Gifted Education Program Design and Administration

1
Gifted Education Program Design and
Administration
Dr. Barbara L. Branch Branch Consulting
2
Objectives

• Wednesday
• Rationale for providing gifted education
• Statistical Rationale
• Rights of the Gifted Child
• Myths and Realities
• State Law, Federal Law
• NCLB Assignment
• Thursday
• NCLB Reports
• Budgets
• Intelligence
• Identification
• Program Options
• Reflection Paper

3
Heres a puzzle to test your ability to find a
pattern and test it against more data. In this
table, each row across follows the same
pattern of numbers. See if you can discern the
pattern and fill in the missing number in the
bottom row. For added challenge (or competition),
time how long it takes you to complete the
puzzle. Executive functions, like planning, and
spatial processing are handled by your frontal
lobes.
4
7 4 8
3 9 7
6 5 10
? 8 4
Have you solved it yet? If not, heres a hint
If you read your figures like words in the
West,then multiply your efforts and subtract the
rest.
http//www.sharpbrains.com/blog/2006/11/22/pattern
-recognition-brain-teaser/
5
Rationale for Providing Gifted Services
6
Wordstorm

1. Each team has a flip chart paper with a word in
   the middle.
2. Person number one on each team walks to their
   team paper and writes a word related to the
   original word.
3. Person one passes the marker to the next person
   on the team. Each person in turn adds a word
   related to the original word.
4. Wait for a signal for round two, three, etc.
5. In your group, organize your words into groups
   that go together and label the groups

7
Why Should Gifted Students Be Supported?

• Gifted and talented is not always viewed very
  positively
• Isnt it elitist? Offends our egalitarian
  sensibilities
• Democracy butts heads with intellectualism
• Does superior intellect make us uncomfortable?

8
Why Should Gifted Students Be Supported?

• Doesnt it stigmatize kids or label kids?
• Is it fair to other students?
• Isnt it just kids who get more field trips and
  special treatment like after-school programs?

9
Why Should Gifted Students Be Supported?

• Numerous studies confirm a sad finding
• Gifted students in the US have little good to say
  about their schooling.
• Are usually bored and unengaged in school
• Tend to be highly critical of their teachers
• Are asked to learn independently
  too often.

Ellen Winner
10
Rationale for Providing Gifted Services

• Every child has a right to a free and appropriate
  public education at his or her level
• All youngsters need appropriate
• peers and friends
• If improperly nurtured and educated, gifted
  youngsters can become a powerful negative force
  in society

Dr. Victoria Gardner Placker, B.A.Ed., M.S.,
R.Sc.P., Rs.D. http//www.angelfire.com/ne/cre8vi
tyunltd/futrgifted.html
11
Rationale for Providing Gifted Services

• 24 of drop outs are gifted
• Many of the prisoners on death row have IQ's over
  130
• Think of the havoc wrecked upon our society by
  Ted Bundy, Charles Manson, and Ted Kaczynski.

Dr. Victoria Gardner Placker, B.A.Ed., M.S.,
R.Sc.P., Rs.D. http//www.angelfire.com/ne/cre8vi
tyunltd/futrgifted.html
12
Whos Profile is This?

• 100 Male
• 75 Caucasian
• Middle Class
• Average age 16
• 33 Loner/social outcast
• 25 Members of alienated group
• All attend public school
• 41 earning As and Bs
• 63 No history of serious school/conduct problems
  
• 75 Felt bullied, threatened, attacked, by others

Final Report of the Safe School Initiative, US
Secret Service and US Dept. of Educ., 2002,
http//msnbcmedia.msn.com/i/msnbc/Sections/NEWS/PD
Fs/061002_Safe_Schools.pdf
13
Rationale for Providing Gifted Services

• Gifted children have specific behavioral
  characteristics in the cognitive and affective
  realms that present special learning needs that
  must be addressed by curriculum differentiation

Van Tassel-Baska, 1998
14
Why our Nation Needs to Educate our Gifted and
Talented Youth

• About one-third of all jobs in the United States
  require science or technology competency, but
  currently only 17 percent of Americans graduate
  with science or technology majors in China,
  fully 52 percent of college degrees awarded are
  in science and technology. (William R. Brody,
  president of Johns Hopkins University,
  Congressional testimony 7/05)
• Only 11 percent of bachelors degrees in the
  United States are in the sciences or engineering,
  compared with 23 percent in the rest of the world
  and 50 percent in China. (National Summit on
  Competitiveness 12/05)

15
Why our Nation Needs to Educate our Gifted and
Talented Youth

• In the fourth grade, U.S. students score above
  the international average in math and near first
  in science. At eighth grade, they score below
  average in math, and only slightly above average
  in science. By 12th grade, U.S. students are
  near the bottom of a 49-country survey in both
  math and science, outscoring only Cyprus and
  South Africa.
• Less than 15 percent of U.S. students have the
  prerequisites even to pursue scientific or
  technical degrees in college.

