1 Building Comprehensive Gifted Services that Embrace Diversity: Beyond ImaginingOctober 2016 @DinaBrulles Gifted Education Consultants, LLC

2 I am coauthor of: Differentiated Lessons for Every Learner Teaching Gifted Kids in Today’s Classrooms The Cluster Grouping Handbook: How to challenge gifted students and improve achievement for all Helping All Gifted Children Learn: A Teacher’s Guide to Using the Results of a nonverbal ability test

3 Introducing steps toward:Increasing diversity by providing PD and identifying CLD students Enfranchising students from disadvantaged and underrepresented populations Developing a continuum of services in response to students’ needs Building stakeholder support, including parents, school staff and district administrators Embedding gifted services into school structures and initiatives Ensuring teachers have the training necessary to differentiate instruction, accelerate curriculum, and provide enrichment opportunities Monitoring academic growth of all G/T students to modify services

4 3 Primary Goals: How to begin developing quality district-wide programming that enfranchises disadvantaged students. Supporting parents and advocating for gifted education in your district Tips for creating a successful inclusionary gifted program Toward common goal From the context of my own experiences.

5 Eva is a 3rd gr. ELL student, a recent immigrant from MexicoEva is a 3rd gr. ELL student, a recent immigrant from Mexico. The language acquisition testers recognized that “spark” indicative of giftedness and recommended her for gifted testing. Eva scored a 95% on a nonverbal ability test. Likewise, Eva’s ELL teacher was shocked at how quickly she was acquiring English proficiency.

6 Jason is a 2e student identified as gifted through SpEdJason is a 2e student identified as gifted through SpEd. testing in Kinder. No one was surprised to learn of his high IQ (140+). Jason has an incredible memory, perceptive insights, and a craving for learning. He also has challenges organizing everything… his papers, his desk, himself. Jason is ADD, dysgraphic, dyslexic, yet really smart!

7 Shira is a highly gifted and radically accelerated student from IndiaShira is a highly gifted and radically accelerated student from India. She started reading at 3 yrs. In Kinder she was reading and comprehending chapter books. Shira’s understanding in math was also highly advanced. When tested on the CogAT in the spring of her K year, Shira scored in the 99th percentile on all batteries. These three students need differentiated instruction, which also means they need teacher who understand those needs.

8 How are they served? Eva, Jason and Shira represent gifted students who require quite different approaches toward learning. If they were placed in the same program, it is highly unlikely their learning needs would be met. Instruction for these students must be tailored to address their strengths and needs.

9 Jason also participates in these two programs. Eva is flexed into a cluster classroom and will participate in honors reading and math with other gifted students. Jason also participates in these two programs. Shira is radically accelerated. She attends the self-contained program with other highly gifted students. Their teachers receive ongoing training and collaborate with colleagues in PLCs. This speaks to building a continuum of services that becomes part of the school culture.

10 Structure gifted services to be sustainableStructure gifted services to be sustainable. Embed attention to gifted students’ needs into all school initiatives. ITamara Fisher’s story: How one single person or incident can unravel years of work building a strong gifted program. (I am cognizant of this at every turn.)

11 Building Sustainable ServicesPeople change jobs. Systems stay in place longer. Build gifted into every aspect of the school system. Embed gifted services into school structures and initiatives Build collaboration with other departments (SpEd, Language Acquisition, Fine Arts, Assessment, Title I, PD, HR…) Make friends, collaborate, integrate what you want for your gifted students into existing systems and structures.

12 Building Sustainable ServicesBuild stakeholder support, including parents, school staff and district administrators Provide information to all groups: teachers’ union, district level admin, student services, principals, staff, parents,… anyone and everyone! Thru building stakeholder support PLUS district administration buy-in you can emphasize support for CLD and Underrepresented pops. This helps build longterm, sustainable services to ALL gifted students.

