5 Policy 2419 – Regulations for the Education of Exceptional Children AccelerationEnrichmentAcceleration – instruction that allows the individual student to master content at a faster or earlier rate either horizontally or vertically across grade levels.Enrichment – instruction that allows the student to study a subject more broadly or in greater depth. It goes beyond fundamental knowledge and skills and provides opportunities for critical thinking.
6 Policy 2419 – Regulations for the Education of Exceptional Children Horizontally within grade levelVertically
9 Specialized Instruction DifferentiationSpecialized instruction delivered by a gifted education specialist through an IEP - Specialized instruction is carefully planned, coordinated, individualized learning experiences that extend beyond the core curriculum to meet the specific learning needs evidenced by the individual student.Differentiation, for gifted and high ability learners, is providing gifted students with different options than those offered to their classroom peers in the general classroom for acquiring content, processing ideas, and developing products (Tomlinson, p.3) Since children identified as gifted are gifted 24 hours a day, 7 days a week, differentiation is needed in the general classroom.Specialized instruction delivered by a gifted education specialist through an IEP - Specialized instruction is carefully planned, coordinated, individualized learning experiences that extend beyond the core curriculum to meet the specific learning needs evidenced by the individual student.Differentiation , for gifted and high ability learners, is providing gifted students with different options than those offered to their classroom peers in the general classroom for acquiring content, processing ideas, and developing products (Tomlinson, p.3) Since children identified as gifted are gifted 24 hours a day, 7 days a week, differentiation is needed in the general classroom.There may be some instructional activities that you may feel that you cannot do in the general classroom and that is an individual service that the gifted education specialist should provide. This should be decided early in the planning stage; preferably at the IEP meeting. Just don’t expect the gifted education specialist to spontaneously provide specialized instruction on the spot. (Harry M.)
10 Key ConceptsProvide opportunities to explore themes, issues and “big-ideas” across different content areasReinforce content in general curriculum (WV CSOs)Allow content compacting to allow for accelerated and enriched learningIncorporate a study of methods for conducting research, including planning, goal setting, time management, adjusting strategies when appropriate, task completionProvide opportunities to design
11 Key ConceptsOffer a variety of activities to address different learning stylesJournalsDebatesVisual presentationsConstructing modelsCompetitive/non-competitive gamesSelf-directed/independent studyGroup/team workProject-based learningRequire critical and creative thinking in problem solvingExamining different points of view,Making logical inferences and assumptions,Include teacher questioning that requires analysis and evidence for answers.
12 Explicit Instruction in Thinking Skills “Let’s look at these two pictures.”“What do you think will happen when…?”“Let’s look at this problem.”“Let’s COMPARE these two pictures.”“What do PREDICT will happen when…?”“Let’s ANALYZE this problem.”
13 Explicit Instruction in Thinking Skills “How do you know that’s true?.”“How else could you use this?”“Do you think that is the best alternative?”“What evidence do you have to support…?”“In what situations might you APPLY this…?”“As you EVALUATE these alternatives..”
14 Explicit Instruction in Thinking Skills ActivityComprehensionClassifyExplainDefineOutlineApplicationDemonstrateSolveTryAdaptIllustrateKnowledgeNameLabelIdentifyListRepeatSynthesisFormulateCreateDesignForecastComposeInventBuildEvaluationAssessRecommendJustifyDecidePrioritizeAnalysisInspectTestCompareContrastDissect
15 Critical Characteristics of the Gifted Learner On Which Differentiation Is Based PrecocityComplexityIntensityCreativeConceptualPerfectionisticJoyce Van Tassel Baska 2009
16 Learner Char. and Corresponding Emphasis in the Curriculum The LearnerPrecocityIntensityComplexityThe CurriculumAdvanced ContentProcess/product depthIssues/concepts/ themes/ideas
17 The Integrated Curriculum Model ProcessAddress different learning styles (not ability levels)Product Creative and performance- basedContentSkills – Ideas,issues, themesacross domains oflearningProcesses - addressing different learning styles (not ability levels).Visual/spatial – using mind maps, chartsVerbal/Linguistic – reading, listening, relating (essays)Logical/Mathematical – problem solve, show by an equation
18 Process Visual/spatial – using mind maps, charts Verbal/Linguistic – reading, listening, relatingLogical/Mathematical – problem solve, show by an equation, If-Then
20 Differentiating Products But at higher levels of thinkingDebatePresentationBrochureCreate a PlayMock TrialCreating a brochure is a good activity for all students. But for high ability student, require justification or prioritizing or some higher order thinking. For example, some students could create a brochure listing the tourism attractions in West Virginia, while students with higher abilities could create a brochure listing the tourism attractions with justifications (why white-water rafting in West Virginia is better than in Colorado.Another example, some students could list the sources of energy in a presentation, while other students could list the sources and compare in costs and/or effects on environment.
