1. Gifted and Talented Academy
Session 4
March 22, 2016
HAEAnet
education

2. Agenda Welcome Written Plan Questions Handshake Activity
Revisit Student Outcomes
Collaboration in Gifted Programming
PEPs and Student Goals/Outcomes
Managing Change

3. I saw the angel in the marble and carved until I set him free.
--Michelangelo

4. Welcome Back! Table group Share with large group
3 program improvements as a result of our Academy experience
2 things we still need to improve
1 “crown jewel” of our program
Share with large group

5. Objectives
To deepen understanding of the components of comprehensive gifted and talented programming
To examine system-level factors affecting comprehensive programming
Collaboration
To create an intentional match between identified student need and programming and services
PEP’s
Student-level Outcomes

6. 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

7. Collaboration: What is it? Why would/should we do it?
What role(s) does it play in comprehensive programming?
Iowa Core – Collaborative teams
Schools engaging in PLC work
AIW

8. SUCCESSES & BARRIERS
Identify actual/perceived successes and/or barriers to effective collaboration
What practices lead to success?
How might you overcome barriers?

10. Collaboration between General & Gifted Education
District
Classroom
Rationale
Help one another reach common or shared goals
Learn from each other and improve effectiveness of the school
Gain strength through unity
--Purcell & Eckert, p

11. Jigsaw Form mixed-district triads Determine number
1 most experience in gifted ed.
2 next most experience in gifted ed.
3 least experience in gifted ed.
Read assigned section
Share information
Discuss insights relevant to your context
Return to original team grouping and share
“Interface Between Gifted Education and General Education”

12. Guiding Assumptions General & GT educators share common goals.
General & GT educators can learn from each other.
General & GT education programs gain strength through collaboration.
General & GT educators should work as a team to meet diverse student needs.
GT educators should act as leaders in the evaluation of services.
--Purcell & Eckert, p. 228
Discuss how these assumptions/principles play out in your district or school. If the assumptions are not shared by g/t and gen. ed. what can you do to encourage?
Relates to slide with all the arrows from Session 3.

13. Key Components Component 1 2 3 4 5 Mission & Planning Collaboration
Professional Development
Curricular & Instructional Integration
Read through the descriptors for each component (p ) and rate yourselves. How do the findings of this assessment align with priorities you have set so far?
Read suggestions to improve on p Pay special attention to the Collaboration and Curricular & Instructional Integration sections.

14. Team Activity Download Self-Assessment from Wiki Complete as a team
Save with district name in title
to me or upload to Google docs and share with me at

15. Gifted Programming: A System View (ala Borland)
Instituted for a reason
Required by law in Iowa
Perceived deficiency in the way the system serves the gifted
Program for gifted (subsystem) is planned as an integrated system which serves greater educational purposes of the larger system (school or district)
Addresses educational needs the larger system is not meeting

16. The program for the gifted is, in a sense, remedial for the system, since it addresses needs within the system.
--Borland, p. 48
Discuss what this means.
Share additional information from Borland.

17. “…the program for the gifted can enhance the effectiveness of the larger system only if it articulates well with the larger system and fills a recognized gap in it.”
--Borland, p. 49

18. Talk at Your Table
What implications does this system approach have for your gifted and talented programming?
How does this approach mesh with collaboration between gen. ed. and gifted?

19. Link this back to identification
Link this back to identification. Does your identification find the kids whose needs are not met by the general education program?

20. Remediating the System
In what ways does your gifted and talented programming fill a void in the larger system?
What could be improved in your programming to better accomplish this goal of filling a gap the system itself can’t fill?
Where does collaboration fit?
Remediation handout. Link this back to identification. Does your identification find the kids whose needs are not met by the general education program?

21. Five “A”s Text Protocol
Form groups of four
Silently read p of “Lessons from Another Field” (stop at “Coteaching Models…”)
Highlight and write notes in the margins in answer to the following five questions:
What Assumptions do the authors hold?
What do you Agree with in the text?
What do you want to Argue with?
What parts of the text do you Aspire to?
What would you Ask?

