Administration and Supervision of Gifted Programs Weekend 1 February 21-22, 2014 http://aea11gt.pbworks.com/Admin-of-GT-Programs

Introductions Name School Current role/gifted aspiration One important thing you hope to gain from this class

Agenda Welcome and Introductions Goals Norms Iowa Code Foundation Vision Mission Beliefs Program Goals Home Play Closure

Details Review syllabus Journaling expectations Course projects

Course Outcomes To deepen understanding of the components of comprehensive gifted and talented programming To determine the extent to which g/t services are infused in the total education program To construct and/or improve a written comprehensive gifted and talented program plan To determine how to set priorities for g/t programming and students served To identify and use data necessary to provide, drive, and improve g/t programming

Group Norms Talk freely - think out loud Question to establish a culture of curiosity Freedom to change your mind Connect to Iowa Core, previous learning and district initiatives Support one another in the learning Stay on topic Share air time

Reflections Share reflections Discuss questions, common themes and issues related to programming

Winnie the Witch Why do children need gifted services? Winnie on the Web She’s even on Facebook!

Iowa Code, NAGC Program Standards, & PK-12 National Gifted Education Standards Iowa Code provides requirements in law for minimum compliance (Chs. 12 & 59) NAGC PK-12 Gifted Programming Standards provide guidance toward best practices PK-12 National Gifted Education Standards identify essential knowledge and skills for teachers of gifted As a program coordinator, these are documents you need to have intimate knowledge of, especially Iowa Code. You may notice as you look at the requirements, that they line up with the Self-Audit Tool sections. The SART is purposefully designed the way it is because of the requirements in Code. These also, however, line up with the areas of best practices in gifted programming.

Comprehensive Gifted and Talented Programming Including many things Having a wide scope or full view Extensive; wide; large; full; compendious (dictionary.com)

So what is it? Work as a group to list the components/characteristics of comprehensive gifted and talented programming. Think: comprehensive physical, comprehensive exam Develop a graphic representation of this

Comprehensive Gifted and Talented Programming Includes and integrates multiple domains of giftedness Provides multiple programming options matched to student need Addresses both cognitive and affective needs Is articulated K-12 Is evolutionary in nature Is essential to and embedded in an effective educational program Is based on student need Identifies children with unmet educational needs Discuss questions and insights this list brings to mind.

Where in your coursework have you learned about the different elements of this graphic? Where have you experienced any of these elements in your workplace setting?

Managing Complex Change + Vision Skills Incentives Resources Action Plan = Change Confusion = + Skills Incentives Resources Action Plan + Vision Incentives Resources Action Plan = Anxiety = + Vision Skills Resources Action Plan Resistance For most of you and your staffs, implementing comprehensive g/t programming represents complex change. = + Vision Skills Incentives Action Plan Frustration = + Vision Skills Incentives Resources False Starts Adapted from Knoster, T., Villa R., & Thousand, J. (2000). A framework for thinking about systems change. In R. villa & J. Thousand (Eds.), Restructuring for caring and effective education: Piecing the puzzle together (pp. 93-128). Baltimore: Paul H. Brookes Publishing Co.

Consensus-Building Tool #3 Managing Complex Change + Vision Skills Incentives Resources Action Plans CONFUSION This is like an intention. It is something we aspire to but would have to work to attain sometime in the future. To what extent do you “feel” the vision of your district? How and why does a clear vision matter?

Consensus-Building Tool #3 Managing Complex Change Vision Skills Incentives Resources Action Plans ANXIETY + If you expect me to drive you across town to an important meeting, you assume I have certain skills associated with driving. What are some of those skills? What will happen to me as the potential driver if I lack these skills? What will you as the passenger experience? What skills would be required of all the players in comprehensive gifted programming?

Consensus-Building Tool #3 Managing Complex Change Vision Skills Incentives Resources Action Plans Resistance + Dieting: What’s in it for me?

Consensus-Building Tool #3 Managing Complex Change Vision Skills Incentives Resources Action Plans FRUSTRATION + I have to teach literature but have no books and no internet access. I have to serve gifted kids K-12 spread across four buildings in three different towns. My salary consumes the entire budget so I have limited materials. What might I do? (Connect to comprehensive programming and share NMS example of the expectation for me to collaborate like the sped teachers did.)

Consensus-Building Tool #3 Managing Complex Change Vision Skills Incentives Resources Action Plans FALSE STARTS + Prevents purpose drift. Helps me break the “big thing” onto manageable parts. Helps me to see how the smaller parts fit into the whole. I walk into a new position as teacher of gifted and I find no gifted and talented written plan. The teacher before me moved out of state, and all I hear is how wonderful she was and how much the kids and teachers loved what she did. What do I do?

Talk About It… With regard to g/t programming in your district (as you perceive it) which areas are strengths? which areas need attention/work? What have you learned in other classes that will help equip you to deal with these elements of complex change in implementing quality gifted programming and services?

