The Gifted Learner #1

1. The Gifted Learner #1 Background and Application Summer 2010

2. Welcome! Please complete the yellow quiz.

3. Outcomes • Establish rigorous, focused expectations for students and staff through discussion and analysis of county vision and Continuum of Services, NAGC standards, selection processes, and next steps. • Differentiate between the highly-able and gifted learner. • Differentiate between enrichment, acceleration, and curriculum compacting, and analyze best practices for lesson planning and delivery.

4. Outcomes • Research and discuss advanced learner teaching strategies and apply specific strategies to lesson planning. • Research and apply critical and creative thinking processes and strategies.

5. Group Norms We realize that we are a diverse group bringing various creative strengths. We acknowledge that, like the students whom we teach, we all process and learn differently. We support one another by listening with an open mind to one another’s ideas, asking clarifying questions, and offering suggestions rather than criticism. We evaluate based on facts and ideas. We encourage one another to take risks and respect that “to err is human.”

6. Background: Maryland Annotated Codefor Gifted and Talented Education “Gifted and talented student" means an elementary or secondary student who is identified by professionally qualified individuals as:

7. Background: Maryland Annotated Codefor Gifted and Talented Education • Having outstanding talent and performing, or showing the potential for performing, at remarkably high levels of accomplishment when compared with other students of a similar age, experience, or environment;

8. Background: Maryland Annotated Codefor Gifted and Talented Education • Exhibiting high performance capability in intellectual, creative, or artistic areas;

9. Background: Maryland Annotated Codefor Gifted and Talented Education 3. Possessing an unusual leadership capacity;

10. Background: Maryland Annotated Codefor Gifted and Talented Education OR 4. Excelling in specific academic fields.

11. Maryland Annotated Code, cont. The General Assembly finds that: • A gifted and talented student needs different services beyond those normally provided by the regular school program in order to develop the student's potential.

12. Maryland Annotated Code, cont. The General Assembly finds that: 2. Gifted and talented students are to be found in youth from all cultural groups, across all economic strata, and in all areas of human endeavor. (Section 8: 201-202)

13. Criteria for Excellence What Is It? MSDE’s Gifted and Talented Program Guidelines Let’s Explore It! • All will read the Foreword. • Divide each section among the members in your group. • Take 10 minutes to read selected section(s). • Each group member takes 3 minutes to share a summary of the reading.

14. Why the Need for Excellence? High Achieving Students in the Era of NCLB

15. Identification and Service Delivery • Highly Gifted Learner: High IQ/non-verbal ability measure. • Three-Ring Definition of Giftedness: Above-average ability + task commitment + creativity

16. Continuum of Services Maryland offers a continuum of services in gifted education; some serving all students, and some considerably fewer. As program intensity increases, the number of students participating decreases.

17. Continuum of Services • Nurture critical and creative thinking and problem solving in all students (all or most). • Renzulli Type I and II activities • Higher Order Questioning • CES Protocols and PTD

18. Continuum of Services • Provide additional challenge and enrichment as needed (many). • Renzulli Type II activities • Enrichment, Merit, Honors, A.P. • Challenges and Contests • Destination Imagination, Geography Bee, Math 24, Stock Market, etc.

19. Enrichment, Merit, Honors, A.P. • Typically score at high-proficient to advanced on MSA with other strengths • Typically a mixture of “schoolhouse” gifted and 3-ring students • Goals: • Provide open access and challenge • Eliminate “not truly gifted” evaluation • Identify underserved/underrepresented populations of students

20. Continuum of Services 3. Identify and develop demonstrated talent areas (some). • Renzulli Type II Investigations • Magnet Programs

21. Magnet Vision Visual (handout) WCPS Magnet Programs promote excellence and innovation by providing gifted students with advanced-level instruction via an interdisciplinary focus on a given theme.

22. WCPS Magnet Programs • Communication is open and respectful with district, staff, and other stakeholders. Leadership capacity is built and nurtured. PLC members are active (attend district and school PD) Staff are …. -- able to believe there is no - “ceiling” for achievement. -- applying new learnings. -- committed to vision. -- creative and flexible. -- experienced with upper-level instruction. • VISION THEMES •Program description is concrete. Theme is relevant to community context. •Theme is viable for school (resources) School-wide (levels 1 and 2): Activities to challenge and enrich all learners. Specialized (levels 3 and 4) offerings for identified/selected students Knowledge of advanced/ gifted learner Highest quality staff Clearly- Defined Theme •Acceleration: 2 years above grade level • Enrichment: in-depth exploration of topics Excellence and Innovation : Advanced-level instruction via interdisciplinary focus on signature theme District-wide and site-specific Differentiation: acceleration, compacting, thinking skills Knowledge of advanced/gifted learner Technology Rigorous and Relevant Coursework Professional Development Engages students from diverse backgrounds Curricula focus on actively teaching creativity and thinking skills Resources Differentiation Aligned with standards Relevant texts are used Technology is sufficient Interdisciplinary Instruction •Engaging Lessons Incorporate Learning styles Compacting Enrichment •Minimum Expectation: Lessons emphasize natural connections between disciplines. • Goal: Content is divided into theme-based units created by school teams. • Recruitment and retention of staff and students • Resources Stakeholder satisfaction • Program Evaluation • Strong infrastructure and District-wide support

