Recommendations for Gifted Education Program for Advanced Learners

Transcription

1 Recommendations for Gifted Education Program for Advanced Learners Orinda Union School District GATE Review Committee May 22, 2000

2 Introduction The purpose of the GATE Review Committee is to evaluate the needs of advanced learners at OUSD and to review the existing program to determine if those needs are being met. Based on our review of the existing program and a thorough review of the following resources, we recommend an exemplary program to the OUSD Board of Trustees aligned with the following: OUSD Strategic Plan California Standards and Benchmarks, as adopted by OUSD California Frameworks for Mathematics and Language Arts California Department of Education "Gifted GATE Rubric" California State Board of Education Grouping Policy for Gifted Students National Association for Gifted Children ( NAGC ), Gifted Program Standards Nationally recognized research, such as the Johns Hopkins Center for Talented Youth and Susan Winebrenner, author of many works concerning gifted learners Successful California district programs and nationally recognized programs California Association of the Gifted ( CAG ) Staff and parent input 2

3 Philosophy OUSD is committed to providing an exemplary academic program to meet the needs of advanced learners. The following lists key elements of an exemplary gifted education program: Extends each child s intellectual boundaries and helps all students achieve their highest potential, including advanced learners. Provides for consistency in opportunities for advanced learners within each grade level at each school site and across the district. Recognizes the real world limitations of teachers time and district resources. Ensures that our advanced learners have equal opportunity to achieve excellence when compared to advanced learners nationally. Provides open and consistent channels of communication between and among principals, teachers, administrators, and parents. Good communication is as important to the optimum learning experiences for these gifted learners as the delivery of the curriculum. Provides pre-assessment and frequent, ongoing assessment to determine instructional level of students and confirm student progress. Like good communication, frequent assessment is also a key component of a successful gifted education program. 3

4 California State G.A.T.E. Program Requirements Gifted and Talented Education ( GATE ) is a State of California categorical program. GATE recognizes that there are students who are advanced academic learners as compared to their peers. Advanced learners have special needs that must be met to fully develop their exceptional academic strengths, as well as to avoid the pitfalls of forced underachievement (regression-to-the-mean syndrome), boredom, frustration, and detachment that often result when gifted students are not adequately challenged within their academic day. [California Education Code Section 52200] To receive categorical funds for gifted education programs, the state has the following requirements and guidelines: Students identified by upper range of intellectual ability (required), high achievement, specific academic ability. Minimum of 200 minutes average per week for 30 weeks of the school year that provides specific gifted programs for all identified students. All programs should concentrate part of its curriculum on providing pupils with an academic component and, where appropriate, instruction in basic skills. Services and programs offered should address the needs of pupils. Written plan available for public inspection. Continuous parent participation in recommending policy for planning, evaluating, and implementing the program (district advisory committee optional). Annual review and evaluation of the efficacy of gifted services and program, using student achievement data in the evaluation process. Modify services as a result of the evaluation to ensure the quality of existing programs for gifted pupils is maintained and/or improved. Process for determining the professional development needs of staff who work with gifted pupils and a plan for meeting those needs. Annual budget ensuring GATE funds are used solely in support of purposes described by education code and that district indirect cost rate is 3 percent or less. 4

5 Current OUSD GATE Program Description Elementary Schools generally use an enrichment pull-out model, even though the GATE identification process is academically based. Any differentiation or extension of the core academic curriculum is done independently by the classroom teacher. Two 45 minute pull-out enrichment sessions per week are provided for 4 th and 5 th grade GATE students by a site GATE manager. Additionally, one or two push-in enrichment units are taught by the GATE manager to the whole 4 th and 5 th grade classes. One site is currently piloting an after-school enrichment GATE program. The pull-out nature within school time is viewed as problematic because it can be disruptive to class instruction, often having the children lose out on valuable core curriculum minutes and requiring them to make it up on their own. Middle School uses a before/after-school GATE enrichment program open to all students, with GATE students having first choice. Two courses currently offered have a high participation of GATE students enrolled are Jazz Band and Math Problem Solving (Math Counts! competition). The other courses offered have a low participation of GATE identified students. Advanced academic instruction is currently limited to Advanced Math class sections for 6 th, 7 th and 8 th graders within the school day. The general consensus among staff, parents, and students is that the current elementary and middle school program is not fully meeting the needs of the District s advanced learners and should be improved to include greater academic challenge and acceleration opportunities. 5

