Skip to main content

Episode 25: Intervention with gifted and talented students



Your at-risk student is looking for your support. Your GT student is looking for a challenge.
We've talked a lot about intervention for your struggling students, but what do you do when you have gifted and talented students who are struggling?

The struggle may look different when you're working with advanced courses and high achieving students, but the struggle is real all the same.

Today on the podcast we have veteran AP teacher, multiple Teacher of the Year winner Valerie Minor on to talk about how she intervenes and differentiates for advanced students as well as what she's learned in her transition into a special education co-teach setting this year.

You can listen to the podcast here or follow us and subscribe on iTunes or Stitcher.

Give us a like on Facebook, rate or review us, and please share! We love to hear from our listeners!

Comments

Popular posts from this blog

Texas Holds Students With Disabilities to a Higher Standard on State Exams

Let’s just call it like it is. 2016-2017 was not a great year for student assessment in Texas. Between the scandal of mis-graded STAAR tests, graders hired for peanuts on Craigslist, and large numbers of parents and students conscientiously objecting to even taking part in our state’s annual testing rituals, many Texans have been left wondering where, exactly, IS the accountability in our state accountability system.    But if there is one person who is keenly aware of where the accountability is, it’s the high school senior who’s taking a STAAR End of Course test. That senior needs to pass that test in order to graduate in that same month. That student is painfully aware that the STAAR test doesn’t care where he grew up, or who her parents are, or whether he is dyslexic or learning disabled or gifted and talented. Regardless of what challenges she faced or what advantages he received, everyone all sits down and takes the exact same test. That’s what TEA promises. All students take

Episode 24: Why do you STAY a teacher?

All of us have been asked the question at one point or another. What made you decide to become a teacher? You've been asked it in job interviews, where the right answer seemed critical. You've been asked it by incredulous family members, where the right answer seemed impossible. You've been asked it by students, where the right answer seemed loaded. We've all got our response memorized. Whether that response reflects your deeply felt, inspirational path into the classroom, the safe-for-work, sanitized version of your winding road towards respectability, or is simply a rehearsed tale that carefully avoids saying "I don't know why I do half the things I do." I don't know about you, but I'm bored by my story. It's not particularly inspirational, and, frankly, it's not particularly interesting. You want to see into a teacher's soul? Don't ask us why we started. Ask us why we  stay .  Why do we stay in a career that

Episode 23: The Curious Case of Gender in Educational Leadership

 In the midst of our wider, cultural conversation about women, and power, and leadership, and power, let us pause for a moment to consider the quite curious case of gender in education. Of course, education is an historically female driven profession - for much of the last century it was, in fact, one of the few jobs a woman could even realistically perform. That history continues to influence our profession today. 76% of classroom teachers remain women.  As women slowly take on larger and larger roles in industries all over this country, education sits as an - actually rather large - island. An experiment if you will, of sorts - an enormous, functioning machine -  a bureaucracy, a power structure - inhabited almost exclusively by women.  The lazy among us often joke how the world would be different, how much better it would be, if it could be run by women.  Well, education gives us a glimpse into what that world might actually be like.   And apparently we'd j