Gifted Education for Charter Schools
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- Archibald Underwood
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1 4/14/2016 Gifted Education for Charter Schools Kathleen Casper, Gifted Education Specialist Bureau of Standards and Instructional Support 2016 Gifted Education for Charter Schools Kathleen Casper, FDOE Gifted Specialist 1
2 Agenda Laws and Rules Regarding Gifted Education in Florida Overview of Florida Gifted Education Resources Florida s Plan for K-12 Gifted Education Resource Guide for the Education of Gifted Students in Florida District Self-Evaluation (in Resource Guide) The K-12 Gifted Frameworks Other resources Special populations Struggle and underachievement Photo from Gifted in Florida Section (3)(a), Florida Statutes, (F.S.), defines exceptional student as any student determined eligible for a special program in accordance with rules of the State Board of Education (SBE). The term includes students who are gifted and students with disabilities. Section (3)(b) defines Special education services to mean specially designed instruction and such related services as are necessary for an exceptional student to benefit from education. Examples of services are cited. 2
3 Identification and Services Rule 6A , F.A.C., establishes requirements with regard to the identification, location, evaluation and provision of a free appropriate public education (FAPE) for students both with disabilities and who are gifted. The requirements apply K-12 with regard to the gifted population. Rule 6A , Florida Administrative Code (F.A.C.), establishes minimum eligibility requirements for gifted services in Florida. Rule 6A , F.A.C., sets forth procedural safeguards for students who are gifted. Education Plans Rule 6A , F.A.C., states the requirements for developing educational plans for students who are gifted. Rule 6A , F.A.C., states the procedural safeguards for students who are gifted. Photo from 3
4 Twice Exceptional Students Rule 6A , F.A.C., explains that students with disabilities ages 3-21 residing in Florida have the right to a free and appropriate public education (FAPE) and this rule explains how individual education plans (IEPs) are to be developed for students with disabilities. This includes twice exceptional (2e) students. Rule 6A , F.A.C., states the procedural safeguards for students with disabilities and twice exceptional students. District Responsibilities Section , F.S., specifies each district school board - local education agency (LEA) - is responsible for providing an appropriate program of special instruction, facilities, and services for all exceptional students including diagnosis and evaluation; special instruction, classes, and services and entitles the parent to a due process hearing. (1)(c) specifies A student may not be given special instruction or services as an exceptional student until after he or she has been properly evaluated, classified, and placed in the manner prescribed by rules of the SBE. 4
5 Charter Schools Specifically Charter schools are public schools within a school district, so their charters should specify who will provide exceptional student education services including gifted identification and services. Initial ESE identification procedures are done by the school district, and re-evaluation is done by the charter school. Services can be provided by the charter school, or by the district at the charter school. Newer Florida Statutes Regarding Gifted Education Acceleration (2012, updated 2014) Early Graduation (2012, updated 2014) Dual Enrollment (2002, updated 2014) Photo from 5
6 ACCEL Section , F.S. Requires academically challenging curriculum or accelerated instruction for K-12 This law was first implemented in 2012 and updated in 2014 to make it clear that a student who has accelerated will receive a standard high school diploma if they meet graduation requirements. Early Graduation Section , F.S. Allows students the option of early graduation and a standard high school diploma if the student earns 24 credits and meets graduation requirements set forth in this section This law was enacted in 2012 and had minor changes in
7 Dual Enrollment Section (8), F.S. Allows students in grades 6-12 to access classes at universities and colleges that count for both high school and college credit and sets minimum eligibility requirements. This law was enacted in 2002 to allow for dual enrollment. In 2014 language was added to clarify that secondary students meant students in grades Resources 7
8 The Florida Gifted Plan Located at: What it involves Plan: purpose, statutes, history, goals, indicators and strategies Resource Guide for Gifted Education: implementation resources Appendices: forms and checklists, common terms, other resources The plan is updated as needed and is being reviewed this year by a work group with the FDOE Information we compile in the FL Plan Gifted membership Contact hours Advisory groups Use of PEER (online data base) Achievement on standardized tests Course enrollment (high level courses) Districts with gifted plans Endorsement data Grant applications Professional development 8
