1 What do I do now? Answers to questions teachers with gifted students ask most often.

1

What do I do What do I do now?now?

Answers to questions Answers to questions teachers with gifted teachers with gifted students ask most students ask most

often.often.

2

Essential QuestionsEssential Questions What is a gifted student?What is a gifted student? How are gifted children different from high How are gifted children different from high

achievers?achievers? How do I make a good referral?How do I make a good referral? What is the purpose of gifted education?What is the purpose of gifted education? What does the EASD K-8 program look What does the EASD K-8 program look

like?like? How can I be more supportive of the gifted How can I be more supportive of the gifted

students in my class?students in my class? What resources are out there to help me?What resources are out there to help me?

3

What is a Gifted What is a Gifted Student?Student?

4

Myths about gifted Myths about gifted childrenchildren

Gifted kids rise to the top of a Gifted kids rise to the top of a classroom:classroom:

Not necessarily. Gifted children Not necessarily. Gifted children can have hidden learning can have hidden learning disabilities that go undiscovered disabilities that go undiscovered because they can easily because they can easily compensate for them in the early compensate for them in the early years.years.

(www.ri.net/gifted_talented/character.html)(www.ri.net/gifted_talented/character.html)

5

Myths about gifted Myths about gifted children cont…children cont…

Gifted children are so smart they do fine Gifted children are so smart they do fine with or without special programs:with or without special programs:

They may appear to do fine on They may appear to do fine on their own, but without proper challenge, their own, but without proper challenge, they can become bored and unruly. As they can become bored and unruly. As the years go by they may find it harder the years go by they may find it harder and harder as work does become more and harder as work does become more challenging, since they never faced a challenging, since they never faced a challenge before.challenge before.


6


If Children are off task, inattentive If Children are off task, inattentive or hyperactive they can only be or hyperactive they can only be ADHD.ADHD.There is no rule that states that if a child is There is no rule that states that if a child is exhibiting behaviors consistent with exhibiting behaviors consistent with hyperactivity and/or inattentiveness they have hyperactivity and/or inattentiveness they have to be ADHD. A gifted child may simply be bored to be ADHD. A gifted child may simply be bored and amusing themselves. Further, they may and amusing themselves. Further, they may appear ADHD because their minds are fast appear ADHD because their minds are fast moving.moving.

(Josie Moore-EASD)(Josie Moore-EASD)

7


Gifted and bright mean the same thing:Gifted and bright mean the same thing:There is no rule that states that a child There is no rule that states that a child

who is capable of scoring in the high ninety who is capable of scoring in the high ninety percentiles on group achievement testing and percentiles on group achievement testing and getting all “A”s must be considered gifted. getting all “A”s must be considered gifted. Remember, group achievement testing is Remember, group achievement testing is grade level testing. Such high scores are grade level testing. Such high scores are certainly high achievers but not necessarily certainly high achievers but not necessarily gifted. Further, there is no rule that states a gifted. Further, there is no rule that states a child identified as gifted should be achieving child identified as gifted should be achieving to high standards in the classroom. to high standards in the classroom.


8

What is a Gifted Student?What is a Gifted Student? A child with outstanding intellectual and creative ability A child with outstanding intellectual and creative ability

that requires specially designed programs and/or that requires specially designed programs and/or support services not ordinarily provided in the regular support services not ordinarily provided in the regular education program education program (22 Pa. Code16.1)(22 Pa. Code16.1)

Mentally and physically involved instead of just Mentally and physically involved instead of just attentiveattentive

Constructs abstractions instead of just understanding Constructs abstractions instead of just understanding ideasideas

Answers in detail instead of just answering questionAnswers in detail instead of just answering question Plays around yet tests well instead of working hard.Plays around yet tests well instead of working hard.

9

What is a Gifted Student?What is a Gifted Student?

A child with outstanding intellectual and A child with outstanding intellectual and creative ability that requires specially creative ability that requires specially designed programs and/or support designed programs and/or support services not ordinarily provided in the services not ordinarily provided in the regular education program regular education program (22 Pa. Code16.1)(22 Pa. Code16.1)

A child with an IQ of 130 or higher when A child with an IQ of 130 or higher when multiple criteria as set forth in multiple criteria as set forth in department guidelines indicates gifted department guidelines indicates gifted abilityability (22 Pa. Code16.21d)(22 Pa. Code16.21d)..

10

Multiple Criteria?Multiple Criteria?Criteria, other than IQ score, must be used to Criteria, other than IQ score, must be used to

indicate gifted ability…Such As….indicate gifted ability…Such As….

