Certification in Gifted Education

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Certification in Gifted Education

• Presenters
• Nancy Gardner
• Nora Ho
• Marilyn Lane
• Virginia McQueen

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• Expected Competencies and Requirements

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Course Requirements

• Attendance
• Attend all 5 days of class sessions
• Attend Fall conference and coaching session
• Attend Spring coaching and culmination session
• Read and reflect on 3 articles in addition to
  articles reviewed in class
• Prepare a unit of study
• Share a district procedure and/or policy as it
  pertains to gifted education

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History of Gifted Education

• 1868 Dr. William T. Harris, Superintendent of
  Schools in St. Louis
• 1918 formal gifted programs
• 1961 MGM program
• 1980 AB 1040 establishment of GATE program
• 2001 AB 2313 1st legislative change in Ed Code
  regarding GATE

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What Is Giftedness?

• Course 1
• Definitions of Giftedness
• Characteristics of Giftedness
• Myths about Gifted
• Identification Process and Procedures

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Could I Be Gifted?
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Definitions of Giftedness

• Barbara Clark, State University of CA, Los
  Angeles
• Joseph Renzulli, University of Connecticut

• Marland Report, 1971
• U.S. Department of Education based on Javits
  Gifted and Talented Education Act, 1973
• National Association for the Gifted

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Learning and Behavioral Characteristics

• Bright Learner
• Is receptive
• Copies accurately
• Enjoys school
• Absorbs information
• Technician
• Good memorizer
• Is alert

• Gifted Learner
• Is intense
• Creates new designs
• Enjoys learning
• Manipulates information
• Inventor
• Good guesser
• Is keenly observant

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Learning and Behavioral Characteristics

• Bright Learner
• Knows the answers
• Is interested
• Is attentive
• Has good ideas
• Works hard
• Answers the questions
• Is in top group

• Gifted Learner
• Asks the questions
• Is highly curious
• Is mentally and physically involved
• Has wild, silly ideas
• Plays around, tests well
• Discusses in detail
• Beyond the group

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Learning and Behavioral Characteristics

• Bright Learner
• Listens with interest
• 6-8 repetitions for mastery
• Understands ideas
• Enjoys peers
• Grasps the meaning
• Completes the assignments

• Gifted Learner
• Shows strong feelings, emotions
• 1-2 repetitions for mastery
• Constructs abstraction
• Prefers adults
• Draws inferences
• Initiates projects

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Learning and Behavioral Characteristics

• Bright Learner
• Enjoys straightforward, sequential presentation
• Is pleased with own learning

• Gifted Learner
• Thrives on complexity
• Is highly self critical

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Behaviors Seen In Gifted and Talented Students

• Negative Behaviors
• Gets bored easily, disturbs others, daydreams
• Neglects other responsibilities
• Shows off, invokes peer resentment
• Monopolizes discussions
• Resists class routine, dislikes interruptions
• Goes on tangents, no follow-thru

• Characteristics
• Learns rapidly easily
• Reads intensively
• Advanced vocabulary
• Retains a quantity of information
• Long attention span
• Curious, has variety of interests

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Behaviors Seen In Gifted and Talented Students

• Characteristics
• Alert and observant
• Has a good sense of humor
• Comprehends, recognizes relationships
• High academic achievement
• Fluent, verbal facility
• Self-motivated, self-sufficient

• Negative Behaviors
• Impolitely corrects adults
• Plays cruel jokes
• Interferes in the affairs of others
• Brags, egotistical, impatient w/others
• Leads others into negative behavior
• Is overly aggressive, challenges authority

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Who Is Gifted?

• Gifted having a natural ability or
  aptitude talented, superior in intelligence.
• Public Law 91-230, section 806 Gifted and
  talented children who are capable of high
  performance. Require differentiated programs
  and/or services to realize contribution to self
  and society.
• A gifted child is one who due to superior
  intellect, advanced learning ability on
  achievement tests, or both, is not given the
  opportunity to progress and develop in the
  regular classroom and needs special instruction
  and services.
• A gifted and/or talented person demonstrates or
  has the potential for excellence in some field of
  constructive human endeavor.

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Myths of Giftedness

• Gifted children will make it on their own.
• Gifted children know what they want when they
  grow up.
• If gifted children are grouped together or given
  special programs they will become an elite group.
• Programs for gifted children are good for all
  children.
• Gifted children must learn to get along with
  their peers.
• Everyone is gifted.

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Characteristics/Possible
Problems

• Learn quickly and easily
• Exhibit verbal proficiency
• Have high energy level
• Exhibit heightened curiosity
• Is persistent

• Become bored and frustrated
• Dominate discussion difficulty listening
• Frustrated with inactivity
• Take on too many activities
• Resist interruption or schedules

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Characteristics/Possible
Problems

• Exhibit unusual emotional depth and intensity
• Highly sensitive
• Concerned w/ adult/moral issues
• Aim at perfection

• Vulnerable confused if thoughts and feelings not
  taken seriously
• Perceived as immature
• Attempt unrealistic reforms
• Set unrealistic high goals.

