Presentation on theme: "An Introduction to Georgias Programming Standards for Meeting the Needs of Gifted & High- Ability Learners."— Presentation transcript:
An Introduction to Georgias Programming Standards for Meeting the Needs of Gifted & High- Ability Learners
21 st Century Skills for Success Thinking Critically – Meaning – Importance – Relevance Thinking Flexibly – Whats Fixed – Whats Adjustable Thinking Collaboratively – Points of View – Complementary Strengths
The objective of the Programming Standards and the forthcoming self- assessment is to provide you with effective guidelines for continually improving the programming provided for your most able learners.
Revised NAGC PreK-12 Programming Standards Click here to access the NAGC Pre-K-Grade 12 Gifted Programming Standards
Align the Pre-K Program Standards with the NAGC-CEC Teacher Preparation Standards. Update standards to reflect current research. Integrate special, general, gifted education. Provide more specificity. Consider state policy, rules, regulations. Focus on student accountability. Purpose for NAGC Revision
Evolution of NAGC Programming Standards 2010 Pre-K-12 Programming Standards 1998 Program Standards 1.Focus on student outcomes. 2.Practices were updated and supported by latest research (literature/theory-based, research-based, practice-based). 3.Aligned with teacher preparation and program standards. 4.Stronger emphasis on all types of diversity (7 student outcomes explicitly mention diversity). 5.Stronger relationships between GT, General, and special education. 6.More specific and integrate cognitive science research. 1.Focus on practices. 2.Practices reflected research in Partially aligned with teacher preparation standards. 4.One principle addressed diversity. 5.No mention of special education (twice exceptional). 6.Principles are broader with less emphasis on cognitive science research.
Why modify the national standards? 1. Because of changes in state educational policies, districts are being given more flexibility in how gifted students are served. 2. Because of the timeframe set for state educational policy changes, there has been an urgency to get the standards into the hands of district-level decision- makers. – Audiences: Initially, district superintendents and school boards – Standards had to be pared down to the basics – Succinct wording on one sheet of paper Presently, – Those responsible for assessing the gifted programs within the districts – Building-level personnel responsible for implementation of gifted programming
Customizing the Revised NAGC Standards to fit Gifted Programming needs in Georgia Click here to access the Georgia Programming Standards for Meeting the Needs of Gifted & High-Ability Learners
Programming Standards for Meeting the Needs of Gifted & High-Ability Learners Recommendations for promoting the cognitive and affective growth of gifted and high-ability learners in Georgia Our own guide to achieving educational excellence as defined by the Revised NAGC Pre-K-12 Gifted Programming Standards
How did we tailor the standards to address our state needs? 1.Georgia leaders realized the urgency for ensuring that the needs of gifted students in our state are addressed. 2. GAGC leaders and the Georgia Gifted Specialist met to develop a tool to aid districts in addressing the needs of gifted children. – Defining the Need Determined which aspects of the NAGC Revised Programming Standards were most crucial to our state Examined programming standards from other states Arranged principles into strands using NAGCs standards Examined, critiqued, and edited each standard and indicator until the wording communicated exactly the expectations for gifted programming in our state Reviewed by superintendents, local gifted education coordinators, and teachers
Where are we in the process? 1. Providing the Framework – Programming Standards for Meeting the Needs of Gifted & High-Ability Learners was approved by the state DOE and published by GAGC. Mailed to every district superintendent and gifted coordinator, along with a cover letter signed by both the GAGC President and the Georgia Gifted Ed Specialist Posted in two formats on the state DOE website 2. Spreading the Word – The standards and ideas for implementation within districts, schools, and classrooms are being shared with administrators and teachers across the state. Webinar for Gifted Coordinators Visits to local districts Additional mailings GAGC Workshops 3. Advancing the Work – The Gifted Programming Standards Rating Scale is being created as a guide for program development and assessment. Gathered feedback from district coordinators Developing criteria for each indicator Organizing levels on a continuum of development Using terminology and format that is similar to other tools used for assessing schools and districts across the state
Achieving Educational Excellence for Gifted Students: How We Line Up With National Programming Standards NAGC Standards DescriptionGAGC Standards Description Standard 1: Learning and Development Educators, recognizing the learning and developmental differences of students with gifts and talents, promote ongoing self- understanding, awareness of their needs, and cognitive and affective growth of these students in school, home, and community settings to ensure specific student outcomes. Embedded throughout other strands Standard 2: Assessment Assessments provide information about identification, learning progress and outcomes, and evaluation of programming for students with gifts and talents in all domains. Assessment The local education agency (LEA) uses the research-based student identification process as established by Georgia Board of Education policy in order to ensure equitable access to appropriate services for all gifted learners.
