1. Gifted and Talented Academy
Session 3
February 11, 2016

2. Agenda Welcome Handshake Activity Developing a KASAB
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 program goals for identification
Determine domains of giftedness to be served
Write identification plan for district (Identification section of written plan)
Share with GT Advisory and/or Administrative Team
Complete Differentiated Program section of Self-Audit Tool
Read Chapters 8, 9, & 11 in text and journal about chapters

5. Processing Home Play Pair up – mixed district
Discuss your development of an identification plan.
Process
Sharing
Feedback
Share 3 important points from your journal about the assigned chapters.
How the information relates to your program

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 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. Gifted 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

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

11. 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

12. …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

13. 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

14. 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
Multiple program models are discussed in Best Practices in Gifted Education.

15. 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

16. 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

17. 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?
Community Member
Special Ed. Teacher
Teacher of Gifted

18. 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

20. 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

21. 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

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

23. 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

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

25. Programming Options
Instructional Management - how gifted learners may be organized for instruction
Individualization
Grouping
Acceleration
Refer to Karen Rogers

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

27. Programming Options Curriculum Differentiation Content modifications
Process modifications
Product modifications
Create a context or choose one of those from your group. 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.
Discuss processing questions on the next slide.

28. Complete sort activity

29. 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?

30. Developed by Ashley Meyer, Colfax-Mingo. http://www. aea11. k12. ia

31. 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?

32. 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?

33. Refer to sample on the wiki

34. 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