administration and supervision of gifted programs weekend 1 february 25-6, 2011
TRANSCRIPT
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Administration and Supervision of Gifted
Programs
Weekend 1February 25-6, 2011
http://aea11gt.pbworks.com/Admin-of-GT-Programs
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Winnie the Witch
Why do children need gifted services?
Winnie the WitchWinnie on the WebShe’s even on Facebook!
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Agenda Welcome and Introductions Goals Norms Iowa Code Foundation
– Vision– Mission– Beliefs
Program Goals Home Play Closure
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Course Outcomes
To deepen understanding of the components of comprehensive gifted and talented programming
To determine the extent to which g/t services are infused in the total education program
To construct and/or improve a written comprehensive gifted and talented program plan
To determine how to set priorities for g/t programming and students served
To identify and use data necessary to provide, drive, and improve g/t programming
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Group Norms
Talk freely - think out loud Questions establish a culture of
curiosity Freedom to change your mind Connect to Iowa Core, previous
learning and district initiatives Support one another in the
learning
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Introductions
Name School Current role/gifted aspiration One important thing you hope to
gain from this class
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ReflectionsReflections
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Iowa Code, NAGC Program Standards, & PK-12 National Gifted Education Standards
Iowa Code provides requirements in law for minimum compliance (Chs. 12 & 59)
NAGC PK-12 Gifted Programming Standards provide guidance toward best practices
PK-12 National Gifted Education Standards identify essential knowledge and skills for teachers of gifted
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Comprehensive Gifted and Talented Programming
Comprehensive:– Including many things– Having a wide scope or full view– Extensive; wide; large; full;
compendious
(dictionary.com)
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So what is it?
Work with a partner to list the components/characteristics of comprehensive gifted and
talented programming.
Think: comprehensive physical, comprehensive exam
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Comprehensive Gifted and Talented Programming
Includes and integrates multiple domains of giftedness
Provides multiple programming options matched to student need
Addresses both cognitive and affective needs Is articulated K-12 Is evolutionary in nature Is essential to and embedded in an effective
educational program Is based on student need Identifies children with unmet educational
needs
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CONSENSUS
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Managing Complex Change
= Change
Confusion=
=
=
=
=
+ + + +Vision Skills Incentives ResourcesAction Plan
Adapted from Knoster, T., Villa R., & Thousand, J. (2000). A framework for thinking about systems change. In R. villa & J. Thousand (Eds.), Restructuring for caring and effective education: Piecing the puzzle together (pp. 93-128). Baltimore: Paul H. Brookes Publishing Co.
Anxiety
Resistance
False Starts
Frustration
+ + + +Skills Incentives ResourcesAction Plan
+ + + +Vision Incentives ResourcesAction Plan
+ + + +Vision Skills ResourcesAction Plan
+ + + +Vision Skills IncentivesAction Plan
+ + + +Vision Skills Incentives Resources
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Consensus-Building Tool #3 Managing Complex
Change
+Vision Skills
Incentives ResourcesActionPlans
CONFUSION
+ +
+
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Consensus-Building Tool #3 Managing Complex
Change
Vision Skills
Incentives ResourcesActionPlans
ANXIETY
+ +
++
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Consensus-Building Tool #3 Managing Complex
Change
Vision Skills
Incentives ResourcesActionPlans
Resistance
+ +
++
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Consensus-Building Tool #3 Managing Complex
Change
Vision Skills
Incentives ResourcesActionPlans
FRUSTRATION
+ +
++
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Consensus-Building Tool #3 Managing Complex
Change
Vision Skills
Incentives ResourcesActionPlans
FALSE STARTS
+ +
++
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Talk About It…
With regard to g/t programming in your district– which areas are strengths?– which areas need attention/work?
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Survey Results
Download Excel sheet from WikiTransfer item values Section 1 – Vision Section 2 – Skills Section 3 – Incentives Section 4 – Resources Section 5 – Action Plan
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It All Starts With…
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Vision
What we aspire to Requires “stretch”Example:ITAG envisions a time when all students, including
the gifted and talented, are given an appropriate educational experience that matches their abilities and potential, where they have abundant opportunities for their intellectual and creative challenge and growth, and those who work with them are effectively trained to appreciate, understand, and nurture their unique talents and needs.
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Sample Vision
Waukee – “New learning all day every day for each identified gifted child.”
Consider: In what ways will vision impact programming?
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Victory Circle
Three years from now, the DE awards your district the “Outstanding GT Program” distinction for the state.
What would we see, hear, experience, etc. that would give credence to the award?Group 1 Group 2 Group 3
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Creating Stretch
What aspects of your victory are worthy of achieving but would require significant stretch?
Consider these ideas to help you write a statement of vision.
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S-W-O-R Analysis
What are the strengths in our school that would help us achieve our victory?
What weaknesses do we need to overcome?
What opportunities exist if we achieve our victory?
What risks do we face along the way?
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Mission/Philosophy
Answers the questions What is our purpose? Why does the program(ming) exist?What it does Creates cohesiveness, commitment,
and understanding Gives meaning to our work
– Choosing how we’ll work– What work we choose to do
--Conzemius & O’Neill, 2002
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Traits
Comprehensiveness Rationale Consistency Clarity
--Purcell & Eckert, 2006
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Sample Mission/PhilosophyThe mission of the Iowa Talented and Gifted Association is to recognize,
support, and respect the unique and diverse needs of talented and gifted learners through
ADVOCACY:by encouraging informed educational professionals, parents, policy makers, and all other stakeholders to take appropriate action for the benefit of talented and gifted learners.
