A cross-panel transition event to support our gifted learners

1. Mrs. Gollan-Wills, Learning Support Services

2. PART I: What Does Secondary Enrichment Look Like? (9:00)
 Transition: Elementary to Secondary
 In-School Programming: “The Big Four”
 Outside Opportunities: Outreach, Regional SPARK! Conferences
PART II: Guest Speakers (9:25)
 Gavin Foster: “Lived experience and passions”
 McB: “Six Word Memoirs”
PART III: ELOPE Session Rotation (10:15)
 Meet and Greet; Rotation of Mini-ELOPE Sessions

5.  “Discover Gifted @ Secondary” Event
 Who: Grade Eight (8) Gifted students
 What: Meet and greet secondary ELOPE students and Gifted
Teacher; participate in mini enrichment workshops (rotation)
 Where: Thames Room—CEC Central
 When: TODAY! Friday, May 26th, 2017 8:30 AM- 12:15 PM
 Why: To promote transition from elementary to secondary panel;
provide a secondary contact for each student for the Fall; promote
ELOPE program to sustain enrichment programming at secondary
level in order to meet the needs of all Gifted students

8.  “Extended Learning Opportunities Through Progressive
Enrichment”
 Enrichment withdrawal program (Gifted, bright, talented); adopts principles of
“pull-out” or cluster sessions from elementary with a different format
 Integrated into 26 schools in some capacity (GATE model)
 Completely voluntary; workshop-style; ~one period (75 min) per workshop;
schools range from 2x/week to 2x/semester
 Student-interest driven
 Include range of activities from novel studies, debates, and philosophical discussions,
to guest speakers, pottery, forensic problem-solving, and critical thinking
 Professional networking and planning: 6th Annual Gifted Teacher Symposium
September 2017
 Can lead to larger outreach opportunities or extended sessions; opportunity to
include other schools

9.  For all Gifted, bright, talented, high-ability students
 Accommodation:
 student compacts curriculum in a shorter period of time than the regular classroom;
demonstrates mastery and is poised to take this on;
 saves space in timetable for other courses or other enrichment opportunities (WISE, AP,
SATs) (compacting = acceleration + enrichment)
 Setting: either in-class or an alternative setting
 New since 2013!: Digital Curriculum Course Bank* through blended learning online
format for accessibility
 Logistics: classroom teacher continues to mark/record work; student completes
necessary course work to meet curricular expectations and assessment criteria
 Courses* are developed in full and come compacted with enrichment opportunities
within on a request basis (for timeframe requested)
 2D English, 2OE Civics, 2OE Careers, 1D Math, 1D Geography; IDC 4U (thesis);
 2D History for 2017-18; also working on 1D English (often onsite), 2D Math
 Similar process to onsite compacting; prior planning involved

10.  University level credit and/or advanced placement granted by exam; honoured by
most universities if level 4 or 5 achieved
 Various phases of support/delivery:
 Phase 1: Independent focus with master/mentor teacher or community member
 Phase 2: Tutorial format with master teacher(s) by discipline(s)
 Phase 3: Full AP credit* course; must be audited by AP Central through College Board
 Logistics:
 36 courses to choose from; prerequisites
 Cost: test fee $93 USD; study guide ~$25 (students cover costs)
 Some schools have pre-AP (3UE) and will be moving to AP credits (4UA)

11.  Interdisciplinary studies (for credit at secondary); FYI select schools do offer
designated enriched classes
 Three strands:
 Theory and Foundation (reading, concepts, perspectives, organization)
 Process and Methods of research (research, planning, and presentation of
information)
 Implementation, Evaluation, Impacts, and Consequences (critiquing, evaluating,
analysing, communicating, writing, real-world applications)
 Student-interest focus for summative (ISP)
 Develop and consolidate the skills required for knowledge of different
subjects/disciplines:
 How to conduct proper research
 How to properly write about research conducted/formulate effective research
questions
 How to communicate findings and defend position
 Scholarly Productions 3O/4O course
 Honours Thesis 4U course; course housed in D2L b-learning

14.  Opportunities for enrichment outside the regular class in more niched areas of
interest; network with Gifted Teachers to develop and make students aware of
opportunities
 Some offered by different faculties at Universities (e.g. Western University: Ivey,
Anthropology, BMI, Music, Brescia, Huron, King’s etc.) and community partners
(e.g. Mikutech, Professional Engineers of Ontario)
 Conducted onsite or off campus at various institutions
 Framework varies: lectures, activities, talks, workshops, visits, experiments/
research, among others
 Promote opportunities during the year (school and summer) outside of TVDSB:
 Entrepreneurship with Ivey, Linguistic s with Western, Anthropology with Western, King’s Liberal Arts,
Mikutech Gamer Outreach, BMI Outreach, Brescia Mini-Lectures, Forensics Unit, Active History with
Huron; King’s Model United Nations
 Waterloo Unlimited (grades 10-12), Queen’s ESU (formerly E=MC2)
 Shad Valley, House of Commons Page Program (Jr. and Sr.), Encounters With Canada
 Among many others…

15.  Western’s Initiative for Scholarly Excellence
 Who can apply: high school students in Grades 11-12 (must have min 22
credits achieved; completed 1.0 or more 4U or 4M credits; overall 80% in
Grades 10-12; 85% average in Grades 10-11)
 What: pursue a university level credit at the university campus (Main or
affiliated UC) or distance studies (FREE tuition!) concurrently with HS
courses
 Please note that students must be nominated by a Guidance Counsellor or
Principal, which is part of the application process; 100 spots only *shared

16.  Opportunities for extension/enrichment outside the regular class on a larger scale;
can be extensions of ELOPE sessions
 Specialized Programming Activating Rich Kinds of Experiences and Discoveries
 Students have the opportunity to network with like-minded peers across the board
 Conferences are offered in TWO seasons (Fall, Spring); at any given time there could
be multiple conferences occurring at the same time
 Can involve community partners or guest speakers to run workshops
 Framework varies: one full day each; a cluster of conferences once a semester;
multiple workshops or single-focus
 Economics, Business, Mathematics at King’s; REAL Criminal Law; Fractured Societies with Brescia; The
Study of Food with Brescia; CPSX labs; forensic crime scenes with OPP and London Police Ident Officers;
“ology” days at Brescia ; Engineering challenges; Innovation Days; Representation of Crime in Literature
and Sociology at King’s ; Physics and Art of Sound, among others

17.  M.Gollan-Wills@tvdsb.on.ca

21.  Each student will experience 3 mini-ELOPEs
 30 min each + 5 min walking time
 10:15-10:45 ELOPE 1 (30 min)
 10:50-11:20 ELOPE 2 (30 min)
 11:25-11:55 ELOPE 3 (30 min)
 You will meet and greet a representative from
your secondary school or one who represents
the region

22. Secondary School Session Name/Title
1 Lucas (1,2,3) Math—“Math Challenges”
2 Central (1,2) CT—“Battle of the Brains”
3 Beal (1,2) SS—“Food and Overpopulation”
4 Lord Dorchester (1,2,3) STEAM—“Science, Tech, Engineering, Art, Math”
5 Medway (1,3) Hum1—“Philosophy of Social Justice”
6 Oakridge (1,3) Geo/Hum—“Canada’s 150”
7 Parkside (1,2,3) Bus/Econ—“Investing, Trading”
8 SDCI (1,2,3) Sci—“Science Demonstrations”
9 Banting (1,2) Hum2—“Philosophy/Utopia/Perfect World”
10 Laurier (1,2,3) Art/Tech—“IDC Comp Programming/Graphic Design”
11 WCI (1,2,3) LibArts—“Poetics”