Differentiating Instruction for Gifted Students 
Contents: AISI N ACTION - ART
ABOUT US Research Reports
OUR PROJECT AISI Projects and Promising Practices
AISI PROJECT GOALS
AISI PROJECT STRATEGIES
RESULTS
Alberta Education - AISI WEBSITE
Alberta Education - AISI COLLOQUIUM
SCOOP & UNIVERSITY CONNECTIONS - AISI Newsletters
AISI workshops and Conferences
International Symposium Feb 2010 "Papers & Presentations"
ABOUT US
The vision of New Horizons School is to enable gifted students to strive for excellence in an environment that is positive with social and emotional support for each student.
The mission of New Horizons School is to meet the special academic needs of gifted students in a congregated setting that also provides social and emotional support. These students need opportunities to be challenged, to think alternatively, and to pursue learning according to their own learning styles. The overarching principle of the program is to facilitate student growth and development in three main areas: academically, emotionally, and socially.
Timetabling will allow for flexibility in grouping for instruction and activities. At times students will be streamed to work with those with similar achievement levels. The possibility also exists to group students with different levels of skill mastery to allow students to develop leadership, and to ensure that students can work with a range of individuals at various levels of ability.
(back to Contents)
OUR PROJECT
Our K-9 school of gifted and talented students holds an array of multiple ability levels in each grade. It is our goal to broaden and enrich the school's and teachers' ability to more effectively meet the needs of these exceptional students through assessment, delivery, monitoring, and evaluating.
This initiative will provide us with a greater ability to differentiate our approaches to meeting the needs of all students, not only the academic, but also the social and emotional dimensions as mandated by our charter.
We will have a 0.2 FTE AISI Coordinator and lead teachers (as we did in Cycle 3 Robotics) to assist staff with new practices and facilitate consistency in IPP planning. The AISI coordinator is to ensure student learning is enhanced in grades K-9 as that the project continues to meet AISI criteria. Therefore, the AISI coordinator will meet monthly with our principal to discuss progress, analyze and evaluate data, share successes, respond to challenges, monitor resource allocation, and plan for any group PD and sharing.
This project is needed as we are searching for ways to create and deliver a more effective way to address the educational needs of all gifted students through differentiated instruction via the IPP. All students identified as gifted are required to have an IPP, and while our school has a rather homogeneous population in that students are identified as gifted, a broad and varied range of academic, social, and emotional needs still exists. These varied needs must be addressed. A review of measures, mechanisms for monitoring, and mechanisms for evaluating will occur to ensure that the IPPs and the IPP process provides meaningful learning experiences for students. Currently, while there is administrative review and approval of each IPP, the responsibility of developing, monitoring, reporting, and evaluating of the IPP lies with the classroom teacher. This is a mammoth task considering each student has an individual plan. Teachers receive minimal time and support for focused development, monitoring, and evaluating of IPPs.
(PROJECT TIMELINE)
We also need consistency in our assessments in identifying learner needs. Assessment tools vary from grade to grade making transitional plans difficult and time consuming. The need to broaden and streamline our differentiation strategies and IPP processes is a priority area for improvement.
The use of a battery of core assessment tools that are valid, reliable, and that crosses the grades will be new to our staff. Currently, each teacher creates and/or collects his or her own battery of assessments which is useful for that particular year, but is problematic for monitoring growth over grade to grade transitions. Having staff that are trained to administer and interpret several assessments that remain consistent over the grades will provide more timely, accurate and consistent assessment data. Use of such assessments, combined with tools that teachers currently have, will provide teachers with richer information with which to begin the process of differentiating for their students. Focused PD activities will be purposeful and on-going, assisting teachers in using assessment data to make sound educational decisions for each student. The project is looking at various assessment strategies to adopt when differentiating gifted and talented students. Beginning with Math, a differentiation template will be created and incorporate the use of standardized assessment tools such as the WIAT-II achievement, CAT, and KeyMath3 diagnostic tests.
This project will focus on the ability of teachers to differentiate instruction with the use of technology. With such advancements as one-to-one wireless laptop availability (gr.6-9) and electronic whiteboards in each classroom, the ability to use technology to support differentiation provides an array of possibilities. Investigating and learning the use of instructional strategies that combine technology will open the door to more ways of addressing the individual needs of our students. Teachers will utilize SMART Boards and other various technologies (i.e. video conferencing, weather station technology, video filming) for creative instructional techniques.
Differentiation is a comprehensive, large scale process to effectively address and reach the multi-level abilities of gifted students as each student has an IPP. Also, electronic version of IPPs will need to be updated for all grade teachers using FilemakerPro software.
(back to Contents)
AISI PROJECT GOALS
1) Students’ individual learning outcomes as identified in the IPP will meet or exceed the identified target.
2) Students agree that their academic learning needs are being met.
3) Students will become creative risk takers emotionally and academically.
4) To improve classroom teachers' knowledge and their ability to address the educational needs of all gifted students by using a variety of assessment strategies to guide planning and assessment.