(William R. Brody, president of Johns Hopkins
University, Congressional testimony 7/05)
16
Why our Nation Needs to Educate our Gifted and
Talented Youth

• China graduates about 500,000 engineers per year,
  while  India produces 200,000 and the United
  States turns out a mere 70,000. (National
  Academy  of Sciences Rising Above the Gathering
  Storm 10/05)
• The United States in 1970 produced more than half
  of the worlds Ph.D.s. But if patterns continue,
  it will be lucky to produce 15 percent of the
  worlds doctorates by 2010. (National Bureau of
  Economic Research 5/05)

17
Why our Nation Needs to Educate our Gifted and
Talented Youth

• 45 of new U.S. patents are granted now to
  foreigners. (Education Week A Quiet Crisis is
  Clouding the Future of RD 5/25/05)
• Only three of the top 10 recipients of U.S.
  patents in 2003 were American companies.
  (National Academy of Sciences Rising Above the
  Gathering Storm 10/05)

18
Why our Nation Needs to Educate our Gifted and
Talented Youth

• 88 of high school dropouts had passing grades,
  but dropped out due to boredom. (Bill Melinda
  Gates Foundation The Silent Epidemic 3/06)
• Up to 20 percent of high school dropouts test in
  the gifted range. (Handbook for Gifted
  Education, 2003

19
Rationale for Providing Gifted Services

• We need gifted people to deal with our world's
  problems, and they need to be appropriately
  educated and emotionally healthy to do so!
• Our future depends on them!

Dr. Victoria Gardner Placker, B.A.Ed., M.S.,
R.Sc.P., Rs.D. http//www.angelfire.com/ne/cre8vi
tyunltd/futrgifted.html
20
A blind beggar had a brother who died. What
relation wasthe blind beggar to the brother who
died?Brother is not the answer.
http//www.sharpbrains.com/blog/2006/10/20/brain-p
uzzle-for-the-whole-brain-the-blind-beggar/
21
Statistical Rationale
22
Sac City Data
23
Sac City Data
Sacramento City Unified School District
24
Stanislaus County GATE CST Scores Spring
2009 English Language Arts
Grade Level 2 3 4 5 6 7 8 9 10 11
Students Tested 2 364 577 597 600 599 695 472 441 664
 Advanced   60 85 73 68 73 71 68 64 59
Proficient   30 12 23 26 24 24 25 28 29
  Basic 7 2 4 6 3 4 6 7 9
Below Basic   1 1 0 0 0 0 0 1 3
 Far BB   1 0 0 0 0 0 0 0 0
Who are these kids by name?
www.cde.ca.gov/ds
25
Stanislaus County GATE CST Scores Spring
2009Mathematics
GRADE LEVEL 2 3 4 5 6 7
Students Tested 2 364 579 599 599 447
      Advanced 85 90 73 71 61
      Proficient 12 8 24 24 34
      Basic 3 2 2 4 5
      Below Basic   1 0 1 1 0
     Far Below Basic 0 0 0 0 0
www.cde.ca.gov/ds
26
Stanislaus County GATE CST Scores 2009 Algebra I
GRADE LEVEL 7 8 9 10 11
Students Tested 152 519 107 34 28
      Advanced 50 34 12 0 0
      Proficient 36 49 50 41 43
      Basic 13 11 30 29 32
      Below Basic 1 5 7 24 14
      Far Below Basic 0 1 2 6 11
www.cde.ca.gov/ds
27
Questions to Ask of Your Data

1. Who are the students in proficient or below by
   name.
2. Why arent they in advanced?
3. Do they have challenging curriculum in each grade
   level?
4. How many gifted students are not in honors or AP?
   Why not?

www.cde.ca.gov/ds
28
http//www.sharpbrains.com/blog/2006/09/17/brain-e
xercise-draw-the-face-of-a-penny-please/
29

• A Declaration of the Educational Rights of the
  Gifted Child

30
A Declaration of the Educational Rights of the
Gifted Child

•  
• Read and discuss with your neighbor. Do you agree
  with all of the declarations?  
• Dr. Barbara Clark, Growing Up Gifted, Prentice
  Hall, Inc., 1997eighbor.
•   

31
A Declaration of the Educational Rights of the
Gifted Child

•  
• It is the right of a gifted child to engage in
  appropriate educational experiences even when
  other children of that grade level or age are
  unable to profit from the experience.  
• Dr. Barbara Clark, Growing Up Gifted, Prentice
  Hall, Inc., 1997
•   

32
A Declaration of the Educational Rights of the
Gifted Child

•  
• It is the right of a gifted child to be grouped
  and to interact with other gifted children for
  some part of their learning experience so that
  they may be understood, engaged, and challenged.
• Dr. Barbara Clark, Growing Up Gifted, Prentice
  Hall, Inc., 1997

33
A Declaration of the Educational Rights of the
Gifted Child

• It is the right of a gifted child to be taught
  rather than to be used as a tutor or teaching
  assistant for a significant part of the school
  day.
• Dr. Barbara Clark, Growing Up Gifted, Prentice
  Hall, Inc., 1997
•   

