Gifted Education at West Chester Area School District

1
Gifted Education at West
Chester Area School District
Created by Christianne Ottinger
2
Welcome to our family of gifted learners at Glen
Acres!

• To help acquaint you with the world of gifted
  education, I have composed a brief introduction
  to share with you

• Basic information about giftedness
• State regulations for gifted education
• Gifted education in West Chester
• Role of the Gifted Resource Teacher
• Outside resources for more information

3
The Basics - Definition

• What does it mean to be gifted?

PA law defines mentally gifted as outstanding
intellectual and creative ability the development
of which requires specially designed programs or
support services, or both, not ordinarily
provided in the regular education program.
22 Pa. Code 16.1
4
The Basics - Definition

• Giftedness may manifest itself in general
  intellectual ability, specific academic
  aptitudes, creativity, or the arts.

Giftedness is often recognized as an asynchrony
between age and cognitive development, or, more
simply put, gifted students think differently
than their peers.
5
Basics The Gifted Learner

• Each student is unique, but there are several
  characteristics that are common to gifted
  learners, such as

• Advanced language skills
• sophisticated vocabulary
• high level of articulation
• able to read at an early age
• capable of understanding the nuances and details
  of what they read

6
Basics The Gifted Learner

• Characteristics continued

Prolific readers reading a wide variety of
texts, quickly, and incessantly
Rapid learners memorize and comprehend facts
and ideas with few repetitions
Problem solvers enjoys puzzles, finds solutions
easily
Creative thinkers has unique, unusual ideas and
connections
7
Basics The Gifted Learner

• Characteristics continued

Abstract thinkers construct and understand
abstract ideas
Make connections relate new material to
previous knowledge or use new knowledge to create
something original
Motivated learners with varied and intense
interests
8
Basics The Gifted Learner

• Characteristics continued

Sophisticated sense of humor understand adult
humor and sarcasm, enjoy puns
Long attention span for projects of interest
Sensitive - strong sense of justice, fairness,
and what is morally right
Self evaluators high expectations, critical of
imperfections
9
The Basics - Identification

• How was my child identified as gifted?

WCASD uses multiple criteria collected from
various teachers, counselors, and the school
psychologist in order to evaluate your child.
Evaluative measures include academic performance,
observations of gifted behaviors, and
standardized tests.
For more information about the gifted
identification process, view the WCASD flowchart.
10
The Basics - Identification

• The evaluative measures used to assess your child
  were reviewed by Glen Acress Gifted
  Multidisciplinary Team (GMDT) and presented to
  you in the Gifted Written Report (GWR).

If the GMDT recommends gifted services, a Gifted
Individualized Education Program (GIEP) is
developed to meet the unique needs of that
child.
This process follows state guidelines for gifted
identification and assessment. If you would like
more detailed information, view PA Department
Educations Parent Guide to Gifted Education.
11
The Basics - Identification
The advanced cognitive development and thinking
skills of gifted students require services beyond
those normally provided by the regular curriculum.
The GIEP is the document that addresses those
needs and details the special instruction to
develop the gifted learner.
12
The Basics Individualized Plan

• The GIEP is written by the gifted resource
  teacher with contributions from parents and
  members of the GMDT.

• The GIEP contains
• Present levels of performance
• Strengths and needs
• Annual goals
• Specially designed instruction

Back to Welcome
13
Rights Regulations

• Be sure to attend the GIEP meeting. This is your
  right and an important opportunity to share your
  knowledge with the gifted resource teacher to
  ensure the best program for your child.

After the GIEP is created you will have the
chance to approve or disapprove it by signing the
Notice of Recommended Assignment (NORA).
14
Rights Regulations

• You will receive a copy of the GIEP and NORA for
  your records.

The GIEP is valid for one calendar year, but it
may be updated or changed at any time. Parents
have the right to request changes to the GIEP if
the students needs change.
15
Parent and Student Rights

• The Notice of Parental Rights for Gifted Children
  , mailed to you with the GWR, describes your
  rights and the procedures that uphold your
  rights.
• This document explains timelines and notices that
  affect you. It includes information about when
  you must give written consent to the school
  district. Your options in case of a dispute are
  explained, and there is a list of contacts with
  telephone numbers and addresses for additional
  assistance.

Back to Welcome
16
Gifted Education at WCASD

• The gifted program in WCASD supports students in
  kindergarten through 12th grade.

Students in the gifted program receive academic
instruction to extend the school curriculum,
enrichment activities that require application of
academic concepts, and opportunities to discuss
social and emotional issues.
17
Gifted in 2nd Grade

• The gifted education program for 2nd graders
  consists of enrichment activities to
• Develop creative critical thinking skills
• Logic puzzles to increase deductive and
  analytical reasoning
• Inventive creations to improve divergent thinking
• Message decoding to reinforce visual reasoning
• Afford students a chance to explore their
  interests through independent research

Identified gifted 2nd graders see Mrs. Ottinger
once per week for 45 minutes.
18
Gifted in 3rd 5th Grade

• The gifted program for 3rd, 4th, and 5th graders
  consists of 3 distinct components depending on
  the needs, as identified in the GIEP, of each
  individual.

• Thematic enrichment units
• Language Arts acceleration and/or enrichment
• Math acceleration and/or enrichment

19
Gifted in 3rd 5th grade Enrichment

• All 3rd, 4th, and 5th graders participate in
  enrichment units together during the school year.

