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GaDOE PowerPoint Template 1

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Title: GaDOE PowerPoint Template 1


1

Georgia Association for Gifted Children March
10, 2015 Gail Humble, Gifted Program
Specialist Georgia Department of
Education ghumble_at_doe.k12.ga.us
2
What Is Gifted ?
  • Studies of giftedness in the 1920s and 30s
    brought about instruments to measure
    intelligence.
  • Lewis Terman and Leta Hollingworth spearheaded
    some of the first widely published research on
    gifted.
  • The Space Race of the 1950s and 60s signaled
    the need for significant change in education.

3
  • The 20th Century a time of advancements in
  • education and psychology which brought
  • empirical and scientific credibility to the
    field
  • of gifted education. Legislation was passed
  • (PL94-142) to guide and fund the education of
  • handicapped children. While gifted students
    were
  • not included, some states started exploring
    the
  • need for gifted classes.
  • National Defense Funding provided. Javits
    Grants.

4
  • The 21st Century Research continues in the area
    of gifted students. The Javits Grants program is
    recinded and renewed.
  • Through the years, the definition of gifted has
    been expanded to become . . .

5
  • Students, children, or youth who give
    evidence of
  • high achievement capability in areas such as
  • intellectual, creative, artistic, or leadership
    capacity,
  • or in specific academic fields, and who need
    services
  • and activities not ordinarily provided by the
    school in
  • order to fully develop those capabilities.

6
Georgia a leader in Gifted Education
  • Beginnings 1958 Georgia became the first
    state to pass legislation requiring districts
    serve gifted students.
  • Margaret Bynum, Mary Frasier, Paul Torrence
  • Multiple Criteria Identification implemented in
  • 1994 -95
  • Currently, one of four states to fully fund
    gifted education

7
  • And Today?
  • Rule 160 4 2- .38

8
Determination of Eligibility
  • Option A/Psychometric After assessing the
    student in all four areas, the student must meet
    eligibility requirements in the following areas
  • Mental Ability 96th percentile (grades 3-12) or
    99th percentile (grades K-2) on a standardized
    test of mental ability - Composite/Total Score
    only.
  • Achievement 90th percentile on Complete Total
    (not a CORE Total), total reading, or total math
    section of a standardized achievement battery .

9
Determination of Eligibility
  • Option B/ Multiple Criteria A student must meet
    eligibility requirements in three of the four
    following areas (one area must be from a
    nationally normed-reference test)
  • Mental Ability 96th percentile on a
    standardized test of mental ability - Component
    or Composite score
  • Achievement 90th percentile in Complete Total
    (not a CORE Total), total reading, or total math
    section of a standardized achievement battery
  • Creativity 90th percentile / 90th percent on a
    creativity assessment
  • Motivation 90th percentile / 90th percent on a
    motivation assessment

10
Gifted Eligibility
11
FUNDING
12
FTE
  • Gifted Education is one of 19 categories of
    instruction funded through the states Full-time
    Equivalent Funding Formulas (FTE)
  • For more resources and information about FTE, go
    to http//app3.doe.k12.ga.us/ows-bin/owa/qbe_repo
    rts.public_menu?p_fy2000

13
Segments(1/6 or Instructional Day)
What is a Gifted Segment?
  • Grades K-2 45 minutes
  • Grades 3-12 50 minutes
  • (approximate)

14
Full Time Reporting
  • Five key points
  • Class size set by the GA BOE Resolution process
  • http//www.gadoe.org/External-Affairs-and-Policy/P
    olicy/Pages/Class-Size-Information.aspx
  • Teacher has Gifted Education Endorsement or a
    non-renewable certificate issued by GA PSC
  • Gifted Education eligible and served student
  • Gifted Education course number
  • Differentiated curriculum, instruction and/or
  • assessment.

15
Gifted FTE Data FY 2015

Total Gifted Students Served 177,877
Hispanic Students 12,223
Asian 15,481
Black 31,922
Two or More Races 6,346
White 111,411
16
Our Challenge Today
  • Research shows that our most talented students do
    not advance at the same rate as students who
    achieve at the lower and middle levels on
    nationally normed tests.
  • We must commit to giving gifted and talented
    students a curriculum that challenges and engages
    them.
  • We must challenge ourselves to identify students
    in all of our under represented groups.

