Presentation on theme: "Gifted Education Program Design and Administration"— Presentation transcript:
1Gifted Education Program Design and Administration Dr. Barbara L. BranchExecutive Director, California Association for the Gifted
2Objectives Friday Saturday Rationale for providing gifted education: Eight Gripes & AdvantagesStatistical RationaleRights of the Gifted ChildMyths and RealitiesState Law, Federal LawNCLB AssignmentSaturdayCommon Core and GATEBudgetsLCAP/LCFFIntelligenceIdentificationProgram OptionsCluster grouping activity
4Gripes and AdvantagesDivide a paper in half with a line down the middle.Write Gripes over the left column and Advantages over the right column.List what you think gifted students would say are their gripes and what are the advantages to being identified gifted.Share your list with the class.Compare your list to the following list from When Gifted Kids don't have all the answers, by Jim Delisle & Judy Galbraith
58 Gripes of Gifted Students No one explains what being gifted is all about - it's keep a big secret.School is too easy and too boringParents, teachers, and friends expect us to be perfect all the time.Friends who really understand us are few and far between.
68 Gripes of Gifted Students Kids often tease us about being smart.We feel overwhelmed by the number of things we can do in life.We feel different and alienated.We worry about world problems and feel helpless to do anything about them.
7Advantages of being gifted "I'm happy I'm smart because I love to get good grades and know what the answers are." Sushi Man, 5th grade"I always am happy with my condition. I can help other people and help the world. I can get smarter at the things I love most and usually do them well." Soaring Paperclip, 5th grade"I enjoy being smart because I am able to accomplish many things and I feel that being smart gives me more self-esteem." Crystal, 5th grade"I like being smart because then you have a bigger array of stuff to try and do." Stewart, 5th grade
8Advantages of being gifted "I love that I have unique interests and a place (class) in school where I can pursue them. I enjoy challenging myself to always reach the next level." Amelia, 7th grade"Having a great ability at something gives me the joy of immersing myself in working on that area." Michelle, 7th grade"I like to have more challenges and I like to have my work done on time." Bubba, 5th grade"Being gifted is great when the school meets me where I'm at academically. I love being challenged in my advanced classes." Wendy, 7th grade
9Advantages of being gifted "I'm happy being smart because I can always help my friends. You can solve problems easier. There are more chances to challenge yourself." Ailie, 7th grade"I just learn differently, and I'm okay with that." Cural, 5th grade"I am happy that I can achieve what is set in front of me. I strive to beat the challenge." Sawzall, 11th grade"I think I have found a lot of less-known things interesting, causing me to have a very diverse set of life experiences. Because of that, I have a very different thought process than most people." Scribblenaut, 12th grade
10Advantages of being gifted "Usually I'm glad to be somewhat intelligent in a world filled with stupidity and enjoyment of lame humor. It makes decisions in life much easier because I have enough knowledge and understanding to stay away from drugs and alcohol and focus my time into my studies." Jane, 12th grade"I'm glad that I am smart because I enjoy being able to write, read, and speak with a greater intellectual level. It also allows me to have a better grasp on whatever I am going over, whether in or out of school (i.e. our current History unit on the Civil War or Malcolm Gladwell's latest book)." Stewie, 11th grade
11Advantages of being gifted "I sometimes enjoy feeling smarter than the others and I feel like all that I have worked for in the past has paid off. And I'm thankful that there is a class where I can (humbly) exercise my abilities and be surrounded by others who have the same talents, a class where I won't feel different from other kids." Olive, 9th grade"I like that I can 'see through' the motives of the so-called cool crowd." Puff the Magic Dragon, 5th grade
12Why Should Gifted Students Be Supported? “Gifted and talented” is not always viewed very positivelyIsn’t it elitist? Offends our egalitarian sensibilitiesDemocracy butts heads with intellectualismDoes superior intellect make us uncomfortable?
13Why Should Gifted Students Be Supported? Doesn’t it stigmatize kids or label kids?Is it fair to other students?Isn’t it just kids who get more field trips and special treatment like after-school programs?
14Why Should Gifted Students Be Supported? Numerous studies confirm a sad finding:Gifted students in the US have little good to say about their schooling.Are usually bored and unengaged in schoolTend to be highly critical of their teachersAre asked to learn independently too often.Ellen Winner
15Rationale for Providing Gifted Services Every child has a right to a free and appropriate public education at his or her levelAll youngsters need appropriatepeers and friendsIf improperly nurtured and educated, gifted youngsters can become a powerful negative force in societyAppropriateness is based on ability and achievement. If a youngster has a fifth grade reading level, he needs to be taught at a fifth grade level and helped to progress to a sixth grade level. Whether that youngster is chronologically 6 or 16 is irrelevant. It's inappropriate to have a child with a sixth grade reading level reading "See Dick Run" just because she happens to be six years old. This child needs to be reading the newspaper. It's inappropriate to have a child who is capable of doing Calculus still doing division. An extraordinarily high number of gifted students do poorly in school and even drop out because schools don't meet their intellectual needs. According to an article entitled, "Kids who Know Too Much" in the January 22, 1989, issue of Northwest Magazine, it is estimated that 24% of high school drop-outs are gifted.Dr. Victoria Gardner Placker, B.A.Ed., M.S., R.Sc.P., Rs.D.
