Just the Basics: - Beginning in GiftedEducation

By Kathy Paul, Coordinator ofExtended Learning Programmingat Johnston Community Schools

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Friends of Johnston ELPFriends of Johnston ELP Go to Go to ““resourcesresources”” Handbook and other info alsoHandbook and other info also

availableavailable

NEEDS OF GIFTED CHILDREN: ACADEMIC: Time and opportunity to go beyond the regular

curriculum Ability to ask questions and seek answers Training and opportunity to evaluate work Opportunity to share knowledge with an interested

audience

AFFECTIVE: Time with others of similar interest and ability Opportunity to discuss concerns with empathetic

listener Assistance in developing a healthy attitude

towards abilities

TYPES OF GIFTEDNESSTO SERVE:

General Intellectual Specific Academic Visual and Performing Arts Leadership Creative ThinkingDetermine feasible areas and whether

services will be direct or indirect

WAYS TO MEETNEEDS OFGIFTEDCHILDREN:

PROGRAMMING OPTIONS: Pull-out time Provides similar ability and interests to be together Can be difficult to schedule Consider philosophy of district Sensitivity to students’ needs is critical- different

ages and personalities Collaboration within the regular classroom

Frequent contact with classroom teacher Provide materials/activities for instruction

Instruct a small group within the room Whole class differentiation Cluster grouping 3-7 children in one classroom so teacher makes

modifications for several Ideally paired with some pull-out time forspecific academic/social needs

MODIFICATIONS:

ContentContent

What we teach, what we want studentsto be able to know and do

Abstract, complex, variety, depth, pace Curriculum compacting with pretesting Learning contract Thematic curriculum Integration Student choice Advanced information Acceleration Varied texts and resource materials

ProcessProcess

Relating new information to previouslearning, sense-making activities

Open ended, discovery options Graphic organizers or mind maps or

charts Learning logs or journals Problem solving Role playing/dramatics Interest groups Research skills Independent study Questioning skills

ProductProduct

Demonstrating understanding ofconcepts

Authentic tasks, sophisticated in-depth Abstract learning, advanced assignments Real problems and authentic audiences Clear assessment methods with tools for

self-evaluation Provide for a variety of learning styles

Learning EnvironmentLearning Environment

Place where learning occurs- optimalmatch for curriculum, teachers’

styles and instructional strategies, andstudents

Independently in library, hall,corner of classroom

Heterogeneous classroom withcenters or areas, flexible groups

Separate advanced classes

What is your role?

Facilitator Mentor Instructor

How will you spend your time?

Direct services to students Providing resources to classroom

teachers Developing modifications Communication with parents, teachers,

administrators, and students Record keeping Research and planning

PLANNING YOURPROGRAMMING Identification Goals and performance measures Differentiated program Staff qualifications Budget In-service design Review and evaluation

JOHNSTON ELP YEARLYIDENTIFICATION PROCESSLEVELS OF SERVICE:

GENERAL ENRICHMENT: This level of service providesthe classroom teacher with support, so that enrichment isavailable to able learners in the regular classroom. Teacherslook for potential needs. Students who need enrichment areclustered, so that they may work with others of high ability.

STRENGTH AREA: This service is for students excel inone or more academic areas. In addition to the servicesoffered above, direct service through the ELP teacher maybe offered, depending upon needs and available time.Flexible groups in conjunction with regular classroom topicsvary in length, content, and frequency.

EXTENDED STUDIES/PEP Students at this level ofservice require a Personalized Educational Plan to providean academically differentiated curriculum. In addition tothe services offered above, direct service includes an optionfor specific extended studies classes to meet program goalsin research, higher level thinking skills, emotional and socialbehaviors, and self-directed learning.

PROCESS FOR IDENTIFICATION:Review of multiple criteria by ELP staff andcoordinator. Students serviced depending upon needdemonstrated and options available. 1. Classroom teachers: Observation Inventory Teachers mark

characteristics, make comments and nominate students. 2. Teacher recommendation based on products, processes,

motivation, and grades Examples of quality products, initiative tocomplete extensions, & evidence of higher thought processes are used.

3. Parent Information Characteristics that show up in the homeprovide valuable insight. Parents are asked to give specific examples.Any parent may request a form to fill out on their child.

4. ELP staff recommendations Observed characteristics,performances, and products.

5. ITBS Iowa norms Serves as an indicator of student needs. Veryhigh scores do not necessarily reflect a need for curriculumadjustments, as this is an achievement test not specific to our district.Consistent high scores along with high MIALT scores give us anindicator of high ability.

6. MIALT - Mid-Iowa Achievement Level Tests Scores arespecific to Johnston standards and benchmarks. While many studentsscore in the Hi range, reading and math scores, which are two standarddeviations above the norm, are strong indicators of high ability.

7. Miscellaneous tests/ records from previous schools Otheravailable data will be considered, such as Cognitive Abilities Tests, out-of -level tests or data from previous schools.

Resources for Teachers ofResources for Teachers ofGifted ChildrenGifted Children

Assessment: Time-Saving Procedures for Busy Teachersby Bertie Kingore, Professional Associates Publishing,1999. (Appropriate for all grades, lots of useful forms)

Best Practices in Gifted Education by A. Robinson, S.Shore, and D. Enersen, NAGC/Prufrock Press, 2007.(Evidence to support practices, grounded in research)

Cluster Grouping Handbook by Susan Winebrenner andDina Brulles, Free Spirit Publishing, 2008.(Implementing clusters, in-service, practical classroomapplication)

Designing Services and Programs for High-AbilityLearners by Jeanne Purcell and Rebecca Eckert, editors,NAGC, 2006. (Starting a program)

Differentiated Classroom by Carol Ann Tomlinson,ASCD, 1999. (Excellent intro)

Differentiation in Practice (Gr. K-5 or 7-9) by CarolAnn Tomlinson, ASCD, 2003.

Differentiation: Simplified, Realistic, and Effective byBertie Kingore, Professional Associates, 2004.(Strategies with examples and forms)

Iowa Acceleration Scale Manual, 2nd Ed. by S.Assouline, N. Colangelo, A. Lupkowski-Shoplik, andJ. Lipscomb. Great Potential Press, Inc., 2003. ( K-8acceleration)

Successful Teaching in the Differentiated Classroomby Carolyn Coil, Pieces of Learning, 2007.(Compacting, grouping, strategies, independent study,units & lessons)

Teaching Gifted Kids in the Regular Classroom, 2nd

Edition by Susan Winebrenner, Free Spirit Press,2001. (Curriculum in all subject areas)

Organizations and Centers:

ITAG NAGC (Mile Marker Series, 2009) Belin-Blank International Center for

Gifted Education and TalentDevelopment.