Gifted Education Goal of sharing of information/session To share foundational information regarding gifted education with all MMSD staff as all teachers are teachers of students with gifts and talents To come to a common understanding as a school district that we represent all students, and strive to be responsive to all learners in our classrooms To gain further understanding of students’ profiles and knowing our learners The Board of Education approved a new Talented and Gifted Education plan to improve gifted education services in MMSD Gifted learners exist in all populations. 1
Gifted Education “I believe all children are gifted….” • All children have gifts and talents, but not all children are gifted. • http://www.gtequity.org/docs/equity_in_ge.pdf • Gifted education is a field dedicated to providing research based strategies to meet the significant needs of a group of learners. • All children have learning needs… • but let’s look at specific characteristics and needs of this population.
“I Am Gifted” http://www.youtube.com/watch?v=Omx_iLtMjZA
Bell Curve and Asynchronicity AVG. RANGE GIFTED & TALENTED HIGHLY GIFTED & TALENTED HIGHER THE ABILITY HIGHER THE ASYNCHRONICITY (OR SCATTER) IN DEVELOPMENT Andrew S. Mahoney M.S.,L.P.C. www.counselingthegifted.com
Bright VS Gifted Bright Child Gifted Learner Janice Szabos 5 Knows the answers Has good ideas Works hard Answers the questions Top group Listens with interest Learns with ease 6-8 repetitions Enjoys peers Grasps the meaning Is receptive Enjoys school Is pleased with own learning Asks the questions Has wild, silly ideas Plays around, yet tests well Discusses in detail, elaborates Beyond the group Shows strong feelings and opinions Already knows 1-2 repetitions for mastery Prefers adults Draws inferences Is intense Enjoys learning Thrives on complexity Is highly self-critical
TALENT AREA • GENERAL INTELLECTUAL • SPECIFIC ACADEMIC • CREATIVITY • LEADERSHIP • VISUAL & PERFORMING ARTS Gifted and Talented. Pupils enrolled in public schools who give evidence of high performance capability in intellectual, creative, artistic, leadership, or specific academic areas and who need services or activities not ordinarily provided in a regular school program in order to fully develop such capabilities (from s. 118.35(1), Wis. Stats.).
K-12 5 Areas Pupil profile Multiple measures Responsive tools Appropriate tools Appropriate programming Parental participation PI 8.01(2)(t)2 Each school district shall establish a plan and designate a person to coordinate the gifted and talented program. Gifted and talented pupils shall be identified as required in s. 118.35(1), Stats. This identification shall occur in kindergarten through grade 12 in general intellectual, specific academic, leadership, creativity, and visual and performing arts. A pupil may be identified as gifted or talented in one or more of the categories under s. 118.35(1), Stats. The identification process shall result in a pupil profile based on multiple measures, including but not limited to standardized test data, nominations, rating scales or inventories, products, portfolios, and demonstrated performance. Identification tools shall be appropriate for the specific purpose for which they are being employed. The identification process and tools shall be responsive to factors such as, but not limited to, pupils' economic conditions, race, gender, culture, native language, developmental differences, and identified disabilities as described under subch. V of ch. 115, Stats. The school district board shall provide access, without charge for tuition, to appropriate programming for pupils identified as gifted or talented as required under ss. 118.35(3) and 121.02(1)(t), Stats. The school district board shall provide an opportunity for parental participation in the identification and resultant programming.
