Transcript Parent Gifted presentation - Ephrata Area School District

EASD Gifted Presentation
Presented by:
Mrs. Nanda Mitra Itle
1
Essential Questions
•
•
•
•
What is a gifted student?
How gifted students identified?
What is the purpose of gifted education?
What will my child’s educational program look
it?
• What are my rights as a parent?
• What can I do to help as a parent?
• What are some resources out there?
2
What is a Gifted
Student?
3
What is a Gifted Student?
• Mentally and physically involved instead of just attentive
(Szabos).
• Constructs abstractions instead of just understanding
ideas (Szabos).
• Answers in detail instead of just answering question (Szabos).
• Plays around yet tests well instead of working hard to test
well (Szabos).
• Consequently, gifted education is needed and provided in
conformity with a Gifted Individualized Education
Program (GIEP).
4
What is a Gifted Student cont…?
• A child with an ability that requires
specially designed programs and/or support
services not ordinarily provided in the
regular education program
(22 Pa. Code16.1)
• A child with an IQ of 130 or higher when
multiple criteria as set forth in department
guidelines indicates gifted ability
(22 Pa. Code16.21d)
5
Multiple Criteria?
Criteria, other than IQ score, must be used to indicate gifted
ability…Such As….
• Academic performance significantly above
grade level or the normal age group in one
or more subjects as measured by nationally
normed and validated achievement tests.
(22 Pa. Code16.1)
6
Multiple Criteria cont…..
• Rate of Acquisition/Retention
• Demonstrated Achievement, performance or
expertise in one or more academic areas.
• Early and measured use of high level thinking
skills, academic creativity, leadership skills,
intense academic interest areas, communication
skills, foreign language aptitude or technology
expertise.
(22 Pa. Code16.1)
7
Multiple Criteria cont…..
• Intervening factors masking giftedness
such as ESL, SLD, physical impairment,
emotional disability, gender, race bias, or
socio/cultural deprivation.
(22 Pa. Code16.1)
8
Multiple Criteria continued…..
• Rate of Acquisition/Retention
• Demonstrated Achievement, performance or
expertise in one or more academic areas.
• Early and measured use of high level thinking
skills, academic creativity, leadership skills,
intense academic interest areas, communication
skills, foreign language aptitude or technology
expertise.
(22 Pa. Code16.1)
9
Multiple Criteria continued…..
• Intervening factors masking giftedness
such as ESL, SLD, physical impairment,
emotional disability, gender, race bias, or
socio/cultural deprivation.
(22 Pa. Code16.1)
10
How are gifted
students identified?
11
Gifted Stats.
• A gifted student falls within the
end of a standard bell curve.
• The gifted population across
the nation constitutes the top
2%.
Image from www..librarythinkquest.org
12
Stats 101
• Scale Score-Raw (range 1-19)
• Basal Rule-Certain number of consecutive
correct before going on (usually 2-3)
• Ceiling Rule-Certain number of consecutive
incorrect before discontinuing (ranging from 3-7)
• Standard Score- score with a mean of 100 and
standard deviation of plus/minus 15.
• Confidence Interval-obtained score plus/minus
certain range creating a band of confidence (90%
or 95%).
(Bordens & Abbot)
13
Stats 101 cont…
• Base rate-tells how often a difference occurs in a
standardized group. What the norm is.
• Subtest scatter- If 6pts or more in range.
• IQ score scatter-If have scatter in subtests can
make FSIQ, index score not as valid. See norms
for statistical significance of IQ scatter.
• Critical Value-Used to determine the probability
of making a Type I (alpha) or II (Beta) error.
Usually .05 or .01 is used.
(Bordens & Abbot)
14
Stats 101 cont…
• Intra-individual differences-Pattern of strengths
and weakness compared to own aptitude.
• Inter-individual difference-Pattern of strengths
and weakness compared to same age/grade peers
(percentile rank).
• Norm group-making comparisons against other
kids in norm group. Assessments should have a
wide group for which they were standardized on
to have good validity.
(Bordens & Abbot)
15
Types of Intelligence
• “G” general intelligence with specific abilities.
• Fluid-adaptive, capacity to learn, novel problem
solving ability
• Crystallized-acquire skills/knowledge that are
based on experience and culture.
• Verbal• Nonverbal (spatial)• Short-term memory• Processing speed16
Assessments Used
•
•
•
•
•
Cognitive Assessments (A.K.A. I.Q. Tests)
Achievement Assessments
District Assessments
State Assessments
Parent, Teacher, Student input
17
Cognitive Assessments
• WISC-IV (Wescler Individual Scale for
Children, Fourth Edition)
• Reynolds
• Woodcock Johnson III
• K-BIT
• TONI
• Standford Binet
18
Achievement Assessments
• WIAT II (Weschler Individual
Achievement Test, Second Edition)
• Woodcock Johnson III
• KTEA
• WRAT
19
District Assessments
• Most districts have reading and math
assessments (ie. 4-Sight, DIBELS, CBA, etc).
