Program Design Rocklin Oct. 2010

Gifted Education
Program Design and
Administration
Dr. Barbara L. Branch
Branch Consulting
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Objectives
• Friday
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Rationale for providing gifted education: Eight Gripes & Advantages
Statistical Rationale
Rights of the Gifted Child
Myths and Realities
State Law, Federal Law
NCLB Assignment
• Saturday
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NCLB Reports
Budgets
Intelligence
Identification
Program Options
Cluster grouping activity
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Rationale for
Providing
Gifted Services
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Gripes and Advantages
1. Divide a paper in half with a line down the middle.
2. Write Gripes over the left column and Advantages
over the right column.
3. List what you think gifted students would say are
their gripes and what are the advantages to being
identified gifted.
4. Share your list with the class.
5. Compare your list to the following list from When Gifted
Kids don't have all the answers, by Jim Delisle & Judy Galbraith
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8 Gripes of Gifted Students
1. No one explains what being gifted is all about - it's
keep a big secret.
2. School is too easy and too boring
3. Parents, teachers, and friends expect us to be
perfect all the time.
4. Friends who really understand us are few and far
between.
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8 Gripes of Gifted Students
1. Kids often tease us about being smart.
2. We feel overwhelmed by the number of things we
can do in life.
3. We feel different and alienated.
4. We worry about world problems and feel helpless to
do anything about them.
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Advantages of being gifted
• "I'm happy I'm smart because I love to get good
grades and know what the answers are." Sushi Man,
5th grade
• "I always am happy with my condition. I can help
other people and help the world. I can get smarter at
the things I love most and usually do them well."
Soaring Paperclip, 5th grade
• "I enjoy being smart because I am able to accomplish
many things and I feel that being smart gives me
more self-esteem." Crystal, 5th grade
• "I like being smart because then you have a bigger
array of stuff to try and do." Stewart, 5th grade
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Advantages of being gifted
• "I love that I have unique interests and a place (class)
in school where I can pursue them. I enjoy challenging
myself to always reach the next level." Amelia, 7th
grade
• "Having a great ability at something gives me the joy
of immersing myself in working on that area."
Michelle, 7th grade
• "I like to have more challenges and I like to have my
work done on time." Bubba, 5th grade
• "Being gifted is great when the school meets me
where I'm at academically. I love being challenged in
my advanced classes." Wendy, 7th grade
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Advantages of being gifted
• "I'm happy being smart because I can always help my
friends. You can solve problems easier. There are
more chances to challenge yourself." Ailie, 7th grade
• "I just learn differently, and I'm okay with that."
Cural, 5th grade
• "I am happy that I can achieve what is set in front of
me. I strive to beat the challenge." Sawzall, 11th
grade
• "I think I have found a lot of less-known things
interesting, causing me to have a very diverse set of
life experiences. Because of that, I have a very
different thought process than most people."
Scribblenaut, 12th grade
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Advantages of being gifted
• "Usually I'm glad to be somewhat intelligent in a
world filled with stupidity and enjoyment of lame
humor. It makes decisions in life much easier because
I have enough knowledge and understanding to stay
away from drugs and alcohol and focus my time into
my studies." Jane, 12th grade
• "I'm glad that I am smart because I enjoy being able
to write, read, and speak with a greater intellectual
level. It also allows me to have a better grasp on
whatever I am going over, whether in or out of school
(i.e. our current History unit on the Civil War or
Malcolm Gladwell's latest book)." Stewie, 11th grade
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Advantages of being gifted
• "I sometimes enjoy feeling smarter than the others
and I feel like all that I have worked for in the past
has paid off. And I'm thankful that there is a class
where I can (humbly) exercise my abilities and be
surrounded by others who have the same talents, a
class where I won't feel different from other kids."
Olive, 9th grade
• "I like that I can 'see through' the motives of the socalled cool crowd." Puff the Magic Dragon, 5th grade
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Why Should Gifted Students Be Supported?
• “Gifted and talented” is not always
viewed very positively
– Isn‟t it elitist? Offends our egalitarian
sensibilities
– Democracy butts heads with
intellectualism
– Does superior intellect make us
uncomfortable?
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Why Should Gifted Students Be Supported?
• Doesn‟t it stigmatize kids or label kids?
• Is it fair to other students?
• Isn‟t it just kids who get more field trips and
special treatment like after-school programs?
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Why Should Gifted Students Be
Supported?
Numerous studies confirm a sad finding:
• Gifted students in the US have little good to
say about their schooling.
• Are usually bored and unengaged in school
• Tend to be highly critical of their teachers
• Are asked to learn independently
too often.
Ellen Winner
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Rationale for Providing Gifted Services
– Every child has a right to a free and
appropriate public education at his or her
level
– All youngsters need appropriate
peers and friends
– If improperly nurtured and educated, gifted
youngsters can become a powerful negative
force in society
Dr. Victoria Gardner Placker, B.A.Ed., M.S., R.Sc.P., Rs.D.
http://www.angelfire.com/ne/cre8vityunltd/futrgifted.html
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Rationale for Providing Gifted Services
– 24% of drop outs are gifted
– 50% of the prisoners on death row in
Oregon and Washington have IQ's over 130
– Think of the havoc wrecked upon our
society by Ted Bundy, Charles Manson, and
Ted Kaczynski.