16Rationale for Providing Gifted Services 24% of drop outs are gifted50% of the prisoners on death row in Oregon and Washington have IQ's over 130Think of the havoc wrecked upon our society by Ted Bundy, Charles Manson, and Ted Kaczynski.Like the little girl who had a little curl right in the middle of her forehead, "when they're good, they're very, very good and when they're bad, they are horrid." According to "Kids who Know Too Much", 50% of the prisoners on death row in Oregon and Washington have IQ's over 130. Another study showed that 17% of the federal penitentiary population has a measured IQ of over 130, and that the average IQ of kidnapper is 142. Think of the havoc wrecked up our society by Ted Bundy, Charles Manson, and Al Capone? What if their talents could have been used in a positive way? What if one of the world's most gifted leaders, Adolf Hitler, would have used his extraordinary abilities for the betterment instead of the destruction of society? Think what he could have accomplished had he been appropriately nurtured and educated? Imagine what could have come from his convincing his followers to, in his name, lovingly help, serve and comfort instead of savagely torture and murder millions of people!Dr. Victoria Gardner Placker, B.A.Ed., M.S., R.Sc.P., Rs.D.
17Rationale for Providing Gifted Services Gifted children have specific behavioral characteristics in the cognitive and affective realms that present special learning needs that must be addressed by curriculum differentiationLike the little girl who had a little curl right in the middle of her forehead, "when they're good, they're very, very good and when they're bad, they are horrid." According to "Kids who Know Too Much", 50% of the prisoners on death row in Oregon and Washington have IQ's over 130. Another study showed that 17% of the federal penitentiary population has a measured IQ of over 130, and that the average IQ of kidnapper is 142. Think of the havoc wrecked up our society by Ted Bundy, Charles Manson, and Al Capone? What if their talents could have been used in a positive way? What if one of the world's most gifted leaders, Adolf Hitler, would have used his extraordinary abilities for the betterment instead of the destruction of society? Think what he could have accomplished had he been appropriately nurtured and educated? Imagine what could have come from his convincing his followers to, in his name, lovingly help, serve and comfort instead of savagely torture and murder millions of people!Van Tassel-Baska, 1998
18Why our Nation Needs to Educate our Gifted and Talented Youth About one-third of all jobs in the United States require science or technology competency, but currently only 17 percent of Americans graduate with science or technology majors … in China, fully 52 percent of college degrees awarded are in science and technology. (William R. Brody, president of Johns Hopkins University, Congressional testimony 7/05)
19Why our Nation Needs to Educate our Gifted and Talented Youth In the fourth grade, U.S. students score above the international average in math and near first in science. At eighth grade, they score below average in math, and only slightly above average in science. By 12th grade, U.S. students are near the bottom of a 49-country survey in both math and science, outscoring only Cyprus and South Africa.Less than 15 percent of U.S. students have the prerequisites even to pursue scientific or technical degrees in college.(William R. Brody, president of Johns Hopkins University, Congressional testimony 7/05)
20Why our Nation Needs to Educate our Gifted and Talented Youth U.S. mathematics and science K-12 education ranks 48th worldwide49% of U.S. adults don't know how long it takes for the Earth to circle the sunChina has replaced the United States as the world's top high-technology exporter
21Why our Nation Needs to Educate our Gifted and Talented Youth "The real point is that we have to have a well-educated workforce to create opportunities for young people," says Charles Vest, head of the National Academy of Engineering, a report sponsor. "Otherwise, we don't have a chance.“"The current economic crisis makes the link between education and employment very clear," says Steven Newton of the National Center for Science Education in Oakland.
22Why our Nation Needs to Educate our Gifted and Talented Youth 88% of high school dropouts had passing grades, but dropped out due to boredom(Bill & Melinda Gates Foundation: “The Silent Epidemic” 3/06)
23Rationale for Providing Gifted Services We need gifted people to deal with our world's problems, and they need to be appropriately educated and emotionally healthy to do so!Our future depends on them!Like the little girl who had a little curl right in the middle of her forehead, "when they're good, they're very, very good and when they're bad, they are horrid." According to "Kids who Know Too Much", 50% of the prisoners on death row in Oregon and Washington have IQ's over 130. Another study showed that 17% of the federal penitentiary population has a measured IQ of over 130, and that the average IQ of kidnapper is 142. Think of the havoc wrecked up our society by Ted Bundy, Charles Manson, and Al Capone? What if their talents could have been used in a positive way? What if one of the world's most gifted leaders, Adolf Hitler, would have used his extraordinary abilities for the betterment instead of the destruction of society? Think what he could have accomplished had he been appropriately nurtured and educated? Imagine what could have come from his convincing his followers to, in his name, lovingly help, serve and comfort instead of savagely torture and murder millions of people!Dr. Victoria Gardner Placker, B.A.Ed., M.S., R.Sc.P., Rs.D.
