KDE Updates

KDE Gifted & Talented Education Update 1Get stacked resources laid out for participants to get as they come in.Pass out 3x5 cards on desksIntro speech

Introductions Kentucky Dept. Of Education(KDE)

Dr. Greg Finkbonner- KDE ConsultantGreg.Finkbonner@education.ky.gov

2 Greg: Bring greetings from the deptOn behalf of the commissioner, Dr. Terry Holliday, and the Kentucky Board of Education, I bring you greetings from the Kentucky Department of Education.Intro myself and give backgroundChanges in the department with the Re-org. But I think the changes we have seen so far have been good. The Purpose of Todays Discussion:Kentucky Core Academic StandardsProvide updates on current KDE initiatives, 2009-2010 data, Leadership Networks, Program ReviewsProvide a brief overview of the regulation for Gifted/Talented EducationQ&A

3 1) go over the agenda

2) Just as we expect our GT students to achieve continuous progress and learn something new everyday. I hope you learn something new today and walk away with some practical information. 3) Also, I know a lot of this information is preaching to the choir. It is important for you to take it back to your districts and get the information to THEM!!! Also, use information for GT parent nights.4) if you need to ask an imperative question, please do, but if you think it may be addressed in the session or its a question you thought of and it can wait till the end, please write it down on the cards provided. I will have a few minutes at the end of this session for Q/A.

Program of Studieshttp://www.education.ky.gov/users/otl/POS/POS%20with%20CCS%20for%20public%20review.pdfOr just go to http://www.education.ky.gov/KDE/On the left side go to Program of Studies Revised 2006

The new standards are found at this site.4Education GoalsThe goals of the KERA of 1990 are still found in KRS 158.645 and KRS 158.6451All students shall have the opportunity to acquire:Communication skills necessary to function Knowledge to make economic, social and political choicesUnderstanding of governmental processes as they affect the community, the state and nationSufficient self-knowledge of their mental and physical wellness

Talk about the academic goals for Kentucky5Goals continuedSufficient grounding in the arts to enable each student to appreciate their cultural and historical heritageSufficient preparation to choose and pursue their lifes work intelligentlySkills to enable students to compete favorably with students in other states and other parts of the worldFurthermore, schools shall:Expect a high level of achievement from all studentsReduce physical and mental health barriers to learningBe measured on the proportion of students who make a successful transition to work, post-secondary education and the military

Choose and pursue their lifes work intelligentlyHigh level of achievementPostsecondary education6 The Kentucky Academic Core Content The Kentucky Core Academic Standards were recently adopted by the Kentucky State Board of Education. Within the former Program of Studies, the English Language Arts standards and the mathematics standards are now represented by the new Common Core State Standards. These standards are currently moving through the regulatory process.The other content areas are still comprised by the Program of Studies revised in 2006. Those standards will also be revised and incorporated into this document in the near future.7 Continuing to work on standards Anticipated change in deadline for other content areas StandardsEnglish Language Arts and Literacy in History/Social Studies, Science and Technical SubjectsGrade specific standardsStudents are able to meet college and career readinessStandards are divided into Reading, Writing, Speaking and ListeningResearch and Media skills are embeddedStudents are to know and be able to do, but it is still up to the teacher to provide the rich learning experience

8conduct original research to answer questions and solve problems and to analyze and create a high volume of extensive print and non print media forms

6-12 are divided into 2 sections, one for ELA and the other for history/social studies, science and other technical subjects

Reading and text complexity and the growth of comprehension

Writing using different forms

Speaking and listening through flexible collaboration - with broadly useful oral and interpersonal skills. Standards continued MathematicsResearch based learning progressionsGrade specific, but do not define the intervention method or materials to support student who are well below or well above grade level expectations 8 standards for mathematical practice9 How students learn mathematical skills, knowledge and understanding develop over time

Additional Professional development is needed

1. Make senses of problem and solve them2. Reason abstractly and quantitatively3. Construct viable arguments and critique the reason of others4. Mode with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for an make use of structure8. Look for and express regularity in repeated reasoning

Senate Bill 1 (2009)Assessment LiteracyBalanced AssessmentRefine Achievement StandardsLearning targets student friendly versions 10 (Assessment Balance and Quality)704 KAR 3:285. Programs for the Gifted and Talented.http://www.lrc.state.ky.us/kar/704/003/285.htm

11 Awareness that there is a regulation give a little historyThis one is a state regulation, every state is different, ours is pretty comprehensiveWe receive a lot of questions about regulation.

