1. Administration and Supervision of Gifted Programs
Weekend 1
February 21-22, 2014

2. Introductions Name School Current role/gifted aspiration
One important thing you hope to gain from this class

3. Agenda Welcome and Introductions Goals Norms Iowa Code Foundation
Vision
Mission
Beliefs
Program Goals
Home Play
Closure

4. Details
Review syllabus
Journaling expectations
Course projects

5. Course Outcomes
To deepen understanding of the components of comprehensive gifted and talented programming
To determine the extent to which g/t services are infused in the total education program
To construct and/or improve a written comprehensive gifted and talented program plan
To determine how to set priorities for g/t programming and students served
To identify and use data necessary to provide, drive, and improve g/t programming

6. Group Norms Talk freely - think out loud
Question to establish a culture of curiosity
Freedom to change your mind
Connect to Iowa Core, previous learning and district initiatives
Support one another in the learning
Stay on topic
Share air time

7. Reflections Share reflections
Discuss questions, common themes and issues related to programming

8. Winnie the Witch Why do children need gifted services?
Winnie on the Web
She’s even on Facebook!

10. Iowa Code, NAGC Program Standards, & PK-12 National Gifted Education Standards
Iowa Code provides requirements in law for minimum compliance (Chs. 12 & 59)
NAGC PK-12 Gifted Programming Standards provide guidance toward best practices
PK-12 National Gifted Education Standards identify essential knowledge and skills for teachers of gifted
As a program coordinator, these are documents you need to have intimate knowledge of, especially Iowa Code. You may notice as you look at the requirements, that they line up with the Self-Audit Tool sections. The SART is purposefully designed the way it is because of the requirements in Code. These also, however, line up with the areas of best practices in gifted programming.

11. Comprehensive Gifted and Talented Programming
Including many things
Having a wide scope or full view
Extensive; wide; large; full; compendious
(dictionary.com)

12. So what is it?
Work as a group to list the components/characteristics of comprehensive gifted and talented programming.
Think: comprehensive physical, comprehensive exam
Develop a graphic representation of this

13. Comprehensive Gifted and Talented Programming
Includes and integrates multiple domains of giftedness
Provides multiple programming options matched to student need
Addresses both cognitive and affective needs
Is articulated K-12
Is evolutionary in nature
Is essential to and embedded in an effective educational program
Is based on student need
Identifies children with unmet educational needs
Discuss questions and insights this list brings to mind.

14. Where in your coursework have you learned about the different elements of this graphic? Where have you experienced any of these elements in your workplace setting?

15. Managing Complex Change+
Vision
Skills
Incentives
Resources
Action
Plan =
Change
Confusion = +
Skills
Incentives
Resources
Action
Plan +
Vision
Incentives
Resources
Action
Plan =
Anxiety = +
Vision
Skills
Resources
Action
Plan
Resistance
For most of you and your staffs, implementing comprehensive g/t programming represents complex change. = +
Vision
Skills
Incentives
Action
Plan
Frustration = +
Vision
Skills
Incentives
Resources
False Starts
Adapted from Knoster, T., Villa R., & Thousand, J. (2000). A framework for thinking about systems change. In R. villa & J. Thousand (Eds.), Restructuring for caring and effective education: Piecing the puzzle together (pp ). Baltimore: Paul H. Brookes Publishing Co.

16. Consensus-Building Tool #3 Managing Complex Change+
Vision
Skills
Incentives
Resources
Action
Plans
CONFUSION
This is like an intention. It is something we aspire to but would have to work to attain sometime in the future. To what extent do you “feel” the vision of your district? How and why does a clear vision matter?

17. Consensus-Building Tool #3 Managing Complex Change
Vision
Skills
Incentives
Resources
Action
Plans
ANXIETY +
If you expect me to drive you across town to an important meeting, you assume I have certain skills associated with driving. What are some of those skills?
What will happen to me as the potential driver if I lack these skills? What will you as the passenger experience? What skills would be required of all the players in comprehensive gifted programming?

