Encinitas Union Encinitas Union School DistrictSchool District

Gifted and Talented Gifted and Talented EducationEducation

2006-2007

What we will reviewWhat we will review

• State Requirements for Gifted and Talented Education (GATE)

• What the Research Says

• What We are Doing as a District

• What the School is Doing

• What Classrooms are Doing

• Resources

• State Requirements for Gifted and Talented Education (GATE)

• What the Research Says

• What We are Doing as a District

• What the School is Doing

• What Classrooms are Doing

• Resources

GATE From the State LevelGATE From the State Level

• To participate in the state program and thereby receive funding, the district must submit an application to the state for approval.

• The application may be approved for one, two, or three years.

• Our application is up for renewal at the end of this year.

• The application must meet the requirements of Ed. Code and California GATE Standards.

• To participate in the state program and thereby receive funding, the district must submit an application to the state for approval.

• The application may be approved for one, two, or three years.

• Our application is up for renewal at the end of this year.

• The application must meet the requirements of Ed. Code and California GATE Standards.

California Education Code 52200-52212California Education Code 52200-52212

The Legislature is committed to the belief that programs

for gifted and talented pupils include all of the following:

• Differentiated opportunities commensurate with pupil’s particular abilities and talents.

• Learning environments in which pupils can acquire skills and understanding at advanced ideological and creative levels commensurate with their potential.

The Legislature is committed to the belief that programs

for gifted and talented pupils include all of the following:

• Differentiated opportunities commensurate with pupil’s particular abilities and talents.

• Learning environments in which pupils can acquire skills and understanding at advanced ideological and creative levels commensurate with their potential.

California Education Code 52200-52212California Education Code 52200-52212

• Elements that help gifted and talented pupils develop sensitivity and responsibility to others.

• Elements that help to develop a commitment ethical standards.

• Elements that assist pupils to develop problem solving abilities to expand each pupil’s awareness of choices for making contributions to his or her environment.

• Elements that help gifted and talented pupils develop realistic, healthy self concepts.

• Elements that help gifted and talented pupils develop sensitivity and responsibility to others.

• Elements that help to develop a commitment ethical standards.

• Elements that assist pupils to develop problem solving abilities to expand each pupil’s awareness of choices for making contributions to his or her environment.

• Elements that help gifted and talented pupils develop realistic, healthy self concepts.

California Standards for the GiftedCalifornia Standards for the Gifted

• Program Design• Identification • Curriculum and Instruction• Social and Emotional Development• Professional Development• Parent and Community Involvement• Program Assessment• Budgets

• Program Design• Identification • Curriculum and Instruction• Social and Emotional Development• Professional Development• Parent and Community Involvement• Program Assessment• Budgets

So what does all this mean?So what does all this mean?

• The district has certain criteria they must meet for ongoing state financial support of our program.

• The standards and education code both support our focus for gifted students on

– differentiated curriculum and opportunities within the classroom

– Staff Development– Service Learning

• The district has certain criteria they must meet for ongoing state financial support of our program.

• The standards and education code both support our focus for gifted students on

– differentiated curriculum and opportunities within the classroom

– Staff Development– Service Learning

What is recommendedWhat is recommended

• Differentiated Curriculum

• Flexible Grouping

• Clustering students within classes

• More than one identification instrument.

• Strong staff development programs for teachers.

• Parent Education

• Differentiated Curriculum

• Flexible Grouping

• Clustering students within classes

• More than one identification instrument.

• Strong staff development programs for teachers.

• Parent Education

What is not recommended(not supported by research)

What is not recommended(not supported by research)

• Pull-out instruction that is unrelated to state standards or content being covered in the classroom.

• After school /lunchtime programs which could exclude some students.

• One-time presentations/field trips.

• Pull-out instruction that is unrelated to state standards or content being covered in the classroom.

• After school /lunchtime programs which could exclude some students.

• One-time presentations/field trips.

Gifted LearnersGifted LearnersThe Learner• Precocity

• Intensity

• Complexity

The Learner• Precocity

• Intensity

• Complexity

The Curriculum• Advanced content

(Well beyond 2 years)

• Process/product depth (ability to concentrate over extended periods of time)

• Issues/concepts/themes(Ideas across domains of learning)

The Curriculum• Advanced content

(Well beyond 2 years)

• Process/product depth (ability to concentrate over extended periods of time)

• Issues/concepts/themes(Ideas across domains of learning)

Gifted LearnersGifted Learners

• Uneven development – majority of gifted kids develop this way.

(Stronger in one domain than another)– Manifested in one area or several – model that

child is bright everywhere is not realistic.– Degrees of giftedness within & across areas

• Non-intellectual factors matter in predicting program success (motivation, persistence)

• Uneven development – majority of gifted kids develop this way.

