Let’sTalk:WhatMakesforaHighQualityGiftedandTalentedProgramandServices?

JannH.Leppien,Ph.D.MargoLongEndowedChairinGiftedEducation

CenterforGiftedEducation,WhitworthUniversityjleppien@whitworth.edu

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OK….WhatDoYouWanttoTalkAbout?

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Downloadthepresentationfrom:

http://tinyurl.com/j9dfvfy

ProgramComponentsMightInclude…

• ProgramPhilosophyandMission• Goals• Definition• IdentificationProcedures• StaffDevelopment• CurriculumandInstruction• ProgramDevelopment/ContinuumofServices

• StudentandProgramAssessment

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DevelopaPhilosophyandMissionStatementforHighlyCapable

Qualityprogramsreflectthephilosophyestablishedforthehighlycapableprogramsandthephilosophyofeducationintheschooldistrict.Theytypicallyhavemissionstatementstocommunicatethepurposeoftheservicesoffered.

Qualityservicesareintegratedintotheschoolday.

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• Ensurethateachchildhasequalopportunitytoreceiveasuitableprogramofeducationalexperiences.

• Recognizethatsomestudentspossess,orarecapableofpossessing,extraordinarylearningabilityand/oroutstandingtalent.

• Representallsocioeconomic,cultural,andethnicbackgrounds.

SampleKeyPointsforMissionStatementsJonesvilleSchoolDistrict

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• Itisessentialtoprovidediverse,appropriate,andongoinglearningexperiencesandenvironmentsthatincorporatetheacademic,psychological,andsocialneedsofstudents.

• Itisourresponsibilitytoprovidestudentswitheducationalalternativesthatteach,challenge,andexpandtheirknowledge,whilesimultaneouslystressingthedevelopmentofindependentandself-directedlearnerswhocontinuouslygeneratequestions,analyze,synthesize,andevaluateinformationandideas.

SampleServicesforMissionStatementsSmithvilleBoardofEducation

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VariousServiceDeliveryOptions

1. GeneralEducationClassroom-BasedServices/Programs

2. AcceleratedServices/Programs

3. UniqueHighlyCapableServices/Programs

4. Non-TraditionalServicesPrograms

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Servicesareadministrativestructuresthatmayindicatecontentandcurriculum,butdoesnotdictateinstruction.

LessonsLearnedAboutEducatingtheGiftedandTalented:ASynthesisoftheResearch

Rogers,K.(2007).LessonsLearnedAboutEducatingtheGiftedandTalented:ASynthesisoftheResearch.GiftedChildQuarterly,51(4),382-396.

ü Gifted learners need daily challenge in their specific area of talentü Opportunities should be provided on a regular basis for gifted

learners to be unique and to work independently in their areas of passion and talent

ü Provide various forms of subject-based and grade-based acceleration to gifted learners as their educational needs require

ü Provide opportunities for gifted learners to socialize and to learn with peers

ü For specific curriculum areas, instructional delivery must be differentiated in pace, amount of review and practice, and organization of content presentation

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BEINGWILLINGTOWORKATSOMETHINGFORWHICHSUCCESSORHIGHACHIEVEMENTISNOTGUARANTEED!!!

Musiciansimprovetheirtechniquewhentheyperformwithotherhighlyskillsmusicians.Studentsimprovetheirargumentswhenengagedindiscussionswithotherstudentswhochallengetheirideasandassertions.Itisnotalwayseasy,however,toputyourselfintosituationsthatrequireyoutoworkontheedgeofyourexistingcompetenciesandmanystudentssteerclearofthese,preferringtocontinuedoingwhattheyaregoodatandconfidenttheywillsucceedat.

Parentsandteachershelpchildren

totakeintermsofopportunitiestogrowandimprovesignificantly,

,andoftheoutcome

afterwards.Gettingis

criticaltoenablingachildtoreachthehighestlevelsofperformanceheorshedesires.9

GENERAL EDUCATION CLASSROOM – BASED SERVICES/PROGRAMSüCurriculum CompactingüDifferentiated InstructionüEnrichmentüFlexible or Cluster GroupingüIndependent ProjectsüContent Acceleration in

General Education Classroom

üSupplemental Instruction in Area of Interest

üOther

Goal:Toprovidestudentschallengingcurriculumtoensurecontinuousgrowthandenhancestudentengagement.