6 Program Models Investigated An Advanced Learner is defined as a student who performs, or demonstrates potential to perform, at significantly higher levels of academic accomplishment when compared with peers of their age, experience, or environment. Please note that the words, gifted student, and advanced learner, are used interchangeably in this document. These students not only learn faster than typical students, they are able to absorb at a level of complexity and depth that is out of the range of most students. They have extreme strengths in one or more areas, which create special educational needs. (California Dept. of Education & Johns Hopkins CTY) Because the needs of advanced learners range as far above the average, as special education students are below the average, it is necessary to provide them with different types and levels of instruction and curriculum in order to appropriately challenge and support them in achieving their maximum potential. The Committee researched a variety of gifted programs, both nationally and within California, and found that most were represented by one of four standard models, or a combination thereof: 1. Tracking: Fixed groups that are rigidly maintained over time. 2. Pull-outs: Grouping used primarily in enrichment models for limited time periods. 3. Differentiated instruction within heterogeneous classes: Adapting the curriculum and instruction to meet the unique needs of learners by making modifications in complexity, depth, and pacing. 4. Flexible grouping by instructional level: Grouping students by need, interest, or ability. Groups can be formed and reformed to meet varied instructional purposes. Regrouping students occurs within classrooms, across classrooms, and across grade levels. Cluster groups, which typically assign students with similar needs/abilities to the same classroom at time of placement, is also a form of grouping. 6

7 Evaluation of Each Model Tracking, while providing for clear differentiation of instruction, has proven to be sub-optimal because of its lack of flexibility for students once they are tracked, and because it does not accommodate students who may be advanced in one subject area but not in another. Because of these shortcomings, tracking is not recommended by CAG, NAGC, and is not being considered for OUSD. Enrichment Pull-outs for advanced learners have been used with some success at OUSD elementary schools. The shortcomings of pull-outs are the limited amount of time for which they can be used and their resulting disruption of the regular classroom. While the time spent with like-ability students is viewed as highly positive by the children, these students are often put in a position where they have missed valuable curriculum minutes which they must make up on their own time. Differentiated Instruction in heterogeneous classes avoids many of the shortcomings and stigmas of the tracking model. However, it is extremely difficult to accomplish the level of instructional differentiation needed by the advanced learners on a consistent, daily basis in a typical heterogeneous classroom where the range of abilities is wide. Although differentiation alone is not optimal for meeting the needs of advanced learners when used as the sole instructional strategy, it should be the minimum expectation that is used by all teachers in all classrooms for all subjects in concert with other instructional and grouping strategies as stated by CAG. Flexible Ability Grouping provides for regrouping of students by instructional level during the school day by setting common, dedicated times for instruction of specific subjects. During these times, students regrouped by instructional level for specific subjects are taught in separate homogeneous groups. Typically, in elementary school, math and language arts are taught at the same time each day in all grades to allow flexible ability grouping within classrooms, across classrooms, and across grade levels. In middle school, math, English, science and social studies are instructionally grouped. 7

