Gifted and Talented Academy

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Gifted and Talented Academy

• Session 4
• April 5, 2011

http//aea11gt.pbworks.com
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Agenda

• Welcome
• Written Plan Questions
• Handshake Activity
• Collaboration in Gifted Programming
• PEPs and Student Goals/Outcomes
• Managing Change

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• I saw the angel in the marble and carved until I
  set him free.
• --Michelangelo

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Welcome Back!

• Form mixed-district triads
• Introduce yourselves
• Share your teams work on documenting a
  differentiated program
• Discuss what youve learned
• Identify one idea to share with the large group

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Objectives

• To deepen understanding of the components of
  comprehensive gifted and talented programming
• To examine system-level factors affecting
  comprehensive programming
• Collaboration
• To create an intentional match between identified
  student need and programming and services
• PEPs
• Student-level Outcomes

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Comprehensive Programming
Program Effectiveness Program Evaluation/Audit PE
P Goal Attainment Measuring/Reporting Student
Growth
Program Management K-12 Written G/T
Plan Parent/Community Support Use of
Time/Calendars/Scheduling Staffing Patterns
Programming Services Responsive
Services Individual Planning/PEPs Curriculum Progr
amming Options System Support
Foundation Mission/Philosophy/Beliefs Conceptions
/Definitions of Giftedness Iowa Code Gifted
Program Standards and Goals Domains of Giftedness
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Collaboration What is it? Why would/should we
do it? What role(s) does it play in comprehensive
programming?
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SUCCESSES BARRIERS

• Identify actual/perceived successes and/or
  barriers to effective collaboration
• What practices lead to success?
• How might you overcome barriers?

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Collaboration between General Gifted Education

• District
• Classroom
• Rationale
• Help one another reach common or shared goals
• Learn from each other and improve effectiveness
  of the school
• Gain strength through unity
• --Purcell Eckert, p. 225-7

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Jigsaw

• Form mixed-district triads
• Determine number
• 1 most experience in gifted ed.
• 2 next most experience in gifted ed.
• 3 least experience in gifted ed.
• Read assigned section
• Share information
• Discuss insights relevant to your context
• Return to original team grouping and share

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Guiding Assumptions

• General GT educators share common goals.
• General GT educators can learn from each other.
• General GT education programs gain strength
  through collaboration.
• General GT educators should work as a team to
  meet diverse student needs.
• GT educators should act as leaders in the
  evaluation of services.
• --Purcell Eckert, p. 228

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Key Components
Component 1 2 3 4 5
Mission Planning
Collaboration
Professional Development
Curricular Instructional Integration
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Team Activity

• Download Self-Assessment from Wiki
• http//aea11gt.pbworks.com/GT-Academy-Year-1
• Log in to Google Docs
• http//docs.google.com
• Upload to Google Docs
• Rename (include district name)
• Share with team and me
• Complete

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Gifted Programming A System View(ala Borland)

• Instituted for a reason
• Required by law in Iowa
• Perceived deficiency in the way the system serves
  the gifted
• Program for gifted (subsystem) is planned as an
  integrated system which serves greater
  educational purposes of the larger system (school
  or district)
• Addresses educational needs the larger system is
  not meeting

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• The program for the gifted is, in a sense,
  remedial for the system, since it addresses needs
  within the system.
• --Borland, p. 48

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• the program for the gifted can enhance the
  effectiveness of the larger system only if it
  articulates well with the larger system and fills
  a recognized gap in it.
• --Borland, p. 49

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Talk at Your Table

• What implications does this system approach have
  for your gifted and talented programming?

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Remediating the System

• In what ways does your gifted and talented
  programming fill a void in the larger system?
• What could be improved in your programming to
  better accomplish this goal of filling a gap the
  system itself cant fill?
• Where does collaboration fit?

