Administration and Supervision of Gifted Programs
-
Upload
sebastian-lane -
Category
Documents
-
view
37 -
download
0
description
Transcript of Administration and Supervision of Gifted Programs
![Page 1: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/1.jpg)
Administration and Supervision of Gifted
Programs
Weekend 1February 1-2, 2013
http://aea11gt.pbworks.com/Admin-of-GT-Programs
![Page 2: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/2.jpg)
Introductions
Name School Current role/gifted aspiration One important thing you hope to
gain from this class
![Page 3: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/3.jpg)
Agenda Welcome and Introductions Goals Norms Iowa Code Foundation
– Vision– Mission– Beliefs
Program Goals Home Play Closure
![Page 4: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/4.jpg)
Google docs
http://drive.google.com Click on Create an Account Use the same email you gave me Choose a password Write down the email and
password
![Page 5: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/5.jpg)
Details
Review syllabus Set up Google Drive account
– Journaling expectations Course projects
![Page 6: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/6.jpg)
Course Outcomes
To deepen understanding of the components of comprehensive gifted and talented programming
To determine the extent to which g/t services are infused in the total education program
To construct and/or improve a written comprehensive gifted and talented program plan
To determine how to set priorities for g/t programming and students served
To identify and use data necessary to provide, drive, and improve g/t programming
![Page 7: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/7.jpg)
Group Norms
Talk freely - think out loud Questions establish a culture of
curiosity Freedom to change your mind Connect to Iowa Core, previous
learning and district initiatives Support one another in the learning Stay on topic Share air time
![Page 8: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/8.jpg)
ReflectionsReflections
![Page 9: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/9.jpg)
![Page 10: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/10.jpg)
Iowa Code, NAGC Program Standards, & PK-12 National Gifted Education Standards
Iowa Code provides requirements in law for minimum compliance (Chs. 12 & 59)
NAGC PK-12 Gifted Programming Standards provide guidance toward best practices
PK-12 National Gifted Education Standards identify essential knowledge and skills for teachers of gifted
![Page 11: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/11.jpg)
Comprehensive Gifted and Talented Programming
Comprehensive:– Including many things– Having a wide scope or full view– Extensive; wide; large; full;
compendious
(dictionary.com)
![Page 12: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/12.jpg)
So what is it?
Work with a partner to list the components/characteristics of comprehensive gifted and
talented programming.
Think: comprehensive physical, comprehensive exam
![Page 13: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/13.jpg)
Comprehensive Gifted and Talented Programming
Includes and integrates multiple domains of giftedness
Provides multiple programming options matched to student need
Addresses both cognitive and affective needs Is articulated K-12 Is evolutionary in nature Is essential to and embedded in an effective
educational program Is based on student need Identifies children with unmet educational
needs
![Page 14: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/14.jpg)
![Page 15: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/15.jpg)
Managing Complex Change
= Change
Confusion=
=
=
=
=
+ + + +Vision Skills Incentives ResourcesAction Plan
Adapted from Knoster, T., Villa R., & Thousand, J. (2000). A framework for thinking about systems change. In R. villa & J. Thousand (Eds.), Restructuring for caring and effective education: Piecing the puzzle together (pp. 93-128). Baltimore: Paul H. Brookes Publishing Co.
Anxiety
Resistance
False Starts
Frustration
+ + + +Skills Incentives ResourcesAction Plan
+ + + +Vision Incentives ResourcesAction Plan
+ + + +Vision Skills ResourcesAction Plan
+ + + +Vision Skills IncentivesAction Plan
+ + + +Vision Skills Incentives Resources
![Page 16: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/16.jpg)
Consensus-Building Tool #3 Managing Complex
Change
+Vision Skills
Incentives ResourcesActionPlans
CONFUSION
+ +
+
![Page 17: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/17.jpg)
Consensus-Building Tool #3 Managing Complex
Change
Vision Skills
Incentives ResourcesActionPlans
ANXIETY
+ +
++
![Page 18: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/18.jpg)
Consensus-Building Tool #3 Managing Complex
Change
Vision Skills
Incentives ResourcesActionPlans
Resistance
+ +
++
![Page 19: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/19.jpg)
Consensus-Building Tool #3 Managing Complex
Change
Vision Skills
Incentives ResourcesActionPlans
FRUSTRATION
+ +
++
![Page 20: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/20.jpg)
Consensus-Building Tool #3 Managing Complex
Change
Vision Skills
Incentives ResourcesActionPlans
FALSE STARTS
+ +
++
![Page 21: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/21.jpg)
Talk About It…
With regard to g/t programming in your district– which areas are strengths?– which areas need attention/work?