34
A Declaration of the Educational Rights of the
Gifted Child

•  
• It is the right of a gifted child to be presented
  with new, advanced, and challenging ideas and
  concepts regardless of the material and resources
  that have been designated for the age group or
  grade level in which the child was placed.
•   
• Dr. Barbara Clark, Growing Up Gifted, Prentice
  Hall, Inc., 1997

35
A Declaration of the Educational Rights of the
Gifted Child

•  
• It is the right of a gifted child to be taught
  concepts that the child does not yet know instead
  of relearning old concepts that the child has
  already shown evidence of mastering.   
• Dr. Barbara Clark, Growing Up Gifted, Prentice
  Hall, Inc., 1997

36
A Declaration of the Educational Rights of the
Gifted Child

•  It is the right of a gifted child to learn
  faster than age peers and to have that pace of
  learning respected and provided for.
• It is the right of a gifted child to think in
  alternative ways, produce diverse products, and
  to bring intuition and innovation to the learning
  experience.
• Dr. Barbara Clark, Growing Up Gifted, Prentice
  Hall, Inc., 1997

37
A Declaration of the Educational Rights of the
Gifted Child

•  It is the right of a gifted child to be
  idealistic and sensitive to fairness, justice,
  accuracy and the global problems facing humankind
  and to have a forum for expressing these
  concerns.
• Dr. Barbara Clark, Growing Up Gifted, Prentice
  Hall, Inc., 1997

38
A Declaration of the Educational Rights of the
Gifted Child

•  
• It is the right of a gifted child to question
  generalizations, offer alternative solutions, and
  value complex and profound levels of thought.
• It is the right of a gifted child to be intense,
  persistent, and goal-directed in the pursuit of
  knowledge.
• Dr. Barbara Clark, Growing Up Gifted, Prentice
  Hall, Inc., 1997

39
A Declaration of the Educational Rights of the
Gifted Child

• It is the right of a gifted child to express a
  sense of humor that is unusual, playful, and
  often complex.
• Dr. Barbara Clark, Growing Up Gifted, Prentice
  Hall, Inc., 1997

40
A Declaration of the Educational Rights of the
Gifted Child

• It is the right of a gifted child to hold high
  expectations for self and others and to be
  sensitive to inconsistencies between ideals and
  behavior, with the need to have help in seeing
  the value in human differences.
• Dr. Barbara Clark, Growing Up Gifted, Prentice
  Hall, Inc., 1997

41
A Declaration of the Educational Rights of the
Gifted Child

•  
• It is the right of a gifted child to be a high
  achiever in some areas of the curriculum and not
  in others, making thoughtful knowledgeable
  academic placement a necessity.
• Dr. Barbara Clark, Growing Up Gifted, Prentice
  Hall, Inc., 1997

42
A Declaration of the Educational Rights of the
Gifted Child

•  
• It is the right of a gifted child to have a low
  tolerance for the lag between vision and
  actualization, between personal standards and
  developed skill, and between physical maturity
  and athletic ability.
• Dr. Barbara Clark, Growing Up Gifted, Prentice
  Hall, Inc., 1997
•   

43
A Declaration of the Educational Rights of the
Gifted Child

•  
• It is the right of a gifted child to pursue
  interests that are beyond the ability of age
  peers, are outside the grade level curriculum, or
  involve areas as yet unexplored or unknown.
• Dr. Barbara Clark, Growing Up Gifted, Prentice
  Hall, Inc., 1997
•   

44
Plexers
45
Myths and Realities
46
Activity

• Complete Distinguishing Myths from Realities Quiz
  with at least one partner discuss each before
  you decide what to answer

47
Myths

• Cooperative learning can be substituted for
  specialized programs and services for
  academically talented students
• Gifted students have lower self-esteem than
  non-gifted students
• Gifted children can get a good education on their
  own

48
Zone of Proximal Development

• The gap between what a learner can accomplish
  independently and what a learner cannot do, even
  with assistance.

49
Zone of Proximal Development
Gifted Child
High-achiever
Average Children
50
Myths

• Gifted students are a homogeneous group, all high
  achievers.
• Gifted students do not need help. If they are
  really gifted, they can manage on their own.
• Gifted students have fewer problems than others
  because their intelligence and abilities somehow
  exempt them from the hassles of daily life.

51
Myths

• The future of a gifted student is assured a
  world of opportunities lies before the student.
• Gifted students are self-directed they know
  where they are heading.

52
Myths

• The social and emotional development of the
  gifted student is at the same level as his or her
  intellectual development.
• Gifted students are nerds and social isolates.

53
Myths

• The primary value of the gifted student lies in
  his or her brain power.
• The gifted student's family always prizes his or
  her abilities.
• Gifted students need to serve as examples to
  others and they should always assume extra
  responsibility.

54
Myths

• Gifted students make everyone else smarter.
• Gifted students can accomplish anything they put
  their minds to. All they have to do is apply
  themselves.
• Gifted students are naturally creative and do not
  need encouragement.
• Gifted children are easy to raise and a welcome
  addition to any classroom.

55
Realities

• Gifted students are often perfectionistic and
  idealistic. They may equate achievement and
  grades with self-esteem and self-worth, which
  sometimes leads to fear of failure and interferes
  with achievement.
• Gifted students may experience heightened
  sensitivity to their own expectations and those
  of others, resulting in guilt over achievements
  or grades perceived to be low.