9 Resource Guide for the Education of Gifted Students in Florida Located at the end of the Florida Gifted Plan: Handbook including more specific information regarding options for screening, service models and questions that may come up Resources including Appendix Self-Evaluation District Self Evaluation Tool for districts to see where they are and where they can go Found in the Florida Gifted Plan s Resource Guide section 9
10 K-12 Gifted Frameworks Not a ladder Not every objective will apply every time (suggested to use about 3 program goals together) For enhancing curricular design, assisting teachers and coordinators in their quest to create rigorous and challenging learning experiences. (page 5) Can be used to create educational plans (EPs) Can be a tool for assessment and to help districts organize programs around central issues 10
11 You can find the course descriptions for Advanced Academics for Gifted Students at: Elementary (K 5): Middle (6 8): High+ (9 12 and adult): 984, 061, and Externships: And don t forget that the Gifted Education standards are located at search/standard#0 11
12 Photo from Additional Resources Monthly trainings Personalized support Referrals to outside resources Special Populations 12
13 Outstanding talents are present in children and youth from all cultural groups, across all economic strata and in all areas of human endeavor. -U.S. Department of Education 13
14 Demographics The OCR Equity Equation: the % of gifted students should be within 20% of district total population 14
15 Culturally Aware Teaching Acknowledge and respect different cultural heritages Teach students to understand and appreciate their own and others' cultural heritages Recognize the strengths and contributions of individuals from historically underrepresented groups Activate students' prior knowledge and connect what they know to what they are learning Use a wide variety of instructional techniques (e.g., role-playing exercises, storytelling) that align with the way in which the student is taught in his or her own culture Expand the traditional curriculum to ensure that diverse perspectives are embedded by incorporating multicultural knowledge, resources, and materials in all subjects IRIS Center for Training Enhancements. (2012). Classroom Diversity: An Introduction to Student Differences, Check out this link! s.edu/~justice/eas Module/EASModul e_print.html 15
16 Twice Exceptional IEPs in Florida An (IEP) Individualized Educational Plan must be created that meets the needs of the disability as well as the student s gifted needs for services 16
17 2e Strategies Advanced organizers Technology A variety of communication alternatives Students who have difficulty with short term memory should be taught strategies for remembering (Baum, 1990). They especially need enriching and stimulating cognitive experiences where they can use problem-solving abilities and independent research skills. Strength-based Instruction Study and practice models for gifted education (Multiple Intelligences, Creative Problem Solving, Bloom s Taxonomy, etc.) Activities that focus on students individual gifts and interests Open-ended outlets for the demonstration of knowledge Differentiated instruction Tasks that fit students learning styles Multisensory instruction Guided discovery, especially when introducing new topics Student choices Collaboratively designed rubrics Hands-on experiences Real-life tasks Integration of visual and performing arts 17
18 Content Use of multiple texts Use of varied resources Curriculum compacting Learning contracts Process Interactive journals Tiered assignments Interest centers Learning centers Product Varied modes of expression, materials, and technologies Advanced assignments that require higher-order thinking skills Authentic assessment Evaluation by self and others Struggle and Underachievement 18
19 High Achievement and Gifted Advantages Motivation Interests Relationships Belief systems Skills Challenges Personalities Gifted Gifted Underperformers Gifted who are also high achievers High achievers High achievers who are bright and hard working but not gifted 19
20 The Importance of STRUGGLE Video clip, James and Susie, a gifted allegory: rect=1 20
21 Challenges as a gifted child -heightened sense of right and wrong, fairness concerns -increased anxiety, depression -high energy -questioning everything -idealistic -aware of deeper issues, alert to greater impacts of actions -impulsivity -imaginative -social/communication differences from other kids -attracted to older peers, younger peers -striving to fit in (feeling like aliens) -stereotypes prevent them from accessing services -underperformance -masked twice exceptionalities -standardized programs do not always fit everyone Characteristics of underachieving gifted students Low self-perceived academic abilities Negative attitudes toward school, teachers and/or classes Poor self-management/low motivation Socially immature, lacking self-discipline Unpopular/few friends Resistant to influence from teachers or parents May become withdrawn in classroom situations From Davis, 2005, and Delisle and Galbraith, 2002 (from slide in 21
22 Thank you for all the work you are doing for gifted students! You can reach me at or Kathleen Casper, 22
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