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Inclusion of Students that are Gifted in the Regular Classroom and Students with Learning Challenges in Gifted Progra

Inclusion of Students that are Gifted in the Regular Classroom and Students with Learning Challenges in Gifted Programs. Becki Hendrick Courtney Velpel Dory Witzeling. Courtney Velpel

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Inclusion of Students that are Gifted in the Regular Classroom and Students with Learning Challenges in Gifted Progra

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  1. Inclusion of Students that are Gifted in the Regular Classroom and Students with Learning Challenges in Gifted Programs Becki Hendrick Courtney Velpel Dory Witzeling

  2. Courtney Velpel • Teaching: 10 yrs. gifted education – grades 5 & 6 communication arts & social studies Appleton, WI – Odyssey Elementary Charter Becki Hendrick • Teaching: 7 yrs. gifted education – grades K-6 elementary TAG teacher Appleton, WI Dory Witzeling • Teaching: 7yrs gifted education – grades 3-6 science and math Appleton, WI – Odyssey Elementary Charter

  3. Wide Range of Abilities Just like there is incredible variability in populations of students receiving special education services, we see the same in gifted populations. If we draw students from the top 5%, how high does that go?

  4. Common Misconceptions about Gifted Students: Adapted from Judy Galbraith’s book The gifted Kids’ Survival Guide Many people think that all gifted students: Know the answers Are interested Pay attention Work hard Answer questions Enjoy same-age peers Learn easily Listen well Are well-organized Are self-satisfied Many people comment that our jobs must be a breeze, but…

  5. In fact, gifted students often:

  6. areas of giftedness the math or science whiz, history buff, etc. Specific Academic Aptitude Ability in Visual or Performing Arts the all-around bright individual the initiator or organizer of activities within groups of people the innovator of novel and often unique ideas, responses, or solutions to problems the artistic stand-out in visual art forms, music, drama, creative writing or dance

  7. Asynchronous Development Gifted students develop unevenly • academically • socially • emotionally Many adults treat gifted children like little adults because of their advanced vocabularies and complex speech patterns. But emotionally and socially they are often closer to their true age.

  8. Gifted Children are intellectually, emotionally, socially, and culturally diverse! Gifted children are sweet, kind-hearted, funny, fun-loving, social, creative, impulsive, sensitive, competitive, cooperative, reclusive, leaders, loners… They also come from different cultures and ethnic backgrounds, but many minority students are underrepresented in gifted populations. We continually work on improving identification methods…

  9. Gifted and Disabled Student Populations Overlap All Students Students Who are Gifted Students who are Highly Gifted Students who are Twice-Exceptional (2e) Students with Disabilities

  10. Identifying 2e studentsIndicators of Ability - Achievement Discrepancy • Look for kids whose performance varies significantly in different areas. • Look beyond test scores. • Studies have shown no consistent pattern in twice exceptional students • There may be a discrepancy between Verbal and Performance IQ but it is much more important to look at the subtests.

  11. Common Traits of 2e Learners Signs of Giftedness Signs of Learning Disabilities • poor short-term memory • speaking vocabulary more sophisticated than written • has difficulty with spelling and phonics • struggles with easy, sequential material • difficulty with rote memorization • poor auditory memory • weak in language mechanics • finds clever ways to avoid weak areas • excellent long-term memory • extensive vocabulary • advanced verbal skills • grasps abstract concepts • performs better with challenging work • thrives on complexity • highly creative, imaginative • extremely curious • has high degree of energy • insightful (seems "wise“)

  12. Tier I (High Ability) Includes the students that are scoring 90% or above on a variety of assessments, they are kept in the regular ed classroom, and have needs addressed by differentiated instruction. Differentiated Instruction is the most important Tier 1 strategy for High Ability and Gifted students. The key principles of Differentiated Instruction are: • Student-centered instructional practices and materials are standards-based and grounded in research • Instruction has clear objectives with focused activities to reach the objectives • Assessment results are used to shape future instructional decisions • Students have multiple avenues to show mastery of essential content and skills, and to demonstrate their learning • Instructional pacing, depth and complexity are varied.

  13. Strategies for Differentiating Instruction • Choice/Tic-tac-toe boards: Students make a work selection from a certain row or column. Teachers can provide for student learning needs while giving students choice. • Compacting: This strategy should be done at all levels to prevent repetition and re-teaching of content students have already mastered. To compact the teacher must pre-test students in the content to be presented. Students mastering, or nearly mastering the content, then move on to an advanced level of difficulty. • Extensions: Offer relevant extension options for learners who need additional challenges. • Learning contracts: Students negotiate individually with teacher about what and how much will be learned and when product will be due; often connected with an individual or independent project. • Most difficult first: Students can demonstrate a mastery of a concept by completing the five most difficult problems with 85 percent accuracy. Students who demonstrate mastery do not need to practice any more. • RAFT: Provides students choice in a writing assignment varying Role, Audience, Format, and Topic.

  14. Tier II (Gifted/TAG Pull-together Class) These are students that are scoring 95% or above on a variety of assessments. These students need programming beyond the differentiated instruction that is done in the regular classroom. Strategies and Interventions for Tier 2 • Cluster grouping: Placing the top group of students from a grade into the same classroomso the teacher has a “group,” rather than just one student who is above and beyond his/her peers. These teachers MUST enjoy working with gifted students and have a background in differentiated instruction for gifted students. Gifted students can work on advanced curriculum and assignments as a group within a regular classroom. That way a single child is not always working by him/herself and allows interaction and discussion within their own group. • Pull-together (pull-out) grouping: Removal of gifted learners from the regular classroom for a specific period of time each day or week to work with a trained specialist on differentiated curriculum.