8 Consideration for placement in or out of flexible ability groups are facilitated by pre-assessment and frequent, ongoing assessment for every student to provide for optimal learning environments for all students. There exists a flexible system ( on and off ramps ) to enable students to move in and out of instructional groupings, as needed. Students may be identified for appropriate instructional levels in each individual subject, matching individual student strengths. Conversely, non-identified, high-achieving students in a particular subject may also be grouped for their academic strengths. Grouping advanced learners together during this dedicated time allows increased pace and complexity of instruction without the risk of leaving other students behind or discouraging their participation. This approach removes the ceiling for advanced learners, allowing continuous progression into higher level curricula and materials, as appropriate, once mastery of grade level standards and benchmarks are achieved. Many advantages of flexible grouping are noted by teachers such as easier preparation and delivery to a more similar instructional range, reduced demands on a teacher s preparation and instructional time, while also achieving more effective teaching. By teaching to one group for the entire period, teachers have more instructional time with each student, focused at the appropriate level of instruction, which allows for greater complexity, depth, problem solving and investigative activities as required to challenge, and hold the attention of advanced learners. Appropriate pace and opportunities for acceleration are more easily attained. This model supports the OUSD Strategic Plan and helps insure equity of services within each grade level and at each elementary school site for all advanced learners by providing a consistent, coherent program district wide. Flexible ability grouping also satisfies the need of advanced learners to associate with intellectual peers for academic challenge and social/emotional support. Following is a selection of quotes from research and state documents: The California Language Arts Framework, when comparing various programming arrangements for Advanced Learners, cites a Marcia Delcourt et. al. study of grouping arrangements of over 1,000 elementary-age students in which the only type of programming arrangement that did not result in statistically significant improvements in achievement was 8

9 enrichment offered within the regular, heterogeneously grouped classroom, and the reason that this approach was not successful was that even with the best of intentions, teachers did not have time to actually deliver the advanced or enriched curriculum for gifted students they had planned. Gifted Child Quarterly, Fall 1999 further cites a Delcourt study of four programming arrangements for Advanced Learners, concluding: Across all programs, gifted students from within-class (heterogeneous, differentiated) programs received the lowest scores in all areas of achievement when compared to their gifted peers in other program options. The Center for Talented Youth of The Johns Hopkins University concludes that the move to eliminate all forms of ability grouping and the accompanying mandate to group heterogeneously all children carries far-reaching implications for gifted and talented students. The opposition to homogeneous grouping by ability is partially fueled by budgetary reductions and accompanied by system-wide policies that teachers will meet the needs of all students in the regular curriculum with special help for students who are having academic problems. The most able are often left to fend for themselves unless they become behavioral problems or are consigned to a role as teacher s aides. Susan Winebrenner, in Understanding Our Gifted Where Have all the Gifted Programs Gone? writes, The programs we should seek for gifted learners are those that deliver the promise made by most schools: to provide consistent daily opportunities for challenging learning experiences for all students. This goal automatically requires differentiation of content, pacing and grouping practices for the most capable students. These differentiation opportunities are always available for students who struggle to learn. The precedent for differentiation is in place. Since gifted learners are just as atypical from average as are kids with learning problems, the differentiation they need is highly defensible. Let s be sure this concept is understood at all our children s schools. By grouping those students who are advanced learners in a particular subject, the other students are consequently grouped in narrower learning bands, resulting in a more optimal instructional level and providing them with many opportunities to assume academic leadership and become more active participants in their learning process. (California Department of Education) As noted by a Del Rey 3 rd grade teacher who has piloted flexible ability grouping, These more focused bands of students raise the children s perception of their own academic potential (self-esteem). Flexible groupings of students must be developed in order to facilitate differentiated instruction and curriculum. Minimum Standards- The use of flexible grouping of gifted learners must be an integral part of gifted education programming. Exemplary Standards- Gifted Learners should be included in flexible grouping arrangements in all content 9