Dr. Victoria Gardner Placker, B.A.Ed., M.S., R.Sc.P., Rs.D.
http://www.angelfire.com/ne/cre8vityunltd/futrgifted.html
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Rationale for Providing Gifted Services
– Gifted children have specific
behavioral characteristics in the
cognitive and affective realms that
present special learning needs that
must be addressed by curriculum
differentiation
Van Tassel-Baska, 1998
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Why our Nation Needs to Educate our
Gifted and Talented Youth
• About one-third of all jobs in the United States
require science or technology competency, but
currently only 17 percent of Americans graduate with
science or technology majors … in China, fully 52
percent of college degrees awarded are in science and
technology. (William R. Brody, president of Johns
Hopkins University, Congressional testimony 7/05)
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Why our Nation Needs to Educate our
Gifted and Talented Youth
• In the fourth grade, U.S. students score above the
international average in math and near first in
science. At eighth grade, they score below average in
math, and only slightly above average in science. By
12th grade, U.S. students are near the bottom of a
49-country survey in both math and science,
outscoring only Cyprus and South Africa.
• Less than 15 percent of U.S. students have the
prerequisites even to pursue scientific or technical
degrees in college.
(William R. Brody, president of Johns Hopkins
University, Congressional testimony 7/05)
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Why our Nation Needs to Educate our
Gifted and Talented Youth
• U.S. mathematics and science K-12
education ranks 48th worldwide
• 49% of U.S. adults don't know how
long it takes for the Earth to circle
the sun
• China has replaced the United States
as the world's top high-technology
exporter
http://www.usatoday.com/tech/science/2010-09-23-science-education_N.htm?csp=34news
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Why our Nation Needs to Educate our
Gifted and Talented Youth
• "The real point is that we have to have a welleducated workforce to create opportunities for young
people," says Charles Vest, head of the National
Academy of Engineering, a report sponsor.
"Otherwise, we don't have a chance.“
• "The current economic crisis makes the link between
education and employment very clear," says Steven
Newton of the National Center for Science Education
in Oakland.
http://www.usatoday.com/tech/science/2010-09-23-science-education_N.htm?csp=34news
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Why our Nation Needs to Educate our
Gifted and Talented Youth
88% of high school dropouts
had passing grades, but
dropped out due to boredom
(Bill & Melinda Gates Foundation: “The Silent Epidemic” 3/06)
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Rationale for Providing Gifted Services
We need gifted people to
deal with our world's
problems, and they need
to be appropriately
educated and emotionally
healthy to do so!
Our future depends on
them!
Dr. Victoria Gardner Placker, B.A.Ed., M.S., R.Sc.P., Rs.D.
http://www.angelfire.com/ne/cre8vityunltd/futrgifted.html
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Statistical
Rationale
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Sac City Data
Self Contained vs Non-Self Contained GATE Students
0.8
0.7
0.5
Self Contained Classes
Non-Self Contained Classes
0.4
0.3
0.2
0.1
Proficiency Levels
Ba
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Fa
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at
304
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Percent of Students
0.6
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Sac City Data
2003-04 ELA
Advanced
Proficient
Basic
Below Basic
Far Below Basic
Self Contained Classes
523 students
67%
27%
5%
0%
0%
Non-Self Contained Classes
683 students
27%
67%
6%
1%
0%
2003-04 Math
Advanced
Proficient
Basic
Below Basic
Far Below Basic
Self Contained Classes
524 students
71%
23%
5%
1%
0%
Non-Self Contained Classes
683 students
74%
23%
3%
0%
0%
Sacramento City Unified School District
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District Demographics
2008-2009
District
Rocklin
Total GATE
1108
10% of Pop.
GATE Ethnicity
75% White
6% Hispanic
12% Asian
1 % Afr-Amer
Total Ethnicity
70% White
13% Hispanic
5% Asian
2% Afr-Amer
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Rocklin USD GATE CST Scores Spring 2010
English Language Arts
Grade Level
Students
Tested
% Advanced
% Proficient
2
85
3
98
79 % 61 %
4
5
6
7
8
9
142
119
120
138
130
106
10
86
11
73
88 % 79 % 77 % 86 % 83 % 87 % 84 % 75 %
17 %
32 % 12 %
17 %
21 %
14 %
15 %
11 %
14 %
22 %
%
Basic
4%
6%
0%
4%
2%
0%
1%
2%
2%
1%
% Below
Basic
1%
1%
0%
0%
1%
0%
2%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
1%
% Far BB
www.cde.ca.gov/ds
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Rocklin USD GATE CST Scores Spring 2010
Mathematics
GRADE LEVEL
Students Tested
4
3
5
6
7
85
99
142
119
120
% Advanced
80 %
91 %
89 %
76 %
74 %
% Proficient
16 %
8%
9%
22 %
24 %
% Basic
4%
1%
1%
3%
1%
0%
0%
0%
0%
1%
0%
0%
0%
0%
0%
% Below Basic
% Far Below Basic
www.cde.ca.gov/ds
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Rocklin USD GATE CST Scores 2010
Algebra I
GRADE LEVEL
7
8
9
Students Tested
54
73
15
91 %
53 %
20 %
9%
42 %
60 %
% Basic
0%
0%
0%
% Below Basic
0%
0%
0%
0%
0%
0%
% Advanced
% Proficient
% Far Below Basic
www.cde.ca.gov/ds
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Questions to Ask of Your Data
1. Who are the students in proficient or below by name.
2. Why aren‟t they in advanced?
3. Do they have challenging curriculum in each grade level?
4. How many gifted students are not in honors or AP? Why
not?
www.cde.ca.gov/ds
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A Declaration of
the Educational
Rights of the
Gifted Child
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A Declaration of the Educational Rights
of the Gifted Child
Read and discuss with your neighbor. Do
you agree with all of the declarations?
