Administration and Supervision of Gifted Programs

Administration and Supervision of Gifted

Programs

Weekend 1February 25-6, 2011

http://aea11gt.pbworks.com/Admin-of-GT-Programs

Winnie the Witch

Why do children need gifted services?

Winnie the WitchWinnie on the WebShe’s even on Facebook!

Agenda Welcome and Introductions Goals Norms Iowa Code Foundation

– Vision– Mission– Beliefs

Program Goals Home Play Closure

Course Outcomes

To deepen understanding of the components of comprehensive gifted and talented programming

To determine the extent to which g/t services are infused in the total education program

To construct and/or improve a written comprehensive gifted and talented program plan

To determine how to set priorities for g/t programming and students served

To identify and use data necessary to provide, drive, and improve g/t programming

Group Norms

Talk freely - think out loud Questions establish a culture of

curiosity Freedom to change your mind Connect to Iowa Core, previous

learning and district initiatives Support one another in the

learning

Introductions

Name School Current role/gifted aspiration One important thing you hope to

gain from this class

ReflectionsReflections

Iowa Code, NAGC Program Standards, & PK-12 National Gifted Education Standards

Iowa Code provides requirements in law for minimum compliance (Chs. 12 & 59)

NAGC PK-12 Gifted Programming Standards provide guidance toward best practices

PK-12 National Gifted Education Standards identify essential knowledge and skills for teachers of gifted

Comprehensive Gifted and Talented Programming

Comprehensive:– Including many things– Having a wide scope or full view– Extensive; wide; large; full;

compendious

(dictionary.com)

So what is it?

Work with a partner to list the components/characteristics of comprehensive gifted and

talented programming.

Think: comprehensive physical, comprehensive exam

Comprehensive Gifted and Talented Programming

Includes and integrates multiple domains of giftedness

Provides multiple programming options matched to student need

Addresses both cognitive and affective needs Is articulated K-12 Is evolutionary in nature Is essential to and embedded in an effective

educational program Is based on student need Identifies children with unmet educational

needs

CONSENSUS

Managing Complex Change

= Change

Confusion=

=

=

=

=

+ + + +Vision Skills Incentives ResourcesAction Plan

Adapted from Knoster, T., Villa R., & Thousand, J. (2000). A framework for thinking about systems change. In R. villa & J. Thousand (Eds.), Restructuring for caring and effective education: Piecing the puzzle together (pp. 93-128). Baltimore: Paul H. Brookes Publishing Co.

Anxiety

Resistance

False Starts

Frustration

+ + + +Skills Incentives ResourcesAction Plan

+ + + +Vision Incentives ResourcesAction Plan

+ + + +Vision Skills ResourcesAction Plan

+ + + +Vision Skills IncentivesAction Plan

+ + + +Vision Skills Incentives Resources

Consensus-Building Tool #3 Managing Complex

Change

+Vision Skills

Incentives ResourcesActionPlans

CONFUSION

+ +

+


Change

Vision Skills


ANXIETY

+ +

++


Change

Vision Skills


Resistance

+ +

++


Change

Vision Skills


FRUSTRATION

+ +

++


Change

Vision Skills


FALSE STARTS

+ +

++

Talk About It…

With regard to g/t programming in your district– which areas are strengths?– which areas need attention/work?

Survey Results

Download Excel sheet from WikiTransfer item values Section 1 – Vision Section 2 – Skills Section 3 – Incentives Section 4 – Resources Section 5 – Action Plan

It All Starts With…

Vision

What we aspire to Requires “stretch”Example:ITAG envisions a time when all students, including

the gifted and talented, are given an appropriate educational experience that matches their abilities and potential, where they have abundant opportunities for their intellectual and creative challenge and growth, and those who work with them are effectively trained to appreciate, understand, and nurture their unique talents and needs.

Sample Vision

Waukee – “New learning all day every day for each identified gifted child.”

Consider: In what ways will vision impact programming?

Victory Circle

Three years from now, the DE awards your district the “Outstanding GT Program” distinction for the state.

What would we see, hear, experience, etc. that would give credence to the award?Group 1 Group 2 Group 3

Creating Stretch

What aspects of your victory are worthy of achieving but would require significant stretch?

Consider these ideas to help you write a statement of vision.

S-W-O-R Analysis

What are the strengths in our school that would help us achieve our victory?

What weaknesses do we need to overcome?

What opportunities exist if we achieve our victory?

What risks do we face along the way?

Mission/Philosophy

Answers the questions What is our purpose? Why does the program(ming) exist?What it does Creates cohesiveness, commitment,

and understanding Gives meaning to our work

– Choosing how we’ll work– What work we choose to do

--Conzemius & O’Neill, 2002

Traits

Comprehensiveness Rationale Consistency Clarity

--Purcell & Eckert, 2006

Sample Mission/PhilosophyThe mission of the Iowa Talented and Gifted Association is to recognize,

support, and respect the unique and diverse needs of talented and gifted learners through

ADVOCACY:by encouraging informed educational professionals, parents, policy makers, and all other stakeholders to take appropriate action for the benefit of talented and gifted learners.

EDUCATION: by strengthening and encouraging the recognition and implementation of practices that support identification of talented and gifted learners and accommodation of the social, emotional, and intellectual levels.

