Administration and Supervision of Gifted Programs Weekend 1 February 25-6,

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

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  Questions 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

Gifted and Talented Identification What is it? Why do it? What then?

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 –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

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.

Placement  Which children need which services?  Not about assigning a label  According to need

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

Gap Analysis With your team 1.Study Guiding Principles, Attributes That Define High-Quality Identification Procedures (p. 51-2), and SART results 2.Identify desired state 3.Outline your current identification procedures (current state) 4.List steps needed to move toward desired state

Home Play  Write the identification plan for your district OR evaluate the existing plan against attributes on p  Share draft of Vision/Mission/Beliefs with building/district GT teacher(s), GT Advisory, and/or Administrative Team –Get input  Read chs. 9, 16, & 17 and journal  Complete differentiated program section of SA/RT

Home Play  Choose some aspect of identification that raises questions for you. Identify those questions and research the issue.  Prepare a short presentation for the group to share the information and how it fits for you into the bigger picture of identification.

Next Weekend  Friday 5-9; Saturday 8-6  Location: Chase Suite Hotels Forest Ave Clive