Welcome to Scribd, the world's digital library. Read, publish, and share books and documents. See more
Download
Standard view
Full view
of .
Look up keyword
Like this
1Activity
0 of .
Results for:
No results containing your search query
P. 1
DSAC Report Final

DSAC Report Final

Ratings: (0)|Views: 10 |Likes:
The final report developed by the Deputy Superintendent’s Advisory Committee on Gifted and Talented Education that provides feedback on the implementation of Board of Education Policy IOA, Gifted and Talented Education. The report includes four major recommendations to improve programming and services designed to benefit all students who show potential, capability, or motivation for rigorous and challenging instruction. (November 20, 2006)
The final report developed by the Deputy Superintendent’s Advisory Committee on Gifted and Talented Education that provides feedback on the implementation of Board of Education Policy IOA, Gifted and Talented Education. The report includes four major recommendations to improve programming and services designed to benefit all students who show potential, capability, or motivation for rigorous and challenging instruction. (November 20, 2006)

More info:

Copyright:Attribution Non-commercial

Availability:

Read on Scribd mobile: iPhone, iPad and Android.
download as PDF, TXT or read online from Scribd
See more
See less

10/24/2009

pdf

text

original

 
Office of the Deputy Superintendent of SchoolsMONTGOMERY COUNTY PUBLIC SCHOOLSRockville, Maryland November 20, 2006MEMORANDUMTo: Dr. Jerry D. Weast, Superintendent of SchoolsFrom: Frieda K. Lacey, Deputy Superintendent of SchoolsSubject: Deputy Superintendent’s Advisory Committee on Gifted and TalentedEducation ReportAttached is the final report developed by the Deputy Superintendent’s Advisory Committee onGifted and Talented Education that provides feedback on the implementation of Board of Education Policy IOA,
Gifted and Talented Education
. The report includes four major recommendations to improve programming and services designed to benefit all students whoshow potential, capability, or motivation for rigorous and challenging instruction.Beginning in 2004 the committee reviewed, researched, and discussed practices and issuesregarding the education of gifted students. Members visited Centers for the Highly Gifted andmagnet schools, and spoke with teachers, administrators, specialists, and other school personnel.During the 2005–2006 school year the committee shared findings with an outside consultant,revised, and finalized the report.Staff in the Office of Curriculum and Instructional Programs (OCIP) and the Office of SchoolPerformance have been acting on the initial recommendations of the report through the following programs, services, and initiatives:
 
Program expansions include Grade 5 at the Chevy Chase Elementary Center for theHighly Gifted, Grade 6 and Grade 7 in the Middle School Magnet Consortium schools,the Poolesville High School Whole School Magnet, and continuing InternationalBaccalaureate expansions.
 
Two additional administrators have been budgeted to the Division of Accelerated andEnriched Instruction (AEI) to provide additional support to schools and improvemonitoring of Policy IOA,
Gifted and Talented Education
.
 
A 0.5 bilingual instructional specialist position has been added to the Division of Consortia Choice and Application Program Services to increase outreach for studentstraditional underserved by magnet programs.
 
The middle school 0.2 GT Coordinator position and 0.2 SES position have beencombined into a 0.4 Accelerated and Enriched Instruction Support Teacher position. This
 
Gifted and Talented Education Report
2 position provides greater emphasis on identifying and supporting underserved students inaccelerated courses.
 
During the 2005–2006 school year, the
Options
guide to countywide programs wasdeveloped and mailed directly to homes of students in Grades K–8 to provide moreconsistent information about the application programs. In October 2006, the
Options
 guide was mailed to the homes of all students in kindergarten and Grades 3, 5, and 8.Students in these grades are eligible to apply for center and magnet programs.
 
The Grade 2 global screening and selection processes for elementary and secondarymagnets have been reviewed and changes have been made to monitor implementation.These reviews will be ongoing as results of these processes are not consistent with systemgoals.
 
OCIP staff is developing a proposal for a kindergarten curriculum revision that willinclude a primary talent development initiative similar to the Program for Assessmentand Diagnostic Instruction that has shown success in identifying and nurturing student potential prior to Grade 2.
 
AEI professional development has been focused to include training on economic, racial,and cultural masks of giftedness.
 
OCIP staff is developing documents for parents and teachers to clarify rigorous pathwaysin mathematics and reading/language arts.
 
Staff in AEI is working with community superintendents to implement a monitoringsystem that includes an annual review of specific data points at every school.
 
The Division of Shared Accountability is continuing the evaluation of the 0.5 Title IGifted and Talented teacher initiative.
 
Staff is developing a partnership with the College Board to improve rigor in curriculum,assessments, and professional development.I recommend that you share this report with members of the Board of Education. I know you join me in thanking the committee for the countless hours they committed to preparing thisreport.FKL:llhAttachmentCopy to:Ms. Leleck Mr. CreelMr. Lang
 
 
Deputy Superintendent’s Advisory CommitteeOn Gifted and Talented EducationMay 2006

You're Reading a Free Preview

Download
scribd
/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->