West Virginia’s Gifted Education Report – 2010-2011

WVAGT Fall Conference —October 14, 2011On-line at

http://wvde.state.wv.us/osp/giftededpresentations.html

National

• National PreK – Grade 12 Standards Revised• Support for Common Core Standards - Gifted

State

• Statewide Data• Policy 2419• Assessment – Learning/Life Skills• Smarter Balanced Assessments

Local

• Program Evaluation• Space• Certification

“Program” connotes a single practice.

Revised Standards replaced

“program” with “programming.”

Pre-K-Grade 12 Gifted Programming

Standards

West Virginia

1. Learning and Development;

Recognize the learning and developmental differences of students with gifts and talents…

West Virginia Legislation 18-20-1 mandating gifted education as special education and all due process rights.

Pre-K-Grade 12 Gifted Programming

Standards

West Virginia

2. Assessment; Assessments provide

information about identification, learning progress and outcomes and evaluation of programming…

WV Board Policy 2419 – Comprehensive evaluation sufficient to identify all of the student’s special ed. and related needs, whether or not commonly linked to suspected exceptionality.

A variety of assessment tools must be used to gather information about the student…

Pre-K-Grade 12 Gifted Programming

Standards

West Virginia

3. Curriculum Planning and Instruction;

Educators apply the theory/research-based models of instruction related to students with gifts and talents… adapting and creating relevant curriculum…

WV Board Policy 2419 Specially designed instruction - instruction is adapted to address the unique needs of the student.

WV’s Curriculum – WV Next Generation Content Standards and Objectives.

Common Core Standards and Gifted Education

Written to uphold and advance high standards for all students.

Common Core Standards

*Critical

Thinking Skills

WV Next Generations

Content StandardsAnd Objectives *

Critical Thinking Skills

Common Core Standards and Gifted Education

“But, one size does not fit all.” Continuing need to adjust standards and the curriculum and instruction that flow from the standards, to meet student ability – no matter how advanced the standards may be.

NAGC’s released statement:

THE INTEGRATED CURRICULUM MODEL

Product Creative and

performance-based

Process

Address different

learning styles (not ability

levels)Content Skills – Ideas,issues, themesacross domains of learning

VanTassel-Baska, 1986

• Concepts emphasized for deeper understanding

• Content in the core areas reinforced

Focus of Gifted Education

Pre-K-Grade 12 Gifted Programming

StandardsWest Virginia

4. Learning Environments; Foster personal and social

responsibility, multicultural competence and interpersonal and technical communication skills for leadership in the 21st century…

21st Century Learning Standard 1. …students will access, analyze, manage, integrate, evaluate, and create information in a variety of forms…

21st Century Learning Standard 2. …students will demonstrate ability to explore/develop new ideas, intentionally apply sound reasoning processes… frame, analyze and solve complex problems using appropriate technology tools.

Pre-K-Grade 12 Gifted Programming

StandardsWest Virginia

4. Learning Environments; Foster personal and social

responsibility, multicultural competence and interpersonal and technical communication skills for leadership in the 21st century…

Policy 6200 - Instructional areas for the provision of gifted services.

411.01 Size…an allotment of 30 square feet per student. For example: 450 sq. ft. of floor area for 15 students…

411.03 LocationIsolation from noisy areas of the building. Close proximity to the media center. Location which will permit easy expansion.

Pre-K-Grade 12 Gifted Programming

StandardsWest Virginia

4. Learning Environments; Foster personal and social

responsibility, multicultural competence and interpersonal and technical communication skills for leadership in the 21st century…

Policy 2419 –

• Classrooms for eligible students with exceptionalities that are adequate and comparable to the classrooms for students without exceptionalities;

Reevaluation in Eighth Grade Year• Determine if Exceptional Gifted in Grades 9-12; Develop IEP.• If not, exit from special education (after May but before June 12)• Four Year and Transition Plan – replaces the PEP• (Perfect time to remind of Governor’s Schools)

Support for Personalized Learning (SPL)

Find Data: http://wveis.k12.wv.us/nclb/pub/

http://wvde.state.wv.us/osp/gifted.html

2nd Month Count 2nd Month Count 2nd Month Percentage

EG GF % of Total Enrollment

216 5350 1.91%

2013-2014 Count

WESTEST 2 DATASTATE STANDARDIZED TEST

WESTEST2 - 2013 -GFMath Math

Novice Below M Mastery Above Dist. Proficient Novice Below M. Mastery Above Dist. ProficientGrades 1 2 3 4 5 Level 3-5 Total 1 2 3 4 5 Level 3-5

3 1 18 96 281 382 759 778 0.1% 2.3% 12.3% 36.1% 49.1% 97.6%4 1 21 113 274 483 870 892 0.1% 2.4% 12.7% 30.7% 54.1% 97.5%5 7 29 117 338 421 876 912 0.8% 3.2% 12.8% 37.1% 46.2% 96.1%6 1 28 80 353 540 973 1002 0.1% 2.8% 8.0% 35.2% 53.9% 97.1%7 5 14 97 263 563 923 942 0.5% 1.5% 10.3% 27.9% 59.8% 98.0%8 6 11 28 118 190 336 353 1.7% 3.1% 7.9% 33.4% 53.8% 95.2%

