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Gentry, 20022 Marcia Gentry, Ph.D. Director, Gifted Education Resource Institute Purdue University Developing Talents and Improving.

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Presentation on theme: "Gentry, 20022 Marcia Gentry, Ph.D. Director, Gifted Education Resource Institute Purdue University Developing Talents and Improving."— Presentation transcript:

1 Gentry, 20022 Marcia Gentry, Ph.D. Director, Gifted Education Resource Institute Purdue University mgentry@purdue.edu Developing Talents and Improving Student Achievement and Identification as Gifted Among Traditionally Underrepresented Populations: An Experimental Investigation Scaling up the TSCG Model

2 Gentry, 20023 United States Department of Education Javits Gifted and Talented Students Education Grant Program National Scale-up Project

3 Gentry, 20024 Project Staff Marcia Gentry, Ph.D. PI Jennifer Richardson, Ph.D. (tech) Kristina Ayers Paul, Ph.D. (eval) C. Matthew Fugate, Ph.D. (program) Yukiko Maeda, Ph.D. (analyses) Rachael Kenney, Ph.D. (math) Ala Samarapungavan, Ph.D. (science) Scott Peters, Ph.D. (prog. /language arts)

4 Gentry, 20025 TSCG Scale-up Goals To experimentally scale-up TSCG in 100 schools nationally, enabling robust analyses To refine implementation training, support, and procedures for successful implementation to increase the number of students from underrepresented groups who, over time, are identified as gifted; to increase student achievement in language arts, math, and science; to improve teacher perceptions and practices

5 Gentry, 20026 TSCG Scale-up Timeline Year 1: Site identification, qualifications, approvals Year 1 (now): Leadership Training (treatment sites) and baseline data (all sites) Years 2-3: Treatment begins(treatment sites implement, control sites maintain—data only) Year 3 (late spring): Leadership Training (control sites become treatment) Year 4-5: Control/now treatment sites implement, original treatment sites continue in treatment status

6 Gentry, 20027 TSCG Scale-up Sites Treatment and control schools in the following states: Indiana, Illinois, Iowa, Minnesota, Ohio, South Carolina, Washington, and Wisconsin,

7 Gentry, 20028 Data Collection District Survey Building Survey and Staffing Achievement Identification Practices Views

8 Gentry, 20029 Data Collection Extant student achievement data beginning at the end Year 1, and yearly thereafter (for each administration) Identification categories generated this spring, and each spring thereafter in treatment schools Demographics (gender, SES, ethnicity, ELL status, grade level)

9 Gentry, 200210 Data Collection Leadership training evaluation (Year 1, T; Year 3, C) Stages of Concern Questionnaire (Year 1, T; Year 3, C) Classroom Practices Survey-R (Years 1 and 3, T & C; Year 5, C) Opinions about Gifted (Year 3, T & C; Year 5. C)

10 Gentry, 200211 Data Collection--Leadership Implementation Matrix (twice yearly during treatment status Principal folder

11 Gentry, 200212 Benefits Leadership team training & implementation support Staff development (on-line, live support) Guided implementation Works within existing school framework and efforts Research & Evaluation to inform practice Continued access to SD after project ends Can include any elem. schools from district

12 Gentry, 200213 TSCG Scale-up: On-Line Modules (Appendix C) Nature and Needs (Gentry, Peters, Gaesser) Underserved Populations (Gentry, Peters, Fugate, Gaesser) Curriculum Compacting (Reis, Gentry, Peters, Samarapungavan) SEM-R (Reis) Inquiry and Reflective Practice (Samarapungavan) Content Differentiation (Reis, Kenney, Fugate, Samarapungavan)

13 Gentry, 200214 TSCG Scale-up: On-Line Modules (Appendix C) Student-focused Differentiation (Gentry, Fugate, Peters) Total School Cluster Grouping (Gentry, Peters, Fugate) Making Sense of Gifted Kids for Counselors (Peterson, Gaesser) Assuring Challenge for All through RtI (Peters)

14 Gentry, 200215 Modules On-line beginning Spring 2015, need teacher-lists to provide log-ins How to engage/encourage/excite teachers to participate Any order, all methods accepted Learning Communities 1-3 hours engaged, 7-9 hours practice Each completed module = 10 clock hour certificate

15 Gentry, 200216 TSCG: 2 nd Edition: What’s New? With: Kristina Ayers Paul (Ph.D., 2010, UConn) C. Matthew Fugate (Ph.D., 2014, Purdue) Jason McIntosh (Ph.D., 2015, Purdue) Enyi Jen (Ph.D., 2015 Purdue)

16 Gentry, 200217 Part I Ch 1: What is Cluster Grouping Gentry Ch 2: TSCG Model Gentry Ch 3: PLP for Implementation Gentry & Paul Ch 4: Purdue Simulation Fugate Ch 5: Complementing Other Programs Gentry Ch 6: Collaborative Evaluation Paul

17 Gentry, 200218 Part II Ch 7: Differentiation McIntosh Ch 8: Curriculum Compacting McIntosh Ch 9: Twice Exceptional Students Fugate Ch 10: Developing Resilience Jen Ch 11: Student-Focused Differentiation Gentry

18 Gentry, 200219 Fit with Current Efforts Staff Development RtI Cluster Grouping Achievement Gaps Representation Differentiation Other Efforts?

19 Gentry, 200220 What Next Class list development (spring) Implementation (Fall) Staff development (begin anytime, on-going) Consultation–on-going

20 Gentry, 200221 Needs or Questions? What will help you do this well?

21 Gentry, 200222 References See handout


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