Academic performance Academic performance significantly above grade level or significantly above grade level or the normal age group in one or the normal age group in one or more subjects as measured by more subjects as measured by nationally normed and validated nationally normed and validated achievement tests.achievement tests.

(22 Pa. Code16.1)(22 Pa. Code16.1)

11

Multiple Criteria?Multiple Criteria?Criteria, other than IQ score, must be used to Criteria, other than IQ score, must be used to

indicate gifted ability…Such As….indicate gifted ability…Such As…. Rate of Acquisition/RetentionRate of Acquisition/Retention

Demonstrated Achievement, performance or Demonstrated Achievement, performance or expertise in one or more academic areas.expertise in one or more academic areas.

Early and measured use of high level thinking Early and measured use of high level thinking skills, academic creativity, leadership skills, skills, academic creativity, leadership skills, intense academic interest areas, intense academic interest areas, communication skills, foreign language communication skills, foreign language aptitude or technology expertise. aptitude or technology expertise.

(22 Pa. Code16.1)(22 Pa. Code16.1)

12

Multiple Criteria Multiple Criteria continued…..continued…..

Intervening factors masking Intervening factors masking giftedness such as ESL, SLD, giftedness such as ESL, SLD, physical impairment, emotional physical impairment, emotional disability, gender, race bias, or disability, gender, race bias, or socio/cultural deprivation.socio/cultural deprivation.

(22 Pa. Code16.1)(22 Pa. Code16.1)

13

EASD MatrixEASD Matrix(Criteria Used to determine need)(Criteria Used to determine need)

Standardized Achievement in Math, Standardized Achievement in Math, Reading, Language 90% or better.Reading, Language 90% or better.

A score of 80 or higher on the A score of 80 or higher on the Teacher and Parent Questionnaire Teacher and Parent Questionnaire formsforms

A score of 1-3 repetitions on the A score of 1-3 repetitions on the Teacher/Parent Questionnaire forms.Teacher/Parent Questionnaire forms.

GPAGPA Special factors (e.g. ESL, SLD etc)Special factors (e.g. ESL, SLD etc)

14

Gifted statsGifted stats

A gifted student falls A gifted student falls

within the end of a within the end of a standard bell curve.standard bell curve.

The gifted population The gifted population across the nation across the nation constitutes the top 2%.constitutes the top 2%.

Image from www..librarythinkquest.orgImage from www..librarythinkquest.org

15

How are Gifted How are Gifted Children different Children different

From High From High AchieversAchievers

16

High Achiever or Gifted?High Achiever or Gifted?

1.1. Knows the answersKnows the answers2.2. InterestedInterested3.3. AttentiveAttentive4.4. Has good ideasHas good ideas5.5. Works hardWorks hard6.6. Answers the questionsAnswers the questions7.7. Top GroupTop Group8.8. Listens with interestListens with interest9.9. Learns with easeLearns with ease10.10. Understands ideasUnderstands ideas

(Szabos, J, 1989)(Szabos, J, 1989)

1.1. Asks the questionsAsks the questions2.2. Highly curiousHighly curious3.3. Mentally & Physically Mentally & Physically

involvedinvolved4.4. Has wild silly ideasHas wild silly ideas5.5. Plays around yet tests wellPlays around yet tests well6.6. Discusses in DetailDiscusses in Detail7.7. Beyond top groupBeyond top group8.8. Strong feelings and opinionsStrong feelings and opinions9.9. Already knows Already knows 10.10. Constructs abstractionsConstructs abstractions

(Szabos, J, 1989)(Szabos, J, 1989)

17

How do I make a How do I make a good referral?good referral?

18

How do IHow do I makemake a good a good referral?referral?

Review grades and standardized achievement testing throughout Review grades and standardized achievement testing throughout his/her school year. Are they in the 98his/her school year. Are they in the 98 thth percentile or higher? Are percentile or higher? Are they at a 3.5 or higher?they at a 3.5 or higher?

Review characteristic of gifted students. Does the student fit Review characteristic of gifted students. Does the student fit those traits?those traits?

Talk to other teachers or the counselor who have gifted students Talk to other teachers or the counselor who have gifted students to learn about what makes them gifted instead of high achievers.to learn about what makes them gifted instead of high achievers.

Review the Teacher form. Does the student score a 5 or 4 on Review the Teacher form. Does the student score a 5 or 4 on most of the questions asked?most of the questions asked?

19

How do IHow do I makemake a good a good referral cont….referral cont….

Use the resources you have available to gain Use the resources you have available to gain more specific information (internet, guidance more specific information (internet, guidance counselor, gifted teacher, school counselor, gifted teacher, school psychologists, literature etc).psychologists, literature etc).

