EASD Gifted Presentation

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EASD Gifted Presentation

• Presented by
• Mrs. Nanda Mitra Itle

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Essential Questions

• What is a gifted student?
• How gifted students identified?
• What is the purpose of gifted education?
• What will my childs educational program look it?
• What are my rights as a parent?
• What can I do to help as a parent?
• What are some resources out there?

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What is a Gifted Student?
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What is a Gifted Student?

• Mentally and physically involved instead of just
  attentive (Szabos).
• Constructs abstractions instead of just
  understanding ideas (Szabos).
• Answers in detail instead of just answering
  question (Szabos).
• Plays around yet tests well instead of working
  hard to test well (Szabos).
• Consequently, gifted education is needed and
  provided in conformity with a Gifted
  Individualized Education Program (GIEP).

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What is a Gifted Student cont?

• A child with an ability that requires specially
  designed programs and/or support services not
  ordinarily provided in the regular education
  program (22 Pa. Code16.1)
• A child with an IQ of 130 or higher when multiple
  criteria as set forth in department guidelines
  indicates gifted ability (22 Pa. Code16.21d)

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Multiple Criteria?Criteria, other than IQ score,
must be used to indicate gifted abilitySuch As.

• Academic performance significantly above grade
  level or the normal age group in one or more
  subjects as measured by nationally normed and
  validated achievement tests.
• (22 Pa. Code16.1)

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Multiple Criteria cont..

• Rate of Acquisition/Retention
• Demonstrated Achievement, performance or
  expertise in one or more academic areas.
• Early and measured use of high level thinking
  skills, academic creativity, leadership skills,
  intense academic interest areas, communication
  skills, foreign language aptitude or technology
  expertise.
• (22 Pa. Code16.1)

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Multiple Criteria cont..

• Intervening factors masking giftedness such as
  ESL, SLD, physical impairment, emotional
  disability, gender, race bias, or socio/cultural
  deprivation.
• (22 Pa. Code16.1)

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Multiple Criteria continued..

• Rate of Acquisition/Retention
• Demonstrated Achievement, performance or
  expertise in one or more academic areas.
• Early and measured use of high level thinking
  skills, academic creativity, leadership skills,
  intense academic interest areas, communication
  skills, foreign language aptitude or technology
  expertise.
• (22 Pa. Code16.1)

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Multiple Criteria continued..

• Intervening factors masking giftedness such as
  ESL, SLD, physical impairment, emotional
  disability, gender, race bias, or socio/cultural
  deprivation.
• (22 Pa. Code16.1)

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How are gifted students identified?
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Gifted Stats.

• A gifted student falls within the end of a
  standard bell curve.
• The gifted population across the nation
  constitutes the top 2.
• Image from www..librarythinkquest.org

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Stats 101

• Scale Score-Raw (range 1-19)
• Basal Rule-Certain number of consecutive correct
  before going on (usually 2-3)
• Ceiling Rule-Certain number of consecutive
  incorrect before discontinuing (ranging from 3-7)
• Standard Score- score with a mean of 100 and
  standard deviation of plus/minus 15.
• Confidence Interval-obtained score plus/minus
  certain range creating a band of confidence (90
  or 95).
• (Bordens Abbot)

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Stats 101 cont

• Base rate-tells how often a difference occurs in
  a standardized group. What the norm is.
• Subtest scatter- If 6pts or more in range.
• IQ score scatter-If have scatter in subtests can
  make FSIQ, index score not as valid. See norms
  for statistical significance of IQ scatter.
• Critical Value-Used to determine the probability
  of making a Type I (alpha) or II (Beta) error.
  Usually .05 or .01 is used.
• (Bordens Abbot)

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Stats 101 cont

• Intra-individual differences-Pattern of strengths
  and weakness compared to own aptitude.
• Inter-individual difference-Pattern of strengths
  and weakness compared to same age/grade peers
  (percentile rank).
• Norm group-making comparisons against other kids
  in norm group. Assessments should have a wide
  group for which they were standardized on to have
  good validity.
• (Bordens Abbot)

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Types of Intelligence

• G general intelligence with specific abilities.
• Fluid-adaptive, capacity to learn, novel problem
  solving ability
• Crystallized-acquire skills/knowledge that are
  based on experience and culture.
• Verbal-
• Nonverbal (spatial)-
• Short-term memory-
• Processing speed-

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Assessments Used

• Cognitive Assessments (A.K.A. I.Q. Tests)
• Achievement Assessments
• District Assessments
• State Assessments
• Parent, Teacher, Student input

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Cognitive Assessments

• WISC-IV (Wescler Individual Scale for Children,
  Fourth Edition)
• Reynolds
• Woodcock Johnson III
• K-BIT
• TONI
• Standford Binet

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Achievement Assessments

• WIAT II (Weschler Individual Achievement Test,
  Second Edition)
• Woodcock Johnson III
• KTEA
• WRAT

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District Assessments

• Most districts have reading and math assessments
  (ie. 4-Sight, DIBELS, CBA, etc).
• Assessments generally have a low ceiling (grade
  level only)
• Designed to measure acquisition of grade level
  material
• Sometimes used for instructional purposes (I.e.
  ability groups, etc).

