1. Leon County Schools STEM Initiative for Elementary Gifted and Talented

2. U.S. Department of Education
Fund for Improvement of Education (FIE)
$350,000
STEM in the Gifted and Talented Elementary Classroom

3. Purpose of the Grant
Develop a quality elementary STEM program that is exclusive and specific to our gifted and talented students.
We want it to be sustainable, produces results, and encourages students with aptitudes in these areas to continue to pursue courses, interests, and even careers in these areas.

4. Introductions

5. Today’s Agenda
Overview of our task and considerations related to the Gifted and Talented Elementary STEM initiative. (10 minutes)
Meet in working groups to discuss key questions we need to consider in the development of a proposal. (30 minutes)
Share the results of each working group. (20 minutes)
Discuss next steps, meeting dates, and timeline. (15 minutes)

6. Definitions
Gifted
Gifted and Talented
STEM

7. What is “gifted”?
Florida defines gifted as someone “who has superior intellectual development and is capable of high performance.”
Leon County Schools has a different set of criteria for gifted placement for students of under-represented groups, specifically students with limited English proficiency (ELL) and students from low SES families. (Plan B)
Students who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities. (NAGC)
WISC-IV, SB-V, and most other IQ tests: IQ=130
When a teacher, parent, or community member refers a child for gifted screening, the school’s referral coordinator administers the K-BIT II. This represents intellectual functioning at or above 98%ile (top 2%).
Leon County Schools currently has about 5% of its population identified as gifted. Other districts have as few as <1% to as many as 12% identified as gifted.
Because there seemed to be inequity in terms of some groups being represented in the gifted population in Florida, a law was passed to allow districts to develop a Gifted Plan B. This is not an “easier” way to be classified as gifted; it is a “different” way to become eligible as gifted.
To qualify for gifted under our Plan B, the student must have a total of 10 points on the matrix.
Points are earned based on the results of:
Behavior checklist
Creativity assessment
Academic achievement
IQ test results
Additionally, there must be a statement of need.

8. What is meant by the term “gifted and talented”?
"Children and youth with outstanding talent who perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment."
U. S. Department of Education 1993.
The key word is “potential.” Some students who may not qualify for gifted programs through a standardized IQ test have Potential to excel, but not given the opportunity to do so, that potential could be lost. In other words, untapped or talent and giftedness that is not identified, nurtured, and developed, could be lost without appropriate programs.
The fear is that we are missing out on an opportunity to develop giftedness and talented in our minority populations.
This definition is the broadest and most comprehensive. It is used by many school districts. It speaks of talent, which includes all areas of a child's life academic, artistic, athletic, and social. Most schools limit their definition and their programs to academics, but it is important to realize on performing and accomplishment. It is not enough to just have the talent, but you must be using that talent to achieve at remarkably high levels. However, this definition recognizes that not all very talented students have the potential to achieve at high levels but have not realized that potential. These are the classic underachievers. Finally this definition is a comparative one, these students achieve or have the potential to achieve at levels way above their peers.
The National Society of Gifted and Talented
The last decades of the twentieth century saw the growth of a large body of research and development around the concept of intelligence. New concepts have facilitated new approaches to identifying and developing giftedness in young people.

9. What is meant by the term “gifted and talented”?
“The term ‘gifted and talented student’ means children who give evidence of higher performance capability in such areas as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who require services or activities not ordinarily provided by the schools in order to develop such capabilities fully.”
The Javits Act (1988)
The Javits Act provides grants for education program serving bright children from low income families

10. What is “STEM”?
STEM (Science, Technology, Engineering and Mathematics) is a national movement to:
improve K-12 teaching and learning in science, technology, engineering, and mathematics
prepare students for higher education as well as science, technology, engineering, and mathematics careers in the 21st Century
ensure that students are taught by well-prepared, highly effective STEM teachers

11. Why do we need STEM programs for gifted and talented students?

12. What do we need STEM programs for Gifted and Talented students?
U. S. students scoring above the 90th percentile in mathematics and science are among those making the least progress in school.
The percentage of U. S. students majoring in STEM disciplines in college and choosing STEM careers is decreasing while the percentage of foreign students in these fields is increasing.
Top U. S. students continue to perform below the level of top students in other countries in the areas of mathematics, science and problem solving.
National Association for Gifted Children Math/Science Task Force
March 2009
International studies including the Trends in International Mathematics and Science Study (TIMSS) and the Program for International Student Assessment (PISA) indicate that

13. Why do we “need” STEM programs for Gifted and Talented students?
The overall proportion of STEM degrees awarded in the United States has historically remained at about 17% of all postsecondary degrees awarded.
The U.S. Bureau of Labor Statistics (2007) reports, “Occupations in science, technology, engineering, and mathematics (STEM) are expected to grow by 22% between the years 2002 and In comparison, the job growth for all other occupations is 10%.”
U.S. STEM education programs and the relevant knowledge base are not keeping pace with global competition

14. Why do we “need” STEM programs for Gifted and Talented students?
A dramatic demographic shift is occurring in the US. women and minorities collectively are becoming a significant majority of the workforce.
Historically, the scientific and engineering workforce has had only modest success in attracting women, African Americans, Latinos, and Native Americans to its ranks. Yet, the job market for graduates in these fields is greater than ever before and will only continue to increase.