56
Realities

• Gifted students are asynchronous. Their
  chronological age, social, physical, emotional,
  and intellectual development may all be at
  different levels. For example, a 5-year-old may
  be able to read and comprehend a third-grade book
  but may not be able to write legibly.

• Gifted students may be so far ahead of their
  chronological age mates that they know more than
  half the curriculum before the school year
  begins! Their boredom can result in low
  achievement and low grades.

57
Realities

• Some gifted children are "mappers" (sequential
  learners), while others are "leapers" (spatial
  learners).
• Leapers may not know how they got a "right
  answer."
• Mappers may get lost in the steps leading to the
  right answer.

58
Realities

• Gifted children are problem solvers. They benefit
  from working on open-ended, interdisciplinary
  problems for example, how to solve a shortage of
  community resources.
• Gifted students often refuse to work for grades
  alone.

59
Realities

• Gifted students often think abstractly and with
  such complexity that they may need help with
  concrete study- and test-taking skills. They may
  not be able to select one answer in a multiple
  choice question because they see how all the
  answers might be correct.

60
Realities

• Gifted students who do well in school may define
  success as getting an "A" and failure as any
  grade less than an "A."
• By early adolescence they may be unwilling to try
  anything where they are not certain of guaranteed
  success.

61
How smart is Your Right Foot?

• 1.  While sitting where you are at your desk in
  front of your computer, lift your right foot off
  the floor and make clockwise circles.
• 2.  Now, while doing this, draw the number '6' in
  the air with your right hand. 

62
State Law Federal Law and NCLB
63
Federal Definition of Giftedness

• Children and youth with outstanding talent
  perform or show the potential for performance at
  remarkably high levels of accomplishment when
  compared with others of their age, experience, or
  environment.
• These children and youth exhibit high performance
  capability in intellectual, creative, and/or
  artistic areas, possess an unusual leadership
  capacity, or excel in specific academic fields.
  They require services or activities not
  ordinarily provided by the schools.
• Outstanding talents are present in children and
  youth from all cultural groups, across all
  economic strata, and in all areas of human
  endeavor.

64
http//myfunteacher.com/plexers.htm
65
NCLB Definition of Gifted

• The definition of gifted and talented in NCLB is
  as follows
• The term 'gifted and talented', when used with
  respect to students, children, or youth, means
  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 or activities not ordinarily
  provided by the school in order to fully develop
  those capabilities.
• Title IX, Part A, Section 9101(22)Page 544

66
Title I Improving the Academic Achievement of the
Disadvantaged

• Title I Improving the Academic Achievement of the
  Disadvantaged
• Part A - Improving Basic Programs Operated by
  LEAs
• Section 1111 - State PlansStates are required to
  explain the method used to define "annual yearly
  progress" and may use a host of academic
  indicators, including changes in the percentage
  of students in gifted and talented, advanced
  placement, and college preparatory programs.
  (Section 1111(b)(2)(C)(vii)).(Page 24)

67
Title I Improving the Academic Achievement of the
Disadvantaged

• Part A - Improving Basic Programs Operated by
  LEAs
• Section 1111 - State PlansStates are required to
  explain the method used to define "annual yearly
  progress" and may use a host of academic
  indicators, including changes in the percentage
  of students in gifted and talented, advanced
  placement, and college preparatory programs.
• Section 1111(b)(2)(C)(vii)Page 24

68
Title II Preparing, Training Recruiting High
Quality Teachers Principals

• Section 2122 Local application and needs
  assessment.
• An LEA application for a sub-grant from the
  state must include an explanation of how the LEA
  will provide training to enable teachers to
  address the needs of students with different
  learning styles, particularly students with
  disabilities, with special learning needs
  (including students with gifts and talents)....
• Section 2122(b)(9)(A)Page 210

69
Title V Promoting Informed Parental Choice and
Innovative Programs

• Part A - Innovative Programs
• Subpart 3 - Local Innovative Education Programs
  (Note this is the local block grant section of
  the Act)Funds to LEAs shall be used for
  innovative assistance programs, which may include
  "programs to provide for the educational needs of
  gifted and talented children.
• Section 5131(a)(7)Page 363

70
Jacob Javits Grant
http//www.ed.gov/about/offices/list/oii/nonpublic
/nclb/edlite-slide026.html
71
Title VII Indian, Native Hawaiian, and Alaska
Native Education

• Part A - Indian Education
• Subpart 3 National ActivitiesSection 7134 is
  Gifted Talented Indian Students(Page 510)
• Part B - Native Hawaiian EducationSection
  7205(a)(3)(E) is Gifted and Talented Native
  Hawaiian Students(Page 524)

72
Title X, Part C, Homeless Education

• Section 1032 amends Subtitle B of the
  McKinney-Vento Homeless Assistance Act as
  follows
• Section 722(g)(4)(D) Grants for State and Local
  Activities
• Requires LEAs that receive funds under the
  McKinney Act to provide homeless children
  services comparable to services offered to other
  students in the school, including programs for
  gifted and talented students.(Page 584)
• Section 723(d)(2) LEA sub-grants
• Permits LEAs to use funds awarded through
  sub-grants from the state under the McKinney Act
  on expedited evaluations of the strengths and
  needs of homeless children, including needs and
  eligibility for gifted and talented programs and
  services(Page 588)