Vision Mission Beliefs It All Starts With… Vision Mission Turn to Ch. 2 in text (p. 15) Using the information on p. 15-16, develop a short statement designed to convince your Supt. of the importance of developing mission, vision, and beliefs for gifted and talented programming that are separate from (yet related to) the district mission/vision/beliefs. Your knowledge at this point may be limited to what’s on these pages but do the best you can while capturing key ideas. Don’t hesitate to bring in your own background knowledge. Beliefs

Mission/Philosophy Answers the questions What is our purpose? How will we accomplish it? Whom do we exist to serve? What it does Creates cohesiveness, commitment, and understanding Gives meaning to our work Choosing how we’ll work What work we choose to do --Conzemius & O’Neill, 2002

Traits Comprehensiveness Rationale Consistency Clarity --Purcell & Eckert, 2006 These traits are spelled out on page 17 of Designing Services and Programs for High-Ability Learners. Take a minute to look through them and discuss with the group.

Sample Mission/Philosophy The mission of the Iowa Talented and Gifted Association is to recognize, support, and respect the unique and diverse needs of talented and gifted learners through ADVOCACY: by encouraging informed educational professionals, parents, policy makers, and all other stakeholders to take appropriate action for the benefit of talented and gifted learners. EDUCATION: by strengthening and encouraging the recognition and implementation of practices that support identification of talented and gifted learners and accommodation of the social, emotional, and intellectual levels. NETWORKING: by increasing opportunities for collaboration and cooperation among all stakeholders with the goal of advancing the abilities and developing the potential of talented and gifted learners. Compare/contrast the ITAG vision (slide 26) and mission statements. How are they different? Why would the organization have each? How does this mission statement stack up against the traits?

Another Sample Waukee The mission of Waukee extended learning programming, grades K – 12, is to recognize and support the strengths and needs of gifted learners of all cultural and socio-economic groups.

Our Own Mission Why do we want to provide comprehensive programming for gifted children in our district? Craft your district’s Gifted and Talented Mission Statement Work individually or in pairs or small groups. Share ideas to develop a statement of mission.

Using the Right Language How clear is the statement? Is it free of “education speak”? Would the general public understand?

Evaluating Your Mission/Philosophy Rate your mission/philosophy with regard to Comprehensiveness Rationale Consistency Clarity

Sample Academically talented children in Jonesville may possess characteristics that necessitate qualitatively different instruction. Our program is designed to provide the atmosphere for stimulating above-average-ability students. Trait 5 4 3 2 1 Comprehensiveness Rationale Consistency Clarity --Purcell & Eckert, 2006

Sample Academically talented children in Jonesville may possess characteristics that necessitate qualitatively different instruction. Our program is designed to provide the atmosphere for stimulating above-average-ability students. Trait 5 4 3 2 1 Comprehensiveness X Rationale Consistency Clarity Talk with a small group: Do you agree with these ratings? Why do you think the sample was scored this way? Turn to page 18 in the text to view a makeover example. --Purcell & Eckert, 2006

Vision What we aspire to Requires “stretch” Example: ITAG envisions a time when all students, including the gifted and talented, are given an appropriate educational experience that matches their abilities and potential, where they have abundant opportunities for their intellectual and creative challenge and growth, and those who work with them are effectively trained to appreciate, understand, and nurture their unique talents and needs. In what ways does this vision require stretch?

Victory Circle Three years from now, the DE awards your district the “Outstanding GT Program” distinction for the state. What would we see, hear, experience, etc. that would give credence to the award?

Creating Stretch What aspects of your victory are worthy of achieving but would require significant stretch? Consider these ideas to help you write a statement of vision. Consider the ideas presented in your group and write a vision statement that would be appropriate to your victory, then modify if necessary to make the vision specific to your district.

A Vision… …is concise and compelling …is inspirational …communicates promise …creates an image of something not seen today but possible tomorrow …is concrete …focuses on ends not means …is achievable and compelling …manifests the mission and values

Putting It All Together… Consider Elements of comprehensive programming desired state (victory) components requiring stretch (what we aspire to) Group ideas that seem to go together. Share the Waukee process. Be sure to talk through what the ideas mean for Perry. This makes the vision more than words… Construct a draft of your vision. Talk some more. Refine the vision.

Using the Right Language How clear are the statements? Are they free of “education speak”? Would the general public understand? Check for consistency: Do the mission and vision support each other? Is there anything contradictory between the two?

Sample Vision Waukee – “New learning all day every day for each identified gifted child.” Consider: In what ways will vision impact programming?

Belief Statements & Core Values Beliefs: an expression of what we believe to be true Core Values: commitments to each other that translate into behaviors Example: Belief: gifted kids learn best in the company of intellectual peers Core Value: commitment to provide grouping arrangements that promote new learning for gifted kids Beliefs reflect core values and vice versa. Beliefs are based on underlying assumptions Core values are stated as commitments to each other

Beliefs …are firmly held …guide what we do …influence practice

Assumptions What assumptions do you hold about gifted children? (+ or -) What assumptions do classroom teachers, administrators, and parents in your district/building hold?

