KDE Gifted & Talented Education Update

1. KDE Gifted & Talented Education Update

2. Introductions Kentucky Dept. Of Education (KDE) Dr. Greg Finkbonner- KDE Consultant Greg.Finkbonner@education.ky.gov

3. The Purpose of Today’s Discussion: • Kentucky Core Academic Standards • Provide updates on current KDE initiatives, 2009-2010 data, Leadership Networks, Program Reviews • Provide a brief overview of the regulation for Gifted/Talented Education • Q&A

4. Program of Studies • http://www.education.ky.gov/users/otl/POS/POS%20with%20CCS%20for%20public%20review.pdf • Or just go to http://www.education.ky.gov/KDE/ • On the left side go to Program of Studies Revised 2006

5. Education Goals • The goals of the KERA of 1990 are still found in KRS 158.645 and KRS 158.6451 • All students shall have the opportunity to acquire: • Communication skills necessary to function • Knowledge to make economic, social and political choices • Understanding of governmental processes as they affect the community, the state and nation • Sufficient self-knowledge of their mental and physical wellness

6. Goals continued • Sufficient grounding in the arts to enable each student to appreciate their cultural and historical heritage • Sufficient preparation to choose and pursue their life’s work intelligently • Skills to enable students to compete favorably with students in other states and other parts of the world Furthermore, schools shall: • Expect a high level of achievement from all students • Reduce physical and mental health barriers to learning • Be measured on the proportion of students who make a successful transition to work, post-secondary education and the military

7. The Kentucky Academic Core Content The Kentucky Core Academic Standards were recently adopted by the Kentucky State Board of Education. Within the former Program of Studies, the English Language Arts standards and the mathematics standards are now represented by the new Common Core State Standards. These standards are currently moving through the regulatory process. The other content areas are still comprised by the Program of Studies revised in 2006. Those standards will also be revised and incorporated into this document in the near future. 

8. Standards • English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects • Grade specific standards • Students are able to meet college and career readiness • Standards are divided into Reading, Writing, Speaking and Listening • Research and Media skills are embedded • Students are to know and be able to do, but it is still up to the teacher to provide the rich learning experience

9. Standards continued • Mathematics • Research based learning progressions • Grade specific, but do not define the intervention method or materials to support student who are well below or well above grade level expectations • 8 standards for mathematical practice

10. Senate Bill 1 (2009) • Assessment Literacy • Balanced Assessment • Refine Achievement Standards • Learning targets – student friendly versions

11. 704 KAR 3:285. Programs for the Gifted and Talented. http://www.lrc.state.ky.us/kar/704/003/285.htm

12. Section 7. Curriculum. • Made up of two sections: • 1) Gifted students curriculum based on KRS 158.6451. • 2) The curriculum shall be differentiated or modified for gifted and talented students.

13. Differentiated Curriculum for GT Students • "Differentiated service experiences" means educational experiences which extend, replace, or supplement learning beyond the standard curriculum. • "Differentiation" means a method through which educators shall establish a specific, well-thought-out match between learner characteristics in terms of abilities, interests, and needs, and curriculum opportunities in terms of enrichment and acceleration options which maximize learning experiences.

14. Motivate Students with Learning Success • Deepening an understanding of how to motivate students. • Seligman (1998) • Covington (1992) • Dweck (1999) • Impact on Gifted Students

15. Performance –Based Credit: Building a new approach to student learning • 704 KAR 3:305. Minimum requirements for high school graduation. Section 5 • Why might a district want to consider granting high school credit under a performance-based system? • How is performance based credit different than Carnegie units? • What are some options districts may consider? • What are the standards for awarding performance-based credit? Program of Studies. • Will performance based credit be recognized by post-secondary schools?

16. Activity #1 How do you make sure that gifted students are a part of the learning process? • Take 5 minutes to discuss in your group. • Select a facilitator • Everyone participates • Select a reporter to share out

17. KDE Updates • Characteristics of Highly Effective Teaching and Learning • Leadership Networks • New Standards, Assessment/Accountability System, Assessment Literacy, High Quality PD

18. Overview of P-20 Leadership Networks Research based approach to delivering large scale professional development and professional learning communities Focus on building district level capacity Investment and commitment to change at the classroom level Focus on highly effective teaching and learning • Content Leadership Networks • Focus on teacher and teacher leaders • Administrator Leadership Networks • Building level administrators • Instructional Supervisor Networks • District level leaders • Superintendents Network • Higher Education Networks

19. Leadership Network Vision • Every school district in the Commonwealth of Kentucky has a knowledgeable and cohesive leadership team that guides the professional learning and practice of all administrators, teachers, and staff so that every student experiences highly effective teaching, learning and assessment practices in every classroom, every day.