17
The Excellence Gap
  • Goal of Education Reform Close Achievement Gap
    Among Different Demographic Groups
  • Success at the basic and proficient levels
  • Excellence Gap growing
  • Research shows the gap between high achievers
    tended to increase between Grades 3 and 8.
  • The percentage of White students scoring at the
    advanced level increased slightly while those of
    Black and Hispanic students were essentially
    stagnant.
  • (Information based on study of NAEP scores
    from The Center for Evaluation Educational
    Policy)

18
Excellence Gap All Students
19
If We Fail to Nuture
Advanced Potential?
  • Underdevelopment of habits of the mind less
    need for the struggle or persistence that
    promotes advanced learning
  • Lower achievement gains
  • Deterioration of potential skills and decreased
    enthusiasm for learning
  • Patterns of underachievement, lower performance
    and/or behavior issues
  • Hidden Abilities

20
  • Decreased personal satisfaction and self esteem
  • A fixed mindset
  • Less productive and engaged lives
  • Teachers must accelerate instructional
    pace and level to exceed core learning targets or
    those students will not be challenged to continue
    to learn.

21
  • The reality is that we cannot change
    students backgrounds we cannot influence what
    happened or did not happen before they came to
    us. Our power is in how we use this next step
    this current learning opportunity.
  • Bertie Kingore
  • Rigor and
    Engagement for Growing Minds

22
  • Recognize realistic and relevant high-level
  • expectations
  • Integrate complexity and depth in content,
  • process, and product
  • Generate cognitive skills
  • Orchestrate support systems and scaffold
  • success and
  • Refine assessments to guide instruction and
  • benefit learners

23
  • Gifted Delivery
  • Models

24
Gifted Models and FTE

Resource 36,510
Advanced Content 120,434
Cluster Group 35,042
Collaborative Teaching 9,954
Internship/Mentorship 558
Innovative Model 48
25
2014 - 15 FTE Weights
  • Gifted Ed.
    Regular Ed.
  •  
  • Kdg. 4,056 (4,032, 4,582)
    4,037 (4,012, 4,559) Grades
    1-3 4,056
    3,141 (3,123, 3,531)
  • Grades 4-5 4,056
    2,531 (2,516, 2,834)
  • Grades 6-8 4,056
    2,512 (2,497, 2,790)
  • Grades 9-12 4,056
    2443 (2,430, 2,744)

26
Delivery Models
  • Georgia Code
  • http//www.legis.state.ga.us/cgi-bin/gl_codes_deta
    il.pl?code20-2-152

27
Fast Facts on Delivery Models
28
Approved Delivery Models
29
Number of Segments Per Instructional Model
  • Resource no more than 10 per week
  • Cluster Model no more than 2 per day
  • Advanced Content no limit
  • Collaborative Model 8 segments per class, 3
    classes one gifted teacher

30
Resource (pull out programs)
31
Gifted Education Delivery Models
32
Cluster Grouping
33
Collaboration
34
  • Internship/Mentorship (9-12)
  • A gifted student works with a mentor to explore a
    profession of interest. The gifted program
    internship teacher assigned to supervise the
    internship/mentorship program maintains close
    contact with both the participating student(s)
    and the selected mentor(s) to ensure acceptable
    progress toward the students individual learning
    goals which are based on the approved Georgia
    standards based curriculum. One or two
    instructional segments per day may be counted at
    the gifted FTE weight for students participating
    in the gifted internship/mentorship program. Each
    internship/mentorship student must have a
    contract which document the work to be done, the
    learning goals for the gifted student, the dates
    and amount of time the student will be
    participating in the

35
  • Approved Innovative Models
  • The GaDOE encourages the development of
    innovative programs for gifted students which are
    clearly in accordance with the needs of the
    gifted learners and the philosophy of the
    district. If a school district desires to
    implement a gifted program delivery model other
    than one of the models described above, the
    district must submit a description of that plan
    to the Gifted Education Specialist at the GaDOE.
    The plan must clearly describe the rationale for
    the special model, the goals and objectives for
    the program, the advanced nature of the
    curriculum which will be provided to gifted
    learners, how the models effectiveness will be
    evaluated, how gifted FTE funding will be
    generated and documented, and the anticipated
    fiscal impact of the model (i.e., how many FTEs
    will be generated).

36
Early Childhood
37
Early Childhood Gifted Education
  • Focuses on recognizing, developing and
    nuturing the strengths and talents of our
    youngest students.
  • Research shows that an interactive and
    responsive environment in early childhood
    supports both cognitive and affective growth and
    establishes a pattern of successful learning that
    can continue throughout childrens lives (Clark,
    2002 Smutny, 1998)
  • The creation of rich and engaging learning
    environments can enhance and put young children
    on the path to academic excellence.

