Certification in Gifted Education

1. Certification in Gifted Education Presenters: Nancy Gardner Nora Ho Marilyn Lane Virginia McQueen

2. Expected Competencies and Requirements

3. Course Requirements • Attendance • Attend all 5 days of class sessions • Attend Fall conference and coaching session • Attend Spring coaching and culmination session • Read and reflect on 3 articles in addition to articles reviewed in class • Prepare a unit of study • Share a district procedure and/or policy as it pertains to gifted education

4. History of Gifted Education • 1868 – Dr. William T. Harris, Superintendent of Schools in St. Louis • 1918 – formal gifted programs • 1961 – MGM program • 1980 – AB 1040 establishment of GATE program • 2001 – AB 2313 1st legislative change in Ed Code regarding GATE

5. What Is Giftedness? Course #1 • Definitions of Giftedness • Characteristics of Giftedness • Myths about Gifted • Identification Process and Procedures

6. Could I Be Gifted?

7. Marland Report, 1971 U.S. Department of Education based on Javits Gifted and Talented Education Act, 1973 National Association for the Gifted Barbara Clark, State University of CA, Los Angeles Joseph Renzulli, University of Connecticut Definitions of Giftedness

8. Bright Learner Is receptive Copies accurately Enjoys school Absorbs information Technician Good memorizer Is alert Gifted Learner Is intense Creates new designs Enjoys learning Manipulates information Inventor Good guesser Is keenly observant Learning and Behavioral Characteristics

9. Bright Learner Knows the answers Is interested Is attentive Has good ideas Works hard Answers the questions Is in top group Gifted Learner Asks the questions Is highly curious Is mentally and physically involved Has wild, silly ideas Plays around, tests well Discusses in detail Beyond the group Learning and Behavioral Characteristics

10. Bright Learner Listens with interest 6-8 repetitions for mastery Understands ideas Enjoys peers Grasps the meaning Completes the assignments Gifted Learner Shows strong feelings, emotions 1-2 repetitions for mastery Constructs abstraction Prefers adults Draws inferences Initiates projects Learning and Behavioral Characteristics

11. Bright Learner Enjoys straightforward, sequential presentation Is pleased with own learning Gifted Learner Thrives on complexity Is highly self critical Learning and Behavioral Characteristics

12. Characteristics Learns rapidly & easily Reads intensively Advanced vocabulary Retains a quantity of information Long attention span Curious, has variety of interests Negative Behaviors Gets bored easily, disturbs others, daydreams Neglects other responsibilities Shows off, invokes peer resentment Monopolizes discussions Resists class routine, dislikes interruptions Goes on tangents, no follow-thru Behaviors Seen In Gifted and Talented Students

13. Characteristics Alert and observant Has a good sense of humor Comprehends, recognizes relationships High academic achievement Fluent, verbal facility Self-motivated, self-sufficient Negative Behaviors Impolitely corrects adults Plays cruel jokes Interferes in the affairs of others Brags, egotistical, impatient w/others Leads others into negative behavior Is overly aggressive, challenges authority Behaviors Seen In Gifted and Talented Students

14. Who Is Gifted? • Gifted: having a natural ability or aptitude; talented, superior in intelligence. • Public Law 91-230, section 806 Gifted and talented children who are capable of high performance. Require differentiated programs and/or services to realize contribution to self and society. • A gifted child is one who due to superior intellect, advanced learning ability on achievement tests, or both, is not given the opportunity to progress and develop in the regular classroom and needs special instruction and services. • A gifted and/or talented person demonstrates or has the potential for excellence in some field of constructive human endeavor.

15. Myths of Giftedness • Gifted children will make it on their own. • Gifted children know what they want when they grow up. • If gifted children are grouped together or given special programs they will become an elite group. • Programs for gifted children are good for all children. • Gifted children must learn to get along with their peers. • Everyone is gifted.