Dr. Barbara Clark, Growing Up Gifted, Prentice Hall, Inc.,
1997eighbor.
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A Declaration of the Educational Rights
of the Gifted Child
It is the right of a gifted child to engage
in appropriate educational experiences
even when other children of that grade
level or age are unable to profit from
the experience.
Dr. Barbara Clark, Growing Up Gifted, Prentice Hall, Inc., 1997
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A Declaration of the Educational Rights
of the Gifted Child
It is the right of a gifted child to be
grouped and to interact with other
gifted children for some part of their
learning experience so that they may be
understood, engaged, and challenged.
Dr. Barbara Clark, Growing Up Gifted, Prentice Hall, Inc., 1997
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A Declaration of the Educational Rights
of the Gifted Child
It is the right of a gifted child to be
taught rather than to be used as a tutor
or teaching assistant for a significant
part of the school day.
Dr. Barbara Clark, Growing Up Gifted, Prentice Hall, Inc., 1997
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A Declaration of the Educational Rights
of the Gifted Child
It is the right of a gifted child to be
presented with new, advanced, and
challenging ideas and concepts
regardless of the material and resources
that have been designated for the age
group or grade level in which the child
was placed.
Dr. Barbara Clark, Growing Up Gifted, Prentice Hall, Inc., 1997
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A Declaration of the Educational Rights
of the Gifted Child
It is the right of a gifted child to be
taught concepts that the child does
not yet know instead of relearning old
concepts that the child has already
shown evidence of mastering.
Dr. Barbara Clark, Growing Up Gifted, Prentice Hall, Inc., 1997
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A Declaration of the Educational Rights of the
Gifted Child
It is the right of a gifted child to learn
faster than age peers and to have that
pace of learning respected and provided
for.
It is the right of a gifted child to think in
alternative ways, produce diverse
products, and to bring intuition and
innovation to the learning experience.
Dr. Barbara Clark, Growing Up Gifted, Prentice Hall, Inc., 1997
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A Declaration of the Educational Rights of the
Gifted Child
It is the right of a gifted child to be
idealistic and sensitive to fairness,
justice, accuracy and the global problems
facing humankind and to have a forum
for expressing these concerns.
Dr. Barbara Clark, Growing Up Gifted, Prentice Hall, Inc., 1997
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A Declaration of the Educational Rights
of the Gifted Child
It is the right of a gifted child to question
generalizations, offer alternative solutions, and
value complex and profound levels of thought.
It is the right of a gifted child to be intense,
persistent, and goal-directed in the pursuit of
knowledge.
Dr. Barbara Clark, Growing Up Gifted, Prentice Hall, Inc., 1997
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A Declaration of the Educational Rights
of the Gifted Child
It is the right of a gifted child to express
a sense of humor that is unusual, playful,
and often complex.
Dr. Barbara Clark, Growing Up Gifted, Prentice Hall, Inc., 1997
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A Declaration of the Educational Rights
of the Gifted Child
It is the right of a gifted child to hold
high expectations for self and others
and to be sensitive to inconsistencies
between ideals and behavior, with the
need to have help in seeing the value in
human differences.
Dr. Barbara Clark, Growing Up Gifted, Prentice Hall, Inc., 1997
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A Declaration of the Educational Rights
of the Gifted Child
It is the right of a gifted child to be a
high achiever in some areas of the
curriculum and not in others, making
thoughtful knowledgeable academic
placement a necessity.
Dr. Barbara Clark, Growing Up Gifted, Prentice Hall, Inc., 1997
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A Declaration of the Educational Rights
of the Gifted Child
It is the right of a gifted child to have a
low tolerance for the lag between vision
and actualization, between personal
standards and developed skill, and
between physical maturity and athletic
ability.
Dr. Barbara Clark, Growing Up Gifted, Prentice Hall, Inc., 1997
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A Declaration of the Educational Rights
of the Gifted Child
It is the right of a gifted child to pursue
interests that are beyond the ability of
age peers, are outside the grade level
curriculum, or involve areas as yet
unexplored or unknown.
Dr. Barbara Clark, Growing Up Gifted, Prentice Hall, Inc., 1997
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Myths and
Realities
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Activity
Complete Distinguishing Myths from
Realities Quiz with at least one partner
– discuss each before you decide what
to answer
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Myths
• Cooperative learning can be substituted for
specialized programs and services for
academically talented students
• Gifted students have lower self-esteem
than non-gifted students
• Gifted children can get a good education on
their own
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Zone of Proximal Development
• The gap
between what
a learner can
accomplish
independently
and what a
learner cannot
do, even with
assistance.