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State Assessments

• Are on grade level content only
• Have a low ceiling
• Sometimes determines class placement (secondary
  mostly)
• Gifted kids often have difficulty sequencing in
  math areas.
• Accommodations allowed (I.e. extended time, etc)

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Parents, teacher, Student input

• Important to consider multiple perspectives
• Important to involve students in their own
  education
• Important for teachers and parents to work
  together.

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So what does all that mean?

• Make sure that IQ score being used is a good
  measure of the students cognitive ability
  (minimal scatter, good norms, meet ceiling and
  basal rules, takes into account gifted
  characteristic, etc).
• Make sure intra-individual as well as
  inter-individual differences are reported.
• Make sure achievement measures being used have a
  high ceiling.
• Make sure multiple criteria are considered,
  especially for students whose IQ score is lower
  than 130.

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So what cont

• Make sure cognitive assessment being used is
  appropriate for your child (I.e. nonverbal for
  ESL or speech and language impaired).
• Make sure instruction being delivered is at the
  students level given assessment data.
• Make sure appropriate push-in and/or pull-out
  interventions are being used.
• Make sure inter or intra-individual differences
  reported are at .05 or .01 alpha ratios.

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What is the Purpose of Gifted Education?
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Role of Gifted Education in Schools

• To identify the specific talents and abilities of
  gifted students and nourish those abilities
  through placing students in appropriate K-12
  district curricula.
• To provide an appropriate education based upon
  the specific abilities of each student.
• To challenge gifted students by providing
  educational programming that meets their academic
  and intellectual needs within the scope of the
  K-12 district curriculum.
• (Thomas, A Grimes, T, 1995).

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What will my Childs Gifted Educational Program
look like?
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Levels of Service in Programming

• Services offered to all Students
• Services offered to many students
• Services offered to individuals or small groups
  by specialists in school.
• Outside services or unusual in-school options
  offered to individual students
• Ron Schmiedel

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Individualized Gifted Program
facilitator support
Independent Study
Pull-out
School clubs/teams
Tiered Assignments
Acceleration
Enrichment
Clubs
Grouping
School in a School
Middle school classes
Testing out
Differentiation
Gifted Center
Specialized Curriculum
Learning contracts
Grade skipping
Distance Learning
Ron Schmiedel
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Gifted Education components
Acceleration
Acceleration
Enrichment
Affective Needs
Enrichment
Affective Needs
Global/Social connections

• Through a variety of service delivery options!
• Ron Schmiedel

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Gifted Education is

• Conducted in an instructional setting.
• Provided in an instructional or skill area.
• Individualized to meet the educational needs of
  the student within the scope of the K-12 district
  curriculum.
• Reasonably calculated to yield meaningful
  educational benefit and student progress.
• Provided in conformity with a Gifted.
  Individualized Education Program (GIEP).
• (PDE-Parent Guide to Special Education for the
  Gifted)

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What is a GIEP?

• Based on unique needs to the gifted student, not
  just on the students classification.
• Enables the student to participate in
  acceleration or enrichment or both as
  appropriate.
• Enables the student to receive services according
  to their intellectual and academic abilities and
  needs within the scope of the K-12 district
  curriculum.
• (PDE-Parent Guide to Special Education for the
  Gifted)

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GIEP Content?

• Statement of your childs present educational
  performance.
• Annual goals will describe what your child can be
  expected to learn during the year.
• Short-term outcomes are the sequential steps your
  child must take in order to reach these goals.
• Dates for the beginning and end of the GIEP.
• (PDE-Parent Guide to Special Education for the
  Gifted)

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GIEP Content cont..

• Ways for determining whether the goals and
  learning outcomes are being met.
• Names and positions of the GIEP participants.
• Date of meeting.
• List any support services that are needed.
• (PDE-Parent Guide to Special Education for the
  Gifted)

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GIEP Time lines

• GIEP must be completed within 30 calendar days
  after the written report.
• The GIEP must be put into action no more than 10
  school calendar days after the GIEP is completed.
• (PDE-Parent Guide to Special Education for the
  Gifted)

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GIEP Time lines cont..