NAGC Standards DescriptionGAGC Standards Description Standard 3: Curriculum Planning and instruction Educators apply the theory and research-based models of curriculum and instruction related to students with gifts and talents and respond to their needs by planning, selecting, adapting and creating culturally relevant curriculum and by using a repertoire of evidence-based instructional strategies to ensure specific student outcomes. Curriculum Planning and Instruction The LEA employs rigorous and relevant curricula K-12 to accommodate the range of academic and intellectual needs of gifted learners. Standard 4: Learning Environments Learning environments foster personal and social responsibility, multicultural competence, and interpersonal and technical communication skills for leadership in the 21 st century to ensure specific student outcomes. Learning Environments The LEA requires learning experiences which foster personal and social responsibility, multicultural competence, and interpersonal and technical communication skills for citizenship in the global environment of the 21 st century.
NAGC Standards DescriptionGAGC Standards Description Standard 5: Programming Educators are aware of empirical evidence regarding (a) the cognitive, creative, and affective development of learners with gifts and talents, and (b) programming that meets their concomitant needs. Educators use this expertise systematically and collaboratively to develop, implement, and effectively manage comprehensive services for students with a variety of gifts and talents to ensure specific student outcomes. Programming The LEA provides a full continuum of options to meet the demonstrated needs of K-12 gifted learners in academic areas, the arts, and career technical education; services are comprehensive, structured, sequenced, and appropriately challenging.
NAGC Standards DescriptionGAGC Standards Description Standard 6: Professional Development All educators (administrators, teachers, counselors, and other instructional support staff) build their knowledge and skills using the NAGC-CEC Teacher Standards for Gifted and Talented Education and the National Staff Development Standards. They formally assess professional development needs related to the standards, develop and monitor plans, systematically engage in training to meet the identified needs, and demonstrate mastery of standard. They access resources to provide for release time, funding for continuing education, and substitute support. These practices are judged through the assessment and relevant student outcomes. Professional Development Gifted education specialists participate in comprehensive professional learning that is relevant to needs of gifted learners.
What are our next steps? Once the assessment tool is complete, we intend to support teachers, schools, districts, and community groups in their efforts to improve gifted programming. – Supporting Teachers and Districts Compile lists of teacher-friendly, student-focused resources Encourage networks of teachers, parents, and leaders to ask questions and share successes Work with universities and other state agencies to incorporate programming standards into certification programs Incorporate into the Georgia Gifted Education Local Education Agency Self-Assessment which districts are required to complete and submit annually to the Georgia DOE
Suggested Uses of Standards Align various sets of programming standards (state with district standards) Inform stakeholders about characteristics of effective programming for students with gifts and talents Identify teachers for specialized positions Examine the value added by gifted programming Advocate for school and state-level policies Identify expectations for programming Target specific evidence-based practices for programming development Identify knowledge and skills for professional development Gather data when evidence-based practice is implemented Assess effects on students
Using The Programming Standards How are you currently using programming standards? Which of the new standards address the most critical needs in your journey toward exemplary programming for students with gifts and talents? What challenges do you face as you move forward?
Using The Programming Standards How might the new programming standards fit into the development of policy and/or services in your district? What might be some strategies for implementing these standards in your educational environment? What actions and/or resources are most critical to your success?
For Additional Information and Support Team Members Celita Allen – Hall County Ruth Cowan – Consultant Annette Eger – State Gifted Education Specialist Anne Hertzog – Fayette County Sonya Porcher – Consultant Ann Richardson – Fayette County Beth Thornbury – Murray County Gyimah Whitaker – Atlanta Public Schools Susan Winstead – Oconee County GAGC The Georgia Association For Gifted Children An affiliate of the National Association For Gifted Children