1. Action Research Tiered Instruction for Talented and Gifted Students

2.  The identified Talented and Gifted students in my classroom are acting out in class.  Academically, they are not performing to their abilities.  They are becoming ‘bored’ in class. The Problem

3. Not every child has an equal talent or an equal ability or equal motivation, but children have the equal right to develop their talent, their ability, and their motivation. —John F. Kennedy

4.  Gowan (1955)  Supplee (1990)  Shultz (2002)  Dowdall (1982)  C.A. Tomlinson (1999, 2001, 2003)  S. Lafferty  C. Adams (2009)  G. Betts & M. Neihart (1988) Literature Review

5.  Do tiered instructional strategy techniques promote positive behavior in TAG students?  Are tiered instructional strategies an effective technique in engaging TAG students? Research Questions

6. Methods - Student Demographics  __Grade students  __ Females  __ Males  __ identified TAG students  __ Low SES students  Academic abilities range from __ grade to __ grade  Ethnicity breakdown

7.  Instruct class with normal, everyday operations. Take notes and observations, watching for TAG students.  On a set day, start implementing TI strategies into content subject assignments. i.e. social studies, history, reading, math.  Random observations of how students work with a react to TI. Methods - Procedures

8.  Interrupted Time Series Design M – M – T – M – M – T – M …  Monitoring for improved behaviors through observations  Noting engagement & academic achievements  Interviews with students/teachers  Survey from students and teacher on implemented strategy Methods - Measures

9. Results Source of Variation201120122013 # of behavior referralsx Academic Achievement Teacher survey Student survey

10.  TI strategies actively engage TAG students, as well as the rest of the students in class.  TI promote better behaviors and academic achievement in TAG as well as regular students.  Students enjoy tiered instruction.  More educators should implement TI strategies into their curriculum. Conclusions