• After the GIEP is developed, you will receive a
  Notice of Recommended Assignment (NORA) and a
  copy of Notice of Parental Rights for Gifted
  Children.
• The district may send these through the mail
  within 5 calendar days after the conclusion of
  the GIEP meeting.
• The district may also give these forms to you in
  person at the end of the GIEP meeting.
• (PDE-Parent Guide to Special Education for the
  Gifted)

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GIEP Time lines cont..

• If the NORA was mailed to you, you have 10
  calendar days to return it.
• If the NORA was given to you at the GIEP meeting,
  you have 5 calendar days to return it.
• If you gave your approval and signed the NORA at
  the GIEP meeting, you have 5 days to revoke the
  approval.
• (PDE-Parent Guide to Special Education for the
  Gifted)

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Other Educational Changes?

• General educational curriculum will be
  adapted/modified as needed.
• Modifications may consistent of compacting,
  acceleration, dual placement in subject at or
  grade level and/or enrichment all within the
  scope of the K-12 district curriculum.
• (PDE-Parent Guide to Special Education for the
  Gifted)

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What are my rights as a parent?
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Parental Rights?

• (For a complete list see the Notice of Parental
  Rights for Gifted Children booklet.)
• Right to see and get copies of your childs
  public school records within 45 days of asking
  for them or before any meeting regarding the GIEP
  or before a due process hearing.
• (PDE-Parent Guide to Special Education for the
  Gifted)

.
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Parental Rights cont..

• You have the right to be notified about your
  childs program and progress and any changes that
  take place in either.
• The right to approve or reject programs and
  testing.
• The right to privacy
• (PDE-Parent Guide to Special Education for the
  Gifted)

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Parental Rights cont.

• The right to have a mediation to help you and the
  school reach an agreement.
• The right to an impartial due process hearing
  with a hearing officer.
• (PDE-Parent Guide to Special Education for the
  Gifted)

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What can I do to Help as a Parent?
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What can I do to help?

• Share insights regarding your child with school
  staff (strengths, talents, creative abilities
  etc).
• Bring ideas to the GIEP meeting
• Review the GIEP with the child before/after the
  meeting.
• Talk with child about what being gifted means and
  obtain their insights.

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What can I do to help?

• Clarify expectations-yours and the teachers (ways
  of acting, academic goals etc).
• Volunteer to help classroom and school wide
  gifted activities.
• Keep school updated on your child (I.e.
  interests, family situations, educational
  activities outside of school,special experiences
  etc).

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What are some Resources out there?
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Resources

• http//www.glc.k12.ga.us/qcc/homepg.asp
• http//www.cloudnet.com/7Eedrbsass/edres.htm
• http//www.nswagtc.org.au/info/links.html
• http//www.easdpa.org/district/professional/lesson
  plan.htm

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Resources, cont.
http//www.hoagiesgifted.org/investigations.htm
http//www.glc.k12.ga.us/trc/cluster.asp?modebrow
seintPathID7686
http//webquest.sdsu.edu/webquest.html (click
Portal, then select Top in left column

• http//curry.edschool.virginia.edu/hottlinx/
• http//www.shambles.net/pages/staff/gifted/

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Resources, contd

• http//www.bestwebquests.com
• http//edsitement.neh.fed.us/tab_lesson.asp?subjec
  tArea2
• http//www.intel.com/ca/education/unitplans/
• http//www97.intel.com/en/ProjectDesign/UnitPlanIn
  dex/GradeIndex/4
• http//www97.intel.com/en/ProjectDesign/UnitPlanIn
  dex/SubjectIndex/SubjectIndex.
• http//www.geocities.com/Heartland/Plains/6097/mat
  h.html (this won't work from school computers,
  but it is good)

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Resources, cont.

• http//www.ed.gov/databases/ERIC_Digests/ed342175.
  html
• Article by Dr. Carol Ann Tomlinson describing the
  characteristics of a differentiated classroom
  with an emphasis on the learning needs of
  academically advanced learners.
• Article by Sandra Berger describing instructional
  and management strategies for the modification of
  curriculum based on the needs and characteristics
  of gifted students. Explores models and
  strategies for modify content process, product
  and learning environment.

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Resources cont..

• http//teach-nology.com/
• School Psychologist
• Gifted facilitators
• Guidance Counselors
• Principals
• Websites and books

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References

• Bordens, K.S. Abott, B.B. Research design and
  methods. A process approach 3rd. Mayfield Pub.
  Co.
• Schmiedel, R. from Pine-Richland High School
• Szabos, J 1989. Challenge. Good Apple 34.
• Thomas, A Grimes, T, 1995. Gifted education.
  Best Practices in School Psychology III.
  1083-1086.
• EASD gifted manual and handouts
• Pennsylvania Department of Education website

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Questions?
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Good Bye Thanks for everyone's help and patience