Students choose three enrichment modules from a
variety of topics.
Enrichment classes are held once per week for
approximately 2 hours.
20
Gifted in 3rd 5th grade Enrichment

• Enrichment topics are developed based on student
  interest and vary from year to year.

Past topics have included aquatic
investigations, architecture, nutrition,
inventions, school newspaper, and mysteries.
Check out our current modules on the class
website.
21
Gifted in 3rd 5th grade L.A.

• Academic support beyond what is offered in the
  regular education program is determined by the
  regular education teacher and the gifted resource
  teacher.

Language arts support may include development of
advanced vocabulary, critical literacy skills,
and higher order thinking skills.
See the class webpage on language arts to find
out what currently is being studied.
22
Gifted in 3rd 5th grade Math

• Academic support in math may take the form of
  differentiated assignments within the classroom
  or participation in a separate pull-out math
  class with the gifted resources teacher.

Students who participate in the pull-out class
have a compacted math curriculum which
utilizes acceleration and independent
projects.
23
Gifted Social Activities

• To help support the social needs of gifted
  students, Strategy Game Day events are offered
  after school throughout the year. It is a time
  to relax and have fun with others who are
  like-minded.

Also throughout the year, the students have
opportunities to discuss issues and benefits
related to being in the gifted program with their
gifted peers. It is a chance to learn from each
other and problem solve social situations.
Back to Welcome
24
Role of Gifted Resource Teacher
My responsibilities as a gifted resource teacher
are to

• Evaluate Student Needs
• John Hopkins research-based assessment in reading
  math
• Curriculum-based assessments
• Interest surveys

• Differentiate Instruction
• Different assignments based on need
• Choice of assignments based on interest
• Varied methods of instructional delivery

25
Role of Gifted Resource Teacher

• Compact Curriculum
• Use pre- and post- tests to eliminate instruction
  of already mastered skills
• Offer challenging options for compacted time

• Accelerate Curriculum
• Instruction provided at a pace that matches the
  learning rate of students
• Use above-grade level content
• to maintain challenge

26
Role of Gifted Resource Teacher

• Provide Enrichment
• Broad range of topics
• Application to real world
• In depth understanding of topics

• Advance Reading Skills
• Ability-appropriate literature
• Critical literacy skills
• Advanced vocabulary development
• Rich, meaningful content

27
Role of Gifted Resource Teacher

• Challenge Higher Order Thinking (H.O.T.S.)
• Application
• Analysis
• Evaluation
• Synthesis

• Support Independent Projects
• Research skills
• Resource acquisition
• Idea generation

• Provide Resources and Information to Staff

Back to Welcome
28
Parent Resources

• There is a wealth of excellent information about
  gifted education, issues, and research at the
  touch of your fingertips. This is only one
  starting place. I hope that you find these links
  helpful if you want to do a little research on
  your own.
• Please do not hesitate to direct
• your questions toward me. Even
• if I dont have an immediate answer
• for you, I may be able to find an
• answer shortly.

29
Parent Resources

• Broad collection of gifted resources
• Hoagies Gifted Education- extensive resource
  center for
• all things gifted issues, best toys, acronym
  glossary,
• news, etc.
• GT World
• Gifted Development Center
• Regulations
• PA Department of Education, Office of Gifted
  Education
• Parent/Teacher organizations
• PAGE PA Association for Gifted Education
• NAGC National Association for Gifted Children

30
Parent Resources

• Advocacy for parents
• Applied Gifted Ed
• Research
• National Research Center on Gifted and Talented
• Social and Emotional Issues
• SENG Supporting Emotional Needs of Gifted

31
Parent Resources

• Gifted with Disabilities
• Coincidence of ADHD and Creativity by Bonnie
  Cramond
• Top 10 Pieces of Advice for Parents of Uniquely
  Gifted
• Children by Meredith G. Warshaw
• Gifted But Learning Disabled A Puzzling Paradox
  by Susan
• Baum
• Underachievement
• Gifted Underachievement Oxymoron or
  Educational
• Enigma, by Barbara Hoover Schultz

32
Parent Resources

• Student Opportunities
• C-Mites
• JHU Center for Talented Youth
• Parenting Books
• Prufrock Press
• Recommended books from NUs Center for Talent
  Development
• Online news
• C-Mites News
• Duke Gifted Letter
• GT-Cybersource

33
Final thoughts

• Thank you for your interest in learning more
  about gifted education. We are always trying to
  improve our program, but I am sure that you will
  be happy with what we have developed so far.
• Please let me know if you ever have any questions
  or concerns. The more I know about your thoughts
  and your childs needs, the better I can meet
  them. Together, we can accomplish much more.
• Email is the best way to reach me
  cottinger_at_wcasd.net

34
References

• Characteristics and Behaviors of the Gifted.
  Rhode Island State Advisory Committee on Gifted
  and Talented. Retrieved December 5, 2007 from
  http//www.ri.net/gifted_talented/character.html
• Commonwealth of Pennsylvania. (2001). Chapter 16
  Special education for gifted students (16-1
  through 16-18).
• Davis, G. and Rimm, S. (2004). Education of the
  gifted and talented Fifth edition. United
  States Pearson Education, Inc.
• Gifted Education. Pennsylvania Department of
  Education. Retrieved December 5, 2007 from
  http//www.pde.state.pa.us/GIFTED_ED/site/default.
  asp.