted education specialist must be given one
  full period each day for every 15 gifted students
  for whom he/she is supervising a
  mentorship/internship experience.

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Internship/Mentorship Contracts Include

• Work to be done
• Learning objectives
• Dates and amount of time the student will
  participate
• Means by which the students learning will be
  assessed
• Responsibilities of gifted education teacher and
  mentor

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Joint Enrollment/Postsecondary Options

• Enrollment in college, university, or technical
  school may serve as the gifted instruction
  districts are required to provide for qualified
  students.
• FTE funding generated while away from the regular
  school campus is awarded to the postsecondary
  institution.
• Students must meet state regulations for
  attendance and be present on the secondary campus
  for at least three instructional segments.

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Individual Student Contracts for Joint Enrollment
and PSO

• Reason(s) why he/she needs a more advance
  curriculum than any which could be provided on
  the high school campus
• Learning objectives for the gifted student
• Dates and amount of time (in segments) the
  student will participate in the joint enrollment
  arrangement
• How learning will be assessed

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Approved Innovative Models

• Rationale
• Goals and objectives
• Advanced nature of the curriculum
• How effectiveness will be evaluated
• How FTE funding will be generated and documented
• Anticipated fiscal impact