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GIFTED PROGRAMMING FOR AFFILIATES NANDA MITRA-ITLE GWR to GIEP.

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Presentation on theme: "GIFTED PROGRAMMING FOR AFFILIATES NANDA MITRA-ITLE GWR to GIEP."— Presentation transcript:

1 GIFTED PROGRAMMING FOR AFFILIATES NANDA MITRA-ITLE N_ITLE@EASDPA.ORG GWR to GIEP

2 Underrepresentation is a tragic waste of human potential: The concerto never written, the scientific discovery never made, the political solution never found (J.J. Gallagher & Kinney, 1974)

3 KWL  What do I know about identification and programming for all gifted students? Diverse gifted students? For Twice Exceptional students?  What do I want to know?

4 WHY GIFTED

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6 Gagnes Differentiated Model of Giftedness and Talented. From “Is there Light at the End of the Tunnel?” by Gagne, 1999, Journal for the Education of the Gifted, 22, p. 231

7 FACTORS RELATED TO SUCCESS IN ALL TALENTED KIDS  Belief in self and vision of hopeful future  Relationship with supportive adults  Interact regularly with high achieving peers  Encountered intellectual challenges in honors or advanced classes  Participated in extracurricular activities and opportunities to develop talents (Reis et al., 1995 as cited in Wallace and Erikksoson, 2006)

8 IMPORTANCE OF GIFTED PROGRAMS  Several longitudinal studies have shown that gifted programs have a positive effect on students’ post- secondary plans.  According to a recent report on high-achieving students, more than 7 in 10 teachers of these students surveyed noted that their brightest students were not challenged or given a chance to “thrive” in their classrooms.  73% of teachers agreed that, “Too often, the brightest students are bored and under-challenged in school – we’re not giving them a sufficient chance to thrive.  Competitions affect achievement  Talent Development affects achievement

9 BENEFITS OF A GIFTED PROGRAM 9 (Rose, 2001)

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11 PREVALENCE Up to 50% of high ability students are not achieving up to ability US Office of Education reports that 40 percent of the top 5 % of high school graduates do not graduate from college At least 20% of gifted students underachieve Between 10% and 20% of high school dropouts are in the superior range of ability 11 (Hoy et al, 2008)

12 THINK-PAIR-SHARE  What skills do kids need in the 21 st Century?  How do these skills connect with Gifted traits?  How do we support these traits?

13 SKILLS NEEDED FOR 21 ST CENTURY “…moving from the Information Age to the Conceptual Age" [Pink, 2005, p. 33]. The future belongs to a very different kind of person with a very different type of mind," warns Pink [p.1] Ability to be flexible and adapt to new technologies and organizational structures. Creative, innovative problem solvers, “out of the box” thinkers Communicating and problem solving with people from diverse backgrounds and languages Students must be able to speak multiple languages and must have knowledge of multiple cultures. They must be able to effectively collaborate with people from other cultures.

14 SKILL NEEDED…  International commerce accounts for 25% of the American economy and 33% of its economic growth.  Employment has shifted from manufacturing to the service sector, with more than 80% of jobs in that area  Shortage of skilled workers  Shortage of highly educated American Personnel

15 WHAT ARE THE CURRENT GIFTED ASSESSMENT PRACTICES?

16 ASSESSMENTS USED  Screeners  Cognitive Assessments (A.K.A. I.Q. Tests)  Achievement Assessments  District Assessments  State Assessments  Parent, Teacher, Student input 16

17 COMMON SCREENERS  Kaufman Brief Intelligence Test (K-BIT2)  WISC V abbreviated or prorated  Screening Assessment for Gifted Elementary (SAGES-2)  Performance based assessments and CMB  OLSAT  Rating Scales completed by parents and teachers  Self-Nomination  District achievement measures (4-sight, DIBELS, CDT, PSSA, etc.) 17

18 Chrystyna Mursky February 2012

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24 COGNITIVE ASSESSMENTS  WISC-V (Wechsler Individual Scale for Children)  Reynolds Intellectual Assessment Scales (RIAS)  Woodcock Johnson IV (WJ-IV)  Naglieri Nonverbal Ability Test (NNAT2)  Test Of Nonverbal Intelligence (TONI3)  Universal Nonverbal Intelligence Test (UNIT)  Standford-Binet Intelligence Scales Fifth Edition (SB5) 24

25 SB-V TECHNICAL REPORTS  FSIQ-123.7  VIQ-123.5  NVIS-122.5  WM-115  Cut-off of 120 in combination of other data.  120-129 Superior (125-144 on LM)  131-144 Gifted/Very Advanced (145-150 LM)  145-160 Very Gifted (EXIQ)  161-175 Extremely Gifted 25 (SBV technical report)

26 WISC-V TECHNICAL REPORTS  VCI-127.6  VSI-121.9  FRI-121.3  WMI-122.9  QRI-123.9  AWMI-124.5  GAI-127.1  84% of children ID at gifted had VCI, PRI or FSIQ scores of 120 points or higher vs. 13% in control. 26 (WISCIV manual)

