Transcript Gifted and Talented Academy year 1

Administration and Supervision of
Gifted Programs
Weekend 1
February 25-6, 2011
http://aea11gt.pbworks.com/Admin-of-GT-Programs
Winnie the Witch
Why do children need gifted services?
Winnie the Witch
Winnie on the Web
She’s even on Facebook!
Agenda
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Welcome and Introductions
Goals
Norms
Iowa Code
Foundation
– Vision
– Mission
– Beliefs
 Program Goals
 Home Play
 Closure
Course Outcomes
 To deepen understanding of the components
of comprehensive gifted and talented
programming
 To determine the extent to which g/t services
are infused in the total education program
 To construct and/or improve a written
comprehensive gifted and talented program
plan
 To determine how to set priorities for g/t
programming and students served
Group Norms
 Talk freely - think out loud
 Questions establish a culture of
curiosity
 Freedom to change your mind
 Connect to Iowa Core, previous
learning and district initiatives
 Support one another in the learning
Introductions
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Name
School
Current role/gifted aspiration
One important thing you hope to gain
from this class
Reflections
Iowa Code, NAGC Program
Standards, & PK-12 National
Gifted Education Standards
 Iowa Code provides requirements in law
for minimum compliance (Chs. 12 & 59)
 NAGC PK-12 Gifted Programming
Standards provide guidance toward best
practices
 PK-12 National Gifted Education
Standards identify essential knowledge
and skills for teachers of gifted
Comprehensive Gifted and
Talented Programming
 Comprehensive:
– Including many things
– Having a wide scope or full view
– Extensive; wide; large; full; compendious
(dictionary.com)
So what is it?
Work with a partner to list the
components/characteristics of
comprehensive gifted and
talented programming.
Think: comprehensive physical,
comprehensive exam
Comprehensive Gifted and
Talented Programming
 Includes and integrates multiple domains of
giftedness
 Provides multiple programming options matched
to student need
 Addresses both cognitive and affective needs
 Is articulated K-12
 Is evolutionary in nature
 Is essential to and embedded in an effective
educational program
 Is based on student need
 Identifies children with unmet educational needs
CONSENSU
S
Managing Complex Change
Vision
+
Skills
+
Incentives
+
Resources
+
Action
Plan
=
Change
+
Skills
+
Incentives
+
Resources
+
Action
Plan
=
Confusion
+
Incentives
+
Resources
+
Action
Plan
=
Anxiety
+
Resources
+
Action
Plan
=
Resistance
+
Action
Plan
=
Frustration
=
False Starts
Vision
+
Vision
+
Skills
+
Vision
+
Skills
+
Incentives
+
Vision
+
Skills
+
Incentives
+
Resources
+
Adapted from Knoster, T., Villa R., & Thousand, J. (2000). A framework for thinking about systems change. In R. villa & J. Thousand (Eds.),
Restructuring for caring and effective education: Piecing the puzzle together (pp. 93-128). Baltimore: Paul H. Brookes Publishing Co.
Consensus-Building Tool #3
Managing Complex Change
Vision
Incentives
+
+
Skills
Resources
+
+
Action
Plans
CONFUSION
Consensus-Building Tool #3
Managing Complex Change
Vision
Incentives
+
+
Resources
Skills
+
ANXIETY
+
Action
Plans
Consensus-Building Tool #3
Managing Complex Change
Vision
Incentives
+
+
Resources
+
Skills
+
Action
Plans
Resistance
Consensus-Building Tool #3
Managing Complex Change
Vision
Incentives
+
+
Resources
Skills
+
+
Action
Plans
FRUSTRATION
Consensus-Building Tool #3
Managing Complex Change
Vision
Incentives
+
+
Resources
Skills
+
+
Action
Plans
FALSE STARTS
Talk About It…
 With regard to g/t programming in your
district
– which areas are strengths?
– which areas need attention/work?
Survey Results
Download Excel sheet from Wiki
Transfer item values
 Section 1 – Vision
 Section 2 – Skills
 Section 3 – Incentives
 Section 4 – Resources
 Section 5 – Action Plan
It All Starts With…
Vision
Beliefs
Vision
 What we aspire to
 Requires “stretch”
Example:
ITAG envisions a time when all students, including the
gifted and talented, are given an appropriate
educational experience that matches their abilities and
potential, where they have abundant opportunities for
their intellectual and creative challenge and growth, and
those who work with them are effectively trained to
appreciate, understand, and nurture their unique talents
and needs.
