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STRIVE Dream School Proposal
Transcript of STRIVE Dream School Proposal
Elementary School Growing Young Minds
Reaching New Heights Part 2 Part 3 Presentation Teamwork/Self-Evaluation Promoting the Program and a Communication Tool Program Evaluation Continuation Requirements Monitoring and Maintaining
Effectiveness Student Selection Process Model Goals Rationale Part 1 The name of our school is STRIVE Elementary. STRIVE stands for Service, Technology, Rigor, Interest, Value, and Excellence. Our school is an elementary school with grades 3-5. Each grade level is composed of eight classrooms with no more than 17 students in each class. For our Dream School 21st Century, the cluster grouping model will be incorporated. In this model, a small group of students who have met the requirements for gifted education will be placed in a heterogeneous classroom with students of various abilities that were chosen through the student selection process. Students who are selected will have gifted or talented characteristics that will allow them to meet the educational demands that encompass the school. In each classroom, the general education teacher will receive specialized training in the area of gifted education in order to become knowledgeable about the educational needs of the gifted population. For all reading and math classes, a teacher certified in gifted education will co-teach with the general educational teacher. A rigorous curriculum will be taught using flexible grouping and differentiation based on ability and student interest. A wide range of technology will be incorporated into all lessons and activities. Teachers will teach using Smart Boards and students will have the chance to work with various applications on iPods/iPads.
For an hour each day, gifted students will be pulled out of the general education classroom and will participate in enrichment activities with a gifted certified teacher. The other students in the general education classrooms will be separated into smaller groups and will participate in talent and development enrichment activities based on their ability level and interests.
Students in the fifth grade will also be required to participate in projects. One project is for students to complete 25 hours of community service. These hours will be completed during and outside of school. Students will work as a class to identify a problem or need in the community, design a plan of action, and carry out their plan over the course of the school year. At the end of the year, each group will present their community service project to their entire grade level and will have a rewards program at the end of the year to celebrate their success. Members of the community will also be invited to this event. Another project will be when students choose a career that they would someday like to have. Students will select a job of interest, research this job, and interview a person in this career field. Students will present their career to their class. In the 21st century, there are many challenges and demands that the United States faces in order to compete with fellow nations on a global level. At the foundation of our Nation’s future is the education of children. In the past decade, U.S. students scored significantly lower than their International peers on International assessments such as the Programme for International Student Assessment (PISA) (Kay & Robinson, 2010). In order for students to become highly functioning citizens in this fast-paced and highly competitive society, they must have a wide background of skills in areas such as technology, critical thinking, and innovation, and communication (Eckstein, 2009). The STRIVE Elementary Dream School 21st Century was created to ensure that a group of gifted and talented students would receive this crucial foundation in order to not only be successful in their future, but to be the citizens that help change the United States for the better. Students
Since this school will be composed of students who hold gifted or talented qualities, high expectations will be held for all students. All students:
•will make an exceeding score on state administered tests in each subject area.
•will maintain a 3.5 or higher GPA for the regular core subjects each semester.
•will be able to defend their position on a topic through the use of evidence from text that they have read in class.
•will be able to recite, from memory, a poem, speech, or literary excerpt to the class using appropriate fluency, rate, and expression.
•will be able to read and comprehend informational and literary texts that is at or above the recommended Lexile level for their grade.
•will be able to use an application on an iPod/iPod in order to create a presentation to present to their classmates.
•will give a presentation to their class that incorporates some form of technology to enhance what is presented.
•in the fifth grade will complete 25 hours of community service each school term.
•will present evidence, after their 25 hours of community service, to their grade level on the effects of their service to the community in the form of a presentation.
•will research a career of their choice and present their finding to their class.
•General education teaches will be trained in gifted education strategies (will not necessarily have to have gifted certification, but will be knowledgeable about teaching gifted students)
For all reading and math classes, a teacher certified in gifted education will co-teach with the general education teac Multiple assessment procedure
A student can be recommended for testing based on The Criterion Referenced Competency Test or other nationally norm-referenced test scores of 850 or greater and/or teacher recommendations.
To qualify for Gifted Services, a student must
1.Students must have a qualifying score in the mental ability (≥96, CogAT) AND achievement categories (≥90, KTEA II), OR
2.Student must qualify in three of four categories (≥96th percentile composite on CogAT, 90th percentile in Math or Reading on KTEA II, 90th percentile composite score on TTCT, and/or 3.5 GPA on a 4.0 scale in the regular core subjects for the last two years).
All scores used in the gifted screening process must be within 12 calendar months of each other. •Continue to maintain a 3.5 or higher GPA in the regular core subjects each semester
•Other Criteria: active participation, conduct and attitude towards learning and the learning process
process must be within 12 calendar months of each other.
•Frequent monitoring of criteria listed above at the end of each semester
•Student/Parent/Teacher Conference - if student does not meet one or more of the above criteria
•If behavior continues, a written notice will be sent to the student and parents stating the student and the reason(s) the student has been placed on probation until the end of the next grading period when the student will be reevaluated
•Students will also receive a notice stating the criteria (as noted above) for returning to the gifted program.
Withdrawal and Re-Entry-
•If a student does not meet the criteria for two consecutive semesters the student will withdraw from the program until such time as the above criteria is met.
•Parents can also formally request a student be withdrawn from the program through a written request. Parent must state the reason for the request.
Annual Student Review-
Gifted education teachers shall review, annually, the progress of each student enrolled in the gifted program using the Gifted Placement Review Form as outlined by the school district. Teachers:
•Teachers will be certified in Gifted Education
•Frequent In-Service sessions about best practices for instructing gifted children will be provided.
•Funding for additional training through Gifted Education Seminars and Advanced Gifted Institutes, workshops, professional conferences and conventions, the Regional Educational Agency (RESA), the Georgia Department of Education, the Georgia Learning Resources System (GLRS), and professional literature will also be available.
•Gifted Fairs (similar to a Science Fair where students create a presentation of their talents to share with others)
Gifted Students will be given the opportunity to display their talents through a variety of activities throughout the school year such as:
•Academic Pep Rallies to honor students’ academic talents
•Music Concerts The Gifted Program Evaluation process begins with the identification of gifted facilitators, teachers, administrators and parents. Members representing all K-12 grade levels will be identified. Ten meetings will be held between December and October. The process will begin with outlining basic questions for the evaluation process:
•What is our current reality?
•What do research and best practices tell us?
•How effective is our program?
•What recommendations/implications are there for the gifted program?
Tasks to be completed:
1. Update the program descriptions at each level.
2. Review and analyze the National Association for Gifted Children (NAGC) standards.
3. Review and analyze current research articles.
4. Develop teacher and parent survey questions that align to NAGC standards.
5. Administer surveys to students, parents, teachers and administrators. Survey info here The program will be promoted to the surrounding communities in the following ways:
•Speaking out on behalf of gifted and talented children and appropriate educational programs and services;
•Advocating as individual parents and join others as well;
•Checking to see if there is a local organization in your area already working on these issues;
•Checking with your state gifted education organization. They may know of activists in your area.
•Offering to work with the state association on issues in the state capital and in Washington, DC;
•Starting our own local group to work with parents, teachers, and your local school board;
•Helping make sure that gifted education programs and services in our area, as well as student activities and competitions, receive coverage in our local paper. The public gets behind local success stories! Service~Technology~Rigor~Interest~Value~Excellence Grades 3-5 Brochure