Talented and Gifted is one area that does not have specific standards and benchmarks in the Fairfield School District. However, as a department, we are working to be aligned K-12 and make our curriculum the most effective for our students. The following is the first page of a compilation of notes from a meeting we had to discuss our goals for the TAG program in Fairfield. One of our goals is to design some broad standards and benchmarks that align with the state requirements for TAG programs. We also want to make sure our identification procedures are fair and accessible for all students. In addition, I have worked extensively this year with our elementary TAG teacher to make sure we're creating a varied, interesting curriculum for all students in TAG, grades K-8.
b. The teacher uses research-based instructional strategies that address the full range of cognitive levels.
One of my major areas of interest is differentiating for gifted students in the regular classroom. Many strategies that we've worked on as a faculty are helpful in this area (By being on Literacy Team, I have used and taught strategies such as read-aloud/think-aloud, concept circles, rate your knowledge, QAR, etc.). After the Iowa Talented and Gifted state conference, I became hooked on the quick activities for a variety of cognitive levels that were presented by Bertie Kingore. Click the following link to see some examples of her research-based activities. I used some of these examples when I co-led two different staff development sessions throughout the year. Mrs. Kingore documents the research for all her activities in two different areas of her websites. Click here and here.
c. The teacher demonstrates flexibility and responsiveness in adjusting instruction to meet student needs.
Spelling is just one area where I adjust instruction to meet student needs. If a student scores 100% on a pretest (see below), they are not required to take the posttest. Taking the posttest would be a complete waste of time for a student who is already mastered the words. Instead, these students are encouraged to use these words in their writing for further mastery.
d. The teacher engages students in varied experiences that meet diverse needs and promote social, emotional, and academic growth.
The 8th grade Images of Greatness project is the biggest unit in 8th grade GOAL. It is suggested by George Betts as a unit that exemplifies the philosophy of the Autonomous Learner (click here to read more), which is the basis for our GOAL program. Below is a picture taken before the 2009 Images of Greatness presentations. Students are dressed as the people they studied. They chose a person they felt exemplified "greatness." They presented a memorized bio-riddle, and they created a trifold display with their research. They also had to come up with a food to share that tied with their person, where the person is/was from, or the time period the person lived. The project required intensive research, deadline management, creativity, and accountability. Plus, the pride they felt in the finished product was immeasurable.
e. The teacher connects students' prior knowledge, life experiences, and interests in the instructional process.
Again, building upon the theories of George Betts' Autonomous Learner model, each GOAL class does an independent research project as some point in the year. Students submit a proposal about a topic that interests them and how they will show what they've learned. They choose two of the following elements to incorporate into that project... written, visual, or oral. They do intensive research and then create a project based on that research. In the past, I've had everything from 3-D farm miniatures to working engines to Lego animations to lasagna prepared for the class. Three pictures follow showing some students' work who chose posters as their displays. All three chose to do an oral presentation with these displays as the visual element.
This student also showed a video she created of her brother and sister performing a Russian dance she had taught them.
This oral presentation included history of cake as well as different decorating techniques. I had no idea it could be so interesting. She also brought the finished products to share. 
This project included an extensive oral history of the Summer Olympic Games. I stress using the poster as a visual aid to the oral presentation, rather than students just standing in front of the class reading their posters. This student did an excellent job. 
