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About Project 2EXCEL

About Project 2EXCEL. Professor Karen B. Rogers Project 2EXCEL Director University of St. Thomas Minneapolis, Minnesota. It All Started With a Project…. Javits government grant for .875 million dollars for 5 year study of twice exceptional primary school children: PROJECT 2EXCEL

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About Project 2EXCEL

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  1. About Project 2EXCEL Professor Karen B. Rogers Project 2EXCEL Director University of St. Thomas Minneapolis, Minnesota

  2. It All Started With a Project… • Javits government grant for .875 million dollars for 5 year study of twice exceptional primary school children: PROJECT 2EXCEL • Includes 4 school districts (all serving gifted students in homogeneous, self-contained classrooms) with varying demographics so we can try to generalize across schools: District A – inner city gifted magnet school District B – small, blue collar 2nd ring suburban district District C – moderate 2nd ring middle class suburban district District D – moderate 1st ring blue collar/upper middle class suburban district

  3. Goals of Project 2EXCEL • Develop a systematic identification system for gifted learners with: • Attention Deficit Disorder with/without hyperactivity (ADHD) • Emotional Behavioral Disorder (EBD) • Autism Spectrum Disorder (ASD) • Specific Learning Disability (SLD) • Provide training for experimental teachers on twice exceptionality: • On-line certificate program (tuition free) 18 postgraduate credits in 2X Education • In-service training on curricular specifics with built in, paid writing days (8 per year) • Yearly stipends for materials and resources • Biweekly classroom visits for observation, reflection

  4. Goals of Project 2EXCEL • Develop a “toolkit” of adaptations and accommodations applicable to gifted math and reading/language arts curriculum • Provide training and support to parents of twice exceptional experimental and control students • Disseminate what is learned about identification, programming, and parenting with general community via: • Curriculum toolkit for teachers • Website (www.stthomas.edu/project2excel ) • Parent training and resource manual

  5. Project Implementation • Matched pairs of gifted children identified with the same forms (and degree) of exceptionality were randomly assigned to experimental and control classrooms • Matched pairs are pre- and post-tested on math and reading achievement levels, motivation to learn, and self-efficacy • Experimental students receive services for 5 years, starting with 4th grade and controls continue with their current levels of services (for giftedness and special education) • Parents of experimental and control students receive four training sessions yearly on home-based strategies and resources on twice exceptionality

  6. Goals of the Project: Were They Achieved? • Develop an identification protocol that systematically finds twice exceptional learners, grades K-8 • Established actual prevalence rates for four areas of twice exceptionality: GT/ASD, GT/ADHD, GT/SLD, GT/EBD

  7. Goal One: Identification • Developed a tiered system for finding these learners • Used the system to first “find” the 2X learners in the starting grades of the program • Used the system to then “find” the remaining 2X learners grades 3-8 in the same district (or school as in one district) – not completed at this point

  8. Tiers for Identification

  9. Prevalence Results Summary • Approximately 14% of the 504 GT children in self-contained classes were 2X. At 30 GTs per classroom, that means we could expect 4 of those GTs to present with a second exceptionality in each classroom. • GT/AD/HD learners represented 7% of the 504 GT children. At 30 GTs per classroom, we could expect 2 of those GTs to present with a AD/HD disorder in each classroom.

  10. Prevalence Results Summary • EBD and SLD represented 3%, respectively, of the 504 GT children. At 30 GTs per classroom, we could expect 1 EBD and 1 SLD child in each 4th grade classroom • GT/ASD learners represented 1% of the 504 GT children. At 30 GTs per classroom, we could expect 1 GT child with ASD in every third classroom.

  11. Developmental Prevalence Results Summary • Except for the anomaly at 5th grade, there appears to be a slight increase overall in 2X presentation as gifted learners grow older • GT/AD/HD seems to be the most prevalent twice exceptionality to crop up over time. • Sixth grade appears to be a time when SLD may rear its ugly head. • EBD tends to remain constant and at a relatively high second as most prevalent twice exceptionality. • When looking across the grade levels, approximately 1 GT child in 5 in this study presented with some twice exceptionality.

