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Welcome to my website! There is a lot of information here. If you don't see what you are looking for, don't hesitate to ask!
Dear Teachers - Many the frequently asked questions may be found on the main DPS FAQ page. Please use the link to the right. The district FAQs link may easily be shared with parents as well.
Below are more site based questions we often receive.
Q: When visiting our campus, will you be testing much of the time?
Q: When visiting our campus, will you be testing much of the time?
A: Yes, one of the key duties for student identification includes testing, and oftentimes follow-up assessments.
A: Yes, one of the key duties for student identification includes testing, and oftentimes follow-up assessments.
During my time at your campus, I will be adhering to the district calendar which includes mandatory testing for multiple grades in the fall (NNAT for Kindergarten, 2nd, and 6th). In addition to these grade level assessments, I will conduct numerous CogAT and ITBS tests throughout the year (This is in addition to SIGS forms, etc.)
During my time at your campus, I will be adhering to the district calendar which includes mandatory testing for multiple grades in the fall (NNAT for Kindergarten, 2nd, and 6th). In addition to these grade level assessments, I will conduct numerous CogAT and ITBS tests throughout the year (This is in addition to SIGS forms, etc.)
Q: When you're here, can you substitute, chaperone, or be an interventionist?
Q: When you're here, can you substitute, chaperone, or be an interventionist?
A: No, I am at each site to do Gifted and Talented work for the district.
A: No, I am at each site to do Gifted and Talented work for the district.
I am in the building one day a week (about 35-40 days total throughout the year). Every minute I have to meet with teachers, administration, students, and complete what is needed to support the school is critical. I must prioritize my duties to stay within testing windows and state guidelines.
I am in the building one day a week (about 35-40 days total throughout the year). Every minute I have to meet with teachers, administration, students, and complete what is needed to support the school is critical. I must prioritize my duties to stay within testing windows and state guidelines.
Q: My student is gifted in one subject, but struggling in another subject area. Can you work on that instead?
Q: My student is gifted in one subject, but struggling in another subject area. Can you work on that instead?
A: No, our gifted goals and services are mandatory to be strength based, not deficit.
A: No, our gifted goals and services are mandatory to be strength based, not deficit.
Gifted and Talented is all strength based goals. However, if a student is struggling in a certain subject area, I enjoy collaborating in order to create a strength-based plan so s/he can realize success. If the student is struggling so heavily that you think s/he may be twice-exceptional (have a disability and be GT), it would be a good idea to speak with me, the psychologist, or special ed team as well.
Gifted and Talented is all strength based goals. However, if a student is struggling in a certain subject area, I enjoy collaborating in order to create a strength-based plan so s/he can realize success. If the student is struggling so heavily that you think s/he may be twice-exceptional (have a disability and be GT), it would be a good idea to speak with me, the psychologist, or special ed team as well.
Q: My student isn't formally identified as gifted, but can you still support him/her?
Q: My student isn't formally identified as gifted, but can you still support him/her?
A: Yes!
A: Yes!
This may not look like pulling out for a small group, but more like finding and utilizing resources. However, I enjoy working with all students to support them. Logistically, my focus is primarily on the talent pool students. The identification process is rigorous and takes time, and we need to support all of our students who benefit from enrichment!
This may not look like pulling out for a small group, but more like finding and utilizing resources. However, I enjoy working with all students to support them. Logistically, my focus is primarily on the talent pool students. The identification process is rigorous and takes time, and we need to support all of our students who benefit from enrichment!
Q: My student is identified as gifted, but s/he is not performing significantly above or on-level in the classroom. Can s/he remain in the room for instruction and not get GT pull-out?
Q: My student is identified as gifted, but s/he is not performing significantly above or on-level in the classroom. Can s/he remain in the room for instruction and not get GT pull-out?
A: Yes
A: Yes
Teachers know their students best. As a classroom teacher for many years, I understand the pressure to meet the standards and how critical class time is.
Teachers know their students best. As a classroom teacher for many years, I understand the pressure to meet the standards and how critical class time is.
Pull out groups or hours of service are not required by law for GT.
Pull out groups or hours of service are not required by law for GT.
However, if a student is identified as GT but not performing, there could be an issue of motivation or underachievement. If you think this is an issue, let’s collaborate so we know our students are reaching their full potential. If you have a kid needing enrichment but want them in the room, there are so many other resources or differentiation ideas I can provide.
However, if a student is identified as GT but not performing, there could be an issue of motivation or underachievement. If you think this is an issue, let’s collaborate so we know our students are reaching their full potential. If you have a kid needing enrichment but want them in the room, there are so many other resources or differentiation ideas I can provide.
Q: My student isn't receiving enough support from check-ins once a week. Is there anything else you can do?
Q: My student isn't receiving enough support from check-ins once a week. Is there anything else you can do?
A: YES!
A: YES!
Unfortunately, it is impossible for me to know what your GT students need without collaboration. The more information and data you can share with me, the better experience you will have with this student! PLEASE let me know what I can do to provide you and your student with support in the classroom
Unfortunately, it is impossible for me to know what your GT students need without collaboration. The more information and data you can share with me, the better experience you will have with this student! PLEASE let me know what I can do to provide you and your student with support in the classroom
Q: Do you meet with all grade levels?
Q: Do you meet with all grade levels?
A: No - Not Usually
A: No - Not Usually
There are usually multiple classrooms per grade with GT kids and multiple GT students in each room. I prioritize check-ins with students as much as possible and generate small groups (when the numbers allow for 2nd - 5th grade). I always need time in my day for the numerous GT tasks (e.g. Testing/Parent Letters/etc.) so about 4 groups a day is the max to stay on top of a school wide identification process.
There are usually multiple classrooms per grade with GT kids and multiple GT students in each room. I prioritize check-ins with students as much as possible and generate small groups (when the numbers allow for 2nd - 5th grade). I always need time in my day for the numerous GT tasks (e.g. Testing/Parent Letters/etc.) so about 4 groups a day is the max to stay on top of a school wide identification process.
Q: Can you see all of my highest kids?
Q: Can you see all of my highest kids?
A: No - Not Usually
A: No - Not Usually
My main focus is on continuous testing and collaboration for classroom supports. I enjoy supporting teachers through collaboration, adding depth and complexity to whole group instruction in the room. Gifted and Talented work is usually at least a year above grade level, rigorous, and requires in - depth thinking when working with small groups. So, if a small group is created, it carries the potential to be disastrous to a student psyche if they are placed in a GT and not capable of the group's momentum.
My main focus is on continuous testing and collaboration for classroom supports. I enjoy supporting teachers through collaboration, adding depth and complexity to whole group instruction in the room. Gifted and Talented work is usually at least a year above grade level, rigorous, and requires in - depth thinking when working with small groups. So, if a small group is created, it carries the potential to be disastrous to a student psyche if they are placed in a GT and not capable of the group's momentum.
If you have any further questions, please contact me!
If you have any further questions, please contact me!
Sincerely,
Sincerely,
Dr. Coy Rice
Dr. Coy Rice
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