administration and supervision of gifted programs weekend 2 february 22-23, 2013

Administration and Supervision of Gifted

ProgramsWeekend 2

February 22-23, 2013

http://aea11gt.pbworks.com/Admin-of-GT-Programs

Agenda Welcome and Introductions Review of Syllabus and Final

Project Requirements Discussion of Reflections Identification thoughts Differentiated

Program Home Play Closure

Course Outcomes To deepen understanding of the components of

comprehensive gifted and talented programming To determine the extent to which g/t services are

infused in the total education program To construct and/or improve a written

comprehensive gifted and talented program plan To determine how to set priorities for g/t

programming and students served To identify and use data necessary to provide,

drive, and improve g/t programming

Group Norms Talk freely - think out loud Questions establish a culture of

curiosity Freedom to change your mind Connect to Iowa Core, previous

learning and district initiatives Support one another in the

learning

Home Play Write/revise/evaluate identification plan for district, Read Chapter 16, 17, & 9 of Purcell and Eckert. Read “Lessons Learned” – Karen Rogers article Journal your thoughts, connections, agreements or

disagreements over the reading assignment. Complete the differentiated program and inservice

design sections of the Self-Audit Reflection Tool. Plan to share with the class and plan to respond to at

least 2 others reflections. Share GT Mission/Philosophy with GT Advisory and/or

Administrative Team

Gifted and Talented Identification

What is it?Why do it?What then?

The Target Population Definition of

“gifted” Multiple Criteria

used/analyzed

Iowa Code Requires……valid and systematic procedures,

including multiple selection criteria for identifying gifted and talented students from the total student population

Starting the Process Screening

– Use existing data sources Nomination/Referral

– Who may/should refer?– How will they do it?– How will they know they can?

Digging Deeper What stands out about the child? What more do you need to know?

– Cast a wider net– No single piece of data screens a child “in”

or “out” Are the criteria valid for the construct

being measured? How will you analyze the information? At what point can you make a decision

with confidence? Notification

What are the What are the Tools/Criteria?Tools/Criteria?

Activity Consider the list of multiple

criteria Identify which area(s) of

giftedness for which each would be a valid criterion to consider.

Are all the criteria appropriate at all grade spans?

Add other examples at the bottom.

SA/RT What do the sections of the

identification section of SA/RT tell us about best practices in identification?

Some Things to Ponder

Once identified, always identified? Procedure for staffing out? Your questions?

What’s one What’s one important important take-away take-away

about about identificatioidentificatio

n?n?

Placement Which children need which

services? Not about assigning a label According to need

Programming: Art and Programming: Art and ScienceScience

Comprehensive Program Design

…a thoughtful, unified service delivery plan that has a singular purpose: to identify the many, varied ways that will be used to meet the needs of high-potential students…formulated by a variety of stakeholders, including faculty, administration, and parents.

--Purcell & Eckert, p. 74

Assessing a Comprehensive Program Design

Guiding Question Existing Practices Menu of Possible Options Revisions Based on Options Selected

Who will be served?

How will students be identified?

What program model(s) will be used?

What types of services?

Where will services be provided?

When will services be provided?

Purcell & Eckert, p. 78-9

Differentiated Program SA/RT

Review the results Identify 1-3 priority areas Consider alignment with areas in

Managing Complex Change

Gifted Services…studies consistently have demonstrated that gifted students who receive any level of service achieve at higher levels than their gifted peers who receive none. (Delecourt, Loyd, Cornell, & Goldber, 1994; Kulik, 2003)

Critical Issues in Gifted Education: What the Research Says, p. 321

Levels of Service Integrated Classroom Support Cluster Grouping Pull-Out Programs Special Classes for the Gifted Special Schools

…most of the research conducted to date indicates that gifted students in separate classes or special schools outperform their gifted peers in all other settings.(Delecourt, et. al., 1994)

Critical Issues in Gifted Education: What the Research Says, p. 329

Program Model…deliberately planned system that facilitates interaction of gifted youth with curriculum to produce learning…programs are designed with a particular purpose in mind: to deliver content more quickly, more extensively, or more complexly to fit the learners’ precocity and interest. (Feldhusen,1998a, p. 211)

Best Practices in Gifted Education: An Evidence-based Guide, p. 215-6

Types of Program Models Particular class settings

– Cluster grouping– Full-time gifted programs– Magnet schools

Within regular classrooms– Change nature of curriculum– Add enrichment

In addition to the school schedule– Mentoring– Great Books– Clubs/organizations

Key QuestionsKey QuestionsDo we develop a program and find the kids to fit the program?

ORDo we find the kids with unmet needs and develop programming options to meet those needs?

A Common PerspectiveGifted Student

Teacher of Gifted

Gifted Student

A Shift in Perspective

Teacher of Gifted

Classroom Teacher

ESL Teacher

Special Ed. Teacher

Specials Teacher

Counselor

Community Member

Chapter 12 (IAC) Requires“…a qualitatively differentiated program to meet the students’ cognitive and affective needs.”