Try accommodations/modifications in the Try accommodations/modifications in the classroom using the resources in your district classroom using the resources in your district to help you teach at their instructional level. to help you teach at their instructional level. Are the classroom modifications unsuccessful Are the classroom modifications unsuccessful in challenging the student?in challenging the student?

20

RememberRemember Remember you must look at student Remember you must look at student

performance across the years not just this performance across the years not just this year.year.

Remember advanced on the PSSA has no Remember advanced on the PSSA has no correlation with gifted. correlation with gifted.

Remember when looking at Terra Nova Remember when looking at Terra Nova scores, you want the top 2% (98scores, you want the top 2% (98thth percentile percentile or better) in math, reading, writing.or better) in math, reading, writing.

21

Remember contRemember cont….….

Remember for gifted children, you are replacing Remember for gifted children, you are replacing their curriculum with material they have not their curriculum with material they have not mastered not just adding more work because mastered not just adding more work because they have finished their assignments early.they have finished their assignments early.

Remember we need to add breadth and depth to Remember we need to add breadth and depth to a gifted child’s curriculum.a gifted child’s curriculum.

Remember we need to match the material to the Remember we need to match the material to the child and not the child the material.child and not the child the material.

22

What is the What is the Purpose of Purpose of

Gifted Gifted Education?Education?

23

Role of Gifted Education in Role of Gifted Education in Schools Schools

To identify the specific talents and abilities of To identify the specific talents and abilities of gifted students and nourish those abilities gifted students and nourish those abilities through placing students in appropriate through placing students in appropriate curricula.curricula.

To provide an appropriate education based To provide an appropriate education based upon the specific abilities of each student. upon the specific abilities of each student.

To challenge gifted students by providing To challenge gifted students by providing educational programming that meets their educational programming that meets their academic and intellectual needsacademic and intellectual needs..

(Thomas, A & Grimes, T, 1995).(Thomas, A & Grimes, T, 1995).

24

““Levels of Service” in Levels of Service” in ProgrammingProgramming

Services offered to all StudentsServices offered to all Students Services offered to many studentsServices offered to many students Services offered to individuals or Services offered to individuals or

small groups by specialists in school.small groups by specialists in school. Outside services or unusual in-Outside services or unusual in-

school options offered to individual school options offered to individual studentsstudents

Ron SchmiedelRon Schmiedel

25

Gifted Education Gifted Education componentscomponents

Through a variety of service delivery options!Through a variety of service delivery options!Ron SchmiedelRon Schmiedel

Acceleration

Career Investigation

EnrichmentAffective Needs

Acceleration

Career Investigation

EnrichmentAffective Needs

26

Gifted Program

Specialized Curriculum

MentorshipTiered

Assignments

Learningcontracts

Testing outCollege classes

Resource room

Counseling services

AccelerationEnrichment

Pull-out

Independent Study

Distance Learning

Grouping School in a School

Differentiation

Grade skipping

Clubs

Student Government

Gifted Center

27

GIEP?GIEP? Based on unique needs to the gifted student, Based on unique needs to the gifted student,

not just on the student’s classification. not just on the student’s classification.

Enables the student to participate in Enables the student to participate in acceleration or enrichment or both as acceleration or enrichment or both as appropriate. appropriate.

Enables the student to receive services Enables the student to receive services according to their intellectual and academic according to their intellectual and academic abilities and needs within the scope of the K-abilities and needs within the scope of the K-12 district curriculum. 12 district curriculum.

(PDE-Parent Guide to Special Education for the Gifted)(PDE-Parent Guide to Special Education for the Gifted)

28

GIEP cont….GIEP cont…. Statement of the student’s present Statement of the student’s present

educational performance.educational performance. Annual goals will describe what the student Annual goals will describe what the student

can be expected to learn during the year.can be expected to learn during the year. Short-term outcomes are the sequential Short-term outcomes are the sequential

steps the student must take in order to steps the student must take in order to reach these Annual goals.reach these Annual goals.

Dates for the beginning and end of the Dates for the beginning and end of the GIEP.GIEP.


29

GIEP cont….GIEP cont….

Ways for determining whether the Ways for determining whether the goals and learning outcomes are goals and learning outcomes are being met.being met.

Names and positions of the GIEP Names and positions of the GIEP participants.participants.

Date of meeting.Date of meeting. List any support services that are List any support services that are

needed.needed.(PDE-Parent Guide to Special Education for the Gifted)(PDE-Parent Guide to Special Education for the Gifted)

30

So What does So What does the EASD K-8 the EASD K-8 Program look Program look

like?like?

