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G/T High School Programs. Rationale and Implementation . Rationale Gifted Education in Idaho Mandated Talent Areas. How to Establish or Improve G/T High School Programs Other Issues. Overview. 1. Rationale. For G/T High School Programs. Rationale: Lack of Differentiation.

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G t high school programs l.jpg

G/T High School Programs

Rationale

and

Implementation


Overview l.jpg

Rationale

Gifted Education in Idaho

Mandated Talent Areas

How to Establish or Improve G/T High School Programs

Other Issues

Overview


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1. Rationale

For G/T High School Programs


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Rationale: Lack of Differentiation

“Many high schools do not individualize their instruction to the degree that students with special needs can receive an appropriate educational experience. Unless specially planned, school experiences seldom challenge bright students…


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Rationale: Lack of Differentiation

In many cases, identifying students with special needs is the only way to insure that these needs are met…”

(Clark, 1997)


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Rationale: Cost Benefits

  • Keep G/T students in school (high drop out rate).

  • Prepare G/T students to compete in global market.


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Pacing

Higher level thinking skills

Independent interests

Creative thinking skills

Problem solving skills

Leadership

Peers

Rationale: G/T Students Have Special Needs


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Rationale: Social and Emotional Needs

“The characteristic most readily identifiable in gifted children...is sensitivity. Whether the sensitivity is to one or more particular areas of learning…or sensitivity to the feelings of one’s fellow man, it is so much a characteristic of giftedness that it can almost be said the two terms are synonymous…” Walter B. Barbe


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Rationale: Social/Emotional Needs

  • Social needs: interaction and communication with gifted students

  • Emotional needs: perfectionism, sense of identity


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G/T High School Programs are Good for All Students

  • High standards

  • Thinking skills implemented in general education courses

  • AP/honors courses available for motivated students


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2. Background Information

Gifted Education in Idaho


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1993: G/T mandate- 5 mandated talent areas

1995: G/T state survey implemented.

1997: G/T endorsement approved.

1998: G/T funding grant ($500,000) approved.

Background Information


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Background Information

  • 1/4 school districts have G/T H.S. programs

  • 1996/97 G/T child count: 1146 students age 11; 215 students age 16



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Percentage of Idaho H.S. AreasThat Implement Specific Program Options/Strategies for Bright Students


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Percentage of Idaho H.S. AreasThat Implement Specific Program Options and Strategies for Bright Students


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3. Mandated Talent Areas Areas

Gifted Education in Idaho


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Idaho’s G/T Mandate Areas

Each public school district is responsible for and shall provide for the special instructional needs of gifted/talented children enrolled therein. Public school districts in the state shall provide instruction and training for children between the ages of five (5) years and eighteen (18) years who are gifted/talented …(Idaho Code §33-2003).


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Five Mandated Talent Areas Areas

  • Specific academic

  • Intellectual

  • Creativity

  • Leadership

  • Visual and performing arts


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Other Areas

Talent

Areas

Academic/

Intellectual

AP

Implementation: Ensure G/T Students Are Served in Five Talent Areas

  • AP courses meet needs of some intellectual and academically talented students.

  • Serve students talented in creativity, leadership and visual and performing arts.


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Specific Academic Characteristics Areas

  • Gifted in specific content areas; e.g., math, reading.

  • Learns information quickly.


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Intellectual AreasCharacteristics

  • Comprehends abstract ideas and concepts.

  • Thinks logically.

  • Forms generalizations and uses them in new situations.


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Creativity AreasCharacteristics

  • Generates original and unique ideas and products.

  • Generates many ideas.

  • Possesses heightened sense of humor.


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Leadership AreasCharacteristics

  • Talks persuasively with others

  • Influences the behaviors of others

  • Participates easily in group activities


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Visual/performing Arts AreasCharacteristics

  • Innovative and creative in performing

  • Keenly observant of others proficient in an artistic skill

  • Possesses high sensory sensitivity



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Revise district G/T Administrative Plan: K-12 focus Areas

Identify program options already in place

Develop and implement new program options

Incorporate identification system at the high school

Identify advocate

Ensure articulation occurs among levels

Steps to Establish or Improve a G/THigh School Program


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1. Revise District G/T Administrative Plan Areas

  • Philosophy, definitions and goals should address needs of gifted students (grades K-12).

  • Committee revises the Administrative Plan.


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2. Identify Program Options Already in Place Areas

  • Align program options with philosophy, definition and goals of Administrative Plan.


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Advanced Placement courses Areas

Honors classes

Mentorships

Independent study

Seminars

Competitions

Career Education

Guidance and counseling

Dual enrollment

Credit by examination

Enrichment classes

Distance learning

Correspondence courses

G/T High School Program Options


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G/T High School Models Areas

  • Purdue Model

  • Secondary Triad Model

  • Autonomous Learner Model

  • International Baccalaureate


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3. Develop and Implement New Program Options Areas

  • Align new program options with philosophy, definition and goals of Administrative Plan.


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District G/T Program ( K-12) Areas

Definitions

Definitions

Advanced

Placement

Courses

Mentorship

Goals

Independent

Study

Seminar

Philosophy

Dual

Enrollment

Pull-out

Goals

Guidance

and

Counseling

Competitions


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4. Incorporate Identification System Areas

  • The philosophy, definitions and goals and program options (G/T High School) should drive and define the identification system being implemented.

  • Instruments administered are appropriate for the talent area/s being considered.


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TAP Areas

Wechsler Adult Intelligence Scale

Torrance Tests of Creative Thinking

Characteristic and/or Behavioral Checklist

Portfolio

Product Scoring Guide

Identification: Assessment Instruments


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5 Areas. Identify Advocate forGifted High School Students

  • Counselors, G/T facilitators or other personnel provide scholarship information, career awareness, and help with placement decisions and affective needs.


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6. Ensure Articulation Among Levels Occurs Areas

  • High school, middle school (Jr. High) and elementary levels work together, and ensure articulation occurs among different levels and talent areas (K-12).


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5. Other Issues Areas

G/T High School Program


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Weighted Grades Areas

  • Provides incentive for students to take challenging courses

  • Rewards extra effort

  • Indicates challenge and rigor of courses


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Challenging Courses Areas

  • Challenging courses “frees up” time for G/T students to take advanced courses.

  • District must develop policy before students can “test out”.


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Present faculty teach seminars and AP/Honors classes. Areas

Community people facilitate competitions.

G/T facilitator administers tests.

Referral system established.

Faculty members facilitate independent studies and mentorships.

Counselor becomes advocate.

We Don’t Have Money to Hire More Staff !


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G/T Training grant available Areas

Creative and Innovative Grant: could fund G/T programs. Up to $10,000 per district

Title 2 and 6: fund inservice training

Science/Math Consortium for NW Schools: inservice training in science/math, AP and honors classes

Money Available?


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Summary Areas

  • Rationale

  • Background information

  • Mandated talent areas

  • How to establish or improve G/T high school program?

  • Other issues


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End Areas


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