Gifted & Talented Program
Greetings and welcome to Darien's gifted and talented program, I.D.E.A. This site is designed to help parents, teachers and students navigate resources to gain a better understanding of gifted education.The name, I.D.E.A., was created by a group of students and means Interesting Dimensions that Extend Abilities.
The Darien Public Schools recognizes the diverse needs of all students through the differentiation of a robust and rigorous curriculum that is engaging, meaningful, creative and cognitively complex. Differentiation and choice exist within the general education program to serve all students within the social, emotional and learning spectrums. The Darien Public Schools also recognizes that there are gifted learners who require specialized instruction which takes place in grades one through nine for a total of ninety minutes per week.
Thank you for your interest in the I.D.E.A. Program. Have a wonderful school year!
Sincerely,Linda Johnson, Program Director for Gifted Education
Cara Martin, Hindley, Ox Ridge and Tokeneke Elementary Schools
Andrea Aaron, Holmes and Royle Elementary Schools
Joan Glass, Middlesex Middle School
Susan Morrison, Middlesex Middle School
Michele Mattera, Middlesex Middle School
Identification Process for Gifted & Talented (Idea) Program
In the Darien Public Schools, the gifted program has stimulated the abilities of gifted students for 45 years. The name, I.D.E.A., was created by a group of students and means Interesting Dimensions that Extend Abilities.
Gifted students, in the Darien public schools, are those students in grades one through nine that demonstrate or show potential for exceptional intellectual or academic capability. They comprise 5 to 8% of the general student population and their needs cannot be met fully in the mainstream education environment.
The Gifted Program Referral Periods
Grade 1: students in first grade may be referred for gifted identification in September (for entrance in January) OR in January (for entrance the following September).
Grades 2-8: students in grades 2-8 may be referred in January (for entrance the following September).
Students new to the district in all grades: may be referred EITHER in September (for entrance in January) OR in January (for entrance the following September).
What happens during the referral and identification process?
Referral: Students are referred for gifted program evaluation by school personnel or parents. In grades 1-8, the parent, teacher, or other school staff member should send an e-mail request to the school assistant principal.
Student Evaluation: A profile is developed for each referred student that includes scores on the following criteria: two creative writing prompts, Developmental Reading or Teachers College (Fountas & Pinnell) Reading Assessment (elementary students), Degrees of Reading Powers (DRP) test (middle school students), the Otis-Lennon-School-Ability Test (OLSAT), Renzulli Scales (completed by teacher(s)). Parents may submit additional assessments and student work but they will be ancillary.
Review by Pupil Placement Team (PPT): A district PPT reviews each student profile individually to determine whether each student qualifies for gifted program services. The PPT may be attended by the gifted program coordinator, school psychologist, classroom teacher, school administrator, and gifted program teacher.
What scores must a student obtain in order to qualify?
In order to qualify, students will generally show at least three of the following:
Reading two years or more above grade level as assessed by the DRA or TC reading assessment (elementary), or the DRP (middle school). These assessments measure accuracy, retelling, fluency, and inference using the guidelines for reading levels developed by Fountas and Pinnell.
At least 5/10 on each of two creative writing prompts.
Scores of 90% or above on any two subtests of the Renzulli Scales for Rating the Behavioral Characteristics of Superior Students (The Scales). This is a standardized measure. Classroom teachers will complete Scales in the areas of learning, creativity, motivation, and leadership characteristics for each recommended student.
9th stanine score on the OLSAT (Otis-Lennon School Ability Test) verbal subtest.
9th stanine score on the OLSAT non-verbal subtest.
Gifted & Talented (IDEA) Program Curriculum
At all levels of the Idea Program, units of study are guided by overarching conceptual themes. Throughout the course of the year, the chosen content, in conjunction with the conceptual themes, are designed specifically to move the students from initial understanding, to development of an interpretation, to making connections, and taking a critical stance. Content knowledge is incorporated at each of these stages, however, the overall purpose of the framework for the Idea classes is to create an environment whereby the students are continuously being intellectually challenged and supported to openly share ideas. Because the selected content is fluid and based on current information and research, content guides the discussions and problem solving activities. The curriculum for the Idea Program serves as the vehicle for supporting and attaining the goals of the program, while being flexible enough to meet the emergent needs of the students within the program. At every grade level, there is a focus on essential questions and enduring understandings.