31

EASD K-8 Program….EASD K-8 Program….

Working collaboratively with the teacher the Working collaboratively with the teacher the gifted program will be a combination of a push-gifted program will be a combination of a push-in and pull out program.in and pull out program.

students will be able to connect what they are students will be able to connect what they are studying in the classroom with the activities studying in the classroom with the activities they will be doing in the gifted program. they will be doing in the gifted program.

Some of the activities they will be doing in the Some of the activities they will be doing in the gifted program will be computer research, gifted program will be computer research, reading genre study, science investigations, reading genre study, science investigations, reasoning papers and many open discussions. reasoning papers and many open discussions.

32

EASD K-8 Program cont….EASD K-8 Program cont….

MoreMore individualized GIEPs will individualized GIEPs will be written be written

1.1.Area of giftedness more specificArea of giftedness more specific

2.2.Personal Goals more specificPersonal Goals more specific

3.3.SDI (Specifically Designed SDI (Specifically Designed Instruction) will be more specificInstruction) will be more specific

4.4.SDI will be provided to the SDI will be provided to the teacherteacher

33

How this affects youHow this affects you

Modifications may consist of Modifications may consist of compacting, acceleration and/or compacting, acceleration and/or enrichment all within the scope of enrichment all within the scope of the K-12 district curriculum.the K-12 district curriculum.

General educational curriculum will General educational curriculum will be adapted/modified as needed.be adapted/modified as needed.


34

So How can I be So How can I be more more

Supportive?Supportive?

35

What changes can I make?What changes can I make?

Differentiated instructionDifferentiated instruction Depth Depth CompactingCompacting AccelerationAcceleration ContractsContracts Ask questions that are open endedAsk questions that are open ended Ask questions that require higher level Ask questions that require higher level

of response.of response.(http://www.kidsource.com)(http://www.kidsource.com)

36

What changes can I What changes can I make….make….

Group interactions and simulationsGroup interactions and simulations Guided self-managementGuided self-management Creative projects that synthesize Creative projects that synthesize

knowledge and ability to knowledge and ability to manipulate ideas.manipulate ideas.

Group gifted students together for Group gifted students together for class work.class work.

37

AccelerationAccelerationAccess to higher level learning activities Access to higher level learning activities

than typically provided in regular education than typically provided in regular education to students of the same ageto students of the same age

Early Admission to Kindergarten Early Admission to Kindergarten and/or First Gradeand/or First Grade

Grade SkippingGrade Skipping Subject-Matter AccelerationSubject-Matter Acceleration Curriculum CompactingCurriculum Compacting Honors Level CoursesHonors Level Courses College Level OptionsCollege Level Options

Advanced PlacementAdvanced Placement College in the High SchoolCollege in the High School Concurrent/Dual EnrollmentConcurrent/Dual Enrollment

38

Acceleration cont.Acceleration cont.

Credit by examinationCredit by examination Early entrance into Middle Early entrance into Middle

School, High School, or CollegeSchool, High School, or College Early GraduationEarly Graduation

39

EnrichmentEnrichment In-depth learning experiences In-depth learning experiences

that enhance the curriculum and that enhance the curriculum and are based upon individual are based upon individual student strengths, interests, and student strengths, interests, and needsneeds SeminarsSeminars Independent projectsIndependent projects Alternative assignmentsAlternative assignments Outside of the classroomOutside of the classroom

40

Curriculum Curriculum DifferentiationDifferentiation

Effective differentiation Effective differentiation requires consideration given to requires consideration given to grouping practicesgrouping practices Flexible groupingFlexible grouping - - Arranging Arranging

students by interest or needstudents by interest or need Cluster groupingCluster grouping – – Ability grouping Ability grouping

within a heterogeneous classroomwithin a heterogeneous classroom Cooperative learning groupsCooperative learning groups – –

41

DifferentiationDifferentiation

Is twofoldIs twofold Group/classGroup/class

The curriculum, instruction and/or assessment is The curriculum, instruction and/or assessment is modified to better suit the needs of the class or modified to better suit the needs of the class or groupgroup

An honors level class must be different from a An honors level class must be different from a regular level classregular level class

IndividualIndividual The curriculum, instruction and/or assessment are The curriculum, instruction and/or assessment are

modified to meet the needs of the individual modified to meet the needs of the individual students in the classstudents in the class

46

DifferentiationDifferentiationContent Process Product

Learning Environment

Encourage a tolerant and supportive environment that fosters a positive attitude

Enable the pursuit of higher-level learning through the extension of classroom activities into the real-world

Provide access to resources and materials that meet the student’s level of learning

