Gifted and Talented Academy
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Transcript Gifted and Talented Academy
Gifted and Talented Academy
Session 2
November 29, 2011
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Agenda
Welcome/Check-in
Process Home Play
Developing a Written Gifted and Talented
Plan
Domains of Giftedness
Identification
– Tools and Criteria
– Using this information
District Program Goals
Developing an Identification Plan
Course Expectations
100% attendance
Active participation
Grade A
Completion of SA/RT for program evaluation
Submission of written gifted and talented program plan
(at least in rough draft) with sections completed for
–
–
–
–
–
–
Identification
Program Goals
Differentiated Program
In-service Design
Staff Qualifications
Program Evaluation
Reflection paper
Course Expectations
Grade B
Completion of SA/RT for program evaluation
Submission of written gifted and talented program plan
(at least in rough draft) with at least four of the following
sections completed
–
–
–
–
–
–
Identification
Program Goals
Differentiated Program
In-service Design
Staff Qualifications
Program Evaluation
Reflection paper
Home Play
Complete two sections of SA/RT
– Program Goals
– Identification
Share draft of Mission/Philosophy with
GT Advisory, Administrative Team,
and/or School Board
– Get input
– Get mission/philosophy approved
Processing Home Play
Triads - three different districts
With whom did you share your
mission/vision/beliefs? Discuss the
process.
How was it received? Were there
suggestions for revisions?
What discussion and/or professional
development needs to happen now?
(Related to the mission/vision/beliefs?)
How will these guide your
Processing Home Play
Return to original table.
Whip Around
– Share one idea you heard from previous
discussion
Where do you go from here as a
team?
Academy Outcome
A
comprehensive
gifted and
talented plan
Comprehensive Program
Design
…a thoughtful, unified service delivery
plan that has a singular purpose:
to identify the many, varied ways that will
be used to meet the needs of highpotential students.
--Purcell & Eckert, p. 74
Considerations
Unique learning profile of students
Level of challenge in regular
curriculum
Ways high-potential learners are
already served
Areas where services are lacking
--Purcell & Eckert, p. 74
Traits
Derivation of Services
Comprehensiveness
Practicality
Consistency
Clarity
Availability
Continuation, Extension, and
Evaluation
Goals and Performance
Measures
Program Goals
– Provide focus for evaluation and planning
– Provide direction toward a particular
purpose
– “living” - will be revised as needed
– Based on clear mission and definition of
giftedness (target population)
--Purcell & Eckert, p. 63
Goals and Performance
Measures
Performance Measures
– What does success look like?
– How will we know when we get there?
– What data will we collect?
– How good is good enough?
Traits
Alignment
Validity
Comprehensiveness
Clarity
Purcell & Eckert, p. 64-5
Using SART to Establish
Program Goals
Complete selected sections of the
Self-Audit/Reflection Tool.
Identify area(s) most in need of
improvement.
Target goal(s) to the area.
At the end of the year review the
SART section and data to ascertain
goal attainment.
Sample Program Goals
Urbandale
District 196, Minnesota
– Based on NAGC Program Standards
Examine Your Program Goals
Do you have program goals?
Are they program goals or student
outcomes?
– What’s the difference?
– Why is each important?
How do they stack up against the traits
of high-quality goals on p. 64?
Writing/Revising Program Goals
Step-by-step process
Report back at each Academy session
Gifted and Talented Identification
What is it?
Why do it?
What then?
The Target Population
Definition of “gifted”
Multiple Criteria
used/analyzed
State of Iowa Definition
General Intellectual Ability
Specific Ability Aptitude
Creativity
Leadership
Visual and Performing Arts
Characteristics
With your team
Review areas in your target population
Talk about the assessments that help
you find kids in each category
How is that working?
What other assessments might you
need?
Understanding Giftedness
The Five Levels of Giftedness
Losing Our Minds
Gifted Children Left Behind
Ruff, 2005
Level One Gifted:
Approximately 90th to 98th Percentiles
– “Moderately” gifted
– Bright children well ahead of classmates
– Advanced levels must be addressed to
maximize their academic potential
Level One Gifted
Birth to 2
Early eye contact
Enjoyed being read to
Early vocabulary
Early counting, singing, reciting
Sit still to watch and pay attention to
TV
Level One Gifted
age two to three
Very busy
Interested in many things
Puzzles are a favorite activity for many
Sit still to watch and pay attention to
TV
Knows colors and alphabet
Interested in books
Level One Gifted
age four to five
Master kindergarten end–of-the-year
academic tasks before they turn four.