38
Early Childhood
  • Characteristics of young, gifted students
    includes, but is not limited to
  • The use of advanced vocabulary and/or the
    development of early reading skills
  • Keen observation and curiosity
  • An unusual retention of information
  • Periods of intense concentration
  • An early demonstration of talent in the arts
  • Task commitment beyond same-age peers
  • An ability to understand complex concepts,
    perceive relationships and think abstractly

39
Necessary Core Elements
  • Flexibility in the pace at which learning
    opportunities are provided curriculum
    compacting, acceleration, additional time to
    explore topic in depth.
  • Challenging and content-rich curriculum that
    promotes both critical and creative thinking
  • Opportunities to build advanced literacy skills
  • Ample and varied materials
  • Instructional strategies that foster an authentic
    construction of knowledge based on exploration,
    manipulative resources, and experiential inquiry.

40
  • Early exposure to advanced concepts in
    age-appropriate ways
  • Learning opportunities that provide choice and
    the development of independent problem solving
  • The identification and use of individual student
    interests to encourage investigative behaviors
  • Interaction and collaboration with diverse peer
    groups of children having like and different
    interests and abilities

41
  • Experiences that range from concrete to abstract
  • Opportunities for social interaction
  • Engagement in a variety of stimulating learning
    experiences
  • Environment that supports healthy risk-taking

42
Creativity
43
  • I know that it is possible to teach
    children to think creatively . . .
  • I have seen children who had seemed previously to
    be non-thinkers learn to think creatively, and
    I have seen them continue for years thereafter to
    think creatively.
  • E Paul Torrance

44
Can Creativity Be Taught?
  • Increase creativity consciousness and creative
    attitudes - the single most important component
    of teaching for creative growth.
  • Improve students understanding of creativity.
  • Strengthen creative abilities through exercises.
  • Teach creative thinking techniques.
  • Involve students in creative activities.
  • Foster academic creativity.

45
  • Teachers can
  • Reinforce creative personality traits
    (confidence, curiosity, risk taking, playfulness,
    artistic interests)
  • Promote independent learning, self-evaluation,
    and fantasy and imagination
  • Help students cope with failure and with peer
    pressure to conform
  • Establish a creative atmosphere
  • Raise awareness of blocks to creative thinking

46
Creative Abilities
  • Fluency Flexibility
  • Originality Sensitivity
    to problems
  • Problem defining Visualization
  • Analogical thinking
  • Involving students in creative activities -
    independent research projects, Future Problem
    Solving, Odyssey of the Mind are sound ways to
    develop creative skills, abilities, attitudes and
    awareness.

47
  • According to Torrance, creative teaching and
    learning includes exploring, questioning,
    experimenting, testing ideas and other
    activities. Creative learning includes sensing a
    problem formulating hypotheses or guesses
    testing, revising and retesting the hypotheses
    and communicating the results.

48
Thinking Skills
  • Intelligence can be learned, nurtured, and
  • grown. Ability is a repertoire of skills and
  • habits that continuously and incrementally
  • expands.

  • Arthur Costa

49
What the Research Says
  • Gifted Education Strategies Work
  • Acceleration Works
  • Grouping Works
  • Curriculum Compacting Works
  • Advanced Placement Works
  • Pull-Out Programs and Specialized Classes Work

50
Infuse into everyday teaching
  • Critical thinking
  • Creative thinking
  • Problem finding and problem solving
  • Metacognition
  • Domain-specific patterns and forward reasoning
  • Correlational reasoning
  • Reflective inquiry
  • Questioning created for memory, divergence,
    convergence, aesthetics, and ethics
  • Socratic discussion

51
Higher Level Thinking Skills
  • In teaching for thinking, the concern is
    not how
  • many answers students know, but what they do
  • when they do not know the goal is not merely
    to
  • reproduce knowledge, but to create knowledge
    and
  • grow in cognitive abilities.

52
Out in the Field
  • Talent Development
  • Assessment
  • Identification of Under-Represented Groups

53
Challenges
  • What do you see as the greatest problems we face
    in gifted education?
  • What are some of the organizational changes in
    your system required to solve this problem?
  • Are there organizational and individual beliefs
    associated with this problem that need to change?
  • Are there things as a leader that you need to
    do differently?

54
  • the doing is the
  • monumental challenge

55
Helpful Resources
  • National Association for Gifted Children
  • http//www.nagc.org
  • Georgia Association for Gifted Children
  • www.gagc.org
  • National Research Center on the Gifted and
    Talented
  • http//www.gifted.uconn.edu/nrcgt.html
  • Davidson Institute
  • http//www.davidsongifted.org
  • Teaching for High Potential
  • http//www.nagc.org/index.aspx?id1498
  • Parenting for High Potential
  • http//www.nagc.org/index.aspx?id1180
  • Supporting the Emotional Needs of the Gifted
  • http//www.sengifted.org
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