1. Administration and Supervision of Gifted Programs
Weekend 1
February 1-2, 2013

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. Google docs http://drive.google.com Click on Create an Account
Use the same you gave me
Choose a password
Write down the and password

5. Details Review syllabus Set up Google Drive account Course projects
Journaling expectations
Course projects

6. 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

7. Group Norms Talk freely - think out loud
Questions 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

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

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

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 with a partner to list the components/characteristics of comprehensive gifted and talented programming.
Think: comprehensive physical, comprehensive exam

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

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.

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?

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.

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.

21. Talk About It… With regard to g/t programming in your district
which areas are strengths?
which areas need attention/work?

22. Survey Results Download Excel sheet from Wiki Transfer item values
Section 1 – Vision
Section 2 – Skills
Section 3 – Incentives
Section 4 – Resources
Section 5 – Action Plan
Do the scores here match up with your perceptions of areas to improve? If not, why not?

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

24. 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?

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

26. 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?

27. 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, but modify if necessary to make the vision specific to your district.

28. 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?

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. 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?

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

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

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

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

36. 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

37. 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

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

39. 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

40. 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.

41. 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.

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

43. 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.

44. 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.

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

46. 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?

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

48. Gifted and Talented Identification
What is it?
Why do it?
What then?
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?

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

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

53. 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?

55. 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?

56. 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

57. Multiple Measures?

58. Multiple
Hurdles?

59. 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.

60. Matrix
See the matrix example on the Wiki

62. 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.

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

64. 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

65. Home Play
See page 6 of syllabus