  12. Goal 2: Develop “Effective Teachers” • Professional development through in-services and writing/planning time • Professional development through on-line certification program • Provision of topical articles and resources directly to teachers in experimental classrooms

  13. Has Goal 2 been achieved? • Teacher assessments of in-service and planning times (May, 2009 through May, 2010). Overall rating of time efficacy and effectiveness 6.1 (out of 10) but huge discrepancy by district, with 3 districts reaching averages from 7 to 8.7 and 1 district considerably lower –did not use their allotted writing and planning days) • Have identified a “model” of planning time during school year that worked successfully this year in two of the districts: collaborative group planning and child study

  14. Has Goal 2 been achieved? • Teacher ratings of on-line course work rated overall as mean of 5.9, with individual district ratings ranging from 1.0 – 8.0 (out of 10) • Districts which collaborated in study groups as follow up to course sessions had most positive reactions to this aspect of professional development • Biggest issue is that foundations needed to be laid in both GT and SPED before “hitting” 2X education. That started this past summer. It was probably quite frustrating for our teachers “in the trenches”!

  15. Has Goal 2 been achieved? • Teacher ratings of materials provided was mean of 5.5 (out of 10) • Issue seems to have been finding the time to read what was provided, but resources provided, such as yoga balls, fidgets, lighting covers in classrooms very successful.

  16. Goal 3: 2X Toolkit Development • Developed toolkit of strategies and resources that adapt physical environment, social skills instruction, behavior modification, self-awareness to ensure that upscaled GT curriculum in math and language arts used in each district is sustained and that 2X learners can thrive with it.

  17. Was Goal 3 Achieved? • We have compiled the writing that was done in each district. The initial vision of this was that strategies would just be integrated within the curriculum itself, but as the year progressed, individual physical, behavioral, social accommodations were applied almost child by child. The population was discovered to be very idiosyncratic. Thus the toolkit has become a huge collective “box” from which teachers will take strategies, try them, put them back when they don’t work and try another.

  18. Was Goal 3 Achieved? Let’s Look at How the Kids Have Fared: Teachers’ Perspectives

  19. Was Goal 3 Achieved? Student Results of Pre- and Post Assessments: ITBS

  20. Was Goal 3 Achieved? Pre/Post (CAIMI)

  21. Was Goal 3 Achieved? Pre/Post Harter

  22. Goal 4: Provide Parent Training and Support • Develop first 8 parent facilitated group sessions to be presented directly to experimental and control parents of learners with 2X in each district • Compiled list of resources and strategies in handbook each district can distribute to their parents of children with 2X

  23. Was Goal 4 achieved? • Three facilitated group sets of materials were provided and implemented in the districts: “Organization/Self-Management,” “Perfectionism,” and “Motivation” • Three of the districts implemented all three sets of materials to reasonably good parent response • One district has employed a parent session coordinator who will provide these sessions in the next year

  24. Project Collaborators • University of St. Thomas (Special Education & Gifted Education Department • Karen Rogers Ann Ryan S. Nielsen-Gatti • Nancy Cohen Todd Busch T. Vandercook • Carol Malueg Barbara Stahl L. St.- Bresnahan • St. Paul Public Schools (Capitol Hill) • Renee Jensen Carol Aasen John Mayock • Grace Raymond Nancy Randall • Nicolle Hren Teynae Richardson • Lisa Larson Sharon Saunders

  25. Project Collaborators • Inver Grove Heights • Erin Boltik Kim Westra • Jane Sansgaard Betty Humphries • Jessica Swanson • Bloomington Schools • Richard Cash Julie Donaldson • Barbara Dullaghan Jodi Eschrich • Tim Kaari • Martha Palm

  26. Project Collaborators • South Washington County • Nancy Vague Colleen Heck • Kristine McDonald Anne Bleyl • Kristine Matulka Theresa Campbell • Plus our 17 “control” teachers across the four districts!