NETWORKING:by increasing opportunities for collaboration and cooperation among all stakeholders with the goal of advancing the abilities and developing the potential of talented and gifted learners.

Beliefs

…are firmly held…guide what we do…influence practice

Assumptions

What assumptions do you hold about gifted children? (+ or -)

What assumptions do classroom teachers, administrators, and parents in your district/building hold?

Group 1 Group 2 Group 3

Putting It All Together…

Consider desired state (victory)

– components requiring stretch current state (S-W-O-R) why your program exists assumptions which drive beliefs

Create a draft of your vision, mission/philosophy, and beliefs.

Evaluating Your Mission/Philosophy

Rate your mission/philosophy with regard to

Comprehensiveness Rationale Consistency Clarity

SampleAcademically talented children in Jonesville may possess characteristics that necessitate qualitatively different instruction. Our program is designed to provide the atmosphere for stimulating above-average-ability students.

Trait 5 4 3 2 1

Comprehensiveness

Rationale

Consistency

Clarity


SampleAcademically talented children in Jonesville may possess characteristics that necessitate qualitatively different instruction. Our program is designed to provide the atmosphere for stimulating above-average-ability students.

Trait 5 4 3 2 1

Comprehensiveness X

Rationale X

Consistency X

Clarity X


Makeover

The mission of the Jonesville School District is to ensure that each child has equal opportunity to receive a suitable program of educational experiences. The school board recognizes that some students possess, or are capable of possessing, extraordinary learning ability and/or outstanding talent. These students come from all socioeconomic, cultural, and ethnic backgrounds. The school board affirms the following:

Curricular modifications as described in our comprehensive program design will occur in the regular classroom to provide continuous levels of challenge for all students, including those with unique gifts and talents.

In addition to the regular classroom, a range of instructional settings, both within the school as well as the community, will be available for specialized instruction that is integrated with the regular curriculum and the intellectual and social and emotional needs of gifted and talented children.

It is the responsibility of the school district and the larger community to ensure the following:– Ongoing identification of gifted and talented

children– Provision of appropriate and systematic

educational services to meet the unique learning needs of gifted and talented children.

--Purcell & Eckert, 2006, p. 18-19

Building Consensus

Determine With whom you will share How you will determine/build

consensusReflect on How the message was received Further work needed

Program Evaluation

Baseline data– Complete Self-Audit/Reflection

section(s)– Bring results to next session

Basis for program goals Means to improve programming

Goals and Performance Measures

Program Goals– Provide focus for evaluation and

planning– Provide direction toward a particular

purpose– “living” - will be revised as needed– Based on clear mission and definition

of giftedness (target population)--Purcell & Eckert, p.

63

Goals and Performance Measures

Performance Measures– What does success look like?– How will we know when we get

there?– What data will we collect?– How good is good enough?

Traits

Alignment Validity Comprehensiveness Clarity

Purcell & Eckert, p. 64-5

Using SART to Establish Program Goals

Complete selected sections of the Self-Audit/Reflection Tool.

Identify area(s) most in need of improvement.

Target goal(s) to the area. At the end of the year review the

SART section and data to ascertain goal attainment.

Sample Program Goals

Urbandale District 196, Minnesota

– Based on NAGC Program Standards

Examine Your Program Goals

Do you have program goals? Are they program goals or student

outcomes?– What’s the difference?– Why is each important?

How do they stack up against the traits of high-quality goals on p. 64?

Memory Mingle

1. How has the information you’ve engaged with so far “pushed” your thinking?

2. Share in triads3. Identify connections and/or

conclusions4. Share with large group

Gifted and Talented Identification

What is it?Why do it?What then?

The Target Population

Definition of “gifted”

Multiple Criteria used/analyzed

State of Iowa Definition

General Intellectual Ability Specific Ability Aptitude Creativity Leadership Visual and Performing Arts

Characteristics

With your team Review areas in your target

population Talk about the assessments that help

you find kids in each category How is that working? What other assessments might you

need?

Starting the Process

Screening– Use existing data sources

Nomination/Referral– Who may/should refer?– How will they do it?– How will they know they can?

Digging Deeper

What stands out about the child? What more do you need to know?

– Cast a wider net– No single piece of data screens a child “in”

or “out” Are the criteria valid for the construct

being measured? How will you analyze the information? At what point can you make a decision

with confidence? Notification

Activity Consider the list of multiple criteria Identify which area(s) of giftedness

for which each would be a valid criterion to consider.

Are all the criteria appropriate at all grade spans?

Add other examples at the bottom. Share with someone you haven’t

yet worked with today.

Placement

Which children need which services?

Not about assigning a label According to need

Some Things to Ponder

Once identified, always identified? Procedure for staffing out? Your questions?

Gap Analysis

With your team1. Study Guiding Principles, Attributes

That Define High-Quality Identification Procedures (p. 51-2), and SART results

2. Identify desired state3. Outline your current identification

procedures (current state)4. List steps needed to move toward

desired state

Home Play

Complete two sections of SA/RT– Program Goals– Identification

Share draft of Mission/Philosophy with GT Advisory, Administrative Team, and/or School Board– Get input– Get mission/philosophy approved

Administration and Supervision of Gifted Programs

Documents

Transcript of Administration and Supervision of Gifted Programs