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Housekeeping

Housekeeping. For attendance, go to this Google form by typing this link into a browser https :// forms.gle/DT3Vzraqe9ah2sJ1A . Attendance will be validated again at the end of the training using this form. Please check to ensure sound is muted Please check to ensure video is off

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Housekeeping

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  1. Housekeeping • For attendance, go to this Google form by typing this link into a browser https://forms.gle/DT3Vzraqe9ah2sJ1A. • Attendance will be validated again at the end of the training using this form. • Please check to ensure sound is muted • Please check to ensure video is off • Use the chat box to ask questions

  2. Welcome to the 2019 GT End of Year Training

  3. Thank you for all you do for students, parents and staff!

  4. GT End of Year Training 2019 Kathie Anderson State GT Coordinator Kentucky Department of Education

  5. Section I

  6. Tis the Season for Identification Fa-la-la-la-la-la-la-la-la

  7. Screening • Districts must develop a processes and procedures for screening students in all five areas • Most districts screen for cognitive ability using a cognitive ability test or screener • Most often used: • SAGES • SIGS • Cog AT (has a 30 minute screener) • OLSAT • InView • NNAT • Most districts screen at the end of 3rd grade or the beginning of 4th • Some districts also screen before or at the beginning of 6th and 9th grade • The regulation states district must be continually seeking gifted and talented students – process should not be “one and done”

  8. Primary Talent Pool (PTP) • Districts must be casting a wide net • Think “Inclusion” • Must not use assessment to exclude student • Assessments should be used to offer appropriate level of services • Shoot for 25% of the district’s total K-3 student population (example: 500 K-3 = 125) • Include all schools – review district data to ensure all schools have PTP students representative of their populations

  9. Screening Continued • Districts should also be screening for the Creativity, Leadership and the Visual and Performing Arts • Fayette County has developed a Creativity Screener and Anecdotal Evidence form – posted on the GT Resource Website • Fayette also has a dance screening process (contact me if interested) • Training teachers how to use Jot Down Forms and Response lessons is another good way to screen for gifts and talents

  10. Screen Shot of Fayette County Creativity Screener and Anecdotal Form

  11. Students can be identified using National or Local Norms • National norms – standardized tests compare and rank test takers in relation to another using national standards • Local norms – score comparisons within a district, school or subgroup population • Need to have a least 100 students when using local norms • Use a the local norms calculator posted on the GT Resources webpage or send to a scoring company • If district does not have 100 students – can collaborate with another district with similar demographics • For more information see Local Norms Guidance document posted on GT Resources webpage

  12. Special Considerations or Exceptions to Gifted Criteria • Staff need more training on this topic • Districts must discuss students who may have disabling conditions which are masking their gifts/talents • Includes students who are: • disadvantaged – economically and/or culturally • have a Individual Education Plan (IEP) • underachieving – there is a gap between student’s ability and demonstrated achievement

  13. The Next Three Slides: Characteristics of Underrepresented Populations • English Learners (EL) • Disadvantaged • Twice Exceptional

  14. Characteristics of EL, Low SES and 2e Students #1

  15. Characteristics of EL, Low SES and 2e Students #2

  16. Characteristics of EL, Low SES and 2e Students #3

  17. Use Multiple Criteria • Multiple criteria helps look at the “whole” child • Use other criteria besides assessments such as: • Anecdotal evidence • Observations • Checklist of behaviors • Portfolios of work • Continuous progress

  18. Assessment Tips • Use the appropriate test for the area being tested • For example, do not use subtests (Verbal – Quantitative) from a cognitive test, like the Cog AT to test for Language Arts • A student does not qualify for all academic areas based on a GIA score in the 9th stanine • Caveat – if a student scores high on a subtest of a cognitive test, this might be an indicator the student might have high ability in a specific area. More testing could be administered.