73
Stories with Holes

• John and Mary were laying dead in a puddle with
  broken glass. Chester wasn't found.
• A man was found dead with 51 bicycles.
• The man was afraid to go home, because the man
  with the mask was there.

www.storieswithholes.com/
74
Federal Statistics

• 25 states have a definition of giftedness from
  the legislature
• 21 states have a definition of giftedness from
  the state agency
• 4 states have no definition
• 32 states mandate gifted education
• On average states identify about 6 of the
  student population as gifted

75
http//www.davidsongifted.org/db/
76
Federal Numbers
California 411,363 6.9
Colorado 45,701 6.5
Nevada 11,583 3.5
Oklahoma 84,467 13.1
Texas 351,068 9
Virginia 116,914 10.3
77
California Definition

• Each district shall use one or more of these
  categories in identifying pupils as gifted and
  talented in all categories, identification of a
  pupils extraordinary capability shall be in
  relation to the pupils chronological peers.
• Intellectual Ability A Pupil demonstrates
  extraordinary or potential for extraordinary
  intellectual development
• Creative Ability A Pupil characteristically
• Perceives unusual relationships among aspects of
  the pupils environment and among ideas
• Overcomes obstacles to thinking and doing
• Produces unique solutions to problems
• Specific Academic Ability A pupil functions at
  highly advanced academic levels in particular
  subject areas.
• Leadership Ability A pupil displays the
  characteristic behaviors necessary for
  extraordinary leadership.
• High Achievement A pupil consistently produces
  advanced ideas and products and/or attains
  exceptionally high scores on achievement tests.
• Visual and Performing Arts Talent A Pupil
  originates, performs, produces, or responds at
  extraordinarily high levels in the arts.
• Any other category which meets the standards set
  forth in these regulations
• CAL CODE REGS, title 5, 3822

78
History of Gifted Education in California

• MGM 1961
• GATE 1980 AB 1040
• Districts set up own criteria
• Expanded services beyond intellectually gifted
• Updated GATE with standards - AB 2313
• Title V of the State Code

79
Review of Law in CaliforniaAB 2313 September
2000

• Before AB 2313
• 200 minutes per week for 30 weeks
• Qualitatively different instruction
• AB 2313
• Calls for a differentiation of the core
  curriculum all day

80
Recommended Program Standards

• Collaboration of CAG and CDE approved by State
  Board of Education
• Standards for 1, 2 3, or 5 year plans for
  exemplary districts

81
Recommended Program Standards

• Components
• Program Design
• Identification
• Curriculum and Instruction
• Social Emotional Development
• Professional Development
• Parent and Community Involvement
• Program Assessment

82
Coordinated Compliance Review Background

• GATE not mandated in California
• New law AB 2313
• Not part of the consolidated application but
  under CCR for the 8 years
• Now part of CPM

83
ActivityNo Child Left Behind

• What effect has NCLB had on gifted education?

84
Road to the Final NCLB

• All teams must advance to the Sweet 16, and all
  will win the championship. If a team does not
  win the championship, they will be on probation
  until they are the champions, and coaches will be
  held accountable.
• All kids will be expected to have the same
  basketball skills at the same time and in the
  same conditions. No exceptions will be made for
  interest in basketball, a desire to perform
  athletically, or genetic abilities or
  disabilities. ALL KIDS WILL PLAY BASKETBALL AT A
  PROFICIENT LEVEL.

85
Road to the Final NCLB

• Talented players will be asked to practice on
  their own, without instruction. This is because
  the coaches will be using all their instructional
  time with the athletes who aren't interested in
  basketball, have limited athletic ability or
  whose parents don't like basketball.
• Games will be played year round, but statistics
  will only be kept in the 4th, 8th and 11th
  games.
• This will create a New Age of sports where every
  school is expected to have the same level of
  talent and all teams will reach the same minimal
  goals. If no child gets ahead, then no child will
  be left behind.

86
Thursday

• Reports on NCLB
• Budget
• Intelligence
• Identification
• Program Options
• Reflection Paper

Day Two
87
ActivityGifted Ed and NCLB

• Presentations and Research
• The New Anti-intellectualism in America
• Federal Law Drains Resources for the Gifted
• Initiative to Leave No Child Behind Leaves Out
  Gifted
• Proficiency is not Enough
• Gifted Education and the No Child Left Behind Act
• Are Gifted Children Being Left Behind?
• In Era of Scores, Schools Fight Over Gifted
  Children
• Read your article
• Prepare a presentation to share information from
  your article
• Take notes during presentations to prepare for
  your reflection paper due today.

88
Change of Heart or MindNPR Interview

• In 2005, former Assistant
  Secretary of Education Diane Ravitch wrote, "We
  should thank President George W. Bush and
  Congress for passing the No Child Left Behind Act
  ... All this attention and focus is paying off
  for younger students, who are reading and solving
  mathematics problems better than their parents'
  generation."