21 Specially Designed Instruction Specially designed instruction that modifies the general curriculum.Special Education Services - a change to the content of the general education curriculum due to the nature of a student’s exceptionality or the unique needs arising from the student’s exceptionality.Examples:Advanced concepts and more challenging content at grade levelAccelerated contentMore in-depth study of a particular topic within the content at grade levelProblem-based instruction – Open-ended questionsHigher-level thinking skillsCreative product - Alternatives to general expectationsOpportunities to design/construct based on principles or criteriaHighlight “change to the content” beyond what is offered in the general education classroom.
22 Whole Brain Thinking“…actually two half-brains, designed to work together as a single integrated whole…”Left hemisphere:logicsequenceliteralnessanalysisRight hemisphere:synthesisemotional expressioncontextthe big pictureChris McManus (2002)Right Hand Left Hand
23 Whole Brain Thinking“Put the two together and one gets a powerful thinking machine.”“Use either on its own and the result can be bizarre or absurd.”Chris McManus (2002)Right Hand Left Hand
24 IEPs for Students Identified as Gifted: Focus on the Whole Mind Design is a classic whole-minded aptitudeDesign is something that everyone does every day“Design is a high-concept aptitude that is difficult to outsource or automate”A Whole New Mind2. A Whole New Mind3. A Whole New MindTimes New RomanArialCourier NewDaniel Pink (2006) A Whole New Mind
27 Types of Underachieving Gifted The non-compliantThe working-hard-at-being-differentThe challenging-authorityThe angry/discouraged/frustratedThe social/nonsocialThe divergent “outside of the box” thinkerThe complex
29 Underlying causes Social Factors Peer influences? Socio-economic factors? (Not an “achievement environment”)Gender?Few professional jobs that require higher education in the area.
30 Underlying Causes Individual Factors Problems with competition? Response to stress?Lack of organizational skills?Low cause/effect ability?Inability to delay gratification?Low self-esteem?Dominant (if I can’t be the best) or dependent personality (someone else’s fault)?Developmental transitions? Changing relationships?Early power and attention (the only thing he/she can control?)Perfectionism? (Yes, perfectionism)Hypersensitivity –To developmental transitionsTo family transitions (moves, other events)Response to stressTo grief/loss - depressionChanging relationshipsResponse to classroom, teachers, curriculum, justice/fairness, cruelty to othersDominant personality – If can’t be the best, dominant over others, then don’t even try or belittle the activity.Dependent personality – Always someone else’s fault.
31 Two categories: Interventions Counseling Instructional Research on effective intervention models remains scarce. Although there have been many case studies and articles, few actually use an experimental design. This may be because there would be ethical issues in using a control group and withhold treatment that would be valuable for underachieving gifted students.Interventions aimed at reversing gifted underachievement fall into two general categories: counseling and instructional interventions (Reis and McCloud, 2000)
32 Counseling Interventions Goal is to help the student decide whether achievement is a desirable goal.If so, then help reverse counterproductive habits and cognitions.