20. Accountability Model • Draft of the model (handout) • Many groups are involved: • Kentucky Assessment and Accountability Council • Superintendent Leadership. • National Assessment Technical Panel Association

21. Program Reviews • Trial year • Districts are putting it into place • Using in their comprehensive district Improvement plan

22. KDE Update on ILP and IC • Grades 6 – 12 option to use the ILP for the GSSP • upload dates: • September • December • March • May • Training available • Update information in IC

23. GT/PTP Statewide Data • 2008-2009 • Total Student Population (K-12) • 671,147 students • 105,465 GT/PTP students • PTP (k-3) • 212,845 total (k-3) students • 19,252 PTP students • 9.0% of total k-3 is in PTP • GT Formal ID (4-12) • 458,302 total students 4-12 • 86,213 GT students 4-12 • 18.8% of total 4-12 is GT • 2009-2010 • Total Student Population (K-12) • 734,609 total students • 111,275 GT/PTP students • PTP (k-3) • 232,038 total (k-3) • 24,045 PTP students • 10.4% of total K-3 is in PTP • GT Formal ID (4-12) • 502,571 total students 4-12 • 87,230 GT students 4-12 • 17.4% of total 4-12 is GT

24. Areas of Identification (4-12) (% of GT students 1st, % of regular students 2nd) • 2009-2010 • General Intellectual Ability • - 36,924 or 42.3% (GT)/5%(tot pop) • Creativity • - 10,705 or 12.3%(GT) / 1.5%(tot pop) • Leadership • - 14,407 or 16.5%(GT) / 2.0%(tot pop) 2008-2009 • General Intellectual Ability - 35,585 or 41.0%(GT) /5.3%(tot pop) • Creativity - 10,652 or 12.4%(GT) / 1.6%(tot pop) • Leadership - 13,849 or 16.0%(GT) / 2.1%(tot pop)

25. Areas of Identification (4-12) (% of GT students 1st, % of regular students 2nd) • 2009-2010 • Specific Academic Aptitude • LA 29,565 33.9% / 4.0% • Math 26,168 30.0% / 3.6% • Science 17,571 20.1 % / 2.4% • SS 12,191 14.0% / 1.7% • Visual and/or Performing Arts • Music 5,620 6.4% / 0.3% • - Visual Art 7,337 8.4 % / 1.0% • - Dance 3,491 4.0% / 0.2% • - Drama 3,449 4.0 % / 0.4% 2008-2009 • Specific Academic Aptitude • LA 28,201 32.7% / 4.2% • Math 24,947 28.9% / 3.7% • Science 16,364 19.0% / 2.4% • SS 11,588 13.4% / 1.7% • Visual and/or Performing Arts - Music 3,750 4.3% / 0.6% - Visual Art 7,042 8.2% / 1.0% - Dance 1,435 1.7% / 0.2% - Drama 2,448 2.9% / 0.4%

26. Ethnic Student Populations • 2008-2009 • K-12 Caucasian - 528,007 (78.7%) • 4-12 Caucasian GT- 78,086 (90.6%) • K-12 African American -69,801(10.4%) • 4-12 African American GT – 4,342 (5%) • K-12 Hispanic - 18,740(2.8%) • 4-12 Hispanic GT - 1,018 (1.2%) • 2009-2010 • K-12 Caucasian -599,664 (81.6%) • 4-12 Caucasian GT -78,958 (90.5%) • K-12 African American 83,553 (11.5%) • 4-12 African American GT 4,288 (4.9%) • K-12 Hispanic - 23,984(3.3%) • 4-12 Hispanic GT - 1,057 (1.2%)

27. Ethnic Student Populations continued • 2008-2009 • K-12 Asian - 7,354 (1.1%) • 4-12 Asian GT- 1,682 (2%) • K-12 American Indian/ Alaska Native -831 (0.12) • 4-12 American Indian/ Alaska Native GT - 99 (0.01%) • K-12 Other - 13725 (2%) • 4-12 Other GT - 1834 (2.1%) • 2009-2010 • K-12 Asian - 9,224 (1.3%) • 4-12 Asian GT- 1,538 (1.8%) • K-12 American Indian/ Alaska Native -1,087 (0.12%) • 4-12 American Indian/ Alaska Native GT -79(0.01%) • K-12 Other - 17096(2.3%) • 4-12 Other GT - 1,210 (1.1%)

28. Statewide Data Concerns have Changed Little • Many districts are not identifying students for PTP, especially Kindergarteners and 1st grade. • Many districts report not providing services for K-3 PTP students. • Many districts have large gaps in identification (and some holes) in all five areas, especially VPA. • A trend of over-identification in some districts and under-identification in others. • Primary Talent Pool consistently remains too low. • Ethnic populations - must focus on numbers

29. Summative Evaluation 2009-2010 • 119 Districts report Equitable Screening,selection & services for all PTP students. • 96 Districts report Equitable Formal Identification for all students in all categories • 70 Districts report Regularly using Grouping Options at all levels, in all content areas, in all schools • 69 Districts report Differentiating services to match all PTP/GT students’ needs • 141 Districts report including Multiple Services Options and interventions for Special Populations (I.e: disadvantaged, disabilities, underachieving) • 93 Districts report offering a range of Service Options for PTP/GT students, in all categories, in all levels.