27 WJ IV COGNITIVE  Cognitive Composite Culsters-115.7  Gf-Gc Composite-119.2  Comprehension Knowledge-111.2  Fluid Reasoning-119.7  Number Facility 112.5  Oral Expression-115.6  Speed of Lexical Access 110.5

28 WJ IV ACHIEVEMENT  Brief Achievement- 117.3  Oral Expression 115.6  Letter-Word ID- 115.1  Applied Problems 116.2  Spelling- 114.1

29 5 ASSUMPTIONS OF INTELLIGENCE TESTS BY TEST DEVELOPERS (STILL TRUE?)  Test developers assume that test takers have no linguistic barriers or differences that inhibit their performance  Assume that the content of the test at any particular level is suitable and of nearly equal difficulty for test takers  Assume that test takers are familiar with or have theist sophistication for taking standardized tests  Assume that test takers are properly motivated to do well on tests  Assume that test takers do no have strong negative psychological reactions to testing (Lam, 1993 as cited in VanTassel-Baska, 2008)

30 WIAT III ACHIEVEMENT  Oral Language- 121.2  Total Reading-118.5  Basic Reading-115.9  Reading Comprehension and Fluency-117.5  Written Expression- 116.3  Mathematics-116.8  Math Fluency 110.7  Total Achievement-121.6

31 USING A MULTIPLE-CRITERIA METHOD  Student interview  Permanent products  GATES (Gifted and Talented Evaluation Scales)  Other Gifted Rating Scales (SIGS, GRS, etc.)  Parent Interview  Teacher interview  Observations  Performance based assessments  Cognitive assessment  Cognitive Assessments  CHC cross battery approach  Dynamic assessment (pretest-intervention-posttest for acquisition of skills) (Lidz & Macrine, 2001) 31

32 WHAT IS THE CURRENT PRACTICE IN GIEPS? WHAT IS BEST PRACTICE IN GIEPS?

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34 GIFTED EDUCATION IS  Conducted in an instructional setting.  Provided in an instructional or skill area.  Individualized to meet the educational needs of the student within the scope of the K-12 district curriculum.  Reasonably calculated to yield meaningful educational benefit and student progress.  Provided in conformity with a Gifted. Individualized Education Program (GIEP). (PDE-Parent Guide to Special Education for the Gifted) 34

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38 WHAT IS A GIEP?  Based on unique needs to the gifted student, not just on the student’s classification. Strength-based  Enables the student to participate in acceleration or enrichment or both as appropriate.  Enables the student to receive services according to their intellectual and academic abilities and needs within the scope of the K-12 district curriculum. (PDE-Parent Guide to Special Education for the Gifted) 38

39 GIFTED EDUCATION COMPONENTS  Through a variety of service delivery options! Ron Schmiedel 39 Acceleration Career Investigation EnrichmentAffective Needs Acceleration Career Investigation EnrichmentAffective Needs

40 40 Gifted Program Specialized Curriculum Mentorship Tiered Assignments Learning contracts Testing out College classes Resource room Counseling services Acceleration Enrichment Pull-out Independent Study Distance Learning Grouping School in a School Differentiation Grade skipping Clubs Student Government Gifted Center

41 ACCELERATION ACCESS TO HIGHER LEVEL LEARNING ACTIVITIES THAN TYPICALLY PROVIDED IN REGULAR EDUCATION TO STUDENTS OF THE SAME AGE  Early Admission to Kindergarten and/or First Grade  Grade Skipping  Subject-Matter Acceleration  Curriculum Compacting  Honors Level Courses  College Level Options  Advanced Placement  College in the High School  Concurrent/Dual Enrollment  Credit by examination  Early entrance into Middle School, High School, or College  Early Graduation 41

42 ENRICHMENT  In-depth learning experiences that enhance the curriculum and are based upon individual student strengths, interests, and needs  Seminars  Independent projects  Alternative assignments  Outside of the classroom 42

43 CURRICULUM DIFFERENTIATION  Effective differentiation requires consideration given to grouping practices  Flexible grouping - Arranging students by interest or need  Cluster grouping – Ability grouping within a heterogeneous classroom  Cooperative learning groups – 43

44 SOCIAL COPING SKILLS/ORGANIZATION 44  Context based instruction  Pull out small group direct instruction via guidance counselor or yourself  Peer mediators/instructors  Older gifted mentors  Bibliotherapy  Pull out affective components of lessons  Modeling  Goal on GIEP so everyone helps  Tools (organizer, checklist, card of relaxation strategies, etc).

