1 EASD Gifted Presentation Presented by: Mrs. Nanda Mitra Itle

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EASD Gifted Presentation

Presented by:

Mrs. Nanda Mitra Itle

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Essential Questions

• What is a gifted student?• How gifted students identified?• What is the purpose of gifted education?• What will my child’s educational program look

it?• What are my rights as a parent?• What can I do to help as a parent? • What are some resources out there?

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What is a Gifted Student?

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What is a Gifted Student?

• Mentally and physically involved instead of just attentive (Szabos).

• Constructs abstractions instead of just understanding ideas (Szabos).

• Answers in detail instead of just answering question (Szabos).

• Plays around yet tests well instead of working hard to test well (Szabos).

• Consequently, gifted education is needed and provided in conformity with a Gifted Individualized Education Program (GIEP).

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What is a Gifted Student cont…?

• A child with an ability that requires specially designed programs and/or support services not ordinarily provided in the regular education program (22 Pa. Code16.1)

• A child with an IQ of 130 or higher when multiple criteria as set forth in department guidelines indicates gifted ability (22 Pa. Code16.21d)

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Multiple Criteria?Criteria, other than IQ score, must be used to indicate gifted

ability…Such As….

• Academic performance significantly above grade level or the normal age group in one or more subjects as measured by nationally normed and validated achievement tests.

(22 Pa. Code16.1)

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Multiple Criteria cont…..

• Rate of Acquisition/Retention

• Demonstrated Achievement, performance or expertise in one or more academic areas.

• Early and measured use of high level thinking skills, academic creativity, leadership skills, intense academic interest areas, communication skills, foreign language aptitude or technology expertise.

(22 Pa. Code16.1)

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Multiple Criteria cont…..

• Intervening factors masking giftedness such as ESL, SLD, physical impairment, emotional disability, gender, race bias, or socio/cultural deprivation.

(22 Pa. Code16.1)

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Multiple Criteria continued…..

• Rate of Acquisition/Retention

• Demonstrated Achievement, performance or expertise in one or more academic areas.

• Early and measured use of high level thinking skills, academic creativity, leadership skills, intense academic interest areas, communication skills, foreign language aptitude or technology expertise.

(22 Pa. Code16.1)

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Multiple Criteria continued…..

• Intervening factors masking giftedness such as ESL, SLD, physical impairment, emotional disability, gender, race bias, or socio/cultural deprivation.

(22 Pa. Code16.1)

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How are gifted students identified?

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Gifted Stats. • A gifted student falls within

the end of a standard bell curve.

• The gifted population across the nation constitutes the top 2%.

Image from www..librarythinkquest.org

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Stats 101

• Scale Score-Raw (range 1-19)• Basal Rule-Certain number of consecutive correct

before going on (usually 2-3)• Ceiling Rule-Certain number of consecutive

incorrect before discontinuing (ranging from 3-7)• Standard Score- score with a mean of 100 and

standard deviation of plus/minus 15.• Confidence Interval-obtained score plus/minus

certain range creating a band of confidence (90% or 95%).

(Bordens & Abbot)

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Stats 101 cont…

• Base rate-tells how often a difference occurs in a standardized group. What the norm is.

• Subtest scatter- If 6pts or more in range.• IQ score scatter-If have scatter in subtests can

make FSIQ, index score not as valid. See norms for statistical significance of IQ scatter.

• Critical Value-Used to determine the probability of making a Type I (alpha) or II (Beta) error. Usually .05 or .01 is used.

(Bordens & Abbot)

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Stats 101 cont…

• Intra-individual differences-Pattern of strengths and weakness compared to own aptitude.

• Inter-individual difference-Pattern of strengths and weakness compared to same age/grade peers (percentile rank).

• Norm group-making comparisons against other kids in norm group. Assessments should have a wide group for which they were standardized on to have good validity.

(Bordens & Abbot)

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Types of Intelligence

• “G” general intelligence with specific abilities.• Fluid-adaptive, capacity to learn, novel problem

solving ability• Crystallized-acquire skills/knowledge that are

based on experience and culture.• Verbal-• Nonverbal (spatial)-• Short-term memory-• Processing speed-

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Assessments Used

• Cognitive Assessments (A.K.A. I.Q. Tests)

• Achievement Assessments

• District Assessments

• State Assessments

• Parent, Teacher, Student input

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Cognitive Assessments

• WISC-IV (Wescler Individual Scale for Children, Fourth Edition)

• Reynolds

• Woodcock Johnson III

• K-BIT

• TONI

• Standford Binet

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Achievement Assessments

• WIAT II (Weschler Individual Achievement Test, Second Edition)

• Woodcock Johnson III

• KTEA

• WRAT

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District Assessments

• Most districts have reading and math assessments (ie. 4-Sight, DIBELS, CBA, etc).

