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8/14/2019 Sally Reis Presentation for School Board June 8, 2009
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What Research Tells Usabout Exemplary Practices and
Gifted Education!
Sally M. Reis, Ph.D.
Board of Trustees Distinguished Professor Department of Educational Psychology
Neag School of Education
University of Connecticut
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Data Base Studies In Gifted
Education: An Overview
What Current Research Tells Us
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WHAT STRATEGIES AND INTERVENTIONSARE SUPPORTED BY "STRONG" EVIDENCE
OF EFFECTIVENESS?
Randomized, controlled trials that are well-designed and implemented
What key items should we look for in the study'sintervention and the random assignment process?
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What does the intervention do?
• How the interventiondiffered from whatthe control group
received;• How the intervention
was supposed toaffect educational
outcomes
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Further Questions
• How do we know that something works?
• Has the research has been published in peer-
reviewed journals?
•
Should we adopt or implement?
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THE BIG QUESTION:
IS THE INTERVENTION SUPPORTED BY
"STRONG" EVIDENCE OF
EFFECTIVENESS?
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Two considerations exist when a
district-wide continuum of services isdeveloped.
1. Organizational
2. Comprehensive
curriculum andlearningopportunities
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Organizational
Where and when students will beprovided with services?
How and when will students be groupedtogether in or across different schools?
• Grouping by instructional level
• Cluster grouping in one or morecontent areas across classrooms
• Separate classes for gifted students at
any grade level.• Pull-out program/Resource Room
• After School Programs
• Saturday or Summer Programs
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Curriculum and learning
opportunities
• Acceleration?
• Enrichment?
• Advanced Content?
• Teacher selected content?• Student selected content?
• Regular CurriculumExtensions?
• Advanced Content Based onInterests, Readiness,Learning and Product Styles
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Linking It Together: What works?
• Continuum of Services
• Grouping for Instruction
• Acceleration
• Enrichment
• Interventions to reverse underachievement
• Special programs that provide challenge
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st
The needs of gifted students are not met by most regular
classroom teachers without teacher training and
support .
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Karen Westberg’s research at the NRC-GT found that:
Students experienced no instructional orcurricular differentiation in 84% of theactivities in which they participated in:
Reading Language Arts
Mathematics Social Studies
Science
(see graph on next slide)
Westberg, K. L., Archambault, F. X., Jr., Dobyns, S. M., & Salvin, T. J. (1993). An observational study of
instructional and curricular practices used with gifted and talented students in regular classroom ( Research
Monograph 93104). Storrs, CT: The National Research Center on the Gifted and Talented, University of
Connecticut.
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Types of Differentiation in Which Target Gifted
Students Were Involved
N o D i f f e r e n t i a t i o n
A d v
a n c e d C o n t e n t
A d v
a n c e d P r o c e s s
A d v
a n c e d P r o d u c t
I n d e p . S t u d y w /
A
s s i g n e d T o p i c
I n d e p . S t u d y w /
S e l f - s e l e c t e d T o p i c
O t h e r
D i f f e r e n t i a t i o n
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Why Not Let High Ability Students Start
School in January? The CurriculumCompacting Study
Sally M. Reis
Karen L. Westberg
Jonna Kulikowich
Florence CaillardThomas Hébert
Jonathan Plucker
Jeanne H. Purcell
John B. Rogers
Julianne M. Smist
The National Research Center on the Gifted and Talented
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What can be done?
• Teacher training
• Place cluster groups of gifted
and high achieving studentsONLY IN CLASSROOMS
OF TEACHERS WHO
HAVE HAD
PROFESSIONAL
DEVELOPMENT IN
GIFTED EDUCATION AND
DIFFERENTIATION!
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nd
Instructional
Grouping works and results in
higher achievement scores!
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Seminal Research:
Cluster Grouping: An Investigation of
Student Achievement, Identification, and
Classroom Practices
Marcia Gentry
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Cluster Grouping
Sample Classroom Configuration
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"Congratulations!! She seems very
bright."
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Grouping gifted students togetherfor instruction increasesachievement for gifted students,and in some cases, also forstudents who are achieving at
average and below average levels(See, for example, Kulik, Rogers,Tieso).
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What can be done?
• Grouping strategies and
policies should be established
in your district.
• Policies should be voted upon
by the Board of Education
• Cluster grouping and
classroom grouping should
be a part of your program!
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rd
Acceleration Results in
Achievement
Gains
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Acceleration
The use of acceleration results inhigher achievement for gifted
and talented learners.Consistent results over decades
of research.
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What can be done?
• Read the research
• http://www.accelerationinstitute.org/Nation _Deceived/
• Acceleration policies should be
established in your district.• Policies should be voted upon by
the Board of Education• http://www.oagc.com/files/AccelerationPolic
y4_12_06.pdf
(Ohio acceleration model policy)
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th
The use of
enrichment and
curricular
enhancement
results in higher
achievement forgifted and
talented
students.
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Enrichment Programs Work
• Enhance interests
• Focus on rigor and effort
• Both gifted and talented
children and high potential
students benefit from
services
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Research presented at the American Educational Research Association (2008)
on free tutoring that schools must offer under the No Child Left Behind law if
math and reading levels don't rise for three years.
In Milwaukee and Los Angeles, researchers found no rise in scores. One
reason, says Patricia Burch of the University of Wisconsin-Madison, is that, in
many sessions, tutors used "uninspired practices," such as handing out
worksheets. Researchers in L.A. found similar results.
