Implementation of the Gifted and Talented Program
opinion Essay
644 words
Implementation of the Gifted and Talented program is headed by Stephanie Cantu. She requires rigorous standards to be met by teachers, students, and parents. If a parent fails to meet a deadline or sign paperwork their student will not qualify for testing that academic year. Testing will be done the following year if the next grade level teacher nominates that student. Students, if accepted into the Gifted and Talented program, will remain in the program unless their grades fail to meet expectations, they exit or request a furlough.. Teachers start the screening process by sending a nomination to the selection committee where the decision is made. The selection committee, based upon the nomination, will proceed with the process or decline the nomination. A teacher nomination form has five questions with check boxes indicating always, sometimes, seldom, never or not observed. Each questions is mandated to have a detailed explanation of the box that was checked with student examples. Once the committee recommends a student to be screened a parental consent form is sent to the campus Gifted and Talented coordinator. The campus coordinator has two weeks to gain signatures for the parental consent form. Consent is sent back to Stephanie and she will facilitate student assessments. These assessments include the Torrence Test of Creative Thinking, Cognitive Abilities Test, Primary Test of Cognitive Skills, Terra Nova, and the Iowa Test of Basic Skills. Passing on these tests indicates an invitation into the program. A student profile with test scores and three recommending signatures is provided to the Gifted and Talented Coordinator, Cindy, and she will notify the parents of the invite into the Gifted and Talented Program. T... ... middle of paper ... ...on; students want to help and gain new confidence when they are expected to assist their school community and the neighborhoods. Another strength is the accelerated path that campus teachers enjoy promoting for these students. All of the Gifted and Talented students are on grade level but they love the experience of trying out the next grade level. Although they are not aware of the benefits this will provide them the teachers know that by gently 'pushing' them forward the future rewards are great. On a personal note, watching students grow in this program has been a blessing. It is so exciting to watch children investigate and have knowledgeable dialogue on a subject that only the teacher is supposed to know about. This program promotes self-esteem, confidence, and self-worth. These students know that knowledge cannot be taken away from them and they love it.
In this essay, the author
- Explains stephanie cantu's gifted and talent program requires rigorous standards to be met by teachers, students, and parents. testing will be done the following year if the next grade level teacher nominates that student.
- Explains that teachers start the screening process by sending a nomination to the selection committee where the decision is made.
- Explains that advanced level work is required, through independent study or with other identified students. the rigorous expectations are indicative of the student upholding his or her commitment to the program.
- Explains stephanie cantu's gifted and talent program requires rigorous standards to be met by teachers, students, and parents. testing will be done the following year if the next grade level teacher nominates that student.
- Explains that teachers start the screening process by sending a nomination to the selection committee where the decision is made.
- Explains that advanced level work is required, through independent study or with other identified students. the rigorous expectations are indicative of the student upholding his or her commitment to the program.
- Argues that the current scope and sequence is not detail and concise with project and research expectations.
- Opines that a strength of the program that they see as principal is the service design. services to students vary from in class to summer youth camps.
- Opines that the accelerated path that campus teachers enjoy promoting for gifted and talented students has been a blessing.
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- Explains that the framework question, "what do we owe to each other?" addresses complex issues of human existence.
- Explains that philosophy influences an understanding of what we owe to each other by prompting questions of how one should live. plato elucidates the nature of justice through associations in human soul and social structures in the city.
- Opines that learning about theology can offer introspection into the universal human quest to live for something bigger than ourselves.
- Explains that by participating in service, one gains perspective on injustice and need, allowing a more personal conception of what one owes to another.
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- Explains that the parallel curriculum model has many advantages. one advantage is that it is a curriculum that can be used for all learners.
- Opines that the parallel curriculum would be the best model for their current work setting. they feel strongly about the themes throughout the integrated curriculum model.
- Explains that the research model has many advantages, such as high-level questioning after each prompt, differentiation, and grouping. however, it could be a complete failure if the teacher did not model each stage of the process.
- Explains that the parallel curriculum model has many advantages. one advantage is that it is a curriculum that can be used for all learners.
- Opines that the parallel curriculum would be the best model for their current work setting. they feel strongly about the themes throughout the integrated curriculum model.
- Explains that three curriculum models are used to effectively teach gifted and talented students, including the integrated curriculum model, the william and mary center for gifted education research model and the parallel model.