• Assessments generally have a low ceiling (grade level only)

• Designed to measure acquisition of grade level material

• Sometimes used for instructional purposes (I.e. ability groups, etc).

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State Assessments

• Are on grade level content only• Have a low ceiling• Sometimes determines class placement

(secondary mostly)• Gifted kids often have difficulty

sequencing in math areas.• Accommodations allowed (I.e. extended

time, etc)

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Parents, teacher, Student input

• Important to consider multiple perspectives

• Important to involve student’s in their own education

• Important for teachers and parents to work together.

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So what does all that mean?

• Make sure that IQ score being used is a good measure of the student’s cognitive ability (minimal scatter, good norms, meet ceiling and basal rules, takes into account gifted characteristic, etc).

• Make sure intra-individual as well as inter-individual differences are reported.

• Make sure achievement measures being used have a high ceiling.

• Make sure multiple criteria are considered, especially for students whose IQ score is lower than 130.

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So what cont…

• Make sure cognitive assessment being used is appropriate for your child (I.e. nonverbal for ESL or speech and language impaired).

• Make sure instruction being delivered is at the students level given assessment data.

• Make sure appropriate push-in and/or pull-out interventions are being used.

• Make sure inter or intra-individual differences reported are at .05 or .01 alpha ratios.

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What is the Purpose of Gifted

Education?

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Role of Gifted Education in Schools

• To identify the specific talents and abilities of gifted students and nourish those abilities through placing students in appropriate K-12 district curricula.

• To provide an appropriate education based upon the specific abilities of each student.

• To challenge gifted students by providing educational programming that meets their academic and intellectual needs within the scope of the K-12 district curriculum.

(Thomas, A & Grimes, T, 1995).

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What will my Child’s Gifted Educational

Program look like?

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“Levels of Service” in Programming

• Services offered to all Students

• Services offered to many students

• Services offered to individuals or small groups by specialists in school.

• Outside services or unusual in-school options offered to individual students

Ron Schmiedel

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Individualized Gifted Program

Specialized Curriculum

Tiered Assignments

Learningcontracts

Testing outMiddle school classes

facilitator support

AccelerationEnrichment

Pull-out

Independent Study

Distance Learning

GroupingSchool in a School

Differentiation

Grade skipping

Clubs

School clubs/teams

Gifted Center

Ron SchmiedelRon Schmiedel

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Gifted Education components

• Through a variety of service delivery options!Ron Schmiedel

Acceleration

Global/Social connections

EnrichmentAffective Needs

Acceleration

EnrichmentAffective Needs

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Gifted Education is……

• Conducted in an instructional setting.• Provided in an instructional or skill area.• Individualized to meet the educational needs of

the student within the scope of the K-12 district curriculum.

• Reasonably calculated to yield meaningful educational benefit and student progress.

• Provided in conformity with a Gifted. Individualized Education Program (GIEP).

(PDE-Parent Guide to Special Education for the Gifted)

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What is a GIEP?

• Based on unique needs to the gifted student, not just on the student’s classification.

• Enables the student to participate in acceleration or enrichment or both as appropriate.

• Enables the student to receive services according to their intellectual and academic abilities and needs within the scope of the K-12 district curriculum.


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GIEP Content?

• Statement of your child’s present educational performance.

• Annual goals will describe what your child can be expected to learn during the year.

• Short-term outcomes are the sequential steps your child must take in order to reach these goals.

• Dates for the beginning and end of the GIEP.(PDE-Parent Guide to Special Education for the Gifted)

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GIEP Content cont…..

• Ways for determining whether the goals and learning outcomes are being met.

• Names and positions of the GIEP participants.

• Date of meeting.

• List any support services that are needed.(PDE-Parent Guide to Special Education for the Gifted)

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GIEP Time lines

• GIEP must be completed within 30 calendar days after the written report.

• The GIEP must be put into action no more than 10 school calendar days after the GIEP is completed.


