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gifted education program in PEI

small ideas

Marie-Jacquard Handy, CSLF

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topics

1. introduction

2. norms and standards

1. school based model

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A New-York Gifted program

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Creative ThinkingCreative Thinking

Independent thinkerIndependent thinker

Exhibits original thinking in oral and written expressionExhibits original thinking in oral and written expression

Comes up with several solutions to a given problemComes up with several solutions to a given problem

Possesses a sense o humorPossesses a sense o humor

Creates and inventsCreates and invents

Challenged by creative tasksChallenged by creative tasks

Improvises oftenImprovises often

Does not mind being different form the crowdDoes not mind being different form the crowd

Visual/Performing ArtsVisual/Performing Arts Outstanding in sense of spatial relationshipsOutstanding in sense of spatial relationships

Unusual ability for expressing self feelings, moods, etc. through art, dance drama, musicUnusual ability for expressing self feelings, moods, etc. through art, dance drama, music

Good motor coordinationGood motor coordination

Exhibits creative expressionExhibits creative expression

Desire for producing “own product” (not content with mere copying)Desire for producing “own product” (not content with mere copying)

ObservantObservant

LeadershipLeadershipAssumes responsibilityAssumes responsibility

High expectation for self High expectation for self and othersand others

Fluent, concise self-Fluent, concise self-expressionexpression

Foresees consequences and Foresees consequences and implications of decisionsimplications of decisions

Good judgement in decision Good judgement in decision makingmaking

Likes structureLikes structure

Well liked by peersWell liked by peers

Self-confidentSelf-confident

OrganizedOrganized

General General Intellectual Intellectual AbilityAbilityFormulates Formulates abstractionsabstractions

Processes Processes information in information in complex wayscomplex ways

ObservantObservant

Excited about new Excited about new ideasideas

Enjoys hypothesizingEnjoys hypothesizing

Learns rapidlyLearns rapidly

Uses a large Uses a large vocabularyvocabulary

InquisitiveInquisitive

Self-starter Self-starter

Specific Academic AbilitySpecific Academic Ability Good memorization abilityGood memorization ability

Advanced comprehensionAdvanced comprehension

Acquires basic-skills knowledge quicklyAcquires basic-skills knowledge quickly

Widely read in special-interest areaWidely read in special-interest area

High academic success in special-interest area High academic success in special-interest area

Pursues special interests with enthusiasm and vigorPursues special interests with enthusiasm and vigor

Example: Susan Savolainen, Gifted and Talented CoordinatorExample: Susan Savolainen, Gifted and Talented CoordinatorEau Claire Area School District, New Richmond Public SchoolsEau Claire Area School District, New Richmond Public Schools

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bright bright

versus giftedversus giftedbright learners gifted learners

Knows the answers Is interested Is attentive

Has good ideas Works hard

Answers the questions Top group

Listens with interest Learns with ease

6-8 repetitions Understands ideas

Enjoys peers Grasps the meaning

Completes assignments Is receptive

Copies accurately Enjoys school

Absorbs information Technician

Good memorizer Enjoys straightforward, sequential presentation

Is alert Is pleased with own learning

Asks the questions Is highly curious

Is mentally and physically involved Has wild, silly ideas

Plays around, yet tests well Discusses in detail, elaborates

Beyond the group Shows strong feelings and opinions

Already knows 1-2 repetitions for mastery

Constructs abstractions Prefers adults

Draws inferences Initiates projects

Is intense Creates a new design

Enjoys learning Manipulates information

Inventor Good guesser

Thrives on complexity Is keenly observant Is highly self-critical

by Janice Szabos

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•the province should set standards for PEI talented and gifted program

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standards 2 : diagnostic and screening (what to do in each level of the

assessment?) gifted screening test for grade three

students.

standard 3: services (enrichment-acceleration; adaptation or modification) standard 4. parents engagement

standard 5. community initiatives

Write a standard definition: Robert Sternberg 1997, Donalt Treffinger 1996, Françoys Gagné 1991, Julian Stanley 1974, John Feldhusen 1992, Georges Betts

1999,

1 standards 1 : definition of gifted

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standard 6 : at the school board levelRéférence Mississipi departement of educationRéférence Mississipi departement of education

each school board shall provide access ach school board shall provide access to an appropriate program for pupils to an appropriate program for pupils identified as gifted and talented in each identified as gifted and talented in each of the following categories:of the following categories:

•intellectual abilityintellectual ability•specific academic abilityspecific academic ability•creative abilitycreative ability•artistic abilityartistic ability•leadership abilityleadership ability

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standards 7. for educators

•1 needs of Gifted Learners:•2. deep Understanding of curriculum content

•3. relevancy•4. pace of teaching an Idea•5. adaptation in curriculum•6. acceleration

1. resources: One specialist to write standards, program and all concepts

2. allow adequate resources in each school.

