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
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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
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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
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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
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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
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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
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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
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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