Resources for Gifted and Talented learners

1. Resources for Gifted and Talented learners Choice Module Submission, Anne Rawley Eden

2. Who is a gifted child? “Gifted and Talented children are those identified by professionally qualified persons who by virtue of outstanding abilities are capable of high performance (Marlin, 1972, 10)”. Important! Do not define G&T in a limited way!

3. Why is multi-faceted analysis necessary in identifying G&T? • All children are unique, and giftedness is reflected in an equally • unique way. • How do you obtain data about a child’s ability? • - Jot-downs, observation, checklists, work samples, parent-teacher conferences, dialogue, differentiated assessment methods • Are there formal methods of assessing ability? • - Of course! A multitude of aptitude and ability tests exist. • - Off-level testing • - Woodcock-Johnson III Tests of Achievement • - State and Federally mandated testing • - Self-nomination (when students appeal to leadership or achievement, it’s a huge indicator!)

4. Strategies to meet G&T Student Needs: • Resource Room, Enrichment, Independent Study, Mentorships, Internships, Accelerated Class Schedule, Early Graduation, Differentiated Curriculum, Self-Contained Classrooms, Special Schools • Enrichment Triad: Revolving Door Model • 15-20% OF School’s Participate to Develop Critical Thinking • Pull-out Programming • Technology as a tool and motivator

5. So now what can we do? It’s up to teachers to identify gifted students by increasing their own awareness of both indicators and of individual student ability. Schools and Districts Should Have a Plan… Question: How does this model correspond to what you already know about RtI? PBIS?

6. Defining the gifted and talented learner • The Colorado definition for Gifted and Talented Students references the Rules for the Administration of the Exceptional Children’s Educational Act (I CCR301-8, Section 2220-R-8.01 et seq.) • Mission • Gifted children means those persons between the ages of five and twenty-one whose abilities, talents, and potential for accomplishment are so outstanding that they require special provisions to meet their educational needs. Children under five who qualify may also be served. Gifted students are capable of high performance in any or a combination of these areas: • General intellectual ability • Specific academic aptitude • Creative, productive thinking • Leadership and human relations skills • Visual and performing arts • What does it mean to be twice-gifted? • Twice-exceptional students are: • 1. Students who are identified as gifted and talented in one or more areas of exceptionality (specific academics, general intellectual ability, creativity, leadership, visual, spatial, or performing arts); • and also identified with: • 2. A disability defined by Federal/State eligibility criteria: perceptual communicative disability (learning disability), significant identifiable emotional disability, physical disabilities, sensory • disabilities, autism, or ADHD. • 3. The disability qualifies the student for an individual education • plan (IEP) or a 504 Plan.

7. Six Steps to Strategic Planning for Twice-Exceptional Students • Identify Stakeholders: Who will be involved with implementation or involved with changes? • Organize a steering committee: Who will be represent each group of stakeholders? • Build a Collaboration: How can each group work together in the best interest of the child? • Determine Needs and Identify Problems/Issues • Develop an Action Plan: What will the strategy look like in practice? • Implement and Sustain Change

8. How to identify youth in need of services? • Provide Equitable Access to Screening For Gifted Education Services • Use Multiple Sources, Tools, and Criteria for a Body of Evidence • Intellectual Ability • Achievement • Behavioral Characteristics • Demonstrated Performance • USE DATA!!! • Ongoing Evaluation What’s the point? DIFFERENTIATED INSTRUCTIONAL PRACTICES LEAD TO SUCCESS FOR ALL STUDENTS!

9. Create Opportunities for Higher-Level Thinking Skills Higher-Order Thinking Skills include: • Analytical Thinking Skills—Various cognitive processes that deepen understanding of knowledge and skills. • Critical Thinking Skills—Various thinking skills that are used to analyze and evaluate in order to respond to an argument or position. • Executive Processes—Various cognitive skills involved in organizing, synthesizing, generalizing, or applying knowledge. • Creative Thinking Skills—Various cognitive skills that are involved in creative production. • Creative Problem Solving—Provides an excellent structure for helping twice exceptional students learn how to creatively solve problems.

10. What other types of support do twice-exceptional students need? Social and emotional support Accommodations to Access Learning Explicit Instruction: Compensatory Strategies Explicit Instruction: Intervention/Remediation Positive strategies for parenting Parent advocacy WHAT TECHNIQUES CAN A TEACHER USE TO BOTH ASSESS AND ENHANCE STUDENT LEARNING? • Gear texts and materials towards topics student express an interest in • Find developmentally appropriate texts; help students make connections between their world and their learning • Ask students to find multiple means of expressing themselves • Develop logic and intuition through guiding questions • Can the texts and materials you are using help students develop social skills?

11. How do you step back as a teacher? How do you model instead of lecture? • If learning is student driven, what is the role of the teacher? What kind of questions are your students capable of generating? The aim of education should be to teach us rather how to think, than what to think—rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with the thoughts of other men. - John Dewey

12. Are schools killing creativity? Do we live in a world today, really, where intelligences beyond reading, writing, and math are required? How do we meet the educational needs of students who excel in non-traditional ways? Sir Ken Robinson Says Schools Kill Creativity TED Talks, Santa Monica, 2006

13. Where can I go for more resources? Colorado association for gifted and talented Colorado Department of Education: Gifted and talented education • Mission: It is our belief that all humans have an inherent right to develop their full potential. The purpose of the Colorado Association for Gifted and Talented is to foster an understanding of all gifted children and their exceptional needs, and to advocate for appropriate education through partnerships with educators, parents, administrators, legislators, and the general public. • Resources Available: • Extensive links to research, national organizations, articles, and tools • Links to advocacy organizations • Grassroots Gifted Toolkit (GREAT PLACE TO START!!!) • Links to G&T Blogs • Organize conferences and conventions which help advance the cause of G&T learners. • http://www.coloradogifted.org/index.php • Resources Available: • Colorado Definition of Gifted and Talented • Listserv on G&T issues and advocacy • Regional News and Updates • Program Plans and Data • Parent Resources • Principles: • Relevant, appropriate instruction and outcomes for gifted learners • Shared responsibility and involvement of educators, parents, and community for the academic and affective outcomes and growth of gifted learners • A climate of excellence and rigorous curricula for every child • Differentiation in curricula, instruction, and assessment supporting tiered programming and a continuum of services for every gifted learner • High quality standards for educators and counselors who work with gifted learners • Identification and gifted programming in all populations of race, culture, gender, and income level • http://www.cde.state.co.us/gt/

14. BibliographyColorado Department of Education, Twice-exceptional students: Gifted students with disabilities.Gargiulo, R. (2012). Special Education in Contemporary Society. Los Angeles, CA: Sage. – Pages 538-547 - selected chapter on gifted & talented.Learner.org: ‘Asking Questions’ video about a gifted & talented classroom.http://www.learner.org/vod/vod_window.html?pid=1821http://www.professorlamp.com/ed/TAG/TAG_Bibliography.htmlhttp://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.htmlhttp://www.randomterrain.com/favorite-quotes-teaching-and-learning.htmlTeacher tube video on identification of students who are gifted & talentedhttp://www1.teachertube.com/viewVideo.php?video_id=145411&title=Gifted_and_Talentedwww.coloradogifted.orgwww.cde.state.co.us/gt