Gifted and talented education update
Download
1 / 33

Gifted and Talented Education Update - PowerPoint PPT Presentation


  • 147 Views
  • Uploaded on

December 14, 2009. Gifted and Talented Education Update. Current Deerfield 109 Programming. 3rd grade- Reading and Math weekly pull-outs and enrichment 4th grade- Daily replacement math (1 yr. acceleration); weekly reading pull-out

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about ' Gifted and Talented Education Update' - burke-bolton


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Gifted and talented education update

December 14, 2009

Gifted and Talented Education Update


Current deerfield 109 programming
Current Deerfield 109 Programming

  • 3rd grade- Reading and Math weekly pull-outs and enrichment

  • 4th grade- Daily replacement math (1 yr. acceleration); weekly reading pull-out

  • 5th grade- Daily replacement math (1 yr. acceleration); multiple day reading/writing pull-out

  • K-5 Push-in/co-teaching Reading, Writing, Math (as avail.)

  • MS- Seminar (LA/Reading block); 2 yr. Math Acceleration


Current deerfield 109 identification
Current Deerfield 109 Identification

  • Students  formally identified at the end of 2nd grade through a data collection process involving multiple measures.

    • Phase 1: Teacher recommendation, work samples, District assessments (F&P, Math curriculum measures-Bridges)

    • Phase 2: Above-level work samples; Above-level CogAT Testing

    • Phase 3: Formal identification using matrix compiling data from Phase 1 and Phase 2

  • Grades 3-8- ID on-going through data collection and review


Nagc state of the states in gifted education 2008 09
NAGC State of the States in Gifted Education (2008-09)

Three Most Common Delivery Methods

for Early/Upper Elementary and Middle School:

  • Regular classroom (differentiation)

  • Resource room (pull-out)

  • Cluster classroom (grouping strategy)


Nagc state of the states in gifted education 2008 091
NAGC State of the States in Gifted Education (2008-09)

Three Most Positive Forces

on Gifted and Talented Education:

  • Differentiated instruction

  • Focus on needs in STEM

  • Professional development


Programming information from area schools
Programming Information from Area Schools

Three Most Common Delivery Methods for Area Schools:

  • Regular Classroom

  • Resource Room

  • Magnet/ self-contained


Programming information from area schools regular classroom
Programming Information from Area Schools -Regular Classroom

  • Staff involved:

    • Enrichment Teacher

    • Extended Learning Specialist

    • Enrichment Resource Team

    • Curriculum Enrichment Coordinator/Team

    • Differentiation Support Teacher


Programming information from area schools resource room pull out acceleration and or enrichment
Programming Information from Area Schools – Resource Room (pull-out, acceleration, and/or enrichment)

  • Staff involved:

    • Gifted Resource Teacher

    • Gifted Education Teacher


Programming information from area schools magnet self contained grouping strategy
Programming Information from Area Schools – Magnet/self-contained (grouping strategy)

  • Staff involved:

    • Classroom teacher with gifted training


Recommendations
Recommendations Magnet/self-contained (grouping strategy)


Staffing recommendation
Staffing Recommendation Magnet/self-contained (grouping strategy)

  • Add 6 gifted specialists to staff

    • One per elementary

    • One per middle school

      • .5 Gifted specialist

      • .5 Mathematics/Science specialist

  • Continue to promote staff participation in new gifted training options

    • Gifted Education Seminar- currently being offered free  through an ISBE grant- 45 clock hours of face-to-face and online instruction. This replaces the Gifted Institute Levels I + II, which were previously used for Gifted Verification in the State of Illinois.


Programming recommendations
Programming Recommendations Magnet/self-contained (grouping strategy)

  • Mathematics

    • Pull out programming to begin in grade 3.

    • Initial acceleration to occur in grade 3.

    • Second acceleration in grade 5.

    • Course sequence modification to include 2 year algebra sequence.


Programming recommendations1
Programming Recommendations Magnet/self-contained (grouping strategy)

  • Language Arts

    • Grades 3 – 5 emphasis changes to writing

    • Students provided with pull out programming in writing

    • No change to middle school LA programming.


Programming recommendations2
Programming Recommendations Magnet/self-contained (grouping strategy)

  • Science

    • Addition of science seminar classes at middle school

    • Coursework to begin 2010-11 school year.

    • Additional focus on STEM opportunities


Programming recommendations3
Programming Recommendations Magnet/self-contained (grouping strategy)

  • General Intellectual Programming

    • Monthly pull-out sessions

    • Community focused

    • Topical

    • Facilitated by Gifted Specialists

    • Developed during 2010 -11 school year

    • Implemented beginning with Fall, 2011


Programming recommendations4
Programming Recommendations Magnet/self-contained (grouping strategy)

  • Social Emotional Needs

    • Social Emotional Skills curriculum for all identified students in grades 3 – 8

    • Skills delivered in grade level modules

    • Instruction provided by social work staff

    • Topics include:

      • What it means to be gifted.

      • Perfectionism

      • Friendship

      • Organization skills

      • Stress management

      • Other topics of specific interest to gifted students


Programming recommendations5
Programming Recommendations Magnet/self-contained (grouping strategy)

  • Differentiation

    • Continue focus on differentiation

      • Professional development for staff

      • Curriculum selection

      • Integration of technology

      • Support of literacy coach, math coach, library media coordinator, technology coach, etc.


Programming recommendations6
Programming Recommendations Magnet/self-contained (grouping strategy)

  • General services

    • Support for K – 8 staff in providing in-class differentiation

    • Individual Learning Plans developed and implemented for all identified students

    • Enrichment groups provided


Identification
Identification Magnet/self-contained (grouping strategy)

The State of Illinois and NAGC recommend that gifted education identification be based on at least three multiple measures of data.


