Presentation on theme: "WVAGT Fall Conference October 22-23, 2010 On-line at"— Presentation transcript:
WVAGT Fall Conference October 22-23, 2010 On-line at
National National PreK – Grade 12 Standards Revised RTI for Gifted State Numbers and Percentages WESTEST2 Data WV Guidelines Assessment – Learning/Life Skills Local Programming vs. Program Focus on Effort vs. Gifts Continuum of Services
Program connotes a single practice. Revised Standards replaced program with programming.
Dr. Carol Dweck – Studies found a distinction between Entity and Incremental Theories of Intelligence. Fixed Mindset - I am smart at this. Attribute their success to ingrained ability, fixed entity. Believe that if you have ability, everything should come naturally. When challenged, more prone to quit; brittle in self- concept; become dispirited by inability to solve hard problems because setbacks call their intelligence into question. Growth Mindset – I got it because I worked at it. Attribute success to hard work. That difficult work can be grasped step by step, incrementally. The novice can become the master. When challenged, more likely to rise to the level of the game.
Educational Leadership September 2010 Vol. 68 No. 1
West Virginia State of the State
2 nd Month EGGF% of Total Enrollment %
State nd Mo. Head- count Total281,828 State Public Funding based on Head-Count at the level when it was weighted with special education count – including gifted education Ave. cost per pupil = $7000 Excess costs=?
%18.7%18.3%17.8%17.7% Communication Disorder (5.0%) and Specific Learning Disability (4.5%) account for the highest percentages-students with exceptionalities of total school enrollment.
Projected OOS Costs for special education students placed by DHHR for non-educational reasons. $ 6,036, State Special Ed. – Can be used for gifted $3,738, Actually Distributed $2,639, Out Of State (OSS) Costs $341, Amount to be contributed by counties for their OOS students (DHHR)
WESTEST2 is at grade level – GF students may have already known the content or learned it at a quicker pace. Did the student make progress?
How will you measure progress?
How do we assess these higher-order thinking skills?
Acuity Modeled on National Standards
Multi-tiered Instruction (MI)
State Special Education Policies and Procedures
MostLeast Separate Class Pull-out to Resource Room or Center Co-teaching Collaboration Flexible grouping in general classroom Consultation (Indirect) Advanced Curriculum Project- Based Learning Parallel Curriculum or Compacted Curriculum or Enrichment Project- Based Learning Differentiated Activities in the General Classroom; Independent Study; Distance Learning
Concepts emphasized for deeper understanding Content in the core areas reinforced
Content Eliminate redundancy Eliminate over telling/directing Stretch rigor Evaluate/Justify Create Design Concepts Ideas across subjects ConnectionsPatternsSystems
Opportunities to Practice and Internalize Principles So that each step is no longer consciously considered, but is lived. Josh Waitzkin (2007) The Art of Learning
Provide for growth/progress? Support learning styles and processes to guide own learning? Provide opportunities to develop interests?
Provide whole to part instruction – focusing on concepts/themes? Provide socialization Provide independent learning