26Sac City DataSacramento City Unified School District
27Questions to Ask of Your Data Who are the students in proficient or below by name.Why aren’t they in advanced?Do they have challenging curriculum in each grade level?How many gifted students are not in honors or AP? Why not?
28First WritingPrepare a 2-3 minute talk to give to the school board to encourage support for gifted education in your district. Use the information you have collected and shared, the first two articles, and your own thoughts.
29A Declaration of the Educational Rights of the Gifted Child
30A Declaration of the Educational Rights of the Gifted Child Read and discuss with your neighbor. Do you agree with all of the declarations? Dr. Barbara Clark, Growing Up Gifted, Prentice Hall, Inc., 1997eighbor.
31A Declaration of the Educational Rights of the Gifted Child It is the right of a gifted child to engage in appropriate educational experiences even when other children of that grade level or age are unable to profit from the experience. Dr. Barbara Clark, Growing Up Gifted, Prentice Hall, Inc., 1997
32A Declaration of the Educational Rights of the Gifted Child It is the right of a gifted child to be grouped and to interact with other gifted children for some part of their learning experience so that they may be understood, engaged, and challenged.Dr. Barbara Clark, Growing Up Gifted, Prentice Hall, Inc., 1997
33A Declaration of the Educational Rights of the Gifted Child It is the right of a gifted child to be taught rather than to be used as a tutor or teaching assistant for a significant part of the school day.Dr. Barbara Clark, Growing Up Gifted, Prentice Hall, Inc., 1997
34A Declaration of the Educational Rights of the Gifted Child It is the right of a gifted child to be presented with new, advanced, and challenging ideas and concepts regardless of the material and resources that have been designated for the age group or grade level in which the child was placed.Dr. Barbara Clark, Growing Up Gifted, Prentice Hall, Inc., 1997
35A Declaration of the Educational Rights of the Gifted Child It is the right of a gifted child to be taught concepts that the child does not yet know instead of relearning old concepts that the child has already shown evidence of mastering. Dr. Barbara Clark, Growing Up Gifted, Prentice Hall, Inc., 1997
36A Declaration of the Educational Rights of the Gifted Child It is the right of a gifted child to learn faster than age peers and to have that pace of learning respected and provided for.It is the right of a gifted child to think in alternative ways, produce diverse products, and to bring intuition and innovation to the learning experience.Dr. Barbara Clark, Growing Up Gifted, Prentice Hall, Inc., 1997
37A Declaration of the Educational Rights of the Gifted Child It is the right of a gifted child to be idealistic and sensitive to fairness, justice, accuracy and the global problems facing humankind and to have a forum for expressing these concerns.Dr. Barbara Clark, Growing Up Gifted, Prentice Hall, Inc., 1997
38A Declaration of the Educational Rights of the Gifted Child It is the right of a gifted child to question generalizations, offer alternative solutions, and value complex and profound levels of thought.It is the right of a gifted child to be intense, persistent, and goal-directed in the pursuit of knowledge.Dr. Barbara Clark, Growing Up Gifted, Prentice Hall, Inc., 1997
39A Declaration of the Educational Rights of the Gifted Child It is the right of a gifted child to express a sense of humor that is unusual, playful, and often complex.Dr. Barbara Clark, Growing Up Gifted, Prentice Hall, Inc., 1997
40A Declaration of the Educational Rights of the Gifted Child It is the right of a gifted child to hold high expectations for self and others and to be sensitive to inconsistencies between ideals and behavior, with the need to have help in seeing the value in human differences.Dr. Barbara Clark, Growing Up Gifted, Prentice Hall, Inc., 1997
41A Declaration of the Educational Rights of the Gifted Child It is the right of a gifted child to be a high achiever in some areas of the curriculum and not in others, making thoughtful knowledgeable academic placement a necessity.Dr. Barbara Clark, Growing Up Gifted, Prentice Hall, Inc., 1997
42A Declaration of the Educational Rights of the Gifted Child It is the right of a gifted child to have a low tolerance for the lag between vision and actualization, between personal standards and developed skill, and between physical maturity and athletic ability.Dr. Barbara Clark, Growing Up Gifted, Prentice Hall, Inc., 1997
43A Declaration of the Educational Rights of the Gifted Child It is the right of a gifted child to pursue interests that are beyond the ability of age peers, are outside the grade level curriculum, or involve areas as yet unexplored or unknown.Dr. Barbara Clark, Growing Up Gifted, Prentice Hall, Inc., 1997
45ActivityComplete Distinguishing Myths from Realities Quiz with at least one partner – discuss each before you decide what to answer
46MythsCooperative learning can be substituted for specialized programs and services for academically talented studentsGifted students have lower self-esteem than non-gifted studentsGifted children can get a good education on their ownCooperative learningFrustrationHigh achieving explain materials and lower achieving don’t participateShould be used for social skills developmentGenerally high academic self-esteemTelevisionNatural attraction to accessible infoShouldn’t replace books, social activitiesNo relationship between reading and writing skills
47Zone of Proximal Development DependentIndependentToo HardToo EasyJust RightThe gap between what a learner can accomplish independently and what a learner cannot do, even with assistance.
