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Identification and Programming for Preschool and Kindergarten Students Martha Landsberg, Moulton-Udell Community School Terra Webb, Perry Community Schools, Elementary Krystal Colbert, Southeast Polk School District Linda Moehring, Heartland AEA, Viterbo University Slide 2 WHO ARE YOUR PRESCHOOL ADVANCED LEARNERS? Identify two preschool or primary grade students who were significantly discrepant (on the high end) from others youve had in class. Think about characteristics they exhibited that brought them to your attention. Slide 3 In the top 1% of IQ distribution, there is as much range in ability as from the 1st to the 99th percent. Robinson, 1981 99 Slide 4 The Five Levels of Giftedness Needs of Level One Children Parents might consider Early entrance Single-subject acceleration Whole-grade skip Would take care of advanced learning needs Cluster grouping In-class ability grouping Instructional differentiation Losing Our Minds Gifted Children Left Behind Ruff, 2005 Slide 5 Level Two Children Could complete the entire elementary curriculum in three years. Losing Our Minds Gifted Children Left Behind Ruff, 2005 Slide 6 Level Four Children These are students who could go off to college at age 10-12. They could complete the elementary curriculum in two years. Losing Our Minds Gifted Children Left Behind Ruff, 2005 Slide 7 Level Five Children Level 5 children could finish the entire elementary curriculum in less than a year if given the opportunity. Going HALF days Losing Our Minds Gifted Children Left Behind Ruff, 2005 Slide 8 Testing Stations: Math and Reading Readiness Martha Landsberg, Moulton-Udell Community School ITAG, October 2010 Slide 9 Identifying Gifted and Talented English Language Learners Terra Webb Perry Elementary ITAG, October 2010 Slide 10 One size does NOT fit all As educators, especially in Districts with high minority groups, it is essential that we acknowledge the possibility that we are overlooking talented students who dont seem to fit the mold because they do not demonstrate stereotypical behaviors of native English speaking students. Slide 11 What to look for in ELL Learners at all ages Acquires a second language rapidly Shows high ability in math reasoning Displays a mature sense of diverse cultures and languages Code switches easily (thinks in both languages) Demonstrates an advanced awareness of American expression Navigates appropriate behaviors successfully within both cultures Slide 12 Once we recognize English Language Learners as gifted, those of us who are entrusted with their future, the caregivers in their homes, the teachers in their classrooms, and the administrators of the schools they attend can be more effective as their advocates!!! Slide 13 Identification Process Hurdles When intelligence, achievement, and ability test scores are used for admission to gifted and talented programs, Hispanic children are underrepresented. Waiting for test scores puts all of our PK- 3 rd grade children at risk, especially under-represented populations Need to look for and provide opportunities for giftedness to present itself Slide 14 Multiple ways to identify ELL students Testing stations in the areas of reading readiness and math. Teacher observations No test can determine and finalize the intelligence level of these or any underrepresented group. Slide 15 Is it fair and legal to use measures other than standardized tests? Yes, according to the attorney for the Iowa Department of Education. Iowa Districts require multiple measures of giftedness, using different criteria for different groups does not violate Chapter 12. When a District only measures with a single standard, the result has been to disproportionately eliminate minority students, twice exceptional students, and English Language Learners. Slide 16 Comparing students with similar learning opportunities Initial Screening compare students scores/abilities with other students of the same age group who have had similar language and cultural experiences. Slide 17 Progression over time Measure student growth from the beginning of the year and continuously through out the year. Consider programming and possible identification for students who show substantial progress in specific content areas in comparison to their cultural peers of the same age Slide 18 Portfolio Assessments A collection of student information from a variety of sources could be used in order to obtain a holistic picture of their academic potential. Materials in the portfolio could be done in Spanish, as well as in English, whichever is more comfortable for the student. Slide 19 Practical Implementation for Identifying Under-represented Populations Begin with collaboration among classroom teachers, gifted/talented educators, and ELL educators. Share student information with classroom, special area, and elective teachers. Expand the scope of observing and sharing the students social, emotional, physical, and academic needs through the lenses of multiple people. Include various settings and teachers Music, art and P.E. teachers observe and document Slide 20 Belin and Blank Research Develop the common notion that, whereas student potential is impossible to measure in its entirety, its presence is observable. Begin by assessing the potential of every ELL student, (or any under-represented group). Broaden the concept of giftedness. Slide 21 The Gifted/Talented English Language Learner Profile for Identification No one program that can serve all types of gifted students No one method is sufficient for all types of gifted students. A Profile provide a resource for administrators and teachers to