Transcript Gifted and Talented Academy

Gifted and Talented Academy
Session 3
March 12, 2010
http://aea11gt.pbworks.com/GT-Academy-Year-1
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Academy wiki
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Google Docs
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Agenda
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Welcome
Handshake Activity
Developing a KASAB
Gifted Services: What the Research
Says
 Program Models
 Program Options
 Matching Programming to Need
Welcome Back!
 Find a partner from another district
 Introduce yourselves
 Share your team’s most rewarding
accomplishment since Session 2
 Repeat twice
Home Play – Session 2
 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
Processing Home Play
 Pair up – mixed district
 Evaluate program goal(s) for
identification using “Traits of Highquality Goals” on p. 64-5 in text
 Do performance measures match and
truly measure attainment of goals?
“Stop asking me if we’re almost there!
We’re nomads, for crying out loud!”
KASAB
 Planning and evaluation tool
 Identifies desired changes in
stakeholder groups
 Changes with regard to
– Knowledge
– Attitude
– Skill
– Aspiration
– Behavior
Build Your KASAB
 Download the blank KASAB from the
Wiki at
http://aea11gt.pbworks.com/GTAcademy-Year-1
 Work with your team to build your
KASAB
– identify the stakeholders
– outline the changes desired as a result of
gifted programming & PD
Objectives
 To deepen understanding of the
components of comprehensive gifted
and talented programming
– To establish the differentiated program
component of the comprehensive plan
 Cognitive
 Affective
Comprehensive Programming
Program Management:
K-12 Written G/T Plan
Parent/Community Support
Use of Time/Calendars/Scheduling
Staffing Patterns
Program Effectiveness:
Program Evaluation/Audit
PEP Goal Attainment
Measuring/Reporting Student Growth
Foundation:
Mission/Philosophy/Beliefs
Conceptions/Definitions of Giftedness
Iowa Code
Gifted Program Standards and Goals
Domains of Giftedness
Programming & Services
Responsive Services
Individual Planning/PEPs
Curriculum
Programming Options
System Support
Assessi ng a C om pre h e n si ve
Program De sign
Guiding Question
Existing Practices
Menu of Possible Options
Revisions Based on
Options Selected
Who will be
served?
How will
st udent s be
ident ified?
What program
model(s) will be
use d?
What t ypes of
services?
Where will
services be
provided?
When will
services be
provided?
Purcell & Eckert, p. 78-9
Gifted Services
…studies consistently have
demonstrated that gifted students who
receive any level of service achieve at
higher levels than their gifted peers who
receive none. (Delecourt, Loyd, Cornell, &
Goldber, 1994; Kulik, 2003)
Critical Issues in Gifted Education: What the Research
Says, p. 321
Differentiated Program SA/RT
 Review the results
 Identify 1-3 priority areas
 Consider alignment with areas in
Managing Complex Change
Levels of Service
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Integrated Classroom Support
Cluster Grouping
Pull-Out Programs
Special Classes for the Gifted
Special Schools
…most of the research conducted to
date indicates that gifted students in
separate classes or special schools
outperform their gifted peers in all other
settings.
(Delecourt, et. al., 1994)
Critical Issues in Gifted Education: What the Research
Says, p. 329
Program Model
…deliberately planned system that facilitates
interaction of gifted youth with curriculum to
produce learning…programs are designed
with a particular purpose in mind: to deliver
content more quickly, more extensively, or
more complexly to fit the learners’ precocity
and interest. (Feldhusen,1998a, p. 211)
Best Practices in Gifted Education: An Evidence-based Guide, p.
215-6
Types of Program Models
 Particular class settings
– Cluster grouping
– Full-time gifted programs
– Magnet schools
 Within regular classrooms
– Change nature of curriculum
– Add enrichment
 In addition to the school schedule
– Mentoring
– Great Books
– Clubs/organizations
Key Questions
Do we develop a program and find the
kids to fit the program?
OR
Do we find the kids with unmet needs
and develop programming options to
meet those needs?
A Common Perspective
Gifted Student
Teacher of Gifted
A Shift in Perspective
Gifted Student
Counselor
Specials
Teacher
Special Ed.
Teacher
ESL Teacher
Classroom
Teacher
Community Member
Teacher of Gifted
Chapter 12 (IAC) Requires
“…a qualitatively differentiated program
to meet the students’ cognitive and
affective needs.”
Cognitive
Affective
Needs of the Gifted
Cognitive Needs
Affective Needs
What We Currently Provide in the Educational Program
Affective Needs
 High-Potential Learners
– Usually possess healthy psychological
development
– Affective development differs from agepeers by intensity or degree
– Are more self-confident about ability to
succeed
– Are more intrinsically motivated to
succeed
Meeting Social & Emotional
Needs
 Academic Provisions
– Opportunity to learn w/others of similar
interest, ability, and drive
– Appropriate level of challenge in the regular
classroom
– Flexible pacing through curriculum
Meeting Social & Emotional
Needs
 Help Coping With
– Heightened sensitivity
– Perfectionism
– Peer relationships
– Asynchronous development
– Situational stressors
– College and career planning
Meeting Social & Emotional Needs
 Twice Exceptional
– Greater frustration due to discrepancies
– More at risk for adjustment problems
– Appropriate interventions result in better
coping skills
Purcell & Eckert p. 113
Programming Options
What opportunities
exist in your context to
meet identified student
needs?
Programming Options
 Instructional Management - how gifted
learners may be organized for
instruction
– Individualization
– Grouping
– Acceleration
Programming Options
 Instructional Delivery - ways in which
gifted learners need to be taught
– Teaching to learner preferences
– Teaching to qualitative learning
differences
Programming Options
 Curriculum Differentiation
– Content modifications
– Process modifications
– Product modifications
District Programming Opti ons
Instructional
Management
Instructional Delivery
What Ne eds to be Added?
Curriculum
Differentiation
Considerations
Do/Are the programming options
 Align with
– Mission/Philosophy (Vison, Beliefs)?
– Program Goal(s)?
 Address areas of giftedness served?
 Address both cognitive and affective
domains?
 Feasible given resources?
 Comprehensive in nature?
Developed by Ashley Meyer, Colfax-Mingo
http://www.aea11.k12.ia.us/gifted/ITAG
Matching Programming to Need
 Read two Case Studies (p. 2-12)
 Discuss
– Needs of the student
– Services provided
– Do the two align?
– What else might be provided?
Matching Programming to Need
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Choose one of your students
List key characteristics and needs
Identify services currently provided
Do services match/address
characteristics and needs?
 What else needs to be provided?
Continuum of ServicesPlan
Area of
Identification
Superior
Cognitive
Reading / LA
Math
Science
Social Studies
Creativity
Visual &
Performing Arts
Leadership
Placement
Grade Level Cluster:
Service
Person(s)
Responsible
Supporting Research
(Tacit and Empirical)
Home Play
 Complete programming options
– As chart or in another format useful to
you
 Complete differentiated program
section of written plan
 Consider developing program goal(s)
for differentiated program
 Share with Advisory and adjust based
on feedback