48Zone of Proximal Development DependentIndependentGifted ChildDependentIndependentHigh-achieverDependentIndependentAverage Children
49Myths Gifted students are a homogeneous group, all high achievers. Gifted students do not need help. If they are really gifted, they can manage on their own.Gifted students have fewer problems than others because their intelligence and abilities somehow exempt them from the hassles of daily life.
50MythsThe future of a gifted student is assured: a world of opportunities lies before the student.Gifted students are self-directedti they know where they are heading.
51MythsThe social and emotional development of the gifted student is at the same level as his or her intellectual development.Gifted students are nerds and social isolates.
52MythsThe primary value of the gifted student lies in his or her brain power.The gifted student's family always prizes his or her abilities.Gifted students need to serve as examples to others and they should always assume extra responsibility.
53Myths Gifted students make everyone else smarter. Gifted students can accomplish anything they put their minds to. All they have to do is apply themselves.Gifted students are naturally creative and do not need encouragement.Gifted children are easy to raise and a welcome addition to any classroom.
54RealitiesGifted students are often perfectionistic and idealistic. They may equate achievement and grades with self-esteem and self-worth, which sometimes leads to fear of failure and interferes with achievement.Gifted students may experience heightened sensitivity to their own expectations and those of others, resulting in guilt over achievements or grades perceived to be low.
55RealitiesGifted students are asynchronous. Their chronological age, social, physical, emotional, and intellectual development may all be at different levels. For example, a 5-year-old may be able to read and comprehend a third-grade book but may not be able to write legibly.Gifted students may be so far ahead of their chronological age mates that they know more than half the curriculum before the school year begins! Their boredom can result in low achievement and low grades.
56RealitiesSome gifted children are "mappers" (sequential learners), while others are "leapers" (spatial learners).Leapers may not know how they got a "right answer."Mappers may get lost in the steps leading to the right answer.
57RealitiesGifted children are problem solvers. They benefit from working on open-ended, interdisciplinary problemsti for example, how to solve a shortage of community resources.Gifted students often refuse to work for grades alone.
58RealitiesGifted students often think abstractly and with such complexity that they may need help with concrete study- and test-taking skills. They may not be able to select one answer in a multiple choice question because they see how all the answers might be correct.
59RealitiesGifted students who do well in school may define success as getting an "A" and failure as any grade less than an "A."By early adolescence they may be unwilling to try anything where they are not certain of guaranteed success.
62Federal Definition of Giftedness Children and youth with outstanding talent perform or show the potential for performance at remarkably high levels of accomplishment when compared with others of their age, experience, or environment.These children and youth exhibit high performance capability in intellectual, creative, and/or artistic areas, possess an unusual leadership capacity, or excel in specific academic fields. They require services or activities not ordinarily provided by the schools.Outstanding talents are present in children and youth from all cultural groups, across all economic strata, and in all areas of human endeavor.
63Title I Improving the Academic Achievement of the Disadvantaged Part A - Improving Basic Programs Operated by LEAsSection State Plans States are required to explain the method used to define "annual yearly progress" and may use a host of academic indicators, including changes in the percentage of students in gifted and talented, advanced placement, and college preparatory programs. (Section 1111(b)(2)(C)(vii)). (Page 24)
64Title I Improving the Academic Achievement of the Disadvantaged Part A - Improving Basic Programs Operated by LEAsSection State Plans States are required to explain the method used to define "annual yearly progress" and may use a host of academic indicators, including changes in the percentage of students in gifted and talented, advanced placement, and college preparatory programs.Section 1111(b)(2)(C)(vii) Page 24
65Title II Preparing, Training & Recruiting High Quality Teachers & Principals Section 2122: Local application and needs assessment.An LEA application for a sub-grant from the state must include an explanation of how the LEA will provide training to enable teachers to address the needs of students with different learning styles, particularly students with disabilities, with special learning needs (including students with gifts and talents)....Section 2122(b)(9)(A) Page 210
66Title V Promoting Informed Parental Choice and Innovative Programs Part A - Innovative ProgramsSubpart 3 - Local Innovative Education Programs (Note: this is the local block grant section of the Act) Funds to LEAs shall be used for innovative assistance programs, which may include "programs to provide for the educational needs of gifted and talented children.“Section 5131(a)(7) Page 363
68Title VII Indian, Native Hawaiian, and Alaska Native Education Part A - Indian EducationSubpart 3 National Activities Section 7134 is Gifted & Talented Indian Students (Page 510)Part B - Native Hawaiian Education Section 7205(a)(3)(E) is Gifted and Talented Native Hawaiian Students (Page 524)
69Title X, Part C, Homeless Education Section 1032 amends Subtitle B of the McKinney-Vento Homeless Assistance Act as follows:Section 722(g)(4)(D) Grants for State and Local Activities:Requires LEAs that receive funds under the McKinney Act to provide homeless children services comparable to services offered to other students in the school, including programs for gifted and talented students. (Page 584)Section 723(d)(2) LEA sub-grantsPermits LEAs to use funds awarded through sub-grants from the state under the McKinney Act on expedited evaluations of the strengths and needs of homeless children, including needs and eligibility for gifted and talented programs and services (Page 588)
70Federal Statistics Definition 25 states have a definition of giftedness from the legislature21 states have a definition of giftedness from the state agency4 states have no definition32 states mandate gifted educationOn average states identify about 6% of the student population as giftedState of the Nation. NAGC