89

• Four years later, Ravitch has changed her
  mind."I was known as a conservative advocate of
  many of these policies," Ravitch says. "But I've
  looked at the evidence and I've concluded they're
  wrong. They've put us on the wrong track. I feel
  passionately about the improvement of public
  education and I don't think any of this is going
  to improve public education."

90

• The basic strategy is measuring and punishing,"
  Ravitch says of No Child Left Behind. "And it
  turns out as a result of putting so much emphasis
  on the test scores, there's a lot of cheating
  going on, there's a lot of gaming the system.
  Instead of raising standards it's actually
  lowered standards because many states have
  'dumbed down' their tests or changed the scoring
  of their tests to say that more kids are passing
  than actually are."

91

• Some states contend that 80 to 90 percent of
  their children are proficient readers and have
  math proficiency as well, Ravitch notes. But in
  the same states, only 25 to 30 of the children
  test at a proficient level on national tests such
  as the National Assessment of Educational
  Progress.

92

• "There should not be an education marketplace,
  there should not be competition," Ravitch says.
  "Schools operate fundamentally or should
  operate like families. The fundamental
  principle by which education proceeds is
  collaboration. Teachers are supposed to share
  what works schools are supposed to get together
  and talk about what's for them. They're not
  supposed to hide their trade secrets and have a
  survival of the fittest competition with the
  school down the block."

93

• Budgets

94
Budgets and Funding Facts
  Budget Amount of Total of Kids of Total Pop
California Total 27,276,509,487   6,312,393
California GATE 55,344,989 0.2 501,230 8.0
95
California GATE Funding Process

• Total Apportionment
• Total ADA
• 55,344,989
• 6,275,469 kids
• Each district received 8.82 per total ADA

2008-2009
8.82
96
Flexibility

• 2010-2015
• 23 funds including GATE are placed in a block
  grant.
• Districts have flexibility to use the block grant
  of funds in any program
• All categorical funds are cut 15
• An additional 4.9 cut this year
• Districts can sweep carryover funds from this year

97
California Education Budget
98
LAO Instructional Support Block Grant Consolidates 22 Programs LAO Instructional Support Block Grant Consolidates 22 Programs
(In Millions) (In Millions)
 Program 2009-10 Proposed
K-3 Class Size Reduction 1,824.6
Home-to-School Transportation 618.7
School and Library Improvement Block Grant 461.6
Instructional materials 416.3
Professional Development Block Grant 272.5
Teacher Credentialing Block Grant 129.1
Arts and Music Block Grant 109.8
9th Grade Class Size Reduction 98.5
Math and Reading Professional Development 56.7
Gifted and Talented Education 55.2
Physical Education Teacher Incentive Grants 41.8
Commission on Teacher Credentialing programs 32.7
Peer Assistance Review 29.8
Apprenticeship 19.6
Specialized Secondary Program Grant 6.1
Agricultural Vocational Education 5.2
Principal Training 4.9
Partnership Academies 4.5
Oral health assessments 4.4
International Baccalaureate 1.3
Reader Services for Blind Teachers 0.4
Teacher Dismissal Apportionment 0.1
  Total 4,193.7
99
Gifted Education Support Is Rare
Find http//www.myfoxkc.com/myfox/
100
Measuring Intelligence
101
Intelligence Test

• 1. On a standard traffic light, is the green on
  the top or bottom?
• 2. In which hand is the Statue of Liberty's
  torch? What is in the other hand?
• 3. What six colors are on the classic Campbell 's
  soup label ?

102
Intelligence Test

• 4. What two numbers on the telephone dial don't
  have letters by them?
• 5. When you walk does your left arm swing with
  your right or left leg? 
• 6. How many matches are in a standard pack?
• 7. On the United States flag is the top stripe
  red or white?

103
Intelligence Test

• 8. What is the lowest number on the FM dial?
• 9. How many channels on a VHF TV dial?
• 10. On which side of a women's blouse are the
  buttons?
• 11. How many sides does a stop sign have?
• 12. Do books have even-numbered pages on the
  right or left side?

104
Intelligence Test

• 13. How many lug nuts are on a standard car
  wheel?
• 14. How many sides are there on a standard
  pencil?
• 15. Sleepy, Happy, Sneezy, Grumpy, Dopey, Doc.
  Who's missing?
•  

105
Intelligence Test

• 16. How many hot dog buns are in a standard
  package?   
• 17. There are 12 buttons on a touch tone phone.
  What 2 symbols bear no digits?
• 18. How many curves are there in the standard
  paper clip?

106
Intelligence

• History of Intelligence

107
Plucker, J. A. (Ed.). (2003). Human intelligence
Historical influences, current controversies,
teaching resources. Retrieved 11/09/2004, from
http//www.indiana.edu/intell
108
Phrenology

• 1758-1825

109
Measuring IntelligenceCraniometry 1849

• Samuel George Morton, 1819-1850, devised a
  system of filling empty skulls with small seeds
  and then removing the seeds to measure the
  volume.

