1 / 30

…Three Wishes Project

Welcome to GATE Information Night! Handouts are near the entrance. Please find a seat and a post-it for the…. …Three Wishes Project

mccluskey
Download Presentation

…Three Wishes Project

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. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Welcome to GATE Information Night!Handouts are near the entrance. Please find a seat and a post-it for the… …Three Wishes Project Please grab a sticky note and a pen/pencil and write ONE specific wish you have for your child’s education. Leave space for more writing later. You don’t need to add your name. Hang on to your note as we will be adding to this at the end of the night. (I will share these wishes with teachers in future professional development sessions.)

  2. What is “gifted”? • How does being gifted help my child? • How could being gifted challenge my child? • How was my child identified? • How will my child’s needs be met at school? • What can I do at home to support my child? Goals for Tonight

  3. All children are gifted • High IQ is essential for determining giftedness • Giftedness can be developed • Gifted students should be well-rounded • Gifted children don’t need as much teacher time – they often do fine on their own • Gifted programs are elitist and unnecessary • Gifted students are happy, popular and well-adjusted • A child who receives poor grades can’t be gifted • Roseville schools meet the needs of gifted and high achieving students Common Statements Regarding Gifted Education

  4. What Does it Mean to be Gifted or High Ability?

  5. There is no universally agreed upon answer to “What is giftedness?” • Giftedness, intelligence and talent are fluid concepts that may look different in different contexts and cultures • National Association for Gifted Children (NAGC)Gifted individuals are those who demonstrate outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence (documented performance or achievement in top 10% or rarer) in one or more domains.  Domains include any structured area of activity with its own symbol system (e.g., mathematics, music, language) and/or set of sensorimotor skills (e.g., painting, dance, sports). NAGC Definition of Gifted

  6. Gifted and talented children and youth are those students with outstanding abilities, identified at preschool, elementary, and secondary levels. These students are capable of high performance when compared to others of similar age, experience, and environment, and represent the diverse populations of our communities. State of Minnesota Definition of Gifted

  7. These are students whose potential requires differentiated and challenging educational programs and/or services beyond those provided in the general school program. MN Definition Continued…

  8. Students capable of high performance include those with demonstrated achievement or potential ability in any one or more of the following areas: • general intellectual • specific academic subjects • creativity • leadership • visual and performing arts MN Definition Continued…

  9. Compared with other students, gifted learners often show common affective, intellectual, and academic characteristics. These characteristics may be manifested in both positive and negative ways.

  10. Asynchrony • Discrepancy between cognitive, emotional, social and physical development • Researches Greek mythology and fights over the last cookie • Intensities • Innate tendency to respond in an intensified manner to various forms of stimuli • Example: What is worth doing, is worth doing to excess • Perfectionism • Desire to be perfect + fear of not being perfect + personal acceptance hinges on being perfect • Example: Staying up late to redo a paper the teacher already accepted as “A” quality • Peer Relation Issues • Need to relate to intellectual peers during academic times • Example: May become socially isolated because they have difficulty finding peers Affective Characteristics of Gifted Students

  11. Heightened Sensitivities or IntensitiesLiving with Intensity, Daniels & Piechowski

  12. Need for constant mental stimulation • Ability to make connections and leaps in learning • Explores subjects in surprising depth • Insatiable curiosity • Underachievement • Underachievement occurs when a child’s performance is below what is expected based on the child’s ability • Why? “Dumbing down”, unchallenging curriculum, perfectionism, roadblocks, situations outside of school, lack of support, disinterest, … Intellectual Characteristics of Gifted Students

  13. Identification ofGifted Students

  14. Group assessments • HOPE Scales in K, 1, and 2 • NNAT-2 in grades 3 and 5 • Teacher input (with evidence) • Parent input • Individual assessment (grades 3 +) • CogAT or NNAT • Student interview • note: There can be great discrepancies in scores! Identification for GATE

  15. Performs or shows potential for performing at remarkably high levels. • Is eager to explore new concepts. • Exhibits intellectual intensity. • Uses alternative processes. • Thinks "outside the box." • Has intense interests. • Is sensitive to larger or deeper issues of human concern. • Is self-aware. • Shows compassion for others. • Is a leader within his/her group of peers. • Effectively interacts with adults or older students. Items on HOPE Scale

  16. NNAT = a nonverbal measure of ability • Fair assessment of ability for students who come from culturally or linguistically diverse populations • Sample problem: Naglieri Nonverbal Ability Test (NNAT)

  17. Cognitive Abilities Test (CogAT) • CogAT = a verbal, quantitative and nonverbal measure of ability • Verbal section measures the ability to remember and transform sequences of English words, to understand them and to make inferences and judgments about them. • Quantitative section measures the understanding of basic number concepts and relationships • Nonverbal section measures reasoning using pictures and geometric shapes.

