Mallard Creek Elementary Learning Immersion Talent Development

Report
Our program is committed to nurturing
and stimulating the academic
strengths of gifted and high-ability
learners through specialized practices,
challenging curriculum, and rigorous,
relevant educational experiences
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Rich learning environment
Safe and supportive
Supporting the social/emotional needs
Enrich their learning through engaging
extracurricular activities
Well-trained educators and staff on
addressing the different needs of gifted
learners
Role of the LI/TD Facilitator
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Lead the implementation, monitoring of an effective magnet program for meeting
the needs of potentially gifted, high-achieving, and gifted students
serve as an advocate on behalf of gifted and high-achieving learners
support and collaborate with teachers in the development of effective lesson
plans that meet the needs of learners in our school
monitor the use of best practices
model and coach teachers in the development of best practices
select and provide supplemental resources to support topics, content, concepts
that are being taught
facilitate activities and events to provide students with opportunities to extend
their learning beyond the regular classroom experiences
serve as a liaison between the school program and the TD Dept and Magnet
Office.
serve as a spokesperson for our program by keeping parents informed
work collaboratively with parents
serve on the Administrative team to help facilitate a successful school
environment
lead TD Committee
assess and evaluate students for the gifted program
maintain all paperwork/activities associated with being an LI/TD magnet
Work with individual or groups of students
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Learning Immersion
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Assess the needs of students and use assessment to drive instruction
Differentiate based on the needs of students
Provide opportunities for students to experience creative and critical thinking opportunities
to enrich their learning
Plan lessons with support with colleagues and facilitators to address the needs of students
with supplemental resources if needed
Communicate with parents and administration
Attend professional development that supports the needs (academic, artistic,
social/emotional, behavioral, etc.) of students within the program
Talent Development
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Working towards or hold Academically/Intellectually Gifted (AIG) Licensure
Serve identified gifted or potentially gifted students within a daily classroom setting
Plan and work collaboratively with grade-level colleagues to ensure all academic needs of
the learner are addressed (i.e.-Response to Instruction (RTI) Time
Assess the needs of their students and differentiate based on their needs
Enrich and accelerate learning using best practices for gifted learners
Ongoing communication with parents, facilitators, and administrators
Attend professional development that supports the needs (academic, artistic,
social/emotional, behavioral, etc.) of students within the program
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Common Core and Essential Standards as our
foundations
Well-balanced literacy program
High quality mathematics
Integrating of social studies and science
Infusing of the arts within the regular
classroom instruction
Integration of technology as a student tool
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Teaching reading (Skills & Strategies)
Vocabulary
◦ Wordly Wise Program(3-5 TD Classes)
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Curriculum designed for Gifted learners
◦ William & Mary Language Arts program (use the book as
a guide, not just use of novels)
◦ Junior Great Books
◦ Touchpeebles Reading Program (Inquiry-based Program)
◦ A to Z Text based on student levels
◦ Navigators Book Sets & Teacher Guides
Differentiated Literature Circles
RTI
Paidea Seminars
Projects
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Use of pre-assessments to determine student’s needs
Use of data to drive instruction
Differentiation of instruction within the classroom
(based on student’s needs, interest, learning
preferences , Multiple Intelligences) and during
Response to Instruction (RTI) time
Consistent behavior plans (differentiate plans where
needed); maintaining documentation to address
student needs
Open communication and collaborative relationship
with parents
Collaborative team effort when addressing needs of
students (involve Facilitator, Dean of Students,
Counselor, and other Support staff as needed)
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-Continued teacher professional development
Primary Use of Math Investigations Program and
CMS-created units
Supplemental resources
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TERC Math Investigations Units
Navigators’ Math Units
Mentoring Minds
Mentoring Mathematical Minds (M3) Units
Kathy Richardson
Marcy Cook Cards
Differentiation -Menus, Contracts, Compacts
Problem Solver Series
Primary Math Challenge & Math Challenge Books (Great for
Differentiating Levels)
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Essential Standards as a Guide
Inquiry-based learning
Note booking
Use of Expository text
Problem-Based Learning Experiences
Integration of hands-on experiences,
technology-based learning and exploration,
virtual field experiences and field trips
Projects
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Quarterly Meetings with Parents based on
different subjects
Support groups to address social emotional
needs
Regular class meetings to address different
needs associated with the gifted learner
Collaboration with parents, support staff and
administrative team
Student monitoring and evaluation, goal setting
of academic and behavioral progress
Possible workshop
Student-Led Conferences
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Math Olympiad (4-5)
Math Club (K-3)
Science Olympiad (K-5)
Chess (K-5)
National Elementary Honor Society (4-5)
Geography/Tar Heel Club (3-5)
Arts’ Clubs (Drama, Music, Art, Dance (K-5)
Safety Patrol (5)
Student Government Association (3-5)
Magnet Ambassadors (4-5)
◦ Completion of Parent Survey
◦ Open for General Questions
A Team Effort takes all of Us!
Thank you for Being an Active Part of the Team.
Presenter, Christina Forney
Principal, Natalie Lowe

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