1. Gifted and Talented Academy year 1
Session 1
September 24, 2015

2. Wireless Connection
Choose haeanet
Password: education

3. Look with favor upon a bold beginning.
--Virgil, Roman poet

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

5. Agenda Welcome and Introductions Web Tools Academy History Goals Norms
Iowa Code
Foundation
Home Play
Closure

6. Tools Wiki Google site Padlet Visit http://aea11gt.pbworks.com
Create site
Share with me at
Padlet

7. Introductions Name School
One important thing you hope to gain from the Academy

8. Why the Academy? A common philosophy
A comprehensive K-12 program plan to guide programming
Teamwork
Establish importance of leadership
It will benefit kids
Sharpening focus

9. G/T Academy Outcomes
To deepen understanding of the components of comprehensive gifted and talented programming
To construct and/or improve a written comprehensive gifted and talented program plan
To identify and use data necessary to provide, drive, and improve gifted and talented programming
To network with other teachers of gifted in the Heartland area - and beyond

10. Expectations 100% attendance Active participation
Completion of all assigned work
Grading Rubric (see Wiki)
Drake and LR requirements are the same

12. What Are You? Enthusiast? Explorer? Sightseer? Vacationer? Prisoner?
As you reflect on your attitude about being here, which of the following are you?
The enthusiast approaches every day as an adventure and is excited by the prospect of new opportunities to learn and grow professionally.
The explorer is willing to go into uncharted territory; the excitement lies in confronting the unknown. The explorer is looking for a payback for his/her effort and trouble.
The sightseer is invigorated by a little of this and a little of that. The more variety the better because he/she isn’t willing to spend to much time in any one locale but is interested in learning a little about each landmark he/she encounters.
The vacationer seeks to get away from it all! There are no expectations on this trip, nor is there any serious intellectual investment. Whether physical or mental, a vacation is the time to rest and relax.
And the prisoner…? Well, we all know what that entails. Throughout this discussion, I challenge each of you to raise your position on the ladder and come to a deeper understanding of the rationale and theory behind differentiation and the need for changing your thinking about teaching and learning to embrace differentiation as everyday classroom practice.

13. Team Role Honor commitment to complete work between sessions
Everyone contributes
Dedication to learning
Advocacy
Promote learning of others
Be open to change

14. Administrator Role Provide and protect time for team to meet
Provide access to data
Provide access to staff
Encourage and guide
Learn with teachers
Be open to change

15. Group Norms, Processes and Needs
Talk freely - think out loud
Freedom to change your mind
Remember Iowa Core
Make connections
Importance of intercession work
Support one another in the learning
Use technology responsibly

16. Iowa Code and Gifted Standards
Iowa Code provides requirements in law for minimum compliance (Chs. 12 & 59)
NAGC PK-12 Gifted Programming Standards provide guidance toward best practices
Teacher Preparation Standards in Gifted Education identify essential knowledge and skills for teachers of gifted

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

18. So what is it?
Work with your team to list the components/characteristics of comprehensive gifted and talented programming.
Think: comprehensive physical, comprehensive exam

19. 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 in your team questions and insights this list brings to mind.

21. CONSENSUS INFRASTRUCTURE CONSENSUS IMPLEMENTATION INFRASTRUCTURE
This graphic and thinking have been applied to many different initiatives.When we implement comprehensive gifted and talented programming, this is a valid framework to apply.
CONSENSUS
INFRASTRUCTURE

22. 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. Change, especially that with 2nd order implications, can upset people and create resistance. Often we’re left wondering why. This chart helps explain it. Let’s talk about each aspect. = +
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.

23. Consensus-Building Tool #3 Managing Complex Change+
Vision
Skills
Incentives
Resources
Action
Plans
CONFUSION

24. 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?

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

26. 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.

27. 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. Shows me how to bring the vision to life.

28. Talk in Your Team With regard to g/t programming
which areas are strengths?
which areas need attention/work?
Each team report one strength and one area needing attention.

29. Survey Results Results tabulation sheet Transfer numbers
Hard copy or Excel sheet
Transfer numbers
A lot like my school = 3
Somewhat like = 2
A little like = 1
Not like my school = 0
Totals and percentages

30. Survey Results Section 1 – Vision Section 2 – Skills
Section 3 – Incentives
Section 4 – Resources
Section 5 – Action Plan
Discuss alignment with managing complex change discussion. What areas seem to be priorities? We’re going to touch on all five throughout the Academy.

31. Vision Mission Beliefs Commitments to Action
It All Starts With…
Vision
Mission
Beliefs
Commitments to Action

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.
What elements require stretch? What words take us to a future time? Could this vision be achieved easily? Quickly? Tomorrow…or next week?

33. Mission/Philosophy Answers the questions What is our purpose?
Why does the program(ming) exist?
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

34. Belief Statements & Commitments to Action
Beliefs: an expression of what we believe to be true Commitments to Action: absolute commitments that translate into behaviors Example: Belief: gifted kids learn best in the company of intellectual peers Commitment to Action: to provide grouping arrangements that promote new learning for gifted kids
Beliefs reflect commitments to action, sometimes called core values, and vice versa.
Beliefs are based on underlying assumptions
Core values can be stated in three ways: as outcomes for students, as commitments to each other, or as beliefs about conditions for learning

35. Sample M/V/B Waukee Perry What is important for your work?
Critical to connect ELP m/v/b to larger district view
Review sample
Do you need all of them?
Let’s take a look at sample district vision, mission, beliefs, and commitments to action

36. 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?
Chart paper
Post

37. 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.

38. S-W-O-R Analysis
What are the strengths in our school that would help us achieve our victory?
What weaknesses do we need to overcome?
What opportunities exist if we achieve our victory?
What risks do we face along the way?

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

40. Putting It All Together…
Consider
desired state (victory)
components requiring stretch
current state (S-W-O-R)
assumptions which drive beliefs
Create a draft of your vision, mission/philosophy, and beliefs.

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

42. 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 and mission statements. How are they different? Why would the organization have each?

43. 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 in your team.

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

45. 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

46. 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
--Purcell & Eckert, 2006

47. Makeover
The mission of the Jonesville School District is to ensure that each child has equal opportunity to receive a suitable program of educational experiences. The school board recognizes that some students possess, or are capable of possessing, extraordinary learning ability and/or outstanding talent. These students come from all socioeconomic, cultural, and ethnic backgrounds. The school board affirms the following:

48. Ongoing identification of gifted and talented children
Curricular modifications as described in our comprehensive program design will occur in the regular classroom to provide continuous levels of challenge for all students, including those with unique gifts and talents.
In addition to the regular classroom, a range of instructional settings, both within the school as well as the community, will be available for specialized instruction that is integrated with the regular curriculum and the intellectual and social and emotional needs of gifted and talented children.
It is the responsibility of the school district and the larger community to ensure the following:
Ongoing identification of gifted and talented children
Provision of appropriate and systematic educational services to meet the unique learning needs of gifted and talented children.
--Purcell & Eckert, 2006, p

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

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

51. Home Play Complete two sections of SA/RT
Program Goals
Identification
Share draft of Mission/Philosophy with GT Advisory, Administrative Team, and/or School Board
Get input
Get mission/philosophy approved
Reflect on results

52. Home Play Read Chapters 1, 5, & 6 and journal about chapters
Read Identifying Gifted and Talented English Language Learners and complete organizer
Finish draft of GT Vision/Mission/Beliefs/Commitments to Action and share with GT Advisory and/or Administrative Team for feedback

53. Next Meeting
November 17, 2015
8:00 a.m. – 4:30 p.m.
This room

54. 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