DepthComplexityConnectstonewideasCurriculummatchtoreadiness

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1. Specific,effective,researchedapplicationofcluster-grouping2. Involvesallchildrenandallteachers3. Focusesongiftededucationandtalentdevelopmentasthebasisforall

classrooms

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Gentry, M. (2014). Total school cluster grouping and differentiation: A comprehensive, research-based plan for raising student achievement and improving teacher practices(2nd ed). Waco, TX: Prufrock Press.

30 students in twoclassrooms

Group 1: High Achieving

Group 2: AboveAverage Achieving

Group 3: Average

Group 4:Low Average

Group 5: Low

Class A 6 0 12 12 0

Class B 0 6 12 6 6

TotalSchoolClusterGrouping(Gentry&Fugate,2013)

• Studentachievementincreasedamongallstudentsinthecluster-groupedschool.

• Mathematics,reading,andtotalbatteryscoresontheIowaTestsofBasicSkillsimprovedfortwoentiregraduationyearsofstudentsbetweensecondandfifthgrades.

• Studentswhobeganwithlowertotalachievementscoresthancomparisonstudentsendedwithsignificantlyhigherscores.

• Morestudentsinthetreatmentgroupwereidentifiedasaboveaverageorhighachievers.

• Professionaldevelopmentisakeycomponent.

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Gentry,M.,&Fugate,C.M.(2013).Clustergroupingprogramsandthetotalschoolclustergroupingmodel.InC.M.Callahan&H.Hertberg-Davis,Fundamentalsofgiftededucation:Consideringmultipleperspectives(pp..212-225).NewYork,NY:Routledge.

Research-BasedBenefitsofClusterGrouping

• Giftedstudentsregularlyinteractwiththeirintellectualandagepeers

• Curricularandinstructionaldifferentiationisefficient,effective, andlikely whenagroupofhighachieversisplacedwithateacherwhohasskillsandknowledge

• Highexpectationsmaintainedinallclassrooms

• Full-timeservicesforgiftedstudentswithoutadditionalcosts 13

“Progress through an educational program at rates faster or at ages younger than conventional.”

Colangelo,N.,Assouline,S.,&Gross,M.(2004).Anationdeceived:HowschoolsholdbackAmerica’sbrighteststudents,Vol.2. TheConnieBelin &JacquelineN.BlankInternationalCenterforGiftedEducationandTalentDevelopment.

üAdvancedPlacement(AP)üConcurrent/DualEnrollmentüCreditbyExaminationüEarlyEntrancetoKindergarten,MiddleSchool,HighSchool,orCollegeüGradeLevelPlacementüHonorsüInternationalBaccalaureate(IB)üOnlineCoursesforSubjectAccelerationüRunningStartüSubject-basedAcceleration

Districtpoliciesfor:EarlyentrancetoKindergartenGradeskippingwhendeemedmostappropriateoptionforthestudentDualenrollmentAbilitytotakeadvancedcourseworkoutofgradelevel

Self-containedClassroomPull-outProgramSpecialtyOnlineCoursesOther

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Self-ContainedClassroomsStudentsareidentifiedbasedonspecificcriteriaandgroupedtogetherforamajorityoftheiracademicsubjects.

Assumptions:Thestudentsarealike.Therealityisthatstudentsaredifferentandwillrequirethesamepedagogicalstrategiesneededinthegeneraleducationclassroom.

Advantage:Higherqualifiedteachers

16Rogers,K.(2007).Lessons learnedabouteducatingthe giftedand talented:A synthesisoftheresearch.GiftedChildQuarterly,51(4),p388.

² Mentorship² CollaborativePartnership

withIndustryorHigherEducation

² CooperativeArrangementwithESD

² CooperativeArrangementwithOtherDistricts

² AcademicCompetitions² Summer

Enrichment/Acceleration² Before/AfterSchoolServices/

Program

AcademiccompetitionpreparationOptionalinterestbasedexperiencesrunbycommunitymemberstoshareexpertise

CreativewritingDanceBiologyChessclub

Notallstudentsrequirethesameservice.Youshouldbaseservicesonstudent

needs. 17 18

ServiceDeliveryOptions

ES MS HS General Classroom Enrichment ES MS HS Curriculum Compacting, Modification, and DifferentiationES MS HS Total Talent PortfolioES MS HS Individual and Small Group Conferences/Advisories ES MS HS Independent and small group investigations of real problemsES MS HS Magnet and Charter SchoolsES MS HS School Within a School ES MS HS Special SchoolsES MS HS Within Class Grouping by Skill LevelES MS HS Non-Graded Cluster GroupingES MS HS Within or Across Grade Pull-Out Groups by Targeted Abilities and

Interest AreasES MS HS Within Grade Level or Across Grade Level Advanced ClassesES MS HS Enrichment Clusters

How many of these special services apply to your elementary school (ES), middle school (MS), and high school (HS)?