21 121 531 1627 2579 4737 4879 0.6% 2.5% 10.7% 33.4% 52.8% 96.9%

RLA RLANovice Below M. Mastery Above Dist. Proficient

Grades 1 2 3 4 5 Level 3-5 Total 1 2 3 4 5 Level 3-53 3 21 107 269 378 754 778 0.4% 2.7% 13.8% 34.6% 48.6% 96.9%4 2 34 136 389 331 856 892 0.2% 3.8% 15.2% 43.6% 37.1% 96.0%5 7 38 176 398 293 867 912 0.8% 4.2% 19.3% 43.6% 32.1% 95.1%6 1 13 108 324 556 988 1002 0.1% 1.3% 10.8% 32.3% 55.5% 98.6%7 3 20 117 343 459 919 942 0.3% 2.1% 12.4% 36.4% 48.7% 97.6%8 2 7 66 128 151 345 354 0.6% 2.0% 18.6% 36.2% 42.7% 97.5%

18 133 710 1851 2168 4729 4880 0.4% 2.7% 15.0% 37.8% 44.1% 96.9%

Science ScienceNovice Below M. Mastery Above Dist. Proficient

Grades 1 2 3 4 5 Level 3-5 Total 1 2 3 4 5 Level 3-53 3 36 118 343 277 738 777 0.4% 4.6% 15.2% 44.1% 35.6% 95.0%4 1 47 125 329 389 843 891 0.1% 5.3% 14.0% 36.9% 43.7% 94.6%5 3 52 145 322 390 857 912 0.3% 5.7% 15.9% 35.3% 42.8% 94.0%6 3 59 162 368 410 940 1002 0.3% 5.9% 16.2% 36.7% 40.9% 93.8%7 9 38 134 386 374 894 941 1.0% 4.0% 14.2% 41.0% 39.7% 95.0%8 8 16 56 133 140 329 353 2.3% 4.5% 15.9% 37.7% 39.7% 93.2%

27 248 740 1881 1980 4601 4876 0.7% 5.0% 15.2% 38.6% 40.4% 94.3%

Social Studies Social Studies Novice Below M. Mastery Above Dist. ProficientGrades 1 2 3 4 5 Level 3-5 Total 1 2 3 4 5 Level 3-5

3 1 35 144 272 325 741 777 0.1% 4.5% 18.5% 35.0% 41.8% 95.4%4 9 52 115 323 390 828 889 1.0% 5.8% 12.9% 36.3% 43.9% 93.1%5 11 89 109 351 350 810 910 1.2% 9.8% 12.0% 38.6% 38.5% 89.0%6 9 76 146 357 412 915 1000 0.9% 7.6% 14.6% 35.7% 41.2% 91.5%7 6 42 122 342 430 894 942 0.6% 4.5% 13.0% 36.3% 45.6% 94.9%8 4 25 52 128 144 324 353 1.1% 7.1% 14.7% 36.3% 40.8% 91.8%

40 319 688 1773 2051 4512 4871 0.8% 6.5% 14.3% 36.4% 42.0% 92.6%

What does WESTEST 2 measure?Proficiency – 5 Levels of Proficiency

Multiple choice – selected response

Constructed responses - writing

“… West Virginia added world-class rigor to traditional core subjects and aligned state standards with national and international standards.”

WESTEST 2Document-Based Questions

WESTEST 2 Social Studies - Grades 3-11

WESTEST 2 Social Studies Grades 3-11 has one set of document-based questions at each grade level.

This school year West Virginia added world-class rigor to traditional core subjects and aligned state standards with national and international standards. West Virginia’s curriculum will be measured each May with the WESTEST 2. • Document-based questions contain four to nine independent multiple-choice questions based on a combination of various documents. • Examples of documents used in document-based question sets include:o journal entries cartoonso letters graphso maps chartso illustrations or photos speecheso posters laws• The final question of a document-based question set requires students to draw a conclusion based on the interpretation of all documents used in that set.

The table below shows information about the weather in four cities on the same day.

In which city did snow most likely fall at some time during the day? A. City 1 B. City 2 C. City 3 D. City 4

City 1 City 2 City 3 City 4

High Temperature 65 ◦ 80 ◦ 48 ◦ 25 ◦Low Temperature 56 ◦ 66 ◦ 38 ◦ 10 ◦Precipitation – Rain or Snow (inches)

2 inches 0 inches 1 inch 1 inch

“How to Assess Higher Order Thinking Skills”

Questions assessing critical thinking involving judgment: 12. The poster shown above was made during the First World

War. What was the poster designed to do?

A. Make people feel that it would be easy to win the war.B. Make people feel guilty for thinking that war is harmful.C. Get people to join the army by making them feel responsible for starting

the war.D. Get people to join the army by appealing to patriotic feelings.

“Smarter Balanced Assessment”

Acuity

Modeled on National Standards

Learning Skills – Thinking Skills

Programming Evaluation – Does it:

Focus on concepts and reinforce content

Support learning styles and processes to guide own learning?

Provide opportunities to develop interests?

West Virginia

State of the State