Cognitive

Affective

Needs of the Gifted

Cognitive Needs Affective Needs

What We Currently Provide in the Educational Program

Affective Needs High-Potential Learners

– Usually possess healthy psychological development

– Affective development differs from age-peers by intensity or degree

– Are more self-confident about ability to succeed

– Are more intrinsically motivated to succeed

Meeting Social & Emotional Needs

Academic Provisions– Opportunity to learn w/others of similar

interest, ability, and drive– Appropriate level of challenge in the

regular classroom– Flexible pacing through curriculum

Meeting Social & Emotional Needs

Help Coping With– Heightened sensitivity– Perfectionism– Peer relationships– Asynchronous development– Situational stressors– College and career planning

Meeting Social & Emotional Needs

Twice Exceptional– Greater frustration due to

discrepancies– More at risk for adjustment problems– Appropriate interventions result in

better coping skills

Purcell & Eckert p. 113

Programming OptionsProgramming Options

What opportunities exist in your context to meet identified student needs?

Programming Options Instructional Management - how

gifted learners may be organized for instruction– Individualization– Grouping– Acceleration

--Purcell & Eckert, p. 209

Programming Options Instructional Delivery - ways in

which gifted learners need to be taught– Teaching to learner preferences– Teaching to qualitative learning

differences--Purcell & Eckert, p. 210-11

Programming Options Curriculum Differentiation

– Content modifications– Process modifications– Product modifications

--Purcell & Eckert, p. 211-12

District Programming Options

Instructional Management

Instructional Delivery Curriculum Differentiation

What Needs to be Added?

ConsiderationsDo/Are the programming options Align with

– Mission/Philosophy (Vison, Beliefs)?– Program Goal(s)?

Address areas of giftedness served? Address both cognitive and affective

domains? Feasible given resources? Comprehensive in nature?

Developed by Ashley Meyer, Colfax-Mingo http://www.aea11.k12.ia.us/gifted/ITAG

Matching Programming to Need

Go back to the Case Studies (p. 2-12) you looked at earlier

Discuss– Needs of the student– Services provided– Do the two align?– What else might be provided?

Matching Programming to Need

Choose one of your students List key characteristics and needs Identify services currently

provided Do services match/address

characteristics and needs? What else needs to be provided?

Continuum of Services Plan Grade Level Cluster:

Area of Identification Placement Service Person(s)

Responsible Supporting Research

(Tacit and Empirical) Superior Cognitive

Reading / LA Math Science Social Studies Creativity Visual & Performing Arts

Leadership

PEPs: The BridgeA quality PEP…

…should be a tool that drives services for identified gifted students.…should be a living document and revised as necessary.…is a communication tool between students, teachers, and parents.…is an individual gifted student planning document based on need.…should be used to measure the effectiveness of services provided.

Personalized Education Plans

Not required by Iowa Code Considered “best practice” Chapter 59

– Suggested components

PEP PurposeThe PEP is intended to

empower the student to excel academically.

--Institute for Educational Advancement

In-service Design…whatever teachers become professionally, the process is not finished when they complete their teacher education program at age 21. Learning to teach well is a lifetime endeavor. The growth of understanding and skill in teaching terminates only when we do.

--Eisner, 2002

Inservice Design Professional learning

– Teacher of gifted– Gen. ed. Teachers– Counselors– Administrators– School board– Parents– Community

- Marilyn Friend

Speaking the Same Language

CollaborationA style for interaction between co-equal parties voluntarily engaged in shared decision making as they work toward a common goal.

Ways To Collaborate: Using Familiar Language

Collaboration through Consultation Collaboration through Co-Teaching Collaboration through Reverse

Consultation

Possible Teaming Options… General Education Teacher - General

Education Teacher (like grade levels, cross grade levels, content specialists)

General Education Teacher - TAG Teacher TAG Teacher - Fine Arts Teacher TAG Teacher - ESL Teacher TAG Teacher - Special Education Teacher TAG Teacher - TAG Teacher TAG Teacher - Counselor TAG Teacher - Community Members

TAG

ESL

SpEd

TAG

GenEd

Fine Arts

GenEd

Gifted Student

Look Familiar?

Teacher of Gifted

Classroom Teacher

ESL Teacher

Special Ed. Teacher

Specials Teacher

Counselor

Community Member

Collaboration Expectations What do you expect of classroom

teachers as collaborative partners?

What do you think classroom teachers expect of you as a collaborative partner?

Building Bridges: A Study of Collaboration

Compare classroom teachers’ expectations of enrichment specialists with enrichment specialists’ expectations of classroom teachers.

Discuss– What you notice about the two sets of

expectations– What are the similarities and differences

between these lists and yours– What you can do to better meet classroom

teachers’ expectations (or change those that are unrealistic)

What do you need to receive/give…

…from/to administrators…from/to classroom teachers…from/to g/t colleagues…in the infrastructure…in the way of professional learning

to make collaboration (district/building/classroom)

more effective in your setting?

Home Play See page 7 of syllabus Article critique

Due March 9– Google docs/site– Hard copy sent to

Mary Schmidt9291 Lakewood Pointe DriveNorwalk, IA 50211