33 WHAT TO BE ALERT TO * Depression * Suicidal ideation ("Should I worry about you--that you'll hurt yourself?") * Thoughts of violence * Our own feelings about achievement * Responding only with a punitive approach * Having only a simplistic view of a very complex issue* Questioning whether they are "gifted" (teacher, child, counselor, parent)
34 Instructional Interventions Relationship with the teacher Use of self-regulation strategies – setting goalsOpportunity to work on an area of interest in a preferred learning styleTime to interact with an appropriate peer groupCurriculum Compacting – Eliminate RedundancyProject-Based LearningUsing Renzulli’s Type III Enrichment Projects, investigations showed some positive gains in either behavior or achievement during the course of the school year. 11 of the 17 participants showed improved achievement; 13 of the 17 students appeared to exert more effort within their classes; and 4 of the 17 students showed marked improvement in their classroom behavior.Curriculum compacting lets students get credit for knowledge and skills and buys time to pursue more challenging content or interest-based enrichment opportunities rather than more of the same.
35 Data Based Present Levels Present levels must be written in objective, measurable terms and easy-to-understand non-technical language articulating actual performance.Use the information from the assessments.Create present levels of academic and functional performance that clearly represent the student’s academic performance.Use rubrics for learning skills – higher order thinking skills.1 MinuteWork with a PartnerPresent levels must be written in objective, measurable terms and easy-to-understand non-technical language articulating the gaps between grade level expectations and actual performance.Use the information from the Acuity assessment as you review the mathematics rubrics for your designated grade level/student.Create present levels of academic and functional performance that clearly represent the student’s academic performance.Space has been provided for documentation of the present level on mathematics rubrics.2 minutes for directions – 15 minutes for the activityThe rubrics can be found by accessing the “Aligning and Individualizing 21st Century Content, Instruction and Assessment” folder. Find the “mathematics rubrics” for your programmatic level.All presenters should walk around the room and assist participants.Before beginning the activity, remind participants that if they need to access acuity again, they can review directions for doing so by visiting slides
36 Present Levels of Academic Achievement and Functional Performance Benchmark AssessmentAlso an assessment OF learning – Common or Interim Assessments.ExamplesEnd of chapter testsRating scale of product or performanceRubrics of product or performanceAcuityDIBELSFor above-the-grade level testing that is aligned to the present WV CSOs, explore the Acuity website. Contact John Miller for further information.Benchmark assessments are also used in the present levels of performance.You may need to use a qualitative assessment to obtain present levels of performance.
37 Present Levels of Academic Achievement and Functional Performance Formative AssessmentAn assessment FOR learning. Occurs while the learning is forming.Not high stakesNot for accountabilityNot for report card gradesExamples:* Teacher informal questioning * Homework* Pre-tests * K-W-L chart
39 Don’t assume the students identified as gifted have mastered grade-level content. Benchmark assessments are important to identify gifted underachievement and goals should address gifted underachievement.WESTEST 2 is at grade-level; so assessing above-grade level skills is important for advanced learners to avoid repetition and redundancy.
40 What does this tool provide? Benchmark Assessment Results MOY – middle of yearThe benchmark/formative assessment results portion of Part 4 has also been made more user friendly through the use of the online IEP.An IEP team can add formative assessments by typing in the assessment name, the administration date and the assessment scores. Another user friendly aspect of the online IEP is a button that links the user directly to the Acuity site or the mCLASS DIBELS site as a means of easy data retrieval.
41 1 minuteBy clicking on the “Present Levels” link on the navigation bar and then on “mathematics” I will guide you through the mathematics rubrics and present levels of performance pages of the online IEP.On this screen, the user would click on the appropriate age/grade and level of student performance in the area of Mathematics (for the purpose of this lesson, our student is “below grade level”). Then the user would click “proceed”.
42 1 minuteHere is an example of a rubric for students grades k-8 in the area of Number Operations. The IEP team should review this and the remaining four rubrics to prioritize and pinpoint student strengths and weaknesses as well as planning for future instruction.