71Federal Statistics Teacher Training 3 states require general education teachers to have some type of training in gifted education8 states estimate that 5% or fewer of general education teachers in the state receive annual professional development in gifted educationOnly 17 states require teachers in gifted and talented programs to have a gifted education credential3 states require administrators and/or counselors to receive training in the needs of gifted students as part of their endorsement or certificationState of the Nation. NAGC
72Federal Statistics Acceleration Only 9 states have policies permitting acceleration of studentsti22 states leave the decision to school districts16 states prohibit students from starting Kindergarten early3 states prohibit dual enrollment in which middle school students are also enrolled in high schoolState of the Nation. NAGC
73Federal Statistics Data Reporting 17 states do not collect demographic data about the gifted student population9 states report on the academic performance and/or learning growth of gifted students as a separate group on state report cards or other accountability measures15 states include the number of identified gifted students on district report cardsState of the Nation. NAGC
74Federal Statistics Funding 14 states provided no funding to local districts for gifted educationOf the 25 states that provided funds to districts9 states provided between $1 million and $10 million to school districtsti 8 provided $40 million or more12 states increased their funding compared to 2010, most with slight increases6 states made cuts in state funding since 2010State of the Nation. NAGC
76California Definition Each district shall use one or more of these categories in identifying pupils as gifted and talented in all categories, identification of a pupil’s extraordinary capability shall be in relation to the pupil’s chronological peers.Intellectual Ability: A Pupil demonstrates extraordinary or potential for extraordinary intellectual developmentCreative Ability: A Pupil characteristically:Perceives unusual relationships among aspects of the pupil’s environment and among ideastiOvercomes obstacles to thinking and doingtiProduces unique solutions to problemsSpecific Academic Ability: A pupil functions at highly advanced academic levels in particular subject areas.Leadership Ability: A pupil displays the characteristic behaviors necessary for extraordinary leadership.High Achievement: A pupil consistently produces advanced ideas and products and/or attains exceptionally high scores on achievement tests.Visual and Performing Arts Talent: A Pupil originates, performs, produces, or responds at extraordinarily high levels in the arts.Any other category which meets the standards set forth in these regulationsCAL CODE REGS, title 5, § 3822
77History of Gifted Education in California MGM – 1961GATE – 1980 – AB 1040Districts set up own criteriaExpanded services beyond intellectually giftedUpdated GATE with standards - AB 2313Title V of the State Code
78Review of Law in California AB 2313 – September 2000 Before AB 2313200 minutes per week for 30 weeksQualitatively different instructionAB 2313Calls for a differentiation of the core curriculum all day
79Recommended Program Standards Collaboration of CAG and CDE approved by State Board of EducationStandards for 1, 2 3, or 5 year plans for exemplary districts
80Recommended Program Standards ComponentsProgram DesignIdentificationCurriculum and InstructionSocial & Emotional DevelopmentProfessional DevelopmentParent and Community InvolvementProgram Assessment
81Compliance Review Background GATE not mandated in CaliforniaNew law – AB 2313Not part of the consolidated application but under CCR for over 10 yearsWas part of CPMNo longer monitored by the CDE
82Saturday Day Two Common Core Budgets LCFF/LCAP Intelligence IdentificationProgram OptionsCluster Grouping ActivityDay Two
83Differentiating the Common Core State Standards for Gifted Students
84Identifying the Dimensions of Differentiation Existing in the CCSS AccelerationDepthComplexityNoveltyCCSS Anchor Standards ELAListening and Speaking #2 –Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.Differentiated CCSS StandardInterdisciplinary techniques(Complexity) to judge with criteria (Novelty) the information presented in diverse media by identifying the patterns (Depth) that provide visual, quantitative, and oral information.
85Relationship of CCSS and Differentiated Curriculum Elements Anchor Standard in Reading #8 –Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.AccelerationThink Like a DisciplinarianNoveltyArt of ArgumentationCritical Thinking–prove with evidenceDepthDetailsRulesComplexityContext
86Relationship of CCSS and Differentiated Curriculum Elements Anchor Standard in Writing #3 –Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.AccelerationUniversal Concepts (Power, Change)NoveltyImagined Experiences (Creativity)DepthPatternsTrendsLanguage of the Discipline
89California GATE Funding Process Total ApportionmentTotal ADA$55,344,9896,275,469 kidsEach district received $8.82 per total ADA=$8.82
90Flexibility23 funds including GATE are placed in a block grant.Districts have flexibility to use the block grant of funds in any programAll categorical funds are cut 15%An additional 4.9% cut this yearDistricts can sweep carryover funds from this year
93LCFF/LCAP Budget Aligned to LCAP Local Control Accountability Plans (LCAPs)For , and each subsequent year, the LCAP must be adopted before the LEA adopts its budgetThe county superintendent, or SPI, shall disapprove a budget that does not include the expenditures necessary to implement the LCAP
94LCAPs – State Priorites Compliance with Williams criteria – instructional materials, teacher assignments and credentials, facilitiesImplementation of SBE adopted academic content standards, including programs and services for ELs to access the common core and ELD standardsParental involvementPupil Achievement – statewide assessments, API, completion of A-G requirements, CTE sequences and AP courses, EL progress toward proﬁciency, college preparation (Early Assessment Program)
95LCAPs – State Priorities Pupil engagement – attendance, dropout and graduation ratesSchool climate – suspension and expulsion rates, etc.Access, including for subgroup, to a broad course of study in speciﬁed subject areasPupil outcomes in speciﬁed subject areasTwo additional priorities for COEs:Services for expelled studentsRegional services for foster youth
102Measuring Intelligence Craniometry 1849 Samuel George Morton, , devised a system of filling empty skulls with small seeds and then removing the seeds to measure the volume.
