PROGRAM DESIGN

 

Waterbury's program for intellectually gifted students in grades nine through twelve operates as a part-time supplementary resource model in which students will receive special services approximately three periods per week. Although the program can be tailored somewhat to the individual student, the core of each student's program will be comprised of a small group seminar which leads toward the successful pursuit of a topic for independent research.

The seminar, conducted by the resource teacher at each high school, will have the following goals:
1. to identify and focus individual areas of interest;
2. to provide instruction and practice in research methodologies and reporting skills appropriate to various disciplines
3. to provide a forum in which students of similar ability can interact, share approaches and results of research, and critique one another's work.

In pursuit of these goals, the teacher may bring in mentors or consultants (from within or outside the school) to present additional seminars or mini-courses on topics arising from student interests. When a student has identified an area in which to begin independent learning, the teacher will advise on the course of study and will monitor student progress. Where appropriate, the teacher will identify an advisor from the high school faculty or a specialist from outside. In recognition of the fact that the skills for disciplined independent learning are developed gradually over a period of time, the seminars and projects will be more highly teacher-directed during the first year and will grow toward greater student responsibility as participants in the program acquire the skills of self-direction in upper grades.

In most cases, it is expected that the individualized projects will be in-depth studies, which arise out of interests generated by classroom topics. This component of the program has the following purposes:
1. to encourage students to identify and pursue an area of study in greater depth than normally possible within the scope and pace of the regular curriculum;
2. to provide meaningful opportunities to apply higher level cognitive skills and research methodologies;
3. to permit students, to the greatest extent possible, to become productive and self-directed learners capable of contributing new ideas and information from standard sources.

In addition to the required seminar and independent study activities, the high school gifted program will permit the following additional options, as deemed appropriate for individuals and groups:
1. placement in courses at local colleges, for credit, and being evaluated on the same basis as college students;
2. off-campus placement or internships with mentors in various community agencies, research facilities, or professional offices;
3. participation in recognized state and national programs, leagues, or competitions;
4. special large-group events, such as symposia, workshops, conferences, speakers, and cultural events.

Process Goals for Enrichment Activities

working with theories
abstract thinking
creative thinking
critical thinking
discovery thinking
problem solving
independent thinking
problem finding
generalizing problem defining
futuristic thinking
decision-making
application analysis
synthesis evaluation
leadership planning
scientific skills
organizing
listening
reading
writing
outlining
library skills
moral/ethical thinking
humanitarian attitudes
self-concept development
achievement
motivation
interrelating subject areas
mnemonic memory strategies

Enrichment Triad Model (Renzulli)

TYPE I - 3 stage approach to gifted instruction
1) General exploratory activities (exposing students to a wide variety of topics, activities, and experiences)
2) Introduces students to ideas, topics, and areas of study not encountered in the regular curriculum
3) Provided through speakers, demonstrations, audio-visual materials, mini-courses, and visitations

TYPE II - 4 major objectives to become creative producers of original work
1) Development of high-level thinking: creative thinking, critical thinking, problem solving, reflective thinking, divergent thinking, awareness development, inquiry training, decision-making, and leadership skills
2) Training in the use of advanced reference skills
3) Techniques to enhance oral, visual, and written communication skills
4) Learning note-taking, outlining, data analysis, perceptual skills,
higher-level thinking skills and skills that allow them to direct their own learning experience

TYPE III - Individual investigation of real problem
1) Intake interview - focus interest and develop a systematic plan for beginning the study
2) Students act as producers of new knowledge rather than consumers of existing information
3) Culminate in a product designed to have impact on a real world audience

Identification Procedures

All students of the Waterbury Public School System are initially screened at the end of Grade 3. Students are screened by the teachers of the gifted identifying those with the percentile scores 90% and above by age, national norm in the following tests:

CAT (California Achievement Test)
CTS (Test of Cognitive Skills)
CoGAT (Cognitive Ability Test)
IOWA (Achievement Test)
Other (privately administered standardized tests)

Also included are:

Renzulli Rating Scale
Feldhusen Rating Scale
Report Cards
Special Nominations (teacher parent, self)*
Minority student nominations are weighted an additional point on the matrix.

Letters are sent to the principals of the elementary schools including a preliminary list of possible candidates for the gifted program. It is requested emphatically that the list of students be kept confidential at this time.

An information sheet including name, address, and telephone number is completed.

Each sending teacher is asked to complete the “Scale for Rating Behavioral Characteristics of Able Students” for each student initially identified.
Also, a copy of the student’s latest report card is requested.

A supplementary nomination form is also included so that principals and teachers may nominate able students not identified through standardized test scores. In addition, a letter is sent to each of the bilingual/ESL departments for identification of LEP students.

All scores are plotted on the modified Baldwin Screening Matrix. Column totals are tallied. Additional information such as rating scales, special nominations, etc. is weighted numerically. The total number of possible points is determined by the above data. Students are then rank ordered according to that number of points. Based on the availability of openings at each grade level at each site students are accepted into the program or placed on a waiting list. As openings occur students on the waiting list are admitted. At present, all gifted programs exceed contractual limit.

Letters are sent to all parents of students who meet the requirements of the program. Letters are then sent to the parents of the students who are on the waiting list. The parents are also invited to an informational meeting at which time the program is explained and their son/daughter may be signed into the program. Teachers and principals are invited to attend.

If a student chooses not to participate, he/she remains identified and may enter the program at another time depending on availability of space.

Withdrawal from the gifted program may be initiated by the student, parent, or teacher of the gifted. The withdrawal form must be completed prior to exiting the program.

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