1. Gifted and Talented Academy Session 3 March 12, 2010 http://aea11gt.pbworks.com/GT-Academy-Year-1

2. Wireless Connection  Choose haeanet-public  Password: education0309

3. Log In… Academy wiki http://aea11gt.pbworks.com Google Docs http://docs.google.com

4. Agenda  Welcome  Handshake Activity  Developing a KASAB  Gifted Services: What the Research Says  Program Models  Program Options  Matching Programming to Need

5. Welcome Back!  Find a partner from another district  Introduce yourselves  Share your team’s most rewarding accomplishment since Session 2  Repeat twice

6. Home Play – Session 2  Establish program goals for identification  Determine domains of giftedness to be served  Write identification plan for district (Identification section of written plan)  Share with GT Advisory and/or Administrative Team  Complete Differentiated Program section of Self-Audit Tool

7. Processing Home Play  Pair up – mixed district  Evaluate program goal(s) for identification using “Traits of High- quality Goals” on p. 64-5 in text  Do performance measures match and truly measure attainment of goals?

8. “Stop asking me if we’re almost there! We’re nomads, for crying out loud!”

9. KASAB  Planning and evaluation tool  Identifies desired changes in stakeholder groups  Changes with regard to –Knowledge –Attitude –Skill –Aspiration –Behavior

17. Build Your KASAB  Download the blank KASAB from the Wiki at http://aea11gt.pbworks.com/GT- Academy-Year-1 http://aea11gt.pbworks.com/GT- Academy-Year-1  Work with your team to build your KASAB –identify the stakeholders –outline the changes desired as a result of gifted programming & PD

18. Objectives  To deepen understanding of the components of comprehensive gifted and talented programming –To establish the differentiated program component of the comprehensive plan  Cognitive  Affective

19. Comprehensive Programming Program Effectiveness: Program Evaluation/Audit PEP Goal Attainment Measuring/Reporting Student Growth Program Management: K-12 Written G/T Plan Parent/Community Support Use of Time/Calendars/Scheduling Staffing Patterns Programming & Services Responsive Services Individual Planning/PEPs Curriculum Programming Options System Support Foundation: Mission/Philosophy/Beliefs Conceptions/Definitions of Giftedness Iowa Code Gifted Program Standards and Goals Domains of Giftedness

20. Purcell & Eckert, p. 78-9

21. Gifted Services …studies consistently have demonstrated that gifted students who receive any level of service achieve at higher levels than their gifted peers who receive none. (Delecourt, Loyd, Cornell, & Goldber, 1994; Kulik, 2003) Critical Issues in Gifted Education: What the Research Says, p. 321

22. Differentiated Program SA/RT  Review the results  Identify 1-3 priority areas  Consider alignment with areas in Managing Complex Change Managing Complex Change

23. Levels of Service  Integrated Classroom Support  Cluster Grouping  Pull-Out Programs  Special Classes for the Gifted  Special Schools

24. …most of the research conducted to date indicates that gifted students in separate classes or special schools outperform their gifted peers in all other settings. (Delecourt, et. al., 1994) Critical Issues in Gifted Education: What the Research Says, p. 329

25. Program Model …deliberately planned system that facilitates interaction of gifted youth with curriculum to produce learning…programs are designed with a particular purpose in mind: to deliver content more quickly, more extensively, or more complexly to fit the learners’ precocity and interest. ( Feldhusen,1998a, p. 211) Best Practices in Gifted Education: An Evidence-based Guide, p. 215-6

26. Types of Program Models  Particular class settings –Cluster grouping –Full-time gifted programs –Magnet schools  Within regular classrooms –Change nature of curriculum –Add enrichment  In addition to the school schedule –Mentoring –Great Books –Clubs/organizations

27. Key Questions Do we develop a program and find the kids to fit the program? OR Do we find the kids with unmet needs and develop programming options to meet those needs?

28. A Common Perspective Gifted Student Teacher of Gifted

29. Gifted Student A Shift in Perspective Teacher of Gifted Classroom Teacher ESL Teacher Special Ed. Teacher Specials Teacher Counselor Community Member

30. Chapter 12 (IAC) Requires “…a qualitatively differentiated program to meet the students’ cognitive and affective needs.” Cognitive Affective

32. Affective Needs  High-Potential Learners –Usually possess healthy psychological development –Affective development differs from age- peers by intensity or degree –Are more self-confident about ability to succeed –Are more intrinsically motivated to succeed

33. Meeting Social & Emotional Needs  Academic Provisions –Opportunity to learn w/others of similar interest, ability, and drive –Appropriate level of challenge in the regular classroom –Flexible pacing through curriculum

34. Meeting Social & Emotional Needs  Help Coping With –Heightened sensitivity –Perfectionism –Peer relationships –Asynchronous development –Situational stressors –College and career planning

35. Meeting Social & Emotional Needs  Twice Exceptional –Greater frustration due to discrepancies –More at risk for adjustment problems –Appropriate interventions result in better coping skills Purcell & Eckert p. 113

36. Programming Options What opportunities exist in your context to meet identified student needs?

37. Programming Options  Instructional Management - how gifted learners may be organized for instruction –Individualization –Grouping –Acceleration

38. Programming Options  Instructional Delivery - ways in which gifted learners need to be taught –Teaching to learner preferences –Teaching to qualitative learning differences

39. Programming Options  Curriculum Differentiation –Content modifications –Process modifications –Product modifications

41. Considerations Do/Are the programming options  Align with –Mission/Philosophy (Vison, Beliefs)? –Program Goal(s)?  Address areas of giftedness served?  Address both cognitive and affective domains?  Feasible given resources?  Comprehensive in nature?

42. Developed by Ashley Meyer, Colfax-Mingohttp://www.aea11.k12.ia.us/gifted/ITAG

43. Matching Programming to Need  Read two Case Studies (p. 2-12)  Discuss –Needs of the student –Services provided –Do the two align? –What else might be provided?

44. Matching Programming to Need  Choose one of your students  List key characteristics and needs  Identify services currently provided  Do services match/address characteristics and needs?  What else needs to be provided?

46. Home Play  Complete programming options –As chart or in another format useful to you  Complete differentiated program section of written plan  Consider developing program goal(s) for differentiated program  Share with Advisory and adjust based on feedback