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Understanding and Challenging the Gifted. Belmont Hills Elementary HSA Meeting January 18, 2011 Ellen Braffman ~ Lynne Partridge. Introductions. Part I – Rules and Regulations Pa Chapter 16 Definitions of giftedness The identification process GIEPs

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understanding and challenging the gifted

Understanding and Challenging the Gifted

Belmont Hills Elementary

HSA Meeting

January 18, 2011

Ellen Braffman ~ Lynne Partridge

introductions
Introductions
  • Part I – Rules and Regulations
    • Pa Chapter 16
    • Definitions of giftedness
    • The identification process
    • GIEPs
  • Part II - Strategies to Differentiate for Gifted Learners
    • Bloom’s Taxonmony
    • Braffman’s classroom activities for the academically talented
pa chapter 16 definition of mentally gifted
Pa Chapter 16: Definitionof Mentally Gifted
  • Outstanding intellectual and creative ability which requires specially designed instruction; programs or support services, or both, not ordinarily provided in the regular education program.
  • An IQ of 130 or higher or when multiple criteria strongly indicate gifted ability
    • (may not be based on IQ alone)
multiple c riteria include
Multiple Criteria include:
  • Achievement test scores
  • Acquisition and retention rates
  • Demonstrated achievement, performance or expertise in one or more academic areas
  • Higher level thinking skills, academic creativity, leadership skills, academic interest areas, communication skills, foreign language aptitude or technology expertise
multiple criteria cont
Multiple Criteria (cont.):
  • Evidence that intervening factors are masking gifted abilities
  • Deficits in memory or processing speed, as indicated by testing, cannot be the sole basis upon which a student is determined to be ineligible for gifted education
the identification process
The Identification Process
  • WISC IV administered by school psychologist
  • Review of records to examine multiple criteria
  • Gifted Written Report
  • Gifted Individual Education Plan
gifted ieps
Gifted IEPs
  • Chapter 16 regulates shared responsibility for implementing GIEPs (gifted 24/7 not just in Challenge).
  • Therefore GIEP goals relate primarily to regular classroom.
    • Goals focus on specific academic strengths ie reading, writing, math, and application of higher level thinking skills
    • Objectives must be measurable;
    • Progress toward goals is reported through report cards.
  • Structure of GIEPs
    • Present Ed levels – narrative describes strengths, interests, abilities, learning style, and preferences
    • Goals
    • Objectives
    • SDI (specially designed instruction)
part ii strategies to differentiate for high ability learners
Part II. Strategies to Differentiate for High Ability Learners
  • Bloom’s Taxonomy – http://www.usi.edu/distance/bdt.htm
  • Ellen Braffman – Learning Activities for the Academically Talented in the regular classroom
  • Additional resources: handouts and eBoards
resources
Resources
  • http://www.hoagiesgifted.org Hoagies' Gifted Education - "The all things gifted page" A fabulous wealth of resources...
  • Learn how to create classroom projects that utilize Bloom's Taxonomy:
  • http://www.teachers.ash.org.au/researchskills/dalton.htm - contains ideas for products/projects that differentiate for high ability learners
  • http://edselect.com/blooms.htm - features a variety of links related to Bloom's Taxonomy
  • http://nerds.unl.edu/pages/preser/sec/articles/blooms.html - Roles, process verbs & products from Bloom’s Taxonomy
  • BOOKS
  • Teaching Gifted Kids in the Regular Classroom  by Susan Winebrenner. A teacher-friendly vision of how to think about and serve gifted learners.
  • Teaching Young Gifted Children in the Regular Classroom, by Smutny, Walker, &Meckstroth. Focuses on ways to recognize and nurture gifted children ages 4-9.