110
Measuring IntelligenceCraniometry 1849

• Naturally, this required that the subjects be
  dead, and that the only "results" were
  comparative skull sizes of various groups, which
  led to hypotheses about those groups.
• Paul Broca, 1824-1880, replaced the seeds with
  lead shot, but craniometry remained otherwise
  static for nearly a century.

111
Galton1822-1911 Historiometry

• Measured reaction time and grip strength, and
  looked for a correlation between these measures
  and measures of success in endeavors thought to
  reflect intellectual ability, such as one's class
  rank in school or one's occupational level

112
Measuring IntelligenceBinet 1904

• Binet, 1857-1911, a student of Brocas, was
  commissioned in 1904 by the minister of public
  education in France to develop a method for
  identifying children who might benefit from
  special education curricula.

113
Measuring IntelligenceBinet 1904

• Binet developed a series of tests related to
  common tasks involving reasoning, comprehension,
  invention and censure ..
• In 1905, Binet published these tasks as the first
  Binet scale, and modern intelligence testing was
  born.

114
Binet and Simon (1908/1916)

• We have sought to find the natural intelligence
  of the child, and not his degree of culture, his
  amount of instruction.
• A very intelligent child may be deprived of
  instruction by circumstances foreign to his
  intelligence. He may have lived far from school
  he may have had a long illness (pp. 253-254).

115
Measuring IntelligenceGoddard

• Just three years after Binet developed his scale,
  the test crossed the Atlantic and gave rise to
  the American eugenics movement.
• Goddard began testing immigrants at New York's
  Ellis Island using his translation of the Binet
  scale. He found that forty percent of the
  immigrants fell into the newly formed "moron"
  class, which he and his colleagues believed was a
  group doomed to crime and poverty.

116
Measuring IntelligenceStanford-Binet

• In 1916, Stanford professor Lewis M. Terman
  expanded the scale dramatically and gave it a new
  name-the Stanford-Binet.
• It was to become the standard for mental testing
  in the twentieth century, and all tests that
  followed were really just variations.

117
1917 Army IQ Alpha Test

• Information
• Practical Judgment
• Arithmetical Problems
• Synonyms-Antonyms
• Disarranged Sentences
• Number Series Completion
• Analogies

118
1917 Army IQ Beta Test

• Picture Completion
• Maze
• Cube Analysis
• X-O Series
• Digit Symbol
• Number Checking
• Geometrical Construction

119
Verbal -Nonverbal Intelligence?
Wechsler based his test on the Army Mental
Testing Program

• Definition of intelligence
• The aggregate or global capacity of the
  individual to act purposefully, to think
  rationally, and to deal effectively with his
  environment (1939)

120
Wechsler Scales

• Performance IQ Scale is comprised of nonverbal
  and spatial tests
• Block Design
• Object Assembly
• Picture Completion
• Picture Arrangement
• Coding (Digit Symbol)

121
Wechsler Intelligence Scale

• Verbal IQ Scale is comprised of tests of verbal
  comprehension and verbal expression
• Information
• Similarities
• Arithmetic
• Vocabulary
• Comprehension

122
Intelligence Test
123
ANSWERS

• On a standard traffic light, is the green on the
  top or bottom?  BOTTOM
• 2. In which hand is the Statue of Liberty's
  torch? RIGHT
• 3. What six colors are on the classic Campbell 's
  soup label?    BLUE, RED, WHITE, YELLOW, BLACK
  GOLD

124
Answers

• 4. What two numbers on the telephone dial don't
  have letters by them?  1, 0
• 5. When you walk does your left arm swing with
  your right or left leg? RIGHT
• 6. How many matches are in a standard pack?  20
• 7. On the United States flag is the top stripe
  red or white?    RED

125
Answers

• 8. What is the lowest number on the FM dial?  88
• 9. How many channels on a VHF TV dial?    12 (no
  1)
• 10. On which side of a women's blouse are the
  buttons?    LEFT
• 11. How many sides does a stop sign have?    8
• 12. Do books have even-numbered pages on the
  right or left side?    LEFT

126
Answers

• 13. How many lug nuts are on a standard car
  wheel?  5
• 14. How many sides are there on a standard
  pencil?   6
• 15. Sleepy, Happy, Sneezy, Grumpy, Dopey, Doc.
  Who's missing?    BASHFUL

127
Answers

• 16. How many hot dog buns are in a standard
  package?    8
• 17. There are 12 buttons on a touch tone phone.
  What 2 symbols bear no digits?    ,
• 18. How many curves are there in the standard
  paper clip?    3

128
Astounding

• The average person only gets 7 correct.

