Hidden Talent Unfolds: A Statewide Professional Development Series for Identifying and Addressing the Needs of Twice-

1. Hidden Talent Unfolds:  A Statewide Professional Development Series for Identifying and Addressing the Needs of Twice-Exceptional Learners NAGC Conference November 2009

2. The Colorado Twice-Exceptional Project Presenters: Jacquelin Medina , Cheryl Franklin-Rohr and Lois Baldwin

3. Lossie (dad)

4. Angelo

5. Professional Development Model

6. Identifying the Need Gifted education statewide reform promoting diverse learners and programming options Addressing the myth that all gifted learners are �school house� gifted Confusion about the meaning of twice exceptional Lack of collaboration among general, gifted and special education educators and parents

7. Setting Statewide Awareness Provided state data about who was identified as gifted and as special education learners (2004 - 1.8%; 2008 � 2.4%) Communicated through a statewide infrastructure Described situations where questions were asked about responsibility, programming, writing of IEPs and ALPs Used examples of success stories from a few districts that served twice exceptional learners in specialized settings and in the classroom

8. Development Team Experts in gifted education and special education People experienced in serving twice exceptional learners People with experience in designing district programs for twice exceptional learners Knowledgeable about research and studies related to twice exceptional education

9. General Outcomes To increase awareness and understanding To change practice by increasing capacity of educators and parents to collaborate and respond to needs and interests through problem solving, planning, curriculum, instruction and assessment To positively impact student achievement results

10. Deliberate Planning Content/materials for Level I and Level II workshops Explicit goals and expectations Engaging activities during professional development Relevant, authentic tasks and assignments for application Focus on change in practice and student results in response to intervention system

11. Colorado Definition of RtI Colorado Definition of RtI:� Response to Intervention is a framework that promotes a well-integrated system connecting general, compensatory, gifted, and special education in providing high quality, standards-based instruction and intervention that is matched to students' academic, social-emotional, and behavioral needs.

12. Cadre Development The right people: gifted and special education Passion for twice exceptional learner education Team player and contributor Successful prior PD experience and enthusiasm Supportive, persistent process Routine meetings for evaluation and development Ownership in design, materials and common manner Compensation and recognition

13. Essential Participation School team collaboration School level implementation and feedback Parental engagement Involvement from the beginning of recognition and/or concern Peer and facilitator reflective dialogue Results of action and tasks

14. MissionTo recognize and nurture outstanding potential so that gifted students with disabilities may become all that they are capable of becoming

17. Outcomes: Level 1 Day 1 

20. 20 Who Are These Students?Three Subgroups Identified as gifted yet exhibit difficulties in school. Identified with a disability but whose exceptional abilities are unrecognized and unmet. Abilities & disabilities mask each other �student is not identified for either exceptionality. 5 minutes When we discuss twice exceptional students, we are talking about gifted students who can have an identified disability in the areas we just mentioned � however, most of the twice exceptional students you will encounter in your schools are those students who are identified as having a learning disability � since this is one of the largest populations of exceptional learners. Students who are gifted and also have learning disabilities are those who possess an outstanding gift or talent and are capable of high performance, but who also have a learning disability that makes some aspect of academic achievement difficult for them to obtain- and difficult for educators to identify-- Only very few of these students are identified and have their needs met. The majority of these students fall through the cracks of the educational system- and are either never identified for either giftedness or learning disabilities-- or identified ONLY for their learning disabilities and not for their gifts- or identified as gifted, but not LD. That is why it is important for us to have this kind of training so these students will not fall through the cracks � This gives us the opportunity in an RtI model to pause, collect additional information and determine changes in instruction for the student. The current research that addresses this population generally discusses these students as falling into one of these three categories: Identified as gifted yet exhibit difficulties in school. Identified as LD but whose exceptional abilities are unrecognized and unmet. Abilities & disabilities mask each other �student is not identified for either exceptionality.5 minutes When we discuss twice exceptional students, we are talking about gifted students who can have an identified disability in the areas we just mentioned � however, most of the twice exceptional students you will encounter in your schools are those students who are identified as having a learning disability � since this is one of the largest populations of exceptional learners. Students who are gifted and also have learning disabilities are those who possess an outstanding gift or talent and are capable of high performance, but who also have a learning disability that makes some aspect of academic achievement difficult for them to obtain- and difficult for educators to identify-- Only very few of these students are identified and have their needs met. The majority of these students fall through the cracks of the educational system- and are either never identified for either giftedness or learning disabilities-- or identified ONLY for their learning disabilities and not for their gifts- or identified as gifted, but not LD. That is why it is important for us to have this kind of training so these students will not fall through the cracks � This gives us the opportunity in an RtI model to pause, collect additional information and determine changes in instruction for the student. The current research that addresses this population generally discusses these students as falling into one of these three categories: Identified as gifted yet exhibit difficulties in school. Identified as LD but whose exceptional abilities are unrecognized and unmet. Abilities & disabilities mask each other �student is not identified for either exceptionality.

