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Administration and Supervision of Gifted
ProgramsWeekend 2
February 22-23, 2013
http://aea11gt.pbworks.com/Admin-of-GT-Programs
Agenda Welcome and Introductions Review of Syllabus and Final
Project Requirements Discussion of Reflections Identification thoughts Differentiated
Program Home Play Closure
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
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
Home Play Write/revise/evaluate identification plan for district, Read Chapter 16, 17, & 9 of Purcell and Eckert. Read “Lessons Learned” – Karen Rogers article Journal your thoughts, connections, agreements or
disagreements over the reading assignment. Complete the differentiated program and inservice
design sections of the Self-Audit Reflection Tool. Plan to share with the class and plan to respond to at
least 2 others reflections. Share GT Mission/Philosophy with GT Advisory and/or
Administrative Team
Gifted and Talented Identification
What is it?Why do it?What then?
The Target Population Definition of
“gifted” Multiple Criteria
used/analyzed
Iowa Code Requires……valid and systematic procedures,
including multiple selection criteria for identifying gifted and talented students from the total student population
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?
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
What are the What are the Tools/Criteria?Tools/Criteria?
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.
SA/RT What do the sections of the
identification section of SA/RT tell us about best practices in identification?
Some Things to Ponder
Once identified, always identified? Procedure for staffing out? Your questions?
What’s one What’s one important important take-away take-away
about about identificatioidentificatio
n?n?
Placement Which children need which
services? Not about assigning a label According to need
Programming: Art and Programming: Art and ScienceScience
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…formulated by a variety of stakeholders, including faculty, administration, and parents.
--Purcell & Eckert, p. 74
Assessing a Comprehensive Program Design
Guiding Question Existing Practices Menu of Possible Options Revisions Based on Options Selected
Who will be served?
How will students be identified?
What program model(s) will be used?
What types of services?
Where will services be provided?
When will services be provided?
Purcell & Eckert, p. 78-9
Differentiated Program SA/RT
Review the results Identify 1-3 priority areas Consider alignment with areas in
Managing Complex Change
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
Levels of Service Integrated Classroom Support Cluster Grouping Pull-Out Programs Special Classes for the Gifted Special Schools
…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
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
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
Key QuestionsKey QuestionsDo we develop a program and find the kids to fit the program?
ORDo we find the kids with unmet needs and develop programming options to meet those needs?
A Common PerspectiveGifted Student
Teacher of Gifted
Gifted Student
A Shift in Perspective
Teacher of Gifted
Classroom Teacher
ESL Teacher
Special Ed. Teacher
Specials Teacher
Counselor
Community Member
Chapter 12 (IAC) Requires“…a qualitatively differentiated program to meet the students’ cognitive and affective needs.”
Cognitive
Affective
Needs of the Gifted
Cognitive Needs Affective Needs
What We Currently Provide in the Educational Program
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
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
Meeting Social & Emotional Needs
Help Coping With– Heightened sensitivity– Perfectionism– Peer relationships– Asynchronous development– Situational stressors– College and career planning
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
Programming OptionsProgramming Options
What opportunities exist in your context to meet identified student needs?
Programming Options Instructional Management - how
gifted learners may be organized for instruction– Individualization– Grouping– Acceleration
--Purcell & Eckert, p. 209
Programming Options Instructional Delivery - ways in
which gifted learners need to be taught– Teaching to learner preferences– Teaching to qualitative learning
differences--Purcell & Eckert, p. 210-11
Programming Options Curriculum Differentiation
– Content modifications– Process modifications– Product modifications
--Purcell & Eckert, p. 211-12
District Programming Options
Instructional Management
Instructional Delivery Curriculum Differentiation
What Needs to be Added?
ConsiderationsDo/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?
Developed by Ashley Meyer, Colfax-Mingo http://www.aea11.k12.ia.us/gifted/ITAG
Matching Programming to Need
Go back to the 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?
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?
Continuum of Services Plan Grade Level Cluster:
Area of Identification Placement Service Person(s)
Responsible Supporting Research
(Tacit and Empirical) Superior Cognitive
Reading / LA Math Science Social Studies Creativity Visual & Performing Arts
Leadership
PEPs: The BridgeA quality PEP…
…should be a tool that drives services for identified gifted students.…should be a living document and revised as necessary.…is a communication tool between students, teachers, and parents.…is an individual gifted student planning document based on need.…should be used to measure the effectiveness of services provided.
Personalized Education Plans
Not required by Iowa Code Considered “best practice” Chapter 59
– Suggested components
PEP PurposeThe PEP is intended to
empower the student to excel academically.
--Institute for Educational Advancement
In-service Design…whatever teachers become professionally, the process is not finished when they complete their teacher education program at age 21. Learning to teach well is a lifetime endeavor. The growth of understanding and skill in teaching terminates only when we do.
--Eisner, 2002
Inservice Design Professional learning
– Teacher of gifted– Gen. ed. Teachers– Counselors– Administrators– School board– Parents– Community
- Marilyn Friend
Speaking the Same Language
CollaborationA style for interaction between co-equal parties voluntarily engaged in shared decision making as they work toward a common goal.
Ways To Collaborate: Using Familiar Language
Collaboration through Consultation Collaboration through Co-Teaching Collaboration through Reverse
Consultation
Possible Teaming Options… General Education Teacher - General
Education Teacher (like grade levels, cross grade levels, content specialists)
General Education Teacher - TAG Teacher TAG Teacher - Fine Arts Teacher TAG Teacher - ESL Teacher TAG Teacher - Special Education Teacher TAG Teacher - TAG Teacher TAG Teacher - Counselor TAG Teacher - Community Members
TAG
ESL
SpEd
TAG
GenEd
Fine Arts
GenEd
Gifted Student
Look Familiar?
Teacher of Gifted
Classroom Teacher
ESL Teacher
Special Ed. Teacher
Specials Teacher
Counselor
Community Member
Collaboration Expectations What do you expect of classroom
teachers as collaborative partners?
What do you think classroom teachers expect of you as a collaborative partner?
Building Bridges: A Study of Collaboration
Compare classroom teachers’ expectations of enrichment specialists with enrichment specialists’ expectations of classroom teachers.
Discuss– What you notice about the two sets of
expectations– What are the similarities and differences
between these lists and yours– What you can do to better meet classroom
teachers’ expectations (or change those that are unrealistic)
What do you need to receive/give…
…from/to administrators…from/to classroom teachers…from/to g/t colleagues…in the infrastructure…in the way of professional learning
to make collaboration (district/building/classroom)
more effective in your setting?
Home Play See page 7 of syllabus Article critique
Due March 9– Google docs/site– Hard copy sent to
Mary Schmidt9291 Lakewood Pointe DriveNorwalk, IA 50211