Preparing for the Gifted and Talented Supplemental TExES Test

1. Preparing for the Gifted and Talented Supplemental TExES Test Presented by: Dr. Laura Mackay laura@texasmackays.org

2. www.texes.ets.org/texes

3. How is the test organized? Domain I Foundations of Gifted Education (approximately 40% of the test) Standards Assessed: • Gifted and Talented Supplemental Standard I: The teacher of gifted and talented students understands and applies knowledge of the historical, legal, and conceptual foundations of gifted education. • Gifted and Talented Supplemental Standard II: The teacher of gifted and talented students has comprehensive knowledge of the cognitive, social, and emotional characteristics and needs of these students. • Gifted and Talented Supplemental Standard VI: The teacher of gifted and talented students collaborates and communicates with students and parent(s)/guardian(s); colleagues and administrators; professionals in business, industry, and universities; and the public to support the education of gifted and talented students. • Gifted and Talented Supplemental Standard VII: The teacher of gifted and talented students fulfills professional roles and responsibilities and understands legal and ethical issues relevant to the education of these students.

4. How is the test organized? Domain II Assessment, Curriculum, and Instruction (approximately 60% of the test) Standards Assessed: • Gifted and Talented Supplemental Standard III: The teacher of gifted and talented students understands and applies knowledge of assessment issues relevant to gifted and talented students, including identification, diagnosis, and evaluation. • Gifted and Talented Supplemental Standard IV: The teacher of gifted and talented students understands and applies knowledge of systematic program and curriculum design. • Gifted and Talented Supplemental Standard V: The teacher of gifted and talented students creates a learning environment that reflects research-supported instructional practices.

5. TIMELINE • Find the TIMELINE Cards on your table • Determine the order of events and create a physical timeline on your table. • There is a blank note-taking sheet in your packet. Activity developed by Dr. Lynnette Breedlove

6. Texas GT Timeline • 1990Texas State Plan for the Education of Gifted/Talented Students • Mandate to identify & serve GT students • 1996 new Texas State Plan… • Establish accountability (DEC) – “Acceptable” • Provide guidelines for program improvement – “Recognized” & “Exemplary” • 2000 revised Texas State Plan… • Innovative products & performances

7. Definitions Marland Report, US Department of Education (1972) • Gifted and talented children are those identified by professionally qualified persons who by virtue of outstanding of abilities are capable of high performances. These are children who require differentiated educational programs and/or services beyond those normally provided in the regular school program in order to realize their contributions to self and society. • Children capable of high performance include those with demonstrated achievement and/or potential ability in any of the following areas: 1. general intellectual ability 2. specific academic aptitude 3. creative or productive thinking 4. leadership ability 5. visual and performing arts 6. psychomotor ability

8. Definitions Jacob K. Javits Bill (1988) The term gifted and talented student means children and youth who: 1. Give evidence of higher performance capability in such areas as intellectual, creative, artistic, or leadership capacity or in specific academic fields; and who 2. Require services or activities not ordinarily provided by the schools in order to develop such capabilities fully.

9. Definitions The Columbus Group (1991) Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different form the norm. This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching and counseling in order for them to develop optimally.

10. Texas Education Code Texas Education Code, Chapter 29, Subchapter D, §29.121 (1995) In this subchapter, "gifted and talented students" means a child or youth who performs at or shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment and who: 1. exhibits high performance capability in an intellectual, creative, or artistic area; 2. possesses an unusual capacity for leadership; or 3. excels in a specific academic field.

11. Characteristics of Giftedness Look in your handout and find the Characteristics of Various Areas of Giftedness. Match the area of giftedness below with the correct characteristics: • General Intellectual Ability • Leadership • Creative Thinking • Psychomotor • Specific Academic Ability • Visual and Performing Ability

13. Texas Administrative Code Complete the Texas Administrative Code Trivia page to see how much you know about the legal requirements in Texas!

14. Texas Administrative Code (89.1) • 89.1Student Assessment • School districts shall develop written policies on student identification that are approved by the local board of trustees and disseminated to parents. The policies must: •   (1) include provisions for ongoing screening and selection of students who perform or show potential for performing at remarkably high levels of accomplishment in the areas defined in the Texas Education Code, §29.121; •   (2) include assessment measures collected from multiple sources according to each area defined in the Texas State Plan for the Education of Gifted/Talented Students; •   (3) include data and procedures designed to ensure that students from all populations in the district have access to assessment and, if identified, services for the gifted/talented program; •   (4) provide for final selection of students to be made by a committee of at least three local district educators who have received training in the nature and needs of gifted students; and •   (5) include provisions regarding furloughs, reassessment, exiting of students from program services, transfer students, and appeals of district decisions regarding program placement.