5) To increase classroom teachers' repertoire of differentiation instructional strategies, including technology integration, to meet diverse learning needs.
6) To increase parent satisfaction that the academic needs of their children are being addressed. Parental and teacher effective communication will be increased during IPP process and evaluation.
(back to Contents)
AISI PROJECT STRATEGIES
1. Student learning outcomes in IPPs will be identified through valid and consistent assessments. Enhance the ability of teachers to use assessment strategies such as CAT tests to identify learning needs of each student and adapt instruction accordingly. Teachers will use an increased variety of valid assessments to identify student learning needs.
2. Embedding instructional differentiation strategies by creating resources and providing on-going and systemic professional development. Teachers will refer to a template/checklist for instructional strategies as part of the process for planning differentiated instruction.
3. Teachers will use differentiation strategies to broaden areas of interest and expertise within the core subjects to meet individual learning needs. Technology integration using SMART Boards, computers, video-conferencing, and weather station equipment may be incorporated.
4. Staff will receive training and support on the maintenance and use of individual student profiles as well as in pre-assessment strategies, ongoing assessment, and differentiated instructional strategies.
5. Staff will receive training and guidance in creating and maintaining IPPs that reflect streamlined assessment practices.
6. Organize a schedule where IPPs are assessed, reviewed and updated (with input of all stakeholders). For the first two years of this cycle, teachers will be allotted one ½ day every second month to review, update, and evaluate all student IPPs. The electronic IPP software program will to be updated as needed.
(back to Contents)
RESULTS
Sustainability is achieved by enhancing the skills of existing staff. The project is to build the capacity of teachers' knowledge to address the needs of exceptional learners in the classroom. This is achieved over the three year cycle through the guidance of a lead teacher and AISI coordinator. After three years, we expect the teachers will have made changes to their instructional practices and developed problem solving and communication strategies with their peers that can be continued once the project is ended. Consistent, meaningful and ongoing consultation will ensure effectiveness and success of the project.
This AISI project will leave a positive legacy at its completion. At the end of the cycle, we will have appropriate assessment tools and strategies in place. We will have a varied set of differentiation strategies and resources. These combined will create continuity and increased effectiveness for all students as they move through the grades. Staff will be expected to apply what is learned about their experience to all subject areas. At the end of the project, the findings and successes, including changes in professional practices, will be integrated into the school culture and a number of strategies will be in place to enable new instructors to learn from the project.
(back to Contents)
Differentiating Instruction for Gifted Students
Contents: AISI N ACTION - ART
ABOUT US Research Reports
OUR PROJECT AISI Projects and Promising Practices
AISI PROJECT GOALS
AISI PROJECT STRATEGIES
RESULTS
Alberta Education - AISI WEBSITE
Alberta Education - AISI COLLOQUIUM
SCOOP & UNIVERSITY CONNECTIONS - AISI Newsletters
AISI workshops and Conferences
International Symposium Feb 2010 "Papers & Presentations"
ABOUT US
The vision of New Horizons School is to enable gifted students to strive for excellence in an environment that is positive with social and emotional support for each student.
The mission of New Horizons School is to meet the special academic needs of gifted students in a congregated setting that also provides social and emotional support. These students need opportunities to be challenged, to think alternatively, and to pursue learning according to their own learning styles. The overarching principle of the program is to facilitate student growth and development in three main areas: academically, emotionally, and socially.
Timetabling will allow for flexibility in grouping for instruction and activities. At times students will be streamed to work with those with similar achievement levels. The possibility also exists to group students with different levels of skill mastery to allow students to develop leadership, and to ensure that students can work with a range of individuals at various levels of ability.
(back to Contents)
OUR PROJECT
Our K-9 school of gifted and talented students holds an array of multiple ability levels in each grade. It is our goal to broaden and enrich the school's and teachers' ability to more effectively meet the needs of these exceptional students through assessment, delivery, monitoring, and evaluating.
This initiative will provide us with a greater ability to differentiate our approaches to meeting the needs of all students, not only the academic, but also the social and emotional dimensions as mandated by our charter.
We will have a 0.2 FTE AISI Coordinator and lead teachers (as we did in Cycle 3 Robotics) to assist staff with new practices and facilitate consistency in IPP planning. The AISI coordinator is to ensure student learning is enhanced in grades K-9 as that the project continues to meet AISI criteria. Therefore, the AISI coordinator will meet monthly with our principal to discuss progress, analyze and evaluate data, share successes, respond to challenges, monitor resource allocation, and plan for any group PD and sharing.