10 areas and grade levels that ensures that gifted students learn with and from intellectual peers. (National Association of Gifted Children) Flexible ability grouping is practiced by many of the most highly ranked schools in the state and nation and has been successfully piloted in the third grade at Del Rey this year. The Los Altos School District has used this model successfully for many years in its six elementary and two middle schools, resulting in the highest ranking average District test scores in California, as shown below. OUSD scores are provided for comparison. STATE OF CALIFORNIA SCHOOL RANKINGS Los Altos Elementary Schools / Ranking OUSD Elementary Schools / Ranking Oak 4 th Sleepy Hollow 27 th Loyola 9 th Wagner Ranch 92 nd Bullis 11 th Del Rey 122 nd Almond 12 th Glorietta 130 th Santa Rita 21 st Springer 30 th Los Altos Middle Schools / Ranking OUSD Middle Schools / Ranking Blach Intermediate 1 st Orinda Intermediate 8 th Egan Intermediate 2 nd 10

11 Gifted Education Program Recommendations It is recommended that the best of the three program models explained above, differentiation, flexible ability grouping, and enrichment pull-outs, be combined to create an exemplary gifted program for OUSD students. Advanced learners need to be grouped with pupils of similar ability for at least part of their school day. This facilitates the opportunity for more individualized instruction and curriculum to be delivered at the appropriate level, and allows students to encourage and stimulate each other. To maximize the learning potential for all students and create more effective flexible groups, the curriculum in the advanced groups must be significantly differentiated for higher level expectations of student performance and work. Changes in learning environment, by themselves, without corresponding changes to curriculum and quality of instruction do not yield impressive gains. Elementary School Gifted Education for Advanced Learners The optimal program is strong academics built upon differentiation of all curricula in all subjects and flexible grouping by instructional levels K-5 in math and language arts at each elementary school site. Program specifics are based on successful national models such as Johns Hopkins, Montgomery County, Maryland, Lake Oswego and Tualatin, Oregon, and the Los Altos District, California. Dedicated common time for mathematics and language arts should be established for all grades at each site. The appropriate flexible group placement should be determined by pre-assessment, ongoing assessment, teacher observation, and student performance. Cluster grouping of advanced learners in classrooms creates a supportive environment and facilitates appropriate differentiation strategies. As students move up in their achievement level and ability, they would move to the next higher level of instruction. Conversely, off-ramp opportunities would be available should a student experience difficulties and need greater support. 11

12 The Committee recommends the following specifics for grades K-2: After appropriate assessment, a variety of grouping instructional strategies using differentiated instruction and materials to sufficiently challenge the like-ability groups formed within each heterogeneous classroom should be established in math, daily, for the amount of time recommended by the California State Framework for each grade level beginning Fall Review and revise curricula in language arts over the course of the next twelve months in order to implement a program of similar instructional grouping in language arts by the Fall of Create a confidential folder for every identified advanced learner. This folder should contain all data relevant to the special needs and abilities of the advanced learner. It should be kept by the student s teacher in the classroom for easy reference and instructional planning, and updated annually. Folders will be managed by gifted education site lead teacher or other arrangements as the site determines. Cross-classroom and/or cross-grade rotation for appropriate instructional grouping will be allowed for the exceptionally gifted students for whom in-homeroom cluster grouping does not provide a sufficient challenge. Math Specialists may also be used to provide resources to the classroom teacher to better serve the needs of advanced learners and provide for possible pull-out instruction to homogeneous groups of advanced students for greater challenge and acceleration of curriculum. Specialists in other subject areas may be added in the future as needs are determined. The Committee recommends the following specifics for grades 3-5: Flexible ability groups should be established after appropriate assessment, in math beginning in the Fall 2000, with groups meeting daily for time recommended by the California State Frameworks. The Los Altos math plan should be considered as the model. For example, the advanced 5 th grade students are 12