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GIEP Time lines cont…..

• After the GIEP is developed, you will receive a Notice of Recommended Assignment (NORA) and a copy of Notice of Parental Rights for Gifted Children.

• The district may send these through the mail within 5 calendar days after the conclusion of the GIEP meeting.

• The district may also give these forms to you in person at the end of the GIEP meeting.


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GIEP Time lines cont…..

• If the NORA was mailed to you, you have 10 calendar days to return it.

• If the NORA was given to you at the GIEP meeting, you have 5 calendar days to return it.

• If you gave your approval and signed the NORA at the GIEP meeting, you have 5 days to revoke the approval.


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Other Educational Changes?

• General educational curriculum will be adapted/modified as needed.

• Modifications may consistent of compacting, acceleration, dual placement in subject at or grade level and/or enrichment all within the scope of the K-12 district curriculum.


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What are my rights as a parent?

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Parental Rights?

(For a complete list see the Notice of Parental Rights for Gifted Children booklet.)

• Right to see and get copies of your child’s public school records within 45 days of asking for them or before any meeting regarding the GIEP or before a due process hearing.


.

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Parental Rights cont…..

• You have the right to be notified about your child’s program and progress and any changes that take place in either.

• The right to approve or reject programs and testing.

• The right to privacy(PDE-Parent Guide to Special Education for the Gifted)

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Parental Rights cont….

• The right to have a mediation to help you and the school reach an agreement.

• The right to an impartial due process hearing with a hearing officer.


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What can I do to Help as a Parent?

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What can I do to help?

• Share insights regarding your child with school staff (strengths, talents, creative abilities etc).

• Bring ideas to the GIEP meeting• Review the GIEP with the child

before/after the meeting.• Talk with child about what being gifted

means and obtain their insights.

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What can I do to help?

• Clarify expectations-yours and the teachers (ways of acting, academic goals etc).

• Volunteer to help classroom and school wide gifted activities.

• Keep school updated on your child (I.e. interests, family situations, educational activities outside of school,special experiences etc).

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What are some Resources out

there?

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Resources

http://www.glc.k12.ga.us/qcc/homepg.asp

http://www.cloudnet.com/%7Eedrbsass/edres.htm

http://www.nswagtc.org.au/info/links.html

http://www.easdpa.org/district/professional/lessonplan.htm

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Resources, cont….

http://www.hoagiesgifted.org/investigations.htm

http://www.glc.k12.ga.us/trc/cluster.asp?mode=browse&intPathID=7686

http://webquest.sdsu.edu/webquest.html (click “Portal,” then select “Top” in left column

http://curry.edschool.virginia.edu/hottlinx/

http://www.shambles.net/pages/staff/gifted/

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Resources, cont’d

• http://www.bestwebquests.com

• http://edsitement.neh.fed.us/tab_lesson.asp?subjectArea=2

• http://www.intel.com/ca/education/unitplans/

• http://www97.intel.com/en/ProjectDesign/UnitPlanIndex/GradeIndex/#4

• http://www97.intel.com/en/ProjectDesign/UnitPlanIndex/SubjectIndex/SubjectIndex.

• http://www.geocities.com/Heartland/Plains/6097/math.html (this won't work from school computers, but it is good)

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Resources, cont….

http://www.ed.gov/databases/ERIC_Digests/ed342175.html

•Article by Dr. Carol Ann Tomlinson describing the characteristics of a differentiated classroom with an emphasis

on the learning needs of academically advanced learners.

•Article by Sandra Berger describing instructional and management strategies for the modification of curriculum based on the needs and characteristics of gifted students.

Explores models and strategies for modify content process, product and learning environment.

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Resources cont…..

http://teach-nology.com/

School Psychologist

Gifted facilitators

Guidance Counselors

Principals

Websites and books

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References

• Bordens, K.S. & Abott, B.B. Research design and methods. A process approach 3rd. Mayfield Pub. Co.

• Schmiedel, R. from Pine-Richland High School

• Szabos, J 1989. Challenge. Good Apple 34.

• Thomas, A & Grimes, T, 1995. Gifted education. Best Practices in School Psychology III. 1083-1086.

• EASD gifted manual and handouts

• Pennsylvania Department of Education website

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Questions?

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Good ByeThanks for everyone's help and

patience

Documents

1 EASD Gifted Presentation Presented by: Mrs. Nanda Mitra Itle