Identification for Gifted Education in the Early Years (K ...
Transcript of Identification for Gifted Education in the Early Years (K ...
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Identification for Gifted Education
in the Early Years (K-3rd Grade)
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Nancy B. Hertzog University of Washington
January, 2014
What Do I Do With Highly Capable
Young Learners?
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Best Practices . . .
Know
• Early childhood is a special time
period in a child’s life –
Asynchronous Development!!
Understand
• There are many ways to address
the needs of diverse young
learners in your classrooms.
• The environment is critical to
nurture talent development
Do – Make an Action Plan
• Plan a gifted program for young
learners.
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It’s not impossible --- It’s just
complicated!!
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Why?
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What makes developing
programs for highly capable
students so complicated for
young students K – 3?
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What is the Field of Early
Childhood Gifted Education?
• Best Practices
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Early
Childhood
Education
Gifted
Education
General Education
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Early Childhood Education
• Lays the
foundation for all
future endeavors
of young children.
• For every dollar
spent on
preschool,
between $4-$8 is
saved in later
social service
costs to society
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What is special about early
childhood gifted education?
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Challenging
Belief Systems
Classroom
Management
Developmentally
Appropriate
Required
Curriculum
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Streams of Thought
Core Belief Systems
• Romantic
• Cultural Transmission
• Cognitive Developmental Model
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The Streams……
• Romantic
• The child comes upon their own understandings by drifting along
through materials and experiences
• The teacher is reluctant to influence the child’s thinking too much,
and is passive in the learning environment
• Allowing nature to take its inevitable course
Child
Teacher
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The Streams……
• Cultural Transmission
• The child learns what the teacher teaches using a
predictable, established curriculum
• Teacher puts information and societal rules into the child
• Influencing the nature of the thinking process
Teacher
Child
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The Streams……
• Cognitive Development
• The child constructs knowledge (and uses it) and is challenged by
materials and interactions with the teachers and peers
• Teacher facilitates the child’s learning, fosters the process, challenges the
child, teaches children to think critically
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Teachers must focus on
challenge!
• We need early childhood teachers
who embrace the cognitive
development model
• These are teachers who see their role
to challenge children!
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The Role of Challenge
“The ability to challenge children
intellectually is the critical ingredient
that differentiates the ordinary
classroom from the distinguished
one.”
– (Feinburg & Mindess, 1994, p. 83)
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Definition of Highly Capable
Students
• Students who perform or show potential for
performing at significantly advanced academic
levels when compared with others of their age,
experiences, or environments.
• Outstanding abilities are seen within students'
general intellectual aptitudes, specific academic
abilities, and/or creative productivities within a
specific domain.
• These students are present not only in the
general populace, but are present within all
protected classes according to chapters 28A.640
and 28A.642 RCW.
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Potential - Not Yet!
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How do you nurture potential?
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Beginning the Journey
• What is potential?
• How do we develop it?
• How do we know what affects the development of a child’s potential?
• How do we know what the child is learning?
• How do we produce an “optimum” environment for learning?
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Potential for Showing Exceptional Performance
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Why is it so complicated to
identify young children as gifted?
• What we know about intelligence
• What we know about early
environmental influences
• What we know about early childhood
programs
• What we know about approaches to
learning
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What do we know about
intelligence?
• Intelligence is malleable
– Brain scans show differences related to
different occupations
• Intelligence is not static
• Prior experience matters in
developing knowledge, skills, and
dispositions
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What we know about
environmental influences
• Poverty has profound impact on
learning opportunities
• Study indicates that students whose families
socioeconomic status places them in the top
quartile of the population are about five times
more likely to be in programs for gifted
students than are students from families in the
bottom quartile.
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Students on Free and Reduced
Lunch Were Less Prepared for
Kindergarten
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Area of Development
and Learning
State
WaKIDS
(N = ~20,500
students)
State Free and
Reduced Lunch
WaKIDS (N =
~14,200 students)
State NON Free
and Reduced
Lunch WaKIDS (N
= ~ 4,900 students)
Social Emotional
Development
74% 71% 83%
Physical Development 79% 77% 83%
Language Development 66% 60% 83%
Cognitive Development 71% 66% 85%
Literacy 72% 67% 89%
Mathematics 52% 45% 74%
The percentages represent students who demonstrated the characteristics of
entering kindergartners. Percentages have been rounded.
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Achievement Gaps Start Young
• Vocabulary
development – key
factors
• Children from low-
income homes hear
an average of 8 million
fewer words per year
than those from
wealthier families
• 30 million fewer words
by the time child is 4.
