Talent Development Department 2008 1

CMS Elementary Talent Development Program

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Mission

To provide gifted students the opportunity to maximize their potential, demonstrate their motivation, and realize their contributions to self and the global community

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GoalTo support the development of a

content-rich educational experience for students from all cultural and socioeconomic backgrounds throughout CMS

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Opportunities and Resources for Learners to……

attain levels of academic achievement consistent with their abilities

engage in abstract, creative, and affective reasoning apply insightful questioning develop a capacity to see interconnections among

disciplines practice self-directed learning and independent problem

solving strive for self actualization maximize their leadership potential become active participants in the global community

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The Catalyst Model

Collaboration and Consultationin Gifted Education

Mary S. Landrum, PhD University of Virginia

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“Gifted Learners AreGifted All The Time.”

Mary S. Landrum

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Gifted educationis not an add onfor ninetyminutes a week.

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Purpose of the Catalyst Model To allow the Classroom Teacher and the

Talent Development (TD) Catalyst Teacher to share responsibility for the education of the gifted learner

To provide appropriate learning activities for gifted learners in heterogeneous classrooms

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Collaborators Classroom Teacher TD Catalyst Teacher Administrators Other members of the school’s teaching

staff who contribute to the academic progress of gifted learners

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What Is The Curriculum? The North Carolina Standard Course of

Study and more….

http://www.ncpublicschools.org/curriculum/

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Desired OutcomesCurriculum studied in greater depth

through more challenging lessons and differentiated activities

Curriculum accelerated to include above-grade level material when appropriate

Advanced pace of learning

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What Does the Catalyst Model Look Like?

Indirect ServicesDirect Services

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Indirect ServicesLessons and activities are prepared bythe TD Catalyst Teacher in collaboration with theClassroom Teacher. The lessons and activities areused by the Classroom Teacher in the regularclassroom.

Gifted identification is also part of IndirectServices provided by the TD Catalyst Teacher.

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What Can Indirect Services Look Like? Centers Projects Contracts Alternative homework Alternative assignments Curriculum compacting contracts Team Teaching

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Direct Services

Lessons for gifted learners that arethe sole responsibility of the TD CatalystTeacher. They are developed and taughtto gifted learners by the TD CatalystTeacher.

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What Can Direct Services Look Like?Demonstration LessonsSmall group instructionPull out for a set period of timeActivities related to classroom

instruction

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How Much Time for Direct and Indirect Services?

60-70% Indirect Services

30-40% Direct Services

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When Do Teachers Collaborate?

Each school schedules weeklyplanning blocks during theschool day for teachers to meetand collaborate.

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The focus of the Catalyst Modelis to differentiate instruction forthe gifted and high performingstudents.

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Differentiated activities areintegrated into the regularclassroom to complement andsupplement the standardcurriculum.

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Without differentiation everyone…Moves at the same paceCompletes the same assignmentsIs evaluated the same way

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“This [Catalyst Model] is like having many hands all working toward the same goals.”

TD Catalyst Teacher

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“These kids [gifted learners] are both our responsibility. It makes sense that we are working together.”

Classroom Teacher

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“Now we can do even more for gifted kids, and that’s how it should be.”

Principal

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Everyone works collaboratively to meet the needs of the gifted learners.

Classroom Teacher

District Support

TD Teacher

Catalyst Model