Explain the relationship between KRS & KARWeb site links you directly to regulation (LRC)Section 7. Curriculum.Made up of two sections:1) Gifted students curriculum based on KRS 158.6451.2) The curriculum shall be differentiated or modified for gifted and talented students.

The regulation here clearly states the gifted & talented students curriculum must be differentiated to further develop individual interest, needs & abilities. 12Differentiated Curriculum for GT Students"Differentiated service experiences" means educational experiences which extend, replace, or supplement learning beyond the standard curriculum."Differentiation" means a method through which educators shall establish a specific, well-thought-out match between learner characteristics in terms of abilities, interests, and needs, and curriculum opportunities in terms of enrichment and acceleration options which maximize learning experiences. 13 Regulation definitions

Diff. Activity (not using)

Motivate Students with Learning SuccessDeepening an understanding of how to motivate students.Seligman (1998)Covington (1992)Dweck (1999)Impact on Gifted Students(Assessment Balance and Quality)14Performance Based Credit: Building a new approach to student learning 704 KAR 3:305. Minimum requirements for high school graduation. Section 5Why might a district want to consider granting high school credit under a performance-based system? How is performance based credit different than Carnegie units? What are some options districts may consider? What are the standards for awarding performance-based credit? Program of Studies. Will performance based credit be recognized by post-secondary schools? 15GREG704 KAR 3:305. Minimum requirements for high school graduation. Section 5A board of education may award credit toward high school graduation for satisfactory demonstration of learning based on content standards described in the program of studies, 704 KAR 3:303, and a rigorous performance standards policy established by the board of education. A board of education shall award credit toward high school graduation based on: (a) A standards-based Carnegie unit credit that shall consist of at least 120 hours of instructional time in one subject; or (b) A standards-based performance-based credit, regardless of the number of instructional hours in one (1) subject.

Activity #1 How do you make sure that gifted students are a part of the learning process?Take 5 minutes to discuss in your group.Select a facilitatorEveryone participatesSelect a reporter to share out

16 KDE UpdatesCharacteristics of Highly Effective Teaching and LearningLeadership NetworksNew Standards, Assessment/Accountability System, Assessment Literacy, High Quality PD

17 Big Picture(Go slow enough to answer questions but fast enough to cover material)Overview of P-20 Leadership NetworksResearch based approach to delivering large scale professional development and professional learning communitiesFocus on building district level capacityInvestment and commitment to change at the classroom levelFocus on highly effective teaching and learningContent Leadership NetworksFocus on teacher and teacher leadersAdministrator Leadership NetworksBuilding level administratorsInstructional Supervisor NetworksDistrict level leadersSuperintendents NetworkHigher Education Networks

18Leadership Network VisionEvery school district in the Commonwealth of Kentucky has a knowledgeable and cohesive leadership team that guides the professional learning and practice of all administrators, teachers, and staff so that every student experiences highly effective teaching, learning and assessment practices in every classroom, every day.

Accountability ModelDraft of the model (handout)Many groups are involved:Kentucky Assessment and Accountability CouncilSuperintendent Leadership.National Assessment Technical Panel AssociationGo over Jeffs power point and notes20Program ReviewsTrial yearDistricts are putting it into placeUsing in their comprehensive district Improvement plan

KDE Update on ILP and ICGrades 6 12 option to use the ILP for the GSSP upload dates: SeptemberDecemberMarch MayTraining availableUpdate information in IC

22 (information needed on the training)Concerns: How many people are responsible for data entry? Clean data is important & reports Accurate data is only as reliable as the data entry.KDE responsible for Nationwide data input, ultimately impacting GT students and the Quality of GT Education overall, nationally and state

GT/PTP Statewide Data2008-2009 Total Student Population (K-12) 671,147 students 105,465 GT/PTP studentsPTP (k-3)212,845 total (k-3) students19,252 PTP students9.0% of total k-3 is in PTPGT Formal ID (4-12)458,302 total students 4-1286,213 GT students 4-1218.8% of total 4-12 is GT2009-2010 Total Student Population (K-12) 734,609 total students 111,275 GT/PTP students PTP (k-3)232,038 total (k-3)24,045 PTP students10.4% of total K-3 is in PTPGT Formal ID (4-12)502,571 total students 4-1287,230 GT students 4-1217.4% of total 4-12 is GT

232 year trend: PTP STILL too low and needs to Increase!!!!! 25% should easily constitute the PTP considering all areas involved and the wider net cast.Early years are critical. A gifted child who has become bored in elementary school will be difficult to turn around in middle or high school.

