Program for the Gifted

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Program for the Gifted at Lisbon High
School Kaleele Sarkis-Ahlers, Teacher of the
Gifted PWS Middle School, 353-3055 kahlers_at_union30
.org
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The target population for the program for the
gifted at LHS School is the Distinguished
Thinker Distinguished Thinkers are those
students who demonstrate, in relation to their
age peers, the following Superior abstract
thinking Ability to perceive unusual
relationships Ability to see/create patterns
Ability to see discrepancies Superior
communication skills Ability to be
intellectually playful Ability to retain
information Learn more rapidly
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Lisbon High School G/T Program Grade 9
The targeted thinking processes of a
Distinguished Thinker and the programming
components at LHS do support the Union30
Learner Outcomes and Performance Indicators
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• The students As Creative Problem Solvers and
  Critical Thinkers
• Effectively use a variety of complex reasoning
  strategies
• Intuitively identify patterns, trends, and
  relationships which apply to problem solutions
  and extend their understanding of specific
  problems to more global or parallel situations
• Effectively apply metacognition
• Generate a variety of innovative solutions,
  builds a case for the best response, and
  critically evaluates effectiveness

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As Knowledgeable Individuals and Self Directed
Learners Effectively frame questions and design
data collection and analysis strategies from all
disciplines to help answer them As Effective
Communicators and Quality Producers Effectively
and Creatively communicate thinking As a
Self-Directed Life-Long Learners Are self
directed and demonstrates capacity to undertake
independent study The programming further
develops a repertoire of thinking processes.
Furthermore, as consumers and producers of
information, identified gifted and talented
students will become Responsibility Community
Members
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• Lisbon High School
• Identification
• No new identification is needed for students
  previously identified in 7th and 8th Grade.
• Ongoing identification will follow similar
  procedures as those in 7th and 8th Grade for
  students new to the district and students who
  wish to enter the program at the high school
  level.
• Identification follows the standards of the
  National Association of Gifted Children (NAGC)
  and The State Maine Chapter 104.

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• Screening for potential/ new
• Gifted Students
• Terra Nova, NWEA, MEA other norm-referenced
  testing scores (objective data)
• Parent Nominations (subjective data)
• Teacher Nominations (subjective data)
• Student Nominations (subjective data)
• All scores are put in a data base
• Identification begins for top 15 of students
  (see next slide)

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Identification for potential/ new GT Students
From the top 15 Teacher ratings
(subjective) Task Performances for Core Subject
Areas (subjective) Assessment of Task
Performances for Core Subject Areas (subjective
with use of criteria rubrics) Meetings with
Administrators and Guidance (current, past)
Program Placement typically targets (but not
limited to) top 5 Appeals are accepted as
requested
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The target population for the program for the
gifted at LHS School is the Distinguished
ThinkerDistinguished Thinkers are those
students who demonstrate, in relation to their
age peers, the following Superior abstract
thinking Ability to perceive unusual
relationships Ability to see/create patterns
Ability to see discrepancies Superior
communication skills Ability to be
intellectually playful Ability to retain
information Learn more rapidly
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Lisbon High School G/T Program Grade 9 Time
Allocations
Individual (Highly Gifted, Learning Disabled
Gifted, Underachieving Gifted)

• For
• Individual
• Students
• -Mentors
• College courses
• Individual coursework and independent study
• (20 of time)

For consultation with classroom teacher
-Planning differentiation with classroom
teacher (40 of time)
Consulting
Groups Whole-Class Setting
For small groups of students in a whole-class
setting -Working with small groups
in Writing, Math, Science Humanities, when
appropriate -Team Teaching with classroom teacher
for Writing, Math, Science Humanities -Planning
curriculum differentiation curriculum
extensions for core content areas with classroom
teacher (40 of time)
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• Differentiation at Lisbon High School
• Most differentiation occurs at the classroom
  level.
• Opportunities for gifted students
• Honors classes
• Advanced Placement (AP) Classes
• Mentors
• Regional AVEC GT Program

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• Lisbon High School Program for the Gifted
• Needs of gifted students are met through
• Consultation between classroom teacher, G/T
  teacher, and student
• Independent Study
• Mentorships
• College Courses
• Regional AVEC GT Programs

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If we are to achieve a richer culture, rich in
contrasting values, we must recognize the whole
gamut of human potentialities, and so we weave a
less arbitrary social fabric, one in which each
diverse human gift will find a fitting
place. -Margaret Mead