43 1 minuteBy clicking on the “Present Levels” link on the navigation bar and then on “mathematics” I will guide you through the mathematics rubrics and present levels of performance pages of the online IEP.On this screen, the user would click on the appropriate age/grade and level of student performance in the area of Mathematics (for the purpose of this lesson, our student is “below grade level”). Then the user would click “proceed”.
45 I can think of many ideas. I can think of some ideas 4321ScoreFluencyI can think of many ideas.I can think of some ideasIf I get some help, I can think of ideasI have a hard time thinking of ideasFlexibilityI notice what is surprising and unusualI notice unusual things around meWhen someone reminds me, noticeI hardly ever notice unusual thingsEvaluationI know several ways of decidingI can tell which ideas are worth working onWith help, I can tell which ideas worthwhileI cannot tell which ideas are worthwhileRisk-takingI like to try new ideasI try new ideasSometimes I try new ideasI do not try new ideasSeeking ChallengesGoal setting (etc.)Goal settingI do not set goalsElaborationWhen I have good idea, I add details to make greatI can usually add details to make betterSometimes, I can think of way to make betterI do not know how to make betterNot complete. See examples at iftedassesscreativity.html
46 Questions are probing and help clarify facts CriteriaExemplary (4-5)Good(2-3)Needs Improvement(0-1)Initial QuestionsQuestions are probing and help clarify factsAll questions may not be relevantFew or no questions formulatedUnderstanding the problemClearly defines the problemStatement has some vagueness or missing informationProblem defined incorrectlySeeking informationIdentifies several sources of informationRelies on few sourcesNot clear as to what is neededRisk-takingI try new ideasSometimes I try new ideasI do not try new ideasIntegration of knowledgeEffectively applies previous knowledgeApplies limited amount of prior knowledgeUnable to connect previous knowledgeNot complete. See complete example at
47 Don’t assume the students identified as gifted have mastered grade-level content. Benchmark assessments are important to identify gifted underachievement and goals should address gifted underachievement.WESTEST 2 is at grade-level; so assessing above-grade level skills is important for advanced learners to avoid repetition and redundancy.
48 INDIVIDUALIZED EDUCATION PROGRAM _____County SchoolsStudent’s Full Name __Jane Doe Date _______PART VII: PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCENarrative Descriptions of Present Levels of Academic Achievement and Functional Performance (refer to IEP Instructions) Add pages as neededThe purpose of this meeting is to complete an annual updated IEP. Jane, who will be in 7th grade in the next school year, scored at the Distinguished Level in Reading/Language Arts, Math, Science, and Social Studies on the 6th grade WESTEST 2008.Using the Acuity assessment tool, Jane has already demonstrated above mastery level skills in the 7th grade math curriculum based on WV 21st Century 7th grade math CSOs. Using teacher-made rubrics and checklists, Jane demonstrated mastery and above level skills in the 6th grade CSOs in Reading/Language Arts, Science and Social Studies.Given a learning styles inventory, Jane is a logical/mathematic learner who learns best by using logic and patterns to solve problems. She will benefit from the provision of logical activities involving equations to solve a real-world problem. Jane would also benefit from activities that develop verbal/linguistic skills in order to better communicate math and logic skills.Given an interest inventory, Jane shows an interest in math and computers.Jane’s exceptional intellectual ability and her outstanding achievement, as shown in the above assessment data, indicates that she may be under challenged by the basic content instruction normally (next page)Narrative:Highlight the statement about how the student’s exceptionality impacts or affects the general instruction.Highlight the statement about the consideration of acceleration.
