Gifted and Talented Academy Session 3 February 11, 2016 http://aea11gt.pbworks.com/GT-Academy-Year-1

Agenda Welcome Handshake Activity Developing a KASAB Gifted Services: What the Research Says Program Models Program Options Matching Programming to Need

Welcome Back! Find a partner from another district Introduce yourselves Share your team’s most rewarding accomplishment since Session 2 Repeat twice

Home Play Establish program goals for identification Determine domains of giftedness to be served Write identification plan for district (Identification section of written plan) Share with GT Advisory and/or Administrative Team Complete Differentiated Program section of Self-Audit Tool Read Chapters 8, 9, & 11 in text and journal about chapters

Processing Home Play Pair up – mixed district Discuss your development of an identification plan. Process Sharing Feedback Share 3 important points from your journal about the assigned chapters. How the information relates to your program

“Stop asking me if we’re almost there “Stop asking me if we’re almost there! We’re nomads, for crying out loud!”

Objectives To deepen understanding of the components of comprehensive gifted and talented programming To establish the differentiated program component of the comprehensive plan Cognitive Affective

Comprehensive Programming Program Management: K-12 Written G/T Plan Parent/Community Support Use of Time/Calendars/Scheduling Staffing Patterns Program Effectiveness: Program Evaluation/Audit PEP Goal Attainment Measuring/Reporting Student Growth Where have we been? Where are we headed? Foundation: Mission/Philosophy/Beliefs Conceptions/Definitions of Giftedness Iowa Code Gifted Program Standards and Goals Domains of Giftedness Programming & Services Responsive Services Individual Planning/PEPs Curriculum Programming Options System Support

Gifted Services …studies consistently have demonstrated that gifted students who receive any level of service achieve at higher levels than their gifted peers who receive none. (Delecourt, Loyd, Cornell, & Goldber, 1994; Kulik, 2003) Critical Issues in Gifted Education: What the Research Says, p. 321 Good news and bad news

Differentiated Program SA/RT Review the results Identify 1-3 priority areas Consider alignment with areas in Managing Complex Change Discuss as a team

Levels of Service Integrated Classroom Support Cluster Grouping Pull-Out Programs Special Classes for the Gifted Special Schools From Critical Issues and Practices in Gifted Education: What the Research Says

…most of the research conducted to date indicates that gifted students in separate classes or special schools outperform their gifted peers in all other settings. (Delecourt, et. al., 1994) Critical Issues in Gifted Education: What the Research Says, p. 329

Program Model …deliberately planned system that facilitates interaction of gifted youth with curriculum to produce learning…programs are designed with a particular purpose in mind: to deliver content more quickly, more extensively, or more complexly to fit the learners’ precocity and interest. (Feldhusen,1998a, p. 211) Best Practices in Gifted Education: An Evidence-based Guide, p. 215-6

Types of Program Models Particular class settings Cluster grouping Full-time gifted programs Magnet schools Within regular classrooms Change nature of curriculum Add enrichment In addition to the school schedule Mentoring Great Books Clubs/organizations Delecourt et.al. found that no one model will meet all the needs of talented learners Multiple program models are discussed in Best Practices in Gifted Education.

Key Questions Do we develop a program and find the kids to fit the program? OR Do we find the kids with unmet needs and develop programming options to meet those needs? Connect to thinking in Beyond Gifted Education

A Common Perspective Gifted Student Teacher of Gifted To what extent are services in your district conceived of in this way by you and others in the community? What are the advantages and disadvantages of this perspective on services? Teacher of Gifted

A Shift in Perspective Gifted Student Counselor ESL Teacher Specials Teacher Classroom Teacher To what extent are services in your district conceived of in this way by you and others in the community? What are the implications of this perspective on services? What are the advantages and disadvantages? Community Member Special Ed. Teacher Teacher of Gifted

Chapter 12 (IAC) Requires “…a qualitatively differentiated program to meet the students’ cognitive and affective needs.” Cognitive Affective What does each encompass? How and where do the two overlap? What is currently provided in your district - anywhere in the educational program - that would potentially address cognitive and/or affective needs of the gifted? See p. 113 in Designing Services & Programs for High-Ability Students

Affective Needs High-Potential Learners Usually possess healthy psychological development Affective development differs from age-peers by intensity or degree Are more self-confident about ability to succeed Are more intrinsically motivated to succeed

Meeting Social & Emotional Needs Academic Provisions Opportunity to learn w/others of similar interest, ability, and drive Appropriate level of challenge in the regular classroom Flexible pacing through curriculum

Meeting Social & Emotional Needs Help Coping With Heightened sensitivity Perfectionism Peer relationships Asynchronous development Situational stressors College and career planning

Meeting Social & Emotional Needs Twice Exceptional Greater frustration due to discrepancies More at risk for adjustment problems Appropriate interventions result in better coping skills Purcell & Eckert p. 113

Programming Options What opportunities exist in your context to meet identified student needs? Fill in the bottom of the chart

Programming Options Instructional Management - how gifted learners may be organized for instruction Individualization Grouping Acceleration Refer to Karen Rogers

Programming Options Instructional Delivery - ways in which gifted learners need to be taught Teaching to learner preferences Teaching to qualitative learning differences

Programming Options Curriculum Differentiation Content modifications Process modifications Product modifications Create a context or choose one of those from your group. Use the pink, blue, and yellow slips (Instr. Mgt., Instr. Deliv., and Curr. Diff.) to select programming options you would use in that context to meet the needs of gifted kids. Tape choices to chart paper. Discuss processing questions on the next slide.

Complete sort activity

Considerations Do/Are the programming options Align with Mission/Philosophy (Vison, Beliefs, Commitments)? Program Goal(s)? Address areas of giftedness served? Address both cognitive and affective domains? Provide an array of research-supported practices Feasible given resources? Comprehensive in nature?

Developed by Ashley Meyer, Colfax-Mingo. http://www. aea11. k12. ia

Matching Programming to Need Read two Case Studies (p. 2-12) Discuss Needs of the student Services provided Do the two align? What else might be provided?

Matching Programming to Need Choose one of your students List key characteristics and needs Identify services currently provided Do services match/address characteristics and needs? What else needs to be provided?

Refer to sample on the wiki

Home Play Complete programming options As chart or in another format useful to you Complete differentiated program section of written plan Consider developing program goal(s) for differentiated program Share with Advisory and adjust based on feedback Read Chapters 16 & 17 and journal