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Identifying strengths
• Majority of poor children of Hispanic Origin
• Best Practices for English Language Learners ---
Support home language
• These children no less gifted, less intelligent, or
have fewer aspirations to become eminent
• Drawing attention to and nurturing at-risk
children’s areas of strength offers a promising
alternative to the all too typical characterization
of this population as deficient.
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Practices No Longer Defensible
• The practice of labeling young children as gifted through
standardized tests, in particular IQ tests
• The use of behavioral checklists that include curiosity,
persistence, and attentiveness to label young children
gifted. We know that these skills can be taught and should
be part of all early childhood learning experiences
• The practice of separating young children—determining
some are gifted and others not—does not take into account
influences of early learning experiences and unwittingly
serves to widen the opportunity gap.
• Children learning English should be gaining a foundation in
their first language as well as acquiring a new language.
Pulling them out of instruction in their own language to
attend special programs (e.g., gifted programs) should be
done with caution.
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Defensible Conclusions
• Young children have potential for talent
development.
• Early life experiences greatly impact later
achievement
• Poverty has a profound impact on children’s
learning experiences.
• Building a foundation in children’s first
language helps them to acquire English.
• High-quality early learning environments
challenge young children and address their
individual learning needs.
• The social-emotional skills and positive
approaches to learning that enhance peer
relationships and later achievement can be
taught.
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Practical Programming
Suggestions for Early Childhood
Gifted Education
1. Identify strengths in young children by ongoing
assessment to inform instruction – Young
children are moving targets
2. Redefine what is meant by “A Gifted Program”
3. Focus resources on professional development
for teachers – teachers key to engagement and
challenge
4. Focus on environments where children are
appropriately challenged
5. Develop and maintain ongoing positive
relationships with parents – parents know their
young children.
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A Model for Nurturing and Developing Talent
Early Child Gifted Programs
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In Your Program Plan
Defensible Practices Program Component
Identify strengths in young children
by ongoing assessment to
inform instruction – Young
children are moving targets
Ongoing Assessment
Developmental Checklists
Curriculum-Based Assessment
Redefine what is meant by “A Gifted
Program”
Collaborative Resource Teacher
More individualized and small
group instruction – Higher
teacher/student ratios
Focus resources on professional
development for teachers –
teachers key to engagement
and challenge
Professional Development
Inquiry-based teaching practices
Asynchronous development
Classroom Management
Differentiation of Instruction
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Program Components in
Defensible Early Childhood Gifted
Programs
Defensible Practices Program Component
Focus on environments where
children are appropriately
challenged
Emergent curriculum;
Value creativity, inquiry, and
representation
Appropriately challenging curricular
materials
Choice Time – Relate to student
Interests;
Inspirations from Reggio Emilia
Develop and maintain ongoing
positive relationships with
parents – parents know their
young children.
Parent Education Programs
Parent conferences with teachers
Parent Book Clubs related to
gifted education
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Ongoing Assessment
• IDENTIFICATION
• OF STRENGTHS AND TALENTS
• OF STUDENTS WHO HAVE
ALREADY MASTERED THE
CURRICULUM AT THEIR GRADE
LEVEL
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Why Ongoing Assessment?
• Developmentally appropriate, ongoing,
• Observation-based assessment occurs when
teachers are observing children during regular,
everyday activities on a continuous basis
throughout the year.
• Formal or standardized assessments offer a
narrow picture of a child’s ability at a given
moment, ongoing assessments offer a broad,
more meaningful picture of development.
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Ongoing Assessment
• Happens during regular, everyday activities
Implemented on a continuous basis throughout
the year
• Helps teachers meet children where they are
• Helps children meet challenging and achievable
learning goals
• Provides a broader and more meaningful picture
of development
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WaKIDS:
A Kindergarten Entry Transition Process
• Cross-Sector Partnership
• First state K assessment and only one to be observational, strengths-based and whole child-focused
• Formally recognizes: Parents as partners
Collaboration of early learning and K—12
• Process and product
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WaKIDS: A Kindergarten Entry Transition
Process
• Cross-Sector Partnership
• First state K assessment and only one
to be observational, strengths-based
and whole child-focused
• Formally recognizes:
Parents as partners
Collaboration of early learning and K—12
• Process and product
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Indentify Strengths: WaKids
Transition Process PreK - K
Three Components • Family connection welcomes families into the
Washington K-12 system as partners in their child’s
education.
• Whole-child assessment gives kindergarten teachers
information about the social/emotional, physical, cognitive,
language, literacy and mathematics development of the
children in their classrooms, so they may tailor their
instruction to the individual needs of each child.
• Early learning collaboration aligns practices of early
learning professionals and kindergarten teachers to
support smooth transitions for children.