103Measuring Intelligence Craniometry 1849 Naturally, this required that the subjects be dead, and that the only "results" were comparative skull sizes of various groups, which led to hypotheses about those groups.Paul Broca, , replaced the seeds with lead shot, but craniometry remained otherwise static for nearly a century.
104Galton 1822-1911 Historiometry Measured reaction time and grip strength, and looked for a correlation between these measures and measures of success in endeavors thought to reflect intellectual ability, such as one's class rank in school or one's occupational level
105Measuring Intelligence Binet 1904 Binet, , a student of Broca’s, was commissioned in 1904 by the minister of public education in France to develop a method for identifying children who might benefit from special education curricula.
106Measuring Intelligence Binet 1904 Binet developed a series of tests related to common tasks involving reasoning, comprehension, invention and censure ..In 1905, Binet published these tasks as the first Binet scale, and modern intelligence testing was born.
107Binet and Simon (1908/1916)“We have sought to find the natural intelligence of the child, and not his degree of culture, his amount of instruction.A very intelligent child may be deprived of instruction by circumstances foreign to his intelligence. He may have lived far from schoolti he may have had a long illnessti …” (pp ).
108Measuring Intelligence Goddard Just three years after Binet developed his scale, the test crossed the Atlantic and gave rise to the American eugenics movement.Goddard began testing immigrants at New York's Ellis Island using his translation of the Binet scale. He found that forty percent of the immigrants fell into the newly formed "moron" class, which he and his colleagues believed was a group doomed to crime and poverty.
109Measuring Intelligence Stanford-Binet In 1916, Stanford professor Lewis M. Terman expanded the scale dramatically and gave it a new name-the Stanford-Binet.It was to become the standard for mental testing in the twentieth century, and all tests that followed were really just variations.
1101917 Army IQ Alpha Test Information Practical Judgment Arithmetical ProblemsSynonyms-AntonymsDisarranged SentencesNumber Series CompletionAnalogies
1111917 Army IQ Beta Test Picture Completion Maze Cube Analysis X-O SeriesDigit SymbolNumber CheckingGeometrical Construction
114Verbal Nonverbal Intelligence? Wechsler based his test on the Army Mental Testing ProgramDefinition of intelligence:“The aggregate or global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment (1939)”
115Wechsler ScalesPerformance IQ Scale is comprised of nonverbal and spatial testsBlock DesignObject AssemblyPicture CompletionPicture ArrangementCoding (Digit Symbol)
116Wechsler Intelligence Scale Verbal IQ Scale is comprised of tests of verbal comprehension and verbal expressionInformationSimilaritiesArithmeticVocabularyComprehension
119Identification Around the World Share Cross-Cultural Identification Survey Results
120Why Nonverbal Tests? Appropriate for many children Does not require verbal skillsDoes not require achievementRequires minimal motor skillsAllows ample time for respondingCan be given individually or in groupsMore fair to minority populationsTo find gifted children who are not achieving to their potential (David Mills, DPI North Carolina)
121Raven Progressive Matrices Designed to measure “mental activity [which] involves making meaning out of confusion…forming (largely non-verbal) constructs which facilitate the handling of complex problems involving many mutually dependent variables” (Raven, 1990, p. G3).“Matrices measure the ability to educe relationships” (Raven, 1990, p. G4).
128NNAT ‘The NNAT is a brief, culture-fair, nonverbal measure of ability NNAT items assess ability without requiring the student to read, write, or speakNNAT uses abstract figural designs, and does not rely on verbal skills or achievement
129Structure of NNAT Seven levels 38 items per level Each level was designed to havegood ceiling / floorgood reliabilityas many as four item clustersLevel GradesA KB 1C 2D 3 & 4E 5 & 6F 7 - 9G
133Gifted Program Delivery Models What can schools do to help these students when they really care, but don’t have the funds?
134Gifted Program Delivery Models Some gifted students may be candidates for early entrance to kindergarten, or possibly first grade if they are already reading.
135Gifted Program Delivery Models Pre-assess gifted students before a unit or a course for mastery of the subject matter and offer a more advanced unit or course.Self-contained classes for gifted students, particularly in core curriculum classes, help them move on to more advanced subjects.
136Gifted Program Delivery Models Multi-age, self-contained gifted classes are even more effective. Learning with intellectual peers encourages gifted students to achieve.
