Gifted and Talented Academy year 1
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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
Agenda
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
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?
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
Write the identification plan for your
district OR evaluate the existing plan
against attributes on p. 52-3
Share draft of Vision/Mission/Beliefs with
building/district GT teacher(s), GT
Advisory, and/or Administrative Team
– Get input
Read chs. 9, 16, & 17 and journal
Complete differentiated program section
of SA/RT
Home Play
Choose some aspect of identification
that raises questions for you. Identify
those questions and research the issue.
Prepare a short presentation for the
group to share the information and how
it fits for you into the bigger picture of
identification.
Next Weekend
Friday 5-9; Saturday 8-6
Location:
Chase Suite Hotels
11428 Forest Ave
Clive