49 INDIVIDUALIZED EDUCATION PROGRAM _____County SchoolsStudent’s Full Name __ Date _______PART VII: PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCENarrative Descriptions of Present Levels of Academic Achievement and Functional Performance (refer to IEP Instructions) (Continued)provided in the general education classroom. At this time, the data does not indicate the need for acceleration to the next grade level in reading/language arts, science and social studies. However, she would benefit from acceleration in the math curriculum to Algebra I. The effect on graduation is not known at this time. In addition, Jane continues to need the provision of extension activities and more in-depth study of topics focusing on higher-order thinking skills to enrich the grade-level curriculum in reading/language arts, science and social studies.This will be delivered through independent study centers and flexible grouping in the general classroom with consultation from the gifted education specialists, through pull-out to a resource room with direct instruction from the gifted education specialist, and through enrollment in an Algebra I virtual course facilitated by the gifted education specialist.Highlight the statement about how the student’s exceptionality impacts or affects the general instruction.Highlight the statement about the consideration of acceleration.
50 AssessmentPresent Levels Statements in the Present Levels must be based on AssessmentsIn order for students identified as gifted to have an equitable education, they must make progress annually. They may achievement above mastery and distinguished levels, but their scores should also show progress.Annual Goals:Every goal must relate to a need identified in the present levels.
51 Annual Goals Time Condition Behavior Criteria Usually specified in the expected number of weeks or a certain date required for completion. The goal represents what the student can realistically be expected to attain during an academic school year.Identifies the circumstances under which the behavior will occur.Stated in positive terms and refers to observable, measurable actions that the student will perform.Specifies the expected amount of growth (how much, how often and to what standards) required to achieve the goal. The criteria identifies when the goal is considered accomplished.Read slide.For the criteria, may not just use “teacher observation.” Must indicate a specific data collection element/method (e.g.,multiple choice tests, worksheets, charting, daily data sheets, checklists, rubrics, etc.)
52 Strategy for Quality Goal Development Critical SkillTimeframeConditionBehaviorEvaluation Criteria with ProcedureDetermine a reasonable amount of learning timeIncorporate an evidence-based strategy in the condition that is provided or coordinated by the special educator. This is the specially designed instruction.State a measurable student behavior - not a teacher behavior!Identify a specific procedure for evaluating the behavior AND set a mastery level.1234
53 Cross-Curricular Goal Example Critical SkillTimeframeConditionBehaviorEvaluation Criteria with ProcedureBy the end of grade 9when provided a model for problem solving and individual conferencing with the gifted education teacher for each research/PBL project phaseJane will select 4 resources to plan, develop, organize and deliver a research/PBL projectas measured per project using rubric and a rating of above average or more on final product.PROCESS
54 Process INDIVIDUALIZED EDUCATION PROGRAM Page __ of __ _____County SchoolsStudent’s Full Name ___Jane Doe Date _______PART V: ANNUAL GOALS, Part ATimeframeConditionBehaviorEvaluation Procedurewith CriteriaMastery/Progress Codes (optional) (per Grade Period)By the end of the school year,given extension activities within the 7th grade social studies curriculumJane will communicate her research effectively using spoken, written and visual language for a variety of audiences and for different purposesat the distinguished level on a teacher-made rating scale for 4 out of 5 trials.By the end of the school year,given support in multi-disciplinary project-based learning modelJane will apply the steps of a problem-solving model to complete a project or analyze a situationwith the highest level of proficiency on a 4-level problem solving rubric for 3 out of 4 trials.ProcessProblem-solving goal address process – using a model in instruction and learning. (See “Teaching with Models” power point presentation).Address learning style (logical/mathematical; verbal/linguistic; visual/spatial)
55 Product INDIVIDUALIZED EDUCATION PROGRAM Page __ of __ _____County SchoolsStudent’s Full Name __Jane Doe Date _______PART V: ANNUAL GOALS, Part ATimeframeConditionBehaviorEvaluation Procedurewith CriteriaMastery/Progress Codes (optional) (per Grade Period)By the end of the school year,given a community project of her choosing, a variety of resources and supportJane will develop an informational brochure including justifications of statementswith 100% correct grammatical and mechanical properties in writing throughout the brochure.given a variety of resource materials, electronic and non-electronic, and a research modelJane will plan, develop, organize and deliver a research project, with documented sources, in-text citations to avoid plagiarism and computer-generated graphic aids.demonstrating a highest level of proficiency on a 4 level research rubric for 3 out of 4 trials.ProductAddresses product. The product should address higher level thinking rather than just a list of information (i.e., why is this important/relevant in present day living; how will this impact future living in the community?).
