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Certification in Gifted Education

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Title: Certification in Gifted Education


1
Certification in Gifted Education
  • Presenters
  • Nancy Gardner
  • Nora Ho
  • Marilyn Lane
  • Virginia McQueen

2
  • Expected Competencies and Requirements

3
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

4
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

5
What Is Giftedness?
  • Course 1
  • Definitions of Giftedness
  • Characteristics of Giftedness
  • Myths about Gifted
  • Identification Process and Procedures

6
Could I Be Gifted?
7
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

8
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

9
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

10
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

11
Learning and Behavioral Characteristics
  • Bright Learner
  • Enjoys straightforward, sequential presentation
  • Is pleased with own learning
  • Gifted Learner
  • Thrives on complexity
  • Is highly self critical

12
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

13
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

14
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.

15
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.

16
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

17
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.

18
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

19
California GATE Program Standards
20
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

21
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

22
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)

23
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.

24
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.

25
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.

26
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.

27
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.

28
Exemplary Standards 21Three Year Approval
  • No exemplars

29
Identification of Giftedness
30
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

31
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

32
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

33
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

34
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

35
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

36
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-

37
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.

38
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.

39
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.

40
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.

41
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.

42
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.

43
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.

44
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.

45
Exemplary Standards 23Three Year Approval
  • No exemplars

46
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
47
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.

48
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.

49
Ravens Progressive MatricesKey Points
  • Non-reading test
  • Fluid intelligence
  • Best and fairest method for predicting scholastic
    aptitude
  • Untimed

50
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.

51
Ravens Ability Tested
  • Description of Ability Handout
  • Sample test items Test Administration

52
Ravens Progressive Matrices Sampler
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