18. Consensus-Building Tool #3 Managing Complex Change
Vision
Skills
Incentives
Resources
Action
Plans
Resistance +
Dieting: What’s in it for me?

19. Consensus-Building Tool #3 Managing Complex Change
Vision
Skills
Incentives
Resources
Action
Plans
FRUSTRATION +
I have to teach literature but have no books and no internet access. I have to serve gifted kids K-12 spread across four buildings in three different towns. My salary consumes the entire budget so I have limited materials. What might I do? (Connect to comprehensive programming and share NMS example of the expectation for me to collaborate like the sped teachers did.)

20. Consensus-Building Tool #3 Managing Complex Change
Vision
Skills
Incentives
Resources
Action
Plans
FALSE STARTS +
Prevents purpose drift. Helps me break the “big thing” onto manageable parts. Helps me to see how the smaller parts fit into the whole. I walk into a new position as teacher of gifted and I find no gifted and talented written plan. The teacher before me moved out of state, and all I hear is how wonderful she was and how much the kids and teachers loved what she did. What do I do?

21. Talk About It…
With regard to g/t programming in your district (as you perceive it)
which areas are strengths?
which areas need attention/work?
What have you learned in other classes that will help equip you to deal with these elements of complex change in implementing quality gifted programming and services?

22. Vision Mission Beliefs
It All Starts With…
Vision
Mission
Turn to Ch. 2 in text (p. 15) Using the information on p , develop a short statement designed to convince your Supt. of the importance of developing mission, vision, and beliefs for gifted and talented programming that are separate from (yet related to) the district mission/vision/beliefs. Your knowledge at this point may be limited to what’s on these pages but do the best you can while capturing key ideas. Don’t hesitate to bring in your own background knowledge.
Beliefs

23. Mission/Philosophy Answers the questions What is our purpose?
How will we accomplish it?
Whom do we exist to serve?
What it does
Creates cohesiveness, commitment, and understanding
Gives meaning to our work
Choosing how we’ll work
What work we choose to do
--Conzemius & O’Neill, 2002

24. Traits Comprehensiveness Rationale Consistency Clarity
--Purcell & Eckert, 2006
These traits are spelled out on page 17 of Designing Services and Programs for High-Ability Learners. Take a minute to look through them and discuss with the group.

25. Sample Mission/Philosophy
The mission of the Iowa Talented and Gifted Association is to recognize, support, and respect the unique and diverse needs of talented and gifted learners through ADVOCACY: by encouraging informed educational professionals, parents, policy makers, and all other stakeholders to take appropriate action for the benefit of talented and gifted learners. EDUCATION: by strengthening and encouraging the recognition and implementation of practices that support identification of talented and gifted learners and accommodation of the social, emotional, and intellectual levels. NETWORKING: by increasing opportunities for collaboration and cooperation among all stakeholders with the goal of advancing the abilities and developing the potential of talented and gifted learners.
Compare/contrast the ITAG vision (slide 26) and mission statements. How are they different? Why would the organization have each? How does this mission statement stack up against the traits?

26. Another Sample
Waukee The mission of Waukee extended learning programming, grades K – 12, is to recognize and support the strengths and needs of gifted learners of all cultural and socio-economic groups.

27. Our Own Mission
Why do we want to provide comprehensive programming for gifted children in our district?
Craft your district’s Gifted and Talented Mission Statement
Work individually or in pairs or small groups. Share ideas to develop a statement of mission.

28. Using the Right Language
How clear is the statement?
Is it free of “education speak”?
Would the general public understand?

