Hollidaysburg Area School District Gifted Program Review!

Overview of Gifted Review Focus group questions for reflection based on National Gifted Standards

PMI, Plus Minus Interesting

Administrators and Gifted Education Teachers PMI How might you improve the service options at various levels? What grouping strategies are most effective? Homogeneous, heterogeneous, flexible, cooperative, …. Are there way to improve public awareness of the gifted program? What are some resources that would improve the quality of the gifted program? Is there a better way to utilize the district's gifted education specialists? How does a student become involved in the development of his or her gifted program? Could the identification process be improved? Are the guidance activities designed to meet the unique socio-emotional development of gifted students effective? Are there career guidance services designed for the unique needs of gifted students? What type of professional development experiences might benefit the teachers of the gifted? What staff development topics might all teachers find most helpful in teaching gifted students? Prioritize? Is there a plan for the teachers of the gifted to meet as a group periodically and share ideas, discuss new concepts, regulations…? Exit Cards

Regular Classroom Teachers PMI How might you improve the service options at various levels? What grouping strategies are most effective? Homogeneous, heterogeneous, flexible, cooperative, …. What might be done to improve the quality of the gifted program? Is there a better way to utilize the district's gifted education specialists? What impact do you have in developing the GIEP? What staff development topics might all teachers find most helpful in teaching gifted students? Prioritize? Exit Cards

Parents of Gifted Students PMI How might you improve the service options at various levels? What grouping strategies are most effective for your child? Homogeneous Heterogeneous Flexible Cooperative Are there way to improve public awareness of the gifted program? What impact do parents have in developing the GIEP? Could the identification process be improved? What guidance activities and career services are available for your children? EXIT CARDS

Students PMI How might you improve the program at each level? Elementary Middle School High School What grouping strategies are most effective for you? Why? Homogeneous Heterogeneous Flexible Cooperative What impact do you have in developing your GIEP? What guidance activities and career services are available for you? EXIT CARDS

Essential Options – Which do you include in your program. (Karen B Essential Options – Which do you include in your program? (Karen B. Rogers, Re-Forming Gifted Education) Accelerated pace in math and science Discovery learning to find information, solutions, answers for self Like-ability small group projects (to learn how to participate without being the leader) this could be accomplished in a pull out program. Independent study to learn how to manage research without teacher direction One-to one tutoring for talent development Self-instructional materials to learn how to manage time Proof and reasoning practice to learn how to support own ideas and solutions Games in competitive and noncompetitive situations Compacting of previously mastered info and replacement with more complex content Abstract content to learn how to reflect on deeper meanings and ideas Consistent challenge through explorations of greater depth Interdisciplinary connections Methods of inquiry to learn to relate content to methods Real audiences to be given realistic feedback Transformative products to learn how to transform information into visual forms Performance grouping to be differentiated in complexity and pacing Conceptual discussion to explore issues and problems Conflict resolution to solve ethical issues Early content mastery to develop foundation for more complex learning Individualized benchmark setting to plan and monitor performance Whole-to-part learning of new concepts Talent development to extend gifts Talent exhibition to demonstrate performance and potential Literary classics to expand thinking World’s Great Ideas to expand thinking

Teacher Checklist for Differentiating Instruction CONTENT ____ Does the curriculum include activities that are more challenging? ____ Is the curriculum organized around themes, issues, and across different content areas? ____ Does the content go beyond the prescribed curriculum? ____ Are students allowed to select independent study topics related to the curriculum or the child's interests? ____ Is content compacted to allow for accelerated and enriched learning? ____ Does the content require critical and creative thinking? ____ Are pre-tests used to learn what students already know? ____ Does the content include a study of methods for conducting research? ____ Are additional materials at advanced levels available for students to use?

PROCESS: ____ Are a variety of activities used that vary the ways the students might learn? (such as tapes, visuals, debates, projects, journals, models) ____ Are questions asked that have more than one possible answer? ____ Are questions asked that require students to analyze the readings and provide evidence for their answers? ____ Are problem solving and advanced research skills taught? ____ Based on pre- or post-tests, are students allowed to move to the next concept, or do enrichment activities, or do independent study? ____ Are students able to select different activities to learn the content? ____ Are some activities self-directing and self-checking?

