1. MAKING IT REAL & KEEPING IT REAL
IDENTIFICATION AND RESPONSIVE PROGRAMMING
WATG Pre-Conference
November 16, 2017
Jackie Drummer

2. Programs vs. Programming
A little history
Things to consider
Underrepresentation
Low SES families
English learners
Students of Color
Twice exceptional (2E)
Other disadvantages
What to do with students at the 80%-95%ile? (need for differentiation)
Consider “campus” norms
What does the student need?

3. Identification process is ongoing
Identification process is K-12
Identification process includes whole school “sweeps”
Further in-depth testing may be required for some students
Parents must be kept “in the loop” for specialized testing/programming (permission/discussion/input)
Identification process can/should include all educators (e.g., art, music, physical education staff, special education staff, librarians, principals, aides, etc.)
The identification process should be made transparent to staff, students, parents, school board, and community -- and should include them as needed
Identification should match and then focus on student needs

4. Response to Intervention and Gifted and Talented
High Quality
Standards-based
Extensions
Modifications
Intense interventions
Intense interventions

5. Gifted Education and
Response to Intervention
(RTI)

6. Samples of Tier One Academic Interventions
Classroom differentiation (pre-assessment, compacting/telescoping curriculum, flexible grouping, tiered assignments, learning and interest centers, independent learning contracts, high levels of questioning, etc.)
Cluster ability grouping
Thinking skills training (creative, critical, decision-making, problem-solving)
Interest groups
Inquiry models
“Push-in” services

7. Samples of Tier Two Academic Interventions
Curriculum compacting/telescoping
Flexible grouping/cluster grouping
Workshops/conferences
Advanced Placement classes/honors classes
Co-curricular activities/clubs that relate to talents
Youth Options
Resource support
Competitions
Resource teacher/s and materials

8. Samples of Tier Three Academic Interventions
Replacement curriculum
Subject or grade acceleration
Online options
Purchased services
Mentoring/internships
Cluster grouping (multi-grade clusters)
Youth options
Independent research
Early entrance at any level
Differentiated Education Plan (DEP) -- MONITORED!

9. Samples of Tier One Behavioral Interventions: (Universal Practice)
School wide counseling (building self-awareness)
Metacognitive strategies
Career and college readiness planning
Positive behavioral support

10. Samples of Tier Two Behavioral Interventions (Strategic Interventions)
Self selection of participation in informational/support groups on topics pertinent to gifted students
Self-esteem
Bullying
Anxiety and depression, suicide prevention
Managing anger, stress and perfectionism
Self-advocacy
Twice exceptional issues
Making and keeping friends, asynchronous development
Multi-potentiality
Leadership training

11. Samples of Tier Three Behavioral Interventions (Intense Interventions Determined by TAG Support)
Small group or individual counseling on issues related to giftedness, talent development, lack of progress, etc.
Outside interventions may be recommended

12. Tier One Coaching Interventions with Educators, Administrators, and Parents
Supporting staff in differentiating content, process, and product for gifted students
Coaching around the social and emotional needs of gifted learners in the regular classroom
Coaching parents around the social and emotional needs of gifted children and young adults (SENG)

13. Tier Two Coaching Interventions with Educators, Administrators, and Parents
Continued and in more depth/frequent coaching
Higher level differentiation strategies
Cluster grouping and flexible grouping
Structures & schedules that recognize gifted students
Emotional needs of gifted students
Working with parents of gifted students

14. Tier Three Coaching Interventions with Educators, Administrators, and Parents
Coaching to recognize when additional help, resources or outside counseling are needed
Coaching around writing and managing, and evaluating a DEP (Differentiated Educational Plan)
Coaching parents about additional high level resources (WCATY, NUMATS, Online Learning, etc.)

15. SOCIAL AND EMOTIONAL NEEDS
In addition to their cognitive needs, gifted and talented children and adolescents possess unique social and emotional needs which must be addressed to ensure optimal development.

16. An Educator’s Guide to the Social and Emotional Needs of Gifted -- “Intensities” by Dabrowski
Intensity of thought (“her mind is always whirring…”)
Intensity of purpose (“once he makes up his mind, he’s not satisfied until it’s accomplished…”)
Intensity of emotion (“she internalizes everything anyone says about her...”)
Intensity of spirit (“he’s always looking out for someone less fortunate to help…”)
Intensity of soul (“she asks questions that philosophers have asked for centuries, and she gets upset when we can’t give her definitive answers…”)

17. 8 Great Gripes of Gifted Kids by Jim DeLisle
No one explains what giftedness is -- it’s a big secret.
School is too easy and too boring.
Parents, teachers, and friends expect us to be perfect all of the time.
Friends who really understand us are few and far between.
Kids often tease us about being smart.
We feel overwhelmed by the number of things we can do in life.
We feel different and alienated.
We worry about world problems and feel helpless to do anything about them,

18. Things gifted kids (and their parents) wish all teachers knew...
Gifted kids do not always excel in school.
Gifted students often have emotional intensities, and can be extremely sensitive.
Gifted students may also have learning disabilities, or be twice exceptional.
Gifted students exhibit asynchronous development.
Gifted students are culturally, racially, and socially diverse.
Gifted students have unique learning needs that must be met.
Gifted students have parents who truly know how hard it is to raise a gifted child.
Gifted students DO NOT ALWAYS EXCEL IN SCHOOL (this bears repeating)
...my thanks to Celi Trepanier, Crushing Tall Poppies blogger

19. Working effectively with parents of gifted students -- common concerns
The need to be a whole child -- strong and confident physically, mentally, socially and emotionally
The need to assume responsibility for oneself
The need to be recognized for what one is -- not only for what one can do
The need not to be rescued falsely, nor ordered about needlessly
The need for safe rebellion
The need to feel capable to make decisions that will enhance one’s life
The need to deal effectively and think through frustration
The need to break through mindsets -- to think creatively and critically
The need to learn to work with all different kinds of people
The need to do “good life,” not just good school

20. Resources that support educators, students, and parents
WI Association for Talented and Gifted
National Association for Gifted Children
Hoagiesgifted.org
Supporting the Emotional Needs of Gifted
Davidson Institute
Parenting groups on Facebook, Twitter links
Others?