29. Evaluating Your Mission/Philosophy
Rate your mission/philosophy with regard to
Comprehensiveness
Rationale
Consistency
Clarity

30. Sample
Academically talented children in Jonesville may possess characteristics that necessitate qualitatively different instruction. Our program is designed to provide the atmosphere for stimulating above-average-ability students.
Trait 5 4 3 2 1
Comprehensiveness
Rationale
Consistency
Clarity
--Purcell & Eckert, 2006

31. Sample
Academically talented children in Jonesville may possess characteristics that necessitate qualitatively different instruction. Our program is designed to provide the atmosphere for stimulating above-average-ability students.
Trait 5 4 3 2 1
Comprehensiveness X
Rationale
Consistency
Clarity
Talk with a small group: Do you agree with these ratings? Why do you think the sample was scored this way?
Turn to page 18 in the text to view a makeover example.
--Purcell & Eckert, 2006

32. Vision What we aspire to Requires “stretch” Example:
ITAG envisions a time when all students, including the gifted and talented, are given an appropriate educational experience that matches their abilities and potential, where they have abundant opportunities for their intellectual and creative challenge and growth, and those who work with them are effectively trained to appreciate, understand, and nurture their unique talents and needs.
In what ways does this vision require stretch?

33. Victory Circle
Three years from now, the DE awards your district the “Outstanding GT Program” distinction for the state.
What would we see, hear, experience, etc. that would give credence to the award?

34. Creating Stretch
What aspects of your victory are worthy of achieving but would require significant stretch?
Consider these ideas to help you write a statement of vision.
Consider the ideas presented in your group and write a vision statement that would be appropriate to your victory, then modify if necessary to make the vision specific to your district.

35. A Vision…
…is concise and compelling …is inspirational …communicates promise …creates an image of something not seen today but possible tomorrow …is concrete …focuses on ends not means …is achievable and compelling …manifests the mission and values

36. Putting It All Together…
Consider
Elements of comprehensive programming
desired state (victory)
components requiring stretch (what we aspire to)
Group ideas that seem to go together.
Share the Waukee process. Be sure to talk through what the ideas mean for Perry. This makes the vision more than words…
Construct a draft of your vision. Talk some more. Refine the vision.

37. Using the Right Language
How clear are the statements?
Are they free of “education speak”?
Would the general public understand?
Check for consistency: Do the mission and vision support each other? Is there anything contradictory between the two?

38. Sample Vision
Waukee – “New learning all day every day for each identified gifted child.”
Consider: In what ways will vision impact programming?

39. Belief Statements & Core Values
Beliefs: an expression of what we believe to be true Core Values: commitments to each other that translate into behaviors Example: Belief: gifted kids learn best in the company of intellectual peers Core Value: commitment to provide grouping arrangements that promote new learning for gifted kids
Beliefs reflect core values and vice versa.
Beliefs are based on underlying assumptions
Core values are stated as commitments to each other

40. Beliefs
…are firmly held …guide what we do …influence practice

41. Assumptions
What assumptions do you hold about gifted children? (+ or -)
What assumptions do classroom teachers, administrators, and parents in your district/building hold?

42. As we enact our mission and achieve our vision, what beliefs will drive our daily actions?
How do these beliefs align with research and best practices in serving gifted children?
Brainstorm beliefs. These could come from research and best practices and absolutely must be supported by research.

43. Developing Belief Statements
Keep the number small – 5-8
Complete the stem, “We believe…”

44. Using the Right Language
How clear are the statements?
Are they free of “education speak”?
Would the general public understand?
Check for consistency: Do the mission, vision, and beliefs support each other? Is there anything contradictory among the three?

45. Develop Commitments At least one commitment for each belief statement
Completes the stem, “ We commit to…”

46. Sample Belief Statements
(We believe… )
Extended learning programming is best when it’s integrated within the Waukee educational system through collaborative efforts. Administrators, ELP teachers, classroom teachers, support staff, parents, and community share responsibility for meeting the needs of gifted learners, which requires appropriate professional development.
Gifted learners need opportunities to explore their passions and interests in order to develop their talents, promote self-direction and encourage life-long learning.
Extended learning programming should adapt to meet the unique social / emotional and learning needs of gifted learners.
Gifted learners require qualitatively differentiated curriculum and instruction that includes, but is not limited to, increased rigor and appropriate pace.
A sound assessment system is an integral part of determining a gifted learner’s instructional level.
Gifted learners learn best in the company of their intellectual peers.
* Gifted learners require appropriate opportunities to develop 21st Century skills as noted in the Iowa Core Curriculum.

