1. Administration and Supervision of Gifted Programs Weekend 2 March 4-5, 2011 http://aea11gt.pbworks.com/Admin-of-GT-Programs

2. Agenda  Welcome and Introductions  Review of Syllabus and Final Project Requirements  Discussion of Reflections  Identification  Differentiated Program  Home Play  Closure

3. 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

4. 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

5. Home Play  Generate a list of questions about identification. Add to your journal  Bring your district’s g/t plan.  Discuss the need for Vision/Mission/Beliefs with building/district GT teacher(s) –What’s important to share? –What’s the reaction?  Read chs. 9, 16, & 17 and journal  Complete differentiated program section of SA/RT

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

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

9. SA/RT  What do the sections of the identification section of SA/RT tell us about best practices in identification?

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

11. Iowa Code Requires… …valid and systematic procedures, including multiple selection criteria for identifying gifted and talented students from the total student population

13. Starting the Process  Screening –Use existing data sources  Nomination/Referral –Who may/should refer? –How will they do it? –How will they know they can?

14. 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

17. 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.

20. Placement  Which children need which services?  Not about assigning a label  According to need

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

22. What are the Tools/Criteria?

23. Gap Analysis 1.Study Guiding Principles, Attributes That Define High-Quality Identification Procedures (p. 51-2), and SART results 2.Identify desired state 3.Outline your current identification procedures (current state) 4.List steps needed to move toward desired state

24. What’s one important take-away about identification?

25. Programming: Art and Science

26. Purcell & Eckert, p. 78-9

27. Gifted Services …studies consistently have demonstrated that gifted students who receive any level of service achieve at higher levels than their gifted peers who receive none. (Delecourt, Loyd, Cornell, & Goldber, 1994; Kulik, 2003) Critical Issues in Gifted Education: What the Research Says, p. 321

28. Differentiated Program SA/RT  Review the results  Identify 1-3 priority areas  Consider alignment with areas in Managing Complex Change Managing Complex Change

29. Levels of Service  Integrated Classroom Support  Cluster Grouping  Pull-Out Programs  Special Classes for the Gifted  Special Schools

30. …most of the research conducted to date indicates that gifted students in separate classes or special schools outperform their gifted peers in all other settings. (Delecourt, et. al., 1994) Critical Issues in Gifted Education: What the Research Says, p. 329

31. Program Model …deliberately planned system that facilitates interaction of gifted youth with curriculum to produce learning…programs are designed with a particular purpose in mind: to deliver content more quickly, more extensively, or more complexly to fit the learners’ precocity and interest. ( Feldhusen,1998a, p. 211) Best Practices in Gifted Education: An Evidence-based Guide, p. 215-6

32. Types of Program Models  Particular class settings –Cluster grouping –Full-time gifted programs –Magnet schools  Within regular classrooms –Change nature of curriculum –Add enrichment  In addition to the school schedule –Mentoring –Great Books –Clubs/organizations

33. Key Questions Do we develop a program and find the kids to fit the program? OR Do we find the kids with unmet needs and develop programming options to meet those needs?

34. A Common Perspective Gifted Student Teacher of Gifted

35. Gifted Student A Shift in Perspective Teacher of Gifted Classroom Teacher ESL Teacher Special Ed. Teacher Specials Teacher Counselor Community Member

36. Chapter 12 (IAC) Requires “…a qualitatively differentiated program to meet the students’ cognitive and affective needs.” Cognitive Affective

38. Affective Needs  High-Potential Learners –Usually possess healthy psychological development –Affective development differs from age- peers by intensity or degree –Are more self-confident about ability to succeed –Are more intrinsically motivated to succeed

39. Meeting Social & Emotional Needs  Academic Provisions –Opportunity to learn w/others of similar interest, ability, and drive –Appropriate level of challenge in the regular classroom –Flexible pacing through curriculum

40. Meeting Social & Emotional Needs  Help Coping With –Heightened sensitivity –Perfectionism –Peer relationships –Asynchronous development –Situational stressors –College and career planning

41. Meeting Social & Emotional Needs  Twice Exceptional –Greater frustration due to discrepancies –More at risk for adjustment problems –Appropriate interventions result in better coping skills Purcell & Eckert p. 113

42. Programming Options What opportunities exist in your context to meet identified student needs?

43. Programming Options  Instructional Management - how gifted learners may be organized for instruction –Individualization –Grouping –Acceleration

44. Programming Options  Instructional Delivery - ways in which gifted learners need to be taught –Teaching to learner preferences –Teaching to qualitative learning differences

45. Programming Options  Curriculum Differentiation –Content modifications –Process modifications –Product modifications

47. Considerations Do/Are the programming options  Align with –Mission/Philosophy (Vison, Beliefs)? –Program Goal(s)?  Address areas of giftedness served?  Address both cognitive and affective domains?  Feasible given resources?  Comprehensive in nature?

48. Developed by Ashley Meyer, Colfax-Mingohttp://www.aea11.k12.ia.us/gifted/ITAG

49. Matching Programming to Need  Go back to the two Case Studies (p. 2- 12) you looked at earlier  Discuss –Needs of the student –Services provided –Do the two align? –What else might be provided?

50. Matching Programming to Need  Choose one of your students  List key characteristics and needs  Identify services currently provided  Do services match/address characteristics and needs?  What else needs to be provided?

52. Home Play  Visit the class Wiki for the April 9 assignments and expectations. http://aea11gt.pbworks.com/Admin-of- GT-Programs

53. Next Session  Saturday, April 9 9 a.m. - 4 p.m.  Location: Chase Suite Hotels 11428 Forest Ave Clive