Embracing the Paradox: Effective Advocacy for GTLD Students

1. Embracing the Paradox: Effective Advocacy for GTLD Students Karin Tulchinsky Cohen Weinfeld Education Group, LLC November 8, 2010

2. Fermi Paradox Song • How does the concept of the paradox of GTLD serve to better explain who these kids are and what they need?

3. Paradox • a self-contradictory statement that at first seems true : an argument that apparently derives self-contradictory conclusions by valid deduction from acceptable premises • It is a paradox that computers need maintenance so often, since they are meant to save people time. • As an actor, he's a —he loves being in the public eye but also deeply values and protects his privacy.

4. Why Paradox? • How is the whole concept of GTLD a paradox? • How does the paradoxical nature of GTLD affect how to effectively advocate for GTLD?

5. GOALS for the Workshop: • Analyze GTLD through the lens of a paradox • Discuss characteristics of GTLD students • Discuss program models for GTLD • Discuss strategies for effective advocacy for GTLD students

6. Personal Goals for this Workshop • What are your goals for being here today? • What would you like to gain from this workshop?

7. SKLD Characteristics • They may be able to actively participate in a class discussion, but unable to write a complete sentence. • They may be light years ahead in math reasoning, but unable to perform simple math computations. • Ask them about their favorite science or social studies topic and you may get bombarded with information, but ask them to read a book on the same topic and they may be unable to do so.

8. GTLD Characteristics, continued • Ask them to write a research paper on bridges and they may be unable to complete the assignment, but sitting on a table at home may be an elaborate structure that the same student built out of Legos or toothpicks that reflect his or her understanding of advanced concepts in physics, engineering and architecture. • Think of student you know that this pertains to- reflect and share.

9. SKLD Characteristics, cont’d. • Strengths of these students often include high abstract reasoning, strong vocabulary, strong visual-spatial skills, and high creativity, resulting in exceptional ability in science, the arts, and technical areas, including math reasoning. • Weaknesses of these students often include written language (including spelling), organization, reading decoding, and memory (including math computations).

10. What is Giftedness? • 1. Perceptive • 2. Inquisitive • 3. Communicative • 4. Creative • 5. Resourceful • 6. Leadership • 7. Persistence • How does this view of giftedness include GTLD?

12. 3 Types of GTLD: 1.Identified as Gifted: Teachers say that the child is gifted but not performing so child is not trying. 2. Identified with a Disability: Giftedness is masked. Educational focus is on weaknesses. 3. Giftedness masks the disability and disability masks the gift: The child appears average so what is wrong with being average. In reality, these kids are anything but average.

14. How many kids are we talking about? • Every student who is identified as LD or had a 504 or IEP, does not include students who’s disability masks the giftedness or who’s giftedness masks the disability • MCPS- 2% in whole population- 2,700 kids out of 135,00- missing lots of kids in that estimate • 2-5% fit this criteria • There is at least one child per classroom who is a bright struggling student

15. History of MCPS GTLD Program • Mid 1980s- group of parents who’ s kids were in GT program, Dr. Wave Starnes was a very progressive coordinator, wanted to help struggling GT kids • Engaged Special Ed office in dialogue • 1985- all got in a car went to Westchester County in NY saw the only program, called the GT Handicapped Program, MCPS then started a pilot program • Javitz funded, became an on-going elementary through high school, at its peak 3 ES, 3 MS and 3 HS

16. History of MCPS GTLD Program, continued • Now it is 2 ES, 3 MS and 2 HS • Program was established because of parents advocating tirelessly • Identified someone in the school system who wanted to make things happen • Partnership with Special Education actualized the programming • Population of this program is small, most are served in home schools- but those who need dual program are identified and best served in GTLD

17. 4 Best Practices-from Rich Weinfeld et al • Teach to the Strength • Direct Instruction in Areas of Need • Adaptations and Accommodations • Case Management

18. 4 Best Practices • 1. Teach to the Strength: Providing gifted and talented instruction in the students area of strength, interest, passion, choice • 2. Direct Instruction in Areas of Need: Opportunities for the instruction of skills and strategies in academic areas which are affected by the student’s disability

19. 4 Best Practices, cont’d • 3. Adaptations and Accommodations: An appropriately differentiated program, including instructional adaptations and accommodations systemically provided to students • 4. Comprehensive Case Management to coordinate all aspects of the student’s individual educational plan, on-going communication, proactive planning

20. MCPS Clip • As you watch the video clip think of a paradoxical student that you know. • Would this program be a good fit for him or, her? Why? Why not?

21. Program Look-Fors • General Education Setting- rigor and support • Special Education Setting- rigor • Gifted Setting- support

22. Rigor is the goal of helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging. From Teaching What Matters Most, Strong, Silver and Perini, ASCD.

23. Isn’t This Just Good Teaching? • GTLD programs improve best practices for all teachers • It is the right thing for all students. • For this population this is crucial.

24. Troy Brown • What is the price of only attending to the weaknesses?

26. What is Advocacy? There are three main aspects of advocacy: • High degree of skill and knowledge • Gives expert advice • Supports children

27. Effective Advocacy Includes: • Gathering expert information about the population and exemplary programs, CEC, 2E Newsletter, MCPS website, NAGC • Forming Coalitions and Partnerships • Planning Necessary Action Steps • Participation in Meetings to Ensure Implementation of Action Steps • Knowing the Law, Policies, and Community and School Resources • Seeking Consultation and Training Opportunities • Knowing Yourself

28. Big Ideas to Consider: • 1. Students who do not appear gifted at one point in their lives may be gifted at another point in their lives. • 2. Being gifted does not mean a person is free from having issues and needs. • 3. We bring our own “baggage” to the decision-making process. • 4. Identify the gifts in as many people as possible rather than find the few people who are gifted in every way.

29. Future Thinking… And now for a moment of reflection… • Next Steps • Considerations • Support Needed

30. “Not every child has an equal talent or an equal ability or an equal motivation, but children have the equal right to develop their talent, their ability, and their motivation.” John F. Kennedy