Calcasieu Parish Spark Program for Primary Gifted/Talented Students: Guidelines and Curriculum
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:.00OMENT RESUME ED 135 187 EC 093 163 TITLE Calcasieu Parish Spark Program for Primary Gifted/Talented Students: Guidelines and Curriculum. INSTITUTION Calcasieu Parish School System, lake Charles, la. SPONS AGENCY Bureau of Elementary and Secondary Education (DHE11/0E), Washington, D.C. PUB DATE [76] NOTE 221p.; Best Available Copy; For related information, see EC 093 164 EBBS PRICE 'At-$0.83 HC-$11.37 Plus Postage. DESCRIPTORS *Activities; Community Role; *Curriculum Guides; *Gifted; Grade 1; Identification; Inservice Teacher Education; *Instructional Materials; Parent Role; Primary Grades; *Program Descriptions; Program Evaluation; Student Evaluation; Student Placement; *Talented Students IDENTIFIERS Louisiana (Calcasieu Parish) ABSTRACT Provided is information on the activities and curriculum of the SPARK (Seeking Purposeful, Analytic, Realistic Knowledge) Primary Gifted Program in Calcasieu Parish (Louisiana). The first major section of the document includes _brief segments on the program's philosophy and rationale, definition of gifted and talented youth, identifying characteristics of giftedness, identification and placement, forms used for screening and placement, teacher questioning techniques, special features of the program, and schedule of classes. The bulk of the document is devoted to information (which includes purpose, suggested time, procedure, extended activity, and materials) on curriculum activities in the following areas: language arts, social science, math, science, music, and art. Also provided are a list of materials used in first grade gifted SPARK classes; information on inservice trainirg, parental and community involvement, communication and dissemination, and evaluation; sample evaluation forms; and a table showing results from evaluation of program components. (SBH). *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this-affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * * via the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original. * *********************************************************************** CALCASIEU PARISH SPARK PROGRAM FOR PRIMARY GIFTED/TALENTED STUDENTS ci U S DEPARTMENT OF HEALTH. EDUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN- ATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE- SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY GUIDELINES AND CURRICULUM Director -Barbara I. Bankens Coordinator -Marlene Hillebrandt Teachers -Elva Groves Juanita Meadows Margaret Womack Calcasieu Parish Schools Department of Special Services 1120 West 18th Street Lake Charles, Louisiana 70601 2 TABLE OF CONIENTS Page. Philosophy 1 2 Rationale 3 Definition 4 Identifying Characterisitics 5 General Program Goals 7 Grading Identification and Placement 8 9 Forms Used for Screening and Placement 10 Curriculum Guide Rationale for Curriculum Development 14 15 Blooms' Sequential Classificationof Question Cues 16 Guilford's Structure-Of-Intellect Model 17 Williams' Model 18 Dimension 2 - Teacher Behavior 19 Dimension 3 - Pupil Behavior 20 Inquiry Processes 22 Teacher Questioning Techniques 23_ Value Clarification 25 Brainstorming 24 Learning Environment 25 Field Trips 26 Resource Persons 27 Parents of Gifted/Talented Children 32 Family Information Sheet 36 Student Notebooks 38 Special Features of Program 40 Schedule of Classes CURRICULUM AREAS 41 Language Arts Curriculum 73- Social Science Curriculum 104 Math Curriculum . 127 Science Curriculum 149 Music Curriculum . 165 Art Curriculum . 176 Materials . 183 Inservice Training 185 Parental and Community Involvement . 186 Communication and Dissemination . 187 Evaluation . 188 Evaluation Forms . 199 Evaluation of Program Components 205 Policies 206 Funding 207 Future Plans . 208 TONY 3 1 PHILOSOPHY OF THE PRIMARY GIFTED PROGRAM IN CALCASIEU PARISH In a democratic society, it is the primary responsibility of the school to offer educational opportunities appropriate to each child's ability. Gifted and/or talented children are a unique population, dif- fering markedly from their age peers in abilities, talents, interests, and potential for accomplishment. The purpose of gifted education is to provide a learning environment which will inspire, motivate, and chal- lenge these children to achieve the highest possible degree of success, happiness, and usefulness in. reaching their fullest potential. The success of this endeavor is dependent upon trained personnel, willing to