Advanced Education Services

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Advanced Education Services

• Gifted Advisory Committee Report
• 2005-2006

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(No Transcript)
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Agenda

• The Role of the Advisory Committee
• AES Mission, Vision, Goals
• Identification and Evaluation Process
• Placement and Service Delivery
• Proposed Goals
• Advocacy/Parent Groups
• Break-Out Session
• Input from Advisory Committee

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Gifted Advisory Committee
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Purpose

• The Advisory Committee Shall
• (a) regularly review the goals and priorities
  of the gifted program, including the operational
  plans for student identification, evaluation,
  placement and service delivery
• (b) demonstrate support for the gifted
  program

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Purpose

• The Advisory Committee Shall
• (c) provide information regarding the impact
  that cultural background, linguistic background,
  socioeconomic status and disability conditions
  within the community may have on the child
  referral, identification, evaluation and service
  delivery processes and
• (d) advocate for children who have been
  under-represented in gifted services due to
  cultural or linguistic background, socioeconomic
  status, or disability conditions, in order to
  ensure that these children have equal
  opportunities to benefit from services for gifted
  students.

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Vision

• We are committed to the identification and
  development of our diverse population of gifted
  students. We envision a K-12 experience where
  identified gifts are fostered and the
  social-emotional needs of the whole child are
  addressed. This occurs within an environment of
  challenging and meaningful learning experiences
  where learners are encouraged to develop their
  academic abilities to their fullest potential.

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AES Mission

• AES Mission Statement Advanced Education
  Services addresses gifted students right to be
  provided with direction, time, encouragement, and
  resources to realize their potential in order to
  become confident productive adults.

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AES Website

• Las Cruces Public School District-AES

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Current Goals and Objectives
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Goal 1

• Advanced Education Services offers gifted
  students flexible pacing options and
  opportunities including accelerated curriculum,
  creativity and critical thinking skills and
  transition planning designed to encourage
  individual progress.

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Objectives

• Objective 1 The AES facilitator will ensure
  that the IEP reflects the students individual
  needs related to his/her exceptionality of Gifted
  and will monitor that those services are received
  by the student.
• Objective 2 The AES facilitators will provide
  systematic intervention for underachieving
  students who are Gifted.
• Objective 3 The AES facilitator will
  collaborate with special education services to
  address the needs of the twice exceptional
  student.

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Goal 2

• Advanced Education Services develops in gifted
  students an understanding of individual gifts and
  talents, which leads to
• Valuing themselves and others
• Recognizing and accepting personal differences
• Using positive communication
• Strengthening self-efficacy and life resiliency
  skills

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Objectives

• Objective 1 The AES facilitator will facilitate
  AES students creation and maintenance of an
  individualized portfolio to be presented in
  grades 5, 8, and 11.
• Objective 2 The AES facilitator will provide
  opportunities for the AES student to develop
  intrapersonal, interpersonal and personal growth
  skills through individual advisement, small group
  and classroom consultation.

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Goal 3

• Advanced Education Services provides gifted
  students a framework and forum to explore the
  benefits of developing leadership skills and
  investing in their community

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Objectives

• Objective 1 The AES facilitator will provide
  opportunities to explore leadership in their AES
  small groups.
• Objective 2 The AES facilitator will emphasize
  service learning as an important component of
  gifted education.

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Goal 4

• Advanced Education Services Facilitators serve as
  consultants to teachers, providing support that
  focuses on the needs of gifted students

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Objectives

• Objective 1 The AES facilitator will work with
  Instruction, Teachers Center, principals and
  general education teachers to
• Create a gifted scope and sequence appropriate
  for gifted development and identifying materials,
  lessons and strategies as a resource for the
  classroom teacher.
• Participate in professional development
  opportunities including professional learning
  communities to serve as Teacher Consultants for
  both administrative needs and general education
  support.
• Objective 2 The AES facilitator will continue
  to explore and develop activities and resources
  for creativity and critical thinking to support
  enrichment in the classroom.
• Objective 3 The AES facilitator will serve as a
  liaison for parents in communication/problem
  solving regarding social/emotional and
  achievement/academic issues pertinent the AES
  students developmental level (elementary, middle
  and high school).