Read street and store signs
Appreciation and practice of humor
Understanding of subtleties of
language
Enjoy adult conversations
Level Two Gifted
98th and 99th Percentiles
Especially interactive very early in their
lives.
– Ability to communicate and understand
even before speaking
Talk progressed quickly to very
advance speech
Could do things that adults did not
teach them
Level Two Children
By kindergarten most have begun to
read
Pick up contextual clues of vocabulary
and meaning when interested in a
topic
Little evidence of “sounding out”
Many resort to silent reading because
it is faster.
Level Two Children
Could complete the entire elementary
curriculum in three years.
Level Three Giftedness:
Approximately 98th and 99th Percentiles
Described as “highly” or “exceptionally”
gifted
Intense eye contact from birth or soon after
Clearly know and understand many things
before they actually talk
Talk in full sentences before age of 2
Quick transition of no speech to full
sentences
Know how to read, count, do simple math
before Kindergarten.
Level Three Giftedness:
Approximately 98th and 99th Percentiles
Abilities with numbers, colors, the
alphabet, speaking & reading, and sense
of humor are recognizably advanced.
Know how to read, count, do simple
math before Kindergarten.
Most move from simple to chapter books
during kindergarten.
Level Four Gifted:
99th Percentile
Exceptionally to profoundly gifted
Clearly outpace lower levels of
giftedness in their powers of
reasoning, complexity of speech and
interests, and in grasp of math
concepts
Learning trajectories in reading raised
from average 3rd grade level during
kindergarten to an average upper high
th
th
Level Four Gifted:
99th Percentile
Most level Four children are capable of
finishing all academic coursework
through eighth grade before they reach
third or fourth grade, but few have the
opportunity to live up to their
capabilities.
These are students who could go off
to college at age 10-12.
They could complete the elementary
curriculum in two years.
But we don’t let them
Radical acceleration is not radical to the
child whom it serves. Instead it is a
shock to the “system” and deemed
“radical” by the big people in that
system who don’t understand either
the affective or the cognitive needs of
highly gifted young children.
Level Four Gifted:
99th Percentile
“Every child in this chapter started
kindergarten and first grade with other
children who were within a year of his or
her own age. Every child in this chapter
had parents who asked the schools to
recognize the abilities that their child
possessed and to guide him or her
appropriately. Every parent and child
encountered one problem after another.
Losing our Minds,
Ruf, 2005
Level Five Gifted:
Above the 99th Percentile
Profoundly gifted
Omnibus genius – unusual occurrence
of profound ability across all ability
areas Feldman, 1986
Children are so obviously different
from their age-mates in intellectual
ability that either their parents or the
school arrange for dramatic changes.
Level Five Gifted:
Above the 99th Percentile
Many times a parent postpones a
career to advocate for the needs of the
child.
Incredibly advanced in every
intellectual domain – the primary
distinguishing factor in contrast with
other levels
Level 5 children could finish the entire
elementary curriculum in less than a
Reflect and Discuss
What are the implications for schools
and teachers?
Small Poppies: Highly gifted
children in the early years
Miraca U.M. Gross
Source: Roeper Review 1999
Vol. 21, No. 3, pp. 207-214
Text Coding
I knew that (highlight yellow)
? Needs clarification (highlight pink)
! New perspective or new idea
(highlight blue)
Share With a Partner
2-3 places where you text coded
•Why did you code?
•What was your connection?
Gifted at the Secondary Level
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.
Share with someone you haven’t yet
worked with today.
Placement
Which children need which services?
Not about assigning a label
According to need
It is better to have imprecise
answers to the right questions
than precise answers to the
wrong questions.
--Donald Campbell
Some Things to Ponder
Once identified, always identified?
Procedure for staffing out?
Your questions?
Gap Analysis
With your team
1. Study Guiding Principles, Attributes That
Define High-Quality Identification
Procedures (p. 51-2), and SART results
2. Identify desired state
3. Outline your current identification
procedures (current state)
4. List steps needed to move toward desired
state
Home Play
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
Magnet Summary
Fold paper in fourths
Write “identification” in the middle
In each corner write a key word or
phrase to remember
Summarize at the bottom