Too
Hard
Dependent
Just Right
Independent
Too
Easy
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Zone of Proximal Development
Dependent
Gifted Child
Dependent
High-achiever
Dependent
Average
Children
Dependent
Independent
Independent
Independent
Independent
Independent
Independent
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Myths
– Gifted students are a homogeneous
group, all high achievers.
– Gifted students do not need help. If
they are really gifted, they can manage
on their own.
– Gifted students have fewer problems
than others because their intelligence
and abilities somehow exempt them from
the hassles of daily life.
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Myths
– The future of a gifted student is
assured: a world of opportunities lies
before the student.
– Gifted students are self-directed; they
know where they are heading.
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Myths
– The social and emotional development of
the gifted student is at the same level
as his or her intellectual development.
– Gifted students are nerds and social
isolates.
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Myths
– The primary value of the gifted student
lies in his or her brain power.
– The gifted student's family always
prizes his or her abilities.
– Gifted students need to serve as
examples to others and they should
always assume extra responsibility.
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Myths
– Gifted students make everyone else
smarter.
– Gifted students can accomplish
anything they put their minds to. All
they have to do is apply themselves.
– Gifted students are naturally creative
and do not need encouragement.
– Gifted children are easy to raise and a
welcome addition to any classroom.
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Realities
– Gifted students are often perfectionistic
and idealistic. They may equate achievement
and grades with self-esteem and self-worth,
which sometimes leads to fear of failure
and interferes with achievement.
– Gifted students may experience heightened
sensitivity to their own expectations and
those of others, resulting in guilt over
achievements or grades perceived to be low.
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Realities
– Gifted students are asynchronous. Their
chronological age, social, physical, emotional, and
intellectual development may all be at different
levels. For example, a 5-year-old may be able to
read and comprehend a third-grade book but may
not be able to write legibly.
- Gifted students may be so far
ahead of their chronological age
mates that they know more than
half the curriculum before the
school year begins! Their
boredom can result in low
achievement and low grades.
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Realities
– Some gifted children are "mappers" (sequential
learners), while others are "leapers" (spatial
learners).
• Leapers may not know how they got a "right
answer."
• Mappers may get lost in the steps leading to the
right answer.
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Realities
– Gifted children are problem solvers. They
benefit from working on open-ended,
interdisciplinary problems; for example, how
to solve a shortage of community resources.
– Gifted students often refuse to work for
grades alone.
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Realities
– Gifted students often think abstractly
and with such complexity that they may
need help with concrete study- and testtaking skills. They may not be able to
select one answer in a multiple choice
question because they see how all the
answers might be correct.
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Realities
– Gifted students who do well in school
may define success as getting an "A" and
failure as any grade less than an "A."
– By early adolescence they may be
unwilling to try anything where they are
not certain of guaranteed success.
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Top Ten Myths in Gifted
Education
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State Law
Federal Law
and NCLB
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Federal Definition of
Giftedness
• Children and youth with outstanding talent perform
or show the potential for performance at remarkably
high levels of accomplishment when compared with
others of their age, experience, or environment.
• These children and youth exhibit high performance
capability in intellectual, creative, and/or artistic
areas, possess an unusual leadership capacity, or excel
in specific academic fields. They require services or
activities not ordinarily provided by the schools.
• Outstanding talents are present in children and youth
from all cultural groups, across all economic strata,
and in all areas of human endeavor.
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NCLB Definition of Gifted
The definition of gifted and talented in NCLB is as
follows:
The term 'gifted and talented', when used with respect
to students, children, or youth, means students,
children, or youth who give evidence of high
achievement capability in areas such as intellectual,
creative, artistic, or leadership capacity, or in specific
academic fields, and who need services or activities not
ordinarily provided by the school in order to fully
develop those capabilities.
Title IX, Part A, Section 9101(22)
Page 544
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Title I Improving the Academic
Achievement of the Disadvantaged
Title I Improving the Academic Achievement of the
Disadvantaged
Part A - Improving Basic Programs Operated by
LEAs
Section 1111 - State Plans
States are required to explain the method used to
define "annual yearly progress" and may use a host of
academic indicators, including changes in the
percentage of students in gifted and talented,
advanced placement, and college preparatory programs.
(Section 1111(b)(2)(C)(vii)).
(Page 24)
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Title I Improving the Academic
Achievement of the Disadvantaged
Part A - Improving Basic Programs Operated by
LEAs
Section 1111 - State Plans
States are required to explain the method used to
define "annual yearly progress" and may use a host of
academic indicators, including changes in the
percentage of students in gifted and talented,
advanced placement, and college preparatory programs.
Section 1111(b)(2)(C)(vii)
Page 24
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Title II Preparing, Training & Recruiting High
Quality Teachers & Principals
Section 2122: Local application and needs assessment.
An LEA application for a sub-grant from the state must
include an explanation of how the LEA will provide
training to enable teachers to address the needs of
students with different learning styles, particularly
students with disabilities, with special learning needs
(including students with gifts and talents)....