PRODUCT ____ Are students given opportunities to select the way they would like to complete a project or show what they know? ____ Are students given opportunities to evaluate their own work according to teacher and/or student set criteria? ____ Do products have an appropriate audience, sometimes outside the classroom? ____ Are products developed for real problems?

LEARNING ENVIRONMENT ____ Are students encouraged to interact with one another when learning? ____ Are students flexibly grouped according to what they need to learn or by their interests? ____ Are there interest centers that students may use when they finish their work? ____ Are there learning centers that students may create or use when learning new content? ____ Can the students use technology to connect to others outside the classroom and as a tool for learning content? ____ Are community resources, media centers, colleges, work-based sites used by the student?

EXIT CARD One sentence reflection identifying the most important idea you want people to know about Hollidaysburg Area School District’s Gifted Program. One sentence wish for the Hollidaysburg Area School District’s Gifted Program.

Thank you for your ideas, reflections! www.learnerslink.com For information about the new Chapter 16 regulations, go to Pennsylvania Department of Education, Chapter 16 Reauthorized, PowerPoint 2009 Guidelines are in the process of being revised.

NAGC Pre-K -- Grade 12 Gifted Program Standards Seven Standards Areas Program Design Program Administration and Management Student Identification Curriculum and Instruction Socio-Emotional Guidance and Counseling Professional Development Program Evaluation

Six Guiding Principles of Program Design Rather than any single gifted program, a continuum of programming services must exist for gifted learners. Gifted education must be adequately funded. Gifted education must evolve from a comprehensive and sound base. Gifted education programming services must be an integral part of the general education school day. Flexible groupings of students must be developed in order to facilitate differentiated instruction and curriculum. Policies specific to adapting and adding to the nature and operations of the general education program are necessary for gifted education. 

Reflect upon effective Program Design: What are the benefits of providing a continuum of service options for advanced learners? How can the Program Design Standards be used to advocate for the continuation of gifted programming within a school district? Why is a regularly scheduled external evaluation considered an integral aspect of Program Design Standard 3? What aspects of the "regular school day" effect program and service options for gifted students in your school? How do gifted students benefit from the use of flexible grouping? When was the last time that your school or district policies related to gifted education were reviewed and revised?

Four Guiding Principles of Program Administration and Management Appropriately qualified personnel must direct services for the education of gifted learners. Gifted education programming must be integrated into the general education program. Gifted education programming must include positive working relationships with constituency and advocacy groups, as well as compliance agencies. Requisite resources and materials must be provided to support the efforts of gifted education programming.  

Reflect upon effective program administration and management: What are your state or district requirements for certification of licensure in gifted education? Do you feel as if these qualifications would prepare someone to administer a gifted education program? How might you encourage a school administrator who is reluctant to become involved in decisions related to the gifted program or meeting the needs of gifted students? What is the link between information dissemination to parents and community members and the development of a culturally, linguistically, and ethnically diverse group of student participants in a gifted program? Brainstorm a list of free or inexpensive resources available for gifted students in your community. (Don't be afraid to think globally at first, and then act locally!) What is the danger in thinking of gifted education as the exclusive province of a district's gifted education specialists?

Five Guiding Principles of Student Identification A comprehensive and cohesive process for student nomination must be coordinated in order to determine eligibility for gifted education services. Instruments used for student assessment to determine eligibility for gifted education services must measure diverse abilities, talents, strengths, and needs in order to provide students an opportunity to demonstrate any strengths. A student assessment profile of individual strengths and needs must be developed to plan appropriate intervention. All student identification procedures and instruments must be based on current theory and research. Written procedures for student identification must include at the very least provisions for informed consent, student retention, student reassessment, student exiting, and appeals procedures.

Reflect upon effective student identification: What advice would you give to a gifted education coordinator who wants to make sure that the nomination process in his/her district is based on common understandings about giftedness and student characteristics? Brainstorm a list of available resources to help you better communicate with parents and community members who are not fluent in English. What are the potential concerns that should be raised with a district that uses a 15-year-old test to identify students for its gifted program? How might a student become involved in the development of his or her own assessment profile? Why is it important to make sure that selected student assessments are both valid and reliable? Locate and review the laws and policies pertaining to gifted education in your state. Is there sufficient guidance (and freedom) to develop identification processes sensitive to the diverse needs of the gifted student populations throughout your state?