15. Texas Administrative Code (89.2) • Professional Development • School districts shall ensure that: • prior to assignment in the program, teachers who provide instruction and services that are a part of the program for gifted students have a minimum of 30 hours of staff development that includes nature and needs of gifted/talented students, assessing student needs, and curriculum and instruction for gifted students; • teachers without training required in paragraph (1) of this section who provide instruction and services that are part of the gifted/talented program must complete the 30-hour training requirement within one semester; • teachers who provide instruction and services that are a part of the program for gifted students receive a minimum of six hours annually of professional development in gifted education; and •  administrators and counselors who have authority for program decisions have a minimum of six hours of professional development that includes nature and needs of gifted/talented students and program options.

16. Texas Administrative Code (89.3) • Student Services • School districts shall provide an array of learning opportunities for gifted/talented students in kindergarten through Grade 12 and shall inform parents of the opportunities. Options must include: •   (1) instructional and organizational patterns that enable identified students to work together as a group, to work with other students, and to work independently; •   (2) a continuum of learning experiences that leads to the development of advanced-level products and performances; •   (3) in-school and, when possible, out-of-school options relevant to the student's area of strength that are available during the entire school year; and •   (4) opportunities to accelerate in areas of strength.

17. Texas State Plan The Texas State Plan provides regulations for gifted and talented programs. Read the plan and be familiar with it for the test. The programs are rated independently from school ratings. Acceptable – legal requirement Recommended Exemplary www.tea.state.tx.us/gted/GTStaPlaEng.pdf

18. State Plan - Assessment I. Student Assessment • Written policies on identification provided to parents • Written policies for furlough, reassessment, exit, transfer, and appeals • Nomination and screening once a year • Identify and provide services K-12 • Multiple sources used • Nonverbal tests or test in home language • Use at least 3 measures for each area you identify & serve • Qualitative and quantitative measures 1-12 • All populations have access • Selection made by a committee of 3 with Nature/needs training

19. State Plan – Program Design II. Program Design • Array of learning opportunities in 4 core areas, during the school day, and all year • Work together, with others, and independently during the school day and all year • Out-of-school options in areas of strength • Offer CBE and early graduation • 85% of state $$ go to identification and services • comply with State Plan

20. State Plan – Curriculum and Instruction III. Curriculum & Instruction • array of appropriately challenging learning experiences in 4 core areas • continuum of experiences leading to advanced-level products and performances • opportunities to accelerate in areas of strength • district and campus improvement plans include GT

21. State Plan – Professional Development IV. Professional Development • prior to assignment, teachers complete 30 hours (nature/needs, assessment, curriculum/instruction) *note: many districts follow TAGT guidelines for 5 strands – nature/needs, identification/assessment, social/emotional needs, creativity/instructional strategies, differentiated curriculum) • if not done prior to assignment, 30 hours must be done within first semester teaching the students • teachers must do 6 hours of training annually in gifted education • professional development is evaluated on an on-going basis

22. State Plan – Family/Community V. Family-Community Involvement • written policies are provided to parents • array of opportunities K-12 are communicated to parents • program evaluated annually and parents are included in the evaluation

23. Researchers and Important People • These are some of the “big names” in the field of gifted education. How many can you match?

24. Models of Giftedness Barbara Clark

25. Models of Giftedness Francoys Gagne

26. Bodily-Kinesthetic Spatial Interpersonal Musical Intrapersonal Naturalist Logical-Mathematical Existentialist (?) Linguistic Models of Giftedness Howard Gardner

27. Models of Giftedness Joseph Renzulli

28. Models of Giftedness The Triarchic Theory of Intelligence was formulated by Robert J. Sternberg, a prominent figure in the research of human intelligence. The theory by itself was groundbreaking in that it was among the first to go against the psychometric (g –factor) approach to intelligence and take a more cognitive approach. Sternberg’s definition of intelligence is “(a) mental activity directed toward purposiveadaptation to, selection and shaping of, real-world environments relevant to one’s life” (Sternberg, 1985, p. 45), which means that intelligence is how well an individual deals with environmental changes throughout their lifespan. Sternberg’s theory comprises three parts: componential, experiential, and practical Analytical (componential) Creative (experiential) Practical (contextual) Practical Synthetic Analytical

29. Models of Giftedness Abraham Tannenbaum

30. Models of Giftedness (002) Vygotsky’s Zone of Proximal Development Mastery of grade level TEKS The average student knows less so they have a bigger zone of development by the end of the year Avg. Student Zone of Proximal Development The gifted student knows more so their zone of development is less than the average student to get to the same place. Gifted Student This is why we say that gifted children learn the least each school year. We do not push their zones of development.

31. Models of Giftedness (002) Jerome Bruner Emphasis is on big CONCEPTS. A concept crosses time, culture and discipline. Concepts are big ideas, not facts. For example: How has the concept of change influenced the study of biology?

