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G/T High School Programs

G/T High School Programs. Rationale and Implementation . Rationale Gifted Education in Idaho Mandated Talent Areas. How to Establish or Improve G/T High School Programs Other Issues. Overview. 1. Rationale. For G/T High School Programs. Rationale: Lack of Differentiation.

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G/T High School Programs

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  1. G/T High School Programs Rationale and Implementation

  2. Rationale Gifted Education in Idaho Mandated Talent Areas How to Establish or Improve G/T High School Programs Other Issues Overview

  3. 1. Rationale For G/T High School Programs

  4. Rationale: Lack of Differentiation “Many high schools do not individualize their instruction to the degree that students with special needs can receive an appropriate educational experience. Unless specially planned, school experiences seldom challenge bright students…

  5. Rationale: Lack of Differentiation In many cases, identifying students with special needs is the only way to insure that these needs are met…” (Clark, 1997)

  6. Rationale: Cost Benefits • Keep G/T students in school (high drop out rate). • Prepare G/T students to compete in global market.

  7. Pacing Higher level thinking skills Independent interests Creative thinking skills Problem solving skills Leadership Peers Rationale: G/T Students Have Special Needs

  8. Rationale: Social and Emotional Needs “The characteristic most readily identifiable in gifted children...is sensitivity. Whether the sensitivity is to one or more particular areas of learning…or sensitivity to the feelings of one’s fellow man, it is so much a characteristic of giftedness that it can almost be said the two terms are synonymous…” Walter B. Barbe

  9. Rationale: Social/Emotional Needs • Social needs: interaction and communication with gifted students • Emotional needs: perfectionism, sense of identity

  10. G/T High School Programs are Good for All Students • High standards • Thinking skills implemented in general education courses • AP/honors courses available for motivated students

  11. 2. Background Information Gifted Education in Idaho

  12. 1993: G/T mandate- 5 mandated talent areas 1995: G/T state survey implemented. 1997: G/T endorsement approved. 1998: G/T funding grant ($500,000) approved. Background Information

  13. Background Information • 1/4 school districts have G/T H.S. programs • 1996/97 G/T child count: 1146 students age 11; 215 students age 16

  14. Percentage of H.S. G/T Programs That Address Specific Talent Areas

  15. Percentage of Idaho H.S.That Implement Specific Program Options/Strategies for Bright Students

  16. Percentage of Idaho H.S.That Implement Specific Program Options and Strategies for Bright Students

  17. 3. Mandated Talent Areas Gifted Education in Idaho

  18. Idaho’s G/T Mandate Each public school district is responsible for and shall provide for the special instructional needs of gifted/talented children enrolled therein. Public school districts in the state shall provide instruction and training for children between the ages of five (5) years and eighteen (18) years who are gifted/talented …(Idaho Code §33-2003).

  19. Five Mandated Talent Areas • Specific academic • Intellectual • Creativity • Leadership • Visual and performing arts

  20. Other Talent Areas Academic/ Intellectual AP Implementation: Ensure G/T Students Are Served in Five Talent Areas • AP courses meet needs of some intellectual and academically talented students. • Serve students talented in creativity, leadership and visual and performing arts.

  21. Specific Academic Characteristics • Gifted in specific content areas; e.g., math, reading. • Learns information quickly.

  22. IntellectualCharacteristics • Comprehends abstract ideas and concepts. • Thinks logically. • Forms generalizations and uses them in new situations.

  23. CreativityCharacteristics • Generates original and unique ideas and products. • Generates many ideas. • Possesses heightened sense of humor.

  24. LeadershipCharacteristics • Talks persuasively with others • Influences the behaviors of others • Participates easily in group activities

  25. Visual/performing ArtsCharacteristics • Innovative and creative in performing • Keenly observant of others proficient in an artistic skill • Possesses high sensory sensitivity

  26. 4. How To Establish or Improve a G/T High School Program

  27. Revise district G/T Administrative Plan: K-12 focus Identify program options already in place Develop and implement new program options Incorporate identification system at the high school Identify advocate Ensure articulation occurs among levels Steps to Establish or Improve a G/THigh School Program

  28. 1. Revise District G/T Administrative Plan • Philosophy, definitions and goals should address needs of gifted students (grades K-12). • Committee revises the Administrative Plan.

  29. 2. Identify Program Options Already in Place • Align program options with philosophy, definition and goals of Administrative Plan.

  30. Advanced Placement courses Honors classes Mentorships Independent study Seminars Competitions Career Education Guidance and counseling Dual enrollment Credit by examination Enrichment classes Distance learning Correspondence courses G/T High School Program Options

  31. G/T High School Models • Purdue Model • Secondary Triad Model • Autonomous Learner Model • International Baccalaureate

  32. 3. Develop and Implement New Program Options • Align new program options with philosophy, definition and goals of Administrative Plan.

  33. District G/T Program ( K-12) Definitions Definitions Advanced Placement Courses Mentorship Goals Independent Study Seminar Philosophy Dual Enrollment Pull-out Goals Guidance and Counseling Competitions

  34. 4. Incorporate Identification System • The philosophy, definitions and goals and program options (G/T High School) should drive and define the identification system being implemented. • Instruments administered are appropriate for the talent area/s being considered.

  35. TAP Wechsler Adult Intelligence Scale Torrance Tests of Creative Thinking Characteristic and/or Behavioral Checklist Portfolio Product Scoring Guide Identification: Assessment Instruments

  36. 5. Identify Advocate forGifted High School Students • Counselors, G/T facilitators or other personnel provide scholarship information, career awareness, and help with placement decisions and affective needs.

  37. 6. Ensure Articulation Among Levels Occurs • High school, middle school (Jr. High) and elementary levels work together, and ensure articulation occurs among different levels and talent areas (K-12).

  38. 5. Other Issues G/T High School Program

  39. Weighted Grades • Provides incentive for students to take challenging courses • Rewards extra effort • Indicates challenge and rigor of courses

  40. Challenging Courses • Challenging courses “frees up” time for G/T students to take advanced courses. • District must develop policy before students can “test out”.

  41. Present faculty teach seminars and AP/Honors classes. Community people facilitate competitions. G/T facilitator administers tests. Referral system established. Faculty members facilitate independent studies and mentorships. Counselor becomes advocate. We Don’t Have Money to Hire More Staff !

  42. G/T Training grant available Creative and Innovative Grant: could fund G/T programs. Up to $10,000 per district Title 2 and 6: fund inservice training Science/Math Consortium for NW Schools: inservice training in science/math, AP and honors classes Money Available?

  43. Summary • Rationale • Background information • Mandated talent areas • How to establish or improve G/T high school program? • Other issues

  44. End

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