(Stronger in one domain than another)– Manifested in one area or several – model that

child is bright everywhere is not realistic.– Degrees of giftedness within & across areas

• Non-intellectual factors matter in predicting program success (motivation, persistence)

Programs and ServicesPrograms and Services

• Necessary components – Curriculum Alignment and Adaptation to

Standards– Philosophy Statements– Goals– Student Assessment– Organizational Arrangements

• Necessary components – Curriculum Alignment and Adaptation to

Standards– Philosophy Statements– Goals– Student Assessment– Organizational Arrangements

Program and ServicesProgram and Services

• Flexible grouping with differentiation is what is proven through research to work

• Acceleration vs. enrichment: acceleration yields better results

• Cluster grouping – smaller is better, diads to quads. Pull-out and self contained lead to about the same results

• Flexible grouping with differentiation is what is proven through research to work

• Acceleration vs. enrichment: acceleration yields better results

• Cluster grouping – smaller is better, diads to quads. Pull-out and self contained lead to about the same results

Curriculum Curriculum• Gifted students tend to use higher order thinking

even without training, but benefit significantly from being trained.

• Gifted students prefer a structured learning environment, but prefer open-ended tasks and assignments.

• Academically gifted students tend to be uncomfortable taking risks or dealing with ambiguity, therefore there is a need for teaching divergent thinking

• Needs to be Standards-Based

• Gifted students tend to use higher order thinking even without training, but benefit significantly from being trained.

• Gifted students prefer a structured learning environment, but prefer open-ended tasks and assignments.

• Academically gifted students tend to be uncomfortable taking risks or dealing with ambiguity, therefore there is a need for teaching divergent thinking

• Needs to be Standards-Based

Differentiated CurriculumDifferentiated Curriculum

• What the teacher differentiates– Content– Process– Product– Learning Environment

• What the teacher differentiates– Content– Process– Product– Learning Environment

Differentiated CurriculumDifferentiated Curriculum

• Why is the Teacher Differentiating– Access to Learning– Motivation to Learn– Efficiency of Learning

• Why is the Teacher Differentiating– Access to Learning– Motivation to Learn– Efficiency of Learning

Differentiated CurriculumDifferentiated CurriculumFeatures of a GATE Differentiated Curriculum• Acceleration• Complexity• Depth• Challenge• Creativity

Features of a GATE Differentiated Curriculum• Acceleration• Complexity• Depth• Challenge• Creativity

50 year longitudinal Study50 year longitudinal Study

• Students given an accelerated curriculum, do better over time

• Gains for students were across groupings – how students were grouped did not matter

• Students given an accelerated curriculum, do better over time

• Gains for students were across groupings – how students were grouped did not matter

What the District is DoingWhat the District is Doing

Differentiation Task Force

• Composition of the Group– Primary Teachers– Intermediate Teachers– Parents– Principals– District Office Administrators

Differentiation Task Force

• Composition of the Group– Primary Teachers– Intermediate Teachers– Parents– Principals– District Office Administrators

ProcessProcess1. Discuss definitions of Differentiated

Instruction and GATE Program2. Review existing GATE Plan3. Look at what research tells us

• Articles• Findings from William & Mary• Teacher presentation from William and Mary

4. Recommendations/Next Steps

1. Discuss definitions of Differentiated Instruction and GATE Program

2. Review existing GATE Plan3. Look at what research tells us

• Articles• Findings from William & Mary• Teacher presentation from William and Mary

4. Recommendations/Next Steps

Recommended Next StepsRecommended Next Steps• Review and Revise District GATE Plan• Revisit Identification Process• Professional Development in Differentiated

Instruction for Gifted Learners• Address needs of Gifted Students at all Grade

Levels• GATE Certification of Teachers• Stronger Communication with Parents• Provide Resources for Parents• Form District Parent Advisory

• Review and Revise District GATE Plan• Revisit Identification Process• Professional Development in Differentiated

Instruction for Gifted Learners• Address needs of Gifted Students at all Grade

Levels• GATE Certification of Teachers• Stronger Communication with Parents• Provide Resources for Parents• Form District Parent Advisory

Resources for YouResources for You• Books

– Helping Gifted Children Soar, Carol A.Strip– Guiding the Gifted Child, Webb, Meckstroth, & Tolan– Reforming Gifted Education, Karen Rogers

• Web Sites– California Association for the Gifted

http://www.cagifted.org/– National Association for Gifted Children

http://www.nagc.org/default.aspx?id=48– Supporting the Needs of Gifted Children

http://www.sengifted.org/

• Books– Helping Gifted Children Soar, Carol A.Strip– Guiding the Gifted Child, Webb, Meckstroth, & Tolan– Reforming Gifted Education, Karen Rogers

• Web Sites– California Association for the Gifted

http://www.cagifted.org/– National Association for Gifted Children

http://www.nagc.org/default.aspx?id=48– Supporting the Needs of Gifted Children

http://www.sengifted.org/