1. Designing Comprehensive Gifted Programming
Session 3
April 11, 2016

2. Agenda Welcome Handshake Activity Identification of Need
Gifted Services: What the Research Says
Program Models
Program Options
Matching Programming to Need

3. Welcome Back! Find a partner from another district
Introduce yourselves
Share your team’s most rewarding accomplishment since Session 2
Repeat twice

4. Home Play Establish/revise program goals and student outcomes
Determine domains of giftedness to be served
Complete Differentiated Program section of Self-Audit Tool
Read Chapters 8, 9, & 11 in text and journal about chapters

5. Processing Home Play
Discuss your development of program goals/student outcomes.
Process
Sharing
Feedback
Share 3 important points from your journal about the assigned chapters.
How the information relates to your program
Large group share by table

6. “Stop asking me if we’re almost there
“Stop asking me if we’re almost there! We’re nomads, for crying out loud!”

7. 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

8. 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

9. On Your Own Five Levels of Gifted Small Poppies Deborah Ruf
Miraca Gross

10. Revised Profiles of the Gifted and Talented
Jigsaw sections of Profile article. Number off 1-5,
All will read the introduction and their assigned profile
Plan to share your coding when completed
Heartland AEA, Linda Moehring

11. Text Coding I knew that ? Needs clarification
Read and text code the Profiles chart found on the wiki.
I knew that
? Needs clarification
! New perspective or new idea
Upon completion of reading. Share with a partner what you have coded.
Heartland AEA, Linda Moehring

12. 2-3 places where you text coded
Share With a Partner
2-3 places where you text coded
Why did you code?
What was your connection?
How can this information expand your thinking about identification for gifted services?

13. 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?

14. 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

15. Multiple Measures?

16. Multiple
Hurdles?

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

18. It is better to have imprecise answers to the right questions than precise answers to the wrong questions.
--Donald Campbell

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

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

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

22. 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

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

24. 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

25. …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

26. 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

27. 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.

28. 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

29. 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

30. 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

31. 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. 113 in Designing Services & Programs for High-Ability Students

33. 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

34. 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

35. Meeting Social & Emotional Needs
Help Coping With
Heightened sensitivity
Perfectionism
Peer relationships
Asynchronous development
Situational stressors
College and career planning

36. 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

37. Programming Options
What opportunities exist in your context to meet identified student needs?
Fill in the bottom of the chart

38. 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

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

40. 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?

41. Complete sort activity

42. 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?

44. Matching Programming to Need
Read two Case Studies (p. 2-12)
Discuss
Needs of the student
Services provided
Do the two align?
What else might be provided?

45. 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?

46. Refer to sample on the wiki

47. 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 16 & 17 and journal