13 Help colleagues learn about the many faces of giftednessCreatively gifted people Gifted Perfectionists Highly and profoundly gifted Culturally and linguistically diverse gifted students Twice-exceptional gifted students Non-productive gifted students

14 IQ Overview 160 Very Superior 1 in 10,000110 Bright in 100 Students in these categories have much different learning needs!

15 On NPR, “All Things Considered” https://goo.gl/6t0VwTNPR links / QR codes

16 “All Gifted is Local” “Without a national strategy or federal mandate, gifted education depends on decisions made at state and local levels. Leading to a bewildering system of services.” “State of the Nation Report,” NAGC

17 Effective gifted programs:Flexible grouping Differentiation Continuous progress Intellectual peer interaction Continuity Teachers with specialized education Cluster grouping address these well, especially when underrepresented populations are flexed in. Dr. Barbara Clark

18 Begin by: Seeking, recording and accepting input from stakeholders: parents, teachers, administrators & students Studying the NAGC Programming Standards Self-evaluate according to the standards https://goo.gl/86mFgj Establishing the need with your stakeholders. Start by sharing information on gifted students and their learning needs. (Dina) a. Discuss purpose of surveys, evaluations, and parent newsletters. Self-evaluate according to the standards: Identify objectives within each standard that are most pertinent to address in your situation. Use documentation to advocate. c. Spend time on this part!

19 To develop quality district-wide programming:Form a committee of stakeholders Create an implementation timeline. Map out your objectives in a manageable timeframe. Steps: Analyze the current situation Create a vision as a starting point Define an action plan Be patient! Working against TTWADI takes time. (“That’s The Way We’ve Always Done It!”) Teachers union, parent groups, principals groups PVEA, UPC, PVP…

20 Fundamentals of Effective Gifted ProgramsGoals: Identify potential giftedness, especially among the underrepresented populations (Low SES / ELL) Meet the learning needs of gifted students of all ages through a differentiated curriculum designed to focus on learning strengths Enhance the capacity of teachers who serve gifted students through training, support, and leadership development opportunities Vision: The vision of the gifted program is to provide a climate which values and nurtures the talents and potential of gifted students and prepares them to be contributing members of society and successful in their future careers. Mission: The mission of the gifted program is to open the door to potential for gifted students. Start by developing goals and a vision and mission statement. The committee develops these. (Buy in!) Lauri Kirsch, Hillsborough Public Schools, FL

21 PV Schools Gifted Programs Gifted Preschool (4 locations) Gifted Kindergarten (4 locations) Self-contained Program, Elem. (5 locations) Content Replacement ea. Elem. School) Schoolwide Cluster Grouping Model ea. Elem. School) Digital Learning Center (DLC), MS Self-contained Program Honors Academy for Pre-Engineering, MS Self-contained Program Honors Academy for Foreign Languages, MS Self-contained Program Digital Academy for AP Scholars (DAAPS), HS Self-contained Program CREST, Center for Research Engineering, Science & Technology International Baccalaureate, PYP, MYP, DP programs Honors and AP MS and HS Online Honors coursework Building a continuum of services. Start by sharing information then slowly expand.

22 Why Group Students by Ability?“Groupings allow students to engage and work with both similar and dissimilar peers depending on the project and the purpose of the lesson.” NAGC position paper on Grouping Without a formal gifted program, the best and easiest way to serve gifted students it group them together as a 1st step.

23 Flexible ability grouping works when used appropriately.“Students who were grouped by ability within a class for reading were able to make up to an additional half of a year’s growth in reading.” According to a 2010 meta-analysis by Puzo & Colby: In “Setting the Record Straight on Ability Grouping” By Paula Olszewski-Kubilius, 2013 (MEF)

24 Why Group Students by Ability?To create a structure wherein all students are poised to be challenged and make academic advancement, including the G/T. Effective grouping practices involve three parts: How we form our groups. What we do once grouped. How we know it’s working. (These steps discussed in my preconference.) Discuss: How we use the data that determined the groupings How we differentiate the curriculum, instruction, and pace for the different groups How we assess growth using data to refine the process

25 Showing Growth in your gifted populationMeasure and record: Ethnic representation of identified gifted students Academic achievement of gifted students Gifted population identified and served by year Professional development for teachers * Provide data to principals and district admin. Advocating for gifted services requires relying on data (as well as stories). I share data with district administrators. This has GREAT impact!

