Gifted and Talented Newsletter
Norwalk Public Schools
Welcome back!
Byran Kirby-Gifted and Talented teacher at Nathan Hale Middle School Mr. Kirby holds a dual certification in Biology (7-12) and Theater (Pre K-12) along with a Master's in Curriculum and Instruction from the Neag school at UConn. He is most excited to work with the students and delve into their passions. We are extremely happy to have Mr. Kirby on the team! Welcome, Mr. Kirby! | Dr. Yvonne De St. Croix-Gifted and Talented Teacher at Kendall School Dr. De St. Croix comes to us with over 17 years of experience in education! She is most excited about working with professional educators to enhance all student learning with rigor, relevance and creativity and enriching the learning of GT students based on their interest, readiness and learning preferences. We are ecstatic to have her join our team! Welcome, Dr. De St. Croix! | Anna McCormick- Gifted and Talented Teacher at Fox Run, Jefferson and Silvermine Ms. McCormick joins our GT team from the Neag school at UConn where she earned her Master's in Curriculum and Instruction. She has worked at Confratute for the past three years and is ready to implement SEM in Norwalk. We are lucky to have her join our team! Welcome, Anna! |
Byran Kirby-Gifted and Talented teacher at Nathan Hale Middle School
Dr. Yvonne De St. Croix-Gifted and Talented Teacher at Kendall School
Anna McCormick- Gifted and Talented Teacher at Fox Run, Jefferson and Silvermine

Meghan Santagata- Gifted and Talented Teacher at Brookside and Columbus

Gifted and Talented Identity

One Word
Middle school GT students were asked, "If you no longer had your name what one word would represent your identity?"

Interest Development Centers

Rowayton Elementary School’s GT Ms. Mendez welcomes the Norwalk Public Schools Gifted and Talented Department
By Dr. Yvonne De St. Croix
The Norwalk Public Schools Elementary Gifted and Talented department was invited in September to Rowayton Elementary School to observe Ms. Jennifer Mendez’s first fifth grade gifted and talented session. During that session, elementary gifted and talented teachers districtwide were able to not only participate in differentiated instruction observation of Ms. Mendez’s learning environment but to also enjoy the purposeful execution of her Escape Room Game lesson focusing on contextualizing class rules, norms, and procedures.
At the onset of this school year, Ms. Mendez decided to build a community of fifth grade gifted and talented learners by setting the expectations of students coming to class prepared, following agreed upon class norms, and then discussing and elaborating upon information gained from discussions. In an effort to unite gifted and talented identified fifth grade students, Ms. Mendez initiated the first lesson of her school year by engaging students effectively in a range of collaborative discussions with diverse partner groups. The essential question Ms. Mendez used to frame her instruction was, “How do I know that I am making a good decision?” The flexible engagement styles she used included teacher-led discourse, peer conversations, small group conversations, and whole group feedback.
Students considered questions like, “What does it mean to be GT?” Next, they drafted a list of agreements to follow when together. Students also had the opportunity to express their hopes for fifth grade. Through these mixed communication styles, as well as in the opportunity for active engagement that followed, Ms. Mendez modeled ways in which student could build upon others ideas and how to express oneself clearly regarding the diverse topics and texts to be covered in grade five gifted and talented.
Ms. Mendez decided to facilitate authentic engagement practices through supporting student involvement in small groups through an escape room game activity. The focus of the activity was to engage students in discussion and the applied practice of the class set norms and expectations.
Students were able to reflect on the escape room procedures they developed and consider what went well in their group group and what challenges arose beyond the rigor of the academic lesson itself. Students utilized writing instruments and teacher-generated materials in addition to technology resources.Emerging from that reflection was a consideration by students of how group members could ensure all students are heard and included as active participants.

Co-teaching

History Day
Gifted and Talented Scope and Sequence
Please visit the site today for more information!
https://norwalkps.org/curriculum/k-12_programs/gifted___talented/gifted___talented_curriculum