Establish hi-level and exemplary criteria to assess student performance and products

Provide opportunity to create products / solutions that focus on real-world issues

Require that products represent application, analysis, and synthesis of knowledge

Promote independent, self directed, and in-depth study

Encourage the application of advanced research and methodological skills

Focus on open ended tasks

Allow student-centered discussions, Socratic questioning, and seminar type learning

Extension of core learning, using both acceleration and enrichment strategies

Stress higher-level thinking, creativity, and problem solving skills

Exposure to challenging and specialized resources

Set high standards that demand rigorous expectations for student work and performance demonstration

47

Other Programming Other Programming OptionsOptions

Independent StudiesIndependent Studies Curriculum CompactingCurriculum Compacting

Pre-assessPre-assess Demonstrate masteryDemonstrate mastery Alternative activityAlternative activity

Enrichment ActivitiesEnrichment Activities MentorshipMentorship Shadow StudiesShadow Studies

48

What resources What resources are out there to are out there to

help me?help me?

49

ResourcesResources

http://www.schoolshistory.orghttp://www.schoolshistory.org..

http://www.http://www.glcglc.k12..k12.gaga.us/.us/qccqcc//homepghomepg.asp.asp

http://www.cloudnet.com/%7Eedrbsass/edres.htmhttp://www.cloudnet.com/%7Eedrbsass/edres.htm

http://www.nswagtc.org.au/info/links.htmlhttp://www.nswagtc.org.au/info/links.html

http://www.easdpa.org/district/professional/http://www.easdpa.org/district/professional/lessonplan.htmlessonplan.htm

50

Resources, cont’dResources, cont’d

http://www.hoagiesgifted.org/investigations.htm

http://www.glc.k12.ga.us/trc/cluster.asp?mode=browse&intPathID=7686

http://webquest.sdsu.edu/webquest.html (click “Portal,” then select “Top” in left column

http://curry.edschool.virginia.edu/hottlinx/

http://www.shambles.net/pages/staff/gifted/http://www.shambles.net/pages/staff/gifted/

51

Resources, cont’dResources, cont’d http://www.bestwebquests.comhttp://www.bestwebquests.com

http://edsitement.neh.fed.us/tab_lesson.asp?subjectArea=2http://edsitement.neh.fed.us/tab_lesson.asp?subjectArea=2

http://www.intel.com/ca/education/unitplans/http://www.intel.com/ca/education/unitplans/

http://www97.intel.com/en/ProjectDesign/UnitPlanIndex/http://www97.intel.com/en/ProjectDesign/UnitPlanIndex/GradeIndex/#4GradeIndex/#4

http://www97.intel.com/en/ProjectDesign/UnitPlanIndex/http://www97.intel.com/en/ProjectDesign/UnitPlanIndex/SubjectIndex/SubjectIndex.SubjectIndex/SubjectIndex.

http://www.geocities.com/Heartland/Plains/6097/math.html http://www.geocities.com/Heartland/Plains/6097/math.html (this won't work from school computers, but it is good)(this won't work from school computers, but it is good)

http://www.stetson.edu/hats/teacher.phphttp://www.stetson.edu/hats/teacher.php

52

Resources, con’tResources, con’t

http://www.ed.gov/databases/ERIC_Digests/ed342175.html •Article by Dr. Carol Ann Tomlinson describing the characteristics of a differentiated classroom with an emphasis on the learning needs of academically advanced learners.

•Article by Sandra Berger describing instructional and management strategies for the modification of curriculum based on the needs and characteristics of gifted students. Explores models and strategies for modify content process, product and learning environment.

53

Resources cont…..Resources cont…..

http://teach-nology.com/http://teach-nology.com/

School PsychologistSchool Psychologist

Gifted facilitatorsGifted facilitators

Guidance CounselorsGuidance Counselors

PrincipalsPrincipals

Websites and booksWebsites and books

54

ReferencesReferences

Pennsylvania Department of EducationPennsylvania Department of Education Kidsource websiteKidsource website School history websiteSchool history website Dr. Edmund Sass’s websiteDr. Edmund Sass’s website Georgia Learning Connections websiteGeorgia Learning Connections website Szabos, J 1989. Challenge. Szabos, J 1989. Challenge. Good Apple 34.Good Apple 34. Ron Schmiedel from Ron Schmiedel from Pine-Richland High Pine-Richland High

SchoolSchool

55

Good ByeGood ByeThanks for everyone's Thanks for everyone's

help and patiencehelp and patience

1 What do I do now? Answers to questions teachers with gifted students ask most often.

Documents

Transcript of 1 What do I do now? Answers to questions teachers with gifted students ask most often.