Idea First & Second Grade
Development of Language: Students in the first and second grade are often grouped together so there are two year-long units of study that alternate by year. Development of Written Language is a yearlong interdisciplinary unit that traces the evolution of recorded communication. Problem-solving activities, short stories, and discussions support student analysis of the strengths and weaknesses of symbol systems used by various civilizations. Through this unit, students will recognize that language is an invention that has evolved over thousands of years and continues to change over time. Students explore the concept that written language is a symbol system and that written language reflects the culture of a society as well as geographical influences. Finally, students come to realize that our understanding of history is based, in large measure, on written records.
Is it possible to think without language?
What power does language provide to help us communicate? Does language have power?
Patterns: The second yearlong, interdisciplinary unit of study is an investigation of Patterns in the world around us. In this unit, critical thinking skills including analysis, interpretation and evaluation are applied as youngsters explore patterns witnessed in nature and patterns created by human beings. Among the themes to be considered are patterns as models, patterns as predictors of behavior, and patterns as arrangements of repeated elements. The first unit examines animal patterns of behavior. Predictable patterns including animal migration and hibernation, in preparation for the changing seasons, are studied. With the introduction of constellations, patterns as models are considered in the second strand of this unit. Constellations, as a method employed by ancient people to give order to the night sky, to serve as an early calendar and to assist the navigation of ancient sailors are investigated. The wide varieties of myths, developed by different cultures to describe the same cluster of stars, are compared. Patterns, as arrangements of repeated elements, will be evident within the math strand of this interdisciplinary unit. Among the topics investigated are patterns found in the measurement of time and money, Fibonacci sequences, and arithmetic and geometric progressions. Number systems, including Kanji (modified Chinese characters used to create a Japanese number system); Roman numerals and Hindu-Arabic numerals are compared to ancient Mayan and Egyptian number systems.
How does our understanding of patterns help us to predict change?
Why are nature’s patterns mimicked in the man-made world?
The skills required for successful deductive reasoning include the ability to compare and contrast, interpret, consider relevance, analyze implications, and predict outcomes. Through their active involvement in this year-long unit, Idea third graders gain first hand experience in deductive reasoning, problem solving, and the research process. Among the activities presented are The Great Chocolate Caper, Inventions and Innovations, Spontaneous Problem Solving, and WordMasters.
The Great Chocolate Caper is a mystery unit that requires children to solve a mystery by making valid assumptions, determining dangerous generalizations, and recognizing false pretenses in order to eliminate suspects until left with the real culprit. Logical thinking is utilized in many forms, including Logic Matrixes. Children learn to use information tables to help them recognize relationships between elements. They learn to logically organize information (either stated or implied) to determine what is possible or impossible.
In Innovations and Inventions, change and the role of the inventor are considered. Using problem based activities and discussions, students explore the role of the inventor, as a creative problem solver. Each child researches a selected inventor and prepares a book that chronicles the invention process and inventor’s accomplishments. They gain insight into the creative process of inventing as they research inventors and see how their inventions have changed our lives. Children also learn the process of development and implementation of an invention.
Throughout the year Spontaneous Problem Solving activities, adapted from the international Odyssey of the Mind program, are presented. Successful completion of spontaneous problems requires divergent thinking – the ability to generate a great number and wide variety of solutions - in a limited amount of time.
Underlying all the activities presented throughout the year is an emphasis on metacognition; thinking about one’s thinking. Metacognition includes knowledge about one’s skills and abilities as a learner, as well as developing goal-setting strategies.
Idea Third Grade Essential Questions
What role does the inventor play in society?
How do inventions and innovations change society?
How can the ability to organize information help you make good decisions?
What value do we gain from creative thinking?
Idea Fourth Grade: Forum/All Things Greek
Public speaking and critical listening are two of the skills developed in Forum, an interactive, historical simulation. Working in teams students are introduced to components of successful public speaking. Within this simulation youngsters are required to prepare and give speeches that inform and speeches to persuade. Seven criteria are considered when evaluating speeches including introduction, thesis statement, and development of supporting facts, conclusion, posture, gestures and voice. The culmination of this simulation is the presentation of an original speech for parents and classmates on Forum day.
Greek Mythology: Since the beginning of civilization, people have always asked questions about the natural world and the human condition. The Ancient Greeks explained their world through a large collection of stories about their gods and heroes. Greek mythology has been widely studied as literature. We will read and analyze some of these myths in order to understand their symbolism and messages, many of which still resonate in our modern culture.
Architecture: Ancient Greek civilization also brought classical architecture to mankind. With consideration for both form and function, these people created structures whose designs have stood the test of time. Idea students will have an opportunity to apply some basic mathematical principles used in classical architecture. They will also learn about and be able to identify some of the greatest cultural monuments ever built.