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Getting to know your students
• Family Connection
– Talk about each students’ strengths and
needs
• Whole Child Assessment – Teachers observe and record each child’s
developing skills in six areas: social-
emotional, physical, cognitive, language,
literacy, and mathematics
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WaKIDS Assessment
• Occurs over a
period of 2
months;
completed by
October 31
• Measures
strengths in 6
areas of
development and
learning
• Observation-based
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Teaching Strategies GOLD
• A variety of online tools to gather and organize meaningful data
quickly, including online portfolios where children’s work can be
stored create a developmental profile of each child to answer the
questions,
• What does this child know?
• What is he or she able to do?” • understand how their observations relate to important objectives
for development and learning and use that understanding to
scaffold each child’s learning
• Brochure. (PDF)
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GOLD “Levels”
• Levels 2, 4, 6, 8—milestones of development
• Levels 1, 3, 5, 7—”In-between” periods when skills are emerging, but not mastered
• Level 9—Beyond end-of-year kindergarten expectations
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What the GOLD Assessment Can
Do
• Determine if a child is making progress and
compare the child’s knowledge, skills, and
behaviors to those of most children of his or her
age or class/group
• Recognize children who might benefit from
special help, screening, or further evaluation
• Generate comprehensive reports that can be
customized easily and shared with family
members and other stakeholders
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How do we see these
Learning Characteristics?
1 Capacity to learn with unusual depth of
understanding, to retain what has been learned,
and to transfer learning to new situations;
2 Capacity and willingness to deal with increasing
levels of abstraction and complexity earlier than
their chronological peers;
3 Creative ability to make unusual connections
among ideas and concepts;
4 Ability to learn quickly in their area(s) of
intellectual strength; and
5 Capacity for intense concentration and/or focus.
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WAC 392-170-036
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Early Childhood Program Model
• Collaborative Resource Teacher
– Flexible grouping: reading, math,
integrated projects, interests
• Professional Development for
Classroom Teachers
• Multiple Services and Programs
– Acceleration in specific subject areas
– Opportunities to explore interests
– Programs for Parents
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What is an early childhood gifted
program?
• Defined by curriculum and instruction – not only
good for “gifted” children, but must be there to
challenge gifted children
• Focus on creative, critical and evaluative thinking
• Role of teacher – facilitator of learning; empower
the student; teach students, not prescribed
curriculum
• Role of student – agency and ownership in
learning
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The Curriculum
• Beyond grade level expectations
• Emergent Curriculum
– Pursuing Inquiry
– Project Approach
– http://education.illinois.edu/ups/projects
/
• Connected to children’s interests
– Collaborative relationships with parents
to share curricular projects, elicit
suggestions
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The Project-Approach
Katz & Chard, 2000
• Phase I - To Assess What They Know – Recalls past experiences
– Represents memories of topic
• Phase II - To Acquire New Information – New first-hand experiences
– Pursue data gathering
– Predict, theorize, hypothesize
– Formulate new questions
• Phase III - To Share What They Have Learned – Share understanding of topic
– Display
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The Environment
• Inspired by Reggio Emilia
– Philosophy of Competent Child
– 100 Languages of Children
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Providing an Environment
that Nurtures Talent
• Physical – Inviting
– Stimulate Curiosity
• Emotional – Safe to take risks
– Not right or wrong,
encouraging and valuing
children’s ideas and
expression
• Social – Learn from others
– Provide opportunities to
develop pro-social
behaviors
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What does it look like?
• Inclusive classroom – where talents are
developed and nurtured
• Children working on many different things at the
same time – Choice Time
• Resource teacher helping classroom teacher –
Higher teacher/student ratio
• Students integrating project investigations and
applying their skills in authentic learning
experiences – Very little rote and drill!
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Inclusive Classroom?
• Scaffolding Examples: Open-
Endedness
• Math – Nimh
• Language – Experience Stories
• Representation – Critical Thinking
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Representation
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Elements of Environment
• Aesthetics
• Critical Thinking
• Inquiry
• Representation
• Student Choice
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Themes from Reggio Emilia
– Environment as the “Third Teacher”
– 100 Languages of Children
– Pedagogy of Listening
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Reggio-Inspired - Aesthetics
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A Kindergarten Classroom
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100 Languages of
Children
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Image of the Child:
Competent
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Focus on Learning Environments
• Rich in vocabulary and literacy opportunities
• Rich in choices where teachers can observe and develop scaffolding learning experiences based on students’ interests
• Rich in opportunities to engage children in “intellectually meaningful” experiences
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Literacy
• Reading
• Writing
• Listening
• Speaking
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Rationale for Choices
Child Initiation - Agency
• Increases motivation
• Provides opportunities to work in preferred learning styles
• Students perform better
• Strengthens interest
• Strengthens disposition to love to learn
• Research has shown students in early child-initiated programs fare better in later years
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Making Choices
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Choice Time
Students make all kinds of things during their choice time.