Sample Vision
 Waukee – “New learning all day every
day for each identified gifted child.”
Consider: In what ways will vision impact
programming?
Victory Circle
 Three years from now, the DE awards
your district the “Outstanding GT
Program” distinction for the state.
 What would we see, hear, experience,
etc. that would give credence to the
award?
Group 1
Group 2
Group 3
Creating Stretch
 What aspects of your victory are
worthy of achieving but would require
significant stretch?
 Consider these ideas to help you write
a statement of vision.
S-W-O-R Analysis
 What are the strengths in our school
that would help us achieve our victory?
 What weaknesses do we need to
overcome?
 What opportunities exist if we achieve
our victory?
 What risks do we face along the way?
Mission/Philosophy
Answers the questions
 What is our purpose?
 Why does the program(ming) exist?
What it does
 Creates cohesiveness, commitment, and
understanding
 Gives meaning to our work
– Choosing how we’ll work
– What work we choose to do
--Conzemius & O’Neill, 2002
Traits
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Comprehensiveness
Rationale
Consistency
Clarity
--Purcell & Eckert, 2006
Sample Mission/Philosophy
The mission of the Iowa Talented and Gifted Association is to
recognize, support, and respect the unique and diverse
needs of talented and gifted learners through
ADVOCACY:
by encouraging informed educational professionals, parents,
policy makers, and all other stakeholders to take appropriate
action for the benefit of talented and gifted learners.
EDUCATION:
by strengthening and encouraging the recognition and
implementation of practices that support identification of
talented and gifted learners and accommodation of the
social, emotional, and intellectual levels.
NETWORKING:
by increasing opportunities for collaboration and
cooperation among all stakeholders with the goal of
advancing the abilities and developing the potential of
Beliefs
…are firmly held
…guide what we do
…influence practice
Assumptions
 What assumptions do you hold about
gifted children? (+ or -)
 What assumptions do classroom
teachers, administrators, and parents
in your district/building hold?
Group 1
Group 2
Group 3
Putting It All Together…
Consider
 desired state (victory)
– components requiring stretch
 current state (S-W-O-R)
 why your program exists
 assumptions which drive beliefs
Create a draft of your vision,
mission/philosophy, and beliefs.
Evaluating Your
Mission/Philosophy
Rate your mission/philosophy with
regard to
 Comprehensiveness
 Rationale
 Consistency
 Clarity
Sample
Academically talented children in Jonesville may
possess characteristics that necessitate qualitatively
different instruction. Our program is designed to
provide the atmosphere for stimulating aboveaverage-ability students.
Trait
Comprehensiveness
Rationale
5
4
3
2
Consistency
Clarity
--Purcell & Eckert, 2006
1
Sample
Academically talented children in Jonesville may
possess characteristics that necessitate qualitatively
different instruction. Our program is designed to
provide the atmosphere for stimulating aboveaverage-ability students.
Trait
Comprehensiveness
Rationale
Consistency
Clarity
5
4
3
2
X
1
X
X
X
--Purcell & Eckert, 2006
Makeover
The mission of the Jonesville School District is to
ensure that each child has equal opportunity to
receive a suitable program of educational
experiences. The school board recognizes that
some students possess, or are capable of
possessing, extraordinary learning ability and/or
outstanding talent. These students come from all
socioeconomic, cultural, and ethnic backgrounds.
The school board affirms the following:
 Curricular modifications as described in our
comprehensive program design will occur in the regular
classroom to provide continuous levels of challenge for
all students, including those with unique gifts and
talents.
 In addition to the regular classroom, a range of
instructional settings, both within the school as well as
the community, will be available for specialized
instruction that is integrated with the regular curriculum
and the intellectual and social and emotional needs of
gifted and talented children.
 It is the responsibility of the school district and the larger
community to ensure the following:
– Ongoing identification of gifted and talented children
– Provision of appropriate and systematic educational
services to meet the unique learning needs of gifted
and talented children.
--Purcell & Eckert, 2006, p. 18-19
Building Consensus
Determine
 With whom you will share
 How you will determine/build
consensus
Reflect on
 How the message was received
 Further work needed
Program Evaluation
 Baseline data
– Complete Self-Audit/Reflection section(s)
– Bring results to next session
 Basis for program goals
 Means to improve programming
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?
Memory Mingle
1. How has the information you’ve
engaged with so far “pushed” your
thinking?
2. Share in triads
3. Identify connections and/or
conclusions
4. Share with large group
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?
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
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
 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