137Gifted Program Delivery Models Subject acceleration is appropriate when a student is proficient in a particular subject.Consider grade acceleration when a student demonstrates proficiency at a particular grade level. Use the Iowa Acceleration Scale to evaluate this and other options.SubjectGrade
138Gifted Program Delivery Models Dual enrollment in middle or high school, or high school and college, offers challenging opportunities for gifted students.Middle SchoolHigh SchoolCollege
139Gifted Program Delivery Models Offer Advanced Placement (AP) courses and/or International Baccalaureate (IB) programs for gifted students.Provide counselors who are trained to counsel gifted students, including advising them of talent development opportunities.
140Gifted Program Delivery Models Advise students of Academic Talent Searches, scholarships and academic competitions and give students credit for the advanced courses they take in academic summer programs.
141Gifted Program Delivery Models Create a school culture that values intellectual discovery and achievements, where students encourage one another to accomplish more than they would on their own.Encourage administrators and teachers to educate themselves on the wide range of exceptional abilities among bright students and increase flexibility in addressing the individual learning needs of gifted
142Rationale for Cluster Grouping Placing high achievers together in one classroom challenges those students, enabling other students to become academic leaders and allowing new talent to emerge.Marcia Gentry
143Rationale for Cluster Grouping Cluster grouping makes it easier for teachers to meet the needs of students in their classrooms by reducing the achievement range of students within a classroom.Cluster grouping used in conjunction with challenging instruction and high teacher expectations may improve how teachers view their students with respect to ability and achievement.Marcia Gentry
144Rationale for Cluster Grouping Achievement scores improved over a three-year period for students in a cluster group environment and the number of students identified as high achievers increased.Marcia Gentry
145Rationale for Cluster Grouping Flexible grouping within and between classes that reduces the achievement range of each class can provide many benefits to all students and teachers.The positive effects of cluster grouping result from many changes in the school climate such as:Marcia Gentry
146Rationale for Cluster Grouping creating opportunities for staff development, emphasizing a variety of instructional strategiestiraising teacher expectationsticreating a sense of ownershiptiMarcia Gentry
147Rationale for Cluster Grouping reducing the range of achievement levels in classroomsticreating opportunities for collaboration with colleagues and administration.Marcia Gentry
148Joint Enrollment/Postsecondary Options Enrollment in college, university, or technical school may serve as the gifted instruction districts are required to provide for qualified students.
149Joint Enrollment/Postsecondary Options FTE funding generated while away from the regular school campus is awarded to the postsecondary institution.Students must meet state regulations for attendance and be present on the secondary campus for at least three instructional segments.
150Parent Involvement Parents of gifted children are people too. They need help and guidance in understanding and appreciating the special needs of their gifted children without feeling inferior or jealous.Hostile feelings may lead to over protection, domination or exploitation
151Parent Involvement Hold Regular Parent Advisory Committee Meetings Each school should have a representative from their SSCEducate parents on topics of concern to themGuiding the Gifted Child SeriesShare the Plan Writing Process with parentsHold meetings in other languages to provide information for second language parents
152Parent Involvement http://www.sengifted.org Help parents form SENG groupsHelp parents understand their gifted child with information about getting homework done, understanding other children who are not gifted, intensities of gifted children, perfectionism, asynchronous development
153Parent InvolvementHold school family nights but let the gifted kids develop the project instead of the teachersCreate a parent newsletter written by the studentsCreate or join the district Parent University in providing classes for parents
154Community Involvement Keep your district website up to date with parent links for information about gifted childrenSupport parents through GATE budget and plan to attend CAG Conference and other local institutes and conferences on gifted education
155Community Involvement Try not to dismiss the concerns of the parents of gifted or potentially gifted childrenInvolve the community in fund-raising and mentorshipsInvolve community groups in partnerships
156Categorical Program Monitoring Districts visited only if they have 1 year plans.Only compliances stated in the law are reviewed under CPM process.Plan due datesRocklin – 2010Lodi – 2009Vallejo
157Categorical Program Monitoring Gifted and Talented Education (GATE) Instrument forCategorical Program Monitoring (CPM): An Ongoing Monitoring ProcessDesired OutcomesThe local educational agency (LEA) provides opportunities for high-achieving and underachieving gifted and talented pupils, including pupils from economically disadvantaged and varying cultural backgrounds. (EC 52200[a])The LEA improves the quality of existing programs for gifted and talented pupils. (EC [b])The LEA provides for experimentation in the delivery of the programs, including a variety of programmatic approaches and cost levels. (EC 52200[b])
