GIFTED PROGRAMMING FOR AFFILIATESNANDA MITRA-ITLEN_ITLE@EASDPA.ORGGWR to GIEP

Underrepresentation is a tragic waste of human potential: The concerto never written, the scientific discovery never made, the political solution never found (J.J. Gallagher

& Kinney, 1974)

KWL

What do I know about identification and programming for all gifted students? Diverse gifted students? For Twice Exceptional students?

What do I want to know?

WHY GIFTED

Gagnes Differentiated Model of Giftedness and Talented. From “Is there Light at the End of the Tunnel?” by Gagne, 1999, Journal for the Education of the Gifted, 22, p. 231

FACTORS RELATED TO SUCCESS IN ALL TALENTED KIDS

Belief in self and vision of hopeful future Relationship with supportive adults Interact regularly with high achieving peers Encountered intellectual challenges in

honors or advanced classes Participated in extracurricular activities and

opportunities to develop talents

(Reis et al., 1995 as cited in Wallace and Erikksoson, 2006)

IMPORTANCE OF GIFTED PROGRAMS Several longitudinal studies have shown that gifted

programs have a positive effect on students’ post-secondary plans.

According to a recent report on high-achieving students, more than 7 in 10 teachers of these students surveyed noted that their brightest students were not challenged or given a chance to “thrive” in their classrooms.

73% of teachers agreed that, “Too often, the brightest students are bored and under-challenged in school – we’re not giving them a sufficient chance to thrive.

Competitions affect achievement Talent Development affects achievement

BENEFITS OF A GIFTED PROGRAM

Graduation Rate Comparison

99%

77% 79%

0%

20%

40%

60%

80%

100%

120%

Per

cent

age

grad

uate

d

GiftedDropedGen ed

9(Rose, 2001)

10

PREVALENCE

Up to 50% of high ability students are not achieving up to ability

US Office of Education reports that 40 percent of the top 5 % of high school graduates do not graduate from college

At least 20% of gifted students underachieve

Between 10% and 20% of high school dropouts are in the superior range of ability 11

(Hoy et al, 2008)

THINK-PAIR-SHARE

What skills do kids need in the 21st Century?

How do these skills connect with Gifted traits?

How do we support these traits?

SKILLS NEEDED FOR 21ST CENTURY

“…moving from the Information Age to the Conceptual Age" [Pink, 2005, p. 33].

The future belongs to a very different kind of person with a very different type of mind," warns Pink [p.1]

Ability to be flexible and adapt to new technologies and organizational structures.

Creative, innovative problem solvers, “out of the box” thinkers

Communicating and problem solving with people from diverse backgrounds and languages

Students must be able to speak multiple languages and must have knowledge of multiple cultures.

They must be able to effectively collaborate with people from other cultures.

SKILL NEEDED…

International commerce accounts for 25% of the American economy and 33% of its economic growth.

Employment has shifted from manufacturing to the service sector, with more than 80% of jobs in that area

Shortage of skilled workers Shortage of highly educated American Personnel

WHAT ARE THE CURRENT GIFTED ASSESSMENT PRACTICES?

ASSESSMENTS USED

Screeners

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

Achievement Assessments

District Assessments

State Assessments

Parent, Teacher, Student input

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COMMON SCREENERS Kaufman Brief Intelligence Test (K-BIT2)

WISC V abbreviated or prorated

Screening Assessment for Gifted Elementary (SAGES-2)

Performance based assessments and CMB

OLSAT

Rating Scales completed by parents and teachers

Self-Nomination

District achievement measures (4-sight, DIBELS, CDT, PSSA, etc.)

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Chrystyna Mursky February 2012

Chrystyna Mursky February 2012

Chrystyna Mursky February 2012

Chrystyna Mursky February 2012

Chrystyna Mursky February 2012

COGNITIVE ASSESSMENTS

WISC-V (Wechsler Individual Scale for Children) Reynolds Intellectual Assessment Scales (RIAS) Woodcock Johnson IV (WJ-IV) Naglieri Nonverbal Ability Test (NNAT2) Test Of Nonverbal Intelligence (TONI3) Universal Nonverbal Intelligence Test (UNIT) Standford-Binet Intelligence Scales Fifth Edition

(SB5)

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SB-V TECHNICAL REPORTS

FSIQ-123.7

VIQ-123.5

NVIS-122.5

WM-115

Cut-off of 120 in combination of other data.

120-129 Superior (125-144 on LM)

131-144 Gifted/Very Advanced (145-150 LM)

145-160 Very Gifted (EXIQ)

161-175 Extremely Gifted25

(SBV technical report)

WISC-V TECHNICAL REPORTS

VCI-127.6

VSI-121.9

FRI-121.3

WMI-122.9

QRI-123.9

AWMI-124.5

GAI-127.1

84% of children ID at gifted had VCI, PRI or FSIQ scores of 120 points or higher vs. 13% in control.

