1. Gifted and Talented Academy Session 2 November 17, 2015 http://aea11gt.pbworks.com

2. Agenda  Welcome/Check-in  Process Home Play  Developing a Written Gifted and Talented Plan  District Program Goals  Domains of Giftedness  Identification –Tools and Criteria –Using this information  Developing an Identification Plan

3. Home Play  Complete two sections of SA/RT –Program Goals –Identification  Share draft of V/M/B/CA with GT Advisory, Administrative Team, and/or School Board –Get input –Get approval/input

4. Processing Home Play  Triads - three different districts  With whom did you share your V/M/B/CA? Discuss the process.  How was it received? Were there suggestions for revisions?  What discussion and/or professional development needs to happen now? (Related to the mission/vision/beliefs?)  How will V/M/B/CA guide your programming?

5. Processing Home Play  Return to original table.  Whip Around –Share one idea you heard from previous discussion  Where do you go from here as a team?

6. Processing Home Play  Find a partner from another district.  From each assigned chapter, share one or two key points you wrote about.  Discuss importance

7. Academy Outcome A comprehensive gifted and talented plan

8. Comprehensive Program Design …a thoughtful, unified service delivery plan that has a singular purpose: to identify the many, varied ways that will be used to meet the needs of high- potential students. --Purcell & Eckert, p. 74

9. Considerations  Unique learning profile of students  Level of challenge in regular curriculum  Ways high-potential learners are already served  Areas where services are lacking --Purcell & Eckert, p. 74

10. Traits  Derivation of Services  Comprehensiveness  Practicality  Consistency  Clarity  Availability  Continuation, Extension, and Evaluation

11. Guiding Principles  Using the Guiding Principles on p. 75, complete the cause-effect organizer found on the wiki.

12. 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

13. Goals and Performance Measures  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?

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

15. Using SART to Establish Program Goals  Complete selected sections of the Self- Audit/Reflection Tool.  Establish a long-term goal for each area to function as a “standard”  Identify area(s) most in need of improvement.  Write targeted short-term (annual) goal(s) to the area & develop action plan  Year-end review to ascertain goal attainment.

16. Sample Program Goals  Urbandale  District 196, Minnesota –Based on NAGC Program Standards  Waukee

17. 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?

18. Writing/Revising Program Goals  Step-by-step process  Report back at each Academy session

19. Developing Student Outcomes  How students will benefit as a result of the programming they receive  Possible bases –Universal Constructs –NAGC Programming Goals

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

21. The Target Population  Area(s) to be served  Multiple Criteria used/analyzed

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

24. Characteristics  With your team  Review areas in your target population  Talk about the assessments that help you find the kids in each category who have unmet needs  How is that working?  What other assessments might you need?

25. Understanding Giftedness The Five Levels of Giftedness Losing Our Minds Gifted Children Left Behind Ruff, 2005

26. Level One Gifted:  Approximately 90 th to 98 th Percentiles –“Moderately” gifted –Bright children well ahead of classmates –Advanced levels must be addressed to maximize their academic potential

27. Level One Gifted Birth to 2  Early eye contact  Enjoyed being read to  Early vocabulary  Early counting, singing, reciting  Sit still to watch and pay attention to TV

28. Level One Gifted age two to three  Very busy  Interested in many things  Puzzles are a favorite activity for many  Sit still to watch and pay attention to TV  Knows colors and alphabet  Interested in books

29. Level One Gifted age four to five  Master kindergarten end–of-the-year academic tasks before they turn four.  Read street and store signs  Appreciation and practice of humor  Understanding of subtleties of language  Enjoy adult conversations

30. Level Two Gifted 98 th and 99 th Percentiles  Especially interactive very early in their lives. –Ability to communicate and understand even before speaking  Talk progressed quickly to very advance speech  Could do things that adults did not teach them

31. Level Two Children  By kindergarten most have begun to read  Pick up contextual clues of vocabulary and meaning when interested in a topic  Little evidence of “sounding out”  Many resort to silent reading because it is faster.

32. Level Two Children  Could complete the entire elementary curriculum in three years.

33. Level Three Giftedness: Approximately 98 th and 99 th Percentiles  Described as “highly” or “exceptionally” gifted  Intense eye contact from birth or soon after  Clearly know and understand many things before they actually talk  Talk in full sentences before age of 2  Quick transition of no speech to full sentences  Know how to read, count, do simple math before Kindergarten.

34. Level Three Giftedness: Approximately 98 th and 99 th Percentiles  Abilities with numbers, colors, the alphabet, speaking & reading, and sense of humor are recognizably advanced.  Know how to read, count, do simple math before Kindergarten.  Most move from simple to chapter books during kindergarten.

35. Level Four Gifted: 99 th Percentile  Exceptionally to profoundly gifted  Clearly outpace lower levels of giftedness in their powers of reasoning, complexity of speech and interests, and in grasp of math concepts  Learning trajectories in reading raised from average 3 rd grade level during kindergarten to an average upper high school level by 4 th or 5 th grades

36. Level Four Gifted: 99 th Percentile  Most level Four children are capable of finishing all academic coursework through eighth grade before they reach third or fourth grade, but few have the opportunity to live up to their capabilities.  These are students who could go off to college at age 10-12.  They could complete the elementary curriculum in two years.

37. But we don’t let them Radical acceleration is not radical to the child whom it serves. Instead it is a shock to the “system” and deemed “radical” by the big people in that system who don’t understand either the affective or the cognitive needs of highly gifted young children.

38. Level Four Gifted: 99 th Percentile “Every child in this chapter started kindergarten and first grade with other children who were within a year of his or her own age. Every child in this chapter had parents who asked the schools to recognize the abilities that their child possessed and to guide him or her appropriately. Every parent and child encountered one problem after another. Losing our Minds, Ruf, 2005

39. Level Five Gifted: Above the 99 th Percentile  Profoundly gifted  Omnibus genius – unusual occurrence of profound ability across all ability areas Feldman, 1986  Children are so obviously different from their age-mates in intellectual ability that either their parents or the school arrange for dramatic changes.

40. Level Five Gifted: Above the 99 th Percentile  Many times a parent postpones a career to advocate for the needs of the child.  Incredibly advanced in every intellectual domain – the primary distinguishing factor in contrast with other levels  Level 5 children could finish the entire elementary curriculum in less than a year if given the opportunity.

41. Reflect and Discuss  What are the implications for schools and teachers?

42. Small Poppies: Highly gifted children in the early years Miraca U.M. Gross Source: Roeper Review 1999 Vol. 21, No. 3, pp. 207-214

43. Revised Profiles of the Gifted and Talented

44. Text Coding I knew that (highlight yellow) ? Needs clarification (highlight pink) ! New perspective or new idea (highlight blue)

45. Share With a Partner 2-3 places where you text coded Why did you code? What was your connection?

46. 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?

47. Digging Deeper  What stands out about the child and what needs do those characteristics identify?  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

50. 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.

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

54. It is better to have imprecise answers to the right questions than precise answers to the wrong questions. --Donald Campbell

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

56. Gap Analysis With your team 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

57. Home Play  Establish program goals for identification  Determine domains of giftedness to be served  Write identification plan for district (Identification section of written plan)  Share with GT Advisory and/or Administrative Team  Complete Differentiated Program section of Self-Audit Tool  Read Chapters 8, 9, & 11 in text and journal about chapters

58. Magnet Summary  Fold paper in fourths  Write “identification” in the middle  In each corner write a key word or phrase to remember  Summarize at the bottom