  19. Recommendations and Observations • Train and communicate with staff/others who write recommendations for students that they must give specific examples of how the student met the area criteria, not just “student is very bright” or “they are a good student” • For example, if staff are writing a recommendation for student in Leadership, they need to give specific examples of how the students has lead in class, school and community • For Leadership, if the staff recommendation has only examples of class leadership, then recommendations from others can give examples of school and community • To be identified for Leadership, specific examples need to be collected from all three: class, school and community • Remember for Leadership there letters of recommendation need to show evidence of leadership role not just participation

  20. Leadership • Students must have evidence of a willingness to lead in all three of these areas (this counts as one evidence and two more evidences need to be collected): • Class • School and • Community • If district has evidence of one area, but not the other two, place student on a “watch list” and continue to collect evidence

  21. Screenshot of Jot Down Form for Leadership

  22. GIA and SAA Assessment • SAA: Use a Norm Referenced Test (NRT) achievement test for SAA • KPREP can’t be used as it is criterion referenced (uses state standards, not national standards) • Many districts use MAP, ITBS/IOWA, Terra Nova • Social Studies and Science – Scholastic Testing allows individually tests to be purchased • Do not use a Scale or Screener • How to use Diagnostic Test scores for identification – student must score in the 9th stanine on two out of three consecutive tests in a school year. • GIA: Use a NRT full scale cognitive assessment for GIA • Many districts use: • Cog AT • OLSAT • NNAT • InView

  23. Creativity • Creativity – does not have to be formally assessed • Do need to show evidence of: • Thought • Elaboration • Flexibility of thought • Evidence may include: • writing samples • high scores of creative ability (e.g. Williams, Torrance, etc.) • behavior checklists or observations specific to creative behavior • observations of original ideas, products or problem solving

  24. Visual and Performing Arts • One of the three evidences must be collected through evidence of a performance. This can be documented through: • audition • letter of recommendation (which describes observing the student perform) • portfolio (which includes documentation of performances)

  25. Section II

  26. Entering GT Records

  27. Important Infinite Campus GT Record Entry Items • Follow the GT Data Standard • Year Identified – enter last part of the school year • Start Date – when services begin • End Date (only for PTP records) • Leadership – class, school, community counts as one evidence • Work arounds if assessment not listed

  28. GT Folders, Retention Schedule

  29. GT Folders • GSSPs • Progress Reports • Identification documentation for each area the student is identified • Score reports • Checklist, Jotdowns • Teacher/Parent referrals – recommendations • Audition scores • Artwork • Process that collects parent input for GSSP – usually a parent survey

  30. Progress Reports

  31. Progress Reports Reminders • Parents must be notified of progress once each semester • If using the form in IC, follow the GT Data Standard to complete • Ensure a copy is kept in the GT folder • Parents have state during monitoring interviews that comments are very helpful

  32. GT Retention Schedule • GT Selection and Placement Committee minutes – members, date, deliberations, when submitted – retain permanently • GT Annual Report (Summative) – evaluation of program includes benefits of program, number of staff, students –submitted to superintendent and KDE- retain permanently • GT Program Report (Validation Reports) - retain 3 years • Gifted and Talented Program File – KAR, Policies and Procedures – retain 3 years • GT Student File – retain until one year after graduation

  33. State Retention Schedule – GT Page

  34. Section III

  35. Move to GT End of Year Processes Document GT Data Clean-up/Correction GT Record Validation (Google Form) SAA Areas for State Assessment (Google Form) Program Evaluation (Must be completed before completing Summative) Summative Evaluation (Google Form)

  36. Resources • Colorado Twice Exceptional Handbook • Twice Exceptional Dilemma – National Education Association • GT Data Standard • Kentucky District Retention Schedule • 704 KAR 3:285

  37. Attendance and Contact Information For attendance, go again to the Google form by typing in this URL in a browser: https://forms.gle/DT3Vzraqe9ah2sJ1A Contact Information: Kathie Anderson Phone (502) 564-4970 Email: kathie.Anderson@education.ky.gov

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