GIEPS BEYOND THE GIFTED CLASSROOM

Transcription

1 GIEPS BEYOND THE GIFTED CLASSROOM Consultations, Collaboration and Curriculum Connections Presented by Laurie Brown Gifted Support Teacher-Central Bucks SD PAGE Vice President Leadership Certificate in Gifted Education-University of Pennsylvania

2 WELCOME Print your first name in LARGE letters on both sides of a name tent, using a marker. On the top right, print your position. On the bottom right, print the district you are from Laurie Laurie Gifted Support Teacher CB

3 MYT H Without guidance and support, gifted students may lose motivation or underachieve. Gifted students benefit from being grouped with their intellectual peers for a significant part of their instructional day. Gifted students are best served when tutoring others. Gifted students will make straight As. Gifted students learn best on their own. Gifted students should be given a larger quantity of work. Or Fact?

4 ESSENTIAL QUESTIONS Who are the Gifted? How does Chapter 16 define the gifted? What does collaboration look like? The Changing role of the Gifted Support Teacher. What resources/tools do you need to provide instructional differentiation and support to meet the GIEP goals both in the general and gifted education settings?

5 CONSULTATION AND COLLABORATION Specialists and General education staff work together to share responsibility for educating gifted learners. This collaboration allows teachers to better meet the needs of gifted students in the general education classroom. GS teachers provide direct and indirect services to students (assisting in the pre-assessment piece). The school staff engages in consultation to plan, implement, and monitor differentiated opportunities.

6 COLLABORATION GIEP is no longer a one size fits all General education teachers have a greater roll Gifted Support Teachers need to assist/collaborate with general education teachers in understanding: Who are the gifted? What are their academic, social and emotional needs? How to best meet their needs?

7 TEACHER EFFECTIVENESS TOOL FOR GIFTED EDUCATION TEACHERS Standards Aligned System (SAS) Planning and Preparation 2 - Classroom Environment 3 - Instruction 4 - Professional Responsibilities

8 WHO ARE THE GIFTED? Gifted students have a greater awareness, a greater sensitivity, and a greater ability to understand and transform perceptions into intellectual and emotional experiences. Ann Marie Roeper

9 THE GIFTED/HIGHLY ABLE STUDENT The Numbers Matter High I.Q. Views World with A Different Perspective Observes Across Limits & Makes Connections Gets the Idea Quickly-Wants to Move Along Sees Gray Rather than Black and White Advanced Concern & Insight about Social and Justice Issues/Questions Grown-up Sense of Humor Enjoys Language and Words at the Adult Level Focused Can Stick with or Beat an Interest or Issue to Death James LoGiudice Doylestown, PA jlog20@gmail.com

10 WHAT DOES CHAPTER 16 SAY? Outstanding intellectual and creative ability the development of which requires specially designed programs or support services, or both, not ordinarily provided in the regular education program. IQ 130 or more The term mentally gifted includes a person who has an IQ of 130 or higher, when multiple criteria as set forth in Department Guidelines indicate gifted ability. Determination of gifted ability will not be based on IQ score alone.the determination shall include an assessment by a certified school psychologist. IQ Lower than 130 A person with an IQ score lower than 130 may be admitted to gifted programs when other educational criteria in the profile of the person strongly indicated gifted ability.

11 CHAPTER 16 INSTRUCTIONAL IMPLICATIONS-WHAT ALL TEACHERS NEED TO KNOW Gifted students are classified as exceptional School Districts are required to provide students with Specially Designed Instruction through a continuum of services in both the regular and special educations settings GIEP is team developed School Districts must make adaptations for gifted students that provide both acceleration and enrichments as per the GIEP in grades K-12 Development and implementation of a GIEP shall include a variety of skill and content areas, in both regular and special education. This is a shared responsibility by team members Parents are to be made aware of their legal rights Implementation and delivery of SDI and programming opportunities shall not be limited by or based on administrative convenience

12 GIFTED GUIDELINES Classroom Teachers implementing a gifted student s program are expected to: Understand the characteristics, learning styles, cognitive and affective needs of gifted students Be knowledgeable of the contents of each gifted student s GIEP Use a diagnostic-prescriptive approach for educational planning that allows for determination of the degree to which teaching and learning activities should be differentiated appropriately for each gifted student

13 Contribute to the GMDE and to the development/ implementation of the GIEP for each student Understand and demonstrate the ability to compact curriculum to accommodate individual gifted instructional levels, i.e., student credit by examination Provide regularly scheduled opportunities to work with other gifted students of similar abilities and interest Encourage independent thinking, including the capacity to deal with varied and different points of view

14 PDE GIFTED GUIDELINES CONNECTIONS Offer different levels of content and skills Provide for both enrichment and acceleration Teach higher thinking skills related to academic content Present curriculum that is differentiated specifically for the gifted learner Provide gifted learners with opportunities To learn more in-depth and with greater depth complexity To solve and act on problems more readily, and To manipulate abstract ideas

15 GROUPING OPTIONS Cluster grouping: based on instructional level Curriculum compacting Grade or subject level acceleration Full time classroom with high ability AP or honors with earlier than normal access Opportunities to work with intellectual peers for a significant part of their instructional day Meaningful instruction occurs when grouping occurs according to academic ability, performance characteristics or advanced knowledge of content

16 CLUSTER GROUPING Placing a group of gifted, high achieving students in a regular classroom with other students, and with a teacher who has received training or has a desire to differentiate curriculum and instruction for these target students (Gentry, 1999).