56 Content Above-grade level? INDIVIDUALIZED EDUCATION PROGRAM Page __ of _______County SchoolsStudent’s Full Name __Jane Doe Date _______PART V: ANNUAL GOALS, Part ATimeframeConditionBehaviorEvaluation Procedurewith CriteriaMastery/Progress Codes (optional) (per Grade Period)By the end of the school year,given access to distance learning and facilitation by the gifted specialistJane will complete an on-line Algebra 1 coursedemonstrating mastery of the course objectives on an end-of-course exam.given printed texts from current real-life issues and concerns, and focusing on key concepts and principlesJane will use graphic organizers and visualization techniques to interpret information (e.g., charts, graphs, diagrams, non-verbal symbols)demonstrating completion of 100% of items on a teacher-made checklist for 4 out of 4 .ContentContentAbove-grade level?
59 Explicit Instruction in Thinking: Instead of teaching a lesson on a skill like “analysis” teach students how to make inferences about point of view. For example, first-person account of a historical event.Notice that one of the elements in Paul’s model is Point of View. Point of view is very important concept to teach.
60 Implications/ Consequences What will the group do this evening? Purpose/ GoalPoint of ViewEvidence/ DataImplications/ ConsequencesWhat will the group do this evening?InferencesConcepts/IdeasYour turn –Problem: What will we do this evening as group?Point of View: Man, woman, single, married, etc.Evidence: What is available in the area? Restaurants, shopping.Concepts/Ideas: Idea of a good time.Assumptions: What assumptions do the members of the group make about the idea of having a good time?Assume that everyone in the group wants to have a good time.Assume that teachers want to behave responsibly.Inferences: (reasoning, work-out points of view, evidence, assumptions, etc.) If the area is known for its shopping centers and members of the group like to shop… Or everyone needs to eat and there are fine restaurants in the area.Implications/Consequences: If group decides to go out and drink heavily and stay out late, the members may feel bad in the morning. Or if the group decides to go to a restaurant, the members may spend more than they planned.Purpose/Goal: May revisit or restate – Goal is to have a good time and still feel good in the morning. Or have a good time but spend as little money as possible.Assumptions
62 Reasoning about a Situation or Event What is the situation?Who are thestakeholders?What is the pointof view for eachstakeholder?What are theassumptions ofeach group?What are theimplications ofthese views?
64 Concept Mapping Soil Different Types Rock and gravel sand clay silt Consists ofDifferent TypesRock and gravelsandincludingclaysilt
65 Concept Mapping Common Themes Among Fairy Tales Accomplishing difficult tasksTriumph of humility over greedTriumph of the youngest, weakestCinderellaResolutionplotJack and the Bean Stalkconflictclimax
67 BrainstormingRules from Tom Kelley’s book, The Ten Faces of Innovation:Go for Quantity. Good ideas emerge from lots of ideas. Set a numerical goal – say, a total of one hundred ideas.Encourage Wild Ideas – Extremism is a virtue. The right idea often flows from what initially seems outlandish.Be Visual – Pictures unlock creativity.Defer Judgment – There’s no such thing as a bad idea, so banish the naysayers. Think creatively first and critically later.One Conversation at a Time – Listen, be polite, and build on others’ suggestions.
68 CURRICULUM Curriculum Compacting 1) What’s important? 2) What can be skipped or eliminated?3) What do students already know or are able to do?4) What will they grasp easily?5) What can be accomplished quickly?
69 The goal is to modify or “streamline” curriculum to allow students to move at a quicker pace and then have time to pursue an alternate topic or go into greater depth in an area of study.
