blending gifted education and school reform
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Blending Gifted Education and School Reform. Dr. Betsy Gustafson, Assistant Superintendent Special Education Leadership Academy July 2011. If you are planning for a year, sow rice; if you are planning for a decade, plant trees; if you are planning for a lifetime , educate people. - PowerPoint PPT PresentationTRANSCRIPT
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Blending Gifted Education and School ReformDr. Betsy Gustafson, Assistant SuperintendentSpecial Education Leadership Academy July 2011
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If you are planning for a year, sow rice; if you are planning for a decade, plant trees; if you are planning for a lifetime,
educate people. Anonymous
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Changes and Challenges
• School reform initiatives• Standards Aligned System (SAS)• Accountability of NCLB• Changing demographics • Increasing diversity of student populations• Limited fiscal resources
The needs of our highest achieving students must be identified and challenged within
this broad arena.
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PMSD Demographics
Total Enrollment - 10,689Free/Reduced Lunch - 49.1%Special Education - 22% (increase from 15% in 2008-09)Gifted Education - 2.6% (increase from 1.3% in 2006-07)Diversity of Student Body• White – 53.5%• African American – 23.8%• Hispanic – 21.3%English as a Second Language – 400 studentsHomeless – 82 students (increase from 9 in 2009-10)
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Needs Assessment/Action Plan
•Research •Current Practices•Education
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Research
• Other districts• IU 20 Networking Group• Data Collection – achievement, former
evaluations, teacher/parent input• Correlation Studies• Past Referrals and Outcomes –
patterns, student records, screening consistency, etc.
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Revised Current Practices
• Reassigned existing staff – School Psychologists
• Provided support, guidance, and resources to all staff
• Developed consistency district-wide – referral process, screening instruments, evaluations, forms and formats
• Collected data – student records, teacher input, parent input, etc.
• Developed Guidelines and Procedural Manual for Gifted Education
• Updated Board of School Directors and the community
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Education
• Professional Developmentfaculty administrators Board of School Directorscommunity
• Gifted Education Advisory Council• Observation and Networking • Conferences and Workshops
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Number of Gifted Students
K 1 2 3 4 50
1020304050
25 29 29 33 33 36
2
13 17 1420
28
0 2 612
21139
1522 20
4135
Expected Gifted Gifted 2007-2008Gifted 2006-2007 Gifted 2010-2011
Grade Level
Stu
dent
s
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Sustainability and Continuous Improvement
• Review the 2010 PreK-12 Gifted Programming Standards
• Conduct Professional Development activities per building on updated laws and regulations
• Implement Gifted Guidelines and Procedural Manual
• Administer a universal screener • Plan and implement RtI for Gifted Education• Continue progress monitoring initiative• Review Compliance Monitoring results and
recommendations
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Pennsylvania Department of Education
Gifted Guidelines August 2010
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Indicators of Giftedness/High Achievers
Indicators of high achieving students should be drawn from a wide variety of sources. The evaluation should address
information relevant to the student’s suspected above average abilities
including academic functioning, learning strengths, and educational needs.
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Guiding Principles for Gifted Education
• School districts are primarily responsible for identifying all exceptional children and developing educational programs to meet their needs. (24 P.S. §13-1371)
• Pennsylvania School Law includes gifted students as “children with exceptionalities” who need specially designed instruction.
• Appropriate specially designed instruction should be based on the gifted student’s unique needs and abilities and not solely on the student’s classification. (22 Pa. Code §16.41(b)(1))
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Guiding Principles cont.
• Placement should provide learning opportunities that go beyond the program the student would receive as part of regular education. (22 Pa. Code §16.41)
• Gifted education programming must be an integral part of the instructional school day.
• Gifted students benefit from being grouped with their intellectual peers for a significant part of their instructional day.
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Guiding Principles cont.
• The Gifted Individualized Educational Program (GIEP) should be based on information obtained from formal and informal comprehensive needs assessments, including input from parents. (22 Pa. Code §16.22 and §16.32)
• Placement of a gifted student should ensure that the student is able to benefit meaningfully from the rate, level, and manner of instruction. (22 Pa. Code §16.41)
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How is Educational Placement Determined?
• Educational placement decisions must be based on the student’s unique needs and not solely on the classification. (22 Pa. Code §16.41(a))
• Chapter 16 requires that the educational placement of gifted school-age exceptional students in Pennsylvania includes specially designed instruction that is individualized to include acceleration or enrichment, or both, as appropriate. (22 Pa. Code §16.2(d)(3), §16.41(b)(3))
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Delivery of Services and Support
An effective approach would include all of the following:• Acceleration, in which instruction is matched
to the competence level of the student;• Enrichment, in which opportunities for the
investigation of appropriate materials are given and
• Individualization, in which instruction is matched specifically to the student’s achievement abilities and interests.
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School Reform
• Gifted education must be responsive to current trends and issues impacting all children (i.e. RtI).
• Educators must be aware of how the larger educational picture impacts students who are gifted.
• Educators must ensure gifted education is not isolated as new educational initiatives emerge.
• Must balance theory, practice, and policy.
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NAGC 2010 PreK-12 Gifted Programming Standards
• A framework that focuses on student outcomes.
• Assists school districts in examining the quality of their programming for gifted learners.
• Used as mileposts for improving programs and services.
• Used as rubrics for evaluation.• Endorsed by The Association for the Gifted of
the Council for Exceptional Children (CEC-TAG).
Access below:
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Resources
Websites:• www.nagc.org• www.giftedpage.org• http://journals.prufrock.com
Books:• The Development of Giftedness and Talent Across the
Life Span by Frances Degen Horowitz, Rena F. Subotnik and Dona J., Ph.D. Matthews
• Education of the Gifted and Talented (6th Edition) by Gary A. Davis, Sylvia B. Rimm and Del Siegle