igniting and nurturing partnerships between gifted and general education 2015 page conference...
TRANSCRIPT
IGNITING AND NURTURING PARTNERSHIPS
BETWEEN GIFTED AND GENERAL EDUCATION
2015 PAGE ConferenceKatherine Guyer
Dover Area School District
Is there one right way to categorize these?
square trapezoidrhombus
parallelogram hexagon
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Labels should inform decision-making, not pigeonhole students.
Labels do not determine services; individual needs do.
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whole
AGENDA
Why is a partnership crucial?
How can it be ignited?
How can it be nurtured?
Why is a partnership crucial?
PURPOSE OF PUBLIC EDUCATIONPublic education prepares students for adult life by attending to their intellectual and developmental needs and challenging them to achieve at their highest level possible. In conjunction with families and other community institutions, public education prepares students to become self-directed, life-long learners and responsible, involved citizens.
(22 Pa Code § 4.11(b))
Chapter 4
Why is a partnership crucial?
Why is a partnership crucial?According the Legislative Budget and
Finance Committee December 2013 report The Status of Special Education for Gifted Students in the Commonwealth
83% of gifted elementary students receive gifted services via pull-out programs
61% of gifted middle schoolers receive gifted services via special grouping or homogeneous classes
71% of gifted high school students receive gifted services via AP classes or IB programs
Why is a partnership crucial?Effect sizes of service options
Compacting .83Pull-out with enrichment of the curriculum .65Cluster grouping .62
Credit by examination .59
One-to-one mentoring/tutoring .57 Subject-based
acceleration .57 Credit for prior
learning .56 Full time ability grouping .49
Rogers, 2008
Why is a partnership crucial?
Gifted support teachers cannot be/are not experts in all content areas and grade levels.
The reality for our district
NOT an overnight success Years of baby steps, pushing, pulling,
and dragging No one right way Target continuously changes; need to
adjust Work in progress Constantly seeking out support and
learning from others
How can it be ignited?
Communication
Central office support
CollaborationProfessional development
The Keys to Our Success
COMMUNICATION
Really listened to all stakeholders Conducted and analyzed surveys Asked questions of those with more
knowledge Became an active part of any
academic decision-making teams Expanded our Gifted Advisory
Council
CENTRAL OFFICE SUPPORT
Separated special education and gifted
Presented data with a focus on student learning
Presented facts based on Chapters 4 and 16
Came with solutions rather than problems
Did not ask for additional money Initiated monthly meetings
Cluster Grouping Model
Conferenced with authorsDiscussed as an administrative teamLooked at building dataAdjusted composition based on student needs
COLLABORATION
SUGGESTIONS: Find out what time is given for
learning support or other service providers and request the same
Combine efforts by pulling grade levels together (vertical teaming)
Look for opportunities to meet during assemblies or other schoolwide functions
Use technology (Skype, Google Docs, Schoology, etc.)
PROFESSIONAL DEVELOPMENT
Be creative with delivery: faculty meetings, data team/department meetings, web sites with archived presentations, newsletters
Take advantage of free PD via IU, SAS, PaTTAN, PAGE, and NAGC
Use PD to show interrelatedness among general and gifted education initiatives and issues
Provide PD to ALL stakeholders
Demonstrate trust by granting access
Teachers need their own access to all student data points
PVAASEmetricComputer-based assessmentsGrading programsDistrict data warehouse
How can it be nurtured?
PROGRAM
How can it be nurtured?
Align identification protocols with RtII/MTSS protocols
out the RtII resources in the Gifted and Accelerated Learning Community
How can it be nurtured?
Keep teachers together for professional development
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How can it be nurtured?
Communicate at least monthly, either face-to-face or electronically
How can it be nurtured?
Evaluate and re-evaluate what you are doing.
How can it be nurtured?
Focus on the need, not the label.
ResourcesColeman, M. & Johnsen, S. (Eds.) (2013). Implementing RtI with gifted students. Waco, TX: Prufrock Press.Johnsen, S. (Ed.) (2012). Gifted education programming standards: A guide to planning and implementing high-quality services. Waco, TX: Prufrock Press.Pennsylvania General Assembly. Legislative Budget and Finance Committee. The Status of Special Education for Gifted Students in the Commonwealth. (Pursuant to HR 2013- 139). 2013. Retrieved from http://lbfc.legis.state.pa.us/Resources/Documents/Reports/479.pdf. Plucker, J. & Callahan, C. (Eds.) (2008). Critical issues and practices in gifted education: What the research says. Waco, TX: Prufrock Press.Purcell, J. & Eckert, R. (Eds.) (2006). Designing services and programs for high-ability learners. Thousand Oaks, CA: Corwin Press.Rogers, K. (2008). Beyond withdrawal programs: Research-based management options for gifted children [Powerpoint slides]. Retrieved from http://www.slideshare.net/mlcSchool/karen-rogers.Rogers, K. (2002). Re-forming gifted education. Scottsdale, AZ: Great Potential Press.Treffinger, D., Young, G., Nassab, C., & Wittig, C. (2004). Enhancing and expanding gifted programs: The levels of service approach. Waco, TX: Prufrock Press.Winebrenner, S. & Brulles, D. (2008). The cluster grouping handbook. Minneapolis, MN: Free Spirit Publishing.
