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.
6Georgia 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
8Determination 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 .
9Determination 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
10Gifted 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
13Segments(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.
15Gifted 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)
18Excellence 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 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
252014 - 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)
26Delivery 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
29Number 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
30Resource (pull out programs)
31Gifted Education Delivery Models
32Cluster Grouping
33Collaboration
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.
38Early 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
49What the Research Says
- Gifted Education Strategies Work
- Acceleration Works
- Grouping Works
- Curriculum Compacting Works
- Advanced Placement Works
- Pull-Out Programs and Specialized Classes Work
50Infuse 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
51Higher 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
55Helpful 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