1 / 8

Increasing the Identification of Gifted Students from Underrepresented Populations

Increasing the Identification of Gifted Students from Underrepresented Populations. Instructional Support Team Meeting Sample County Public Schools March 18 th , 2013. Committee Members. Dr. ___, Deputy Superintendent ___, Executive Director, ESSS

hetal
Download Presentation

Increasing the Identification of Gifted Students from Underrepresented Populations

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Increasing the Identification of Gifted Students from Underrepresented Populations Instructional Support Team Meeting Sample County Public Schools March 18th, 2013

  2. Committee Members • Dr. ___, Deputy Superintendent • ___, Executive Director, ESSS • Dr. ___, Executive Director, Elementary Education • Dr. ___, Executive Director, Elementary Education • Dr. ___, Principal, Wicklow Elementary • ___, Administrator, ESSS • ___, Lead School Psychologist • Jeanette Lukens, School Psychologist • ___, Director of Federal Projects • ___, Coordinator, ESOL/Curriculum

  3. Identifying Gifted Students From Underrepresented Populations • As of 1993, the U.S. Department of Education reported that Black, Hispanic, and Native American students were underrepresented by 50%-70% in gifted education programs. (Naglieri & Ford, 2003) • Black and Hispanic students are less than half as likely to be in gifted programs as White, American Indian or Asian students. (Donovan & Cross, 2002 as cited in Callahan, 2005) • Despite recent efforts to address this problem, the underrepresentation of minority students in gifted programs has been persistent and, for some groups, has increased. (Ford, 1998 as cited in Naglieri & Ford, 2003)

  4. Identifying Gifted Students From Underrepresented Populations • Sample County has developed an initiative making it a priority to search out and identify students from our underrepresented populations. • Elementary Gifted Planning Committee • Mission • To examine strategies needed to create an action plan to increase the identification of Gifted students who are low socioeconomic status (SES) or English Language Learners (ELL) • Vision • To increase the participation of low SES and ELL students in the Gifted Program to align more closely to the percentage of students in these categories attending Sample County Public Schools

  5. Data generated from Skyward on 3/8/2013

  6. Data generated from Skyward on 3/8/2013

  7. Recommendations from the Elementary Gifted Committee • Mission • To examine strategies needed to create an action plan to increase the identification of Gifted students who are low socioeconomic status (SES) or English Language Learners (ELL). • Vision • To increase the participation of low SES and ELL students in the Gifted Program to align more closely to the percentage of students in these categories attending Sample County Public Schools.

  8. Recommendations from the Elementary Gifted Committee • Provide an overview of the mission and vision of the Gifted Identification Committee to the elementary school principals. • Provide opportunities for extended contract testing for school psychologists at targeted schools. • Provide an overview of the mission and vision of the Gifted Identification Committee to the Instructional Support Team (IST). • Establish a school psychologist as the gifted identification facilitator. • Allocate one gifted/talent development teacher for each of the six targeted schools. Teacher will be hired at the district level with input from principals. • Provide professional development to the school psychologists on the identification of students from underrepresented populations. • Establish three (3) lead teachers of the gifted at each level (1 elementary, 1 middle, 1 high school). • Review and revise current Plan B Checklist, and provide professional development to teachers, guidance counselors, and staffing specialists on revisions. • Provide professional development to targeted schools on the identification and characteristics of gifted students in underrepresented populations. • Schedule a meeting with targeted school principals to discuss additional curriculum opportunities for talent development. • Conduct large-scale screening of second-grade students at six targeted elementary schools utilizing the Naglieri Nonverbal Ability Test, Second Edition (NNAT2). • Provide continuous PLC opportunities to new gifted/talent development teachers on talent development curriculum/activities and the identification of students from underrepresented populations. • Continuously monitor and analyze gifted identification data from underrepresented populations. Provide updated reports to committee and IST. • Provide parent training in support of talent development. • Continuation of professional development for gifted endorsement.

More Related