129
Identification

• IQ tests
• WISC, Binet
• Achievement Tests
• CAT 6
• CST
• Non-verbal
• Raven Progressive Matrices
• Naglieri Progressive Matrices

130
Identification

• Creative
• Torrance
• Observation
• June Maker
• Portfolio

131
Identification Around the World

• Share Cross-Cultural Identification Survey Results

132
Why Nonverbal Tests?

• Appropriate for many children
• Does not require verbal skills
• Does not require achievement
• Requires minimal motor skills
• Allows ample time for responding
• Can be given individually or in groups
• More fair to minority populations
• To find gifted children who are not achieving to
  their potential (David Mills, DPI North Carolina)

133
Raven Progressive Matrices

• Designed to measure mental activity which
  involves making meaning out of confusionforming
  (largely non-verbal) constructs which facilitate
  the handling of complex problems involving many
  mutually dependent variables (Raven, 1990, p.
  G3).
• Matrices measure the ability to educe
  relationships (Raven, 1990, p. G4).

134
Group Test Comparison

• Raven

135
Group Test Comparison

• Raven

136
Group Test Comparison

• Raven

137
Group Test Comparison

• Raven

138
Raven Progressive Matrices
139
Online Examples of IQ Tests

• IQ Tests
• http//iqtest.dk/main.swf
• http//www.intelligencetest.com/index.htm

140
NNAT

• The NNAT is a brief,
  culture-fair, nonverbal measure of ability
• NNAT items assess ability without requiring the
  student to read, write, or speak
• NNAT uses abstract figural designs, and does not
  rely on verbal skills or achievement

141
Structure of NNAT

• Seven levels
• 38 items per level
• Each level was designed to have
• good ceiling / floor
• good reliability
• as many as four item clusters

• Level Grades
• A K
• B 1
• C 2
• D 3 4
• E 5 6
• F 7 - 9
• G 10 - 12

142
Group Test Comparison

• NNAT

143
Group Administered Tests
NNAT
144
Program Options Based on identification
145
Gifted Program Delivery Models

• What can schools do to help these students when
  they really care, but dont have the funds?

146
Gifted Program Delivery Models

• Some gifted students may be candidates for early
  entrance to kindergarten, or possibly first grade
  if they are already reading.

147
Gifted Program Delivery Models

• Pre-assess gifted students before a unit or a
  course for mastery of the subject matter and
  offer a more advanced unit or course.
• Self-contained classes for gifted students,
  particularly in core curriculum classes, help
  them move on to more advanced subjects.

148
Gifted Program Delivery Models

• Multi-age, self-contained gifted classes are even
  more effective. Learning with intellectual peers
  encourages gifted students to achieve.

149
Gifted Program Delivery Models

• Subject acceleration is appropriate when a
  student is proficient in a particular subject.
• Consider grade acceleration when a student
  demonstrates proficiency at a particular grade
  level. Use the Iowa Acceleration Scale to
  evaluate this and other options.

Subject
Grade
150
Gifted Program Delivery Models

• Dual enrollment in middle or high school, or high
  school and college, offers challenging
  opportunities for gifted students.

Middle School
High School
College
151
Gifted Program Delivery Models

• Offer Advanced Placement (AP) courses and/or
  International Baccalaureate (IB) programs for
  gifted students.
• Provide counselors who are trained to counsel
  gifted students, including advising them of
  talent development opportunities.

152
Gifted Program Delivery Models

• Advise students of Academic Talent Searches,
  scholarships and academic competitions and give
  students credit for the advanced courses they
  take in academic summer programs.

153
Gifted Program Delivery Models

• Create a school culture that values intellectual
  discovery and achievements, where students
  encourage one another to accomplish more than
  they would on their own.

Encourage administrators and teachers to educate
themselves on the wide range of exceptional
abilities among bright students and increase
flexibility in addressing the individual learning
needs of gifted
154
Rationale for Cluster Grouping

• Placing high achievers together in one classroom
  challenges those students, enabling other
  students to become academic leaders and allowing
  new talent to emerge.

Marcia Gentry
155
Rationale for Cluster Grouping

• Cluster grouping makes it easier for teachers to
  meet the needs of students in their classrooms by
  reducing the achievement range of students within
  a classroom.
• Cluster grouping used in conjunction with
  challenging instruction and high teacher
  expectations may improve how teachers view their
  students with respect to ability and achievement.

Marcia Gentry
156
Rationale for Cluster Grouping

• Achievement scores improved over a three-year
  period for students in a cluster group
  environment and the number of students identified
  as high achievers increased.

Marcia Gentry
157
Rationale for Cluster Grouping

• Flexible grouping within and between classes that
  reduces the achievement range of each class can
  provide many benefits to all students and
  teachers.
• The positive effects of cluster grouping result
  from many changes in the school climate such as

Marcia Gentry
158
Rationale for Cluster Grouping

• creating opportunities for staff development,
  emphasizing a variety of instructional
  strategies
• raising teacher expectations
• creating a sense of ownership

Marcia Gentry
159
Rationale for Cluster Grouping

• reducing the range of achievement levels in
  classrooms
• creating opportunities for collaboration with
  colleagues and administration.

Marcia Gentry
160
Joint Enrollment/Postsecondary Options

• Enrollment in college, university, or technical
  school may serve as the gifted instruction
  districts are required to provide for qualified
  students.

161
Joint Enrollment/Postsecondary Options

• FTE funding generated while away from the regular
  school campus is awarded to the postsecondary
  institution.
• Students must meet state regulations for
  attendance and be present on the secondary campus
  for at least three instructional segments.