npage back to school meeting welcome to the 2008/2009 school year!
TRANSCRIPT
Overview Gifted Education
Gifted Education at the Elementary Level: Small group instruction of gifted students Enrichment within the classroom
Gifted Education at Secondary level: Middle School
• Advanced courses• Gifted Seminar 7• Gifted Seminar 8 and Gifted Seminar 9
High School• Advanced courses• Mentorship Program• Dual enrollment• Virtual High school
Last NP Gifted Review was in 1993 Current Gifted Review spanned 2006-07
and 2007-08 Streamlined the process by developing this
Organizational Chart
Organizational Chart for Gifted Review Committee
Steering CommitteeDrove the gifted review process; regulated the activities of all other subcommitteesIncluded district administrators and staff
Evaluation SubcommitteePurpose was to review current programming for gifted students K-12 and NP data related to gifted programming
Research SubcommitteePurpose was to research current trends and program delivery methods related to gifted education
Identification SubcommitteePurpose was to examine the district’s process of screening, testing, and identifying gifted studentsDeveloped a new identification process in accordance with proposed Chapter 16 regulations
Committee of the WholePurpose was to offer periodic feedback to the members of the steering committeeIncluded the steering committee, a rep from each subcommittee, and parents
PLEP Committee Purpose was to review all possible ways to report a student’s educational performance Consulted with Jim LoGuidice to shape our “PLEP Protocol”Created a draft of a “PLEP Protocol”
Committee MembersSteering Committee
Dr. Gary Otto – Chair Dr. Betty Robinson Dr. Barbara Fischl David Decker Dr. Barbara Galloway Amy Ryan Faga Donna Mower John Iannacone Ineke McCrea Isabel Resende
Evaluation SubcommitteeAmy Ryan Faga – Co-ChairDonna Mower – Co-Chair
Sandy KoppDavid Decker
Research SubcommitteeDr. Barbara Galloway – Co-Chair
Ineke McCrea – Co-ChairDr. Betty Robinson
Isabel ResendeAmy Levitan
Mike McNerny
Identification SubcommitteeDr. Barbara Fischl – Chair
Donna EdmundsCaroline Crew
John IannaconeGail Jurikson-Rhodes
Toby SerlingPeg Stocum
Committee of the WholeSteering Committee MembersSubcommittee Chairpersons
Parents: Melissa Keyser-Miller Joe Brouch Linda Block-Love Ed Yeh Mary Nicodemus
PLEP Committee Dr. Gary Otto – Chair
Isabel Resende David Decker
Amy Ryan FagaDonna Mower
Gifted Review Flowchart
November 5:Hold GSC Meeting
Items to cover:
1. Review 06-07 GSC work2. Discuss Organizational Chart3. Assign sub committee members and tasks4. Establish dates and timelines for work of steering committee 5. Set up dates for Committee of the Whole
Subcommittee Work:Each subcommittee will meet and work on tasks. Progress report due to GSC at January 4 meeting.
January 4: GSC Meeting1. Progress report from subcommittees due.2. Report to K-12 on progress.
Subcommittee Work:Each subcommittee will meet and work on tasks. Progress report due to GSC at February 1 meeting.
January 25:Committee of the Whole Meeting
February 1: GSC Meeting1. Progress report from subcommittees due.2. Report to K-12 on progress.
Subcommittee Work:Each subcommittee will meet and work on tasks. Progress report due to GSC at March 7 meeting.
March 7: GSC Meeting1. Progress report from subcommittees due.2. Report to K-12 on progress.
Subcommittee Work:Each subcommittee will meet and work on tasks. Final progress report due to GSC at April 11 meeting.
March 28:Committee of the Whole Meeting
April 11: GSC Meeting1. Progress report from subcommittees due.2. Final recommendations due.3.Share final recommendations with K-12.
Subcommittee Work:Each subcommittee will meet and process fianl recommendations for final report at May 9 GSC meeting.
May 9: Final GSC Meeting:1. Present final recommendations2. Make final report to ECP.
May 30:Committee of the Whole Meeting
November 19:
Hold GSC Meeting
Items covered:
1. Established Sub-Committee structure2. Assigned chairs to sub-committees
Nov 07 Dec 07 Jan 08 Feb 08 Mar 08 Apr 08 May 08
Developed Gifted Philosophy Designed new identification process Evaluated current status of gifted education
Revised process for determining present educational levels for GIEPs
Communicated new processes Administration, K-12 Guidance, Reading Specialists, Psychologists,
Gifted support teachers Recommended next steps
Accomplishments
Further areas of study: Instructional Strategies K-12Gifted Education StructureProfessional DevelopmentWhole Child Perspective
• Academic needs• Social and emotional needs
Commitment to Continuous Improvement
The North Penn School District recognizes the need to educate gifted students according to their abilities, interests, talents, and needs. Since “…no single focus program…can hope to adequately serve a population with such potentially complex profiles” (Lewis, 2002); we will provide a continuum of services which may include the following where appropriate: compacting, expanding, enrichment, and/or acceleration of curriculum and instruction. This will be evidenced in the differentiation of content, process, product, and learning styles. We also recognize that gifted students have unique patterns of social and emotional development. Given that “the balance between cognitive and affective learning outcomes is key to a functional program” (Delcourt, Cornell, and Goldberg, 2007); we aim to foster an environment that will develop their individual academic talents while simultaneously nurturing the whole child.