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- Describes the research model created at the william and mary center for gifted education to strengthen the student's critical thinking skills.
- Explains that the parallel curriculum model has four major components that make it a successful model for gifted and talented students.
- Explains that the curriculum needs to allow critical and creative thinking, differentiation, enrichment, acceleration, social and emotional needs, motivation, questioning, and technology.
- Explains that the integrated curriculum model allows critical and creative thinking in the advanced content dimension. problem-based learning and open-ended questioning in lessons are another great way to differentiate.
- Explains that the research model is forcing the students to critically think throughout the eight-step process of the model. the teacher can differentiate the content by allowing the student to choose different issues or problems, and high level questioning can enrich advanced learning.
- Explains that the parallel curriculum model allows acceleration, enrichment, and differentiation. it also allows students to be intrinsically motivated by becoming a part of their learning.
- Explains the advantages and disadvantages of the integrated curriculum model.
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In this essay, the author
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- Analyzes how presents the arguments on both sides of the issue and draws logical inferences.
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- Explains the unjustified beliefs of genetic inferiority of some races have been replaced by research which indicates that the genetic component of intelligence is augmented by the nurturing environment (or lack thereof).
- Analyzes how attributes an almost equal role to the environment of the child, referring to nurturing as the "crystallization of native abilities."
- Analyzes how the writer addresses the inequities of intelligence tests and accurately identifies them as mere predictors of academic performance.
- Opines that gardner's theory of multiple intelligences is used to propose expanding the definition of giftedness. the already limited resources in gifted education would be taxed to the brink.
- Analyzes how the paper relates to "tall poppies", the approach of chinese communism, and the achievement of asian students in american schools.
- Opines that most of the curriculum offered in mainstream education has been so watered down that children are not challenged and aren't taught to think in our schools today.
- Concludes by placing the accountability for educating gifted children on families, schools, and society. he urges full development of all children with outstanding talents through early and continuing enrichment programs.
- Explains palego, l., and others (2000), gender and age-related variation in adenylyl cyclase activity in the human prefrontal cortex, hippocampus and dorsal
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In this essay, the author
- Explains the benefits of separate gifted and talented programs, such as stimulating students.
- Narrates how they excelled in their honors calculus class because they were hardly stimulated. if they had had an even more accelerated program, they would have had a much easier time in college.
- Explains that gifted programs have met a deep controversy in america, and have even begun to be removed from schools.
- Explains the benefits of separate gifted and talented programs, such as stimulating students.
- Narrates how they excelled in their honors calculus class because they were hardly stimulated. if they had had an even more accelerated program, they would have had a much easier time in college.
- Explains that gifted programs have met a deep controversy in america, and have even begun to be removed from schools.
- Argues that gifted education discourages students who aren't deemed gifted. they argue that changing the name of the program for gifted and talented to different would reduce controversy.
- Opines that gifted learners do not need harder work and less instruction — effortlessness masks the enormous commitment of time and dedication on the part of the gifted performer or producer.
- Opines that the integration of schools through inclusion will result in a detrimental ceiling over the gifted student.
- Opines that a separate class for gifted students hinders learning and creates class rooms that are not eclectic and do not allow peer-to-peer learning.
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In this essay, the author
- Opines that high schools should have students do volunteer work to be able to graduate. if all students contributed to the communities in some way it would make a huge difference.
- Opines that it is a good thing that every student that wants to graduate from brentwood has to contribute to the community as they choose.
- Opines that students should get rewards for their volunteer work, not in money, since that would be considered non-volunteer work.
- Opines that high schools should have students do volunteer work to be able to graduate. if all students contributed to the communities in some way it would make a huge difference.
- Opines that it is a good thing that every student that wants to graduate from brentwood has to contribute to the community as they choose.
- Opines that students should get rewards for their volunteer work, not in money, since that would be considered non-volunteer work.
- Opines that if no one wants to help out the community, it is not going to be a very good place for people to live.
- Concludes that all high school students should do volunteer work of their choice for graduation. college students can trade volunteering for credits, but the same subject they choose will have to deal with.
