1. Developing Comprehensive Gifted Programming
Session 4
April 28, 2017

2. Agenda Day 4 Welcome/Warm Up Lessons Learned Advocacy Inservice Design
Work Time
Closure

3. Wherever you go, go with all your heart.
--Confucius

4. Welcome Back! Where we’ve been
Vision/Mission/Beliefs/Commitments to Action
Target population
Identification
Program goals
Comprehensive/differentiated programming

5. Objectives
To deepen understanding of the components of comprehensive gifted and talented programming
To examine system-level factors affecting comprehensive programming
Advocacy & Leadership
To identify areas of professional growth necessary to effectively implement programming
In-service Design

6. Warm Up Individually In your team/at your table
Identify three ways you’ve grown in your thinking about g/t programming since session 1 (1/sticky note)
In your team/at your table
Share ideas (3-5 minutes)
Pair up w/someone not at your table
Share 1 idea
Repeat twice
Return to table
Share one thing you heard

7. Differentiated Program
Program activities
Enable students to reach outcomes
Fulfill program goals
Connect to Iowa Core
Enable students to explore interests and passions
Build student capacity and provide opportunities for gifted performance
Are matched to student’s identified areas of giftedness.

8. Programming Options
Instructional Management - how gifted learners may be organized for instruction
Individualization
Grouping
Acceleration
Refer to Karen Rogers’ Research Synthesis and p in text

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

10. Programming Options Curriculum Differentiation Content modifications
Process modifications
Product modifications
Consider your own context, choose one of those from your group, or create one. 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. You could divide chart paper as seen on the next slide.
How do these align with V/M/B/CA and program goals and student outcomes?

11. Complete sort activity

12. Refer to sample on the wiki

13. Lessons Learned Form mixed-district groups of five Number off by 5’s
Jigsaw “Lessons Learned” article
Discuss connections to learning in this course
Large group share

14. Barriers or Bridges Four lunch bags Bag 1 Nest w/bag 2 Build wall
One side – barrier to accomplishing the recommendations from “Lessons Learned”
Other side – bridge to accomplishing
Nest w/bag 2
Build wall
What two barriers can you identify with?
What bridges do you need to build?
Discuss with your team “What’s our plan?”

15. Advocacy: What is it? Why is it necessary?
On what levels does it occur?
What resources are available?
Where do we need to focus our advocacy efforts?
Do we need a plan?

16. --NAGC, 2000 as cited in Eckert & Robins, 2017
Advocacy: What is It?
“…the act of arguing in favor of something – an idea, cause, or policy”
--NAGC, 2000 as cited in Eckert & Robins, 2017
…getting decision makers at the school, school district, state, and national levels to support strategies, services, and policies to initiate, implement, and support gifted education.
--Eckert& Robins, 2017

17. Why Advocate? Raise awareness Show positive impact Influence change
--Eckert & Robins, p. 200
Review Guiding Principles – p

18. Levels of Advocacy
National
State
District
School

19. Levels of Advocacy
Find a partner and discuss… …how you have been involved in gifted advocacy at any of these levels. …the extent to which advocacy is or should be part of your job. …the effectiveness of your individual and collective advocacy efforts. …ways to increase the effectiveness of your efforts.

20. Advocacy Resources http://www.nagc.org/index.aspx?id=36
Eckert & Robins, p. 210

21. Advocacy Plan Traits Clarity – the plan has a clear message
Inclusiveness – the plan involves interested parties
Support Information – the plan includes support information
Specificity – the plan provides specifics for implementation
--Eckert & Robins, p. 202

22. Advocacy Focus Barriers and Bridges
Think back to the barriers and bridges you identified.
Discuss the ways in which advocacy could make a difference.
What role do bridges and barriers play in planning for advocacy?
Do you need to develop an advocacy plan?

23. In-service Design
…whatever teachers become professionally, the process is not finished when they complete their teacher education program at age 21. Learning to teach well is a lifetime endeavor. The growth of understanding and skill in teaching terminates only when we do.
--Eisner, 2002
Discuss how this applies to your school/district and the teachers in it. Do you and they, on the whole, approach professional learning in this way or is it seen as a necessary evil? Some teachers very much live out this quote; they are eager to learn new things and improve their professional practices. There are also those are the antithesis of this way of thinking; they are the 25 year veterans who have taught the same year 25 times and swear there is absolutely no benefit to them from any professional development activity. Create a continuum of behaviors – things you would see and hear – that might illuminate where on this spectrum teachers might fall.

24. In-service Design for Gifted
What does it currently look like in your district?
Format
Time
Participants
What does the word “design” imply?
In what ways might an effective in-service design align with and support all other plan components?

25. Inservice Design
What do the results of this SA/RT section reveal to you?
What is revealed by your work so far in this Academy?
What professional learning do you need and/or want, and how will that contribute to program growth and success?
What professional learning do others in your district require to fully participate in comprehensive programming and services?

27. Learning Designs Think beyond “Death by PowerPoint”
Hover over “standards” and click on Learning Designs.

28. Those seeking credit…
Refer to the GHAEA Course Rubric found on the wiki for the required submissions.
All required assignments, including a copy of your new/revised written gifted and talented plan, are due May 15.
Post on your district Google site, share with me via Google Drive/docs at or in Word format to the same address

29. Required Sections Vision/mission/beliefs/commitments to action
Identification (include target population)
Program Goals
Differentiated Program
In-service Design
Staffing Provisions

30. Processing Time Individually identify Discuss with your team/table
One area of team growth this year
One area of personal growth
One team goal for next year
One personal goal for next year
Discuss with your team/table
Develop one team goal for future work and share.

31. CELEBRATE!
Thanks for your hard work, flexibility, and dedication this year. I look forward to seeing you next year in Gifted Academy II.

32. Work Time
Work with your team to further develop and/or refine your written gifted and talented plan.