Continuum of Special Services

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ES MS HS Advanced PlacementES MS HS Honors ClassesES MS HS International BaccalaureateES MS HS Self-Designed Courses or Independent StudyES MS HS Special Enrichment Programs: Young Writers, Saturday Programs,

Summer Programs, Future Problem Solving, Odyssey of the Mind,Destination Imagination, Math League, Science Fairs, MATHCOUNTS, etc.

ES MS HS Individual Options: Internships, Apprenticeships, MentorshipsES MS HS Acceleration Options: Early Admissions, Subject Acceleration, Grade

Skipping, College Classes

How many of these special services apply to your elementary school (ES), middle school (MS), and high school (HS)?

Continuum of Special Services

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SERVICE DELIVERY BY GRADE LEVEL

Grade Level Identification Service Delivery Options

Curriculum Options

Program Evaluation

K-2

3-5

6-8

9-12

Whateducatorsandpsychologistsrecognizeasgiftednessinchildrenisreallypotentialgiftedness,whichdenotespromiseratherthanfulfillmentandprobabilitiesratherthancertaintiesaboutfutureaccomplishments.

Howhightheseprobabilitiesareinanygivencasedependsmuchonthematchbetweenachild’sbuddingtalentsandthekindsofnurturanceprovided.

HarryPassow,1985

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TheUseofMultipleCriteria

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Cognitive&AffectiveOutcomesofPull-OutPrograms(Gubbins,2013)

LearningEnvironments • Programteachersandclassroomteachersworkcollaborativelytoensurethatgiftedandtalentedstudentsareinvolvedwithchallengingcurriculainbothlearningenvironments.

CognitiveBenefits • Studentsrespondpositivelytochallengingcurricularoptions.

• Studentsmakeachievementgainsinrelevantcontentareas.

AffectiveBenefits • Studentsinteractwithotherstudentswithsimilarinterests.• Studentsarechallengedtoworkathighlevels.• Studentsinteractwiththeirintellectualpeersanddevelop

socialconnectionsthroughtheirprograminvolvement.

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Cognitive&AffectiveOutcomesofAcceleration(Colangelo,Assouline,&Marron,2013)

AcademicEffects • Acceleratedstudentsscoredalmost onegradeequivalentabovebright,non-acceleratedstudents

• Strongacademicoutcomesofvariousformsofacceleration• Attainmentofadvanceddegrees,productionofscholarlywork,and

professionalcontributions

SocialEffects • Positive academic,psychological,andsocialoutcomesforgradeskipping

• Earlyentrantstoschooladjustwellacademicallyandsocially• Earlyentrantstocollegerecalledpositivesocialeffects• Positiveeffectsforstudentswhoradicallyaccelerate

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“Aneffectivecommunicationinitiativeingiftededucationisaplantoshareinformationaboutallaspectsofprogramsandservicesamongthegroupofconstituents,includingparents,,students,teachers,administrators,counselors,boardofeducation,andcentralofficepersonnel.”

Purcell,J.H.,&Eckert,R.D,(2006).Designingprogramsandservicesforhighabilitylearners:Aguidebookforgiftededucation.ThousandOaks:CA.CorwinPress.

DistrictLevelProfessionalDevelopment

1. Increasecollaborationatthedistrictandsiteleveltocreateopportunitiesandresourcestoensuredifferentiationforthehighlycapableisguaranteed

2. Teachersastrainers3. Buildingleadstofacilitatedifferentiation4. Peercoachingandlessonstudy5. “DifferentiationSpecialists”atthesite

anddistrictlevel6. Integrationoftheservinghighlycapable

withtherequirementsintheteacherevaluationprocessandotherdistrictinitiatives

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Classroomteachersaretheprimaryagentforidentifyingandservinggiftedandtalentedstudentsinournation'sschools.Ensuringthathighlyablelearnersarerecognizedandsubsequentlyservedthroughsystematicprogrammingisofthehighestpriority.Itiscriticalthatalleducatorsareabletorecognizeahigh-abilitystudentwhomayneedmoredepthandcomplexityininstructionorbereferredforfurtherassessmentandservices. Teachersinspecializedprogramsforgiftedlearnersorthosewhocoordinategiftedandtalentedprogramsandservicesshouldbefamiliarwiththetheory,research,curriculumstrategies,andeducationalpracticesnecessarytodevelopingandsustainingclassroom-basedopportunitiesforadvancedstudentlearning.