70 Math ---Decimal Fractions Score of 85 percent or higher on the pretest Content AreaDocumenting MasteryAlternate ActivitiesMath ---Decimal FractionsScore of 85 percent or higher on the pretestWill work with class on days they learn concepts she has not masteredWill work on alternate math enrichment activities on other daysSally M. Reis; Joseph S. Renzulli The National Research Center on the Gifted and Talented - University of Connecticut
71 Students will read chapters 5 & 6 in text at own pace Content AreaDocumenting MasteryAlternate ActivitiesStudents will select a topic of interest from a list of alternate activities related to an aspect of colonial living for an independent studySocial Studies---Colonial Living UnitHigh Interest Strong Readers Will read and pick up concepts quicklyStudents will read chapters 5 & 6 in text at own paceDo chapter exercises 3, 7, & 9Take unit test when readySally M. Reis; Joseph S. Renzulli The National Research Center on the Gifted and Talented - University of Connecticut
72 INDIVIDUALIZED EDUCATION PROGRAM Page __ of _______County SchoolsStudent’s Full Name __Jane Doe Date _______PART V: ANNUAL GOALS, Part ATimeframeConditionBehaviorEvaluation Procedurewith CriteriaMastery/Progress Codes (optional) (per Grade Period)By the end of the school year,Given/usingJane willContent
73 Supplementary Aids and Services Students may need supplementary aids and services provided in the general education environment.Supplementary aids - a change to the environment, materials, assignments, parameters, or other expectations that does not change the content of the general education curriculum.Examples:Streamline drill, practice, review and test preparationAcceleration (grade skipping; double promotion)Distance learningRead slide. An accommodation does not change the content, such as acceleration to another grade level (double promotion, grade skipping).This is generally what the gifted education teacher would like for the general education teacher to provide in the general education classroom to accommodate the exceptionality.
74 Services Acceleration Enrichment Special Education Services - a change to the content of the general education curriculum due to the nature of a student’s exceptionality or the unique needs arising from the student’s exceptionality.Generally, in gifted education, two categories:AccelerationEnrichmentHighlight “change to the content” beyond what is offered in the general education classroom.
75 Specialized Instruction in B. Related Services in C. Part IX: ServicesAccommodation in A.Specialized Instruction in B.Related Services in C.
76 Services Direct Services (by the special educator): Pull out to Resource Room (SEE)Special Classes (SEE)Direct Instruction by the Gifted Specialist in the General Classroom (Co-Teaching) (GEE)Independent StudyMentorshipDistance Learning (Gifted Education teacher as facilitator)Technology – TelecommunicationSeminarsRead slide.There are currently no special classes (as defined as 60% or more time in special education).
77 Continuum of Services Separate Class Pull-out to Resource Room or MostLeastSeparateClassPull-out toResource Room orCenterCo-teachingCollaborationFlexible grouping in general classroomConsultation(Indirect)Advanced CurriculumProject-Based LearningParallel Curriculum or Compacted Curriculum or EnrichmentDifferentiated Activities in the General Classroom;Independent Study;Distance Learning
78 Services Indirect Services: Consultation WV Policy 5202 states: § Consultative Special Education Teacher. – A special education teacher may serve in a consultative role to content certified and highly qualified general education teachers who are providing direct initial instruction to special education students.The consultative special education teacher is not the teacher of record for students to who s/he is providing services.” Does not confer the grade.Read slide.
79 ServicesConsultation (continued)To confer a grade: If the special education teacher of gifted education does not hold the appropriate content specialization, a formal procedure must be developed to show collaboration and inclusion between the special education teacher and the general education instructors who are the teachers of record and who are conferring the grade.The mere presence in the classroom is not “a formal procedure to show collaboration.”Read slide.