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Characteristics/Possible
Problems

• Feelings of being different
• Keen sense of humor
• Possess unusual imagination
• Respond and relate to older children and adults

• Regard difference as bad, worthless
• Confused when humor not understood
• Seen as weird
• Seen as show off, odd, critical

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California GATE Program Standards
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California GATE Program Standards

• 8 GATE Program Standards
• Program Design
• Identification
• Curriculum and Instruction
• Social and Emotional Development
• Professional Development
• Parent and Community Involvement
• Program Assessment
• Budgets

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California GATE Program Standards

• Standard 1 Program Design
• Provide a comprehensive continuum of services and
  program options responsive to the needs,
  interests, and abilities of gifted students and
  based on philosophical, theoretical, and
  empirical support
• A written statement of philosophy, goals, and
  standards appropriate to the needs and abilities
  of gifted learners
• Provides appropriate administrative groupings and
  structures available to all gifted learners
• Program is articulated with general education
  programs

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Section 1 Program Design

• Districts provide a comprehensive continuum of
  services and program options responsive to the
  needs, interests, and abilities of gifted
  students and based on philosophical, theoretical,
  and empirical support.
• (EC 52205d and 52206a)

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Section 1 Program Design

• 11
• The plan for the district has a written statement
  of philosophy, goals, and standards appropriate
  to the needs and abilities of gifted learners.

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Minimum Standards 11One Year Approval

1. The plan includes an intellectual component with
   objectives that meet or exceed state academic
   content standards
2. The plan incorporates expert knowledge, is
   approved by local Board of Education, and is
   available.
3. The plan aligns with the available resources of
   the school, staff, parents, and community.
4. A GATE advisory committee representing educators,
   community and parents is formed to support the
   needs of the program.

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Commendable Standards 11Two Year Approval

1. The district plan is disseminated and easily
   accessible to parents and the community in
   pamphlet, website, or other forms.
2. Participation in the program is not limited by
   other problems of logistics.
3. A district GATE advisory committee representing
   all constituents meets on a regular basis to
   assist in program planning and assessment.

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Minimum Standards 21One Year Approval

1. All children are eligible for the nomination
   process regardless of socioeconomic, linguistic
   or cultural background, and/or disabilities.
2. The district establishes and implements both
   traditional and nontraditional instruments and
   procedures searching for gifted students. All
   data is used to ensure equal access to program
   services.
3. Referrals are sought from classroom teachers and
   parents. District actively searches for referrals
   among underrepresented populations.
4. Students may be nominated for participation more
   than once.
5. All staff receive training and information about
   the nomination process, including the
   characteristics of gifted learners and have
   access to nomination forms.

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Commendable Standards 21Two Year Approval

1. Training in the identification process is
   provided that is specifically appropriate for
   administrators, teachers, and support personnel.
2. The district maintains data on nominees and
   includes these data in reassessing students who
   referred more than once.

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Exemplary Standards 21Three Year Approval

• No exemplars

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Identification of Giftedness
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Intellectual capable of achieving in all
subject areas

• Behaviors
• Scores high on tests
• Understands complex concepts and perceives
  relationships

• Interventions
• Independent study
• Mensa
• Historical philosophers
• Analogy activities, concrete to abstract
• Decision-making simulations aimed towards end
  goal

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High Achievement consistently produces ideas
and/or products of excellence

• Behaviors
• Demonstrates superior academic performance
• Enjoys academically challenging activities

• Interventions
• Evaluate a newspaper article
• Hypothesize about chemical reactions
• Create timetable for completion of enrichment
  activities
• Provide opportunities to perform accelerated
  academic work

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Specific Academic functions at an advanced
academic level in a particular subject area

• Behaviors
• Succeeds with little effort
• Scores high on specific subject areas
• Demonstrates significant knowledge in specific
  academic area

• Interventions
• Provide opportunities to participate in
  accelerated work
• Engage in independent research project
• Write hypothesis in area of scientific interest

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Leadership influence others, either positively
or negatively

• Behaviors
• Takes leadership role
• Takes active role in elected offices
• Facilitates group dynamics or activities
• Organizes and leads groups
• Chosen to leadership position by peers

• Interventions
• Provide opportunities to recognize strengths of
  team members
• Train to be effective communicator share
  feelings, active listening
• Role-play different group roles
• Encourage request for help

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Visual Performing Arts displays exceptional
ability to produce or perform in one or more
areas of the fine arts

• Behaviors
• Demonstrates superior artistic abilities
• Demonstrates original talent in art, music,
  dancing, etc.
• Successful in acting and performing for audiences

• Interventions
• Arrange mentorship program w/local expert
• Encourage public speaking for students with
  similar interests in the arts
• Encourage student to participate in local
  artistic competitions

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Creative examine assumptions, restructure
perceptions, construct new concepts and use them
in productive ways

• Behaviors
• Develops creative and original ideas
• Has many projects or activities going on
• Demonstrates wide variety of interests

• Interventions
• Provide environment to share free from ridicule
• Practice problem-solving having no correct answer
• Encourage risk-taking in discussion groups, in
  accepting atmosphere non-judgmental

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The truly creative mind in any field is no more
than this a human creature born abnormally,
inhumanly sensitive.