15. What does LCS FCAT Data tell us?

16. 94 Students Tested 30% scored a level 5. 49% scored a level 4.
Fifth Grade FCAT Science Data for Students Identified as Gifted (Spring 2009)
94 Students Tested
30% scored a level 5.
49% scored a level 4.
20% scored a level 3.
1% scored a level 2.
No students scored a level 1.
The Science FCAT measures knowledge in four areas; physics and chemistry, earth and space, life and environmental, scientific thinking.

17. Subgroup Percent scoring a 4 or higher Asian 43% White 25%
Fifth Grade FCAT Science Data by Ethnicity All LCS Students - 2,314 students tested
Subgroup Percent scoring a 4 or higher
Asian 43%
White 25%
Multiracial/ethnic 17%
Hispanic 10%
Black 4%
Subgroup Percent scoring a 4 or higher
14% of all females tested scored a level 4 or higher.
19% of all males tested scored a level 4 or higher.
Male 19%
Female 14%

18. Fifth Grade FCAT Science Data by Gender All LCS Students – 2,314 tested
Subgroup Percent scoring a 4 or higher
Male 19%
Female 14%
Fewer females scoring at a high level in science.

19. LCS Fifth Grade FCAT Mathematics Data for Students Identified as Gifted
94 Total Gifted Students Tested
68% scored a level 5.
30% scored a level 4.
2% scored a level 3.
No students scored a level 2.
No students scoring level 1.
Our gifted students do appear to be performing at a higher level in math than science on the FCAT.
FCAT math tests number sense, measurement, geometry, algebraic thinking, and data analysis.

20. Subgroup Percent scoring a 4 or higher Asian 75% White 54%
Fifth Grade FCAT Mathematics Data by Ethnicity All LCS Students: 2, 309
Subgroup Percent scoring a 4 or higher
Asian 75%
White 54%
Multiracial 42%
Hispanic 34%
Black 18%
All students:
53% of females scored a level 4 or higher.
53% of males scored a level 4 or higher.

21. Fifth Grade FCAT Mathematics Data by Gender All LCS Students: 2, 309
Subgroup Percent scoring a 4 or higher
Females 53%
Males 53%
All students:
53% of females scored a level 4 or higher.
53% of males scored a level 4 or higher.

22. LCS Gifted and Talented Programs Fall 2009
414 identified “gifted” elementary students
90 “talented” students are participating in a “gifted and talented program,” based on teacher recommendation and/or achievement scores in reading and math.

23. LCS Elementary Gifted and Talented Programs
Gifted/Talented programs at 18 school sites
Five of the sites are satellite centers serving their own students and gifted students from other schools and home schools students.
Fifteen programs are exclusive to students who have tested into the gifted program.
The other three programs provide services to students who are classified as “gifted and talented.”

24. LCS Elementary Gifted and Talented Programs
Thirteen of the sites offer “enrichment” programs.
Four of the sites offer “enrichment” AND “core” classes.
One site offers consultation services to three “gifted” students.

25. What does an “enrichment” program offer?
exploratory experiences that expose students to a variety of disciplines, topics, ideas, and fields of knowledge not ordinarily covered in the regular curriculum
instructional methods and materials that promote creative thinking, problem-solving, learn how to learn skills, advanced level research skills, and critical thinking
opportunities for students to pursue advanced level study in topics of individual interest

26. What does a core program offer?
Gifted and talented students are grouped for instruction in a specific subject, i.e. math, science, language arts, social studies, etc.
Teachers are required to address the specific content area standards for their grade level.
Core instruction is developed and delivered to meet the specific needs of gifted and talented students. The program is advanced, challenging, often accelerated.

27. LCS Elementary Gifted and Talented Programs
Many LCS enrichment programs include STEM topics and themes.
Three school sites offer core “gifted” math classes.
Two school sites offer core “gifted” science classes.

28. Today’s Task
Consider key questions relevant to the development of a Gifted and Talented STEM initiative in LCS elementary classrooms.

29. Questions
RED – What should the elementary Gifted and Talented STEM classroom look like, i.e. activities, equipment, etc.?
BLUE – What qualities should the teacher of the gifted and talented STEM classroom possess? What should she/he know and be able to do?
GREEN – How can we open up opportunities for underrepresented populations of gifted and talented students in this area?
ORANGE – Should this program be enrichment or core? Evaluate the pros and cons of each.
PURPLE – What data, research, information, etc., do we need in order to develop a quality gifted and talented STEM program for elementary students?

30. Next Steps What information do we need to proceed?
What other questions do we need to ask?
What do we all need to do before our next meeting?
How many times do we need to meet?
When is our next meeting?