26(WISCIV manual)

WJ IV COGNITIVE

Cognitive Composite Culsters-115.7 Gf-Gc Composite-119.2 Comprehension Knowledge-111.2 Fluid Reasoning-119.7 Number Facility 112.5 Oral Expression-115.6 Speed of Lexical Access 110.5

WJ IV ACHIEVEMENT

Brief Achievement- 117.3 Oral Expression 115.6 Letter-Word ID- 115.1 Applied Problems 116.2 Spelling- 114.1

5 ASSUMPTIONS OF INTELLIGENCE TESTS BY TEST DEVELOPERS (STILL TRUE?) Test developers assume that test takers have no linguistic

barriers or differences that inhibit their performance Assume that the content of the test at any particular level is

suitable and of nearly equal difficulty for test takers Assume that test takers are familiar with or have theist

sophistication for taking standardized tests Assume that test takers are properly motivated to do well on

tests Assume that test takers do no have strong negative

psychological reactions to testing

(Lam, 1993 as cited in VanTassel-Baska, 2008)

WIAT III ACHIEVEMENT Oral Language- 121.2 Total Reading-118.5 Basic Reading-115.9 Reading Comprehension and Fluency-117.5 Written Expression- 116.3 Mathematics-116.8 Math Fluency 110.7 Total Achievement-121.6

USING A MULTIPLE-CRITERIA METHOD

Student interview Permanent products GATES (Gifted and Talented Evaluation Scales) Other Gifted Rating Scales (SIGS, GRS, etc.) Parent Interview Teacher interview Observations Performance based assessments Cognitive assessment Cognitive Assessments CHC cross battery approach Dynamic assessment (pretest-intervention-posttest for

acquisition of skills) (Lidz & Macrine, 2001)

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WHAT IS THE CURRENT PRACTICE IN GIEPS?WHAT IS BEST PRACTICE IN GIEPS?

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) 34

Enrichment

Acceleration

WHAT IS A GIEP?

Based on unique needs to the gifted student, not just on the student’s classification. Strength-based

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.

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

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GIFTED EDUCATION COMPONENTS

Through a variety of service delivery options!

Ron Schmiedel 39

Acceleration

Career Investigation

EnrichmentAffective Needs

Acceleration

Career Investigation

EnrichmentAffective Needs

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Gifted Program

Specialized Curriculum

MentorshipTiered

Assignments

Learningcontracts

Testing outCollege classes

Resource room

Counseling services

AccelerationEnrichment

Pull-out

Independent Study

Distance Learning

Grouping School in a School

Differentiation

Grade skipping

Clubs

Student Government

Gifted Center

ACCELERATIONACCESS TO HIGHER LEVEL LEARNING ACTIVITIES THAN TYPICALLY PROVIDED IN REGULAR EDUCATION TO STUDENTS OF THE SAME AGE

Early Admission to Kindergarten and/or First Grade Grade Skipping Subject-Matter Acceleration Curriculum Compacting Honors Level Courses College Level Options

Advanced Placement College in the High School Concurrent/Dual Enrollment

Credit by examination

Early entrance into Middle School, High School, or College

Early Graduation

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ENRICHMENT

In-depth learning experiences that enhance the curriculum and are based upon individual student strengths, interests, and needs

Seminars Independent projects Alternative assignments Outside of the classroom

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CURRICULUM DIFFERENTIATION

Effective differentiation requires consideration given to grouping practices Flexible grouping - Arranging students

by interest or need Cluster grouping – Ability grouping

within a heterogeneous classroom Cooperative learning groups –

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SOCIAL COPING SKILLS/ORGANIZATION

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Context based instruction Pull out small group direct instruction via guidance counselor

or yourself Peer mediators/instructors Older gifted mentors Bibliotherapy Pull out affective components of lessons Modeling Goal on GIEP so everyone helps Tools (organizer, checklist, card of relaxation strategies, etc).

GIEP BEST PRACTICE

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PLEPS has CBMs See your districts IEPs for examples and just extend GIEP should reflect strengths and involved building/district

resources Progress on goals is monitored quarterly for progress GIEP team meets annually and consists of classroom teacher,

administrator, guidance counselor and parents Goals are objective, measurable and involved active

instruction/participation Don’t forget the “grandmother rule” Don’t forget the “dead-man test”

A FABLE: One time the animals had a school. The curriculum consisted of running, climbing, flying

and swimming, and all the animals took all the subjects. 