  27. District Reports • South Washington County • Bloomington • Inver Grove Heights • Capitol Hill

  28. South Washington County Schools Gateway A School-Within-a-School For Highly / Profoundly Gifted Students Grades 3-5

  29. South Washington County Schools • Suburban district located southeast of St. Paul • 16, 650 Students • 24% Racial and ethnic diversity • 16% Students receive free/reduced lunch • 15 Elementary Schools • 4 Middle Schools • 3 High Schools

  30. Gateway • School-within-a-school • Grades 3-5 • 4 Classrooms • 93 Students • 31% Racial and ethnic diversity • 4% Students receive free/reduced lunch

  31. Why we got involved • Number of students with 2e issues • Some 2e students not finding success, • Looking for curriculum to benefit 2e students • Opportunity to take classes

  32. What we are doing • Identification • Teacher and Psychologist Awareness • Parent Education

  33. Comments from staff….. “As a district we are developing team relationships and curriculum for the students to best meet their needs.” -Jane Moechnig, special education teacher “The partnership between special education and the Gateway teachers has been the most beneficial aspect of the project.” -Colleen Heck, Grade 4 Teacher in the Gateway program

  34. Comments from staff….. My background is in special education. Looking back, I now realize we had twice exceptional students in our program. We just didn’t realize it or call it that. As a principal, this awareness has allowed me to support staff with resources/staff development that assists them in the classroom to effectively meet the unique varied needs of the these wonderful children. -Molly Roeske, Principal-Bailey Elementary

  35. To Sum It All Up • We have made tremendous progress in a single school year, with trying: (1) to find these children who are “dually blessed”, (2) to meet the academic, social, and behavioral needs of these children, (3) to support the teachers who are working with these children, and (4) to support the parents of these children.

  36. Dimensions Academy • Students in grades 4-8 • Highly / profoundly gifted • Increased number of students who struggle with executive functioning issues

  37. Students • Seven “experimental” students • 4th grade • 4 boys • 5th grade • 1 boy • 2 girls • Most identified with reduced • Processing speed • Working memory

  38. Teachers • Two teachers in two mutli-aged (4/5) classroom • Extensive reading and study on executive functioning issues • Utilizing strategies to assist in developing executive functioning skills

  39. Students Gains on District Standardized Assessment (NWEA) • 4th grade • SF: • 30 pt gain in reading (expected 2-10) • 18 pt gain in math (expected 5-13) • ZL: • 16 pt gain in reading (expected 0-8) • 9 pt gain in math (expected 4-12) • GW: • 19 pt gain in reading (expected 0-8) • 5 pt gain in math (expected 3-11) • WT: • 11 pt gain in reading (expected 1-9) • 9 pt gain in math (expected 4-12)

  40. Students Gains on District Standardized Assessment (NWEA) • 5th grade • LA: • 7 pt gain in reading (expected -2-6) • Math not available • WD: • 4 pt gain in reading (expected 1-7) • 7 pt gain in math (expected 3-11) • IT: • Growth data not available

  41. Focus for 2010-2011 • Continue to develop a greater understanding of executive functioning • Continue to work with Special Education to bridge the gap • Enhanced parent workshops facilitated by a parent of 2e children

  42. Inver Grove Heights Community SchoolsJavits Grant UpdateNovember, 2010 Kim Westra, Atheneum 4th Grade Experimental Teacher

  43. Inver Grove Heights Community Schools Second-ring suburb 3712 students 29.9% Racial and ethnic diversity 33.6% Students receive free/reduced lunch 3 Elementary Schools 1 Middle School 1 High School

  44. Atheneum Gifted Magnet School-within-a-school model Grades 2-5 4 elementary classrooms 119 students ( open enrolled) 16% Racial and ethnic diversity 3% Receive free/reduced lunch 17 fourth graders qualified and 9 are participating in the study 19 fifth graders qualified and 12 fifth grade participants in the study

  45. Identification Process All assessments weighted for scores ranging 90% and above. WISC – IV (Weschler Intelligence Scale for Children) CogAT (Cognitive Abilities Test) MAP (Measures of Academic Progress) Parent Inventory/Teacher Recommendations Special Considerations/Additional Outside Testing/Portfolio, etc.

  46. Why we got involved in the study… Increased number of students displaying executive functioning, intensity issues, and other 2e characteristics Student success greater in the gifted classroom but still not always commensurate to their abilities

  47. Students’ obvious needs for specific accommodations/strategies yet not qualifying for special education services Staff’s desire to learn more about 2E students and how to better meet their needs Uniqueness of the study

  48. What we are doing Teacher training Curriculum and resource development Parent education Identification

  49. Capitol Hill Gifted & Talented Magnet SchoolFull-time Gifted ProgramGrades 1-8 St. Paul Public School District 625

  50. Capitol Hill Gifted & Talented Magnet School • Urban GT Magnet • 1050 students • 42% ethnicity • 30% SES

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