Creative Problem Solving CPS challenges are continued this year. Introduced in third grade as Spontaneous Problems, challenges this year involve more in-depth analysis. As they work to develop creative solutions to unique problems, students have the opportunity to formulate theories, predict outcomes and analyze results.
How does persuasive speaking and writing techniques help us to understand and support differing points of view?
What communication skills are most important when working in a group?
How can you evaluate the validity of information?
Idea Fifth Grade: Western Civilization
The fifth grade year-long unit of study, engages Idea students in an exploration of world history, geography, political science, origins of language, scientific discovery, and the arts.
Spanning the centuries between the founding of the Roman Empire and the beginning of the European Renaissance, students learn about political and social leaders, cultural groups, explorers, scientific thinkers, writers, and artists and their respective impact on Western society. Students identify and explore the similarities and patterns of these cultures and civilizations. Through analysis of primary and secondary sources, reading historically significant literature and viewing important works of art, students gain an understanding of historical events and developments from multiple perspectives. Learning takes place through open-ended, analytical discussions, use of blended technology, participation in a variety of multi-sensory group activities and independent study projects.
Units of study include: The Roman Empire; The Fall of Rome; The Byzantine Empire; Charlemagne and the Holy Roman Empire; The Vikings; The Later Middle Ages: Knights, Castles, and Feudalism; and The Early Renaissance.
What does it mean to be civilized?
What tools do we use today to study the past?
Using a futuristic scenario, Civilization, the sixth grade year-long unit of study, combines creative and critical thinking as well as problem solving and communication skills. Aspects of the International Problem Solvers Program are adapted as students work in class-based teams. Teams must work cooperatively, communicate effectively, organize and productively utilize their time, as they apply creative brainstorming in the development of viable solutions to presented problems.
Idea Sixth Grade Essential Questions
How can an understanding of the past help us to prepare for the future?
What skills do we need to adapt to a changing world?
How do we use feedback and develop problem solving skills?
How do we adapt and grow as a species when faced with environmental and societal challenges?
How do we best use limited information to prioritize and guide decision making?
Idea Seventh Grade: Relativity: Perspectives on Time
Idea’s seventh grade unit of study, Relativity: Perspectives on Time, examines the concept of time from a cultural, scientific and literary perspective. Throughout the year students consider open-ended, participate in problem solving activities, engage in discussions based on scientific text reading, and compare time-related themes in literature.
The year begins with students’ personal examination of the objective and subjective nature of time, and moves steadily toward more abstract concepts. Time’s role in culture is examined, as are the ideas of past, present and future. Later in the year, students are introduced to the concept of space-time and Einstein’s theory of relativity. As more abstract concepts are presented, students must suspend judgment and remain open to considering ideas that seem to contradict everyday logic.
How does the passing of time affect one’s perception of self?
How does the study of relativity challenge our thinking and understanding of space-time?
Why and how do scientific theories change?
Is there a distinction between past, present and future?
Idea Eighth Grade: Philosophy
The eighth grade Idea program philosophy curriculum is designed to provide students with an awareness of and appreciation for the role that philosophy has played in shaping our culture and the continuing role of philosophy in our day-to-day experiences. Through structured discussions, debates, readings, small group activities and response writing, students consider the writings of philosophers including Plato, Aristotle, Locke, Hume and Machiavelli. Throughout the year, the continued relevance of philosophy is explored as philosophical reflections are related to modern day events and scientific breakthroughs.
For eighth grade, Socratic dialogue provides the structural framework for group discussions and investigations. Philosophy, language related to thinking, along with supportive current science theory and research are explored within this structural framework.
Idea Eighth Grade Essential Questions
What relevance does philosophy have in everyday living?
How does philosophy influence decision making in modern day life?
To what extent do belief systems shape and/or reflect culture and society?
How does language influence the way we think, act, and perceive the world?
Idea Ninth Grade: Achiever's Project
Ninth grade Idea students participate in a year-long, independent study project in which they must solve a problem or create a product. Achievers projects link students with mentors and require a commitment of at least 50 hours work. Projects must be original work, include a research component, and result in a product that is presented on Achievers’ Night. Through these projects, students develop and extend communication skills, continue to develop an awareness of individual potential and responsibility, and apply their years of Future/Creative Problem Solving skills to the real-world.
How do scientific and technological advances help us to examine information and draw conclusions?
Idea Teacher Google Sites
Essential Resources on Gifted Children
The D.A.E.G. (Darien Advocates for Education of the Gifted) is a parent-run group that organizes events such as fundraisers, parent coffees, book clubs and discussions, and advocates on behalf of gifted education in Darien. They also sponsor the Barbara Harrington fund, which supports teachers in their professional development. Please consider becoming a member!