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What To Do With the Gifted Few?: A SMART Approach Presented by…. Shirley K. Curl, Ph.D.

What To Do With the Gifted Few?: A SMART Approach Presented by…. Shirley K. Curl, Ph.D. A SMART APPROACH. S Screening and Identification M Measurable Goals-STLOs A Acceleration and Enrichment R Research-Based and Data-Driven T Training.

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What To Do With the Gifted Few?: A SMART Approach Presented by…. Shirley K. Curl, Ph.D.

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  1. What To Do With the Gifted Few?:A SMART ApproachPresented by….Shirley K. Curl, Ph.D.

  2. A SMART APPROACH • S Screening and Identification • M Measurable Goals-STLOs • A Acceleration and Enrichment • R Research-Based and Data-Driven • T Training

  3. SCREENING and IDENTIFICATION • GIFTED LEARNERS • UNDERACHIEVERS • TWICE EXCEPTIONAL

  4. MEASURABLE • GOALS • SHORT-TERM LEARNING OUTCOMES

  5. ACCELERATION and ENRICHMENT • CURRICULUM CONTINUUM FOR GIFTED LEARNERS • ADAPTATIONS and MODIFICATIONS • CLUSTER GROUPING • CURRICULUM COMPACTING

  6. ACCELERATION “ Acceleration is one of the most effective and research based interventions for academic growth of students who are ready for advanced and faster curriculum.” Nicholas Colengelo Acceleration Guidelines University of Iowa November, 2009

  7. RESEARCH-BASED and DATA DRIVEN • INSTRUCTIONAL STRATEGIES • PROGRAMMING OPTIONS • ASSESSMENT PROCEDURES • PROGRAM EVALUATION

  8. TRAINING • PRINCIPALS • GIFTED and REGULAR EDUCATION TEACHERS • SUPPORT STAFF RESPONSIBLE for GIFTED EDUCATION

  9. TRAININGTOPICS • Developing Legally Defensible GIEPs • Gifted Student Characteristics and Learning Needs • Differentiation of Instruction for Gifted Learners

  10. TRAINING TOPICS (continued) • Specially Designed Instruction • Integration of Gifted Education within the Total School Curriculum • Research-Based Strategies for Gifted Learners • Evaluation Techniques for Student Progress and Program Effectiveness

  11. TRAINING TOPICS (continued) • Parent and Community Involvement in Gifted Education • Addressing Emotional and Social Needs • Transition Planning for Gifted Students

  12. PRESENT LEVELS of EDUCATIONAL PERFORMANCE • What are the student’s areas of academic strengths and weaknesses? • Do the areas of strength warrant acceleration, or is enrichment adequate? • If acceleration is indicated, what steps must be taken to ensure success?

  13. PLEP • Standardized Assessments • Curriculum Based Assessments • Teacher Observations and Rubric Data • Content Area Achievement Tests

  14. ASSESSMENT • Does the assessment provide a meaningful measure of the student’s current ability in the content area? • Grade level equivalency scores do not mean that the student is working at that grade level. • Pre-assessment tests need to be condensed and combined. Linda Deal, 2010

  15. ASSESSMENTS: CRITERIA for INSTRUCTIONAL DECISIONS • Measure important learning outcomes. • Address instructional placement. • Help measure instructional progress. • Provide diagnostic information for content difficulties to develop instructional plans. • Provide clear descriptions of student performance that can be linked to instructional actions. NAGC, 2009

  16. ASSESSMENTS: CRITERIA for INSTRUCTIONAL DECISIONS • Be compatible with a variety of instructional models. • Communicate the goals of learning to both students and teachers. • Generate accurate, meaningful information. • Be easily administered, scored, and interpreted by teachers. NAGC, 2009

  17. SPECIALLY DESIGNED INSTRUCTION 16.1 Speciallydesigned instruction— Adaptations or modifications to the general curriculum, instruction, instructional environments, methods, materials, or a specialized curriculum for students who are gifted.

  18. SPECIALLY DESIGNED INSTRUCTION SDI is required for each goal. Must be very descriptive: a) How will instruction be delivered toward attaining annual goals? b) What curricular modifications are needed to attain the goals?

  19. SUPPORT SERVICES What does the gifted student need in order to benefit from gifted education? Examples: • Collaboration between the gifted and regular education teacher(s) • Counseling for students and their families

  20. Peer-Evaluation Self-Evaluation Teacher Evaluation Product Assessment Appropriate standardized instruments Journals Portfolio Evaluation by an appropriate audience Pretests and posttests Rating Scales Performance Assessment Teacher-Student Conferences Student-Student Conferences STUDENT ACCOUNTABILITY

  21. PROGRAM ACCOUNTABILITY • Learner outcomes • Cognitive outcomes • Affective outcomes • Individual outcomes • Group outcomes Callahan (2001)

  22. SMART IDEAS • Differentiation of Instruction in Advanced Placement Courses • Quality Assurance Teams • Program Evaluation by an Expert • A Gifted Goal Bank • Parent/Business Partnerships • Consortium for Providing Gifted Education • Service Learning and Job Shadowing • Academic Support Teams

  23. MORE SMART IDEAS • Transition Plans for Gifted Students • Partnerships with Area Colleges • Response to Intervention • Contracting with Local College for Trainings • Data Analysis Teams in each Building • Continuous Collaboration • Co-Teaching Academy • Websites Created by Students • Co-Teaching by Gifted Education and Regular Education Teachers • Middle School Honors Classes

  24. “As an irrigatorguides water to his fields, as an archer aims an arrow, as a carpenter carves wood, the wise shape their lives” Buddha

  25. ACKNOWLEDGEMENTS Linda Deal, Teacher of the Gifted Jay Clark, Attorney/Parent Dr. Michael Leichliter, Superintendent

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