24. 24 8 minutes Describe the graphic and its various components. Explain that participants are to use this as a lens for viewing some real twice exceptional cases on the video. 8 minutes Describe the graphic and its various components. Explain that participants are to use this as a lens for viewing some real twice exceptional cases on the video.

25. 25 Twice Exceptional Learners Need Dual Differentiation Dual differentiation �refers to meeting the needs of students who exhibit two contradictory sets of learning characteristics by creating a balance between nurturing strengths and compensating for learning deficits.� Baum, Cooper & Neu, 2001. 25 minutes for this and next 5 slides KEEP "DEFICIT" word in the quote-this is from Susan Baum's work.25 minutes for this and next 5 slides KEEP "DEFICIT" word in the quote-this is from Susan Baum's work.

26. 26 Twice Exceptional Strategies Plan 1 minute Explain that they have this in their handouts.1 minute Explain that they have this in their handouts.

28. Workshop Kit � Level I

29. Outcomes: Level 2 Day 1 Develop an awareness of how the learning environment and teaching style impact the success of the twice exceptional student Practice in the use of a Response to Intervention (RtI) problem-solving model to analyze data from a variety of sources to identify: student strengths student needs potential interventions delivery options for twice exceptional students 2 minutes M2 minutes M

30. Outcomes: Level 2 Day 1 Use strategies and resources to address both strengths and challenges of twice exceptional students Write a strength-based goal based on evidence Utilize evidence-based practices 2 minutes M2 minutes M

31. Agenda Level 2 Day 1 Welcome Outcomes for Day 1 Introductions of Team Collaborative Problem Solving Process How does it fit with twice-exceptional students? Strength-based Programming Educational Planning Lunch Roles of Collaborative Decision-Making Team Demonstration and Directed Discussion Strategies and Resources 2 minutes B Go over the agenda with group. Remind them that lunch is "on their own".2 minutes B Go over the agenda with group. Remind them that lunch is "on their own".

32.  Collaborative Problem-Solving Talk about addressing strengths as part of the process--how these can be considered �problem� in gifted learners. Changing our behavior as professionals in th way we discuss students--efficiencyTalk about addressing strengths as part of the process--how these can be considered �problem� in gifted learners. Changing our behavior as professionals in th way we discuss students--efficiency

34. Workbook page 18Workbook page 18

35. Outcomes: Level 2 Day 2 Practice in the use of a Response to Intervention (RtI) problem-solving model to analyze data from a variety of sources to identify: student strengths student needs potential interventions delivery options for twice exceptional students 2 minutes M Point out that this was a goal yesterday, as well. But today they will have extended time with their school teams to work on a plan for their own student. 2 minutes M Point out that this was a goal yesterday, as well. But today they will have extended time with their school teams to work on a plan for their own student.