The North Penn School District will provide a continuum of services which may include the following where appropriate:compacting expandingenrichment and/or acceleration of curriculum and
instruction.
Advantages of New Process
Single tier of assessment Academic assessment now includes written
expression Multiple measures of achievement in
reading, written expression and mathDifferentiated standards on achievement
measures yield multiple criteria for eligibility
Advantages of New Process Continued
Reduction of gender, racial or ethnic biasWeight of the IQ score for eligibility has
been reduced More sources of information for GIEP
developmentProcess is compatible with proposed
Chapter 16 regulations
Eligibility Criteria GIEP Development
Parent Information Traits of Gifted Learners North Penn Gifted Evaluation Parent Information FormGifted and Talented Checklist for Parents (Sayler)
Teacher Information Gifted Rating Scale-School Form
Gifted and Talented Checklist for Teachers (Sayler)Chuska Scales for Rate of Acquisition and Retention
Academic Achievement Wechsler Individual Achievement Test- IISubtests- Reading Comprehension, Math Reasoning, Written ExpressionBurns and Roe Individual Reading InventoryTest of Mathematical Abilities for Gifted StudentsTest of Written Language
Wechsler Individual Achievement Test- IISubtests- Reading Comprehension, Math Reasoning, Written ExpressionBurns and Roe Individual Reading InventoryTest of Mathematical Abilities for Gifted StudentsTest of Written Language
Intellectual Functioning Wechsler Intelligence Scale for Children-IV
Wechsler Intelligence Scale for Children-IV
Eligibility Criteria GIEP Development
Parent Information
Traits of Gifted Learners
North Penn Gifted Evaluation Parent Information FormGifted and Talented Checklist for Parents (Sayler)
Expanded Parent Information
Information for Eligibility Criteria
Traits of Gifted Learners
Please rate your child on each of the following items.
RARELY SOMETIMES FREQUENTLY
• Is creative and imaginative • Has insight into cause and effect • Prefers complex ideas • Recalls information easily • Is capable of abstract thought
Expanded Parent Information
Information obtained about the whole child to assist in GIEP development
NPSD Gifted Evaluation Parent Information Form Examples: In what areas does your child excel outside of school?
Please describe your child’s peer relationships and social skills.
Please rate your child in the following areas. My child: Strives for perfection; can be self-critical Is willing to try new things when unsure of success Is individualistic and prefers to work alone
Expanded Parent Information
Gifted and Talented Checklist for Parents (Sayler)
My child has quick recall of information (e.g. immediately remembers facts, series of numbers, events, words from songs or movies, or parts of conversation heard earlier)
SA 10 9 8 7 6 5 4 3 2 1 SD
Unsure or don’t know
A personal example:
My child knows a lot more about some topics than do other children that age. (e.g. recounts facts about dinosaurs, sports, electronics, math, books, animals, music, art, etc; finds out a lot about a particular subject on his or her own; is very curious. A personal example:
SA 10 9 8 7 6 5 4 3 2 1 SD
Changes in Regulations: Intellectual Measures
Chapter 16 Proposed Regulations:
”Deficits in memory or processing speed, as indicated by such tests, cannot be the sole basis upon which a student is determined to be ineligible for gifted special education”
General Ability Index (GAI)
North Penn’s Procedure
Will use GAI with minimal required critical value
Difference of 6 points exists between GAI and Full Scale IQ
Not all gifted candidates will meet this requirement
Research with the Gifted/Talented population used for development of the WISC-IV indicates that 31.7% had a difference of 6 points
Gifted Evaluation Process
• 100 possible points
• 20 possible points for parent and teacher ratings
• 30 possible points for academic achievement
• 50 possible points for intelligence
• 46 points required for eligibility
• Students with IQ scores in the Superior range (120 to 129) can qualify for eligibility if they demonstrate superiority in academic achievement and ratings by parents and teachers
PLEPs
Present Levels of Educational Performance
“Gathering enough data to know what the student needs”
Initial GIEP
Use data from the Gifted Written Report
As of Jan. 5, 2009, GWR will have more data to include
PLEP Process
Protocol has been established for maintaining GIEPs after the initial evaluation
Intellectual / Academic Assessments
Aptitudes/Abilities/Strengths/ Interest
• Parent input, teacher input, student input