identify high levels of ability in gifted/talented ELL students. Under identification of gifted/talented ELL students led to the development of The Gifted/Talented English Language Learner Profile Slide 22 Student Potential Slide 23 The Cognitive Domain While it is important to test all students in the cognitive domain, it is recommended that greater attention be paid to reasoning ability than to academic achievement scores. Reasoning ability can be observed through testing stations and centers. Slide 24 The Affective Domain Affective Assessment List evidence of the beliefs, values, attitudes, and opinions that may influence the assessment/screening Indicators should be collected from those who are in a position to frequently observe the student in class, at home, and in the community. Measures of creativity and leadership should also be included. Slide 25 Under-represented Students in the Psycho/Motor Behavioral Domain Important to gather current observation notes, assessments, and work- samples. Crucial that previous experiences and life experiences be taken into account. Slide 26 Where do we go from here? Professional Development Parent Involvement Slide 27 Parental Involvement Increase the parental participation in the education of gifted/talented ELL through workshops that focus on helping parents learn how to support their children in their educational endeavors. Help parents become knowledgeable about what it means to be selected for gifted programming. Explain the process for identification so that they can be involved. Include parents in the decision making process regarding programming Provide parent education about the support and nurturance that is involved in being a parent of a gifted student. Teach parents of under-represented populations how to advocate for their children since, culturally, they may be prone to take a more passive approach to their childs education. District personnel should communicate with the parents in their heritage language, which increases willingness to participate since their culture and language will be validated. Slide 28 Identifying Gifted Preschool Students At Southeast Polk (SEP) By Krystal Colbert Slide 29 Using Research to Support Preschool Identification (AAGC) http://www.aagc.org/ Slide 30 History of AAGC Established in New York in 1946 by Dr. Ruth Strang and Miss Pauline Williamson Believed that the gifted were the most neglected children in our democracy Slide 31 AAGC Resource The AAGC website is set-up as a resource tool for educators, parents, and the general public Resources available at the website include: 1. Recent press releases (ppt. and PDF) 2. News and resources (i.e. information about gifted preschoolers, etc (links) 3. General articles of interest (links) (Most tend to focus on preschool through late elementary school years) Slide 32 Conclusions of AAGC and gifted preschoolers Preschoolers can be identified as gifted! Its important to know the characteristics gifted children can possess, as well as the different types of giftedness. AAGC stresses the importance of open and honest communication between parents and preschool educators about their gifted children. AAGC highlighted the importance of both parents and educators collecting hard data (i.e. pictures, anecdotal notes, etc.) to show what a gifted child is able to do. Slide 33 Conclusions of AAGC and gifted preschoolers The child who has a good understanding of abstract concepts and has a strong reasoning ability needs the challenge of activities that incorporate higher level thinking skills. Rather than simply asking children to recite or repeat what they have learned, ask them to compare and contrast, classify, summarize, hypothesize, or make assumptions. Slide 34 AAGC connections to the Preschool classroom Development of a math station to be used as a tool for identifying gifted preschoolers. Slide 35 Why identify gifted preschool students at SEP? Quantity of research and information regarding characteristics that gifted children possess, beginning at a very early age. Characteristics of gifted young children are unknown to most teachers and administrators. Therefore, there is a lack of identifying gifted students at the preschool level. These gifted students are entering our school systems with little support by the district, and are often not getting their needs met until they are identified in third grade by test scores. Many Early Childhood Special Education (ECSE) preschool classroom educators focus on meeting the needs of their students with IEPs, and not necessarily on identifying children who need an advanced challenge. Slide 36 Expanding Identification Develop a preschool math center that will help identify gifted students at SEP. Students will complete the activity during free choice center time, and it will be set up at the math center. Students will use manipulatives (letter- associated items, animals, and shapes) and sort and classify them into groups (their ideas). They will also write about an animal they have sorted. When students are sorting the manipulatives, a teacher will probe and observe. How are students sorting the materials? Why are students sorting the materials in that way? Slide 37 Animals Letter-associated items Shapes Slide 38 My project Teachers will take anecdotal notes when students are sorting. When possible, a tape recorder will be used. If needed, teachers will take pictures of the final products to be used in a childs portfolio. After students are done sorting, they will be asked to write about one animal they sorted. These can also be kept for their portfolios. Slide 39 What am I looking for? Creative Curriculum goal number 