47. Building Consensus Determine With whom you will share
How you will determine/build consensus
Reflect on
How the message was received
Further work needed

48. Program Evaluation Baseline data Basis for program goals
Complete Self-Audit/Reflection section(s)
Bring results to next session
Basis for program goals
Means to improve programming

49. Goals and Performance Measures
Program Goals
Provide focus for evaluation and planning
Provide direction toward a particular purpose
“living” - will be revised as needed
Based on clear mission and definition of giftedness (target population)
--Purcell & Eckert, p. 63
Goals are broad and might not be measurable. The objectives or indicators are more specific and measurable.
How would program goals connect to vision, mission, beliefs, and commitments?

50. Goals and Performance Measures
What does success look like?
How will we know when we get there?
What data will we collect?
How good is good enough?
Given a sample program goal, what would the performance measures look like? Indicators and data collection points.

51. Traits Alignment Validity Comprehensiveness Clarity
Purcell & Eckert, p. 64-5

52. Sample
We want to develop the affective domain, increase self-directed learning, develop research skills and methods, develop creative thinking skills, to gain exposure to new areas of learning and deal with real world problems in and outside of school to develop communication skills to instill learning as a lifelong process.

53. Using SART to Establish Program Goals
Complete selected sections of the Self-Audit/Reflection Tool.
Identify area(s) most in need of improvement.
Target goal(s) to the area.
At the end of the year review the SART section and data to ascertain goal attainment.

54. Sample Program Goals Urbandale Ogden District 196, Minnesota
Based on NAGC Program Standards

55. Examine Your Program Goals
Do you have program goals?
Are they program goals or student outcomes?
What’s the difference?
Why is each important?
How do they stack up against the traits of high-quality goals on p. 64?

56. Memory Mingle
How has the information you’ve engaged with so far “pushed” your thinking?
Share in triads
Identify connections and/or conclusions
Share with large group

57. Gifted and Talented Identification
What is it?
Why do it?
What then?
Do Presidential Advisory Board activity
Membership in the “club” or access to appropriate services?
An event or a process?
Have we mistakenly associated “identification” with running kids through a formal whole grade screening to the end of attaching a label?

59. The Target Population Definition of “gifted”
Multiple Criteria used/analyzed

61. State of Iowa Definition
General Intellectual Ability
Specific Ability Aptitude
Creativity
Leadership
Visual and Performing Arts

62. Characteristics With your team Review areas in your target population
Talk about the assessments that help you find kids in each category
How is that working?
What other assessments might you need?

64. Starting the Process Screening Nomination/Referral
Use existing data sources
Nomination/Referral
Who may/should refer?
How will they do it?
How will they know they can?

65. Digging Deeper What stands out about the child?
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?
How will you analyze the information?
At what point can you make a decision with confidence?
Notification

66. Multiple Measures?

67. Multiple
Hurdles?

68. Activity Consider the list of multiple criteria
Identify which area(s) of giftedness for which each would be a valid criterion to consider.
Are all the criteria appropriate at all grade spans?
Add other examples at the bottom.
Share with someone you haven’t yet worked with today.
Note the ID tools page on the Wiki.

69. Matrix
See the matrix example on the Wiki

71. Placement Which children need which services?
What kind of services do they need?
Not about assigning a label
According to need
Choose case studies from chapter 1.
Determine the child’s area(s) of giftedness, explain how you know, and provide ideas for services.

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

73. Gap Analysis
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

74. Home Play Reflections on Moodle Read Chapters 9, 16, & 17 in text
Complete Differentiated Program section of Self-Audit
Share mission/vision/beliefs with GT Advisory and/or administrator for feedback