This project is needed as we are searching for ways to create and deliver a more effective way to address the educational needs of all gifted students through differentiated instruction via the IPP. All students identified as gifted are required to have an IPP, and while our school has a rather homogeneous population in that students are identified as gifted, a broad and varied range of academic, social, and emotional needs still exists. These varied needs must be addressed. A review of measures, mechanisms for monitoring, and mechanisms for evaluating will occur to ensure that the IPPs and the IPP process provides meaningful learning experiences for students. Currently, while there is administrative review and approval of each IPP, the responsibility of developing, monitoring, reporting, and evaluating of the IPP lies with the classroom teacher. This is a mammoth task considering each student has an individual plan. Teachers receive minimal time and support for focused development, monitoring, and evaluating of IPPs.
(PROJECT TIMELINE)
We also need consistency in our assessments in identifying learner needs. Assessment tools vary from grade to grade making transitional plans difficult and time consuming. The need to broaden and streamline our differentiation strategies and IPP processes is a priority area for improvement.
The use of a battery of core assessment tools that are valid, reliable, and that crosses the grades will be new to our staff. Currently, each teacher creates and/or collects his or her own battery of assessments which is useful for that particular year, but is problematic for monitoring growth over grade to grade transitions. Having staff that are trained to administer and interpret several assessments that remain consistent over the grades will provide more timely, accurate and consistent assessment data. Use of such assessments, combined with tools that teachers currently have, will provide teachers with richer information with which to begin the process of differentiating for their students. Focused PD activities will be purposeful and on-going, assisting teachers in using assessment data to make sound educational decisions for each student. The project is looking at various assessment strategies to adopt when differentiating gifted and talented students. Beginning with Math, a differentiation template will be created and incorporate the use of standardized assessment tools such as the WIAT-II achievement, CAT, and KeyMath3 diagnostic tests.
This project will focus on the ability of teachers to differentiate instruction with the use of technology. With such advancements as one-to-one wireless laptop availability (gr.6-9) and electronic whiteboards in each classroom, the ability to use technology to support differentiation provides an array of possibilities. Investigating and learning the use of instructional strategies that combine technology will open the door to more ways of addressing the individual needs of our students. Teachers will utilize SMART Boards and other various technologies (i.e. video conferencing, weather station technology, video filming) for creative instructional techniques.
Differentiation is a comprehensive, large scale process to effectively address and reach the multi-level abilities of gifted students as each student has an IPP. Also, electronic version of IPPs will need to be updated for all grade teachers using FilemakerPro software.
(back to Contents)
AISI PROJECT GOALS
1) Students’ individual learning outcomes as identified in the IPP will meet or exceed the identified target.
2) Students agree that their academic learning needs are being met.
3) Students will become creative risk takers emotionally and academically.
4) To improve classroom teachers' knowledge and their ability to address the educational needs of all gifted students by using a variety of assessment strategies to guide planning and assessment.
5) To increase classroom teachers' repertoire of differentiation instructional strategies, including technology integration, to meet diverse learning needs.
6) To increase parent satisfaction that the academic needs of their children are being addressed. Parental and teacher effective communication will be increased during IPP process and evaluation.
(back to Contents)
AISI PROJECT STRATEGIES
1. Student learning outcomes in IPPs will be identified through valid and consistent assessments. Enhance the ability of teachers to use assessment strategies such as CAT tests to identify learning needs of each student and adapt instruction accordingly. Teachers will use an increased variety of valid assessments to identify student learning needs.
2. Embedding instructional differentiation strategies by creating resources and providing on-going and systemic professional development. Teachers will refer to a template/checklist for instructional strategies as part of the process for planning differentiated instruction.
3. Teachers will use differentiation strategies to broaden areas of interest and expertise within the core subjects to meet individual learning needs. Technology integration using SMART Boards, computers, video-conferencing, and weather station equipment may be incorporated.
4. Staff will receive training and support on the maintenance and use of individual student profiles as well as in pre-assessment strategies, ongoing assessment, and differentiated instructional strategies.
5. Staff will receive training and guidance in creating and maintaining IPPs that reflect streamlined assessment practices.
6. Organize a schedule where IPPs are assessed, reviewed and updated (with input of all stakeholders). For the first two years of this cycle, teachers will be allotted one ½ day every second month to review, update, and evaluate all student IPPs. The electronic IPP software program will to be updated as needed.
(back to Contents)
RESULTS
Sustainability is achieved by enhancing the skills of existing staff. The project is to build the capacity of teachers' knowledge to address the needs of exceptional learners in the classroom. This is achieved over the three year cycle through the guidance of a lead teacher and AISI coordinator. After three years, we expect the teachers will have made changes to their instructional practices and developed problem solving and communication strategies with their peers that can be continued once the project is ended. Consistent, meaningful and ongoing consultation will ensure effectiveness and success of the project.
This AISI project will leave a positive legacy at its completion. At the end of the cycle, we will have appropriate assessment tools and strategies in place. We will have a varied set of differentiation strategies and resources. These combined will create continuity and increased effectiveness for all students as they move through the grades. Staff will be expected to apply what is learned about their experience to all subject areas. At the end of the project, the findings and successes, including changes in professional practices, will be integrated into the school culture and a number of strategies will be in place to enable new instructors to learn from the project.
(back to Contents)