Certification in Gifted Education Presenters: Nancy Gardner Nora Ho Marilyn Lane Virginia McQueen.

Certification in Gifted Education

Presenters: Nancy Gardner

Nora Ho Marilyn Lane Virginia McQueen

Expected Competencies and Requirements

Course Requirements

Attendance Attend all 5 days of class sessions Attend Fall conference and coaching session Attend Spring coaching and culmination session

Read and reflect on 3 articles in addition to articles reviewed in class

Prepare a unit of study Share a district procedure and/or policy as it pertains to gifted education

History of Gifted Education

1868 – Dr. William T. Harris, Superintendent of Schools in St. Louis

1918 – formal gifted programs 1961 – MGM program 1980 – AB 1040 establishment of GATE program

2001 – AB 2313 1st legislative change in Ed Code regarding GATE

What Is Giftedness?

Course #1

Definitions of Giftedness

Characteristics of Giftedness

Myths about Gifted

Identification Process and

Procedures

Could I Be Gifted?

Definitions of Giftedness

Marland Report, 1971

U.S. Department of Education based on Javits Gifted and Talented Education Act, 1973

National Association for the Gifted

Barbara Clark, State University of CA, Los Angeles

Joseph Renzulli, University of Connecticut

Learning and Behavioral Characteristics

Bright Learner Is receptive Copies accurately Enjoys school Absorbs information

Technician Good memorizer Is alert

Gifted Learner Is intense Creates new designs Enjoys learning Manipulates information

Inventor Good guesser Is keenly observant


Bright Learner Knows the answers Is interested Is attentive

Has good ideas Works hard

Answers the questions Is in top group

Gifted Learner Asks the questions Is highly curious Is mentally and physically involved

Has wild, silly ideas

Plays around, tests well

Discusses in detail Beyond the group


Bright Learner Listens with interest

6-8 repetitions for mastery

Understands ideas Enjoys peers Grasps the meaning Completes the assignments

Gifted Learner Shows strong feelings, emotions

1-2 repetitions for mastery

Constructs abstraction

Prefers adults Draws inferences Initiates projects


Bright Learner Enjoys straightforward, sequential presentation

Is pleased with own learning

Gifted Learner Thrives on complexity

Is highly self critical

Behaviors Seen In Gifted and Talented Students

Characteristics Learns rapidly & easily

Reads intensively

Advanced vocabulary

Retains a quantity of information

Long attention span Curious, has variety of interests

Negative Behaviors Gets bored easily, disturbs others, daydreams

Neglects other responsibilities

Shows off, invokes peer resentment

Monopolizes discussions Resists class routine, dislikes interruptions

Goes on tangents, no follow-thru

Behaviors Seen In Gifted and Talented Students

Characteristics Alert and observant Has a good sense of humor

Comprehends, recognizes relationships

High academic achievement

Fluent, verbal facility

Self-motivated, self-sufficient

Negative Behaviors Impolitely corrects adults

Plays cruel jokes Interferes in the affairs of others

Brags, egotistical, impatient w/others

Leads others into negative behavior

Is overly aggressive, challenges authority

Who Is Gifted? Gifted: having a natural ability or aptitude; talented, superior in intelligence.

Public Law 91-230, section 806 Gifted and talented children who are capable of high performance. Require differentiated programs and/or services to realize contribution to self and society.

A gifted child is one who due to superior intellect, advanced learning ability on achievement tests, or both, is not given the opportunity to progress and develop in the regular classroom and needs special instruction and services.

A gifted and/or talented person demonstrates or has the potential for excellence in some field of constructive human endeavor.

Myths of Giftedness Gifted children will make it on their own. Gifted children know what they want when

they grow up. If gifted children are grouped together or

given special programs they will become an elite group.

Programs for gifted children are good for all children.

Gifted children must learn to get along with their peers.

Everyone is gifted.

Characteristics/Possible Problems

Learn quickly and easily

Exhibit verbal proficiency

Have high energy level

Exhibit heightened curiosity

Is persistent

Become bored and frustrated

Dominate discussion; difficulty listening

Frustrated with inactivity

Take on too many activities

Resist interruption or schedules

Characteristics/Possible Problems Exhibit unusual emotional depth and intensity

Highly sensitive

Concerned w/ adult/moral issues

Aim at perfection

Vulnerable; confused if thoughts and feelings not taken seriously

Perceived as immature

Attempt unrealistic reforms

Set unrealistic high goals.