13 assigned an instructor (math specialist) and classroom at the same time that the middle and lower assessed 5 th grade groups would meet. This academic math pull-out would deliver accelerated curriculum content to the identified advanced learners. Flexible Ability Grouping for language arts would begin the following school year Students may be flexibly grouped by instructional level cross-classroom by each grade that allows teachers to focus on the instructional needs of a narrower academic range and facilitate differentiation. Some exceptionally capable gifted students may also need the flexibility to regroup with a higher grade level group. Subject Specialists, particularly in math, could provide the high 5 th grade group with acceleration into the 6 th grade curriculum to facilitate the state standards and benchmarks continuum to 8 th grade algebra and geometry. Specialists would also provide coordination and resources to all classroom teachers to better serve the needs of all learners. Create a confidential folder for every identified advanced learner. This folder should contain all data relevant to the special needs and abilities of the advanced learner. It should be kept by the student s teacher in the classroom for easy reference and individual instructional planning, and updated annually. Folders will be managed by an on-site gifted education lead teacher or as designated by site. Middle School Gifted Education Program for Advanced Learners OUSD recognizes that the middle school years are a critical time for students. There is general agreement among professionals that the middle school years are marked by profound physical, emotional, social and cognitive development, and that learning is impacted by the students developmental changes, as well as, academic level. 13

14 There is also professional agreement that all adolescents, especially advanced learners, need to experience challenging and meaningful activities in order to stay engaged in the learning process, and that advanced learners placed together in areas of strength are less likely to underachieve and disengage. OUSD is committed to providing an array of services and strategies designed to challenge and support all middle school students, including advanced learners. The Committee recommends a strong academic program for advanced learners built upon differentiation of all curricula and instruction in all core subjects. Continuing the strategies and building on the strong program delivery for the elementary grades, the Committee recommends for grades 6-8: Math grouping by instructional level would continue as it is currently with expanded opportunities at 8 th grade for all students to take algebra and advanced learners to take geometry. Advanced level class sections in English/language arts for grades 6-8 should be offered beginning Fall of Curriculum content for these advanced sections should be significantly differentiated for greater challenge, depth, complexity, rigor, faster pace, and quantifiable higher expectations for student performance and work. Recognizing implementation difficulties in a transition year, OIS could employ cluster groups of a minimum of six already identified gifted incoming sixth grade students, per core class. (The research suggests that six is a minimum and that advanced learners will be better served in a heterogeneous classroom if the number of advanced learners is significantly higher.) This allows for significantly challenging and differentiated curriculum while eliminating the sense of isolation that often results with this group of learners in a heterogeneous classroom. Alternatively, the optimal program would be to ability-group in language arts/core similar to math advanced classes already in place at OIS and to adjust the curriculum accordingly. For students of exceptional abilities, cross-grade and concurrent educational opportunities, (e.g., access to the high school) should be made available to advanced learners whose academic needs cannot be met by the most challenging courses offered to grade level advanced learners. 14

15 Create a confidential folder for every identified advanced learner. This folder should contain all data relevant to the special needs and abilities of the advanced learner, and updated annually. Folders will be managed by an assistant principal, or his or her designee, who will be responsible for coordination of gifted services at OIS. Flexible planning and scheduling supportive of individual student needs, using the data contained in the Advanced Learner Folder and information provided by parents, educational consultants and teachers. Staff members with counseling backgrounds to mentor and work with adolescent advanced learners on a regular basis to address emotional needs and to provide social support and to provide education to parents of advanced learners on a regular basis. The Gifted Education Coordinator should educate parents and students about additional opportunities outside OUSD and facilitate access to excellent programs designed for the advanced learner, such as the Johns Hopkins Program for the Gifted and the Center for Talent Development at Northwestern University, particularly for summer enrichment opportunities. Additional advanced placement opportunities should be explored in the future to include other subject areas, especially science and history/social studies in all grades. Best Instructional Practices for Advanced Learners Consistent with the California State Framework, the U.S Department of Education, and California Association of the Gifted, the Committee recommends the following ways in which content and program can be modified 15