  18. Note on CogAT: The scores on the three sections make up an “ability profile.” You can use the profile code (located on the home report) on the www.cogat.comwebsite to receive more information on your daughter’s or son’s scores. Scoring

  19. Programming Options at 623

  20. Budget for GATE The federal government does not provide funding directly to local school districts for programs and services for gifted and talented students. The Congress allocated $5 million in 2014 for the Jacob K. Javits Gifted and Talented Students Education Act. (funds National Research Center on Gifted and Talented; funds applied research on identifying/serving under-represented gifted children) • MN State Funding for GATE: $11,417,865 (2012-13) • District Funding • $13 x AMCPU (adjusted marginal cost pupil units) for identification, programming or staff development to best meet gifted/talented students’ needs • This totals almost $100,000, and Roseville adds an additional $100,000, approximately.

  21. Gagne’s Differentiated Model of Giftedness and Talent (DMGT)

  22. Total School Cluster Grouping Model Cluster grouping is a form of ability/readiness grouping in which a group of 4 to 8 identified gifted students is intentionally clustered in a mixed-ability classroom with a teacher who has the desire and expertise to provide a supportive and challenging environment for this population of learners

  23. Students are screened for GATE in grades K, 1 and 2, and students are formally identified for the GATE Program during grades 3 – 8. • Students are "informally clustered" in grades 1, 2 and 3. • Students are "formally clustered" in grades 4, 5 and 6. This continues in grades 7 & 8. • There is a GATE Lead Teacher and Parent Rep from every building to support classroom teachers and parents Roseville Area Schools GATE Cluster Program

  24. Major goal is to challenge gifted students AND improve achievement for all • 3 essential strategies: • Identify and place all students in heterogeneous classes that have a slightly narrowed range of student abilities • Ensure that gifted students experience consistent curriculum compacting and differentiation • Provide appropriate professional development for staff • 3 benefits of clustering: • Advanced students need to work with students of like-ability to experience challenge and make academic progress • Gifted students better understand their learning differences when grouped with intellectual peers • A teacher can better differentiate the curriculum when there is a group of gifted students in the classroom Cluster Model Benefits

  25. All students deserve consistent opportunities to learn new material: For gifted students this means having opportunities to engage in intellectually stimulating endeavors that go beyond grade-level standards. • Gifted students need opportunities to “hit the wall”: to fail, to learn from mistakes, to be frustrated… • All students, including gifted students, need time to learn more about and reflect upon their strengths, challenges, interests/passions, etc. - See Del Siegle’sGifted Children’s Bill of Rights Needs of Gifted Students

  26. In School: • Acceleration / Compacting • Differentiated experiences • FPS (Future Problem Solving) – grades 5+ • Math Masters – grades 5+ • Knowledge Bowl – grades 7+ • CML – grades 2+ • SEGE – RAMS/BH • Enrichment at middle and high school levels GATE Opportunities

  27. In Nearby Community: • Summer Academy • MITY.org • Talent Development courses through Roseville Community Ed • Other classes/camps (see handout) • NUMATS (Above level testing) For Parents/Guardians: • NAGC.org • MCGT.net • 2e Parent Group • GTAC • GATE Listserv *** At Home: • Online options • Khanacademy.org • ALEKS.com • Code.org • Many others, such as Gifted Learning Links • Reading Lists • Apps • Goal Setting • Affective Needs • SENG • Books to support children such as Gifted Kids Survival Guide and Living with Intensity Nurturing Talent

  28. GATE Leads & GTAC Representatives

  29. Questions? Three Wishes Project Please grab a sticky note and a pen and add more specific wishes you have for your gifted child’s education. You don’t need to add your name. When you’re finished, please add it to the white boards at the sides of the room. I will share these wishes with teachers in future professional development sessions. Thank you for attending and participating! Please contact me or your school’s GATE Lead Teacher if you have further questions: Trina Hira 651-604-3749 trina.hira@isd623.org

More Related