4-12: No recommendations ATT, need to look more closely at individual areasAs number of categories we identify in increases (11 total) this number will be larger.Areas of Identification (4-12)2008-2009General Intellectual Ability - 35,585 or 41.0%(GT) /5.3%(tot pop)Creativity - 10,652 or 12.4%(GT) / 1.6%(tot pop)Leadership - 13,849 or 16.0%(GT) / 2.1%(tot pop)2009-2010 General Intellectual Ability - 36,924 or 42.3% (GT)/5%(tot pop) Creativity- 10,705 or 12.3%(GT) / 1.5%(tot pop) Leadership- 14,407 or 16.5%(GT) / 2.0%(tot pop)(% of GT students 1st, % of regular students 2nd)24 Percentages of Gifted kids firstPercentages of Regular Kids secondGI is still definitely too high. Look at your procedures and regulation for identification.This number should near 2-4 %Share IQ stats 130 IQ=97% or 1/33 people or 3% of population Creativity & Leadership: No recommendations ATT. Numbers seem ok, but would be better to look at district proceduresAreas of Identification (4-12)2008-2009Specific Academic Aptitude LA 28,201 32.7% / 4.2%Math 24,947 28.9% / 3.7%Science 16,364 19.0% / 2.4%SS 11,588 13.4% / 1.7%Visual and/or Performing Arts - Music 3,750 4.3% / 0.6% - Visual Art 7,042 8.2% / 1.0% - Dance 1,435 1.7% / 0.2% - Drama 2,448 2.9% / 0.4%

2009-2010Specific Academic Aptitude LA 29,565 33.9% / 4.0%Math 26,168 30.0% / 3.6%Science 17,571 20.1 % / 2.4%SS 12,191 14.0% / 1.7%Visual and/or Performing Arts Music 5,620 6.4% / 0.3%- Visual Art 7,337 8.4 % / 1.0%- Dance 3,491 4.0% / 0.2%- Drama 3,449 4.0 % / 0.4%(% of GT students 1st, % of regular students 2nd)25 Percentages of Gifted kids firstPercentages of Regular Kids secondSA (looking at 96%+, according to general statistical average, each SA shouldnt be more than 4% in each)There may be more or less per district that will qualify as this is an average and districts may vary. However, 6-8% in LA & Math seem a high indicator and may be an area of consideration, look at ID P/P, ID tools.(Some students should be overlapping)VPA: Again, there will be overlapping, however, we should be looking at at least the top 2-4% in each category(No B&W answers, only need for analysis of data and program)

Ethnic Student Populations2008-2009K-12 Caucasian - 528,007 (78.7%)4-12 Caucasian GT- 78,086 (90.6%)K-12 African American -69,801(10.4%)4-12 African American GT 4,342 (5%)K-12 Hispanic - 18,740(2.8%)4-12 Hispanic GT - 1,018 (1.2%)

2009-2010K-12 Caucasian -599,664 (81.6%)4-12 Caucasian GT -78,958 (90.5%)K-12 African American 83,553 (11.5%)4-12 African American GT 4,288 (4.9%)K-12 Hispanic - 23,984(3.3%)4-12 Hispanic GT - 1,057 (1.2%)

Compare like populations. Should match up Caucasian little highAfrican American, Hispanic, too low