  15. Strategies and Interventions for Tier 2 included in the pull-together Program • Complexity: Providing more difficult and intricately detailed content • Cooperative grouping with like-ability learners: Organizing groups of learners in three to four member teams of like ability and adjusting the group task accordingly. • Early instruction in presentation, research, study, and organizational skills: Direct instruction in research which will allow students to pursue areas of strength and interest. • Real audiences: Presenting work to a live audience or providing an expert in the field to evaluate the child’s work • Real world problems: Providing learners with a problem or situation to solve that is relevant to their own lives • Theme-based units: Students are involved in a study of concepts through theme based units that stress the application of reasoning to reading, writing, the creation of high-quality projects and the organization of learning.

  16. Tier III (Highly Gifted) • These are students that are scoring 99% or above on a variety of assessments. They need specific, targeted academic programming that addresses their unique academic needs. • Targeted instruction in time management, organization, study habits, realistic goal-setting, and project planning. • Emphasis on project-based learning allowing for work that is interdisciplinary, creative, open-ended, and targets logic, critical thinking, analysis, evaluation and more abstract concepts. • A compacted curriculum presented at an accelerated pace. These students are often 2 years ahead of their same age peers. • A much reduced emphasis on review, drill and practice. • An emphasis on group discussions, group work and conflict resolution skills to address social skill needs and encourage discourse at higher levels of thinking. • Problem solving and simulations.

  17. New Challenges for Odyssey/Magellan students • Many students that are highly gifted have never had to: • Work hard in a class • Acquire and utilize study skills • Acquire and utilize organizational skills • Ask questions for help understanding • Share the spotlight in class • Do appropriately leveled homework • Many students have difficulty forming relationships because: • They feel more comfortable with adults vs. peers • They need to share the attention of the teacher • They need to be willing to listen to others and their ideas • They need to take and give constructive criticism

  18. What about those that are in Odyssey and are 2E? • ADD/ADHD – in class accommodations, sit/stand, walk, stairs, oral/visual direction • EBD – life/social skills, tweak current behavior systems as needed, be consistent for them • OHI – manipulatives as needed • Asperger's/Autism – Autism services, social skills, cues for listening, manipulatives as needed • APD – FM system for that individual • Speech and Language – speech and language teacher • Everyone – group work, clear expectations

  19. Odyssey/Magellan Parent Comments • “My son has grown a lot academically, socially and emotionally this year. This was exactly the challenge that he needed to improve his organization and study skills, as well as his interpersonal skills. “ • “Because my son is with students that are typically high achievers, it forces him to do his best. High, consistent expectations support us at home. Odyssey allows him to think outside the box for projects and assignments.” • “They are around others that share an inquisitive nature.” • “My child is being taught at a faster pace and level suited to her ability. She has been challenged in the right direction to do the best she can in all the subjects. Her peers also provide the stimulating environment that encourages academic growth.” • “My child is appropriately challenged and it feels like “regular school” to him.”

  20. Resources • SENG http://www.sengifted.org/ • WCATY http://www.wcaty.org/ • Hoagies Gifted http://www.hoagiesgifted.org • National Association for Gifted Children http://www.nagc.org/ • ThedaCare Behavioral Health http://www.thedacare.org/Symptoms-and-Conditions/Behavioral-Health.aspx • Free Spirit Publishing http://www.freespirit.com • Prufrock Press Inc. http://www.prufrock.com • Bertie Kingore http://bertiekingore.com

  21. 2e Resources • Misdiagnosis and Dual Diagnoses of Gifted Children and Adults: ADHD, Bipolar, OCD, Asperger's, and Other Disorders (2005) by James T. Webb, Edward R. Amend, Nadia E. Webb, Jean Goerss, Paul Beljan, and F. Richard Olenchak\ • To Be Gifted and Learning Disabled: Strategies for Helping Bright Students with LD, ADHD, and More (2004) by Susan Baum and Steven Owen • Twice-exceptional Students Gifted Students with Disabilities Level 1: An Introductory Resource Book second Edition CO Dept. of Ed. http://www.cde.state.co.us/gt/download/pdf/TwiceExceptionalResourceHandbook.pdf • 2e Newsletter http://www.2enewsletter.com/welcome%20page.htm • Power Point Twice Exceptional - Gifted and Learning Disabled by Rebecca L. Mann, Coordinator of Gifted and Talented Services, Bow Elementary School, Bow, NH (great information and the great comics!) at www.bownet.org/besgifted/gtld/gtldfull/GTLD%20Presentation.PPT

  22. Classroom Resources • Making Differentiation a Habit Book with CD-ROM How to Ensure Success in Academically Diverse Classrooms Diane Heacox, Ed.D. • Differentiating Instruction in the Regular Classroom Book with CD-ROM How to Reach and Teach All Learners, Grades 3–12 Diane Heacox, Ed.D.  • The Cluster Grouping Handbook: A Schoolwide ModelBook with CD-ROM How to Challenge Gifted Students and Improve Achievement for All Susan Winebrenner, M.S., and Dina Brulles, Ph.D. • Teaching Gifted Kids in Today’s Classroom Book with CD-ROM Strategies and Techniques Every Teacher Can Use (Revised & Updated 3rd Edition) Susan Winebrenner, M.S., and Dina Brulles, Ph.D. 

  23. Questions and Answers Courtney Velpel - Odyssey Elem Charter Teacher velpelcourtney@aasd.k12.wi.us Becki Hendrick - Elementary TAG teacher hendrickrebecc@aasd.k12.wi.us Dory Witzeling - Odyssey Elem Charter Teacher witzelingdorot@aasd.k12.wi.us Tim & Kim Gehring – Odyssey/Magellan parents David & Chris Johnson – Odyssey/Magellan parents

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