Gifted and Talented Academy

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Gifted and Talented Academy Session 3 March 12, 2010 http://aea11gt.pbworks.com/GT-Academy- Year-1

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Gifted and Talented Academy. Session 3 March 12, 2010. http://aea11gt.pbworks.com/GT-Academy-Year-1. Wireless Connection. Choose haeanet-public Password: education0309. Log In…. Academy wiki http://aea11gt.pbworks.com Google Docs http://docs.google.com. Agenda. Welcome - PowerPoint PPT Presentation

Transcript of Gifted and Talented Academy

Page 1: Gifted and Talented Academy

Gifted and Talented Academy

Session 3March 12, 2010

http://aea11gt.pbworks.com/GT-Academy-Year-1

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Wireless Connection

Choose haeanet-public Password: education0309

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Log In…

Academy wikihttp://aea11gt.pbworks.com

Google Docshttp://docs.google.com

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Agenda

Welcome Handshake Activity Developing a KASAB Gifted Services: What the

Research Says Program Models Program Options Matching Programming to Need

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Welcome Back!

Find a partner from another district

Introduce yourselves Share your team’s most

rewarding accomplishment since Session 2

Repeat twice

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Home Play – Session 2

Establish program goals for identification Determine domains of giftedness to be

served Write identification plan for district

(Identification section of written plan) Share with GT Advisory and/or

Administrative Team Complete Differentiated Program section of

Self-Audit Tool

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Processing Home Play

Pair up – mixed district Evaluate program goal(s) for

identification using “Traits of High-quality Goals” on p. 64-5 in text

Do performance measures match and truly measure attainment of goals?

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“Stop asking me if we’re almost there!We’re nomads, for crying out loud!”

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KASAB

Planning and evaluation tool Identifies desired changes in

stakeholder groups Changes with regard to

– Knowledge– Attitude– Skill– Aspiration– Behavior

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Build Your KASAB

Download the blank KASAB from the Wiki at http://aea11gt.pbworks.com/GT-Academy-Year-1

Work with your team to build your KASAB– identify the stakeholders– outline the changes desired as a

result of gifted programming & PD

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Objectives

To deepen understanding of the components of comprehensive gifted and talented programming– To establish the differentiated

program component of the comprehensive plan Cognitive Affective

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Comprehensive Programming

Program Effectiveness:Program Evaluation/AuditPEP Goal AttainmentMeasuring/Reporting Student Growth

Program Management:K-12 Written G/T PlanParent/Community SupportUse of Time/Calendars/SchedulingStaffing Patterns

Programming & ServicesResponsive ServicesIndividual Planning/PEPsCurriculumProgramming OptionsSystem Support

Foundation:Mission/Philosophy/BeliefsConceptions/Definitions of Giftedness Iowa Code Gifted Program Standards and GoalsDomains of Giftedness

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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

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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

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Differentiated Program SA/RT

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

Managing Complex Change

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Levels of Service

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

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…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

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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

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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

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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?

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A Common Perspective

Gifted Student

Teacher of Gifted

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Gifted Student

A Shift in Perspective

Teacher of Gifted

Classroom Teacher

ESL Teacher

Special Ed. Teacher

Specials Teacher

Counselor

Community Member

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Chapter 12 (IAC) Requires

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

Cognitive

Affective

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Needs of the Gifted

Cognitive Needs Affective Needs

What We Currently Provide in the Educational Program

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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

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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

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Meeting Social & Emotional Needs

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

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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

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Programming OptionsProgramming Options

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

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Programming Options

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

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Programming Options

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

differences

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Programming Options

Curriculum Differentiation– Content modifications– Process modifications– Product modifications

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District Programming Options

Instructional Management

Instructional Delivery Curriculum Differentiation

What Needs to be Added?

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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?

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

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Matching Programming to Need

Read two Case Studies (p. 2-12) Discuss

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

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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?

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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

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Home Play

Complete programming options– As chart or in another format useful

to you Complete differentiated program

section of written plan Consider developing program

goal(s) for differentiated program Share with Advisory and adjust

based on feedback

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