26Ethnic Student Populations continued2008-2009K-12 Asian - 7,354 (1.1%)4-12 Asian GT- 1,682 (2%)K-12 American Indian/Alaska Native -831 (0.12)4-12 American Indian/Alaska Native GT - 99 (0.01%)K-12 Other - 13725 (2%)4-12 Other GT - 1834 (2.1%)2009-2010K-12 Asian - 9,224 (1.3%)4-12 Asian GT- 1,538 (1.8%)K-12 American Indian/Alaska Native -1,087 (0.12%)4-12 American Indian/Alaska Native GT -79(0.01%)K-12 Other - 17096(2.3%)4-12 Other GT - 1,210 (1.1%)Asian a little highAmerican Indian low27Statewide Data Concerns have Changed LittleMany districts are not identifying students for PTP, especially Kindergarteners and 1st grade.Many districts report not providing services for K-3 PTP students.Many districts have large gaps in identification (and some holes) in all five areas, especially VPA.A trend of over-identification in some districts and under-identification in others.Primary Talent Pool consistently remains too low.Ethnic populations - must focus on numbers 28 ASK THESE QUESTIONS!1) What could be done?Kindergarten ID: -student walking in the door reading, manipulating numbers2) What services might be appropriate?3) What might be done?4) Creativity: 5) What tools are you using? 3 pieces of evidence? Weight of evidence?6) How can we stay informed and dispel myths?(Strategies)--Regulations in one hand--District Policies/procedures in the other--Plus: Reference materials, books, magazines, web resources, etc. to stay informed and currentSummative Evaluation 2009-2010119 Districts report Equitable Screening, selection & services for all PTP students.96 Districts report Equitable Formal Identification for all students in all categories70 Districts report Regularly using Grouping Options at all levels, in all content areas, in all schools69 Districts report Differentiating services to match all PTP/GT students needs141 Districts report including Multiple Services Options and interventions for Special Populations (I.e: disadvantaged, disabilities, underachieving)93 Districts report offering a range of Service Options for PTP/GT students, in all categories, in all levels.

29 Discuss the Summative Evaluation 2009-10Summative Evaluation Cont82 District report meeting the needs of the Social/Emotional aspects.61 Districts report having ongoing, appropriate Professional Development in Gifted Education 131 Districts report meeting requirements of Parent Communication161 Districts report having Policies & Procedures for GT available for public inspection 67 Districts report meeting requirements relating to Curriculum126 Districts report having a GT Coordinator in collaboration with District and building leadership implementing services to students116 Districts report having a GT Coordinator collaborating with district and building leadership to Monitor Services to Students 30Can we make a commitment to go back into our districts and devise a meaningful PD?You may even begin with a needs assessment from your staff/schools. May start with Curriculum, Grouping Options, DifferentiationIdentification PracticesDo you have approximately 15-18% across all five areas?Do you have nearly 25% in the primary talent pool?Have you planned a student-centered and equitable formal identification process for each of the five areas?Have you taken into consideration special populations? (disadvantaged, disabilities, cultural diversity, underachievers)Are you implementing the informal selection and formal identification process each school year for all students?Are you screening students as they are entering Kindergarten? 31 1) Do you know what your percentages are? 2) Do you have P/P in place that address identification issues?3) who can give an example of a screening process being used at the entry level? There is no perfect identification system.Joseph Renzulli writes that we need to be more flexible in identifying and serving students with great potential. In order to find students of diversity or poverty we need to approach identification with an open mind, a sense of fairness and a willingness to compromise. Why disaggregate data? Equitable identificationFact finding using dataUseful for discussion and questions with leadership and teachersImprove your gifted and talented program and servicesPlan better instruction to meet the needs of students32 Secondary Updates

New KDE Advanced Placement Contact, Amy PattersonAmy.Patterson@education.ky.gov www.apcentral.collegeboard.com

Kentucky Virtual High School (KVHS) www.kyvs.org Course Catalog with many challenging classes available.Blended Learning CoursesBlock Classes33 the new contact is Amy Patterson.

2) Registration is over, but it is still not too late to begin a class if you have students still interested. - Blended Learning Courses for Elementary/Middle and HS students -Block Classes: allow 2 semesters before X-mas Activity # 2What will you do to follow up with the information you have received or learned today?Everyone take 2 minutes t jot down some ideasTake 5 minutes to share with the groupWhile each person is sharing, others reflect and ask clarifying questions

34

Policy and procedures704 KAR 3:285 Programs for the Gifted and Talented35

Section 2. Policies and Procedures. This section mandates that districts must have policies and procedures in place addressing each requirement in the regulation. http://policy.ksba.org/

36 Importance of Policies/procedures??How important P/P are to the foundation of a strong GT Service Program

District Policies:http://policy.ksba.org/

Does your Screening Includehard to find students i.e. poor test takers or disadvantaged students who may need special support & considerations?