Identification recommendations
Identification Recommendations Magnet/self-contained (grouping strategy)

  • Additional Screening Tools

    • CogAT given to students in grades 2 & 5

    • Scales for Rating the Behavioral Characteristics of Superior Students

  • Intellectual Gifted Programming

    • Intelligence Test

      • Stanford Binet

      • WISC


Identification process
Identification Process Magnet/self-contained (grouping strategy)

  • CogAT Screening for all students (Grade 2 and Grade 5)

  • Scales for Rating the Behavioral Characteristics of Superior Students

  • District assessments and student work samples


Cogat cognitive abilities test
CogAT Magnet/self-contained (grouping strategy) – Cognitive Abilities Test

  • Appraises level and pattern of cognitive development

  • Measures both general and specific reasoning abilities

  • Consists of three batteries: Verbal, Quantitative, Nonverbal

  • Each battery consists of two or three different reasoning tasks


Cogat cognitive abilities test1
CogAT Magnet/self-contained (grouping strategy) – Cognitive Abilities Test

  • Primary Uses

    • to guide efforts to adapt instruction to needs and abilities of students;

    • to provide an alternative measure of cognitive development-gifted identification;

    • to identify students whose predicted levels of achievement are markedly discrepant from their observed levels of achievement


Scales for rating the behavioral characteristics of superior children
Scales for Rating the Magnet/self-contained (grouping strategy)Behavioral Characteristics of Superior Children

  • Standardizes teacher professional judgment input

  • Calculates local norms

  • Assists in recognizing individual student strengths

  • Variety of included scales allows specific data to be collected for programming and differentiation


  • Scales for rating the behavioral characteristics of superior children1
    Scales for Rating the Magnet/self-contained (grouping strategy)Behavioral Characteristics of Superior Children

    • Learning Characteristics

    • Creativity Characteristics

    • Artistic Characteristics

    • Dramatics Characteristics

    • Communication Characteristics

      • Expressiveness

      • Precision

    • Mathematics Characteristics

    • Motivation Characteristics

    • Leadership Characteristics

    • Musical Characteristics

    • Planning Characteristics

    • Reading Characteristics

    • Technology Characteristics

    • Science Characteristics 


    Lohman renzulli procedure for identification of gifted and talented students
    Lohman Magnet/self-contained (grouping strategy) & Renzulli Procedure for Identification of Gifted and Talented Students

    • Matrix based approach to combining data points for identification

    • Weighting is well-grounded in research

    • Utilizes CogAT and STBCSS

    • Helps to distinguish between intellectually gifted and academically talented--> can improve appropriate individual programming decisions for children


    Identification of general intellectual ability
    Identification of General Intellectual Ability Magnet/self-contained (grouping strategy)

    • Students identified by CogAT score and/or in Category I of Lohman & Renzulli Identification Matrix could be individually screened by school psychologist using the Wechsler Intelligence Scales for Children (WISC-IV) or Stanford-Binet Intelligence Scales (SB-5) to determine individual needs for further programming. 

    • Social-Emotional needs are different for the highly intellectually gifted. This would allow for differentiated services in the area of social work.


    Strengths of proposed identification system cogat
    Strengths of Proposed Identification System - Magnet/self-contained (grouping strategy)CoGAT

    • Enables all students to be screened for gifted services

    • Provides rich data to inform instruction (individual and group data)

    • Wider testing pool would allow for the establishment of local norms

    • Increased parent communication of student strengths and concerns-normed score reporting


    Strengths of proposed identification system srbcss teacher rating scales
    Strengths of Proposed Identification System Magnet/self-contained (grouping strategy)SRBCSS (Teacher Rating Scales)

    • Helps to establish consistency in teacher rating

    • Assesses multiple areas of strength

    • Variety of scales allows for collection of data in specific areas

    • Local norms can be established


    Strengths of proposed identification system lohman renzulli identification matrix
    Strengths of Proposed Identification System Magnet/self-contained (grouping strategy)Lohman & Renzulli Identification Matrix

    • Well-grounded in research

    • Identifies students in four quadrants 

    • Provides information that can assist in student-specific programming decisions


    Staff development related to identification
    Staff Development Related to Identification Magnet/self-contained (grouping strategy)

    • Training in the interpretation and use of CogAT scores for differentiating instruction and making programming decisions

    • Training in the use of the SRBCSS scales to increase inter-rater reliability in teacher identification of gifted student characteristics and to recognize areas of relative strength and challenge within the gifted population.


    Program evaluation recommendations
    Program Evaluation Recommendations Magnet/self-contained (grouping strategy)

    • Three year program review process

      • Involvement of staff, students, and parents

    • Information regarding programming gathered

      • Students – current and past

      • Parents

      • Staff

      • Administration

    • Review of Student Assessment Data

    • Development of Program Goals

    • Program Improvement Plan presented to Board


    References
    References Magnet/self-contained (grouping strategy)

    • Lohman, D. F. & Renzulli, J. (2007). A simple procedure for combining ability test scores, achievement test scores, and teacher ratings to identify academically talented children.

    • Lohman, D. F. (2008).  Using the Cognitive Abilities Test (Form 6) to identify gifted children.  Powerpoint presentation for ICN-BBC training day. January 25, 2008.

    • National Association for Gifted Children (2009). State of the states in gifted education. Washington, D.C. http://www.nagc.org/uploadedFiles/Information_and_Resources/State_of_the_States_2008-2009/Summary%20of%20findings%202008-2009%20State%20of%20the%20States%20Report.pdf

    • Illinois Public Act 094-0410 http://www.ilga.gov/legislation/publicacts/fulltext.asp?Name=094-0410&print=true

    • Additional CogAT information: http://www.riverpub.com/products/cogAt/index.html


    ad