• Assessments generally have a low ceiling (grade
level only)
• Designed to measure acquisition of grade level
material
• Sometimes used for instructional purposes (I.e.
ability groups, etc).
20
State Assessments
• Are on grade level content only
• Have a low ceiling
• Sometimes determines class placement
(secondary mostly)
• Gifted kids often have difficulty
sequencing in math areas.
• Accommodations allowed (I.e. extended
time, etc)
21
Parents, teacher, Student input
• Important to consider multiple perspectives
• Important to involve student’s in their own
education
• Important for teachers and parents to work
together.
22
So what does all that mean?
• Make sure that IQ score being used is a good
measure of the student’s cognitive ability
(minimal scatter, good norms, meet ceiling and
basal rules, takes into account gifted
characteristic, etc).
• Make sure intra-individual as well as interindividual differences are reported.
• Make sure achievement measures being used
have a high ceiling.
• Make sure multiple criteria are considered,
especially for students whose IQ score is lower
than 130.
23
So what cont…
• Make sure cognitive assessment being used is
appropriate for your child (I.e. nonverbal for ESL
or speech and language impaired).
• Make sure instruction being delivered is at the
students level given assessment data.
• Make sure appropriate push-in and/or pull-out
interventions are being used.
• Make sure inter or intra-individual differences
reported are at .05 or .01 alpha ratios.
24
What is the Purpose
of Gifted
Education?
25
Role of Gifted Education in
Schools
• To identify the specific talents and abilities of
gifted students and nourish those abilities through
placing students in appropriate K-12 district
curricula.
• To provide an appropriate education based upon
the specific abilities of each student.
• To challenge gifted students by providing
educational programming that meets their
academic and intellectual needs within the scope
of the K-12 district curriculum.
(Thomas, A & Grimes, T, 1995).
26
What will my
Child’s Gifted
Educational
Program look like?
27
“Levels of Service” in
Programming
• Services offered to all Students
• Services offered to many students
• Services offered to individuals or small
groups by specialists in school.
• Outside services or unusual in-school
options offered to individual students
Ron Schmiedel
28
facilitator support
Independent Study
Tiered
Assignments
School clubs/teams
Acceleration
Pull-out
Enrichment
Clubs
Grouping
Individualized
dle school classes
Gifted Program
School in a Schoo
Specialized
Curriculum
Distance Learning
Testing out
Differentiation
Gifted Center
Grade skipping
Ron Schmiedel
Learning
contracts29
Gifted Education components
Acceleration
Affective Needs
Enrichment
Global/Social connections
• Through a variety of service delivery options!
Ron Schmiedel
30
Gifted Education is……
• Conducted in an instructional setting.
• Provided in an instructional or skill area.
• Individualized to meet the educational needs of
the student within the scope of the K-12 district
curriculum.
• Reasonably calculated to yield meaningful
educational benefit and student progress.
• Provided in conformity with a Gifted.
Individualized Education Program (GIEP).
(PDE-Parent Guide to Special Education for the Gifted)
31
What is a GIEP?
• Based on unique needs to the gifted student, not
just on the student’s classification.
• Enables the student to participate in acceleration
or enrichment or both as appropriate.
• Enables the student to receive services according
to their intellectual and academic abilities and
needs within the scope of the K-12 district
curriculum.
(PDE-Parent Guide to Special Education for the Gifted)
32
GIEP Content?
• Statement of your child’s present educational
performance.
• Annual goals will describe what your child can
be expected to learn during the year.
• Short-term outcomes are the sequential steps
your child must take in order to reach these goals.
• Dates for the beginning and end of the GIEP.
(PDE-Parent Guide to Special Education for the Gifted)
33
GIEP Content cont…..
• Ways for determining whether the goals
and learning outcomes are being met.
• Names and positions of the GIEP
participants.
• Date of meeting.
• List any support services that are needed.
(PDE-Parent Guide to Special Education for the Gifted)
34
GIEP Time lines
• GIEP must be completed within 30
calendar days after the written report.
• The GIEP must be put into action no more
than 10 school calendar days after the
GIEP is completed.
(PDE-Parent Guide to Special Education for the Gifted)
35
GIEP Time lines cont…..
• After the GIEP is developed, you will receive a
Notice of Recommended Assignment (NORA)
and a copy of Notice of Parental Rights for
Gifted Children.