26 Creating Equitable ID PracticesGoal: The Gifted population reflects the school/district population (ethnicity, gender, grade levels…) ID Tools: Use standardized ability tests Incorporate multiple measures Include ID tools that are culturally fair and linguistically unbiased (Dina)

27 Multiple Measures & Multiple PathwaysDifferent needs and circumstances require different approaches to testing and identification Blanket testing and “flexing in” at Title I schools (Eva) Describe process using local norms. 90 – 96% flexed depending on school. Flex letters yearly Not officially identified as gifted but on the gifted teachers’ rosters. Gifted teacher is teacher of record for math and reading.

28 Case Study: Glendale, AZDiscuss district percentages. Gifted Population ~ Growth by Year using the SCGM & a NonVerbal Test Plus PD in gifted education foundations and teaching instruction.

29 Glendale, AZ Gifted population by ethnic breakdown of White & Hispanic student populations

30 Measuring gifted students achievement by school, grade level, content area.3rd Grade Describe how I used this info to guide curriculum, PLCs, and professional development

31 Gifted vs Others MATH Elemnetary

32 Middle School Data

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37 Professional Development Objectives:Provide training in understanding affective and academic needs of diverse gifted students Ensure teachers have the training necessary to differentiate instruction, accelerate curriculum, and provide enrichment opportunities Provide training to all who interact w/students: LA testers, school psychs, counselors, ELL teachers, early childhood teachers/dept., etc.

38 Advice For Effective PD PracticesOffer training opportunities throughout the year Vary the training formats (f2f & online) Ensure that PD supports the program design(s) Align PD to school initiatives Offer training in gifted ed. to all staff members Target gifted students’ special needs Target specific teachers/staff groups School initiatives – RtI, PLCs, CC, Performance-based assessments, curriculum adoptions, etc. Training formats - Workshops (online and f2f), lesson planning, blogs, webinars, site-based, etc. Target special needs of students – 2e, ELL, HG, cluster, etc. Teacher/staff groups: Primary, secondary, school psychs, counselors, math, etc.

39 Parent Support & Advocacy EffortsProvide several parent presentations yearly Evenings and lunch time offerings Translation provided Some presented solely in Spanish Sample Parent presentation topics: Gifted 101 & gifted students’ learning needs Social & emotional needs Testing and identification Enrichment opportunities Programming options State and national gifted ed. Events: state gifted. Ass., NAGC, SENG, Hoagies, Davidson Discuss my role with UPC Gifted Parent Liaison Enrichment opportunities: Science museum, Coding, robotics, chess tournaments

40 Parent Support & Advocacy EffortsInvolve parents on program development committees Quarterly parent newsletters Share info on outside events and resources State and national gifted ed. events Enrichment opportunities through local venues and the Internet Translated into Spanish

41 I gauge success as having:The ability to meet the needs of all G&T students Documentation of students demonstrating academic growth Increasing enrollment and identification of gifted students in the district

42 What does this look like?Actively engaged students Students challenged in productive struggle Students enjoying learning! "I cannot teach anybody anything, I can only make them think." - Socrates And happy parents!

43 Surveying stakeholders provides data used for advocating.

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46 “Starting the School Year on a Positive Note: A Few Resources: In Fall’s NAGC’s Parenting for High Potential “Starting the School Year on a Positive Note: Five key suggestions for parents” https://goo.gl/LKfM7H My fall PD workshops: https://goo.gl/EBFtbC My Gifted Resource Site: https://goo.gl/HxKqGG

47 We are all faced with a series of In moving forward, remember… We are all faced with a series of great opportunities, brilliantly disguised as insoluble problems. John William Garden

48 Our gifted children thank you!