Section 2122(b)(9)(A)
Page 210
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Title V Promoting Informed Parental Choice and
Innovative Programs
Part A - Innovative Programs
Subpart 3 - Local Innovative Education Programs (Note:
this is the local block grant section of the Act)
Funds to LEAs shall be used for innovative assistance
programs, which may include "programs to provide for
the educational needs of gifted and talented children.“
Section 5131(a)(7)
Page 363
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Jacob Javits Grant
http://www.ed.gov/about/offices/list/oii/nonpublic/nclb/edlite-slide026.html
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Title VII Indian, Native Hawaiian, and Alaska Native
Education
Part A - Indian Education
Subpart 3 National Activities
Section 7134 is Gifted & Talented Indian Students
(Page 510)
Part B - Native Hawaiian Education
Section 7205(a)(3)(E) is Gifted and Talented Native
Hawaiian Students
(Page 524)
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Title X, Part C, Homeless Education
Section 1032 amends Subtitle B of the McKinney-Vento Homeless
Assistance Act as follows:
Section 722(g)(4)(D) Grants for State and Local Activities:
Requires LEAs that receive funds under the McKinney Act to
provide homeless children services comparable to services offered
to other students in the school, including programs for gifted and
talented students.
(Page 584)
Section 723(d)(2) LEA sub-grants
Permits LEAs to use funds awarded through sub-grants from the
state under the McKinney Act on expedited evaluations of the
strengths and needs of homeless children, including needs and
eligibility for gifted and talented programs and services
(Page 588)
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Federal Statistics
• 25 states have a definition of
giftedness from the legislature
• 21 states have a definition of
giftedness from the state agency
• 4 states have no definition
• 32 states mandate gifted education
• On average states identify about 6% of
the student population as gifted
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http://www.gt-cybersource.org/StatePolicy.aspx?NavID=4_0
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Federal Numbers
California
411,363
6.9%
Colorado
45,701
6.5%
Nevada
11,583
3.5%
Oklahoma
84,467
13.1%
Texas
351,068
9%
Virginia
116,914
10.3%
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California Definition
Each district shall use one or more of these categories in identifying pupils
as gifted and talented in all categories, identification of a pupil‟s
extraordinary capability shall be in relation to the pupil‟s chronological
peers.
– Intellectual Ability: A Pupil demonstrates extraordinary or potential
for extraordinary intellectual development
– Creative Ability: A Pupil characteristically:
• Perceives unusual relationships among aspects of the pupil‟s
environment and among ideas;
• Overcomes obstacles to thinking and doing;
• Produces unique solutions to problems
– Specific Academic Ability: A pupil functions at highly advanced
academic levels in particular subject areas.
– Leadership Ability: A pupil displays the characteristic behaviors
necessary for extraordinary leadership.
– High Achievement: A pupil consistently produces advanced ideas and
products and/or attains exceptionally high scores on achievement
tests.
– Visual and Performing Arts Talent: A Pupil originates, performs,
produces, or responds at extraordinarily high levels in the arts.
– Any other category which meets the standards set forth in these
regulations
CAL CODE REGS, title 5, § 3822
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History of Gifted Education in
California
• MGM – 1961
• GATE – 1980 – AB 1040
• Districts set up own criteria
• Expanded services beyond intellectually gifted
• Updated GATE with standards - AB 2313
• Title V of the State Code
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Review of Law in California
AB 2313 – September 2000
• Before AB 2313
– 200 minutes per week for 30 weeks
– Qualitatively different instruction
• AB 2313
– Calls for a differentiation of the core
curriculum all day
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Recommended Program
Standards
• Collaboration of CAG and CDE approved
by State Board of Education
• Standards for 1, 2 3, or 5 year plans for
exemplary districts
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Recommended Program
Standards
• Components
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Program Design
Identification
Curriculum and Instruction
Social & Emotional Development
Professional Development
Parent and Community Involvement
Program Assessment
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Coordinated Compliance Review
Background
• GATE not mandated in California
• New law – AB 2313
• Not part of the consolidated application
but under CCR for the 8 years
• Now part of CPM
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Activity
No Child Left Behind
What effect has NCLB had on gifted
education?
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Saturday
• Reports on NCLB
• Budget
• Intelligence
• Identification
• Program Options
• Cluster Grouping Activity
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Activity
Gifted Ed and NCLB
Presentations and Research
1. Read your article
2. Prepare a presentation to share information from your
article
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Impact on Gifted Students
1. Vast amounts of time, money, and energy is focused on
meeting the NCLB mandates in many states and
districts, at the expense of developing curriculum for
gifted learners.
2. Lack of planning time, faculty development, and
physical space for gifted education.
3. Gifted students' academic performance and test
scores are declining
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Impact on Gifted Students
4. Curriculum is watered down and unchallenging as gifted
students are forced to review concepts they already
have mastered.
5. Not enough in-classroom time for enrichment of high
ability students.
6. Teacher reluctance to release students from class or
pre-test material for mastery.
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Impact on Gifted Students
7. Districts lack of concern for G/T because these
students reach average proficiency.
8. Teachers are so overburdened with additional NCLB
testing, preparation for testing, and paperwork that
they are unmotivated and unrewarded to provide more
for gifted students.