27: Classifies Objects (ages 3-5) Level 1: Sorts objects by one property such as size, shape, color, or use Level 2: Sorts a group of objects by one property and then by another Level 3: Sorts objects into groups/subgroups and can state reason Level 4: Anything above and beyond level 3; benchmark for end-of-the-year kindergarten: students will be able to sort in various ways (color, shape, size, and uses) Slide 40 What am I looking for? Creative Curriculum goal number 50: Writes letters and words (ages 3-5) Level 1: Uses scribble writing and letter- like forms Level 2: Writes recognizable letters, especially those in own name Level 3: Uses letters that represent sounds in writing words Level 4: Anything above and beyond level 3, such as writing simple sentences (kindergarten end-of-the-year benchmark Slide 41 My students Jackson, age 3 Alexander, age 3 Slide 42 When assessing After student is at the center, here is what should be said/done: 1. Introduce students to the center. Hello _____. Today you are going to do some sorting or grouping for me! Lets start with these animals. 2. If needed, some students will need to play with the materials before they sort them if it is not a manipulative they have seen before (no longer than 2-3 minutes). 3. Students will sort the materials in their own wayno helping! See how imaginative they can get! Once students have sorted the materials one way, encourage them to sort in a different way (i.e. I love the way you sorted (grouped) these animals by color. Is there another way you could sort (group) them?). If they are unable to, move on to the next item to sort. 4. Student should sort (group) all three different items, while the teacher is observing, taking notes, and prompting for new ways to sort. 5. After students are done sorting all three manipulatives, have the student write about one animal they sorted. (i.e. I love the way you were able to sort (group) these! Now I would like you to choose one animal that you sorted at the beginning, and write a story about it! You are a great story teller, so I know your story will be wonderful. Lets start with your name first, and then you can draw your picture and any words you want!) 6. When student is done, collect all data samples and put in portfolio. Slide 43 Jackson-3 yrs. General characteristics: off-task, trouble concentrating, not very vocal, knew most animal names and colors, knew 3 shapes, knew the letter S and its sound, worked about 8 minutes Animal sorting: sorted by color (level 1) Shape sorting: sorted by color (level 1) Item sorting: sorted the items by color (level 1) Writing: wrote name, but did not want to write about any animals (level 2) Quotes: Im getting tired. Im going to do one more and then be done. Results: Jackson is a typical preschool student. The activities and centers in the classroom will be enough to challenge and engage him. Slide 44 Jacksons writing sample Slide 45 Alexander-3 yrs. General characteristics: happy, eager to work with me, interested in sorting, very talkative, prefers to be alone at centers, long attention span, knew all animal names, shapes, colors, and knew the letters P and S, and associated sounds, worked about 21 minutes before I stopped him. Animal sorting: sorted by color (level 1), sorted by animal group, and then again by swim/not swim, hooves/webbed feet(level 2), sorted by animal groups, and in those groups, sorted by babies/mommies (level 3) Shape sorting: sorted by color (level 1), and then by number of sides (level 2), also stated that if we had a shape with 8 sides, we could create an octagon group (level 4??) Trapezoids and diamonds (level 3) Slide 46 Item sorting: sorted objects by outside/inside, and then by eat/not eat (level 3), and sorted objects by beginning sounds, (level 3 for goal #46), also told me more items that could be placed in those groups (level 4??) Writing: wrote name (level 2), plus also wrote the word pig to represent his picture (PI) (level 3), and the word mud (MUD) (level 3) Quotes: I could make an octagon group and add a stop sign (shape sorting). There are 2 more in the yellow group than the red group. The blue group has the smallest (animal sorting). Slide 47 Results: Alexander could possibly be gifted! Although he is only 3, he is at level 3 (and beyond!) in most goal areas. His language skills are exceptional, and his ability to communicate with adults is mind-blowing. The teacher will need to provide extended learning opportunities and challenges for Alexander so that he can continue to learn and grow, and not be stifled by the typical curriculum (i.e. one letter per week, and one shape and color per month). The teacher will need to continue to observe Alexander for other signs of giftedness, and record these observations for his portfolio. Slide 48 Alexanders writing sample Slide 49 Conclusions As you can see, one simple preschool activity can help to begin identifying gifted students! Although this center would not be used singly as a way to identify gifted preschoolers, it is an opportunity for students to show their abilities. Its important for all educators to be aware of the different types of giftedness, and characteristics associated with gifted children. As an educator, it is my job to provide ALL students with a challenging and engaging curriculum that will help foster their unique abilities. Slide 50 Website Resource (AAGC) http://www.aagc.org/ Slide 51 Classroom Application: Psychology of the Gifted Viterbo University Instructor, Linda Moehring For more information about the TAG Endorsement Program through Viterbo University contact the Viterbo Iowa Center at: 515-224-4811 gradiowa@viterbo.edu