“…give evidence of high performance capability…” • Achievement tests • WKCE • SRI • District achievement tests • Above level assessments • Teacher checklists • Parent report • Student portfolios
http://www.youtube.com/watch?v=MDJst-y_ptI • Gifted students don’t need help. They’ll do fine on their own. • All teachers challenge and know how to teach each student. • Gifted students are needed as role models in each room. • All students are gifted It is not fair to identify only some. • Acceleration can be socially harmful to students. • Gifted programs are elitist. • Gifted students don’t get poor grades. • Special education students can’t be gifted. • AP courses are sufficient gifted programming. • Gifted education requires abundant economic resources. • The gifted and talented constitute one single homogeneous group. • The gifted constitute 3%-5% of the population and “equals” high IQ. • There must be “winners” and “losers” in identification and programming. • A single test score or indicator tells us all we need to know about giftedness. • Creativity is too difficult to measure. • The “patch-on” approach to programming is effective. • There is a single curriculum for the gifted. • Gifted programs should stick out like a score thumb. • High-stakes tests are synonymous with rigor and difficulty. • Gifted and talented individuals do not have unique social and emotional needs. http://www.nagc.org/myths.aspx?terms=myths
Best Practices in Gifted Education • Opportunities to Socialize and to Learn with Like Ability Peers • This can be provided through a number of like ability or like performing group options, such as full-time gifted programs, sent-out-programs, regrouping for specific instruction, within class grouping, and cluster grouping.
Research 18 • Significant research supports the following acceleration and grouping strategies of which have varying levels of effectiveness: • Subject Acceleration • Advanced Placement courses • Credit by Examination • Mentorships • Grade Skipping • Early Entrance to School • Full-time ability grouping • Regrouping for specific instruction • Cluster grouping for GT students • Pull-out grouping • Within class ability grouping • Cross-graded classes
Strategies to implement best practices 19 • Upfront cluster grouping • Flexible ability grouping • Choice/Choice menus • Pre-assess, compact, contract, alternatives • Formative assessment to determine learning needs • Tiered assignments • Higher Level Questioning • Open-ended assignments • Independent study/mentor
Opportunities for further learning 20 • Madison Virtual Campus online course: Structuring a Differentiated Classroom (2 cr.) • Book study: Making Differentiation a Habit by Diane Heacox (1 cr.) • University of Whitewater: Offers various classes related to Gifted Education in cooperation with UWSP.
References Characteristics Checklist for Gifted Children. (n.d.). NAGC Parents [Informational Checklist]. Retrieved June, 2010, from http://www.nagc.org/index.aspx?id=958 Gifted and talented pupils. (n.d.). DPI gifted and talented pupils [Web page]. Retrieved June, 2010, from http://dpi.wi.gov/cal/gifted.html I Am Gifted. (n.d.). You tube video [Video]. Retrieved June 1, 2010, from http://www.youtube.com/watch?v=Omx_iLtMjZA Mahoney, A. (2008, December). Counseling the Gifted. Lecture presented at GDCTGN Professional Development, Edgewood College. Maryland Public Schools. (2010, March 11). Top Ten Myths in Gifted Education. In You Tube [Video]. Retrieved from http://www.noodletools.com/noodlebib/defineEntryAPA.php Reis, S. M., & Renzulli, J. S. (2009, Fall). Myth 1: The Gifted and Talented Constitute One Single Homogeneous Group and giftedness is a Way of Being that Stays in the Person Over Time and Experiences. Gifted Child Quarterly, 53(4), 233-235. Renzulli, J., Ph.D., & Lohman, D., Ph.D. (2007, April). A Simple Procedure for Combining Ability Test Scores, Achievement Test Scores, and Teacher Ratings to Identify Academically Talented Children (Monograph). Slocumb, P., Ph.D., & Olenchak, F. R., Ph.D. (2006). Equity in Gifted Education, A State Iniative. In GT Equity [Pdf]. Retrieved June, 2010, from Texas Education Agency website: http://www.gtequity.org/docs/equity_in_ge.pdf Szabos, J. (1989). Bright Child Gifted Learner. Challenge Magazine, (34). Szabos, J. (1989). Bright Child Gifted Learner. Challenge Magazine, (34). Wyner, J. S., Bridgeland, J. M., & Dhulio, J. J., Jr. (n.d.). Achievement trap How America is failing millions of high-achieving students from lower-income families. Retrieved from Jack Kent Cooke Foundation and Civic Enterprises website: http://www.jkcf.org/news-knowledge/press-releases/achievement-trap-announcement/ 21