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Teacher Gifted Presentation Ephrata Area School District

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Teacher Gifted Presentation Ephrata Area School District Powered By Docstoc
					What do I do now?
   Answers to questions
    teachers with gifted
 students ask most often.
                            1
       Essential Questions
   What is a gifted student?
   How are gifted children different from high
    achievers?
   How do I make a good referral?
   What is the purpose of gifted education?
   What does the EASD K-8 program look like?
   How can I be more supportive of the gifted
    students in my class?
   What resources are out there to help me?
                                                  2
What is a Gifted
  Student?



                   3
Myths about gifted children
   Gifted kids rise to the top of a
    classroom:
       Not necessarily. Gifted children can
    have hidden learning disabilities that go
    undiscovered because they can easily
    compensate for them in the early years.
               (www.ri.net/gifted_talented/character.html)




                                                             4
Myths about gifted children
         cont…
Gifted children are so smart they do fine with or
  without special programs:
      They may appear to do fine on their own,
  but without proper challenge, they can
  become bored and unruly. As the years go by
  they may find it harder and harder as work
  does become more challenging, since they
  never faced a challenge before.
                (www.ri.net/gifted_talented/character.html)




                                                              5
Myths about gifted children
         cont…
   If Children are off task, inattentive or
    hyperactive they can only be ADHD.
    There is no rule that states that if a child is exhibiting
    behaviors consistent with hyperactivity and/or
    inattentiveness they have to be ADHD. A gifted child
    may simply be bored and amusing themselves.
    Further, they may appear ADHD because their minds
    are fast moving.
                          (Josie Moore-EASD)




                                                             6
Myths about gifted children
         cont…
Gifted and bright mean the same thing:
      There is no rule that states that a child
  who is capable of scoring in the high ninety
  percentiles on group achievement testing and
  getting all “A”s must be considered gifted.
  Remember, group achievement testing is
  grade level testing. Such high scores are
  certainly high achievers but not necessarily
  gifted. Further, there is no rule that states a
  child identified as gifted should be achieving
  to high standards in the classroom.
                (www.ri.net/gifted_talented/character.html)   7
    What is a Gifted Student?
   A child with outstanding intellectual and creative ability that
    requires specially designed programs and/or support services
    not ordinarily provided in the regular education program (22 Pa.
    Code16.1)

   Mentally and physically involved instead of just attentive
   Constructs abstractions instead of just understanding ideas
   Answers in detail instead of just answering question
   Plays around yet tests well instead of working hard.




                                                                       8
What is a Gifted Student?
   A child with outstanding intellectual and
    creative 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)




                                                                  9
               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)




                                                        10
               Multiple Criteria?
    Criteria, other than IQ score, must be used to indicate
                    gifted ability…Such As….

   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)
                                                        11
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)




                                                12
         EASD Matrix
        (Criteria Used to determine need)


 Standardized Achievement in Math,
  Reading, Language 90% or better.
 A score of 80 or higher on the Teacher
  and Parent Questionnaire forms
 A score of 1-3 repetitions on the
  Teacher/Parent Questionnaire forms.
 GPA
 Special factors (e.g. ESL, SLD etc)
                                            13
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




                                                   14
   How are Gifted
  Children different
From High Achievers

                   15
      High Achiever or Gifted?


1.    Knows the answers        1.    Asks the questions
                               2.    Highly curious
2.    Interested
                               3.    Mentally & Physically
3.    Attentive                      involved
4.    Has good ideas           4.    Has wild silly ideas
5.    Works hard               5.    Plays around yet tests well
                               6.    Discusses in Detail
6.    Answers the questions
                               7.    Beyond top group
7.    Top Group                8.    Strong feelings and
8.    Listens with interest          opinions
9.    Learns with ease         9.    Already knows
                               10.   Constructs abstractions
10.   Understands ideas                                        16
           (Szabos, J, 1989)
                                           (Szabos, J, 1989)
How do I make a
 good referral?



                  17
     How do I make a good
           referral?


   Review grades and standardized achievement testing
    throughout his/her school year. Are they in the 98th percentile
    or higher? Are they at a 3.5 or higher?

   Review characteristic of gifted students. Does the student fit
    those traits?

   Talk to other teachers or the counselor who have gifted
    students to learn about what makes them gifted instead of high
    achievers.

   Review the Teacher form. Does the student score a 5 or 4 on       18
    most of the questions asked?
     How do I make a good
        referral cont….
   Use the resources you have available to gain more
    specific information (internet, guidance counselor,
    gifted teacher, school psychologists, literature etc).

   Try accommodations/modifications in the classroom
    using the resources in your district to help you teach
    at their instructional level. Are the classroom
    modifications unsuccessful in challenging the
    student?


                                                             19
              Remember
   Remember you must look at student
    performance across the years not just this
    year.

   Remember advanced on the PSSA has no
    correlation with gifted.

   Remember when looking at Terra Nova
    scores, you want the top 2% (98th percentile
    or better) in math, reading, writing.
                                                   20
         Remember cont….
   Remember for gifted children, you are replacing their
    curriculum with material they have not mastered not
    just adding more work because they have finished
    their assignments early.

   Remember we need to add breadth and depth to a
    gifted child’s curriculum.

   Remember we need to match the material to the
    child and not the child the material.
                                                        21
What is the
Purpose of
  Gifted
Education?