23. Magnet Process Review • Application • Testing • Interview • Teacher Perception Data • County and State Data

24. Magnet Placements: Multiple Criteria Quantitative • WCPS benchmark assessment scores • MSA scores • Norm-referenced assessment (Raven or Naglieri) • Reading level Qualitative • Student interview/task • Teacher observation and perception (Slocumb-Payne and Renzulli Instruments) • Parent Questionnaire • Report card grades

25. Magnet Process ReviewTesting Naglieri Nonverbal Abilities Test

26. Magnet Process ReviewInterview Task is geared to the theme of the school. • Scored using rubric. • Points converted to fit review spreadsheet.

27. Final Assessment Scores Raw scores are converted to rubric score, using scale of 1-5. Percent score is used to rank applicants. Percent score = total points earned/total points possible

28. Program Evaluation Surveys developed by each school and distributed to parents. Data collected and reviewed by team for program planning and improvement in 2010-2011 school year.

29. Continuum of Services • Expand expectations for high achievers (few). • Baltimore’s Ingenuity Project • Acceleration (full grade) • JHU’s CTY participation

30. Continuum of Services Table Talk: What are some additional examples that may be added to the Continuum of Services? What are some ideas that you’d like to explore further?

31. Advanced Learners in WCPS What are the current options for advanced learners in WCPS?

33. Identification and Service Delivery • Highly Gifted Learner: High IQ/non-verbal ability measure. • Three-Ring Definition of Giftedness: Above-average ability + task commitment + creativity

35. The Gifted Learner: Asynchrony Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. Source: The Columbus Group, 1991, p. 1

36. The Gifted Learner: Asynchrony • Cognitive • Emotional • Physical Development

37. Highly Able vs. Gifted(visual) Storytelling Activity • Think of an example student for each category: highly able, gifted, creative thinker. • Share within your group. • Name the specific characteristics exhibited by each student. • For the gifted student, discuss how his/her development was asynchronous.

38. The Gifted Learner: Affective Characteristics • Aesthetic sensitivity • Emotional intensity May be manifested in many ways, including an early concern about death and altruism/idealism. • Strong attachments and commitments, preference for adults, different sense of humor….all of which can make it difficult to make friends. • High levels of energy and/or curiosity. • Perfectionism Source: NAGC.org

39. Perceptions • Slocumb-Payne tool: Review and discuss with elbow partner • Challenge • Revisit your former classrooms. • Would you now add a student story? (table talk)

40. Vertical Networking PREPARE: • College Readiness Study Group: Overview STRATEGY PRACTICE: • Creative Thinking Strategy and Practice: Guilford’s Four (fluency, flexibility, originality, elaboration)

41. Vertical Networking COLLABORATE • Meet in vertical groups. • Review and decipher best practices. • Share one of your own from your Guilford’s 4 practice. • Record two things you learned from representatives from levels other than yours. • Post on chart paper.

42. Instructional Models VISUAL: Gifted Programs and Options QUESTION: What does planning for advanced learners involve? TURN AND TALK: What is the difference between enrichment, acceleration, and curriculum compacting?

43. Instructional Models Advanced program curricula should include all three and build upon the talents of many!

44. Instructional Models Enrichment? • Activities that deepen understanding through authentic inquiry, research, and creative production. • The real-world application characteristic of professionals in the field. • (see Type II and Type III Taxonomies) • Can occur within the context of a “compactor”.

45. Instructional Models Acceleration? • Progression through an instructional program at a faster rate or at a younger age than is typical. • Level 4 on continuum for full-grade acceleration • Level 3 if magnet program or in context of a “compactor”

46. Instructional Models Curriculum Compacting? • Similar to a learning contract • A structured method for differentiating for one or many students. • Involves pretesting measures. • Incorporates acceleration of a skill/concept and/or includes enrichment activities for that skill or the next level of the skill. • Renzulli “paper” and sample compactor

47. Gifted Education Curriculum Model:Renzulli’s Enrichment Triad Enrichment Triad Model • Includes Type I, II, and III activities. Quickwrite: How can I incorporate elements of Type I, II, III into my classroom? In which unit/skill will it be the easiest to incorporate?

48. Content-based Networking • Divide your assigned article/chapter into sections within your group. • Complete the enrichment and acceleration organizer as you read. • Compile ideas into a single document (to be typed by SOAP and distributed).

49. Creativity Training? Creative development is a central G/T topic. In lifetime achievement, high-IQ students are out-performed by bright students who are also creative; therefore, creativity must be taught in G/T programs.

50. Creativity Training? Convergent Uses information (via analysis) to arrive at an answer. Divergent Uses knowledge to arrive at unconventional ideas.