measures to ensure Cultural Diversity that include all populations who may need special considerations?

measures or special considerations to accommodate for those with Disabilities/ Exceptionalities?37 Do you know how to answer these questions? I am not comfortable on the spot answering these. They need more in-depth answers than I would like to handle off the cuff.I intend to address the second issue within the PowerPoint, but dont have enough experience to know 1 & 3.Find students who exhibit gifted behaviors and characteristics early (in Kindergarten) in order to develop their giftedness or potential giftedness into talent. +Plan services around individual strengths, needs and interests and the behaviors and characteristics of the students you have identified.

Simply Stated38LEAHFind them early and serve them.Social/Emotional Needs When social/emotional issues are addressed and social/emotional needs are met, students face their challenges with emotional balance and appropriate coping mechanisms that promote success in reaching potential (Roeper, 1995).39 Social Emotional NeedsKnowledge suggests that gifted children are at risk for certain kinds of social and emotional difficulties because of their personal characteristics (Webb 1993)Preventative guidance:Include parentsInvolve pediatrics User-friendly schoolsEducational flexibilityParent discussion groupsIn notes40Guidance continuedBooks on the subjectSummer camps or other group experiencesCareer guidanceAssessmentsTreatment approaches

Obligations to parent(s)/guardian(s)Have you implemented a procedure to obtain parent/guardian information related to the interests, needs, abilities to determine services?Have you implemented a procedure to inform parent/guardian annually of services included in the GSSP and specific procedures in requesting a change in services?42 Section 8. Personnel. Outlines the professional qualifications for those working with gifted students. A local school district shall ensure that direct services to GT students shall be provided by professionally qualified and certified personnel.(1) A teacher shall be appropriately endorsed in gifted education if the teacher works: (a) directly with identified gifted pupils in addition to the regularly assigned teacher; or (b) For at least one-half (1/2) of the regular school day in a classroom made up only of properly identified gifted students. (2) All other personnel working with gifted students shall be prepared through appropriate professional development to address the individual needs, interests, and abilities of the students.

43 Do the GT Resource teachers have the GT endorsement?Are ALL other personnel prepared to work with GT students getting the needed PD?Providing education to GT students is a specialized field and requires the expertise in the area of Gifted Education.Discuss how PD can happen in their districts (Formal PD, mini-PD, information updates)

16 KAR 2:110. Endorsement for teachers for gifted education

http://www.lrc.ky.gov/kar/016/002/110.htm 16 KAR 4:010. Qualifications for professional school positions.

http://www.lrc.ky.gov/kar/016/004/010.htm 4416 KAR 2:110. Endorsement for teachers for gifted educationSection 1 defines what a qualified teacher is and Section 2 What is referred to as the Grandfather law

16 KAR 4:010. Qualifications for professional school positions. Defines that a coordinator must be gifted endorsed Discusses who is to be endorsed.

Use both regulations as a tool. Section 10. Procedural Safeguards. Explains the grievance procedure and other procedural safeguards.

45

Activity #3 Discuss how you will help students succeed. Share out ideas that you haveShare out news 46 Ways to receive GT info:For Coordinators and Program DirectorsKDE Distribution List (Send request, title & district to Greg.Finkbonner@education.ky.gov )GT Teachers, Coordinators, Directors, etc.KAGE Mailing ListKage-l@lists.wku.edu http://lists.wku.edu/mailman/listinfo/kage-l KY EducatorsKYGATThe LISTSERV for the Kentucky Gifted and Talented Educators (UK)www.uky.edu/Education/kylists.html 47 Some GT WebsitesKDE Gifted/Talented Educationhttp://education.ky.gov/KDE/Instructional+Resources/Gifted+and+Talented/KAGE Website http://www.wku.edu/kage/NAGC Website http://www.nagc.org/WKU - The Center for Gifted Studies http://www.wku.edu/Dept/Support/AcadAffairs/Gifted/giftedsite/wordpress/NKU Talent Development and Gifted Studies http://gifted.nku.edu/

48 QUESTIONS?

49 QUESTIONSCollect Cards for Q/A?Q/A Document availableBe sure to fill out the Workshop Feedback Form

Thank you for attending! Greg.Finkbonner@education.ky.gov 50