1100 wordsRead More - Giftedness Essayopinion essayGifted education defined can be a broad topic with a number of different branches to spiral down if you’re not careful. So how can we narrow our search for information and come to some conclusion on where we are today and where we might be tomorrow? First, what is giftedness? The Virginia Beach School system defines giftedness as: “Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities.” This is the same definition as the federal government’s definition of giftedness. This definition does provide us with a good baseline for educators to focus efforts, however the application and the execution of programs based on this definition will determine on a state level who will receive the gifted based education. The American “No Child Left Behind” legislation, is putting an emphasis on minimum standards, which in turn is not challenging our gifted students. This also leaves us in a position where some students who normally would not be identified as gifted are then put into gifted programs and receiving services that they do not necessarily need. The current system would lead us to believe that Virginia Beach has a broad definition or liberal view of giftedness. This is true on how we define giftedness but defining and executing the programs need to go hand in hand, the ying and yang per say. The execution and the availability of gifted programs and services are also very broad based on the federal definition. Giftednes...
In this essay, the author
- Explains that the virginia beach school system defines giftedness as students who demonstrate high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity.
- Opines that identifying gifted individuals and creating separate schools for specific skills, classes, and resources is where america can improve how it is defined and executed.
- Argues that the theoretical rationale underlying an identification system should guide the selection criteria for identification instruments and the ways in which instruments are used in identification practices.
- Explains that the virginia beach school system defines giftedness as students who demonstrate high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity.
- Opines that identifying gifted individuals and creating separate schools for specific skills, classes, and resources is where america can improve how it is defined and executed.
- Argues that the theoretical rationale underlying an identification system should guide the selection criteria for identification instruments and the ways in which instruments are used in identification practices.
- Opines that a program's goals and outcomes should influence identification decisions.
- Opines that traditional identification procedures have failed to respond to society's diversity by adequately identifying and serving gifted students who are economically disadvantaged, especially students from racial and ethnic minority groups.
- Asks whether the word "gifted" is best used as a noun or an adjective, or do we develop gifted behaviors in certain people, at certain times, under certain circumstances?
- Opines that closing the achievement gap among demographic groups is an ongoing challenge for educators, researchers, and policymakers.
- Opines that the goal is to provide a definition that is useful across all domains of endeavor and acknowledges several perspectives about giftedness.
- Explains that giftedness is the manifestation of performance or production that is clearly at the upper end of the distribution in a talent domain even relative to that of other high-functioning individuals.
- Opines that narrowly defining giftedness will only exclude some of the truly talented and extraordinary individuals and inhibit the resources and legislation that are needed to ensure gifted education is a national priority to improve our educational status.
1605 wordsRead More - ...child from that school if standards are not met and transfer the child to a school that has met standards.
In this essay, the author
- Explains that the no child left behind act of 2001's main purpose was to enhance the education system and hold schools accountable in its attempt to bring equality in the fight against poverty.
- Explains that the no child left behind act has had outcomes that were not intended, such as testing anxieties in students, teachers being laid off because they couldn't meet qualifying standards, and textbooks not being purchased. the federal funding was not as much as promised.
- Explains that the reading first initative of the no child left behind act provided state grants to local recipients who will administer screening and diagnostic assessments to determine which students in grades k-3 are at risk of reading failure.
- Explains that the no child left behind act of 2001's main purpose was to enhance the education system and hold schools accountable in its attempt to bring equality in the fight against poverty.
- Explains that the no child left behind act has had outcomes that were not intended, such as testing anxieties in students, teachers being laid off because they couldn't meet qualifying standards, and textbooks not being purchased. the federal funding was not as much as promised.
- Explains that the reading first initative of the no child left behind act provided state grants to local recipients who will administer screening and diagnostic assessments to determine which students in grades k-3 are at risk of reading failure.
- Explains that simple childhood games and recess are becoming a thing of the past, but many schools are no longer allowing this past time due to the demand to meet standards.
- Explains that schools are motivated to meet standards and receive federal funds so they have to push and push the students so when testing time comes the kids would be ready and the school would receive their federal funding to continue another year.
- Opines that nclb's testing mandates and sanctions for school failure will result in student regimentation and parental abandonment of public education. parents are suffering right along with their children.
- Explains the positive functions of the no child left behind act, such as providing safe environments for children and allowing parents to transfer their child to a safe school.
- Opines that even with the negative and positive functions of no child left behind, there are many areas that still need to be ironed out.
