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Gifted and Talented Academy

Gifted and Talented Academy. Session 2 March 14, 2016. http://aea11gt.pbworks.com. Agenda. Welcome/Check-in Process Home Play Developing a Written Gifted and Talented Plan District Program Goals Domains of Giftedness Identification Tools and Criteria Using this information

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Gifted and Talented Academy

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  1. Gifted and Talented Academy Session 2 March 14, 2016 http://aea11gt.pbworks.com

  2. Agenda • Welcome/Check-in • Process Home Play • Developing a Written Gifted and Talented Plan • District Program Goals • Domains of Giftedness • Identification • Tools and Criteria • Using this information • Developing an Identification Plan

  3. Home Play • Complete two sections of SA/RT • Program Goals • Identification • Share draft of V/M/B/CA with GT Advisory, Administrative Team, and/or School Board • Get input • Get approval/input

  4. Processing Home Play • Triads - three different districts • With whom did you share your V/M/B/CA? Discuss the process. • How was it received? Were there suggestions for revisions? • What discussion and/or professional development needs to happen now? (Related to the mission/vision/beliefs?) • How will V/M/B/CA guide your programming?

  5. Processing Home Play • Return to original table. • Whip Around • Share one idea you heard from previous discussion • Where do you go from here as a team?

  6. Processing Home Play • Find a partner. • From each assigned chapter, share one or two key points you wrote about. • Discuss importance • Why these points matter • How they could impact/improve your programming

  7. Course Outcome A comprehensive gifted and talented plan

  8. Comprehensive Program Design …a thoughtful, unified service delivery plan that has a singular purpose: to identify the many, varied ways that will be used to meet the needs of high-potential students. --Purcell & Eckert, p. 74

  9. Considerations • Unique learning profile of students • Level of challenge in regular curriculum • Ways high-potential learners are already served • Areas where services are lacking --Purcell & Eckert, p. 74

  10. Traits • Derivation of Services • Comprehensiveness • Practicality • Consistency • Clarity • Availability • Continuation, Extension, and Evaluation

  11. Guiding Principles • Using the Guiding Principles on p. 75, complete the cause-effect organizer found on the wiki.

  12. 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

  13. 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?

  14. Traits • Alignment • Validity • Comprehensiveness • Clarity Purcell & Eckert, p. 64-5

  15. Using SART to Establish Program Goals • Complete selected sections of the Self-Audit/Reflection Tool. • Establish a long-term goal for each area to function as a “standard” • Identify area(s) most in need of improvement. • Write targeted short-term (annual) goal(s) to the area & develop action plan • Year-end review to ascertain goal attainment.

  16. Sample Program Goals • Urbandale • District 196, Minnesota • Based on NAGC Program Standards • Waukee

  17. 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?

  18. Writing/Revising Program Goals • Step-by-step process • Report back at each Academy session

  19. Developing Student Outcomes • How students will benefit as a result of the programming they receive • Possible bases • Universal Constructs • NAGC Programming Standards

  20. Gifted and Talented Identification What is it? Why do it? What then?

  21. Three Paradigms • Gifted Child • Talent Development • Differentiation

  22. The Target Population • Area(s) to be served • Multiple Criteria used/analyzed

  23. State of Iowa Definition • General Intellectual Ability • Specific Ability Aptitude • Creativity • Leadership • Visual and Performing Arts

  24. Characteristics • With your team • Review areas in your target population • What are the needs of students in these areas? • Talk about the assessments that help you find the kids in each category who have unmet needs • How is that working? • What other assessments might you need?