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Ongoing Choices
• Reading
• Writing
• Computers
• Pattern Blocks
• Blocks
• Puzzles
• Math Manipulatives
• Making Games
• Boxes and Junk
• Easel Painting
• Observational Drawing
• Experiments, Science Investigations
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Literacy Choices
• Book making
• Poetry writing
• Journal writing
• Plays
• Thank you letters
• Riddle books
• Reading
• Writing interview questions
• Interviewing
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Math Choices
– Math Challenge
– Collecting Data
• Counting
• Graphing
• Surveying
– Geo-boards
– Measuring
– Parquetry blocks
– Pattern blocks
– “Zome”
– Cuisenaire Rods
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Specific to Investigation
• Developing a survey
• Doing an experiment
• Creating representations
• Writing
– interview questions
– results or reports
– letters
• Internet Search
• Analyzing survey results
• Reading nonfiction
• Observational Drawing
• Collecting Data
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Tapping into Individual Interests
Child-Initiated Research
• Search Internet with
adult supervision and
guidance
• Follow printed
instructions
• Experiment by varying
the ingredients
• Engage other
students in
investigation
• Share results with
peers
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Strengthen Disposition to
Inquire
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Engage in Inquiry
Collecting Data
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How Young Children
Collect Data
• Observe • Draw what they see
• Describe what they see
• Tally, Count
• Ask, interview
• Survey
• Experiment
• Compare
• Chart, graph
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Steps for Inquiry
•1. Predict
•2. Gather Data
•3. Analyze Data
•4. Draw Conclusions
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Thinking Skills
• Developing theories
• Expression of ideas and knowledge through the
arts
• Problem-solving
• Social skills
– (working cooperatively and collaboratively)
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Positive Social and Emotional
Skills
• Sense of community, belonging to the group
• Feelings of competence, that their ideas,
suggestions and products will be valued
• Feelings of comfort with self
• Sense of accomplishment
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Dispositions
• To become “absorbed” in work, work over a
period of time and return to work over a period of
time
• To be rewarded with satisfaction in work rather
than extrinsic rewards
• To take risks and try new things, seeking
challenge
• Toward effort
• Toward helping others rather than judging others
• To problem-solve
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• Analyze
• Classify
• Edit
• Observe
• Predict
• Reflect
• Represent
Opportunities for Thinking
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What is the take-away message?
• Identify needs, strengths, and interests.
• Potential cannot be predetermined.
• Early childhood environments and instructional experiences matter.
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From a Traditional Classroom to a
Differentiated Classroom
Traditional Differentiated
Student differences masked Student differences studied for planning
Assessment common at end Ongoing assessment to be responsive
Student interest is infrequently tapped Students are frequently guided in making
interest-based learning choices
Whole class instruction dominates Many instructional arrangements are used
Single option assignments are the norm Multi-option assignments are frequently
used
A single text prevails Multiple materials are provided
The teacher directs student behavior Teacher facilitates students’ skills at
becoming more self-reliant learners
Teacher solves problems Students help other students and the
teacher solve problems
Tomlinson, C.A. (1999). The differentiated classroom. Responding to the needs of all learners.. Alexandria, VA: ASCD.
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Write your school plan!
(1) A report of the number of K-12 students
who are highly capable that the district
expects to serve by grade level
(2) A description of the district's plan to identify
students
(3) A description of the highly capable program
goals
(4) A description of the services the highly
capable program will offer
(5) A description of the instructional program
the highly capable program will provide
(6) A description of ongoing professional
development for educators of students who
are highly capable and general education
staff
(7) A description of how the highly capable
program will be evaluated that includes
information on how the district's highly
capable program goals and student
achievement outcomes will be measured
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Exploration – but with Guidance
and Skill
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Specialty Endorsement in Teaching the Gifted
Summer Course and Professional Development
11 credit online program
Emphasizes identification, social-emotional, curricular and instructional needs of the gifted student; program design addressed
Strategies for reaching highly capable students in mixed-ability and self-contained K-12 classrooms
www.whitworth.edu/gifted
Short courses (1 or 2 credits) ◦ Challenging Students through Cluster
Grouping
◦ Differentiating Instruction for Highly Capable Learners
◦ The Process and Procedures for Identifying Gifted Students
Online and on campus options
Institutes
◦ Personalizing Learning through Differentiation and Technology
◦ Advanced Placement Institute NW whitworthgifted.wordpress.com/summer20
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