Administration and Supervision of Gifted

Programs

Weekend 2March 4-5, 2011

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

Agenda

Welcome and Introductions Review of Syllabus and Final

Project Requirements Discussion of Reflections Identification Differentiated

Program 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

Home Play

Generate a list of questions about identification. Add to your journal

Bring your district’s g/t plan. Discuss the need for Vision/Mission/Beliefs

with building/district GT teacher(s)– What’s important to share?– What’s the reaction?

Read chs. 9, 16, & 17 and journal Complete differentiated program section

of SA/RT

Gifted and Talented Identification

What is it?Why do it?What then?

State of Iowa Definition

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

SA/RT

What do the sections of the identification section of SA/RT tell us about best practices in identification?

The Target Population

Definition of “gifted”

Multiple Criteria used/analyzed

Iowa Code Requires…

…valid and systematic procedures, including multiple selection criteria for identifying gifted and talented students from the total student population

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.

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?

What are the What are the Tools/Criteria?Tools/Criteria?

Gap Analysis

1. 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

What’s one What’s one important important take-away take-away

about about identificatioidentificatio

n?n?

Programming: Art and Programming: Art and ScienceScience

Assessing a Comprehensive Program Design

Guiding Question Existing Practices Menu of Possible Options Revisions Based on Options Selected

Who will be served?

How will students be identified?

What program model(s) will be used?

What types of services?

Where will services be provided?

When will services be provided?

Purcell & Eckert, p. 78-9

Gifted Services

…studies consistently have demonstrated that gifted students who receive any level of service achieve at higher levels than their gifted peers who receive none. (Delecourt, Loyd, Cornell, & Goldber, 1994; Kulik, 2003)

Critical Issues in Gifted Education: What the Research Says, p. 321

Differentiated Program SA/RT

Review the results Identify 1-3 priority areas Consider alignment with areas in

Managing Complex Change

Levels of Service

Integrated Classroom Support Cluster Grouping Pull-Out Programs Special Classes for the Gifted Special Schools

…most of the research conducted to date indicates that gifted students in separate classes or special schools outperform their gifted peers in all other settings.(Delecourt, et. al., 1994)

Critical Issues in Gifted Education: What the Research Says, p. 329

Program Model

…deliberately planned system that facilitates interaction of gifted youth with curriculum to produce learning…programs are designed with a particular purpose in mind: to deliver content more quickly, more extensively, or more complexly to fit the learners’ precocity and interest. (Feldhusen,1998a, p. 211)

Best Practices in Gifted Education: An Evidence-based Guide, p. 215-6

Types of Program Models Particular class settings

– Cluster grouping– Full-time gifted programs– Magnet schools

Within regular classrooms– Change nature of curriculum– Add enrichment

In addition to the school schedule– Mentoring– Great Books– Clubs/organizations

Key QuestionsKey QuestionsDo we develop a program and find the kids to fit the program?

ORDo we find the kids with unmet needs and develop programming options to meet those needs?

A Common Perspective

Gifted Student

Teacher of Gifted

Gifted Student

A Shift in Perspective

Teacher of Gifted

Classroom Teacher

ESL Teacher

Special Ed. Teacher

Specials Teacher

Counselor

Community Member

Chapter 12 (IAC) Requires

“…a qualitatively differentiated program to meet the students’ cognitive and affective needs.”

Cognitive

Affective

Needs of the Gifted

Cognitive Needs Affective Needs

What We Currently Provide in the Educational Program

Affective Needs

High-Potential Learners– Usually possess healthy

psychological development– Affective development differs from

age-peers by intensity or degree– Are more self-confident about ability

to succeed– Are more intrinsically motivated to

succeed

Meeting Social & Emotional Needs

Academic Provisions– Opportunity to learn w/others of similar

interest, ability, and drive– Appropriate level of challenge in the

regular classroom– Flexible pacing through curriculum

Meeting Social & Emotional Needs

Help Coping With– Heightened sensitivity– Perfectionism– Peer relationships– Asynchronous development– Situational stressors– College and career planning

Meeting Social & Emotional Needs

Twice Exceptional– Greater frustration due to

discrepancies– More at risk for adjustment problems– Appropriate interventions result in

better coping skills

Purcell & Eckert p. 113

Programming OptionsProgramming Options

What opportunities exist in your context to meet identified student needs?

Programming Options

Instructional Management - how gifted learners may be organized for instruction– Individualization– Grouping– Acceleration

Programming Options

Instructional Delivery - ways in which gifted learners need to be taught– Teaching to learner preferences– Teaching to qualitative learning

differences

Programming Options

Curriculum Differentiation– Content modifications– Process modifications– Product modifications

District Programming Options

Instructional Management

Instructional Delivery Curriculum Differentiation

What Needs to be Added?

Considerations

Do/Are the programming options Align with

– Mission/Philosophy (Vison, Beliefs)?– Program Goal(s)?

Address areas of giftedness served?

Address both cognitive and affective domains?

Feasible given resources? Comprehensive in nature?

Developed by Ashley Meyer, Colfax-Mingo http://www.aea11.k12.ia.us/gifted/ITAG

Matching Programming to Need

Go back to the two Case Studies (p. 2-12) you looked at earlier

Discuss– Needs of the student– Services provided– Do the two align?– What else might be provided?

Matching Programming to Need

Choose one of your students List key characteristics and needs Identify services currently

provided Do services match/address

characteristics and needs? What else needs to be provided?

Continuum of Services Plan Grade Level Cluster:

Area of Identification

Placement Service Person(s)

Responsible Supporting Research

(Tacit and Empirical)

Superior Cognitive

Reading / LA Math Science Social Studies Creativity Visual & Performing Arts

Leadership

Home Play

Visit the class Wiki for the April 9 assignments and expectations.

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

Next Session

Saturday, April 9 9 a.m. - 4 p.m. Location: Chase Suite Hotels11428 Forest AveClive