875 wordsRead More - Identificationexplanatory essayThe identification process is perhaps the biggest problem in gifted education. In the United States, it is estimated that 47,846,000 children are enrolled in K-12 public schools. Of these students, approximately 2,393,000, or five percent, are considered gifted (Genius Denied, 2005). Developing procedures to identify these exceptional students can be an arduous task. However, Coleman has stated that, “Identification remains critical to ensuring that children receive the services they need to thrive in school” (2003, 1). There are several problems educators deal with when identifying gifted students. First, students from economically disadvantaged families or from culturally diverse backgrounds are considerably underrepresented in gifted programs. Also, gifted children with other noted disabilities are not represented. These students, also called twice-exceptional students, are especially hard to identify and instruct, as they may require advanced learning in certain areas as well as remedial education in other areas (Winebrenner, 2003).
In this essay, the author
- Explains that the identification process is perhaps the biggest problem in gifted education, as 47,846,000 children are enrolled in k-12 public schools and approximately 2,393,000 are considered gifted.
- Explains that many educators aren't trained to deal with drastic above average intelligence, and they rely on only one aspect of intelligence to identify intelligent students.
- Explains the negative consequences of gifted students not being properly identified or treated. the student will learn at too slow a pace in the regular classroom, resulting in boredom and frustration.
- Explains that the identification process is perhaps the biggest problem in gifted education, as 47,846,000 children are enrolled in k-12 public schools and approximately 2,393,000 are considered gifted.
- Explains that many educators aren't trained to deal with drastic above average intelligence, and they rely on only one aspect of intelligence to identify intelligent students.
- Explains the negative consequences of gifted students not being properly identified or treated. the student will learn at too slow a pace in the regular classroom, resulting in boredom and frustration.
- Explains that gifted students can come from all ethnic and socioeconomic groups, but they all have things in common. they are more able to think deeply or abstractly about what they learn.
- Explains that even if a student is gifted, it can be difficult for educators to choose the right way to handle the situation. enrichment and acceleration are two options an instructor can choose.
- Explains that enrichment involves predominantly in-class options that add depth to students’ learning. enrichment programs do not offer credit or advanced standing, which are offered in almost all forms of acceleration.
- Explains that many educators favor enrichment over acceleration because it causes less social and emotional stress on the student. enrichment is the most popular curriculum option in today's public schools.
- Explains that enrichment activities outside the classroom can be beneficial to gifted students, who are always willing to work and learn in new environments. the internet is the most helpful tool for enriching gifted kids.
- Explains that even though enrichment may seem beneficial to gifted students, acceleration cannot be replaced by enriching activities in a normal classroom. however, educators are reluctant to implement acceleration on even precocious students.
- Explains that acceleration is an educational intervention that moves students through educational programs at a faster than usual rate or younger than typical age.
- States that the nation deceived report lists eighteen different types of acceleration, including early admission to kindergarten or first grade, grade skipping, subject-matter acceleration (or partial acceleration), curriculum compacting, telescoping curriculum, early graduation, dual enrollment, advanced placement, and acceleration in college.
- Explains that there is a heated debate in the education world regarding the efficacy of accelerating gifted students.
- Opines that acceleration and enrichment in the public school systems are often forced to choose between meeting demands of students and the limited resources available to fund them.
- Explains that many studies have shown that accelerated students do not suffer socially or emotionally, but rather that they are more like their peers in the higher grade levels, and are met with higher levels of acceptance in these environments.
- Opines that gifted and talented students are the children who have the most potential for success and will end up leading the world someday.
- Cites the educational thesaurus and the north carolina teacher's network education glossary, which provided their initial definition of giftedness.
- Explains that the book is an anthology of articles on various issues surrounding academic acceleration, including identification, early admission, grade skipping, and assessment.
- Analyzes how the article creates a more in-depth look at identifying gifted and talented students.
- Describes a gifted education program, called pegs, in st. louis, mo.
- Explains that this article was instrumental in developing their research paper. it described enrichment and acceleration in depth, and illustrated many pros and cons associated with each.
- Cites winebrenner, berger, & weiner. providing curriculum alternatives to motivate gifted students.
- Explains that this article deals with acceleration issues like curriculum compacting and independent study, which can help gifted students in regular classrooms become more motivated to learn.
- Argues that the no child left behind act leaves out gifted students.
- Analyzes how the article provides a closer look at the debate surrounding acceleration, and weighs the options of merely providing enrichment for gifted and talented students versus actually accelerating them through the curriculum.
