Gifted and Talented Identification Presentation - McFarland School

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Gifted and Talented Identification Presentation - McFarland School Powered By Docstoc
					   Gifted and Talented
Identification Presentation

  McFarland Gifted and Talented Staff
    Kitty Ver Kuilen – District Coordinator
   Cindy Clark – Resource Teacher (6-12)
  Lisa Nyenhuis – Resource Teacher (3-5)
  Mary Stuesser–Resource Teacher (K-2)
Identification of Gifted and
    Talented Students
Who are Gifted and Talented Students?
          Why we identify?
          How we identify?
        Programming Options
 Who are Gifted and Talented
         Students?
“The term gifted and talented student means
  children and youths who give evidence of
  higher performance capability in such areas
  as intellectual, creative, artistic, or leadership,
  or in specific academic fields, and who
  require services or activities not ordinarily
  provided by the schools in order to develop
  such capabilities fully.”
           Wisconsin Department of Public Instruction
The Bell Curve

                 Talent
                 Pool

                          EX
                               EX*
The Identification Pyramid
                                      1-2%
                 EX* Level 3          of student
            Individualized Services   population




                 EX: Level 2                       2-5%
  Programming Beyond Regular Classroom:            of student
                                                   population
       Curricular extensions, Pull-outs




           Talent Pool: Level I                           5–15%
      Regular Classroom Differentiation:                  of student
 Flexible grouping, Differentiated Curriculum             population
           Enrichment opportunities
Bright Child vs Gifted Learner
   Knows the answer                   Asks the questions –   sometimes deep, probing,
                                        abstract questions

   Top group                          Beyond top group
   Absorbs information                Manipulates information
   Learns with ease                   Already knows
   Is pleased with own learning       Is highly self-critical – can be
                                        perfectionistic to the point of
                                       tantrums when young
   Enjoys school                      Enjoys learning – but may hate
                                        school
   Completes assignments              Initiates projects
Five Areas of Giftedness
   Academic
   Artistic
   Leadership
   Creative
   Intellectual
         People can be gifted in one or
         more areas.
         Different types of giftedness
         create different needs.
McFarland’s ID Model
based on Wisconsin DPI ‘s Comprehensive Integrated
Gifted Programming Model


                                                 Total Student
         EX* Level 3            1-2%             Population:
    Individualized Services

                                              G/T
              EX: Level 2
Programming Beyond Regular Classroom:
     Curricular extensions, Pull-outs
                                       2-5%

      Talent Pool: Level I
Regular Classroom Differentiation:       5-15%
 Flexible grouping, Differentiated
            Curriculum
     Enrichment opportunities
      How do we identify?
MULTIPLE DATA SOURCES


   Data collection over time
   Information from annual teacher
    surveys
   Standardized test scores (consistent
    rank of 95% or higher)
   Ranking in MATS results
     Talent Pool
       Level 1

Students who exhibit strengths/
  abilities in the areas of:
  Intellect, Creativity, the Arts,
  Leadership, or Specific academic
  areas.
         Talent Pool Criteria
               Level 1
     Top 5 – 15 % of the population

Evidence found in 3 of the following:
 Nomination and participation in
  enrichment opportunities.
 Information from staff & others

 Successful participation in qualifying
  programs outside of school
 Strong standardized test scores (95%ile
  or better)
    Guidelines for Educational Opportunities
           Talent Pool—Level 1
      Differentiation within the Regular Classroom

   Flexible grouping            Instructional Strategies which
   Enrichment                      Differentiate:
   Cooperative learning           Compacting
   Field trips,                   Contracting
   Independent                    Pre-testing
    Projects/Products              Modification of content,
   Integrated Instruction          process, products
   School-Wide Programs           Learning Centers
   Team Teaching Simulations      Critical thinking skills
   Technological Applications     Use of Multiple Intelligences
                                    to provide choices
     “EX” or “Exceptional”
            Level 2
           Top 2 - 5%



Students with exceptional learning
  needs because of strengths and
  abilities in one or more of the 5
  areas
      “EX” Criteria: Level 2
Evidence found in 3 of the following:
 Consistent nomination and participation in GT
  extension opportunities.
 Information from staff and others

 Standardized test scores 96%ile or better

 Consistently ranked 65%ile or above on MATS

 Successful participation in qualifying programs
  outside of school
    Guidelines for Educational Opportunities
                    EX Level 2
   Academic Competitions
   Advanced Courses               Group Guidance for
   AP Classes                      Social/Emotional
   Content Area Acceleration       Support
   Cluster & Flexible             Co-curricular/extra-
    Grouping                        curricular/electives
   Seminars                       Clubs/Organizations
   Mini courses                   Leadership/Athletic,
                                    and/or Fine Arts
   Resource Rooms                  Workshops
                *EX*
          Level 3 Definition
                Top 1-2%

Students with extraordinary learning
  needs because of extreme strength
  and ability in the areas of intellect,
  creativity, the arts, leadership and/or
  a specific academic area.
               *EX*
        Criteria for Level 3

Evidence of 4 of more of the following:
 Consistent nomination and participation in GT
  extension opportunities
 Information from staff & others
 Successful participation in qualifying programs
  outside of school
 Standardized test scores consistently at 98%ile
  or better
 Consistently ranked 85%ile or higher on MATS
    Guidelines for Educational Opportunities
                 *EX* Level 3

   APEX—Distance Learning
   Youth Options                 Individual Counseling
   Dual Enrollment               Internships
   Course Waivers                Mentorships
   Early                         Independent Study
    Graduation/Entrance           Apprenticeship
   Grade Level/Subject Area      ILP
    Acceleration
                                  Specialty Schools
   Radical Acceleration
     Thoughts to leave you with…
   All children are unique and have relative
    strengths and weaknesses BUT not all
    children are gifted and talented.
   We identify to determine students who
    have exceptional learning needs.
   We believe that no child should be left
    behind but in terms of the gifted, no child
    should be KEPT behind.

				
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posted:3/21/2013
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