MAKING IT REAL & KEEPING IT REAL IDENTIFICATION AND RESPONSIVE PROGRAMMING WATG Pre-Conference November 16, 2017 Jackie Drummer blufflovers@wi.rr.com 414-916-4785

Programs vs. Programming A little history Things to consider Underrepresentation Low SES families English learners Students of Color Twice exceptional (2E) Other disadvantages What to do with students at the 80%-95%ile? (need for differentiation) Consider “campus” norms What does the student need?

Identification process is ongoing Identification process is K-12 Identification process includes whole school “sweeps” Further in-depth testing may be required for some students Parents must be kept “in the loop” for specialized testing/programming (permission/discussion/input) Identification process can/should include all educators (e.g., art, music, physical education staff, special education staff, librarians, principals, aides, etc.) The identification process should be made transparent to staff, students, parents, school board, and community -- and should include them as needed Identification should match and then focus on student needs

Response to Intervention and Gifted and Talented High Quality Standards-based Extensions Modifications Intense interventions Intense interventions

Gifted Education and Response to Intervention (RTI)

Samples of Tier One Academic Interventions Classroom differentiation (pre-assessment, compacting/telescoping curriculum, flexible grouping, tiered assignments, learning and interest centers, independent learning contracts, high levels of questioning, etc.) Cluster ability grouping Thinking skills training (creative, critical, decision-making, problem-solving) Interest groups Inquiry models “Push-in” services

Samples of Tier Two Academic Interventions Curriculum compacting/telescoping Flexible grouping/cluster grouping Workshops/conferences Advanced Placement classes/honors classes Co-curricular activities/clubs that relate to talents Youth Options Resource support Competitions Resource teacher/s and materials

Samples of Tier Three Academic Interventions Replacement curriculum Subject or grade acceleration Online options Purchased services Mentoring/internships Cluster grouping (multi-grade clusters) Youth options Independent research Early entrance at any level Differentiated Education Plan (DEP) -- MONITORED!

Samples of Tier One Behavioral Interventions: (Universal Practice) School wide counseling (building self-awareness) Metacognitive strategies Career and college readiness planning Positive behavioral support

Samples of Tier Two Behavioral Interventions (Strategic Interventions) Self selection of participation in informational/support groups on topics pertinent to gifted students Self-esteem Bullying Anxiety and depression, suicide prevention Managing anger, stress and perfectionism Self-advocacy Twice exceptional issues Making and keeping friends, asynchronous development Multi-potentiality Leadership training

Samples of Tier Three Behavioral Interventions (Intense Interventions Determined by TAG Support) Small group or individual counseling on issues related to giftedness, talent development, lack of progress, etc. Outside interventions may be recommended

Tier One Coaching Interventions with Educators, Administrators, and Parents Supporting staff in differentiating content, process, and product for gifted students Coaching around the social and emotional needs of gifted learners in the regular classroom Coaching parents around the social and emotional needs of gifted children and young adults (SENG)

Tier Two Coaching Interventions with Educators, Administrators, and Parents Continued and in more depth/frequent coaching Higher level differentiation strategies Cluster grouping and flexible grouping Structures & schedules that recognize gifted students Emotional needs of gifted students Working with parents of gifted students

Tier Three Coaching Interventions with Educators, Administrators, and Parents Coaching to recognize when additional help, resources or outside counseling are needed Coaching around writing and managing, and evaluating a DEP (Differentiated Educational Plan) Coaching parents about additional high level resources (WCATY, NUMATS, Online Learning, etc.)

SOCIAL AND EMOTIONAL NEEDS In addition to their cognitive needs, gifted and talented children and adolescents possess unique social and emotional needs which must be addressed to ensure optimal development.

An Educator’s Guide to the Social and Emotional Needs of Gifted -- “Intensities” by Dabrowski Intensity of thought (“her mind is always whirring…”) Intensity of purpose (“once he makes up his mind, he’s not satisfied until it’s accomplished…”) Intensity of emotion (“she internalizes everything anyone says about her...”) Intensity of spirit (“he’s always looking out for someone less fortunate to help…”) Intensity of soul (“she asks questions that philosophers have asked for centuries, and she gets upset when we can’t give her definitive answers…”)

8 Great Gripes of Gifted Kids by Jim DeLisle No one explains what giftedness is -- it’s a big secret. School is too easy and too boring. Parents, teachers, and friends expect us to be perfect all of the time. Friends who really understand us are few and far between. Kids often tease us about being smart. We feel overwhelmed by the number of things we can do in life. We feel different and alienated. We worry about world problems and feel helpless to do anything about them,

Things gifted kids (and their parents) wish all teachers knew... Gifted kids do not always excel in school. Gifted students often have emotional intensities, and can be extremely sensitive. Gifted students may also have learning disabilities, or be twice exceptional. Gifted students exhibit asynchronous development. Gifted students are culturally, racially, and socially diverse. Gifted students have unique learning needs that must be met. Gifted students have parents who truly know how hard it is to raise a gifted child. Gifted students DO NOT ALWAYS EXCEL IN SCHOOL (this bears repeating) ...my thanks to Celi Trepanier, Crushing Tall Poppies blogger

Working effectively with parents of gifted students -- common concerns The need to be a whole child -- strong and confident -- physically, mentally, socially and emotionally The need to assume responsibility for oneself The need to be recognized for what one is -- not only for what one can do The need not to be rescued falsely, nor ordered about needlessly The need for safe rebellion The need to feel capable to make decisions that will enhance one’s life The need to deal effectively and think through frustration The need to break through mindsets -- to think creatively and critically The need to learn to work with all different kinds of people The need to do “good life,” not just good school

Resources that support educators, students, and parents WI Association for Talented and Gifted www.watg.org National Association for Gifted Children www.nagc.org Hoagiesgifted.org www.hoagiesgifted.org Supporting the Emotional Needs of Gifted www.sengifted.org Davidson Institute www.davidsongifted.org Parenting groups on Facebook, Twitter links Others?