Designing Comprehensive Gifted Programming Session 3 March 29, 2017 http://aea11gt.pbworks.com/GT-Academy-Year-1

Agenda Welcome Handshake Activity Identification of Need 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 Establish/revise student outcomes 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 7, 8, & 9 in text and journal about chapters

Processing Home Play Discuss your development of program goals/student outcomes. Process Challenges/Successes Sharing Feedback Large group share by table

“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 develop the identification component of the comprehensive plan Who we serve What they need How to find students with those needs Developing the plan to find them 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

Starting the Identification Process Screening 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 and what needs do those characteristics identify? 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 (the need being identified)? How will you analyze the information? At what point can you make a decision with confidence? Notification

Multiple Measures?

Multiple Hurdles?

Placement Which children demonstrate needs the program is designed to address? Which children require which services? Not about assigning a label

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

Gap Analysis With your team Review Guiding Principles and Key Components of High-Quality Identification Procedure (p. 41-4), and SART results Identify desired state Outline your current identification procedures (current state) List steps needed to move toward desired state

Team Time Spend time as a team developing your identification processes and tools.

Processing Home Play Share 3 important points from your journal about chapters 7, 8, and 9. How does the information relate to your program? Large group share by table

Gifted Programming and 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

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 Program models are highly dependent upon context 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? This is the crux of comprehensive programming. 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. 123 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

NAGC Programming Standards Evidence-based Practices

Programming Options What opportunities exist in your context to meet identified student needs? How well and what ways do these opportunities align with NAGC Programming Standards 3-5? Fill in the bottom of the chart

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?

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

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 12, 13, 14, &16 and journal