17 CLUSTER GROUPING Districts are free to group gifted students in ways that best serve the student. The programming options should be based on the strengths identified in the GIEP. Programming options may be as follows: Cluster grouping based on instructional level Open-ended compacted curriculum with flexible pacing Level, grade and/or subject acceleration with flexible pacing Grade or subject skipping AP and Honors courses with earlier than normal access Opportunities to work with intellectual peers in a resource room Path to Success: Cluster Grouping for the Gifted A guide for school administrators, policy makers, regular education and gifted support teachers

18 CLUSTER GROUPING The Cluster Grouping Handbook: How to Challenge Gifted Students and Improve Achievement for All By: Susan Winebrenner, M.S. and Dina Brulles, Ph.D. Schoolwide Cluster Grouping Model (SCGM) by Susan Winebrenner 3 essential strategies: Identifying and placing students in heterogeneous classes that have a slightly narrowed range of student abilities Ensuring that gifted students experience consistent curriculum compacting and differentiation opportunities Providing appropriate professional development for staff Group of students placed in a mixed-ability classroom For example: Group 1, Gifted Group 2, High Achieving Group 3, Average *see handouts from Cluster Grouping Handbook

19 DIFFERENTIATED INSTRUCTION A teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through curriculum in lockstep, teachers should modify their instruction to meet students varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to get at and express learning. Carol Ann Tomlinson

20 DIFFERENTIATED LESSONS Whole group introduction of material Gifted learners participate in limited practice for mastery Gifted learners participate in extension of learning or advanced progression to next level of study Whole group culminating activity Tiered lessons Higher-Order Questioning Small group of Intellectual Peers Individualized Instruction Interest and Learning Centers Individual or Team Investigations/Independent Study Contracts for Individualized Study Mentors Landrum

21 CURRICULUM COMPACTING Adapting the regular curriculum by eliminating work that has been mastered and streamlining instruction to a pace commensurate with students readiness Compacting provides an educational option that challenges learners and affords them the time to pursue differentiated activities Basic Principles: Teachers need to be knowledgeable about the objects and content of topic Pre-instruction assessment is required and should be varied Grades based on the compacted material only Students have vested interest in the replacement task: advanced content and accelerated learning rather than enrichment

22 PROCEDURES FOR COMPACTING Identify Need for Compacting Identify the relevant learning objectives Pretest students on one or more of these objectives prior to instruction Identify students who may benefit from compacting Pretest students Compact Regular Curriculum Eliminate practice, drill or instructional time for students who demonstrate mastery Streamline instruction for those objectives not yet mastered Provide Alternatives Offer enrichment or acceleration options Keep Records Keep records of process and available instructional options

23 Think, Pair, Share Socratic Seminars question and discussion format Round table discussions heterogeneous research groups Walkabout culminating activity Expert Jigsaw heterogeneous groups

24 RESOURCES Curriculum Compacting: The Complete Guide to Modifying the Regular Curriculum for High Ability Students By Sally M. Reis, Deborah E. Burns and Joseph S. Renzulli Creative Learning Press, Inc. Total School Cluster Grouping and Differentiation: A comprehensive Researched-based Plan for Raising Student Achievement By Gentry. M., Ph.D. And Mann, R. (2209) Path to Success: Cluster Grouping for the Gifted The Cluster Grouping Handbook: How to Challenge Gifted Students and Improve Achievement for All By Susan Winebrenner, M.S. and Dina Brulles, Ph.D. Free spirit Publishing

25 RESOURCES Consultation in Gifted Education: Teachers Working Together to Serve Students By Mary S. Landrum, Ph.D. Creative Learning Press, Inc. The Survival Guide for Teachers of Gifted Kids: How to Plan, Manage, and Evaluate Programs for Gifted Youth K-12 By Jim Delisle, Ph.D & Barbara A. Lewis Free Spirit Publishing Teaching Young Children in the Regular Classroom: Identifying, Nurturing, and Challenging Ages 4-9 By Joan Franklin Smutny, Sally Yahnke Walker & Elizabeth A. Meckstrot Free Sprit Publishing Teaching Gifted Kids in the Regular Classroom: Strategies and Techniques Every Teacher Can Use to Meet the Academic Needs of the Gifted and Talented By: Susan Winebrenner Free Spirit Publishing

26 RESOURCES Advancing Differentiation: Thinking and Learning for the 21 st Century By: Richard M. Cash, Ed.D Free Spirit Publishing Differentiated Activities & Assessment Using the Common Core Standards By: Carolyn Coil Pieces of Learning Publishing Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3-12 By: Diane Heacox, Ed.D. Free Spirit Publishing

27 ADDITIONAL RESOURCES PDE Website Standards Aligned System SAS Gifted Guidelines NAGC PAGE