Presentation on theme: "Gifted/Talented Programs Opening Meeting"— Presentation transcript:
1Gifted/Talented Programs Opening Meeting Los Angeles Unified School District Office of Curriculum, Instruction, and School SupportGifted/Talented ProgramsOpening MeetingOverview and Planning for GATE/SAS Coordinators
3Gifted/Talented Programs Goal To identify gifted and talented students, including those from diverse racial, socioeconomic, linguistic, and cultural backgrounds, and provide high-quality differentiated opportunities for learning that meet students’ particular abilities and talents.California Department of Education (CDE)
4It’s All About Differentiation! Differentiated instruction occurs when the standards-based core curriculum is modified and includes these non-negotiables:Acceleration (pacing)DepthComplexityNoveltyExpectations appropriate to individual assessed interests, needs, abilities, and learning styles
5How are differentiated instructional needs met? Implementing articulated programs that provide more rigorous standardsOrganizing classrooms to provide differentiated curriculum as an integrated part of the regular school dayProviding differentiated instruction for gifted/talented students that builds on and supplements the core curriculum
6Clustering ModelsTo adhere to State/District policy, a local school must cluster students in a well-defined way and provide a differentiated program. A cluster is a minimum of 5-8 gifted students per class in elementary and gifted students per class in secondary. SAS schools not clustering students will lose their funding. The clustering models are as follows:Model 1: Team-Taught ClusterConsists of two or more teachers working as a team with flexible grouping strategies in core subjectsModel 2: Full DayConsists of clusters, can be designated as Honors or AP (on the secondary level), and are composed of 1) identified gifted students, 2) students who are being screened for recommendation, and 3) students who are recommended for continued screening and advanced instructionModel 3: Self-ContainedConsists of all identified gifted students with an emphasis on acceleration and continuous progress that is appropriate to individual needs (i.e. highly gifted or individualized honors programs)Model 4: Alternative Program ModelSchools with unique circumstances or requirements and cannot meet the clustering options defined in the first three models (subject to approval by the Gifted/Talented Programs office)
7Model 2 (Full Day) is the MOST COMMON form of clustering found in schools where clusters of identified GATE, potentially gifted, and students currently being screened are grouped together all day.
8Elementary Clustering Recommendations Clusters should be 5-8 identified gifted students per classroom (students should not be scattered by design or chance); Students being screened for identification may also be included in these classesStudents who are identified mid-year must be provided a differentiated curriculum, even if they are not in a “GATE” class
9Secondary Clustering Recommendations Clusters should be identified gifted students per classroom (students should not be scattered by design or chance); Students being screened for identification may also be included in these classesStudents who are identified mid-year must be provided a differentiated curriculum, even if they are not in a “GATE” class (or efforts should be made to provide appropriate mid-year placement)Students should be placed in classes that meet their academic needs (i.e. Honors, AP, etc.) as appropriate; A student identified in Specific Academic Ability Math does not necessarily need to be placed in Honors EnglishClasses designated as “Highly Gifted” should be filled as follows:Identified Highly Gifted students*Highly Gifted Applicable studentsOther identified gifted students as appropriate* The term “Highly Gifted” refers to those students scoring 99.9% on a District psychologist-administered Intellectual assessment
10FAQ Regarding Cluster Grouping Q. Isn’t “cluster grouping” the same as “tracking”?A. No. In a tracking system, all students are grouped by ability much of the school day, and students tend to remain in the same track throughout their school experience. Gifted students benefit from learning together, and need to be placed with similar students in their areas of strength (Hoover, Sayler, & Fedlhusen, 1993: Kulik and Kulik, 1990; Rogers, 1993). Cluster grouping of gifted students allows them to learn together, while avoiding permanent grouping arrangements for students of other ability levels.Winebrenner and Devlin (2001), Cluster Grouping of Gifted Students: How to Provide Full-time Services on a Part-time Budget.
11Research Synthesized by Dr. Karen Rogers: Dr Research Synthesized by Dr. Karen Rogers: Dr. Rogers used a “meta-analysis” approach and compiled all published and unpublished studies on specific strategies or practices and calculates the “effect size” (ES) of each study outcome and averaged the effect sizes together. (+.33 would be 3 grade equivalent school months of additional achievement)Research-Based StrategyEffect SizeGifted “Track”.49 elementary secondaryFull Time Gifted Program.33 K-12Early Entrance to School.49 academic socialGrade Skipping.46 academic socialCluster Grouping.62 academicSubject Acceleration.57 academicAdvanced Placement.27 academic socialPullout for Enrichment.65 academic critical thinking creativeMentorships.47 academic socialRegrouping by Achievement Level for Instruction.79 math/readingCompacting.83Independent StudyPeer Tutoring/ Remediation0 academicDr. Karen Rogers (1991). The Relationship of Grouping Practices to the Education of the Gifted and Talented Learners.
12Recommended Guidelines for Grouping Gifted/Talented Students from Dr Recommended Guidelines for Grouping Gifted/Talented Students from Dr. Karen RogersGifted and talented students should spend the majority of their school day with others of similar abilities and interestsCluster grouping of a small number of students within an otherwise heterogeneously grouped classroom can be consideredGifted and talented students might be offered specific group instruction across grade levelsGifted and talented students should be given experiences involving a variety of appropriate acceleration-based optionsGifted and talented students should be given experiences which involve various forms of enrichmentMixed-ability cooperative learning should be used sparingly for gifted and talented students, perhaps only for social skills development programs