![Page 22: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/22.jpg)
Survey Results
Download Excel sheet from WikiTransfer item values Section 1 – Vision Section 2 – Skills Section 3 – Incentives Section 4 – Resources Section 5 – Action Plan
![Page 23: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/23.jpg)
It All Starts With…
![Page 24: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/24.jpg)
Vision
What we aspire to Requires “stretch”Example:ITAG envisions a time when all students, including
the gifted and talented, are given an appropriate educational experience that matches their abilities and potential, where they have abundant opportunities for their intellectual and creative challenge and growth, and those who work with them are effectively trained to appreciate, understand, and nurture their unique talents and needs.
![Page 25: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/25.jpg)
Sample Vision
Waukee – “New learning all day every day for each identified gifted child.”
Consider: In what ways will vision impact programming?
![Page 26: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/26.jpg)
Victory Circle
Three years from now, the DE awards your district the “Outstanding GT Program” distinction for the state.
What would we see, hear, experience, etc. that would give credence to the award?
![Page 27: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/27.jpg)
Creating Stretch
What aspects of your victory are worthy of achieving but would require significant stretch?
Consider these ideas to help you write a statement of vision.
![Page 28: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/28.jpg)
S-W-O-R Analysis
What are the strengths in our school that would help us achieve our victory?
What weaknesses do we need to overcome?
What opportunities exist if we achieve our victory?
What risks do we face along the way?
![Page 29: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/29.jpg)
Mission/Philosophy
Answers the questions What is our purpose? Why does the program(ming) exist?What it does Creates cohesiveness, commitment,
and understanding Gives meaning to our work
– Choosing how we’ll work– What work we choose to do
--Conzemius & O’Neill, 2002
![Page 30: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/30.jpg)
Traits
Comprehensiveness Rationale Consistency Clarity
--Purcell & Eckert, 2006
![Page 31: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/31.jpg)
Sample Mission/PhilosophyThe mission of the Iowa Talented and Gifted Association is to recognize,
support, and respect the unique and diverse needs of talented and gifted learners through
ADVOCACY:by encouraging informed educational professionals, parents, policy makers, and all other stakeholders to take appropriate action for the benefit of talented and gifted learners.
EDUCATION: by strengthening and encouraging the recognition and implementation of practices that support identification of talented and gifted learners and accommodation of the social, emotional, and intellectual levels.
NETWORKING:by increasing opportunities for collaboration and cooperation among all stakeholders with the goal of advancing the abilities and developing the potential of talented and gifted learners.
![Page 32: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/32.jpg)
Beliefs
…are firmly held…guide what we do…influence practice
![Page 33: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/33.jpg)
Assumptions
What assumptions do you hold about gifted children? (+ or -)
What assumptions do classroom teachers, administrators, and parents in your district/building hold?
![Page 34: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/34.jpg)
Putting It All Together…
Consider desired state (victory)
– components requiring stretch current state (S-W-O-R) why your program exists assumptions which drive beliefs
Create a draft of your vision, mission/philosophy, and beliefs.
![Page 35: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/35.jpg)
Evaluating Your Mission/Philosophy
Rate your mission/philosophy with regard to
Comprehensiveness Rationale Consistency Clarity
![Page 36: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/36.jpg)
SampleAcademically talented children in Jonesville may possess characteristics that necessitate qualitatively different instruction. Our program is designed to provide the atmosphere for stimulating above-average-ability students.
Trait 5 4 3 2 1
Comprehensiveness
Rationale
Consistency
Clarity
--Purcell & Eckert, 2006
![Page 37: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/37.jpg)
SampleAcademically talented children in Jonesville may possess characteristics that necessitate qualitatively different instruction. Our program is designed to provide the atmosphere for stimulating above-average-ability students.