45 GIEP BEST PRACTICE 45  PLEPS has CBMs  See your districts IEPs for examples and just extend  GIEP should reflect strengths and involved building/district resources  Progress on goals is monitored quarterly for progress  GIEP team meets annually and consists of classroom teacher, administrator, guidance counselor and parents  Goals are objective, measurable and involved active instruction/participation  Don’t forget the “grandmother rule”  Don’t forget the “dead-man test”

46 A FABLE:  One time the animals had a school. The curriculum consisted of running, climbing, flying and swimming, and all the animals took all the subjects.  The duck was good in swimming, better than his instructor, and he made passing grades in flying, but was practically hopeless in running. He was made to stay after school and drop his swimming class in order to practice running. He kept this up until he was only average in swimming. But, average is acceptable, so nobody worried about that but the duck.  The eagle was considered a problem pupil and was disciplined severely. He beat all the others to the top of the tree in the climbing class, but he had used his own way of getting there.  The rabbit started out at the top of his class in running, but had a nervous breakdown and had to drop out of school on account of so much makeup work in swimming.  The squirrel led the climbing class, but his flying teacher made him start his flying lessons from the ground instead of the top of the tree, and he developed charley horses from overexertion at the takeoff and began getting C's in climbing and D's in running.  The practical prairie dogs apprenticed their offspring to a badger when the school authorities refused to add digging to the curriculum.  At the end of the year, an eel that could swim well, run, climb, and fly a little was made valedictorian. http://www.ri.net/gifted_talented/teachers.html

47 GROUP QUESTION  What changed in gifted identification and programming would you like to see that would accommodate the principals outlines in this presentation?

48 WHAT CAN I, PARENT, DO TO BETTER SUPPORT GIFTED STUDENTS IN SCHOOLS?

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50 EDUCATION’S DEATH VALLEY  We should be thinking about how to cultivate our students and help them grow and prosper.  http://www.ted.com/talks/ken_robinson_how_to_escape_education_s_de ath_valley http://www.ted.com/talks/ken_robinson_how_to_escape_education_s_de ath_valley

51 51 BEFORE USING A COGNITIVE ASSESSMENT REMEMBER…  Administration of intelligence tests in English are appropriate when used with students who are English dominant (Bainter et al, 2003)  Bilingual-Assessment should measure task performance across two languages (Ascher, 1990)  Minorities perform better on performance based assessment than on standardized assessments. (Sarouphim, 2004)  Focus on an assessment is the person not the test or score  Goal of any examiner is to be better than the test one uses  Intelligence tests measure what individual has learned within a culture  Intelligence tests measure mental functioning under fixed experimental conditions (Kauffman, 1990 as cited in VanTassel-Baska, 2008)

52 AFTER USING A COGNITIVE ASSESSMENT  Self-awareness of one conceptions, viewpoints about diverse groups both negative and positive  Develop complex schemas go groups. Avoid simplistic interpretations of scores  Search for alternative explanations for scores, especially low ones  Resist a rush to judgment. Be thoughtful and inquisitive in interpreting scores (Sandoval, Frisby, Geisinger, Scheuneman and Grenier, 1998 as cited in VanTassel-Baska, 2008)

53 RTI MODEL FOR GIFTED AND TALENTED

54 OTHER HIGH-IMPACT STRATEGIES TO PERSONALIZE EDUCATION  Exploration of student interests  Pre-assessment of student content knowledge  Career exploration  Real-world experiences  Study and organizational skill instruction  Educational time spent with other capable students

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56 OUTSIDE OF OUR CLASSROOM….  Promote extra-curricular participation  Mentoring  Counseling  Goal: To reverse counterproductive habits and thinking.  Focus on  Student’s strengths  “Making sense” of the factors involved and reframing as necessary  Moving forward  Empowerment—living “on purpose”

57 EDUCATING ALL STAFF MEMBERS AND OURSELVES (ROMERO, 1994)  Educating staff members/yourself so they/you are sensitive to a variety of gifted characteristics related to culture, race, etc.  Participate in profession development that increase awareness of personal beliefs (Heinfield et al, 2008).  School staff members should encourage attitudes, practices and polices in school consistent with a multicultural classroom.  All students profit from an integrated culturally responsive setting not just diverse learners.  Attend minority events and collaborate with diverse communities 57

58 BEING SUPPORTIVE  Encourage students to balance b/w both cultures via education and sensitivity (Romero, 1994)  Acknowledge value of being competent in both cultures ( Romero, 1994)  Understand nature and needs of diverse learners in your school ( Romero, 1994)  Clarify educational goals and practices Romero, 1994)  Re-examine educational paradigms (Grantham et al 2005)  Self reflection important for educators and students (Esquivel et al, 2007). 58

59 BEING SUPPORTIVE CONT….  Encourage diverse learners and their families to collaborate with their school in educating staff members about cultural considerations. (Daniels, 1998)  Encourage parents to advocate for their right and for a multicultural curricula and policy (Daniels, 1998)  Encourage diverse learner’s parents to volunteer 59

60 BEING SUPPORTIVE CONT….  Encourage communication b/w home and school regarding diverse issues  Let parents know of the gifted program  Make use of international students from local colleges.  Create an invitational learning environment focusing on the five P’s 60

61 61 “Becoming a Scholar or an expert is a lifelong process of ever-continuing self- improvement and self- development.” Chan, 2001 based on Confucius)


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