As we enact our mission and achieve our vision, what beliefs will drive our daily actions? How do these beliefs align with research and best practices in serving gifted children? Brainstorm beliefs. These could come from research and best practices and absolutely must be supported by research.

Developing Belief Statements Keep the number small – 5-8 Complete the stem, “We believe…”

Using the Right Language How clear are the statements? Are they free of “education speak”? Would the general public understand? Check for consistency: Do the mission, vision, and beliefs support each other? Is there anything contradictory among the three?

Develop Commitments At least one commitment for each belief statement Completes the stem, “ We commit to…”

Sample Belief Statements (We believe… ) Extended learning programming is best when it’s integrated within the Waukee educational system through collaborative efforts. Administrators, ELP teachers, classroom teachers, support staff, parents, and community share responsibility for meeting the needs of gifted learners, which requires appropriate professional development. Gifted learners need opportunities to explore their passions and interests in order to develop their talents, promote self-direction and encourage life-long learning. Extended learning programming should adapt to meet the unique social / emotional and learning needs of gifted learners. Gifted learners require qualitatively differentiated curriculum and instruction that includes, but is not limited to, increased rigor and appropriate pace. A sound assessment system is an integral part of determining a gifted learner’s instructional level. Gifted learners learn best in the company of their intellectual peers. * Gifted learners require appropriate opportunities to develop 21st Century skills as noted in the Iowa Core Curriculum.

Building Consensus Determine With whom you will share How you will determine/build consensus Reflect on How the message was received Further work needed

Program Evaluation Baseline data Basis for program goals Complete Self-Audit/Reflection section(s) Bring results to next session Basis for program goals Means to improve programming

Goals and Performance Measures Program Goals Provide focus for evaluation and planning Provide direction toward a particular purpose “living” - will be revised as needed Based on clear mission and definition of giftedness (target population) --Purcell & Eckert, p. 63 Goals are broad and might not be measurable. The objectives or indicators are more specific and measurable. How would program goals connect to vision, mission, beliefs, and commitments?

Goals and Performance Measures What does success look like? How will we know when we get there? What data will we collect? How good is good enough? Given a sample program goal, what would the performance measures look like? Indicators and data collection points.

Traits Alignment Validity Comprehensiveness Clarity Purcell & Eckert, p. 64-5

Sample We want to develop the affective domain, increase self-directed learning, develop research skills and methods, develop creative thinking skills, to gain exposure to new areas of learning and deal with real world problems in and outside of school to develop communication skills to instill learning as a lifelong process.

Using SART to Establish Program Goals Complete selected sections of the Self-Audit/Reflection Tool. Identify area(s) most in need of improvement. Target goal(s) to the area. At the end of the year review the SART section and data to ascertain goal attainment.

Sample Program Goals Urbandale Ogden District 196, Minnesota Based on NAGC Program Standards

Examine Your Program Goals Do you have program goals? Are they program goals or student outcomes? What’s the difference? Why is each important? How do they stack up against the traits of high-quality goals on p. 64?

Memory Mingle How has the information you’ve engaged with so far “pushed” your thinking? Share in triads Identify connections and/or conclusions Share with large group

Gifted and Talented Identification What is it? Why do it? What then? Do Presidential Advisory Board activity Membership in the “club” or access to appropriate services? An event or a process? Have we mistakenly associated “identification” with running kids through a formal whole grade screening to the end of attaching a label?

The Target Population Definition of “gifted” Multiple Criteria used/analyzed

State of Iowa Definition General Intellectual Ability Specific Ability Aptitude Creativity Leadership Visual and Performing Arts

Characteristics With your team Review areas in your target population Talk about the assessments that help you find kids in each category How is that working? What other assessments might you need?

Starting the Process Screening Nomination/Referral Use existing data sources Nomination/Referral Who may/should refer? How will they do it? How will they know they can?

Digging Deeper What stands out about the child? What more do you need to know? Cast a wider net No single piece of data screens a child “in” or “out” Are the criteria valid for the construct being measured? How will you analyze the information? At what point can you make a decision with confidence? Notification

Multiple Measures?

Multiple Hurdles?

Activity Consider the list of multiple criteria Identify which area(s) of giftedness for which each would be a valid criterion to consider. Are all the criteria appropriate at all grade spans? Add other examples at the bottom. Share with someone you haven’t yet worked with today. Note the ID tools page on the Wiki.

Matrix See the matrix example on the Wiki

Placement Which children need which services? What kind of services do they need? Not about assigning a label According to need Choose case studies from chapter 1. Determine the child’s area(s) of giftedness, explain how you know, and provide ideas for services.

Some Things to Ponder Once identified, always identified? Procedure for staffing out? Your questions?

Gap Analysis Study Guiding Principles, Attributes That Define High-Quality Identification Procedures (p. 51-2), and SART results Identify desired state Outline your current identification procedures (current state) List steps needed to move toward desired state

Home Play Reflections on Moodle Read Chapters 9, 16, & 17 in text Complete Differentiated Program section of Self-Audit Share mission/vision/beliefs with GT Advisory and/or administrator for feedback