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Budgets
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In an article asking if it is right to put
emphasis on equity over excellence, Sue
Winter of Missouri states,
"If the whole pie [all states] equaled
$100, the meat of the budget goes to No
Child Left Behind at $64, special
education gets $32, gifted education gets
$0.026
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National Expenditure
Education
NCLB
Special ED
Gifted
Other
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Budgets and Funding Facts
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Budgets and Funding Facts
Budget
$ Amount
California
Total
$27,276,509,487
California
GATE
$55,344,989
Rocklin
Total
$27,196,788
Rocklin
GATE
$73,796
% of
Total $
# of Kids
% of
Total
Pop
6,312,393
0.2 %
512,000 8.0 %
11,079
0.27%
1105
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9.0 %
California GATE Funding Process
Total Apportionment
Total ADA
2008-2009
$55,344,989
6,275,469 kids
=$8.82
Each district received $8.82 per total ADA
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Flexibility
2010-2015
• 23 funds including GATE are placed in a block
grant.
• Districts have flexibility to use the block
grant of funds in any program
• All categorical funds are cut 15%
• An additional 4.9% cut this year
• Districts can sweep carryover funds from this
year
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California Education Budget
Total Education
Budget
GATE Budget
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LAO Instructional Support Block Grant
Consolidates 22 Programs
(In Millions)
2009-10
Proposed
Program
K-3 Class Size Reduction
Home-to-School Transportation
School and Library Improvement
Block Grant
Instructional materials
Professional Development Block
Grant
Teacher Credentialing Block Grant
Arts and Music Block Grant
9th Grade Class Size Reduction
Math and Reading Professional
Development
Gifted and Talented Education
Physical Education Teacher
Incentive Grants
Commission on Teacher
Credentialing programs
Peer Assistance Review
Apprenticeship
Specialized Secondary Program
Grant
Agricultural Vocational Education
Principal Training
Partnership Academies
Oral health assessments
International Baccalaureate
Reader Services for Blind
Teachers
Teacher Dismissal Apportionment
Total
$1,824.6
618.7
461.6
416.3
272.5
129.1
109.8
98.5
56.7
55.2
41.8
32.7
29.8
19.6
6.1
5.2
4.9
4.5
4.4
1.3
0.4
0.1
$4,193.7
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Missouri Education Budget
0.26% 3.74%
32.00%
64.00%
NCLB
Spec Ed
GATE
Other
Gifted Education Support Is Rare Find
http://www.myfoxkc.com/myfox/
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Measuring Intelligence
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Intelligence
History of Intelligence
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Plucker, J. A. (Ed.). (2003). Human intelligence: Historical influences, current controversies, teaching resources.
Retrieved Consulting
[11/09/2004], from
http://www.indiana.edu/~intell
Phrenology
• 1758-1825
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Measuring Intelligence
Craniometry 1849
• Samuel George
Morton, 1819-1850,
devised a system of
filling empty skulls
with small seeds and
then removing the
seeds to measure the
volume.
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Measuring Intelligence
Craniometry 1849
• Naturally, this required that the subjects be
dead, and that the only "results" were
comparative skull sizes of various groups,
which led to hypotheses about those groups.
• Paul Broca, 1824-1880, replaced the seeds
with lead shot, but craniometry remained
otherwise static for nearly a century.
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Galton
1822-1911
Historiometry
Measured reaction time and grip
strength, and looked for a
correlation between these
measures and measures of success
in endeavors thought to reflect
intellectual ability, such as one's
class rank in school or one's
occupational level
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Measuring Intelligence
Binet 1904
• Binet, 1857-1911, a student of Broca‟s,
was commissioned in 1904 by the
minister of public education in France to
develop a method for identifying
children who might benefit from special
education curricula.
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Measuring Intelligence
Binet 1904
• Binet developed a series of tests
related to common tasks involving
reasoning, comprehension, invention and
censure ..
• In 1905, Binet published these tasks as
the first Binet scale, and modern
intelligence testing was born.
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Binet and Simon (1908/1916)
• “We have sought to find the natural
intelligence of the child, and not his
degree of culture, his amount of
instruction.
• A very intelligent child may be deprived
of instruction by circumstances foreign
to his intelligence. He may have lived far
from school; he may have had a long
illness; …” (pp. 253-254).
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Measuring Intelligence
Goddard
• Just three years after Binet developed his
scale, the test crossed the Atlantic and gave
rise to the American eugenics movement.
• Goddard began testing immigrants at New
York's Ellis Island using his translation of the
Binet scale. He found that forty percent of
the immigrants fell into the newly formed
"moron" class, which he and his colleagues
believed was a group doomed to crime and
poverty.
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Measuring Intelligence
Stanford-Binet
• In 1916, Stanford professor Lewis M.
Terman expanded the scale dramatically
and gave it a new name-the StanfordBinet.
• It was to become the standard for
mental testing in the twentieth century,
and all tests that followed were really
just variations.
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1917 Army IQ Alpha Test
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Information
Practical Judgment
Arithmetical Problems
Synonyms-Antonyms
Disarranged Sentences
Number Series Completion
Analogies
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1917 Army IQ Beta Test
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Picture Completion
Maze
Cube Analysis
X-O Series
Digit Symbol
Number Checking
Geometrical Construction
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1927 Army
Testing
Program
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Verbal Nonverbal
Intelligence?