80 State Policy 5202Highly Qualified or Collaborating – the teacher who delivers the content as the teacher of record (confers the grade) - must be highly qualified.A consultative special education teacher working in a collaborative role with a highly qualified general education teacher is considered highly qualified. Refer to the definition of consultative teacher in §
81 State Policy 2510 Program Requirements In k-2 classrooms… It is required, in accordance with scientifically based reading research, that, at a minimum, a daily-uninterrupted 90 minute reading/English language arts block be scheduled during which students are actively engaged in learning through whole group, small group and reading center activities. A minimum of 60 min. of daily mathematics instruction is required
82 State Policy 2510 Program Requirements Intermediate elementary (3-4)... It is required, in accordance with scientifically based reading research, that, at a minimum, 90 minutes of reading and English language arts instruction be provided through whole group, small group and reading center activities as a block or throughout the school day. A minimum of 60 minutes of daily mathematics instruction is required. Sufficient emphasis must be placed on (science – social studies) to ensure that students master content knowledge and skills as specified in the 21st century content standards and objectives for each subject.
83 State Policy 2510 Program Requirements Middle Level Education (Grades 5-8) The core courses (Reading and English/Language Arts, Mathematics/Algebra I, Science and Social Studies) will be offered within a block of time no less than 180 minutes. The principal and a team of teachers will determine time allocations… It is recommended that all students planning to enter the high school professional pathway will be enrolled in Algebra I in the 8th grade.
84 1650 minutes per week. 30 minutes per week SEE = 2% REE = 98%
85 Environment Placement Options: General Education: Full-Time (80-100%) General Education: Part-Time (40-79%)Special Education: Separate Class (0-39% in general education)1650 minutes per week or 330 minutes per day.
86 Prior Written Notice (PWN) Dispute Resolution State Complaint ProceduresMediationDue Process HearingThe procedures for dispute resolution are outlined in Policy 2419 and in the Procedural Safeguards.Policy 2419 states that the IEP must be written to address the student’s needs resulting from his/her exceptionality.Parents may use the dispute resolution by requesting mediation, filing a complaint, or requesting a due process hearing.The county may also use the dispute resolution by requesting a due process hearing.
87 Four-Year PlanGifted Eligibility in WV ends when the student exits the eighth grade if the student does not meet eligibility criteria for Exceptional Gifted. Those students are guaranteed participation in advanced and honors classes in high school through a Four-Year Education Transition Plan.It lists all courses for grades 9-12 with designated honors and advanced classes that the team deems appropriate and must be implemented by the school system.It carries the same weight as an IEP, but it is not reviewed by a special education teacher. It is reviewed annually by the student, parent, school counselor, and school administrator.WV State code 18-2E-3b. The present Policy 2510 requires a Five-Year Transition Plan and the Four-Year Education Plan. The revision to Policy 2510 replaces the Five-Year Plan with the Four-Year Education Plan for those students identified as gifted in 1-8 but not as exceptional gifted.
89 Creating a Growth-Mindset The right kinds of praise and encouragement.The fastest learning is not always the deepest learning.Emphasize challenge, not “success”Carol Dweck, (September 2010)Educational Leadership
90 Overall Gifted Programming Does it:Provide for academic progressRemediate academic weaknessEnhance psychological adjustmentProvide socialization
91 Resources New Online IEP Form: http://wvde.state.wv.us/osp/forms.html Policy 2419 atResources for teachers atDweck, Carol (2010) Even Geniuses Work Hard, Educational Leadership September 2010, Vol. 68 No. 1Pink, Daniel (2006) A Whole New Mind, Riverhead Books Published by the Penguin Group. New York, NY.Reis, Sally & Renzullli, Joseph Curriculum Compacting: A Systematic Procedure for Modifying the Curriculum for Above Average Ability Students The National Research Center on the Gifted and Talented - University of Connecticut .Tomlinson, Carol Ann, & Doubet, Kristina (2006) SMART in the Middle Grades, Westerville, OH, National Middle School AssociationVan-Tassel-Baska, Joyce (2003) Content-Based Curriculum for High-Ability Learners, Waco, TX, Prufrock Press, Inc.
Your consent to our cookies if you continue to use this website.