158 ( The following is the philosophy of Charles Schulz, the creator of the 'Peanuts' comic strip. You don't have to actually answer the questions. Just ponder on them.. Just read the straight through, and you'll get the point. 1. Name the five wealthiest people in the world. 2. Name the last five Heisman trophy winners. 3. Name the last five winners of the Miss America pageant. 4 Name ten people who have won the Nobel or Pulitzer Prize. 5. Name the last half dozen Academy Award winners for best actor and actress. 6. Name the last decade's worth of World Series winners. How did you do? The point is, none of us remember the headliners of yesterday. These are no second-rate achievers. They are the best in their fields. But the applause dies.. Awards tarnish.. Achievements are forgotten. Accolades and certificates are buried with their owners. Here's another quiz. See how you do on this one : 1. List a few teachers who aided your journey through school. 2. Name three friends who have helped you through a difficult time. 3. Name five people who have taught you something worthwhile. 4. Think of a few people who have made you feel appreciated and special. 5. Think of five people you enjoy spending time with. Easier? The lesson : The people who make a difference in your life are not the ones with the most credentials, the most money...or the most awards. They simply are the ones who care the most Pass this on to those people who have either made a difference in your life, or whom you keep close in your heart, like I did. 'Don't worry about the world coming to an end today. It's already tomorrow in Australia !' Be yourself everyone else is taken
159Categorical Program Monitoring InvolvementParents, staff, students, and community members participate in developing, implementing, and evaluating core and categorical programs. I-G 1. The LEA plan includes procedures for continuous participation of parents of gifted and talented education (GATE) pupils in recommending policy for the planning, evaluating, and implementing of the GATE program. (5 CCR 3831[j])
160Categorical Program Monitoring Governance and AdministrationII-G 2. The LEA plan describes the appropriately differentiated curricula for identified GATE pupils. (5 CCR 3831[j])2.1 The LEA develops a method for identifying GATE pupils in one or more of the following categories: intellectual, creative, specific academic ability, leadership ability, high achievement, and performing and visual arts talent. (EC 52202)2.2 The LEA GATE program is planned and organized as an integrated, differentiated learning experience within the regular school day and may be augmented or supplemented with other activities related to the core curriculum. (EC 52206[a])2.3 A person is designated who has responsibility for the development of identification procedures, program implementation, fiscal management, and collection of auditable records for evaluation. (EC [a])
161Categorical Program Monitoring FundingIII-G 3. GATE program funds are used solely for the purposes of the program. (EC 52209)3.1 The LEA plan includes an objective-related budget for use of GATE funds. (5 CCR 3831[j])3.2 Funds not expended in the current fiscal year are expended for GATE program services in subsequent years. (EC 52209[b])3.3 Indirect costs charged to the program were no more than 3 percent. (5 CCR 3870)3.4 The school district maintains auditable records. (EC 52212[a])
162Categorical Program Monitoring Standards and AccountabilityIV-G 4. Evaluation of the program includes an annual review of pupil progress and of the administration of the program. (5 CCR 3831[j])4.1 Modification of the GATE program is based on an annual review. (5 CCR 3831[j])
163Categorical Program Monitoring Professional DevelopmentV-G 5. The LEA staff development plan is based on a needs assessment that includes the specification of requisite competencies of teachers and supervisory personnel. (5 CCR 3831[j])5.1 “Special day class” GATE teachers have preparation, experience, personal attributes, and competencies for teaching gifted children. (5 CCR 3840[a])
164Categorical Program Monitoring Opportunity and Equal Educational AccessVI-G 6. The LEA provides equal opportunitiesfor pupils to be identified for participation inthe GATE program. (5 CCR 3820[e])6.1 The LEA seeks out and identifies gifted and talented pupils whose extraordinary capacities require special services and programs. (5 CCR 3820[b])6.2 The LEA seeks out and identifies gifted and talented pupils from varying linguistic, economic, and cultural backgrounds. (5 CCR 3820[f])6.3 All identified gifted and talented pupils have the opportunity to participate in the program. (5 CCR 3831[i])
165Categorical Program Monitoring Teaching and LearningVII-G 7. The LEA provides differentiated learning opportunitiescommensurate with the gifted and talented pupil’s abilities andtalent. (EC 52200[c])7.1 Gifted and talented pupils have opportunities to acquire skills at advanced levels commensurate with their potential. (EC 52200[c])7.2 Academic components are included in all program offerings, and where appropriate, instruction is provided in basic skills. (5 CCR 3831[g], EC 52206[c])7.3 Underachieving, linguistically diverse, culturally divergent, or economically disadvantaged gifted and talented students receive services to assist them in developing their potential to achieve at the high levels commensurate with their abilities. (5 CCR 3840[i])7.4. Gifted and talented pupils have opportunities to develop realistic, healthy self-concepts. (EC 52200[c])
166California Education Code SECTIONsupport unique opportunities for high-achieving and underachieving pupils in the public elementary and secondary schools identified as gifted / talented.ensure that pupils from economically disadvantaged and varying cultural backgrounds be provided with full participation in these unique opportunities.
167California Education Code Categories in defining the capabilityintellectual, creative, specific academic, or leadership abilitytihigh achievementtiperforming and visual arts talenttior any other criterion that meets the standards set forth by the State Board of Education pursuant to SectionCut Score is 95th %tile (125 standard score)
168State Plan AB 2313 – requires plan for 1, 2 or 3 years Components Program DesignIdentificationCurriculum and InstructionSocial & Emotional DevelopmentProfessional DevelopmentParent and Community InvolvementProgram AssessmentBudget – ADA * ~ $9.31
169Rate the plan together as a team ActivityIn a team, use state’s rubric to read all components of the your district planRate the plan together as a team