              22
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
    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.
                                                     23
                    (Thomas, A & Grimes, T, 1995).
    “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




                                             24
                 Gifted Education
                   components

                       Acceleration

            Affective Needs                   Enrichment

                    Career Investigation




   Through a variety of service delivery options!
                              Ron Schmiedel


                                                           25
                               Counseling services
    Independent Study
  Tiered                 Student Government     Pull-out
Assignments       Mentorship
                                   Enrichment     Clubs
                    Acceleration
                                       School in a School
 Grouping

              Gifted Program                    Testing out
College classes
                   Resource room           Differentiation
      Specialized             Gifted Center
      Curriculum
                                               Learning
                          Grade skipping       contracts
 Distance Learning                                   26
                  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.                       27
                               (PDE-Parent Guide to Special Education for the Gifted)
          GIEP cont….
 Statement of the student’s present
  educational performance.
 Annual goals will describe what the student
  can be expected to learn during the year.
 Short-term outcomes are the sequential steps
  the student must take in order to reach these
  Annual goals.
 Dates for the beginning and end of the GIEP.
              (PDE-Parent Guide to Special Education for the Gifted)



                                                                       28
        GIEP 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)


                                                                   29
So What does the
EASD K-8 Program
    look like?

                   30
    EASD K-8 Program….
 Working collaboratively with the teacher the
  gifted program will be a combination of a
  push-in and pull out program.
 students will be able to connect what they are
  studying in the classroom with the activities
  they will be doing in the gifted program.
 Some of the activities they will be doing in the
  gifted program will be computer research,
  reading genre study, science investigations,
  reasoning papers and many open
  discussions.                                   31
EASD K-8 Program cont….
  More individualized GIEPs will be
   written
1. Area of giftedness more specific
2. Personal Goals more specific
3. SDI (Specifically Designed
   Instruction) will be more specific
4. SDI will be provided to the teacher

                                     32
    How this affects you
 Modifications may consist of
  compacting, acceleration and/or
  enrichment all within the scope of the
  K-12 district curriculum.
 General educational curriculum will be
  adapted/modified as needed.
          (PDE-Parent Guide to Special Education for the Gifted)




                                                                   33
So How can I be
more Supportive?



                   34
What changes can I make?
   Differentiated instruction
   Depth
   Compacting
   Acceleration
   Contracts
   Ask questions that are open ended
   Ask questions that require higher level of
    response.
                     (http://www.kidsource.com)




                                                  35
What changes can I make….
 Group interactions and simulations
 Guided self-management
 Creative projects that synthesize
  knowledge and ability to manipulate
  ideas.
 Group gifted students together for class
  work.

                                         36
               Acceleration
Access 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
                                                  37
    Acceleration cont.
 Credit by examination
 Early entrance into Middle School,
  High School, or College
 Early Graduation




                                       38
          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

                                        39
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 –
                                             40
        Differentiation
 Is twofold
   Group/class
      The curriculum, instruction and/or assessment is
       modified to better suit the needs of the class or group
      An honors level class must be different from a regular
       level class
   Individual
      The curriculum, instruction and/or assessment are
       modified to meet the needs of the individual students in
       the class


                                                                 41
                            Differentiation
                                                                                   Learning
  Content                       Process                    Product                Environment
Extension of core            Promote independent,       Establish hi-level and    Encourage a
learning, using both         self directed, and in-     exemplary criteria to     tolerant and
acceleration and             depth study                assess student            supportive
enrichment strategies                                   performance and           environment that
                             Encourage the              products                  fosters a positive
Stress higher-level          application of advanced                              attitude
thinking, creativity, and    research and               Provide opportunity to    Enable the pursuit
problem solving skills       methodological skills      create products /         of higher-level
                                                        solutions that focus on   learning through
Exposure to challenging      Focus on open ended        real-world issues         the extension of
and specialized resources    tasks                                                classroom activities
                                                        Require that products     into the real-world
Set high standards that      Allow student-centered     represent application,
                                                                                  Provide access to
demand rigorous              discussions, Socratic      analysis, and synthesis
                                                                                  resources and
expectations for student     questioning, and seminar   of knowledge
                                                                                  materials that meet
work and performance         type learning                                        the student’s level
demonstration                                                                     of learning
                                                                                                  46
Other Programming Options
 Independent Studies
 Curriculum Compacting
     Pre-assess
     Demonstrate mastery
     Alternative activity

 Enrichment Activities
 Mentorship
 Shadow Studies
                             47
What resources
are out there to
   help me?

                   48
               Resources

http://www.schoolshistory.org.

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

                                                      49
           Resources, cont’d
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/
                                                          50
           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.h
    tml (this won't work from school computers, but it is good)

   http://www.stetson.edu/hats/teacher.php                     51
             Resources, con’t
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.                          52
      Resources cont…..
http://teach-nology.com/
School Psychologist
Gifted facilitators
Guidance Counselors
Principals
Websites and books



                           53
             References
   Pennsylvania Department of Education
   Kidsource website
   School history website
   Dr. Edmund Sass’s website
   Georgia Learning Connections website
   Szabos, J 1989. Challenge. Good Apple 34.
   Ron Schmiedel from Pine-Richland High
    School
                                                54
       Good Bye
Thanks for everyone's help
      and patience




                             55

				
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