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Goal 5

• Advanced Education Services Facilitators
  collaborate with parents and community to
• To enhance the awareness of academic, social and
  emotional needs of gifted students
• To advocate for gifted education

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Objectives

• Objective 1 AES facilitators will participate
  and support Parents and Advocates of Gifted
  Education through membership, liaison roles and
  facilitating SENG groups.
• Objective 2 The AES facilitator will serve as a
  liaison for parents in communication/problem
  solving regarding social/emotional and
  achievement/academic issues pertinent the AES
  students developmental level (elementary, middle
  and high school).

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Identification and Evaluation

• Traditional - FTAP - Discover

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Characteristics

• Bright Child/Gifted Child
• Brain Characteristics of Giftedness
• Emotional Dimensions of Giftedness
• Dabrowskis Overexcitabilities

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Traditional Assessment
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Intelligence

• Intellectual ability means a score two standard
  deviations above the mean as defined by the test
  author on a properly administered intelligence
  measure. The test administrator must also
  consider the standard error of measure (SEM) in
  the determination of whether or not criteria have
  been met in this area.

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Achievement

• Subject matter aptitude/achievement means
  superior academic performance on a total subject
  area score on a standardized measure.

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Creativity

• Creativity/divergent thinking means outstanding
  performance on a test of creativity/ divergent
  thinking, or in creativity/divergent thinking .

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Critical Thinking

• Problem-solving/critical thinking means
  outstanding performance on a test of
  problem-solving/critical thinking.

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Alternate Protocols

• If an accurate assessment of a childs ability
  may be affected by factors including cultural
  background, linguistic background, socioeconomic
  status or disability condition(s), an alternative
  protocol as described in will be used in all
  districts to determine the students eligibility.
  The impact of these factors shall be documented
  by the person(s) administering the alternative
  protocol.

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Frasier Talent Assessment Profile (F-TAP)
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F-TAP

• Intellectual Ability
• Academic Achievement
• Creativity
• Critical Thinking

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F-TAP Protocol

• Use at least three measures in each category and
  no more than 16 total.
• At least one subjective and one objective measure
  must be used in each category.
• Teacher Rating Scales include The Frasier Traits,
  Aptitudes and Behaviors or the NM Gifted Rating
  Scale

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Discover
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Components

• Spatial Artistic
• Spatial Analytical
• Oral Linguistic
• Mathematical Computation
• Linguistic Intelligence

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Spatial Artistic

• Designed to assess a students spatial ability.
• Students are given colorful, heavy cardboard
  Pablo pieces to make a variety of constructions.

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Spatial Analytical

• Designed to assess logical, mathematical, and
  spatial abilities.
• Students are given 21 piece Tangram sets to use
  in completing complex figures

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Oral Linguistic

• Designed to assess a students oral linguistic
  ability in his/her language of choice.
• Students are asked to group and orally describe a
  set of toys and then to tell a story using some
  or all of the pieces.

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Mathematical Computation

• Designed to assess a students logical-mathematica
  l abilities.
• Students are asked to calculate, quantify, and
  carry out complex operations.

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Linguistic Intelligence

• Designed to assess a students written linguistic
  ability in his/her language of choice.
• Students are asked to write a story in
  response to an open-ended prompt.

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Service Delivery
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Facilitator Model

• AES supports a multimodal menu of minimal
  intervention (A-level) special education services
  to students who have been identified as gifted in
  the Las Cruces Public Schools. These services
  extend from kindergarten through 12th grade.
• Services are individualized on an IEP to address
  the unique academic and social/emotional needs of
  students who have been identified as gifted.
• AES Facilitators serve students through pull-out
  groups, individual and group advisement, the
  provision of service learning activities,
  portfolio development and facilitating research
  based options and modifications of general
  education programs.