16. Learn quickly and easily Exhibit verbal proficiency Have high energy level Exhibit heightened curiosity Is persistent Become bored and frustrated Dominate discussion; difficulty listening Frustrated with inactivity Take on too many activities Resist interruption or schedules Characteristics/Possible Problems

17. Exhibit unusual emotional depth and intensity Highly sensitive Concerned w/ adult/moral issues Aim at perfection Vulnerable; confused if thoughts and feelings not taken seriously Perceived as immature Attempt unrealistic reforms Set unrealistic high goals. Characteristics/Possible Problems

18. Feelings of being different Keen sense of humor Possess unusual imagination Respond and relate to older children and adults Regard difference as bad, worthless Confused when humor not understood Seen as weird Seen as show off, odd, critical Characteristics/Possible Problems

19. California GATE Program Standards

20. California GATE Program Standards 8 GATE Program Standards • Program Design • Identification • Curriculum and Instruction • Social and Emotional Development • Professional Development • Parent and Community Involvement • Program Assessment • Budgets

21. California GATE Program Standards Standard 1: Program Design Provide a comprehensive continuum of services and program options responsive to the needs, interests, and abilities of gifted students and based on philosophical, theoretical, and empirical support • A written statement of philosophy, goals, and standards appropriate to the needs and abilities of gifted learners • Provides appropriate administrative groupings and structures available to all gifted learners • Program is articulated with general education programs

22. Section 1: Program Design Districts provide a comprehensive continuum of services and program options responsive to the needs, interests, and abilities of gifted students and based on philosophical, theoretical, and empirical support. (EC 52205d and 52206a)

23. Section 1: Program Design 1:1 The plan for the district has a written statement of philosophy, goals, and standards appropriate to the needs and abilities of gifted learners.

24. Minimum Standards: 1:1One Year Approval • The plan includes an intellectual component with objectives that meet or exceed state academic content standards • The plan incorporates expert knowledge, is approved by local Board of Education, and is available. • The plan aligns with the available resources of the school, staff, parents, and community. • A GATE advisory committee representing educators, community and parents is formed to support the needs of the program.

25. Commendable Standards: 1:1Two Year Approval • The district plan is disseminated and easily accessible to parents and the community in pamphlet, website, or other forms. • Participation in the program is not limited by other problems of logistics. • A district GATE advisory committee representing all constituents meets on a regular basis to assist in program planning and assessment.

26. Minimum Standards: 2:1One Year Approval • All children are eligible for the nomination process regardless of socioeconomic, linguistic or cultural background, and/or disabilities. • The district establishes and implements both traditional and nontraditional instruments and procedures searching for gifted students. All data is used to ensure equal access to program services. • Referrals are sought from classroom teachers and parents. District actively searches for referrals among underrepresented populations. • Students may be nominated for participation more than once. • All staff receive training and information about the nomination process, including the characteristics of gifted learners and have access to nomination forms.

27. Commendable Standards: 2:1Two Year Approval • Training in the identification process is provided that is specifically appropriate for administrators, teachers, and support personnel. • The district maintains data on nominees and includes these data in reassessing students who referred more than once.

28. Exemplary Standards: 2:1Three Year Approval No exemplars

29. Identification of Giftedness

30. Behaviors Scores high on tests Understands complex concepts and perceives relationships Interventions Independent study Mensa Historical philosophers Analogy activities, concrete to abstract Decision-making simulations aimed towards end goal Intellectual:capable of achieving in all subject areas

31. Behaviors Demonstrates superior academic performance Enjoys academically challenging activities Interventions Evaluate a newspaper article Hypothesize about chemical reactions Create timetable for completion of enrichment activities Provide opportunities to perform accelerated academic work High Achievement:consistently produces ideas and/or products of excellence

32. Behaviors Succeeds with little effort Scores high on specific subject areas Demonstrates significant knowledge in specific academic area Interventions Provide opportunities to participate in accelerated work Engage in independent research project Write hypothesis in area of scientific interest Specific Academic:functions at an advanced academic level in a particular subject area

33. Behaviors Takes leadership role Takes active role in elected offices Facilitates group dynamics or activities Organizes and leads groups Chosen to leadership position by peers Interventions Provide opportunities to recognize strengths of team members Train to be effective communicator; share feelings, active listening Role-play different group roles Encourage request for help Leadership: influence others, either positively or negatively

34. Behaviors Demonstrates superior artistic abilities Demonstrates original talent in art, music, dancing, etc. Successful in acting and performing for audiences Interventions Arrange mentorship program w/local expert Encourage public speaking for students with similar interests in the arts Encourage student to participate in local artistic competitions Visual & Performing Arts: displays exceptional ability to produce or perform in one or more areas of the fine arts