22. Speaking the Same Language
Collaboration…
…a style for interaction that includes dialogue, planning, shared and creative decision making, and follow-up between at least two coequal professionals with diverse expertise, in which the goal of the interaction is to provide appropriate services for students, including high-achieving and gifted students.
~Hughes and Murawski, 2001
Collaboration is how we work together and it cuts across industry, businesses and schools.
 Definition -- Collaboration is:
(1) Style -- A way of interacting. It is a “how,” not a “what.” Collaboration is adult-to-adult interaction built on a relationship of mutual trust and open communication. .
(2) Coequal -- Each party is recognized as having knowledge or skills that contribute to the collaborative group. Individuals bring their own unique strengths to the team. (a) Roles will change as needs require. (b) Neither assumes an expert role -- no one has all the answers. (c) Parity is most difficult to achieve. The contributions of all involved must be equally valued, the power and decision making shared equally.
(3) Diverse expertise– A content expert and a gifted expert.
(4) Common goal – i) All parties are working to problem solve a mutual concern (individual classroom, or school-wide) ii) All parties working toward the same outcome. iii) During the process of working together (joint planning), collaborators will decide what it is they need to focus on. iv) Goals should be specific and concrete enough for you to know that you're both talking about and working toward the same outcome.

23. Ways To Collaborate: Using Familiar Language
Collaboration through Consultation
Collaboration through Co-Teaching
Collaboration through Reverse Consultation

24. Possible Teaming Options…
General Education Teacher - General Education Teacher (like grade levels, cross grade levels, content specialists)
General Education Teacher - TAG Teacher
TAG Teacher - Fine Arts Teacher
TAG Teacher - ESL Teacher
TAG Teacher - Special Education Teacher
TAG Teacher - TAG Teacher
TAG Teacher - Counselor
TAG Teacher - Community Members
Collaboration can occur from general education teacher to specialist or specialist to general education teacher.
Traditionally, we have thought about “collaboration” as between general education and special education teachers. However, many combinations of teachers would result in better outcomes for all students. Point out those on the slide. Ask if anyone has been in other combinations.

25. TAG
ESL
TAG
SpEd
GenEd
GenEd
Fine Arts

26. Look Familiar? 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 imiplications of this perspective on services?
Community Member
Special Ed. Teacher
Teacher of Gifted

27. Collaboration Expectations
What do you expect of classroom teachers as collaborative partners?
What do you think classroom teachers expect of you as a collaborative partner?

28. Building Bridges: A Study of Collaboration
Compare classroom teachers’ expectations of enrichment specialists with enrichment specialists’ expectations of classroom teachers.
Discuss
What you notice about the two sets of expectations
What are the similarities and differences between these lists and yours
What you can do to better meet classroom teachers’ expectations (or change those that are unrealistic)
Open article from Wiki and
Share examples from chapter in book.

29. Opportunities multiply as they are seized.
--Sun Tzu, Chinese general, author of The Art of War

30. What do you need to receive/give…
…from/to administrators
…from/to classroom teachers
…from/to g/t colleagues
…in the infrastructure
…in the way of professional learning
What can you do to enhance collaboration in your setting?
to make collaboration (district/building/classroom) more effective in your setting?

31. Personalized Education Plans
Not required by Iowa Code
Considered “best practice”
Chapter 59
Suggested components

32. The PEP is intended to empower the student to excel academically.
PEP Purpose
The PEP is intended to empower the student to excel academically.
--Institute for Educational Advancement

33. Personalized Education Plans
What is a PEP?
What should it do?
What does it actually do?
Who gets a PEP?
What information does an effective PEP include?
How individualized should it be?
Can a PEP be reasonable (in terms of time it takes to create and monitor) and effective?
How does/can a PEP fold into documentation for other initiatives (MTSS, four year plans, Iowa Core, etc.)

34. Systemic Change: How will you and others need to change thinking?
Who is and isn’t comfortable with the change?
What support do you need to manage the transition?
How will others be supported?

35. Do stakeholders perceive the change as… Second-order Implications
First or second order?
Do stakeholders perceive the change as…
an extension of the past?
a break with the past?
consistent with prevailing organizational norms?
inconsistent with prevailing organizational norms?
congruent with personal values?
incongruent with personal values?
There are a series of questions that you can ask to determine if a change has first or second change implications for stakeholders. Scroll through each question.
Think of a change with each of these.
Extension of the past: Let’s get on with it.
3. Incongruent with personal values: Currently using whole language now they have to change to Reading First.
4. Requiring new knowledge and skills: What do you mean I have to….?
Now that you understand the magnitude may be different for different stakeholders, you can see that leading change based on types of change would be ineffective. Leading change is much more complex.
easily learned using existing knowledge & skills?
requiring new knowledge & skills?
First-order Implications
Second-order Implications

36. Managing Change

37. Home Play
Complete Inservice Design and Staff Qualifications sections of Self Audit.
Complete or refine/review Identification, Differentiated Program, and Program Goals sections of written plan.
Make decisions about PEP use and present to advisory
Read Chapters 15 & 18 in text & journal

38. Next Session
April 26, 2016
Heartland AEA