Wechsler based his test on the Army Mental
Testing Program
• Definition of intelligence:
“The aggregate or global
capacity of the individual
to act purposefully, to
think rationally, and to
deal effectively with his
environment (1939)”
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Wechsler Scales
• Performance IQ Scale is comprised of
nonverbal and spatial tests
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Block Design
Object Assembly
Picture Completion
Picture Arrangement
Coding (Digit Symbol)
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Wechsler Intelligence Scale
• Verbal IQ Scale is comprised of tests
of verbal comprehension and verbal
expression
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Information
Similarities
Arithmetic
Vocabulary
Comprehension
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Identification
• IQ tests –
– WISC, Binet
• Achievement Tests
– CAT 6
– CST
• Non-verbal
– Raven Progressive Matrices
– Naglieri Progressive Matrices
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Identification
• Creative
– Torrance
• Observation
– June Maker
• Portfolio
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Identification Around the
World
Share Cross-Cultural Identification
Survey Results
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Why Nonverbal Tests?
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Appropriate for many children
Does not require verbal skills
Does not require achievement
Requires minimal motor skills
Allows ample time for responding
Can be given individually or in groups
More fair to minority populations
To find gifted children who are not achieving to their
potential (David Mills, DPI North Carolina)
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Raven Progressive Matrices
• Designed to measure “mental activity
[which] involves making meaning out of
confusion…forming (largely non-verbal)
constructs which facilitate the handling
of complex problems involving many
mutually dependent variables” (Raven,
1990, p. G3).
• “Matrices measure the ability to educe
relationships” (Raven, 1990, p. G4).
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Group Test Comparison
Raven
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Group Test Comparison
Raven
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Group Test Comparison
Raven
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Group Test Comparison
Raven
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Raven Progressive Matrices
3 + - 4 = -1
2 + 1 = 3
5 + -3 = 2
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Online Example of Similar
Test
IQ Test
http://iqtest.dk/main.swf
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NNAT
• „The NNAT is a brief,
culture-fair, nonverbal measure of
ability
• NNAT items assess ability without
requiring the student to read, write, or
speak
• NNAT uses abstract figural designs,
and does not rely on verbal skills or
achievement
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Structure of
NNAT
• Seven levels
• 38 items per level
• Each level was
designed to have
– good ceiling / floor
– good reliability
– as many as four item
clusters
Level
A
B
C
D
E
F
G
Grades
K
1
2
3&4
5&6
7-9
10 - 12
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Group Test Comparison
Raven
TONI-3
MAT-SF
NNAT
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Group Administered Tests
NNAT
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Program Options
Based on identification
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Gifted Program Delivery Models
What can schools do to help these
students when they really care, but
don‟t have the funds?
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Gifted Program Delivery Models
Some gifted students may be
candidates for early entrance to
kindergarten, or possibly first
grade if they are already
reading.
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Gifted Program Delivery Models
Pre-assess gifted students before a unit
or a course for mastery of the subject
matter and offer a more advanced unit or
course.
Self-contained classes for gifted
students, particularly in core curriculum
classes, help them move on to more
advanced subjects.
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Gifted Program
Delivery Models
Multi-age, self-contained gifted classes
are even more effective. Learning with
intellectual peers encourages gifted
students to achieve.
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Gifted Program Delivery Models
Subject acceleration is
appropriate when a student
is proficient in a particular
subject.
Consider grade
acceleration when a student
demonstrates proficiency at
a particular grade level. Use
the Iowa Acceleration Scale
to evaluate this and other
options.
Subject
Grade
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Gifted Program Delivery Models
Dual enrollment in middle or high school,
or high school and college, offers
challenging opportunities for gifted
students.
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Gifted Program Delivery Models
Offer Advanced Placement (AP) courses
and/or International Baccalaureate (IB)
programs for gifted students.
Provide counselors who are trained to counsel
gifted students, including advising them of
talent development opportunities.
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Gifted Program Delivery Models
Advise students of Academic Talent
Searches, scholarships and academic
competitions and give students credit for
the advanced courses they take in
academic summer programs.
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Gifted Program Delivery Models
Create a school culture that values
intellectual discovery and
achievements, where students
encourage one another to accomplish
more than they would on their own.
Encourage administrators and teachers to
educate themselves on the wide range of
exceptional abilities among bright students and
increase flexibility in addressing the individual
learning needs of gifted
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Rationale for Cluster Grouping
• Placing high achievers together in one
classroom challenges those students,
enabling other students to become
academic leaders and allowing new
talent to emerge.
Marcia Gentry
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Rationale for Cluster Grouping
• Cluster grouping makes it easier for teachers
to meet the needs of students in their
classrooms by reducing the achievement range
of students within a classroom.
• Cluster grouping used in conjunction with
challenging instruction and high teacher
expectations may improve how teachers view
their students with respect to ability and
achievement.
Marcia Gentry
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Rationale for Cluster Grouping
• Achievement scores improved over a
three-year period for students in a
cluster group environment and the
number of students identified as high
achievers increased.
Marcia Gentry
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Rationale for Cluster Grouping
• Flexible grouping within and between
classes that reduces the achievement
range of each class can provide many
benefits to all students and teachers.