EDUCATION: by strengthening and encouraging the recognition and implementation of practices that support identification of talented and gifted learners and accommodation of the social, emotional, and intellectual levels.
NETWORKING:by increasing opportunities for collaboration and cooperation among all stakeholders with the goal of advancing the abilities and developing the potential of talented and gifted learners.
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Beliefs
…are firmly held…guide what we do…influence practice
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Assumptions
What assumptions do you hold about gifted children? (+ or -)
What assumptions do classroom teachers, administrators, and parents in your district/building hold?
Group 1 Group 2 Group 3
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Putting It All Together…
Consider desired state (victory)
– components requiring stretch current state (S-W-O-R) why your program exists assumptions which drive beliefs
Create a draft of your vision, mission/philosophy, and beliefs.
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Evaluating Your Mission/Philosophy
Rate your mission/philosophy with regard to
Comprehensiveness Rationale Consistency Clarity
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SampleAcademically talented children in Jonesville may possess characteristics that necessitate qualitatively different instruction. Our program is designed to provide the atmosphere for stimulating above-average-ability students.
Trait 5 4 3 2 1
Comprehensiveness
Rationale
Consistency
Clarity
--Purcell & Eckert, 2006
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SampleAcademically talented children in Jonesville may possess characteristics that necessitate qualitatively different instruction. Our program is designed to provide the atmosphere for stimulating above-average-ability students.
Trait 5 4 3 2 1
Comprehensiveness X
Rationale X
Consistency X
Clarity X
--Purcell & Eckert, 2006
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Makeover
The mission of the Jonesville School District is to ensure that each child has equal opportunity to receive a suitable program of educational experiences. The school board recognizes that some students possess, or are capable of possessing, extraordinary learning ability and/or outstanding talent. These students come from all socioeconomic, cultural, and ethnic backgrounds. The school board affirms the following:
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Curricular modifications as described in our comprehensive program design will occur in the regular classroom to provide continuous levels of challenge for all students, including those with unique gifts and talents.
In addition to the regular classroom, a range of instructional settings, both within the school as well as the community, will be available for specialized instruction that is integrated with the regular curriculum and the intellectual and social and emotional needs of gifted and talented children.
It is the responsibility of the school district and the larger community to ensure the following:– Ongoing identification of gifted and talented
children– Provision of appropriate and systematic
educational services to meet the unique learning needs of gifted and talented children.
--Purcell & Eckert, 2006, p. 18-19
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Building Consensus
Determine With whom you will share How you will determine/build
consensusReflect on How the message was received Further work needed
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Program Evaluation
Baseline data– Complete Self-Audit/Reflection
section(s)– Bring results to next session
Basis for program goals Means to improve programming
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Goals and Performance Measures
Program Goals– Provide focus for evaluation and
planning– Provide direction toward a particular
purpose– “living” - will be revised as needed– Based on clear mission and definition
of giftedness (target population)--Purcell & Eckert, p.
63
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Goals and Performance Measures
Performance Measures– What does success look like?– How will we know when we get
there?– What data will we collect?– How good is good enough?
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Traits
Alignment Validity Comprehensiveness Clarity
Purcell & Eckert, p. 64-5
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Using SART to Establish Program Goals
Complete selected sections of the Self-Audit/Reflection Tool.
Identify area(s) most in need of improvement.
Target goal(s) to the area. At the end of the year review the
SART section and data to ascertain goal attainment.
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Sample Program Goals
Urbandale District 196, Minnesota
– Based on NAGC Program Standards
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Examine Your Program Goals
Do you have program goals? Are they program goals or student
outcomes?– What’s the difference?– Why is each important?
How do they stack up against the traits of high-quality goals on p. 64?
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Memory Mingle
1. How has the information you’ve engaged with so far “pushed” your thinking?
2. Share in triads3. Identify connections and/or
conclusions4. Share with large group
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Gifted and Talented Identification
What is it?Why do it?What then?
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The Target Population
Definition of “gifted”
Multiple Criteria used/analyzed
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State of Iowa Definition
General Intellectual Ability Specific Ability Aptitude Creativity Leadership Visual and Performing Arts
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Characteristics
With your team Review areas in your target
population Talk about the assessments that help
you find kids in each category How is that working? What other assessments might you
need?
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Starting the Process
Screening– Use existing data sources
Nomination/Referral– Who may/should refer?– How will they do it?– How will they know they can?
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Digging Deeper
What stands out about the child? What more do you need to know?
– Cast a wider net– No single piece of data screens a child “in”
or “out” Are the criteria valid for the construct
being measured? How will you analyze the information? At what point can you make a decision
with confidence? Notification
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Activity Consider the list of multiple criteria Identify which area(s) of giftedness
for which each would be a valid criterion to consider.
Are all the criteria appropriate at all grade spans?
Add other examples at the bottom. Share with someone you haven’t
yet worked with today.
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Placement
Which children need which services?
Not about assigning a label According to need
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Some Things to Ponder
Once identified, always identified? Procedure for staffing out? Your questions?
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Gap Analysis
With your team1. Study Guiding Principles, Attributes
That Define High-Quality Identification Procedures (p. 51-2), and SART results
2. Identify desired state3. Outline your current identification
procedures (current state)4. List steps needed to move toward
desired state
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Home Play
Complete two sections of SA/RT– Program Goals– Identification
Share draft of Mission/Philosophy with GT Advisory, Administrative Team, and/or School Board– Get input– Get mission/philosophy approved