1. Gifted and Talented Academy
Session 3
March 12, 2010

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

5. KASAB Planning and evaluation tool
Identifies desired changes in stakeholder groups
Changes with regard to
Knowledge
Attitude
Skill
Aspiration
Behavior

12. This KASAB will form the basis for your program evaluation, program goals,

13. Build Your KASAB
Download the blank KASAB from the Wiki at
Work with your team to build your KASAB
identify the stakeholders
outline the changes desired as a result of gifted programming & PD
Allow 1 hr to work on KASAB

14. 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

15. 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

16. Purcell & Eckert, p. 78-9

17. 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

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

19. Levels of Service Integrated Classroom Support Cluster Grouping
Pull-Out Programs
Special Classes for the Gifted
Special Schools

20. …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

21. 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

22. 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.

23. 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?

24. 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

25. 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 imiplications of this perspective on services?
Community Member
Special Ed. Teacher
Teacher of Gifted

26. 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

28. 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

29. 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

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

31. 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

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

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

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

35. Programming Options Curriculum Differentiation Content modifications
Process modifications
Product modifications

37. Considerations Do/Are the programming options Align with
Mission/Philosophy (Vison, Beliefs)?
Program Goal(s)?
Address areas of giftedness served?
Address both cognitive and affective domains?
Feasible given resources?
Comprehensive in nature?

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

39. 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?

40. 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?

42. Home Play Complete programming options
As chart or in another format useful to you
Complete differentiated program section of written plan
Share with Advisory and adjust based on feedback