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Reviewing Belleville’s Program for Talented and Gifted Students

Reviewing Belleville’s Program for Talented and Gifted Students. The purpose of this presentation is to share the history as well as the current practices of the program. History of Program Reviews. Guide Developed 1999-2000 Reviewed in 2001, 2002 Guide Redesigned 2004 Reviewed in 2007, 2010.

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Reviewing Belleville’s Program for Talented and Gifted Students

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  1. Reviewing Belleville’s Program for Talented and Gifted Students The purpose of this presentation is to share the history as well as the current practices of the program

  2. History of Program Reviews • Guide Developed 1999-2000 • Reviewed in 2001, 2002 • Guide Redesigned 2004 • Reviewed in 2007, 2010

  3. 1999-2000 Manual • Established identification process • The process included nominations and standardized test score of 95% or better and/or the use of an IQ test score of 120 or better

  4. 2001 Review • Affirmed the identification process of a score of 95% or higher in one or more areas of a standardized test • The Wisconsin State Test (Wisconsin Knowledge and Concepts Examination) was implemented that year • The 2001 review recommended using the state test as an assessment for identification

  5. 2002 Review • Belleville adopted the format of the DPI pyramid of levels of service • The Belleville pyramid established a two-level system of service • Level 1 is the designation of gifted and level 2 is the designation of talented • The 2002 review eliminated the use of IQ as an identifier

  6. Research on Utilization of IQ scores for identification • Because of the diversity among students with gifts and talents, most professionals in gifted education have moved away from a psychometrically derived definition, i.e., the IQ test

  7. IQ continued • IQ scores are not consistent across tests • IQ assessments are most useful for students who are close to average and are less useful for children who are far from average [70-125] • Restrictions occur because of the built-in low ceiling of IQ tests

  8. IQ continued • IQ testing does not always indicate giftedness • Giftedness is often seen in the ease and speed with which students master skills • Giftedness is dynamic and often is not represented on a single test

  9. 2004 Guide Changes • Belleville was identifying, on average, 21% of students as talented and gifted • National statistics indicate 2-3% of students are gifted and 2-3% as talented • Changed the criteria to 95% on at least two subtests on the WKCE for gifted and 95% on at least one subtest for talented

  10. More 2004 Changes • Supported the development of written plans for all gifted students • The plans are called Gifted Student Plans (GSP)

  11. 2007 Review and Questions on the use of the WKCE • Statistically Belleville, as a district, has continued to identify more students as gifted than National averages • Current identification in district (2010-2011) is 6% for gifted students • At the 2nd-6th grade it is 3.5% • At the 7th-8th grade it is 8% • At the 9th-12th grade it is 8%

  12. Continued use of the state test • Belleville will continue to use the WKCE as one component of the identification process • Belleville will continue to solicit nominations • Belleville will continue to use the parent-team approach to examine multiple dimensions • Belleville will evaluate various other instruments for additional confirmation

  13. Potential New Assessments • Scales for Identifying Gifted Students (SIGS) • Gifted Rating Scales (GRS-S/P) • Gifted Evaluation Scales (GES-3) • Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS)

  14. May 2010 Review • Implications of the high turnover of TAG coordinators and the consistency of the program • Budget forces and the potential loss of the TAG Coordinator position • Recommendation to examine best practices in identification (i.e., previous slide on assessments) • Comparison of other district’s allocation of TAG Coordinator duties

  15. Fall 2010 Next Steps • Recognize that the loss of the TAG Coordinator’s position leads to the identification of essential duties and the assignment of those essential duties • Collaborate with stakeholders on the process • Monitor effectiveness of new plan

  16. TAG Essential Duties • Coordination of the program • Development of Gifted Student Plans • Implementation of Gifted Student Plans • Coordination and Facilitation of Activities

  17. Coordination and Supervision within the TAG Program • Coordination of the TAG Program will be assigned to the Director of Instruction and Student Services • Supervision of the implementation of Gifted Student Plans will be assigned to each building Principal

  18. The Identification Process-Nominations • Nominations will be accepted by teachers, other staff and parents

  19. The State Test • An annual review of the results of the state test will be completed by the Coordinator • The Coordinator will identify potential students • The Coordinator will meet with each building team to review the list of students in the spring of each year

  20. The Building Teams • Each Principal meets weekly with the building team • Each building team consists of the Principal, School Psychologist, Nurse, and Counselor/s • Each building team invites teachers to the meeting as needed

  21. Work of the Building Team • Each building team will discuss and evaluate nominations, state test information, classroom materials, district assessments, and other supportive information to determine the list of talented and gifted students

  22. State Test Criteria • Students identified as gifted (level 1) will meet the criteria of two subtest scores on the state test of 95% or better including one score in reading or math • This is a change from previous use of the state test

  23. Change in the Use of the State Test • Previous use of the test was for gifted students to score 95% or better on two subtests • The change is to ensure that one subtest is reading or math • The state test assesses students in only reading/math at 3rd grade, 5th grade, 6th grade, and 7th grade

  24. Testing in 4th, 8th, 10th grades • The state test evaluates students in these grades in five areas: reading, language arts, math, science and social studies • Using the criteria across all grade levels of at least one subtest in reading or math contributes to consistency

  25. Talented Students • The DPI model, like most other service models in the area of TAG, uses identification for the purpose of providing appropriate educational planning for students

  26. Matching Students with Service • The classification system provides a way to plan for students • Similar to the planning process for special education students (IDEA) and the Individualized Education Plan (IEP) • Talented student needs, in Belleville, are typically met through differentiation in the classroom and participation in extra-curricular activities

  27. Criteria • Talented students will be identified by having a 95% or above on one subtest of the state test and by discussion within the building team group • Talented students will be monitored by the classroom teacher

  28. Leadership, Creativity, Artistic and Academic Achievement • Nominations for students in these areas will be made to the building team • The building team will determine, through teacher/staff/parent input, if additional services are appropriate

  29. Current Belleville Gifted Student Data-Elementary • Grade 2 One GSP current • Grade 3 TBD • Grade 4 Two nominations went through team and waiting on GSP/parent contact • Grade 5 Eight nominations went through team, five Identified and waiting on GSP/parent contact • Grade 6 Five identified with four current plans - one parental denial of programming

  30. Current Belleville Gifted Student Data - Secondary • Grade 7 Four with current plans • Grade 7 Two nominations from WKCE in November 2009 • Grade 8 Five with current plans • Grade 9 One with a current plan • Grade 10 Eight with five current plans • Grade 11 Seven with six current plans • Grade 12 Seven with four current plans

  31. District Data • Grades 2nd-6th 367 students with 13 identified gifted students or 3.5% with 3rd grade pending • Grades 7th-8th 137 students with 11 identified gifted students or 8% when nominations are completed • Grade 9th-12th 277 students with 23 identified gifted students or 8% • District Average is 47 students in an enrollment of 781 (2nd-12th) or 6%

  32. Next • The review of the fall 2009 state test is complete except for 3rd grade • Nominations are complete except for 3rd grade • Gifted Student Plans for 30 students are completed and current • Gifted Student Plans must be completed for 16 students

  33. Activities Coordination • Belleville offers a variety of extra-curricular activities for students • Most activities are available for all students • Please refer to the handout

  34. Contact Information • Georgia Florian floriang@belleville.k12.wi.us • Sally Baxter baxters@belleville.k12.wi.us • Rick Conroy conroyr@belleville.k12.wi.us • Georgia 424-1902, extension 451 • Rick “ 440 • Sally 424-3371, extension 204

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