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Five As Text Protocol

• Form groups of four
• Silently read p. 195-98 of Lessons from Another
  Field (stop at Coteaching Models)
• Highlight and write notes in the margins in
  answer to the following four questions
• What Assumptions do the authors hold?
• What do you Agree with in the text?
• What do you want to Argue with?
• What parts of the text do you Aspire to?
• What would you Ask?

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Speaking the Same Language

• Collaboration
• A style for interaction between co-equal parties
  voluntarily engaged in shared decision making as
  they work toward a common goal.

- Marilyn Friend
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Ways To Collaborate Using Familiar Language

• Collaboration through Consultation
• Collaboration through Co-Teaching
• Collaboration through Reverse Consultation

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Possible Teaming Options

• General Education Teacher - General Education
  Teacher (like grade levels, cross grade levels,
  content specialists)
• General Education Teacher - TAG Teacher
• TAG Teacher - Fine Arts Teacher
• TAG Teacher - ESL Teacher
• TAG Teacher - Special Education Teacher
• TAG Teacher - TAG Teacher
• TAG Teacher - Counselor
• TAG Teacher - Community Members

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TAG
ESL
TAG
SpEd
GenEd
GenEd
Fine Arts
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Look Familiar?
Gifted Student
ESL Teacher
Counselor
Classroom Teacher
Specials Teacher
Community Member
Special Ed. Teacher
Teacher of Gifted
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Collaboration Expectations

• What do you expect of classroom teachers as
  collaborative partners?
• What do you think classroom teachers expect of
  you as a collaborative partner?

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Building Bridges A Study of Collaboration

• Compare classroom teachers expectations of
  enrichment specialists with enrichment
  specialists expectations of classroom teachers.
• Discuss
• What you notice about the two sets of
  expectations
• What are the similarities and differences between
  these lists and yours
• What you can do to better meet classroom
  teachers expectations (or change those that are
  unrealistic)

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• Opportunities multiply as they are seized.
• --Sun Tzu, Chinese general, author of The Art of
  War

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What do you need to receive/give

• from/to administrators
• from/to classroom teachers
• from/to g/t colleagues
• in the infrastructure
• in the way of professional learning

to make collaboration (district/building/classroom
) more effective in your setting?
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Personalized Education Plans

• Not required by Iowa Code
• Considered best practice
• Chapter 59
• Suggested components

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PEP Purpose

• The PEP is intended to empower the student to
  excel academically.
• --Institute for Educational Advancement
• http//www.educationaladvancement.org/programspage
  s/pipeline.html

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Personalized Education Plans

• What is a PEP?
• What should it do?
• What does it actually do?
• Who gets a PEP?
• What information does an effective PEP include?
• How individualized should it be?
• Can a PEP be reasonable (in terms of time it
  takes to create and monitor) and effective?
• How does/can a PEP fold into documentation for
  other initiatives (IDM, four year plans, ICC,
  etc.)

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Sharing PEP Format and Thinking

• Linda Telleen-Martens
• ELP Coordinator HS ELP Teacher, Ames
• Tara Hofer
• Elementary ELP Teacher, Ames
• Sharing your examples and thinking
• Samples
• http//www.aea11.k12.ia.us/gifted/PEP
• http//www.dpi.state.nc.us/promotionstandards/pep/
  02samplepep

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Systemic Change How will you and others need to
change thinking? Who is and isnt comfortable
with the change? What support do you need to
manage the transition? How will others be
supported?
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First or second order?
Do stakeholders perceive the change as
an extension of the past?
a break with the past?
consistent with prevailing organizational norms?
inconsistent with prevailing organizational norms?
congruent with personal values?
incongruent with personal values?
easily learned using existing knowledge skills?
requiring new knowledge skills?
First-order Implications
Second-order Implications
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Work Time

• For next time
• Complete Inservice Design and Staff
  Qualifications sections of Self Audit.
• Complete or refine/review Identification,
  Differentiated Program, and Program Goals
  sections of written plan.
• Make decisions about PEP use and present to
  advisory
• Read Chapter 14 in text

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Next Session

• June 16-17, 2011
• Room 18, Heartland AEA