30. Summative Evaluation Cont… • 82 District report meeting the needs of the Social/Emotional aspects. • 61 Districts report having ongoing, appropriate Professional Development in Gifted Education • 131 Districts report meeting requirements of Parent Communication • 161 Districts report having Policies & Procedures for GT available for public inspection • 67 Districts report meeting requirements relating to Curriculum • 126 Districts report having a GT Coordinator in collaboration with District and building leadership implementing services to students • 116 Districts report having a GT Coordinator collaborating with district and building leadership to Monitor Services to Students

31. Identification Practices Do you have approximately 15-18% across all five areas? Do you have nearly 25% in the primary talent pool? Have you planned a student-centered and equitable formal identification process for each of the five areas? Have you taken into consideration special populations? (disadvantaged, disabilities, cultural diversity, underachievers) Are you implementing the informal selection and formal identification process each school year for all students? Are you screening students as they are entering Kindergarten?

32. Why disaggregate data? • Equitable identification • Fact finding using data • Useful for discussion and questions with leadership and teachers • Improve your gifted and talented program and services • Plan better instruction to meet the needs of students

33. Secondary Updates • New KDE Advanced Placement Contact, Amy Patterson Amy.Patterson@education.ky.gov www.apcentral.collegeboard.com • Kentucky Virtual High School (KVHS) www.kyvs.org • Course Catalog with many challenging classes available. • Blended Learning Courses • Block Classes

34. Activity # 2 What will you do to follow up with the information you have received or learned today? • Everyone take 2 minutes t jot down some ideas • Take 5 minutes to share with the group • While each person is sharing, others reflect and ask clarifying questions

35. Policy and procedures 704 KAR 3:285 Programs for the Gifted and Talented

36. Section 2. Policies and Procedures. This section mandates that districts must have policies and procedures in place addressing each requirement in the regulation. http://policy.ksba.org/

37. Does your Screening Include… • hard to find students i.e. poor test takers or disadvantaged students who may need special support & considerations? • measures to ensure Cultural Diversity that include all populations who may need special considerations? • measures or special considerations to accommodate for those with Disabilities/ Exceptionalities?

38. Simply Stated… Find students who exhibit gifted behaviors and characteristics early (in Kindergarten) in order to develop their giftedness or potential giftedness into talent. + Plan services around individual strengths, needs and interests and the behaviors and characteristics of the students you have identified.

39. Social/Emotional Needs When social/emotional issues are addressed and social/emotional needs are met, students face their challenges with emotional balance and appropriate coping mechanisms that promote success in reaching potential (Roeper, 1995).

40. Social Emotional Needs • Knowledge suggests that gifted children are at risk for certain kinds of social and emotional difficulties because of their personal characteristics (Webb 1993) • Preventative guidance: • Include parents • Involve pediatrics • User-friendly schools • Educational flexibility • Parent discussion groups

41. Guidance continued • Books on the subject • Summer camps or other group experiences • Career guidance • Assessments • Treatment approaches

42. Obligations to parent(s)/guardian(s) Have you implemented a procedure to obtain parent/guardian information related to the interests, needs, abilities to determine services? Have you implemented a procedure to inform parent/guardian annually of services included in the GSSP and specific procedures in requesting a change in services?

43. Section 8. Personnel. Outlines the professional qualifications for those working with gifted students. A local school districtshall ensurethat direct services to GT students shall be provided by professionally qualified and certified personnel. (1) A teacher shall be appropriately endorsed in gifted education if the teacher works: (a) directly with identified gifted pupils in addition to the regularly assigned teacher; or (b) For at least one-half (1/2) of the regular school day in a classroom made up only of properly identified gifted students. (2) All other personnel working with gifted students shall be prepared through appropriate professional development to address the individual needs, interests, and abilities of the students.

44. 16 KAR 2:110. Endorsement for teachers for gifted education http://www.lrc.ky.gov/kar/016/002/110.htm 16 KAR 4:010. Qualifications for professional school positions. http://www.lrc.ky.gov/kar/016/004/010.htm

45. Section 10. Procedural Safeguards. Explains the grievance procedure and other procedural safeguards.

46. Activity #3 • Discuss how you will help students succeed. • Share out ideas that you have • Share out news

47. Ways to receive GT info: • For Coordinators and Program Directors • KDE Distribution List (Send request, title & district to Greg.Finkbonner@education.ky.gov ) • GT Teachers, Coordinators, Directors, etc. • KAGE Mailing ListKage-l@lists.wku.eduhttp://lists.wku.edu/mailman/listinfo/kage-l • KY Educators • KYGAT • The LISTSERV for the Kentucky Gifted and Talented Educators (UK) • www.uky.edu/Education/kylists.html

48. Some GT Websites • KDE Gifted/Talented Education http://education.ky.gov/KDE/Instructional+Resources/Gifted+and+Talented/ • KAGE Website http://www.wku.edu/kage/ • NAGC Website http://www.nagc.org/ • WKU - The Center for Gifted Studies http://www.wku.edu/Dept/Support/AcadAffairs/Gifted/giftedsite/wordpress/ • NKU – Talent Development and Gifted Studies http://gifted.nku.edu/

49. QUESTIONS?

50. Thank you for attending! Greg.Finkbonner@education.ky.gov