• The positive effects of cluster grouping
result from many changes in the school
climate such as:
Marcia Gentry
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Rationale for Cluster Grouping
• creating opportunities for staff
development, emphasizing a variety of
instructional strategies;
• raising teacher expectations;
• creating a sense of ownership;
Marcia Gentry
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Rationale for Cluster Grouping
• reducing the range of achievement
levels in classrooms;
• creating opportunities for collaboration
with colleagues and administration.
Marcia Gentry
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Categorical Program
Monitoring
Gifted and Talented Education (GATE) Instrument
for
Categorical Program Monitoring (CPM): An Ongoing
Monitoring Process
• Desired Outcomes
– The local educational agency (LEA) provides opportunities for
high-achieving and underachieving gifted and talented pupils,
including pupils from economically disadvantaged and varying
cultural backgrounds. (EC 52200[a])
– The LEA improves the quality of existing programs for gifted
and talented pupils. (EC 52200[b])
– The LEA provides for experimentation in the delivery of the
programs, including a variety of programmatic approaches
and cost levels. (EC 52200[b])
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Categorical Program
Monitoring
Involvement
Parents, staff, students, and community members
participate in developing, implementing, and
evaluating core and categorical programs.
I-G 1. The LEA plan includes procedures
for continuous participation of parents of
gifted and talented education (GATE)
pupils in recommending policy for the
planning, evaluating, and implementing of
the GATE program. (5 CCR 3831[j][8])
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Categorical Program Monitoring
Governance and Administration
II-G 2. The LEA plan describes the appropriately
differentiated curricula for identified GATE pupils. (5 CCR
3831[j])
– 2.1
– 2.2
– 2.3
The LEA develops a method for identifying GATE
pupils in one or more of the following categories:
intellectual, creative, specific academic ability,
leadership ability, high achievement, and performing
and visual arts talent. (EC 52202)
The LEA GATE program is planned and organized as
an integrated, differentiated learning experience
within the regular school day and may be augmented
or supplemented with other activities related to the
core curriculum. (EC 52206[a])
A person is designated who has responsibility for
the development of identification procedures,
program implementation, fiscal management, and
collection of auditable records for evaluation. (EC
52212[a][3])
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Categorical Program Monitoring
Funding
III-G 3. GATE program funds are used solely for the
purposes of the program. (EC 52209)
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3.1
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3.2
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3.3
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3.4
The LEA plan includes an objective-related
budget for use of GATE funds. (5
CCR 3831[j][10])
Funds not expended in the current fiscal
year
are expended for GATE program
services in
subsequent years.
(EC 52209[b])
Indirect costs charged to the program
were
no more than 3 percent. (5 CCR 3870)
The school district maintains auditable
records. (EC 52212[a][2])
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Categorical Program Monitoring
Standards and Accountability
IV-G 4. Evaluation of the program
includes an annual review of pupil
progress and of the administration of
the program. (5 CCR 3831[j][5])
– 4.1 Modification of the GATE program
is based on an annual review. (5 CCR
3831[j][6])
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Categorical Program Monitoring
Professional Development
V-G 5. The LEA staff development
plan is based on a needs assessment
that includes the specification of
requisite competencies of teachers
and supervisory personnel. (5 CCR 3831[j][7])
– 5.1 “Special day class” GATE teachers
have preparation, experience, personal
attributes, and competencies for
teaching gifted children. (5 CCR
3840[a][3])
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Categorical Program Monitoring
Opportunity and Equal Educational Access
VI-G 6. The LEA provides equal opportunities
for pupils to be identified for participation in
the GATE program. (5 CCR 3820[e])
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6.1
The LEA seeks out and identifies gifted and
talented pupils whose extraordinary capacities
require special services and programs. (5 CCR
3820[b])
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6.2
The LEA seeks out and identifies gifted and
talented pupils from varying linguistic, economic,
and cultural backgrounds. (5 CCR 3820[f])
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6.3
All identified gifted and talented pupils have the
opportunity to participate in the program.
(5 CCR 3831[i])
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Categorical Program Monitoring
Teaching and Learning
VII-G 7. The LEA provides differentiated learning opportunities
commensurate with the gifted and talented pupil’s abilities and
talent. (EC 52200[c][1])
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7.1
Gifted and talented pupils have opportunities to
acquire skills at advanced levels commensurate with their
potential. (EC 52200[c][2])
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7.2
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7.3
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7.4.
Gifted and talented pupils have opportunities to
develop realistic, healthy self-concepts. (EC 52200[c][6])
Academic components are included in all program
offerings, and where appropriate, instruction is
provided
in basic skills. (5 CCR 3831[g], EC 52206[c])
Underachieving, linguistically diverse, culturally
divergent, or economically disadvantaged gifted and
talented students receive services to assist them in
developing their potential to achieve at the high levels
commensurate with their abilities. (5 CCR 3840[i])
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State Plan
• AB 2313 – requires plan for 1, 2 or 3
years
• Components
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Program Design
Identification
Curriculum and Instruction
Social & Emotional Development
Professional Development
Parent and Community Involvement
Program Assessment
Budget – ADA * ~ $9.31
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Activity
In a team, use state‟s rubric to read all
components of the your district plan
Rate the plan together as a team
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