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training at UPEI

PD training –province-school board-school – classroom level

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standard 7. for educatorsFrom Jan & Bob Davidson From Jan & Bob Davidson Genius DeniedGenius Denied

•allow independent work when mastery is achieved allow independent work when mastery is achieved early in unitearly in unit•learn to recognize underachievementlearn to recognize underachievement•give specific feedback on student work ( Super give specific feedback on student work ( Super isn’t enough)isn’t enough)•welcome accelerated students into your roomwelcome accelerated students into your room•work collaboratively with parentswork collaboratively with parents•volunteer to coach academic teamsvolunteer to coach academic teams•continue to learn about educational needs of GT continue to learn about educational needs of GT studentsstudents

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standard 7. for educatorsFrom Jan & Bob Davidson From Jan & Bob Davidson Genius DeniedGenius Denied

•learn about curriculum compactinglearn about curriculum compacting

•design lesson plans using themesdesign lesson plans using themes

•offer more projects than worksheetsoffer more projects than worksheets

•offer books with challenging vocabularies and themesoffer books with challenging vocabularies and themes

•allow GT students to have long term projectsallow GT students to have long term projects

•encourage GT students to enter competitionsencourage GT students to enter competitions

•advocate for GT students to be grouped with advocate for GT students to be grouped with intellectual peersintellectual peers

•learn about Renzulli ‘Triade’learn about Renzulli ‘Triade’

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acceleration-enrichment

• Horizontal (in the lesson)• Vertical (future)

standard 7. for educators2

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why acceleration is not accepted in USA From A Nation Deceived: The Templeton National Report on From A Nation Deceived: The Templeton National Report on

AccelerationAcceleration

•teachers lack familiarity with accelerationteachers lack familiarity with acceleration

•confidence about acceleration is lackingconfidence about acceleration is lacking

•acceleration runs counter to personal beliefsacceleration runs counter to personal beliefs

•age trumps everything elseage trumps everything else

•safe is better than sorrysafe is better than sorry

•acceleration is not taught in Colleges of Ed.acceleration is not taught in Colleges of Ed.

•it’s bad to push kids.it’s bad to push kids.

•new friends are hard to make.new friends are hard to make.

•social adjustment in a school setting is a social adjustment in a school setting is a complicated issue.complicated issue.

•it will upset other kids.it will upset other kids.

•there will be gaps in a child’s knowledge.there will be gaps in a child’s knowledge.

•disasters are memorable.disasters are memorable.

with a strong gifted and-or enrichment program the need for acceleration will dramatically decrease.

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standard 8

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Standard 8

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Annual Self-Evalution• beginning with each year, the three PEI

school boards will conduct an evaluation in accordance with PEI gifted program standards.

• the results of the evaluation will be submitted to a consultant in the Ministry for reflection with the three school board

annual self-evaluation

standard 82

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• – a written evaluation report is made

available.

– this report is for the district and does not have to be submitted to the MEECD.

standard 8

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• The three school boards must conduct an evaluation as to how well they have accomplished the stated goals and objectives for their local program.

standard 8

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– each school board will do the grade three screening to identify gifted student for further level B assessment

– this evaluation shall be made in accordance with MEECD education program standards.

– the program of each school will be rated from one to four by the PLC-CAP, the Gifted consultant and school boards

standard 8

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corrective program– a written corrective action plan approved

by the local school board shall be submitted for each rating of level 1.

– falsification of any area of the report could lead to the district’s gifted educational program being placed in a probationary status and possible loss of funding.

standard 8

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• level 1: the school does not satisfy minimal criteria and is not in compliance.

• the school must submit a corrective action plan with the evaluation.

• the school could be placed in a probationary status.

standard 8

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• level 2: The school is in compliance with the standard.

• this is the minimal acceptable level of performance.

standard 8

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• level 3: the school is performing above the standard

• a rating of level 3 means that the school has satisfied all conditions of level 2 PLUS all the conditions of level 3

• the school must submit documentation to support this rating

standard 8

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level 4: • the school is performing at the

exemplary level. A rating of level 4 means that the district has satisfied all conditions for level 2, level 3, and level 4.

• the school must submit documentation to support this rating.

standard 8

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• Program model for PEI• RTI

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4. RTI for gifted

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Renzulli’s Enrichment Triad Model: The Enrichment Triad Model

• Type 1 Enrichment Activities are designed to expose students to a wide variety of disciplines, topics, occupations, hobbies, persons, places, and events that would not be covered in a regular classroom.  Type 1 experiences can involve the following:

• Contacting speakers Arranging demonstrations, trips, and/or performances Using varied materials such as films, slides, videos, print and non-print media

• Type 2 Enrichment Activities promote the development of thinking and feeling processes such as: Creative thinking, problem solving, and critical thinking skills A wide variety of specific learning how-to-learn skills Skills in the use of advanced-level reference materials Written, oral, and visual communication

• Type 3 Enrichment Activities involve pursuing “self-selected” areas (within guideline topics) for advanced content acquisition and process training in which students assume the role of first-hand inquirer.  The goals of these type activities include the following: Providing opportunities to apply interests, knowledge, creative ideas, and task commitment to a selective problem Acquiring advanced-level understanding of knowledge (content) and methodology (process) Developing authentic products Developing self-directed learning skills in the areas of planning, organization, resource utilization, time management, decision-making, and self-evaluation Developing task commitment, self-confidence, and feelings of creative accomplishment.