The duck was good in swimming, better than his instructor, and he made passing grades in flying, but was practically hopeless in running. He was made to stay after school and drop his swimming class in order to practice running. He kept this up until he was only average in swimming. But, average is acceptable, so nobody worried about that but the duck. 

The eagle was considered a problem pupil and was disciplined severely. He beat all the others to the top of the tree in the climbing class, but he had used his own way of getting there. 

The rabbit started out at the top of his class in running, but had a nervous breakdown and had to drop out of school on account of so much makeup work in swimming. 

The squirrel led the climbing class, but his flying teacher made him start his flying lessons from the ground instead of the top of the tree, and he developed charley horses from overexertion at the takeoff and began getting C's in climbing and D's in running. 

The practical prairie dogs apprenticed their offspring to a badger when the school authorities refused to add digging to the curriculum. 

At the end of the year, an eel that could swim well, run, climb, and fly a little was made valedictorian.   

http://www.ri.net/gifted_talented/teachers.html

GROUP QUESTION

What changed in gifted identification and programming would you like to see that would accommodate the principals outlines in this presentation?

WHAT CAN I, PARENT, DO TO BETTER SUPPORT GIFTED STUDENTS IN SCHOOLS?

EDUCATION’S DEATH VALLEY

We should be thinking about how to cultivate our students and help them grow and prosper.

http://www.ted.com/talks/ken_robinson_how_to_escape_education_s_death_valley

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BEFORE USING A COGNITIVE ASSESSMENT REMEMBER…

Administration of intelligence tests in English are appropriate when used with students who are English dominant (Bainter et al, 2003)

Bilingual-Assessment should measure task performance across two languages (Ascher, 1990)

Minorities perform better on performance based assessment than on standardized assessments. (Sarouphim, 2004)

Focus on an assessment is the person not the test or score

Goal of any examiner is to be better than the test one uses Intelligence tests measure what individual has learned within a culture Intelligence tests measure mental functioning under fixed experimental

conditions

(Kauffman, 1990 as cited in VanTassel-Baska, 2008)

AFTER USING A COGNITIVE ASSESSMENT

Self-awareness of one conceptions, viewpoints about diverse groups both negative and positive

Develop complex schemas go groups. Avoid simplistic interpretations of scores

Search for alternative explanations for scores, especially low ones

Resist a rush to judgment. Be thoughtful and inquisitive in interpreting scores

(Sandoval, Frisby, Geisinger, Scheuneman and Grenier, 1998 as cited in VanTassel-Baska, 2008)

RTI MODEL FOR GIFTED AND TALENTED

OTHER HIGH-IMPACT STRATEGIES TO PERSONALIZE EDUCATION

Exploration of student interests Pre-assessment of student content knowledge Career exploration Real-world experiences Study and organizational skill instruction Educational time spent with other capable students

OUTSIDE OF OUR CLASSROOM…. Promote extra-curricular participation Mentoring Counseling

Goal: To reverse counterproductive habits and thinking.

Focus on Student’s strengths “Making sense” of the factors involved

and reframing as necessary Moving forward Empowerment—living “on purpose”

EDUCATING ALL STAFF MEMBERS AND OURSELVES (ROMERO, 1994)

Educating staff members/yourself so they/you are sensitive to a variety of gifted characteristics related to culture, race, etc.

Participate in profession development that increase awareness of personal beliefs (Heinfield et al, 2008)

.

School staff members should encourage attitudes, practices and polices in school consistent with a multicultural classroom.

All students profit from an integrated culturally responsive setting not just diverse learners.

Attend minority events and collaborate with diverse communities

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BEING SUPPORTIVE

Encourage students to balance b/w both cultures via education and sensitivity (Romero, 1994)

Acknowledge value of being competent in both cultures (Romero, 1994)

Understand nature and needs of diverse learners in your school (Romero, 1994)

Clarify educational goals and practices Romero, 1994)

Re-examine educational paradigms (Grantham et al 2005)

Self reflection important for educators and students (Esquivel et al, 2007).

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BEING SUPPORTIVE CONT….

Encourage diverse learners and their families to collaborate with their school in educating staff members about cultural considerations. (Daniels, 1998)

Encourage parents to advocate for their right and for a multicultural curricula and policy(Daniels, 1998)

Encourage diverse learner’s parents to volunteer

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BEING SUPPORTIVE CONT…. Encourage communication b/w home and school regarding

diverse issues

Let parents know of the gifted program

Make use of international students from local colleges.

Create an invitational learning environment focusing on the five P’s

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“Becoming a Scholar or an

expert is a lifelong process of ever-continuing self-

improvement and self-development.”

Chan, 2001 based on Confucius)