accept these children as individuals with special needs and abilities. The curriculum offering, oriented to the gifted and/or talented learner, must provide a program of experiences which differs from the regular school program. It should be considered a framework of learning alternatives serving as a resource for ideas, or as a point of departure for further study and activity. The ultimate goal of the program will be to develop within each individual a desire for excellence, a sense of individual worth, and a responsibility to self and to society. Finally, the success of this pro- gram will be determlned by the commitment and support of the parents, the students, and the personnel at all levels of the school eommunity. 4 2 RATIONALE of The philosophy of CalcasieuParish School Board explains some the reasons why the SPARKProgram was implemented forGifted/Talented students in Calcasieu Parishduring the 1974-75 school year. in the To say the school system hasdone nothing for these children toward meeting the past is false; manynoble efforts have been directed excellent results. needs of these specialstudents - some of them with But only some of the needsof the gifted/talented were met. estimated A recent survey indicatesthat only four percent of the actually been receiv- 21/2 million gifted/talentedyouth in this nation have The research fur- ing some type ofdifferentiated instructione program. school dropouts ther points out that as many as18 percent of the high be corrected. aregifted/talented. This is a waste that needs to mandated legislation Another point of interest isthat Louisiana has 368. for providing programs forgifted students under ACT the spring of 1974 .SRA Primary Mental AbilitiesTest administered in of the students indicated that on a system-widebasis almost :5 percent 6 percent made scores tested scored an I.Q. of130 or above, while another from 120-129. There is an enormous individualand social cost when talent among These students the nation's children goesundiscovered and undeveloped. cannot ordinarily excelwithout assistance. others. It is with All children can run,but some run faster than developed. these fast runnets in mindthat the SPARK Program was 3 DEFINITION The Calcasieu Parish School Board adheres to the definition of gifted and talented youth formulated by the U. S. Office of Education and adopted by the Louisiana State Board of Education: Gifted and talented children and youth are those who are identified by professionals and other qualified individuals as having outstanding abilities and who are capable of high performance. These are Children and youth whose abilities, talents, and potential require differentiated educational programs and/or regular school program in order to realize their contribution to self and society. The term "gifted and talented" shall'include the following major categories, singly or in combination: Academically Gifted Creatively Gifted Kinesthetically Gifted Psychosocially Gifted Disadvantaged Potential 4 IDENTIFYING CHARACTERISTICS OF GIFTEDNESS The Gifted Child Usually: academic areas and scores - exhibitssuperior achievement in one or more highly on standardized tests - is capableof long-range concentration ontopics of interest and has high interest and search for the truth. - resistsroutines and shows need ordesire for solitude beyond the usual norm - iscreative-inventive-original and shows interest for his chronological age. self-directed with high standards for - isindependent, self-initiated, himself and is considerate of others - issensitive toward others' feelings - readswidely and has extensive vocabulary is interested in adult problems - hasvariety of interests and talents; - possessessuperior reasoning ability andrecognizes relationships - learnsrapidly, easily thinking and possesses the ability - is capableof critical and evaluative to perform difficultental tasks ability to take direction, and - shows senseof respco Ability, has the possesses leadershii.ability is well-liked by %is peersand/ - isfriendly, outgoing, and enthusiastic; or adults satisfac- - iscurious about the world aroundhim, asks questions, desires tory answers, and issupplied with limitless energy andenthusiasm stupidities and yet possesses a mature - has nopatience with absurdities and sense of humor; maybe stubborn in his beliefs. fear being - is ahigh-risk taker; is adventurousand speculative; does not different; exhibits non-conformingbehavioral traits - adapts readily tonew situations activities - isphysicallyweIl-coordinated;excels in athletic - is the mostscientifically-oriented