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Agenda Welcome/Check-in Process Home Play Developing a Written Gifted and Talented
Plan Domains of Giftedness Identification
– Tools and Criteria– Using this information
District Program Goals Developing an Identification Plan
Course Expectations 100% attendance Active participationGrade A Completion of SA/RT for program evaluation Submission of written gifted and talented program
plan (at least in rough draft) with sections completed for– Identification– Program Goals– Differentiated Program– In-service Design– Staff Qualifications– Program Evaluation
Reflection paper
Course ExpectationsGrade B Completion of SA/RT for program evaluation Submission of written gifted and talented
program plan (at least in rough draft) with at least four of the following sections completed– Identification– Program Goals– Differentiated Program– In-service Design– Staff Qualifications– Program Evaluation
Reflection paper
Home Play
Complete two sections of SA/RT– Program Goals– Identification
Share draft of Mission/Philosophy with GT Advisory, Administrative Team, and/or School Board– Get input– Get mission/philosophy approved
Processing Home Play
Triads - three different districts With whom did you share your
mission/vision/beliefs? Discuss the process.
How was it received? Were there suggestions for revisions?
What discussion and/or professional development needs to happen now? (Related to the mission/vision/beliefs?)
How will these guide your programming?
Processing Home Play
Return to original table. Whip Around
– Share one idea you heard from previous discussion
Where do you go from here as a team?
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.
--Purcell & Eckert, p. 74
Considerations
Unique learning profile of students Level of challenge in regular
curriculum Ways high-potential learners are
already served Areas where services are lacking
--Purcell & Eckert, p. 74
Traits
Derivation of Services Comprehensiveness Practicality Consistency Clarity Availability Continuation, Extension, and
Evaluation
Goals and Performance Measures
Program Goals– Provide focus for evaluation and
planning– Provide direction toward a particular
purpose– “living” - will be revised as needed– Based on clear mission and definition
of giftedness (target population)--Purcell & Eckert, p.
63
Goals and Performance Measures
Performance Measures– What does success look like?– How will we know when we get
there?– What data will we collect?– How good is good enough?
Using SART to Establish Program Goals
Complete selected sections of the Self-Audit/Reflection Tool.
Identify area(s) most in need of improvement.
Target goal(s) to the area. At the end of the year review the
SART section and data to ascertain goal attainment.
Examine Your Program Goals
Do you have program goals? Are they program goals or student
outcomes?– What’s the difference?– Why is each important?
How do they stack up against the traits of high-quality goals on p. 64?
State of Iowa Definition
General Intellectual Ability Specific Ability Aptitude Creativity Leadership Visual and Performing Arts
Characteristics
With your team Review areas in your target
population Talk about the assessments that help
you find kids in each category How is that working? What other assessments might you
need?
Understanding Giftedness
The Five Levels of Giftedness
Losing Our MindsGifted Children Left Behind
Ruff, 2005
Level One Gifted:
Approximately 90th to 98th Percentiles– “Moderately” gifted– Bright children well ahead of
classmates– Advanced levels must be addressed
to maximize their academic potential
Level One GiftedBirth to 2
Early eye contact Enjoyed being read to Early vocabulary Early counting, singing, reciting Sit still to watch and pay
attention to TV
Level One Giftedage two to three
Very busy Interested in many things Puzzles are a favorite activity for
many Sit still to watch and pay attention to
TV Knows colors and alphabet Interested in books
Level One Giftedage four to five
Master kindergarten end–of-the-year academic tasks before they turn four.
Read street and store signs Appreciation and practice of humor Understanding of subtleties of
language Enjoy adult conversations
Level Two Gifted98th and 99th Percentiles
Especially interactive very early in their lives.– Ability to communicate and
understand even before speaking Talk progressed quickly to very
advance speech Could do things that adults did not
teach them
Level Two Children
By kindergarten most have begun to read
Pick up contextual clues of vocabulary and meaning when interested in a topic
Little evidence of “sounding out” Many resort to silent reading
because it is faster.
Level Three Giftedness:Approximately 98th and 99th
Percentiles Described as “highly” or “exceptionally”
gifted Intense eye contact from birth or soon after Clearly know and understand many things
before they actually talk Talk in full sentences before age of 2 Quick transition of no speech to full sentences Know how to read, count, do simple math
before Kindergarten.
Level Three Giftedness:Approximately 98th and 99th
Percentiles Abilities with numbers, colors, the
alphabet, speaking & reading, and sense of humor are recognizably advanced.
Know how to read, count, do simple math before Kindergarten.
Most move from simple to chapter books during kindergarten.
Level Four Gifted:99th Percentile
Exceptionally to profoundly gifted Clearly outpace lower levels of giftedness
in their powers of reasoning, complexity of speech and interests, and in grasp of math concepts
Learning trajectories in reading raised from average 3rd grade level during kindergarten to an average upper high school level by 4th or 5th grades
Level Four Gifted:99th Percentile
Most level Four children are capable of finishing all academic coursework through eighth grade before they reach third or fourth grade, but few have the opportunity to live up to their capabilities.
These are students who could go off to college at age 10-12.
They could complete the elementary curriculum in two years.
But we don’t let them
Radical acceleration is not radical to the child whom it serves. Instead it is a shock to the “system” and deemed “radical” by the big people in that system who don’t understand either the affective or the cognitive needs of highly gifted young children.
Level Four Gifted:99th Percentile
“Every child in this chapter started kindergarten and first grade with other children who were within a year of his or her own age. Every child in this chapter had parents who asked the schools to recognize the abilities that their child possessed and to guide him or her appropriately. Every parent and child encountered one problem after another.
Losing our Minds,Ruf, 2005
Level Five Gifted: Above the 99th Percentile
Profoundly gifted Omnibus genius – unusual
occurrence of profound ability across all ability areas Feldman, 1986
Children are so obviously different from their age-mates in intellectual ability that either their parents or the school arrange for dramatic changes.
Level Five Gifted: Above the 99th Percentile
Many times a parent postpones a career to advocate for the needs of the child.
Incredibly advanced in every intellectual domain – the primary distinguishing factor in contrast with other levels
Level 5 children could finish the entire elementary curriculum in less than a year if given the opportunity.
Small Poppies: Highly gifted Small Poppies: Highly gifted children in the early yearschildren in the early years
Miraca U.M. GrossSource: Roeper Review 1999
Vol. 21, No. 3, pp. 207-214
Text Coding
I knew that (highlight yellow)
? Needs clarification (highlight pink)
! New perspective or new idea (highlight blue)
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
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. Share with someone you haven’t
yet worked with today.
It is better to have imprecise answers to the right
questions than precise answers to the wrong
questions.--Donald Campbell
Some Things to Ponder
Once identified, always identified? Procedure for staffing out? Your questions?
Gap Analysis
With your team1. Study Guiding Principles, Attributes
That Define High-Quality Identification Procedures (p. 51-2), and SART results
2. Identify desired state3. Outline your current identification
procedures (current state)4. List steps needed to move toward
desired state
Home Play
Establish program goals for identification Determine domains of giftedness to be
served Write identification plan for district
(Identification section of written plan) Share with GT Advisory and/or
Administrative Team Complete Differentiated Program section of
Self-Audit Tool