NationalAssociationforGiftedChildren(NAGC)

PROFESSIONAL DEVELOPMENTMargo Long

RolesandResponsibilities.pdf32

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About Professional Development

1. Cautionary tale…label the service not the child.2. Professional development is really about collaboration.

What might we do and what seems to work!3. Know that programs should be student-centered based

on their needs not ours.4. Students identified for services are not the same,

therefore not all students need identical services.

Allteacherswanttoknow:Who,What,andHow…..

KeepThisInMind

• Characteristics,academicandsocialneedsofgiftedlearners(on-goingbasisfornewlyhiredteachers)

• Referralandidentificationprocessandprocedures,andservicesprovided

• Developmentandemergenceofgiftedbehaviorsinallsubgroupsofthegeneralpopulation

• Meetingtheneedsoftwiceexceptionalstudent

• Useofinstructionalresources/strategiesalongwithspecificexamplesofeffectiveuseofdifferentiationforadvancedlearners

• SpecifictrainingforClusterteachers

professionaldevelopmentshouldbeofferedtoeducators(teachers,administration,andcounselors)?

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of Professional Development

1. Assess group needs-What are you doing now that is working?2. Start the conversation around real students; the place of

understanding the student’s profile.3. The place of motivation may be finding out where the child is

socially and emotionally.4. Narrow in on a content-How may we improve what we

offer?5. Work on plans of action.6. Bring in the experts or go to them.

Allteacherswanttoknow:Who,What,andHow…..

• overviewoftheprogramservices

• topicsparents/guardianshaveidentifiedasareasofinteresttothem(characteristicsofgiftedbehaviors,socialandemotionalneeds,andopportunitiesforenrichment(camps,competitions,etc.)

• resourcesforprovidingchallengeandlocatingopportunitiestodevelopinterest

professionaldevelopmentshouldbeofferedtoparents?

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• Localcoordinator/ESDprovidestraining• Conferences• UniversitySpecialtyEndorsement/Master’sDegree/Summer

Institutes• SENGinars (http://sengifted.org/programs/senginars)• ProfessionalLearningCommunities

possibilitiesexistforprofessionaldevelopment?

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Membersofanadvisorycommitteeplayanimportantandnecessaryroleinthedevelopmentofsuccessfulgiftededucationservices.Thisgroupofstakeholdersoffers..

expertise, perspective, time, and commitment

which creates

program ownership

that

increases the likelihood that a program will be of high quality, And ensures the program longevity.

Advisory

Committees

EstablishingHighlyCapableAdvisoryCommittees.pdf38

InreflectingupontheMISSION&PURPOSEofourDistrict’sGiftedProgram,whatdoweperceiveasourtop

needs?

Inlightofourperceptions,whatdowecurrentlyhaveinplacethat“wethink”is

workingwellforSTUDENTS?

Whatdowethinkneedstobe

changedand/orimplementedto

moreappropriatelymeettheneedsofeachidentifiedgiftedstudent?

Whatdowethinkarethegreatestbarriersand/or

challengesneedingtobeaddressedinordertoachieveourMISSION/PURPOSE?

Whatand/orwheredowehave

ourgreatestsupportand/orresources?

WhatACTIONITEMisneededtoaddresseachissue/need?

GUIDING QUESTIONS FOR DISCUSSION

Hunsaker,S.L(2012).Identification:Thetheoryandpracticeofidentifyingstudentsforgiftedandtalentededucationservices.Waco,TX:Prufrock Press.http://www.prufrock.com

Peters,S.J.,Matthews,M.S.,McBee,M.T,&McCoach,B.(2014).Beyondgiftededucation:Designingandimplementingadvancedacademicprograms.Waco,TX:Prufrock Press.

Johnsen,S.K.(2011).Identifyinggiftedstudents:Apracticalguide.Waco,TX:Prufrock Press.http://www.prufrock.com

Eckert,R.D.,Robins,J.H.(Eds.).(2016).Designingservicesandprogramsforhigh-abilitylearners:Aguidebookforgiftededucation(2nd ed.).ThousandOaks,CA:CorwinPress.

Renzulli,J.S.,Smith,L.H.,White,A.J.,Callahan,C.M.,Hartman,R.K,&Westberg,K.L.(2002).Scalesforratingthebehavioralcharacteristicsofsuperiorstudents(Rev.ed.).MansfieldCenter,CT:CreativeLearningPress.

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When you have a solid program for the gifted the whole system gets better! Excellence breeds excellence!!!!