1. Gifted and Talented Academy year 1
Session 1
September 22, 2010

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

3. Agenda Welcome and Introductions Web 2.0 Tools Academy History Goals
Norms
Iowa Code
Foundation
Home Play
Closure

4. Web 2.0 Tools Wiki iEtherPad Visit http://aea11gt.pbworks.com
Set up account
Create team Wiki space
Districtname_gt
iEtherPad

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

6. 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

7. 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

9. 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.

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

11. 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

12. Group Norms, Processes and Needs
Talk freely - think out loud
Freedom to change your mind
Remember Iowa Core
Make connections
Importance of intercession work
Skills
Support

13. 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

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

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

16. 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.

18. CONSENSUS INFRASTRUCTURE CONSENSUS IMPLEMENTATION INFRASTRUCTURE
Those who have worked with Instructional Decision Making have seen this graphic. It certainly guides the IDM work but is not limited to that initiative. When we implement comprehensive gifted and talented programming, this is a valid framework to apply.
CONSENSUS
INFRASTRUCTURE

19. 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.

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

21. 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?

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

23. 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.

24. 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.

25. Talk in Your Team With regard to g/t programming
which areas are strengths?
which areas need attention/work?

26. Survey Results Section 1 – Vision Section 2 – Skills
Section 3 – Incentives
Section 4 – Resources
Section 5 – Action Plan

27. Vision Mission Beliefs
It All Starts With…
Vision
Mission
Beliefs

28. 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.

29. 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

30. 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.

31. 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?
This is your “victory,” your desired state. Put on your iEtherPad. Check out others’ EP’s and add any good ideas to your own.
Montezuma Ballard North Linn
Kuemper Audubon Central City

32. 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.

33. 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?

34. Assumptions
What assumptions do you hold about gifted children? (+ or -)
What assumptions do classroom teachers, administrators, and parents in your district/building hold?
Montezuma Ballard North Linn
Kuemper Audubon Central City

35. 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.

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

37. 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?

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

39. 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

40. 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

41. 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:

42. 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

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

44. 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

45. 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

46. Next Meeting November 30, 2010 8:30 a.m. – 4:30 p.m. Heartland AEA
Learning Center

47. 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