36. Outcomes: Level 2 Day 2 Collaboration with your school team in order to develop an educational plan that is responsive to your own case study Collaboration with your school team in order to develop written learning plans 2 minutes M 2 minutes M

37. Agenda Level 2 Day 2 Welcome back! Outcomes for Day 2 Problem Solving Team - Ethan Early Parent Collaboration Break Academic Rigor: What does this mean for the twice-exceptional student? Lunch Team Collaboration on Case Study Learning Plan Development Voices of Twice Exceptional Students 2 minutes B 2 minutes B

38. Rigor is for Twice Exceptional Kids, too! What is it? Complex Ambiguous Provocative Engaging Challenging (Personally or emotionally challenging) 15 minutes M Presenters direct participants to the handout "Rigor", Office of Gifted Education and Advanced Learning, Cherry Creek Schools. This is just one page of the entire document titled "Excellence In High Quality Instruction: Focus on�Rigor". The references at the end of the definitions refers to the bibliography in the appendix of the overall document. Give Participants 5 to 10 minutes to read the Rigor document15 minutes M Presenters direct participants to the handout "Rigor", Office of Gifted Education and Advanced Learning, Cherry Creek Schools. This is just one page of the entire document titled "Excellence In High Quality Instruction: Focus on�Rigor". The references at the end of the definitions refers to the bibliography in the appendix of the overall document. Give Participants 5 to 10 minutes to read the Rigor document

39. Scenarios Wilbur, a __ grade student, is verbally precocious. He is advanced in social studies, as evidenced by his ability to demonstrate verbally his keen insight, high level connections, extensive vocabulary, etc. He contributes valuable information and insights in classroom discussions. He is an expert on the Civil War. All students are to write a 5 paragraph essay. What will you, as the teacher, do to purposely plan instruction so that rigor is evident? 10 minutes B Read the scenario about Wilbur, give them a few minutes to consider the answer to the question. Elicit a couple of responses from group. Then, continue with "Oh, by the way�" on the next slide.10 minutes B Read the scenario about Wilbur, give them a few minutes to consider the answer to the question. Elicit a couple of responses from group. Then, continue with "Oh, by the way�" on the next slide.

40. Oh, by the way� Wilbur also has significant writing and organizational difficulty. What skills does he need and what accommodations will be necessary for Wilbur to be able to demonstrate his advanced knowledge and understanding for this assignment? 5 minutes B5 minutes B

41. Group Activity Develop a differentiated lesson for Wilbur that includes rigorous elements Complex Ambiguous Provocative Engaging Challenging Personally or emotionally challenging Accommodates for his writing and organizational difficulty Includes method of evaluating Wilbur's work Record on chart paper Allow 20 minutes for this activity. M Explain that multiple perspectives of the group will contribute to the creation of a better lesson. (Note: This usually falls just upon the classroom teacher. The purpose of this activity is to 1) give practical experience in creating a rigorous lesson for a Twice Exceptional student, 2) help all parties realize what is typically expected from the teacher, 3) demonstrate that a collaborative effort with multiple perspectives and expertise can contribute to lesson development) Allow 20 minutes for this activity. M Explain that multiple perspectives of the group will contribute to the creation of a better lesson. (Note: This usually falls just upon the classroom teacher. The purpose of this activity is to 1) give practical experience in creating a rigorous lesson for a Twice Exceptional student, 2) help all parties realize what is typically expected from the teacher, 3) demonstrate that a collaborative effort with multiple perspectives and expertise can contribute to lesson development)

42. Examples: Complex � Having many layers to the task i.e. Compare & contrast the U.S. Civil War with one of another country. Provocative � Dealing with strong topics i.e. How did the role of photography evolve during the Civil War and subsequent conflicts? MM

48. Workshop Kit � Level II

49. Always Evolving

50. Colorado Resources Twice Exceptional Guidebooks Level I and Level II http://www.cde.state.co.us/gt/resources.htm

52. Thanks for Coming!!

53. Handout Documents Cover page Model for professional development Agenda: Level I, Day 1 and Day 2 Twice-exceptional strategies plan Level I workshop kit Agenda: Level II, Day 1 and Day 2 Problem solving model Level II workshop kit Presentation Powerpoint