32. Models of Giftedness (002) Bruner (continued) • In a well developed paragraph, compare the causes of the Civil War to causes of civil unrest during another time in history. Vs. • In a well developed paragraph, compare the causes of the Civil War. Which is a concept? Which is coverage or simply stating facts?

33. Social and Emotional Needs (002) Write down everything you remember about how to meet the social and emotional needs of gifted students.

34. Social and Emotional (002) Did you include… Support Groups Discussion Groups Bibliotherapy Referral to school guidance or counseling services Mentorships Recognize cultural influences SENG

35. Asynchrony (002) • Physical • Social • Emotional • Cognitive Average child Gifted child

36. Social and Emotional (002) Locus of Control Intrinsic Extrinsic Gifted students are more intrinsically motivated. Introverted Extroverted

37. Social and Emotional (002) • Write down everything you know about underachievement. • What causes it? • How can you solve the problem of underachievement in gifted students?

38. Social and Emotional (002) Underachievement Gifted students who underachieve can do so for many reason. One of the biggest academic reasons is school work that is not challenging! Signs usually begin in third/fourth grade. Middle school or junior high usually marks the highest point of consistent underachievement. Some reverse in high school, but most continue the pattern into adulthood. The earlier you intervene the better.

39. Social and Emotional (002) Underachievement • Sylvia Rimm’s Trifocal Model • Assessment: • Communications • Changing Expectations • Identification • Correction of Deficiencies • Modifications at Home or School • Conforming/NonConforming Dependent • Conforming Dominant • NonConforming Dominant

40. Assessment, Curriculum and Instruction (003) • What is the difference between a formal and informal assessment? • What does the state law say you must include? • A minimum of 3 criteria that include both quantitative and qualitative data. • All populations must have access • Review state plan

41. Assessment, Curriculum and Instruction (003) • Quantitative data: Usually an ability or achievement test. May be norm or criterion referenced. • Norm Referenced (COGAT, OLSAT, IQ Test) • Compares student’s score to a norm group • Ability – ability to learn, do not need instruction, IQ (Cogat, NNAT) • Achievement – content knowledge, usually measures instruction (ITBS) • Criterion Referenced (TAKS or CBE) • Measure to an existing standard • Does NOT compare students

42. Qualitative data: Observation form, authentic assessment, portfolio assessment, environmental assessment, performance assessment, case studies, interest surveys, student interviews, anything that is more subjective. Evaluation based on a rubric or rating scale. Sometimes there are multiple evaluators and you need inter-rater reliability.

43. Normal Bell Curve

44. Assessment (003) • Out of Level of Testing – pioneered by Julian Stanley. Test students with the SAT in 7th or 8th grade. • Ceiling Effect – The top score a student can obtain on a test, regardless of what they know. Many gifted students know more, but cannot show this knowledge because the test stops or runs out of questions.

45. Assessment (003) • Steps in the Identification Process • Training • Referrals • Selection • Recommended • Not Recommended • Appeals

46. What issues do you see in the assessment process? • Problem Areas • Constraints • Obstacles • Challenges

47. Issues in Assessment (003) • Disproportionate Demographics • Widen referral pool • Multiple measures • Performance measures • Check normative sample • Twice Exceptional (Spec. Ed.) • Individual testing • Use subtests • Multiple measures • English Language Learners • Nonverbal tests • Performance measures • Train ESL/Bil teachers in GT Make sure your assessment matches your program goal!

48. Systematic Program and Curriculum Design (004)and Research Supported Practices (005) Acceleration is an excellent option! • 1. Early Admission to Kindergarten • 2. Early Admission to First Grade • 3. Grade-Skipping • 4. Continuous Progress • 5. Self-Paced Instruction • 6. Subject-Matter Acceleration/Partial Acceleration • 7. Combined Classes • 8. Curriculum Compacting • 9. Telescoping Curriculum • 10. Mentoring • 11. Extracurricular Programs • 12. Correspondence Courses • 13. Early Graduation • 14. Concurrent/Dual Enrollment • 15. Advanced Placement • 16. Credit by Examination • 17. Acceleration in College • 18. Early Entrance into Middle School, High School, or College Look to see if the student needs acceleration in only one content area or across all areas.

49. Acceleration A Nation Deceived (www.nationdeceived.org)

50. Systematic Program and Curriculum Design (004)and Research Supported Practices (005) • REVIEW THE STATE PLAN Different Grouping Options by Karen Rogers • Full-time GT (pure GT) • Cluster grouping (6-8 or more) • Grouping for acceleration (compacting, non-graded, plus traditional acceleration) • Subject specific enrichment • Cross-grade, non-graded • Pull-out • Within class by ability • Within class by achievment • Cooperative heterogeneous groups