• The district may send these through the mail
within 5 calendar days after the conclusion of the
GIEP meeting.
• The district may also give these forms to you in
person at the end of the GIEP meeting.
(PDE-Parent Guide to Special Education for the Gifted)
36
GIEP Time lines cont…..
• If the NORA was mailed to you, you have
10 calendar days to return it.
• If the NORA was given to you at the GIEP
meeting, you have 5 calendar days to
return it.
• If you gave your approval and signed the
NORA at the GIEP meeting, you have 5
days to revoke the approval.
(PDE-Parent Guide to Special Education for the Gifted)
37
Other Educational Changes?
• General educational curriculum will be
adapted/modified as needed.
• Modifications may consistent of
compacting, acceleration, dual placement
in subject at or grade level and/or
enrichment all within the scope of the K-12
district curriculum.
(PDE-Parent Guide to Special Education for the Gifted)
38
What are my rights
as a parent?
39
Parental Rights?
(For a complete list see the Notice of
Parental Rights for Gifted Children
booklet.)
•. Right to see and get copies of your child’s
public school records within 45 days of
asking for them or before any meeting
regarding the GIEP or before a due process
hearing.
(PDE-Parent Guide to Special Education for the Gifted)
40
Parental Rights cont…..
• You have the right to be notified about
your child’s program and progress and any
changes that take place in either.
• The right to approve or reject programs
and testing.
• The right to privacy
(PDE-Parent Guide to Special Education for the Gifted)
41
Parental Rights cont….
• The right to have a mediation to help you
and the school reach an agreement.
• The right to an impartial due process
hearing with a hearing officer.
(PDE-Parent Guide to Special Education for the Gifted)
42
What can I do to
Help as a Parent?
43
What can I do to help?
• Share insights regarding your child with
school staff (strengths, talents, creative
abilities etc).
• Bring ideas to the GIEP meeting
• Review the GIEP with the child
before/after the meeting.
• Talk with child about what being gifted
means and obtain their insights.
44
What can I do to help?
• Clarify expectations-yours and the teachers
(ways of acting, academic goals etc).
• Volunteer to help classroom and school
wide gifted activities.
• Keep school updated on your child (I.e.
interests, family situations, educational
activities outside of school,special
experiences etc).
45
What are some
Resources out
there?
46
Resources
http://www.glc.k12.ga.us/qcc/homepg.asp
http://www.cloudnet.com/%7Eedrbsass/edres.htm
http://www.nswagtc.org.au/info/links.html
http://www.easdpa.org/district/professional/lessonplan.htm
47
Resources, cont….
http://www.hoagiesgifted.org/investigations.htm
http://www.glc.k12.ga.us/trc/cluster.asp?mode=browse
&intPathID=7686
http://webquest.sdsu.edu/webquest.html (click “Portal,”
then select “Top” in left column
http://curry.edschool.virginia.edu/hottlinx/
http://www.shambles.net/pages/staff/gifted/
48
Resources, cont’d
•
http://www.bestwebquests.com
•
http://edsitement.neh.fed.us/tab_lesson.asp?subjectArea=2
•
http://www.intel.com/ca/education/unitplans/
•
http://www97.intel.com/en/ProjectDesign/UnitPlanIndex/GradeIndex/#4
•
http://www97.intel.com/en/ProjectDesign/UnitPlanIndex/SubjectIndex/Subje
ctIndex.
•
http://www.geocities.com/Heartland/Plains/6097/math.html (this won't work
from school computers, but it is good)
49
Resources, cont….
http://www.ed.gov/databases/ERIC_Digests/ed342175.html
•Article by Dr. Carol Ann Tomlinson describing the characteristics of a
differentiated classroom with an emphasis on the learning needs of
academically advanced learners.
•Article by Sandra Berger describing instructional and management
strategies for the modification of curriculum based on the needs and
characteristics of gifted students. Explores models and strategies for
modify content process, product and learning environment.
50
Resources cont…..
http://teach-nology.com/
School Psychologist
Gifted facilitators
Guidance Counselors
Principals
Websites and books
51
References
• Bordens, K.S. & Abott, B.B. Research design and methods. A process
approach 3rd. Mayfield Pub. Co.
• Schmiedel, R. from Pine-Richland High School
• Szabos, J 1989. Challenge. Good Apple 34.
• Thomas, A & Grimes, T, 1995. Gifted education. Best Practices in
School Psychology III. 1083-1086.
• EASD gifted manual and handouts
• Pennsylvania Department of Education website
52
Questions?
53
Good Bye
Thanks for everyone's help and
patience
54