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Instructional Organization Options

• Ability Grouping
• Cluster Grouping
• Multi-Age Class
• Cooperative Learning Groups
• Single Subject Acceleration
• Whole Grade Acceleration

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Instructional Organization Options

• Magnet School
• Advanced Placement
• Concurrent Enrollment
• AES Group Pull-Out
• AES Individual Advisement

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Instructional Delivery Options

• Compacted Curriculum
• Competitions
• Differentiated/Layered Curriculum
• Discovery Learning
• Critical Thinking Curriculum

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Instructional Delivery Options

• Creativity Curriculum
• Independent Study
• Mentor
• Problem Based Learning
• Programmed Instruction
• Simulations

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Curricular Accommodations/Strategies

• Class Discussion
• Complex Tasks
• Creative Problem Solving
• Critical Thinking Skills
• Enrichment in the Arts
• Flexibility in Scheduling
• Conflict Resolution Tasks
• Organizational Skills

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Curricular Accommodations/Strategies

• Planning Techniques
• Portfolio Development
• Self-Concept Development
• Self-Direction Training
• Service Learning Projects
• Social Issues Discussion
• Study of People
• Time Management Training

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Process Accommodations/Modifications

• Flexible Project Deadlines
• Higher Order Thinking
• Intuitive Expression Practice
• Problem Solving Training
• Proof and Reasoning
• Systematic Feedback
• Visualization Techniques

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Product Accommodations/Modifications

• Flexible Tasks
• Real Audience Feedback
• Real World Learning
• Talent Exhibition
• Transformational Products

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AES Initiatives

• K-12 Student Led IEP
• K-12 Portfolio Development
• K-5 Primary Education Thinking Skills
• 6 Future ME
• 7 Problem Based Learning
• 8 Service Learning
• 9-12 College and Career Advisement

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Proposed Goals and Objectives

• Based on NAGC Standards

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Goal 1 Student Identification

• Determine comprehensive, cohesive and clearly
  articulated procedures for the identification of
  gifted students which include alternate pathways
  to eligibility for a culturally, linguistically,
  socio economically diverse population

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Objectives Student Identification

• AES facilitators will provide information to
  students, parents and teachers regarding gifted
  characteristics and identification.
• AES facilitators will collaborate with SAT and
  Diagnosticians in the referral process for
  traditional and alternate assessment for gifted
  learners.

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Objectives Student Identification

• The AES Department will maintain a Discover
  Assessment Team and will assess a minimum of 2
  schools per year (second grade).
• The AES Department will maintain a core of
  certified F-TAP assessors to provide an alternate
  assessment for potential gifted students who may
  have a factor that will adversely impact their
  performance on traditional assessment.

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Goal 2 Professional Development

• Provide professionals who have
• specialized preparation in gifted education,
• expertise in appropriate differentiated content
  and instructional methods,
• involvement in ongoing professional development,
  
• and who possess exemplary personal and
  professional traits to serve gifted students.

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Objectives Professional Development

• The AES Department will hire gifted facilitators
  who hold a valid NM teaching license and (to the
  maximum extent possible)
• Have had at least 3 years of classroom experience
• Have a Masters Degree
• Have 12 college transcripted hours in gifted
  education
• Have experience in gifted education
• AES Facilitators will participate in
  Professional Learning Communities designed around
  research based gifted education curriculum and
  strategy.

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Objectives Professional Development

• The AES Department will provide monthly
  professional development for facilitators to
  present their PLC research.
• The AES Department will provide training and
  support and a mentor for new AES Facilitators.
• The AES Department will maintain a website with
  professional development resources for AES
  facilitators.

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Goal 3 Socio-Emotional Guidance

• AES will recognize and nurture the unique
  socio-emotional development of gifted learners.

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Objectives Social Emotional

• Objective 1 The AES facilitator will provide
  systematic intervention for underachieving
  students who are Gifted.
• Objective 2 The AES facilitator will facilitate
  AES students creation and maintenance of an
  individualized portfolio to presented in grades
  5, 8, and 11.
• Objective 3 The AES facilitator will provide
  opportunities for the AES student to develop
  intrapersonal, interpersonal and personal growth
  skills through individual advisement, small group
  sessions and the Student-Led IEP process.

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Goal 4 Program Design

• The AES Department will provide comprehensive
  gifted services based on sound philosophical,
  theoretical, and empirical support.