• To hima touch is a blow, a sound is a noise, a
  misfortune is a tragedy, a joy is an ecstasy, a
  friend is a lover, a lover is a god, and failure
  is death.
• Add to this cruelly delicate organism the
  over-powering necessity to create, create,
  create---so that without the creating of music or
  poetry or books or buildings or something of
  meaning, his very breath is cut off from him.
• He must create, must pour out creation. By some
  strange, unknown, inward urgency, he is not
  really alive unless he is creating.
  -Pearl Buck-

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California GATE Program Standards

• Standard 2 Identification
• Procedures are equitable, comprehensive, and
  ongoing. They reflect the districts definition
  of giftedness and its relationship to current
  state criteria.
• The nomination referral process is ongoing and
  includes K-12.
• A process is in place to ensure that all
  potentially gifted students are appropriately
  assessed.
• Multiple service options are available within the
  GATE program and between other educational
  programs. Placement is based on the assessed
  needs of the student and reviewed periodically.

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Section 2 Identification

• 22
• An assessment/identification process is in place
  to ensure that all potentially gifted students
  are appropriately assessed for identification as
  gifted students.

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Minimum Standards 22One Year Approval

1. A committee including the GATE coordinator and
   certificated personnel, make final determinations
   on individual student eligibility for the
   program.
2. Evidence from multiple sources is used to
   determine eligibility and a data record or file
   is established for each nominee.
3. Parents and teachers are notified of a students
   eligibility for program placement and are
   informed of the appeal process.
4. Transfer students are considered for
   identification and placement in a timely manner.

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Commendable Standards 22Two Year Approval

1. The identification tools used are reflective of
   the districts population.
2. The district makes timely changes in
   identification tools and procedures based on the
   most current research.

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Exemplary Standards 22Three Year Approval

1. Personnel trained in gifted education meet at
   regular intervals to determine eligibility of
   individual candidates.
2. The diversity of the districts student
   population is increasingly reflected in the
   district GATE population.

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Section 2 Identification

• 23
• Multiple service options are available with the
  gifted education program and between other
  educational programs. Placement is based on the
  assessed needs of the student and is periodically
  reviewed.

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Minimum Standards 23One Year Approval

1. Students and parents are provided information and
   orientation regarding student placement and
   participation options. Signed parent permission
   for participation is on file.
2. Upon parent request the district provides
   identification information the parent may take to
   a new school or district.
3. Participation in the program is based on the
   criteria of identification is not dependent on
   the perception of a single individual. Once
   identified, a student remains identified as a
   gifted student in the district, though services
   to individuals may vary from year to year.

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Commendable Standards 23Two Year Approval

1. Before any student is considered for withdrawal
   from the program, interventions are implemented
   and a meeting is held with the parents and
   student.

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Exemplary Standards 23Three Year Approval

• No exemplars

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Characteristics of Traditional Versus
Differentiated Assessment
Traditional Selection Implications Atypical will be excluded Population of gifted will be overrepresented by English-advantaged and under-represented by disadvantaged/ culturally different students Positive Aspects Easy to define to parents and boards Generally consistent with academic achievement Potential Problems Tends to exclude atypical students from gifted programs Tends to shape gifted program into accelerated academics
Differentiated Atypical student will be included in gifted program in significant numbers No guarantee that the atypical selected will exactly match their proportion in the school population Gets atypical into gifted program Selection consistency one set of criteria for both atypical and mainstream Individual needs are clear Not a traditional assessment Requires explanation Provides more information than traditional May create overload for gifted programming until staff becomes familiar
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Education Code 56320 Individual Needs

• Administered by trained personnel in conformance
  with the instructions provided by the producer of
  the tests and other assessment materials, except
  that individually administered tests of
  intellectual or emotional functioning shall be
  administered by a credentialed school
  psychologist.

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GATE Referral Flow Chart

• ALL GRADE 2 STUDENTS are screened with the
  Ravens.
• For students who DO NOT qualify, no further
  assessment is required.
• 2. Students who qualify, go on to Stage 2 of the
  screening process.
• 3. Teacher fills out the GATE Referral Form 1.
  Parent signs Parent Permission
• Form.
• 4. School site team consisting of the Principal,
  classroom teacher, and district office
• personnel and/or designee, reviews individual
  student file, makes a determination
• and fills out the Identification Worksheet.
• 5. Students are sent a notification letter of
  qualification or non-qualification.
• 6. Students who qualify will fill out the Student
  Information Form at the school site.
• Parents will fill out the Parent Information
  Form, which is sent home. Both Forms
• will remain in the students cum file for
  teacher information, in planning
• instruction.

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Ravens Progressive MatricesKey Points

• Non-reading test
• Fluid intelligence
• Best and fairest method for predicting scholastic
  aptitude
• Untimed

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Ravens Progressive Matrices

• Consists of 60 tasks w/multiple choice
• Tasks become progressively more difficult
• Assesses fluid intelligence rather than a
  students achievement levels
• Untimed but most complete items within 1 hour.

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Ravens Ability Tested

• Description of Ability Handout
• Sample test items Test Administration

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Ravens Progressive Matrices Sampler