Five Guiding Principles of Curriculum and Instruction Differentiated curriculum for the gifted learner must span grades pre-K--12. Regular classroom curricula and instruction must be adapted, modified, or replaced to meet the unique needs of gifted learners. Instructional pace must be flexible to allow for the accelerated learning of gifted learners as appropriate. Educational opportunities for subject and grade skipping must be provided to gifted learners. Learning opportunities for gifted learners must consist of a continuum of differentiated curricular options, instructional approaches, and resource materials.

Reflect upon effective curriculum and instruction: How does a teacher's knowledge and understanding of content and his or her particular academic discipline facilitate differentiation? Describe five different ways in which a student might demonstrate proficiency thereby indicating a need for acceleration and/or differentiation. What are the dangers in failing to provide gifted learners with rigorous, challenging curriculum? How might the use of various flexible grouping strategies enable a teacher to equitably alter the pace of instruction Review your school’s acceleration policy. Does it provide written policies related to the following: grade skipping; subject acceleration; early entrance to kindergarten, middle school, high school, and college; dual enrollment; and Advanced Placement (AP) courses? What criteria would you use to select resources and materials for a gifted program? How might you purposefully collect information about gifted students' interests, learning styles, and readiness?

Five Guiding Principles of Socio-Emotional Guidance and Counseling Gifted learners must be provided with differentiated guidance efforts to meet their unique socio-emotional development. Gifted learners must be provided with career guidance services especially designed for their unique needs. Gifted at-risk students must be provided with guidance and counseling to help them reach their potential. Gifted learners must be provided with affective curriculum in addition to differentiated guidance and counseling services. Underachieving gifted learners must be served rather than omitted from differentiated services.  

Socio-Emotional Guidance and Counseling practices: How do gifted students benefit from having access to a counselor who is familiar with the characteristics and socio-emotional needs of gifted learners? What are the components of effective career counseling for gifted students? How is this different from what is traditionally offered to students in middle and high school? Why is it important to specifically identify and address the needs of gifted at-risk learners in gifted education program planning? What skills do you think are needed by gifted learners that will enable them "to be their own best advocate" for high-quality educational experiences? Does this skill set differ depending on the age of the child? How might you respond to a gifted student who is underachieving in your classroom?  

Four Guiding Principles of Professional Development A comprehensive staff development program must be provided for all school staff involved in the education of gifted learners. Only qualified personnel should be involved in the education of gifted learners. School personnel require support for their specific efforts related to the education of gifted learners. The educational staff must be provided with time and other support for the preparation and development of differentiated education plans, materials, and curriculum.

Reflect upon effective professional development: How might you differentiate a staff development session on the nature and needs of giftedness? What type of learning experiences might benefit you most professionally? What topic of staff development might gifted students in your school or district benefit from the most? Why? Establish a system for documenting and reflecting upon your continuing education experiences (e.g., conventions, seminars, courses, staff developments, etc.).  

Four Guiding Principles of Program Evaluation An evaluation must be purposeful. An evaluation must be efficient and economic. An evaluation must be conducted competently and ethically. The evaluation results must be made available through a written report.  

Reflect upon effective program evaluation: Who are the stakeholders related to your gifted program? What evaluation questions would each group want to investigate? Why is it essential to begin evaluation planning with the evaluation questions rather than available information or possible data collection and analysis techniques? Why might educators be hesitant to engage in a full evaluation of a gifted program? How might you allay these fears? Review the concepts of validity and reliability as they relate to data gathering instruments. What are the advantages to collecting anonymous data? What are the disadvantages? What are the various "distribution outlets" for evaluation results that might promote positive change for an evaluated gifted program?

Grouping of Gifted Students How are students grouped in the regular classroom and in the gifted pull out classes?

Grouping of Gifted Students Grouping allows gifted children to learn with and make social connections with same aged peers who think and learn in the same ways they do. Grouping can also help to simplify already overburdened teachers’ lives by allowing them to focus more on the specific talent development needs they encounter in this potentially more homogeneous clustering. What educators must keep in mind, however, is that what these children will do once they are grouped is probably more important than which form of grouping has been selected (Kulik, 1992).