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Objectives Program Design

• Objective 1 AES will offer gifted students
  flexible pacing options and opportunities
  including accelerated curriculum, creativity and
  critical thinking skills and transition planning
  designed to encourage individual progress
• Objective 2 AES will implement Research-Based
  Practices in Gifted Education in the area of
  Instructional Grouping, Instructional delivery
  and curricular adaptations

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Goal 5 Gifted Curriculum - Service Delivery

• Gifted education services provided by AES will
  include curricular and instructional
  opportunities directed to the unique needs of the
  gifted child.

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Objectives Service Delivery - Curriculum

• Objective 1 The AES facilitator will ensure
  that the IEP reflects the students individual
  needs related to his/her exceptionality of Gifted
  and will monitor that those services are received
  by the student.
• Objective 2 The AES facilitator will consult
  with the general education teacher to adapt,
  modify, differentiate and/or accelerate general
  classroom curricula and instruction to meet the
  unique needs of gifted learners.

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Objectives Service Delivery Continued

• Objective 3 The AES facilitator will provide
  learning opportunities for gifted learners that
  consist of researched based gifted education
  strategies and activities including
• Elementary - Critical Thinking and Creative
  Problem Solving (PETS)
• Middle Creative Problem Solving/Future Studies
  (Future Me) Problem based Learning and Service
  Learning

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Objectives Service Delivery Continued

• High School - individual advisement relating to
  post-secondary options through rigorous class
  scheduling, mentorships, early admissions,
  college entrance exam preparation, college major
  searches, college comparisons, application
  preparation, financial aid packages, scholarship
  opportunities, honors programs, international and
  national student exchanges and military academy
  applications.

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Goal 6 Program Administration and Evaluation

• AES will include the establishment of a
  systematic means of developing, implementing,
  managing and evaluating services.

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Objectives Program Administration and Evaluation

• The AES Coordinator will establish positive
  working relationships with constituency and
  advocacy groups, as well as compliance agencies.
• The AES Coordinator will provide requisite
  resources and materials to support the efforts of
  gifted education programming.
• The AES Department will conduct an annual
  evaluation with input from students, parents,
  principals and facilitators.

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Goal 7 Advocacy

• Advanced Education Services Facilitators will
  collaborate with parents and community
• To enhance the awareness of academic, social and
  emotional needs of gifted students
• To advocate for gifted education

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Objectives Advocacy

• Objective 1 AES facilitators will participate
  and support Parents and Advocates of Gifted
  Education through membership, liaison roles,
  training, and facilitating SENG groups.
• AES facilitators will develop effective ways to
  communicate with parents and to disseminate
  information regarding district practices and
  services available to their children.
• AES facilitators will develop activities to
  encourage parental and community involvement in
  the education of the gifted.

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PAGE

• Parents and Advocates of Gifted Education

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PAGE MISSION

• The mission of P.A.G.E. of Dona Ana County is
  three fold
• To provide the SENG model of parent support
  groups to parents of gifted students.
• To provide enrichment activities for families and
  friends of gifted students.
• To advocate for gifted education at both the
  local and state level.

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PAGE EVENTS

• September 15-An Orientation to PAGE and SENG
  Presented by Lucy Rathgeber,2005-2006 Page
  President
• October 20 Understanding the Teenage Brain
• November 17 Reflections on the National 2005
  SENG Conference
• January 19 Dabrowskis Overexcitabilities
• February 16-Perfectionism in gifted learners
• March 16- Treating Depression in Gifted
  Individuals
• April 20 Adult Giftedness

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SENG

• Supporting Emotional Needs of the Gifted

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SENG

• Guided discussion groups for parents of gifted
  children
• Shared characteristics and concerns of gifted
  children and their families, stress reduction for
  the whole family, discipline that works with
  gifted children, how to motivate gifted children,
  relationships with parents, peers and siblings,
  and other topics that interest group members.

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Break-out groups

• Elementary
• Middle
• High School

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• What are we doing right.
• Identification
• Professional Development
• Social Emotional Development
• Program Design
• Gifted Curriculum-Service Delivery
• Program Administration/Evaluation
• Advocacy

• What could we do to improve
• Identification
• Professional Development
• Social Emotional Development
• Program Design
• Gifted Curriculum-Service Delivery
• Program Administration/Evaluation
• Advocacy

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Thank you

• For more information please visit our AES website
• http//lcps.k12.nm.us/departments/sped/aes