The document provides information about a "Discover Gifted—Secondary" event for grade 8 gifted students. It includes details on the event such as time, location, purpose to promote transition to secondary school programming and enrichment opportunities like the ELOPE program. The document also provides descriptions of what the ELOPE program involves, such as workshop-style enrichment sessions in various subject areas. Students will participate in 3 mini ELOPE sessions from 9 options focusing on topics like critical thinking, engineering challenges, math, art and social sciences.

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 Speaker (9:30)
 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/LST; participate in mini enrichment workshops (rotation)
 Where: Thames Room—CEC Central
 When: TODAY! Monday, April 13th, 2015 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 (includes all G/B/T)
 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
 3rd Annual Gifted Teacher/LST ELOPE Symposium October 2014
 Can lead to larger outreach opportunities or extended sessions; opportunity to
include other schools

9.  For Gifted and bright/talented students
 Accommodation: student compacts curriculum in a shorter period of time; saves
space in timetable for other courses or other enrichment opportunities (WISE, AP,
SATs)
 Setting: either in-class or alternative setting
 New for 2013: Digital Curriculum Course Bank through Blended Learning Online
Format!
 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 on a request
basis (for timeframe requested)
 2D English, 2OE Civics, 2OE Careers, 1D Math in motion; IDC 4U (thesis);
 currently uploading 1D Geography, 2D History for 2015-16;
 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 $91 USD; study guide ~$25 (students cover costs)
 Some schools have pre-AP (3UE) and will be moving to AP credits (4UA)

11.  Interdisciplinary studies; currently the only consistent enrichment
programming for credit at secondary; some designated enriched classes at
select schools
 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
 New! Scholarly Productions 3O/4O course
 New! Honours Thesis 4U course; course housed in D2L b-learning

14.  Opportunities for enrichment outside the regular class in a field of interest;
itinerant networks with Gifted teachers/LSTs to develop and make students aware
of opportunities
 Some offered by different faculties at Universities (i.e. Western University: CPSX,
BMI, Music, Brescia, Huron etc.) and community partners (i.e. Mikutech)
 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 Outreach with Ivey, Linguistic Outreach with Western, King’s Liberal Arts, Mikutech
Gamer Outreach, BMI Outreach, Brescia Mini-Lectures, Forensics Unit, Shake the World Conference
 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…
 *WISE: Western’s Initiative for Scholarly Excellence; 1.0 free tuition university
credit opportunity at Western; attend class onsite or through distance studies

15.  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 (i.e. rotation of three independent workshops,
REAL Criminal Law, Study of Food with Brescia UC, CPSX labs, forensic crime scenes,
“ology” days at Brescia UC, Engineering challenges, Innovation Day, Representation
of Crime in Literature and Sociology at King’s UC, Physics and Art of Sound, Critical
Challenges in the “Ologies,” among others)

16.  M.Gollan-Wills@tvdsb.on.ca

20.  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

21. 1. BLACK/Googly Eye= Critical Thinking (Lucas)
2. WHITE/Diamond= Tech/Engineering Building Challenge (South)
3. PURPLE= Math Challenges (Central)
4. ORANGE= “Graffiti Art” (CASS / HPSS / WCI)
5. RED= Slam Poetry “The Power of Spoken Word” (Medway)
6. YELLOW= “Rotocopter” (Oakridge)
7. GREEN= Bio “Through the Microscope” (Banting)
8. PINK= Business “Gender Profiling in the Media” (Parkside)
9. BLUE= Social Science “Liberation: Aftermath & Rebirth”
(Saunders)