Ann matschiner oatag october 11 2013 pacific university matschal@pacificu edu
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Early and Equitable Identification of Talented and Gifted First Grade Students . Ann Matschiner OATAG October 11, 2013 Pacific University matschal@pacificu.edu. Why Early Identification?.

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Ann Matschiner OATAG October 11, 2013 Pacific University matschal@pacificu

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Ann matschiner oatag october 11 2013 pacific university matschal@pacificu edu

Early and Equitable Identification of Talented and Gifted First Grade Students

Ann Matschiner

OATAG October 11, 2013

Pacific University

matschal@pacificu.edu


Why early identification
Why Early Identification?

  • Widely agreed early identification and intervention of gifted is crucial (Pfeiffer & Petscher, 2008; Robinson 1997; Sankar-DeLeeuw, 2004)

  • Prevent boredom and negative attitudes toward school when children lack quality school experiences in their early years in school (Puckett & Black, 2008)


Why early identification1
Why Early Identification?

  • Children from low-income and minority families, who are often unidentified at an early age, are less likely to be recognized later (Moon & Brighton, 2008)


Overview
Overview

  • Teacher Training- gifted character-istics, needs and instructional strategies

  • Planned Experiences-administration and analysis

  • Student support and services


Equitable identification
Equitable Identification

  • 7% of the elementary students TAG

  • 35% of the student population is Hispanic only 15% of the talented and gifted population is Hispanic


Equitable identification1
Equitable Identification

  • Fifty percent of student population is from poverty

  • 20% of talented and gifted population is from poverty


Research
Research

  • When culturally and linguistically gifted children are not aware of their giftedness, the pressure to assimilate to mainstream American culture at younger ages in our schools often causes them to mask or hide their gifted characteristics before we engage students in formal identification processes.


Research1
Research

  • Many formal cognitive assessments are not consistent in their ability to identify gifted students.

  • Gifted students are underachieving. They may meet and exceed on assessments, but their year-to-year growth is often the lowest of any subgroup.


Research2
Research

  • Gifted students are at-risk. They have a higher percentage of depression, suicide, and federal imprisonment than other subgroups.

  • Teachers report feeling unprepared to meet the needs of gifted students.


Question
Question

Are talented and gifted first grade students identifiable using the Recognizing Gifted Potential: Planned Experiences with the Kingore Observation Inventory (KOI) administered and evaluated by the classroom teacher?


The value of assessment and identification through analytical observation
The Value of Assessment and Identification Through Analytical Observation

  • How does this match your current thinking/understanding?

  • How does this challenge your current thinking/understanding?


Characteristics and perceptions
Characteristics and Perceptions Analytical Observation

  • Use of Kingore Observation Inventory and Kingore Planned Experiences with 1st grade students as a means to identify the potential for gifted performance

  • Build awareness of gifted students and gifted education best practices with primary teachers.


Implementation
Implementation Analytical Observation

Year # School/s Number Students

2010-111 571

2011-129 1517

2012-13251587*


Implementation1
Implementation Analytical Observation

  • Planned Experiences used with first grade students

  • KingoreObservation Inventory used by teachers

  • Potential for gifted performance


Implementation2
Implementation Analytical Observation

  • Gifted education best practices with primary teachers

  • Build awareness of gifted students and their needs


Implementation3
Implementation Analytical Observation

  • Deliver professional development in-service sessions-KOI Behaviors and instructional strategies

  • Planned Experiences in first grade


Implementation4
Implementation Analytical Observation

  • Teachers administer three or four Planned Experiences in classrooms

  • Teachers meet and analyze student work


Planned experiences
Planned Experiences Analytical Observation

  • Drawing Starts

  • Patterning

  • Rebus Stories

    Exhibited gifted behaviors on more

    than one experience to qualify


Kingore s characteristics of giftedness
Kingore’s Analytical Observation Characteristics of Giftedness

Advanced Language Analytical Thinking

Meaning Motivation Perspective

Sense of HumorSensitivity

Accelerated Learning


Analyzing drawing starts
Analyzing Drawing Starts Analytical Observation


Implementation5
Implementation Analytical Observation

  • Teachers meet to analyze products

  • Develop database

  • Identify potential to perform in first grade students

  • Teacher interviews


Instructional decisions
Instructional Decisions Analytical Observation

  • Higher level activities for Potential to Perform students

  • Specific activities for Potential to Perform students

  • Instruction with TAG students


Instructional decisions1
Instructional Decisions Analytical Observation

  • Subject Acceleration

  • Grade Acceleration


Results
Results Analytical Observation

YearSchool/s# Students#/% Identified

2010-11 1 7633.9%

2011-12 9 1517 142.5%

2012-13 25 1587*49*


W hat d id y ou learn
W Analytical Observation hat Did You Learn?

  • “The finer points of giftedness and how to see potential in young children.”

  • “I learned a lot! I really enjoyed understanding the characteristics of TAG and how to identify students.”


What did you learn
What Did You Learn? Analytical Observation

  • “That there are different ways to identify kids as TAG.”

  • “I learned more about the characteristics of gifted students and also the behaviors they may exhibit, especially through these activities.”


What did you learn1
What Did You Learn? Analytical Observation

  • “I learned how to score math problems the students created using content, organization, divergence, elaboration, and significantly beyond age expectations.”


Impact on teaching
Impact on Teaching Analytical Observation

  • More focused and intentional instructional challenges presented to the students

  • More enrichment activities for these kids


Impact on teaching1
Impact on Teaching Analytical Observation

  • Employ various learning styles/projects in hopes of reaching and enriching lessons for students


Benefits
Benefits Analytical Observation

  • Increased identification of first grade students Potential for Gifted Performance

  • Increased teacher understanding of TAG students

  • Increased teacher confidence in teaching TAG students


Benefits1
Benefits Analytical Observation

  • Increased interest in learning more about how to support and serve gifted students

  • Teachers more confident utilizing higher-level learning strategies


Future plans
Future Plans Analytical Observation

  • Continue to train teachers

  • Continue to identify Potential for gifted performance

  • Continue to serve first and second grade students


Ann matschiner oatag october 11 2013 pacific university matschal pacificu

Ann Matschiner Analytical Observation

Pacific University

matschal@pacificu.edu


Scamper
Scamper Analytical Observation


Instructional strategies
Instructional Strategies Analytical Observation

  • Six Thinking Hats

  • Habits of Mind

  • Inquiry-Based Learning

  • Creative Problem-Solving

  • Icons of Depth and Complexity

  • Tiered Instruction

  • Think TacToe

  • Williams Model


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