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Gifted Education Organizations• Alabama Association for Gifted Children - AAGC is association that unites parent, teachers, and other individuals together to improve gifted education in Alabama. Covers objectives and goals, newsletter,

conference updates, and links. • American Association for Gifted Children (AAGC) - Advocacy association for gifted children in the United States. • The Association for the Gifted (TAG) - Encourages the welfare and education of youth blessed with gifts, talents, and/or high potential. USA. • The California Association for the Gifted - Describes conferences, position papers, educational options, resources, publications, links, advocacy background and suggestions. • Center for Gifted Education Policy (CGEP) - Division of the Education Directorate of the American Psychological Association. Its objective to create public awareness, advocacy, clinical applications, and

modern research ideas that will improve the achievement and performance youth blessed with special gifts and talents. • Center for Talent Development at Northwestern University- IL - Offers testing and talent development programs designed for gifted youth. • Center for Talented Youth at Johns Hopkins University (JHU-CTY) - Operates an annual intellectual talent search, carries out research, and provides summer academic programs, distance learning, family

academic conferences, and educational assessment, planning, and counseling services. Provides Newsletter for a fee. • CHI - Children of High Intelligence - A support association established to benefit the young and intellectually gifted in the UK. • Council for Exceptional Children - International professional association committed to enhancing educational outcomes for individuals with exceptionalities, students with disabilities, and/or the gifted. • The Davidson Institute for Talent Development - Committed to providing recognition, nurture and support to uniquely intelligent youth and offering opportunities to develop their talents so they can

become positive contributors to society. • Education Program for Gifted Youth - EPGY offers computer based distance education for gifted youth covering subjects such as mathematics, physics and writing from the elementary school level up to

the university level. • Educators of Gifted, Talented, and Creative Children in B.C.- Canada - Provides links to brochures, journals, newsletters, and other resources concerning the education of the gifted. • The Gifted Child Society - Offering educational enrichment and support services especially developed for gifted children, support to parents in the upbringing of gifted children to full and productive

adulthood, professional instruction to encourage educators to realize the special demands of these youth, as well as efforts to gain public recognition and acceptance of these unique needs. • Gifted Conference Planners - Organizers of the BeyondIQ offer conferences especially formatted for professionals, parents, children, and other gifted people. • The Hollingworth Center for Highly Gifted Children - A nationwide support and resource network committed to realizing the needs of highly gifted youth. The Center primarily operates as a clearinghouse

of details and events related to the needs of highly gifted youth. • Institute for Educational Advancement - Offers direct student services, educational consulting services and produces educational products to encourage intellectual and creative growth among high

potential children. • Metagifted Education Resource Organization - Committed to improved understanding of gifted and talented people. • Michigan Alliance for Gifted Education - Offering leadership, advocacy, and support of differentiated education and services for realizing the special needs of gifted, talented, and creative learners in

Michigan. • National Association for Able Children in Education (NACE) - Supports able and talented youth in realizing their full potential by raising awareness in addition to providing support to teachers, other

professionals and the wider educational community. • National Association for Gifted Students - NAGC helps the families of gifted youth in the UK. • National Association of Gifted - The National Association of Gifted offers basic research information that is useful for all areas and levels of teaching. • The National Foundation for Gifted and Creative Children - Committed to the special needs of gifted and talented children this not-for-profit foundation offers free information and support to parents and

educators of gifted youth. • Neag Center for Gifted Education and Talent Development - Joint effort of the University of Connecticut, City University of New York/City College, Stanford University, University of Virginia, Yale University,

as well as 52 state and territorial departments of education, plus 360 public and private schools, and 167 content area consultants, and stakeholders representing professional organizations, parent groups, and businesses.

• New Jersey Association for Gifted Children (NJAGC) - State chapter of the National Association for Gifted Children (NAGC). Operates as public advocate to distribute information regarding the needs of gifted and talented youth.

• Queensland Association for Gifted and Talented - Australia Gifted Organization • State Gifted Associations - A Directory of every state gifted associations, indexed by state. • Texas Association for the Gifted and Talented - TAGT is an association of educators, parents, and friends of the gifted

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A New-York Gifted program

vidéo

Mensa Canada

Mensa monthly puzzle

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