Teacher Preparation Standards In late 2006, the National Council for Accreditation of Teacher Education (NCATE) approved new Teacher Preparation Standards in Gifted Education that were developed by NAGC and the Council for Exceptional Children (CEC)

Gifted Education in Hollidaysburg Area School District The school district conducts screenings and evaluations for children who are thought to be gifted and in need of gifted education.  Again, the first contact for parents would be with the guidance counselor. Gifted programming is operated by the school district and focuses on enrichment and acceleration activities that supplement the regular education program. Instructional services are provided through direct instruction, consultation and classroom enrichment.   Copies of parent rights and confidentiality issues are provided to parents when the evaluation process starts.

Gifted Philosophy

PA Definition of Mentally Gifted Outstanding intellectual and creative ability which requires specially designed programs or support services, or both, not ordinarily provided in the regular education program. An IQ of 130 or higher or when multiple criteria strongly indicate gifted ability (may not be based on IQ alone)

PA Definition of Mentally Gifted Multiple criteria includes: Achievement test scores Acquisition and retention rates Demonstrated achievement, performance or expertise in one or more academic areas Higher level thinking skills, academic creativity, leadership skills, academic interest areas, communication skills, foreign language aptitude or technology expertise

PA Definition of Mentally Gifted Evidence that intervening factors are masking gifted abilities Deficits in memory or processing speed, as indicated by testing, cannot be the sole basis upon which a student is determined to be ineligible for gifted education

The Hollidaysburg Area School District provides gifted services through direct instruction, consultation and classroom enrichment.  

Is there differentiation of: content process product learning styles

GIFTED EVALUATION PROCESS

Example of Parent Information in the Identification Process Traits of Gifted Learners Please rate your child on each of the following items. RARELY SOMETIMES FREQUENTLY Is creative and imaginative    Has insight into cause and effect    Prefers complex ideas    Recalls information easily    Is capable of abstract thought   

PLEPs Present Levels of Educational Performance “Gathering enough data to know what the student needs”

Initial GIEP Use data from the Gifted Written Report As of Jan. 5, 2009, GWR will have more data to include Review GIEPs

PLEP Process Maintaining GIEPs after the initial evaluation Intellectual / Academic Assessments Aptitudes/Abilities/Strengths/ Interest Parent input, teacher input, student input

NAGC Pre-K -- Grade 12 Gifted Program Standards Seven Standards Areas. Program Design The development of appropriate gifted education programming requires comprehensive services based on sound philosophical, theoretical, and empirical support. Program Administration and Management Appropriate gifted education programming must include the establishment of a systematic means of developing, implementing, and managing services. Student Identification Gifted learners must be assessed to determine appropriate educational services. Curriculum and Instruction Gifted education services must include curricular and instructional opportunities directed to the unique needs of the gifted child. Socio-Emotional Guidance and Counseling Gifted education programming must establish a plan to recognize and nurture the unique socio-emotional development of gifted learners. Professional Development Gifted learners are entitled to be served by professionals who have specialized preparation in gifted education, expertise in appropriate differentiated content and instructional methods, involvement in ongoing professional development, and who possess exemplary personal and professional traits. Program Evaluation Program evaluation is the systematic study of the value and impact of services provided.

Questions for groups PMI How might you improve the service options at various levels? What aspects of the "regular school day" effect program and service options for gifted students? What grouping strategies are most effective? Homogeneous, heterogeneous, flexible, cooperative, …. What is the attitude towards gifted education? How do parents and the community know what is happening in the gifted classrooms? How to students and parents know the options available to gifted students such as Invention Convention, National History Day, Essay Contests? Is there a way to update and add to the current offerings? Are there way to improve public awareness of the gifted program? What are some resources that would improve the quality of the gifted program? Is there a better way to utilize the district's gifted education specialists? How might a student become involved in the development of his or her gifted program? Could the identification process be improved? Would guidance activities designed to meet the unique socio-emotional development of gifted students be beneficial? Would career guidance services especially designed for their unique needs be important? What type of learning experiences might benefit the teachers of the gifted? What staff development topics might teachers find most helpful in teaching gifted students? Prioritize? Is there a plan for developing a portfolio that documents and reflects upon your continuing education experiences (e.g., conventions, seminars, courses, staff developments, etc.). Exit Cards