  25. Understanding GiftednessFive Levels of GiftedDeborah Ruf

  26. Level One Gifted: • Approximately 90th to 98th Percentiles • “Moderately” gifted • Bright children well ahead of classmates • Advanced levels must be addressed to maximize their academic potential

  27. Level One GiftedBirth to 2 • Early eye contact • Enjoyed being read to • Early vocabulary • Early counting, singing, reciting • Sit still to watch and pay attention to TV

  28. Level One Giftedage two to three • Very busy • Interested in many things • Puzzles are a favorite activity for many • Sit still to watch and pay attention to TV • Knows colors and alphabet • Interested in books

  29. Level One Giftedage four to five • Master kindergarten end–of-the-year academic tasks before they turn four. • Read street and store signs • Appreciation and practice of humor • Understanding of subtleties of language • Enjoy adult conversations

  30. Level Two Gifted98th and 99th Percentiles • Especially interactive very early in their lives. • Ability to communicate and understand even before speaking • Talk progressed quickly to very advance speech • Could do things that adults did not teach them

  31. Level Two Children • By kindergarten most have begun to read • Pick up contextual clues of vocabulary and meaning when interested in a topic • Little evidence of “sounding out” • Many resort to silent reading because it is faster.

  32. Level Two Children • Could complete the entire elementary curriculum in three years.

  33. Level Three Giftedness:Approximately 98th and 99th Percentiles • Described as “highly” or “exceptionally” gifted • Intense eye contact from birth or soon after • Clearly know and understand many things before they actually talk • Talk in full sentences before age of 2 • Quick transition of no speech to full sentences • Know how to read, count, do simple math before Kindergarten.

  34. Level Three Giftedness:Approximately 98th and 99th Percentiles • Abilities with numbers, colors, the alphabet, speaking & reading, and sense of humor are recognizably advanced. • Know how to read, count, do simple math before Kindergarten. • Most move from simple to chapter books during kindergarten.

  35. Level Four Gifted:99th Percentile • Exceptionally to profoundly gifted • Clearly outpace lower levels of giftedness in their powers of reasoning, complexity of speech and interests, and in grasp of math concepts • Learning trajectories in reading raised from average 3rd grade level during kindergarten to an average upper high school level by 4th or 5th grades

  36. Level Four Gifted:99th Percentile • Most level Four children are capable of finishing all academic coursework through eighth grade before they reach third or fourth grade, but few have the opportunity to live up to their capabilities. • These are students who couldgo off to college at age 10-12. • They could complete the elementary curriculum in two years.

  37. But we don’t let them Radical acceleration is not radical to the child whom it serves. Instead it is a shock to the “system” and deemed “radical” by the big people in that system who don’t understand either the affective or the cognitive needs of highly gifted young children.

  38. Level Four Gifted:99th Percentile “Every child in this chapter started kindergarten and first grade with other children who were within a year of his or her own age. Every child in this chapter had parents who asked the schools to recognize the abilities that their child possessed and to guide him or her appropriately. Every parent and child encountered one problem after another. Losing our Minds, Ruf, 2005

  39. Level Five Gifted: Above the 99th Percentile • Profoundly gifted • Omnibus genius – unusual occurrence of profound ability across all ability areas Feldman, 1986 • Children are so obviously different from their age-mates in intellectual ability that either their parents or the school arrange for dramatic changes.

  40. Level Five Gifted: Above the 99th Percentile • Many times a parent postpones a career to advocate for the needs of the child. • Incredibly advanced in every intellectual domain – the primary distinguishing factor in contrast with other levels • Level 5 children could finish the entire elementary curriculum in less than a year if given the opportunity.

  41. Reflect and Discuss • What are the implications for schools and teachers?

  42. Small Poppies: Highly gifted children in the early years Miraca U.M. Gross Source: Roeper Review 1999 Vol. 21, No. 3, pp. 207-214

  43. Revised Profiles of the Gifted and Talented

  44. Text Coding Read and text code the Profiles chart found on the wiki. • I knew that ? Needs clarification ! New perspective or new idea

  45. Share With a Partner 2-3 places where you text coded Why did you code? What was your connection?

  46. 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?

  47. Digging Deeper • What stands out about the child and what needs do those characteristics identify? • 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

  48. Multiple Measures?

  49. Multiple Hurdles?

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