1. Nancy Vague Coordinator of Gifted and Talented Services South Washington County Schools Tina Van Erp Gifted Education Specialist WMS and South Washington County Schools

2. Housekeeping Agenda for today Overview of the day

3. Participants will KNOW  Nature and needs of gifted learners.  Overview of Gifted and Talented Services

4. Participants will UNDERSTAND  Gifted learners have a unique set of affective and academic needs.  Culturally diverse gifted learners have needs both similar to, and different from, which gifted students.

5. Participant will BE ABLE TO  Identify characteristics and affective needs of students in their classes.  Identify and utilize the support available to teachers of gifted students.

6. Learning Environment Objectives: Similarities/Differences, Setting Standard and Experience with Higher Order Thinking (HOTS), Community Building Each finger represents something about you. Start with the things that others can observe and move to those that people might not know about you. THINK: Cultural Iceberg Model

8. PICTUREWORDS Learning Environment Objectives: Student investment in syllabus High Ability Children

9. Learning Environment Objectives: Invite the Children

10. Learning Objectives: Create framework to understanding gifted brain processing

11. Learning Objectives: Create semantic mapping/frameworks using multiple perspectives on gifted learners

13. Dr. Joseph Renzulli’ Above Average Ability Creativity Task Commitment

15. TYPE I Convergent Learners Good at getting high GPA Don't exhibit early problems of G/T, but eventually feel "boredom" 95% of Type I G/T's are teacher pleasers Conflict with Type II's TYPE II "Obnoxious " gifted Inappropriate behavior like to openly challenge teachers Don't give in like Type I's would Unlikable, problem of how to deal with them ◦ Won't conform ◦ Many later become famous The Nature of Gifted Students The Nature of Gifted Students Personality Profiles of the Gifted George Betts

16. TYPE III "Underground" gifted, learned that giftedness doesn't pay Girls in junior high become so as they attempt to hide their gifts More Type III are girls, don't want to seem different, often stand back than assume leadership TYPE IV "Drop Out" gifted Former Type II's and III"s Poor self-concept Hates the system The Nature of Gifted Students The Nature of Gifted Students Personality Profiles of the Gifted George Betts

17. TYPE V The Double-Labeled (2e) Physically or emotionally handicapped May hide their handicap Often show signs of stress May feel discouraged, rejected, helpless or isolated May use humor to demean others while bolstering their own lagging self- esteem Traditionally not identified The Nature of Gifted Students The Nature of Gifted Students Personality Profiles of the Gifted George Betts

18. TYPE VI The Autonomous Learner Strong self concept Self directed Well respected by adults Strong personal power Question: How can we help our high ability children become Type VI?

19. Think about someone you’ve known who fits the traits of one of the Bett’s categories of giftedness. Share with the people at your table.

20. Activity:  Add a fourth column and title it “Challenges”.  In your group discuss, how each positive trait could be a problem.  You will be asked to share your responses with the large group. Twelve Traits of Gifted Learners

21. One per building purchased by OEI.

22. “Educators-teachers, administrators, counselors, and psychologists-who are not familiar with, ignore or minimize the various needs of gifted students are likely to be ineffective with them.

23. This argument, formulated differently, also holds true for culturally diverse learners. ” (Ford et al., 2000, 2002; Ford and Harris, 1999).

25. about each other the lesswe make up The more we know

26. about each other the morewe make up The less we know

27.  Multicultural curricula considerations  Multicultural instructional considerations  Culturally responsive learning environments When designing appropriate educational experiences for culturally diverse students, consider and address:

28. “African American, Hispanic American, Native American and Asian American gifted students have cognitive, affective, and instructional needs like White gifted students, but they also have different needs. To ignore, negate, or minimize these differences is to ignore these students.” – Ford and Milner, 2005

29. Gifted students need opportunities…  to be themselves  to understand what it means to be gifted  to work with intellectual peers  to have their strengths and abilities acknowledged  to have their interests supported  to be listened to  to advocate for their needs

30. BRAIN SLIDING Triangle/Circle/Square Learning Environment Objectives: Release pressure of receiving a lot of information in a short time. Allow for processing of information before being asked to use it.

32. I want school to satisfy my need to…..  Explore new worlds  Learn from characters’ or real people’s choices  Interpret positive and negative consequences  Have role models and “friends”  Get my questions answered  Find new questions  THINK NEW THOUGHTS  Have heroes **Collected from my Challenge Reading students 2008-2009 Tina Van Erp LMS Aug 09

33. Learning Environment Objectives: Create a common starting point

34. Enjoy! Please be ready to begin again in an hour.

35. On your construction paper, write any observations, realizations or general thoughts you have had about the nature and needs of gifted children since this morning. (These will be shared with the group.)

36. Participants will KNOW Individual professional development needs in the area of differentiation Multiple assessment strategies Academic standards for their grade level

37. Participants will UNDERSTAND Multiple data sources are used to make instructional decisions Academic standards are at the core of differentiated instruction

38. Participants will BE ABLE TO Identify their level of professional development in differentiation Use assessment strategies to inform instructional decisions

39. Review  Teacher Inventory on Differentiation Practices and Strategies, pp. 13-14.  Continuum of Levels of Teacher Development in Differentiation, pp. 15-18.

40. Based on your self-reflections, what is you Personal Learning Plan?

42. Objective Otis-Lennon MAP History MCA History EXPLORE test ACT Subjective Teacher Narratives Parent Narratives Personal Dialogue with or survey student Opportunity to show portfolio or previous work

43. Student Puzzles - Personal Personal Dialogue with or survey student Opportunity to show portfolio or previous work Multiple Intelligences Multiple Intelligences Personality Type Interest Surveys Other?

44. Subjective Teacher Narratives Parent Narratives Parent Input Forms/Surveys Parent Input Forms/Surveys Parent/Teacher Conferences Parent/Teacher Conferences Other?

45. Otis Lennon Scores? 132-139, 140- 150, a larger than 23 pt. difference? When tested? MAP Current highest scores Pattern of score history MCA Consistently proficient? Does MCA confirm and deny what the other data informs us?

47. Current Services and Resources Decision of current services AND the NEED for service development

48. Check the District 833 websiteDistrict 833 website Departments Teaching and Learning By Content Area SharePoint Staff Resources Curriculum Drive Curriculum Folder Curriculum K12 Outcomes, Maps, Guides, Standards OR

49. Some examples…  Frayer Diagrams Frayer Diagrams  Rating Cards  Carousel (pg. 36)

50.  Continue work on Instructional Mapping  Plan preassessment for upcoming lesson  Read

51. Participants will KNOW Individual professional development needs in the area of differentiation Multiple assessment strategies Academic standards for their content area

52. Participants will UNDERSTAND Multiple data sources are used to make instructional decisions Academic standards are at the core of differentiated instruction

53. Participants will BE ABLE TO Identify their level of professional development in differentiation Use assessment strategies to inform instructional decisions

55. Assignments  Choose one preassessment or information gathering strategy to use with your students.  Reading assignment ◦ Chapters 4 and 5 in Making Differentiation a Habit. ◦ Pages 15-36 in Teaching Culturally Diverse Gifted Students. (Copies of these pages are on your table) Also recommended: Smart in the Middle Grades Chapters 1 and 2.

56.  October 25- Math and Science (ERHS)  October 26- Language Arts/Social Studies (DSC) Is it possible/necessary to switch the two due to AVID training for math and science teachers?