Despite spending over $595 million in the 2006-07
school year for free tutoring for students in struggling
school, test scores failed to significantly improve,
according to recent evaluations conducted in Georgia,Kentucky, Maryland, Michigan, Tennessee and Virginia.
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The use of creative learningopportunities does not
result in lower test scores!
Rather, achievement can be
increased when we use
creative teaching
methods, differentiated
instruction and
enrichment pedagogy.
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What can be done?
• Ask about research that shows theintervention works
• Show research that demonstratesthat enrichment programs work
• http://www.gifted.uconn.edu/sem/semresearch.html
• http://www.gifted.uconn.edu/SEMR
•http://www.gifted.uconn.edu/projectm3/
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th
Teacher
training
Makes adifference
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The lack of teacher training andprofessional development in gifted
education for classroom teacherswill result in fewer challenges, lessdifferentiation, and lowerachievement for gifted and
talented students.
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"I didn't actually read the book, but I did play the
video game loosely based on it."
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Teachers can learn how to differentiate and
compact curriculum to provide more
challenge to all students, when they have
the professional development, time, andsupport to learn how to effectively
implement these skills and strategies.
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Classroom Practices Study
Teachers reported that they never had any
training in meeting the needs of gifted students.
61% public school teachers
54% private school teachers
Archambault, F. X., Jr., Westberg, K. L., Brown, S. W., Hallmark, B. W., Emmons, C. L., & Zhang, W. (1993).
Regular classroom practices with gifted students: Results of a national survey of classroom teachers
(Research Monograph 93102). Storrs, CT: The National Research Center on the Gifted and Talented,
University of Connecticut.
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Individual Educational Programming Guide—The
Compactor
Curriculum
Areas to Be
Considered
for
Compacting
Procedures
for
Compacting
Basic
Materials
Acceleration
and/or
Enrichment
Activities
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Gifted education programs and
strategies are effective at serving gifted
and high-ability students in a variety of educational settings and from diverse
ethnic and socioeconomic populations.
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For every complex problem there is a simple
solution…
And it is usually
WRONG!
H.L. Mencken
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Charter Oak Academy of Global
Studies
Successful Learning Communities Where
Schoolwide Enrichment is Used
Peg Beecher and Sheelah Sweeny
School Goal: To reduce the achievement gap and effectively address
disparity among groups of learners,80% of students who perform
below goal will make 1.5 years growth in Mathematics and Reading
and will progress 2 points on the holistic scoring scale in Writing.
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Reading comprehension scores with Renzulli improved 147%
over non-users in just 16 weeks.
Reading Reading Social Science
Fluency Comprehension Studies
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What can be done?
• Ask about research that shows theintervention works
• Show research that demonstratesthat enrichment programs work
• http://www.gifted.uconn.edu/sem/semresearch.html
• http://www.gifted.uconn.edu/SEMR
•http://www.gifted.uconn.edu/projectm3/
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th
The curriculum and
pedagogy
of gifted programscan be extended
to a variety of
content areas andmore students
resulting in higher
achievement.
The Schoolwide Enrichment
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The Schoolwide Enrichment
Model-Reading Study
• SEM-R is a framework for reading instruction based on
Renzulli's Enrichment Triad Model• (Renzulli, 1977)
• Students engage with texts of their choice at an
appropriate level of challenge with reading strategy
support
• Includes three phases, focusing on interest-based
reading, individualized, differentiated conferences,
freedom of choice & challenging content
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Gifted and talented students andthose with high abilities need giftededucation programs that willchallenge them in regular classroomsettings and enrichment andaccelerated programs to enable
them to make continuous progressin school.
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Gifted Education Strategies: Can
be Embedded into Content
Areas to Produce Higher
Achievement
http://www.gifted.uconn.edu/S
EMR/about/home.html
http://www.gifted.uconn.edu/projectm3/
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What can be done?
Implement ContentInterventions!
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Some high potential
students with
learning disabilitieswho are not
identified as gifted
experience
underachievement
and have social and
emotional
difficulties. Some
drop out of school.
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Some gifted students withlearning disabilities who are notidentified experience emotionaldifficulties and need counseling.
High percentages of giftedstudents do underachieve, butthis underachievement can bereversed. Some gifted studentsdo drop out of high school.
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Baum’s Study of Using Enrichment Triad Model
with Students with LD
Creative Type III studies, whenused as an intervention withhigh ability, learning disabledstudents, was associated with
improvement in the students'behavior, specifically the abilityto self-regulate time on task;improve self-esteem; anddevelopment specific learningstrategies.
To be Gifted and Learning Disabled
Creative Learning Press
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Gifted Education Strategies: Can
Reduce Underachievement
Gifted education
pedagogy can alsoreverse
underachievement
in these students.
Underachievement can be
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Underachievement can be
reversed.
School dropout rates can bereduced.
Gifted students do
underachieve and dropout of school, but thosewho do can reverse theirunderachievement and
stay in school whenprovided withchallenging enrichedlearning opportunities inareas of interest.
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Research: Implications
When gifted students
do underachieve,interventions make adifference. (SeeBaum, Hebert, andRenzulli)
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th
Gifted
educationprograms and
strategies
benefit giftedand talented
students
longitudinally.
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Longitudinal research demonstrates
the effectiveness of gifted educationprograms and curriculum in raising
student achievement, as well as
helping students to develop interests,
creativity, and productivity, and
career goals.
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The Stages of Talent Development
latent
manifest
emergent
Giftedness can be:
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Where do we go from here?
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Questions?
• National Research Center on the Gifted and
Talented
• Neag Center for Gifted Education and Talent
Development
• www.gifted.uconn.edu