1. INTRODUCTION TO GIFTED EDUCATION Session 3 – 11/11/10 http://aea11newgt.pbworks.com

2. AGENDA NAGC Position Papers Being an Effective Teacher of Gifted Teacher Characteristics Identification: Procedures, Problems, Paradoxes, and Promises

3. Does a teacher of gifted need to be gifted?

4. CHARACTERISTICS OF AN EFFECTIVE G/T TEACHER List five important characteristics of teachers of gifted children. Read/Review p. 92-95. In your group, come to consensus on the top five.

5. THE TOUGH QUESTIONS What are the “tough questions” you’ve heard about gifted education, gifted kids, your role as a teacher of gifted? “tough questions”

6. Doing well academically should not be an act of courage. --Nicholas Colangelo

7. INTRO. TO GIFTED EDUCATION IDENTIFICATION: Procedures, Problems, Paradoxes, And Promises

8. THINKING ABOUT IDENTIFICATION

9. FRAYER MODEL Pink: purpose Blue: problems Green: paradoxes Yellow: promises

10. WHAT’S THE PURPOSE? To ensure schools know kids’ learning needs

11. WHAT ARE THE PROBLEMS? Some kids don’t test well We don’t know how to make the system perfect People operate without enough knowledge of what tests and criteria measure People don’t know how to sift through and make sense of all that information We forget it’s about more than attaching a label.

12. WHAT ARE THE PARADOXES? Kids can be learning disabled and gifted. Kids can be ELL and gifted. Those most in need of services are often not identified.

13. WHAT’S THE PROMISE? Kids needs will be met in school. Potential will not be wasted. Labels will become unnecessary.

14. THE IDENTIFICATION CONUNDRUM Where does a teacher begin? What’s a teacher to do? How does a teacher know it’s “right”?

15. BEGIN WITH… A definition of “gifted”

16. WHAT DOES IT MEAN TO BE GIFTED? Looking like a 6 year old. Thinking like a 12 year old. Acting like a 4 year old. Arguing like a high-priced middle-aged lawyer.

17. IOWA CODE The comprehensive school improvement plan shall include the following gifted and talented program provisions: valid and systematic procedures, including multiple selection criteria for identifying gifted and talented students from the total student population

18. KEY TERMS Valid Systematic Procedures Multiple criteria

19. KEY TERMS What? Why? How ?

20. VALIDITY The criterion measures the gifted construct it was chosen to measure.

21. RELIABILITY How sure you are you’ll get similar results the next time you use an instrument. How reliable are teacher rating scales?

22. PROCEDURES Addresses not only what criteria you’ll use, but in what manner those criteria will be sifted and applied.

23. MULTIPLE CRITERIA Objective and subjective Look for patterns of strengths and potential. No single criterion should screen a child out.

24. A COMPREHENSIVE IDENTIFICATION PROGRAM Evidence of extraordinary ability in relationship to age peers Evidence of the range of capabilities and needs Processes that measure potential as well as achievement

25. Methods that identify students from diverse linguistic, economic, and cultural backgrounds Implications for educational planning Smith and colleagues (1990)

26. A SYSTEM FOR IDENTIFICATION Look at a variety of disciplines for outstanding students Use a variety of tests and other assessment measures to find and serve students Ensure that all students have equal access to challenging learning opportunities and unbiased assessment

27. Develop assessment procedures that allow varying rates of maturity and interests. Seek students whose potential evidences itself in diverse and less obvious ways. Consider motivational factors such as interest, drive, and passion in assessing accomplishment.

28. IDENTIFICATION RECOMMENDATIONS Procedures are based on a broad, well defined conception of giftedness to ensure appropriate services. Multiple criteria include standardized and non-standardized instruments, process and performance indicators, and multiple sources of data.

29. Instruments selected are valid and reliable for the construct they are expected to measure. The limitations of the use of a single test or of a matrix must be recognized and lead to a more comprehensive selection of evaluation data.

30. Identification and placement are based on student need rather than the number of students who can be accommodated by a program or a preset percentage of students. Appropriate instruments and strategies are used to identify underserved populations. Barbara Clark, Growing up Gifted (p. 324-5)

31. Student Identification A comprehensive and cohesive process for student nomination must be coordinated in order to determine eligibility for gifted education services. Instruments used for student assessment to determine eligibility for gifted education services must measure diverse abilities, talents, strengths, and needs in order to provide students an opportunity to demonstrate any strengths.

32. Student Identification A student assessment profile of individual strengths and needs must be developed to plan appropriate intervention. All student evaluation procedures and instruments must be based on current theory and research. Written procedures for student identification must include at the very least provisions for informed consent, student retention, student reassessment, student exiting, and appeals procedures.

33. http://www.opi.mt.gov/pdf/gifted/GTIDInstrum ents.pdf

34. The greatest gift we can give our gifted children is to believe in the following: that the gifted child is average with gifts, not superior with faults. --Annamarie Roeper

35. O ur greatest fear is not that we are inadequate, but that we are powerful beyond measure. It is our light, not our darkness that frightens us. We ask ourselves, "Who am I to be brilliant, gorgeous, handsome, talented, and fabulous?" Actually, who are you not to be? As we let our own light shine, we consciously give other people permission to do the same. As we are liberated from our fear, our presence automatically liberates others. ~ Nelson Mandella