Characteristics/Possible Problems

Feelings of being different

Keen sense of humor

Possess unusual imagination

Respond and relate to older children and adults

Regard difference as bad, worthless

Confused when humor not understood

Seen as weird

Seen as show off, odd, critical

California GATE Program Standards


8 GATE Program Standards1. Program Design2. Identification3. Curriculum and Instruction4. Social and Emotional Development5. Professional Development6. Parent and Community Involvement7. Program Assessment8. Budgets


Standard 1: Program Design Provide a comprehensive continuum of services

and program options responsive to the needs, interests, and abilities of gifted students and based on philosophical, theoretical, and empirical support

A written statement of philosophy, goals, and standards appropriate to the needs and abilities of gifted learners

Provides appropriate administrative groupings and structures available to all gifted learners

Program is articulated with general education programs

Section 1: Program Design

Districts provide a comprehensive continuum of

services and program options responsive to the needs,

interests, and abilities of gifted students and based on philosophical, theoretical,

and empirical support.(EC 52205d and 52206a)

Section 1: Program Design

1:1

The plan for the district has a written statement of

philosophy, goals, and standards appropriate to the needs and abilities of gifted

learners.

Minimum Standards: 1:1One Year Approval

a. The plan includes an intellectual component with objectives that meet or exceed state academic content standards

b. The plan incorporates expert knowledge, is approved by local Board of Education, and is available.

c. The plan aligns with the available resources of the school, staff, parents, and community.

d. A GATE advisory committee representing educators, community and parents is formed to support the needs of the program.

Commendable Standards: 1:1Two Year Approval

a. The district plan is disseminated and easily accessible to parents and the community in pamphlet, website, or other forms.

b. Participation in the program is not limited by other problems of logistics.

c. A district GATE advisory committee representing all constituents meets on a regular basis to assist in program planning and assessment.


a. All children are eligible for the nomination process regardless of socioeconomic, linguistic or cultural background, and/or disabilities.

b. The district establishes and implements both traditional and nontraditional instruments and procedures searching for gifted students. All data is used to ensure equal access to program services.

c. Referrals are sought from classroom teachers and parents. District actively searches for referrals among underrepresented populations.

d. Students may be nominated for participation more than once.

e. All staff receive training and information about the nomination process, including the characteristics of gifted learners and have access to nomination forms.


a. Training in the identification process is provided that is specifically appropriate for administrators, teachers, and support personnel.

b. The district maintains data on nominees and includes these data in reassessing students who referred more than once.

Exemplary Standards: 2:1Three Year Approval

No exemplars

Identification of Giftedness

California Department of EducationDefinition of Giftedness

IntellectualHigh

AchievementCreative

Specific Academic

LeadershipVisual and

Performing Arts

Intellectual: capable of achieving in all subject areas

Behaviors Scores high on tests

Understands complex concepts and perceives relationships

Interventions Independent study Mensa Historical philosophers

Analogy activities, concrete to abstract

Decision-making simulations aimed towards end goal

High Achievement: consistently produces ideas and/or products of excellence

Behaviors Demonstrates superior academic performance

Enjoys academically challenging activities

Interventions Evaluate a newspaper article

Hypothesize about chemical reactions

Create timetable for completion of enrichment activities

Provide opportunities to perform accelerated academic work

Specific Academic: functions at an advanced academic level in a particular subject area

Behaviors Succeeds with little effort

Scores high on specific subject areas

Demonstrates significant knowledge in specific academic area

Interventions Provide opportunities to participate in accelerated work

Engage in independent research project

Write hypothesis in area of scientific interest

Leadership: influence others, either positively or negatively

Behaviors Takes leadership role Takes active role in elected offices

Facilitates group dynamics or activities

Organizes and leads groups

Chosen to leadership position by peers

Interventions Provide opportunities to recognize strengths of team members

Train to be effective communicator; share feelings, active listening

Role-play different group roles

Encourage request for help

Visual & Performing Arts: displays exceptional ability to produce or perform in one or more areas of the fine arts

Behaviors Demonstrates superior artistic abilities

Demonstrates original talent in art, music, dancing, etc.

Successful in acting and performing for audiences

Interventions Arrange mentorship program w/local expert

Encourage public speaking for students with similar interests in the arts

Encourage student to participate in local artistic competitions

Creative: examine assumptions, restructure perceptions, construct new concepts and use them in productive ways

Behaviors Develops creative and original ideas

Has many projects or activities going on

Demonstrates wide variety of interests

Interventions Provide environment to share free from ridicule

Practice problem-solving having no correct answer

Encourage risk-taking in discussion groups, in accepting atmosphere non-judgmental

“The truly creative mind in any field is no more than this: a human creature born abnormally, inhumanly sensitive.

To him…a touch is a blow, a sound is a noise, a misfortune is a tragedy, a joy is an ecstasy, a friend is a lover, a lover is a god, and failure is death.

