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The Catalyst Model for Resource Consultation and Collaborati

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Meg Sullivan

on 20 October 2013

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Transcript of The Catalyst Model for Resource Consultation and Collaborati

The Catalyst Model for Resource Consultation and Collaboration in Gifted Education
What Is It?
The Catalyst Model empowers teachers to develop and implement gifted services via collaboration with a
(gifted education specialist).

It can be used to service students of ALL ages in ALL content areas in ANY type of school!

Components include a cycle of instruction, advanced studies curricula, and ten non-negotiable criteria.

Why Use It?
promotes successful collaborative partnership between teachers and consultant

meets the needs of gifted students in a heterogeneous classroom

spill-over effect benefits other students as well, including unidentified and twice-exceptional students

provides opportunities for curriculum to be studied in DEPTH

provides differentiated educational experiences for ALL learners (Landrum, 2001)

developed by Dr. Mary Landrum Slade

empowers teachers to better serve high ability students by teaming with an "expert" (consultant)

influenced by Bloom's Heirarchy, the Pinnacle Model by Seligman, and the idea of differentiation
set cost: consultant salary

no mandated resources (minimizes consumables)

consultant is shared in building/corporation
Pro: Cost-Effective
whole school
needs to buy into the idea of collaboration for this model to be successful.
Con: All Aboard
If spread too thin, consultants cannot be as effective; a caseload should be no more than
three buildings!
Con: Sharing Required
be allocated on a regular basis for the teacher and consultant to collaborate

the prescribed
must be followed: co-plan, co-teach, reflect/assess

all ten criteria must be met
Con: Non-Negotiables
Pros & Cons
the price is right
promotes collaboration to enhance instruction
format is simple but must be followed faithfully
spill-over effect benefits all students
less pull-out time, more in class service
all students are serviced
less pull-out time also reduces elitism
Pro: Time on Task
With the help of the consultant, teachers collaborate to create and implement differentiated lessons and activities that challenge all students!
Pro: Teachers are Empowered!
teacher and consultant work together WEEKLY to develop differentiated lessons and activities for all students

when this is not enough to challenge the gifted students, the consultant will work directly with them, often bringing in outside resources, to provide challenging curriculum

high ability students are provided with
Instruction is based on the following cycle:
Cycle of Instruction

lessons taught by consultant to high ability students
may include demonstrations, small group instruction, pull-out time, or alternate activities such as competitions

delivered by classroom teacher or collaboratively
may include centers, passion projects, alternative homework, curriculum compacting, or team teaching

Collaboration Levels
Level One:
general educators collaborate informally (team planning, etc.)

Level Two
: general educators collaborate with consultant (gifted education specialist) to determine differentiation and
cycle of instruction

Level Three:
formal team collaboration including teachers, support staff, and consultant(s) to tackle problem-solving for team
Model Components
10 Non-Negotiables
(Slade, 2009):
flexible pacing
flexible grouping
consistent collaborative plan time
voluntary participation in problem solving
staff development targeting model implementation & differentiation
full administrative support
documentation of consultation activities
low consultant to teacher ratio for collaboration
consultant should be a true gifted education specialist
continued support for direct service delivery via consultant
JMUHONORSPROGRAM. (2011, February 14). Dr. Mary Slade (Video
file). Retrieved from http://www.youtube.com/watch?v=JsEfPnWJOQ 8

Jordan, A. (2011, August 19). CMS catalyst model. Retrieved
from http://amyjordan.cmswiki.wikispaces.net/CMS+Catalyst+Model

Landrum, M. S. (2001). Consultation teacher in gifted education:
Providing demonstration lessons. Virginia Association for the Gifted Newsletter, 22, 1-2.

Slade, M. L. (2009). The Catalyst Model: Resource
Consultation & Collaboration in Gifted Education. In J. S. Renzulli (Ed.), Systems and models for developing programs for the gifted and talented (pp. 457-476). Mansfield Center, CT: Creative Learning Press.

Tedone, K. & Walters, S. (2012, August 30). What is the
catalyst model? http://destd.cmswiki.wikispaces.net/What+is+the+Catalyst+Model%3F
Meg Sullivan

EDPS 54200
Created By:
Ideal ratio is 1:15
or lower
To preserve program effectiveness, collaboration time between consultant and teacher(s) is a minimum of 30 minutes per week.
Administrative Support
Support includes:
program advocacy
program validation
program maintenance
* both direct and indirect services are a result of consultant/teacher collaboration to determine student needs
-Mary S. Landrum
"Gifted learners are gifted all the time."
The Plight of a Bright Student
Unfortunately, most "gifted" students in a heterogeneous classroom are forced to sit through unnecessary drill and practice, as well as being tethered to students just learning information that the gifted student has mastered. This model allows a consultant to be the
for change, delivering differentiated instruction directly to gifted learners!
Components of Advanced Studies Curricula
In order to effectively differentiate for gifted learners, advanced studies must be provided- these are identified via collaboration.

The following components target the unique needs of gifted students while allowing for spill-over effects to benefit others.
Layered Approach
Advanced Content
accelerated within or across disciplines
goes beyond age or grade level limits
provides complexity and requires higher-level thinking
Academic Rigor
curriculum is tied to academic disciplines, allowing for rigor through curriculum layering

layering allows for rigor at different levels with different students
Elevated Expected Outcomes
student performance elevated beyond grade-level expectations

assessments must be modified to reflect more rigorous studies

high ability students aren't restricted by the "ceiling" of grade level content or assessments
Mary in Action!
(Slade, 2009)
(Slade, 2009)
Full transcript