- Explains that the article tells the story of erich steubgen, a gifted student.
- Explains that hagy, j. (2004), hidden genius. teacher magazine, 15(6), pp. 51-52. winner, e.
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In this essay, the author
- Argues that poverty is one of the greatest social problems seen in our county today. instead of focusing on why this is a problem, the main goal should be to stop the next generation from suffering from this social problem.
- Explains that dawson springs has a program called frysc, which stands for family resource and youth services centers.
- Opines that education is the next major thing that society needs to focus on with helping get this generation out of poverty.
- Argues that poverty is one of the greatest social problems seen in our county today. instead of focusing on why this is a problem, the main goal should be to stop the next generation from suffering from this social problem.
- Explains that dawson springs has a program called frysc, which stands for family resource and youth services centers.
- Opines that education is the next major thing that society needs to focus on with helping get this generation out of poverty.
- Opines that the next generation will have to face the problem of government aid. they argue that a better system is needed to keep track of those who are abusing the system.
- Opines that poverty is a serious social problem that requires reform in our country. if society learns to seek out local programs like frysc at dawson springs and ask for help before it is to late, they can recover and be successful.
1313 wordsRead More - Gangs in Americaanalytical essay... Reestablishing community goals and encouraging youths to engage in extracurricular activities will greatly improve outlooks on life and help them make the right choices for a better tomorrow.
In this essay, the author
- Explains that the paper will cover issues that young minorities encounter in movies such as crips and bloods: made in america (2008), gran torino (2008) and a better life (2011).
- Analyzes the social strains of african american people that created crips and bloods.
- Analyzes how the three movies took place in interstitial areas with high gang activity and little to no deterrents set by the communities.
- Explains that the paper will cover issues that young minorities encounter in movies such as crips and bloods: made in america (2008), gran torino (2008) and a better life (2011).
- Analyzes the social strains of african american people that created crips and bloods.
- Analyzes how the three movies took place in interstitial areas with high gang activity and little to no deterrents set by the communities.
- Explains the criminological theory of choice theory, which states youths will engage in delinquent and criminal behavior after weighing the consequences and benefits of their actions.
- Analyzes how the three movies capture the lives of truly disadvantaged youths who search for alternative means for survival in the concrete jungle of the urban environment.
- Explains that official labeling, criminal embeddedness, and subsequent delinquency: a longitudinal test of labeling theory.
2717 wordsRead More - Helping Gifted Learners Soar by VanTassel-Baskaopinion essayBased on the information you have read in the text and any experiences you have had as a teacher, what do you think are the issues gifted students face as they go through school?
In this essay, the author
- Analyzes how s focused on gufted learners as social capital in chapter 4. the society is already honing and preparing gifted learners to become future leaders in different fields.
- Explains kwan and hilson's discussion of race and achievement in chapter 4. they observe the issue of achievement and racial identity in their school.
- Concludes that social capital and achievement-racial identity conflicts are issues that we know are affecting our gifted learners but we just put it off because it does not require our immediate feedback and attention.
- Analyzes how s focused on gufted learners as social capital in chapter 4. the society is already honing and preparing gifted learners to become future leaders in different fields.
- Explains kwan and hilson's discussion of race and achievement in chapter 4. they observe the issue of achievement and racial identity in their school.
- Concludes that social capital and achievement-racial identity conflicts are issues that we know are affecting our gifted learners but we just put it off because it does not require our immediate feedback and attention.
- Describes whitney, c. s. & hirsch, g. (2011). helping gifted children soar.
- Explains that gifted learners face different issues that affect their social, emotional, and cognitive abilities. they spend one-third of their time with us, teachers, from monday to friday.
- Opines that school personnel must demonstrate cultural competence to avoid race-based biases and stereotypes.
- Opines that educators have the responsibility to be respectful to all students and their parents and to everyone to come to our school even if they are of different races, skin colors, and abilities.
- Explains that racial groups: conceptual perspectives and practical suggestions. vantassel-baska, cross, t. l. & olenchak, f. r.
- Explains that gifted and talented students face the same issues as their regular peers, but they have different ways of viewing these issues. carol strip whitney's helping gifted learners soar discusses stress as a factor that can distract and overpower anyone.
- Cites vantassel-baska, cross, t. l., olenchak, f. r. and whitney, c. s.
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