Add to this cruelly delicate organism the over-powering necessity to create, create, create---so that without the creating of music or poetry or books or buildings or something of meaning, his very breath is cut off from him.

He must create, must pour out creation. By some strange, unknown, inward urgency, he is not really alive unless he is creating. “ -Pearl Buck-


Standard 2: Identification Procedures are equitable, comprehensive,

and ongoing. They reflect the district’s definition of giftedness and its relationship to current state criteria. The nomination referral process is ongoing and

includes K-12. A process is in place to ensure that all potentially

gifted students are appropriately assessed. Multiple service options are available within the GATE

program and between other educational programs. Placement is based on the assessed needs of the student and reviewed periodically.

Section 2: Identification

2:2

An assessment/identification process is in place to ensure that all potentially gifted students are appropriately assessed for identification

as gifted students.


a. A committee including the GATE coordinator and certificated personnel, make final determinations on individual student eligibility for the program.

b. Evidence from multiple sources is used to determine eligibility and a data record or file is established for each nominee.

c. Parents and teachers are notified of a student’s eligibility for program placement and are informed of the appeal process.

d. Transfer students are considered for identification and placement in a timely manner.


a. The identification tools used are reflective of the district’s population.

b. The district makes timely changes in identification tools and procedures based on the most current research.


a. Personnel trained in gifted education meet at regular intervals to determine eligibility of individual candidates.

b. The diversity of the district’s student population is increasingly reflected in the district GATE population.

Section 2: Identification

2:3

Multiple service options are available with the gifted education program and between other educational

programs. Placement is based on the assessed needs of the student and

is periodically reviewed.


a. Students and parents are provided information and orientation regarding student placement and participation options. Signed parent permission for participation is on file.

b. Upon parent request the district provides identification information the parent may take to a new school or district.

c. Participation in the program is based on the criteria of identification is not dependent on the perception of a single individual. Once identified, a student remains identified as a gifted student in the district, though services to individuals may vary from year to year.


a. Before any student is

considered for withdrawal from

the program, interventions are

implemented and a meeting is held

with the parents and student.


No exemplars

Traditional

Selection Implications

Atypical will be excluded

Population of gifted will be overrepresented by English-advantaged and under-represented by disadvantaged/ culturally different students

Positive Aspects

Easy to define to parents and boards…

Generally consistent with academic achievement

Potential Problems

Tends to exclude atypical students from gifted programs

Tends to shape gifted program into accelerated academics

Differentiated

Atypical student will be included in gifted program in significant numbers

No guarantee that the atypical selected will exactly match their proportion in the school population

Gets atypical into gifted program

Selection consistency: one set of criteria for both atypical and mainstream

Individual needs are clear

Not a “traditional” assessmentRequires explanation Provides more information than “traditional” May create overload for gifted programming until staff becomes familiar

Characteristics of Traditional Versus Differentiated Assessment

Education Code 56320 Individual Needs

*Administered by trained personnel in conformance with the instructions provided by the producer of the tests and other assessment materials, except that individually administered tests of intellectual or emotional functioning shall be administered by a credentialed school psychologist.

GATE Referral Flow Chart1. ALL GRADE 2 STUDENTS are screened with the Ravens.• For students who DO NOT qualify, no further assessment is

required.

2. Students who qualify, go on to Stage 2 of the screening process.

3. Teacher fills out the GATE Referral Form #1. Parent signs Parent Permission

Form.

4. School site team consisting of the Principal, classroom teacher, and district office

personnel and/or designee, reviews individual student file, makes a determination

and fills out the Identification Worksheet.

5. Students are sent a notification letter of qualification or non-qualification.

6. Students who qualify will fill out the Student Information Form at the school site.

Parents will fill out the Parent Information Form, which is sent home. Both Forms

will remain in the student’s cum file for teacher information, in planning

instruction.

7. Parent meeting is held to go over the identification process and procedures.

8. Students who do not qualify may go through an appeals process.

Ravens Progressive MatricesKey Points

Non-reading test

Fluid intelligence

Best and fairest method for

predicting scholastic aptitude

Untimed

Ravens Progressive Matrices

Consists of 60 tasks w/multiple choice

Tasks become progressively more difficult

Assesses “fluid” intelligence rather than a student’s achievement levels

Untimed but most complete items within 1 hour.

Ravens Ability Tested

Description of Ability [Handout]

Sample test items [Test Administration]

Ravens Progressive Matrices Sampler

Certification in Gifted Education Presenters: Nancy Gardner Nora Ho Marilyn Lane Virginia McQueen.

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Transcript of Certification in Gifted Education Presenters: Nancy Gardner Nora Ho Marilyn Lane Virginia McQueen.