35. Behaviors Develops creative and original ideas Has many projects or activities going on Demonstrates wide variety of interests Interventions Provide environment to share free from ridicule Practice problem-solving having no correct answer Encourage risk-taking in discussion groups, in accepting atmosphere non-judgmental Creative:examine assumptions, restructure perceptions, construct new concepts and use them in productive ways

36. “The truly creative mind in any field is no more than this: a human creature born abnormally, inhumanly sensitive. To him…a touch is a blow, a sound is a noise, a misfortune is a tragedy, a joy is an ecstasy, a friend is a lover, a lover is a god, and failure is death. Add to this cruelly delicate organism the over-powering necessity to create, create, create---so that without the creating of music or poetry or books or buildings or something of meaning, his very breath is cut off from him. He must create, must pour out creation. By some strange, unknown, inward urgency, he is not really alive unless he is creating. “ -Pearl Buck-

37. California GATE Program Standards Standard 2: Identification Procedures are equitable, comprehensive, and ongoing. They reflect the district’s definition of giftedness and its relationship to current state criteria. • The nomination referral process is ongoing and includes K-12. • A process is in place to ensure that all potentially gifted students are appropriately assessed. • Multiple service options are available within the GATE program and between other educational programs. Placement is based on the assessed needs of the student and reviewed periodically.

38. Section 2: Identification 2:2 An assessment/identification process is in place to ensure that all potentially gifted students are appropriately assessed for identification as gifted students.

39. Minimum Standards: 2:2One Year Approval • A committee including the GATE coordinator and certificated personnel, make final determinations on individual student eligibility for the program. • Evidence from multiple sources is used to determine eligibility and a data record or file is established for each nominee. • Parents and teachers are notified of a student’s eligibility for program placement and are informed of the appeal process. • Transfer students are considered for identification and placement in a timely manner.

40. Commendable Standards: 2:2Two Year Approval • The identification tools used are reflective of the district’s population. • The district makes timely changes in identification tools and procedures based on the most current research.

41. Exemplary Standards: 2:2Three Year Approval • Personnel trained in gifted education meet at regular intervals to determine eligibility of individual candidates. • The diversity of the district’s student population is increasingly reflected in the district GATE population.

42. Section 2: Identification 2:3 Multiple service options are available with the gifted education program and between other educational programs. Placement is based on the assessed needs of the student and is periodically reviewed.

43. Minimum Standards: 2:3One Year Approval • Students and parents are provided information and orientation regarding student placement and participation options. Signed parent permission for participation is on file. • Upon parent request the district provides identification information the parent may take to a new school or district. • Participation in the program is based on the criteria of identification is not dependent on the perception of a single individual. Once identified, a student remains identified as a gifted student in the district, though services to individuals may vary from year to year.

44. Commendable Standards: 2:3Two Year Approval • Before any student is considered for withdrawal from the program, interventions are implemented and a meeting is held with the parents and student.

45. Exemplary Standards: 2:3Three Year Approval • No exemplars

46. Characteristics of Traditional Versus Differentiated Assessment

47. Education Code 56320 Individual Needs *Administered by trained personnel in conformance with the instructions provided by the producer of the tests and other assessment materials, except that individually administered tests of intellectual or emotional functioning shall be administered by a credentialed school psychologist.

48. GATE Referral Flow Chart • ALL GRADE 2 STUDENTS are screened with the Ravens. • For students who DO NOT qualify, no further assessment is required. • 2. Students who qualify, go on to Stage 2 of the screening process. • 3. Teacher fills out the GATE Referral Form #1. Parent signs Parent Permission • Form. • 4. School site team consisting of the Principal, classroom teacher, and district office • personnel and/or designee, reviews individual student file, makes a determination • and fills out the Identification Worksheet. • 5. Students are sent a notification letter of qualification or non-qualification. • 6. Students who qualify will fill out the Student Information Form at the school site. • Parents will fill out the Parent Information Form, which is sent home. Both Forms • will remain in the student’s cum file for teacher information, in planning • instruction. • 7. Parent meeting is held to go over the identification process and procedures. • 8. Students who do not qualify may go through an appeals process.

49. Ravens Progressive MatricesKey Points • Non-reading test • Fluid intelligence • Best and fairest method for predicting scholastic aptitude • Untimed

50. Ravens Progressive Matrices • Consists of 60 tasks w/multiple choice • Tasks become progressively more difficult • Assesses “fluid” intelligence rather than a student’s achievement levels • Untimed but most complete items within 1 hour.