Trait 5 4 3 2 1
Comprehensiveness X
Rationale X
Consistency X
Clarity X
--Purcell & Eckert, 2006
![Page 38: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/38.jpg)
Building Consensus
Determine With whom you will share How you will determine/build
consensusReflect on How the message was received Further work needed
![Page 39: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/39.jpg)
Program Evaluation
Baseline data– Complete Self-Audit/Reflection
section(s)– Bring results to next session
Basis for program goals Means to improve programming
![Page 40: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/40.jpg)
Goals and Performance Measures
Program Goals– Provide focus for evaluation and
planning– Provide direction toward a particular
purpose– “living” - will be revised as needed– Based on clear mission and definition
of giftedness (target population)--Purcell & Eckert, p.
63
![Page 41: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/41.jpg)
Goals and Performance Measures
Performance Measures– What does success look like?– How will we know when we get
there?– What data will we collect?– How good is good enough?
![Page 42: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/42.jpg)
Traits
Alignment Validity Comprehensiveness Clarity
Purcell & Eckert, p. 64-5
![Page 43: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/43.jpg)
Sample
We want to develop the affective domain, increase self-directed learning, develop research skills and methods, develop creative thinking skills, to gain exposure to new areas of learning and deal with real world problems in and outside of school to develop communication skills to instill learning as a lifelong process.
![Page 44: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/44.jpg)
Using SART to Establish Program Goals
Complete selected sections of the Self-Audit/Reflection Tool.
Identify area(s) most in need of improvement.
Target goal(s) to the area. At the end of the year review the
SART section and data to ascertain goal attainment.
![Page 45: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/45.jpg)
Sample Program Goals
Urbandale District 196, Minnesota
– Based on NAGC Program Standards
![Page 46: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/46.jpg)
Examine Your Program Goals
Do you have program goals? Are they program goals or student
outcomes?– What’s the difference?– Why is each important?
How do they stack up against the traits of high-quality goals on p. 64?
![Page 47: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/47.jpg)
Memory Mingle
1. How has the information you’ve engaged with so far “pushed” your thinking?
2. Share in triads3. Identify connections and/or
conclusions4. Share with large group
![Page 48: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/48.jpg)
Gifted and Talented Identification
What is it?Why do it?What then?
![Page 49: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/49.jpg)
![Page 50: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/50.jpg)
The Target Population
Definition of “gifted”
Multiple Criteria used/analyzed
![Page 51: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/51.jpg)
![Page 52: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/52.jpg)
State of Iowa Definition
General Intellectual Ability Specific Ability Aptitude Creativity Leadership Visual and Performing Arts
![Page 53: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/53.jpg)
Characteristics
With your team Review areas in your target
population Talk about the assessments that help
you find kids in each category How is that working? What other assessments might you
need?
![Page 54: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/54.jpg)
![Page 55: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/55.jpg)
Starting the Process
Screening– Use existing data sources
Nomination/Referral– Who may/should refer?– How will they do it?– How will they know they can?
![Page 56: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/56.jpg)
Digging Deeper
What stands out about the child? What more do you need to know?
– Cast a wider net– No single piece of data screens a child “in”
or “out” Are the criteria valid for the construct
being measured? How will you analyze the information? At what point can you make a decision
with confidence? Notification
![Page 57: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/57.jpg)
![Page 58: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/58.jpg)
![Page 59: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/59.jpg)
Activity Consider the list of multiple criteria Identify which area(s) of giftedness
for which each would be a valid criterion to consider.
Are all the criteria appropriate at all grade spans?
Add other examples at the bottom. Share with someone you haven’t
yet worked with today.
![Page 60: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/60.jpg)
![Page 61: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/61.jpg)
![Page 62: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/62.jpg)
Placement
Which children need which services?
What kind of services do they need?
Not about assigning a label According to need
![Page 63: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/63.jpg)
Some Things to Ponder
Once identified, always identified? Procedure for staffing out? Your questions?
![Page 64: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/64.jpg)
Gap Analysis
1. Study Guiding Principles, Attributes That Define High-Quality Identification Procedures (p. 51-2), and SART results
2. Identify desired state3. Outline your current identification
procedures (current state)4. List steps needed to move toward
desired state
![Page 65: Administration and Supervision of Gifted Programs](https://reader035.fdocuments.net/reader035/viewer/2022062217/568138a8550346895da0667f/html5/thumbnails/65.jpg)
Home Play
See page 6 of syllabus