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West High School Professional Development: Gifted and Talented Supports

West High School Professional Development: Gifted and Talented Supports. An examination of gifted and talented programming and its implications at West. By: Kevin Purfurst. Agenda. Introduction Objectives Rationale Defining Giftedness Traditional Definitions

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West High School Professional Development: Gifted and Talented Supports

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  1. West High School Professional Development:Gifted and Talented Supports An examination of gifted and talented programming and its implications at West. By: Kevin Purfurst

  2. Agenda • Introduction • Objectives • Rationale • Defining Giftedness • Traditional Definitions • Issues with Traditional Definitions in Urban Schools • Expanded Definitions • Response to Intervention • Identifying Giftedness • Tier 3 Interventions • Tier 2 Interventions • Tier 1 Interventions

  3. Content Objectives • TWBAT develop a broad understanding for the definition of gifted and talented students. • TWBAT analyze how gifted students are being handled in urban schools and at West might be impacting student and school achievement. • TWBAT evaluate West’s current gifted and talented supports through the RtI Model. • TWBAT plan uses for gifted and talented interventions in their classrooms.

  4. Language Objectives • TWABT read analysis of defining giftedness. • TWBAT read about strategies to support gifted and talented students. • TWBAT discuss in whole group, small group and partner settings West’s current gifted and talented programs. • TWBAT write how they will implement gifted and talented interventions in their classrooms.

  5. Rationale • Gifted and talented students are often overlooked, with the focus placed on those students who are behind grade level (Silverman, 2007). • Gifted and talented students offer opportunities to raise school wide achievement.

  6. Defining Giftedness What is a gifted student?

  7. Defining Giftedness “Gifted individuals are those who demonstrate outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence (documented performance or achievement in top 10% or rarer) in one or more domains.  Domains include any structured area of activity with its own symbol system (e.g., mathematics, music, language) and/or set of sensorimotor skills (e.g., painting, dance, sports) (National Association for Gifted Children)” [1]

  8. Defining Giftedness Giftedness and urban students: • “A large percentage of gifted children tested in Denver Public Schools were referred for behavior problems.” [2] • “Gifted children most likely be be overlooked were from low socio-economic backgrounds or culturally diverse or both.” [3] How might these ideas impact our students?

  9. Defining Giftedness Effects of ignoring urban giftedness: • “The ways we have addressed [the achievement gap] have also produced flat line academic growth among our most able students.” [4] What strategies in use in urban schools might be contributing to the “flat line academic growth” among gifted students? What are we doing at West that might be contributing to this?

  10. Defining Giftedness Schools that are low performing (like West) may focus on raising the achievement of low performing students through RtI and intervention programs here at West while ignoring the opportunity to help gifted students push their achievement even higher. Intensive intervention support through RtI was provided to 112 students last year. Those students represented the 112 lowest growth students from the previous year’s CSAP data. 71% of those students demonstrated above average growth using the CGM.

  11. Defining Giftedness What about the other 500+ students? Their growth was low relative to the rest of the state population. Could this be a result of lack of interventions for all other students? If we focused time and effort on push our gifted students beyond the where they already are what might be the impact? On students? On the school performance framework?

  12. Defining Giftedness This might suggest that if we do a better job providing targeted interventions for different student groups, we might be able to provide the necessary supports for them to achieve above average growth like their peers receiving intensive interventions did in the previous year.

  13. Defining Giftedness A more accurate definition? “It is developmental advancement that can be observed in early childhood.” [5] How does this definition differ from a definition focused on academic achievement?

  14. Defining Giftedness Four areas of giftedness: • Above Average Ability – general • Students with high academic performance across all subjects. • Above Average Ability – specific • Students with high academic performance in specific subject areas. • Task Commitment • Students with drive to be successful through hard work. • Creativity • Students demonstrating advanced ability in creative areas. [6] Can you think of any students you have, or have had, who might have been gifted in a way other than academically?

  15. Response to Intervention “Gifted student achievement is accomplished in a RtI adaptable system of ongoing assessment, problem solving and learning through a continuum of benchmarks and tiered programming options. Strengths, interests and needs of diverse gifted learners are matched to programming and/or interventions.” [7]

  16. Response to Intervention

  17. Response to Intervention The first step to providing support for gifted students through RtI is to identify the students who are gifted, and in what ways they are gifted. http://www.teachertube.com/viewVideo.php?video_id=145411&title=Gifted_and_Talented[10] What are some ways we can identify gifted students in our own classrooms?

  18. Response to Intervention

  19. Response to Intervention Tier 1 Interventions (In class strategies!) [11] • Differentiate, differentiate, differentiate! • Independent study. • Scaffold up – push towards higher order thinking. • Homogeneous grouping. What are some other ideas for gifted tier 1 interventions that you have?

  20. Response to Intervention

  21. Response to Intervention Tier 1 interventions in action! http://www.learner.org/vod/vod_window.html?pid=1821[12] How could you use this in your classroom?

  22. Response to Intervention

  23. Response to Intervention Tier 2 Interventions at West • Graduation Station • Course alike teachers should divide and conquer! • One teacher should provide enrichment, the other should provide intervention. • This allows our gifted interventions to be fluid – changing each week!

  24. Response to Intervention Tier 3 Interventions at West • Honors Courses • All English courses have honors sections. • Advanced courses of all electives are being offered. • All 10th-12th grade science, math and social studies courses have honors/accelerated sections. • We will create 9th grade honors/accelerated sections for second semester.

  25. In your departments… • Create a poster that shows how you can implement one Tier 1 intervention for gifted students in your content area. • Be prepared to share it with the whole group!

  26. For your exit ticket… • On a blank sheet of paper answer the two following questions: • How will you work to identify gifted students in your classroom? • Write one day next week that you will use a gifted Tier 1 intervention in your classroom, what that intervention will be and how you will use it.

  27. Resources [1] National Association for Gifted Children http://www.nagc.org/index.aspx?id=574&an [2] [3] [5] Silverman, L. (2007). What is giftedness? The Boulder Parent, p. 50. [4] Renzulli, J. (2008)The Achievement Gap, the Education Conspiracy Against Low Income Children and How This Conspiracy Has Dragged Down the Achievement of All Students. The University of Connecticut. http://www.nsgt.org/resources/index.asp

  28. Resources [6] Gargiulo, R. (2012). Special Education in Contemporary Society. Los Angeles, CA: Sage. – Pages 538-547 - selected chapter on gifted & talented [7] GT: Mission, Vision and Principles. Colorado Department of Education. http://www.cde.state.co.us/gt/MissionVision.htm [8] RtI: Learn About RtI. Colorado Department of Education. http://www.cde.state.co.us/RtI/LearnAboutRtI.htm [9] Rollins, et al. (2009) RtI Models for Gifted Students. Gifted Child Today. 32 (3). Pg. 28.

  29. Resources [10] “Gifted and Talented” http://www.teachertube.com/viewVideo.php?video_id=145411&title=Gifted_and_Talented [11] Archambault, et al. Regular Classroom Practices with Gifted Students: Results of a Survey of Classroom Teachers. The National Research Center on the Gifted and Talented. http://www.gifted.uconn.edu/nrcgt/archwest.html [12] Lannenberg Learner: Making Meaning in Literature: 3. Asking Questions http://www.learner.org/vod/vod_window.html?pid=1821

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