16 to meet the needs of the advanced learners. The following strategies should be incorporated to allow for students continuous progress and mastery: Flexible Pacing: Students shall be allowed to advance to higher level standards and benchmarks as they master content and skills of specific grade level benchmarks. Content Acceleration: Students shall be placed at the level of instruction that is appropriate for their assessed level. Students should be given opportunities to demonstrate mastery of specific grade level benchmarks and subject content, and then allowed to accelerate their learning to the next level benchmarks and/or provided content in greater depth without having to mark time while other students catch up. Acceleration shall be accomplished in the following ways: 1. Curriculum Compacting: The student is given reduced amounts of introductory activities, drill, and review so that the time saved may be used to move more quickly through the grade-level curriculum, or to provide greater depth and complexity of the curriculum; 2. Telescoping Curriculum: The student spends less time than usual in a course of study; e.g., completes a one-year course in one semester; 3. Advanced Placement in a Subject Area: Without being assigned to a higher grade, the student is placed for part of the day with students at more advanced grade levels for one or more subject areas. Enrichment/Extension: Students shall be given the opportunity to go deeper and wider into subject matter depending on their interest and motivation. Instructional Strategies and Modification: Focus shall be on instructional techniques that are openended and that create multiple opportunities for students expression of talents and abilities. 16

17 Curriculum Modification: Differentiation shall include three variables: the content of the lesson, the process by which students are to learn, and the product the students are to produce. A minimum expectation for all teachers in all classrooms for all subjects is that attention will be given to individualizing the curriculum and instruction for students through differentiation. Mentor Programs: In select instances, students may be encouraged to pursue advanced-level investigations with a professional at the workplace. Independent Study/Research Investigations: Students may be provided with opportunities to conduct a research investigation where they identify a real problem or question, use appropriate methodologies to conduct the research, and develop a product to communicate their findings to an authentic audience. Subject Specialist can be used to provide resources to the classroom teacher and teach flexible ability groups of students to better serve the needs of advanced learners. For example, a math, reading, and/or science specialist. The following methodologies are acknowledged to work less well for advanced learners and should be used judiciously: Additional worksheets or busywork for advanced learners that does not extend curriculum Exclusive or overuse of heterogeneous collaborative group projects Peer tutoring Horizontal enrichment only Extra credit, inflated grades Cooperative learning techniques Teaching to the middle and expecting advanced learners to challenge self and learn skills on own. 17

18 School-Wide Enrichment Clusters For All Students Enrichment based pull-outs that have historically been used primarily for GATE students should be offered to extend gifted education opportunities to all students. Several elementary models exist that allow students to choose an area of interest to explore for several weeks on a rotational basis. These programs create a chance for all students to have greater exposure and diversity of experience to the arts, music, drama, science, literature, technology, foreign language, etc. than is possible within the confines of the regular instructional day. Usually, this elective experience happens one afternoon a week for sixty to ninety minutes allowing for two enrichment choices per student per rotation cycle. A committee to design an elementary enrichment cluster program could begin work Fall 2000 and hopefully have in place a plan that could be implemented for Spring The before and after school middle school enrichment model at OIS should continue in some form, open to all students, and not based on gifted identification criteria. Priority should be given to maintaining Jazz Band and Advanced Math Problem Solving classes. 18

19 Identification & Eligibility Criteria An exemplary gifted program must have consistent and equitable identification and eligibility criteria. The state of California recommends districts have a thoughtful, cost effective identification process that allows students to qualify in a number of ways. Students qualify for the current GATE Program at OUSD using the 3 rd through 7 th grade STAR (SAT 9) score of 98% Total Reading and 98% Total Math (applying a normal curve equivalency factor for the STAR (SAT 9), or through the current GSST process where children are recommended for eligibility based on strong academic achievement when compared to the performance and characteristics criteria of his/her peers in the class. Prior to 1998, the Iowa Test of Basic Skills nationally norm referenced test was used in place of the STAR (SAT 9). Once a student is accepted into the GATE Program through the established identification process, they continue each year to be identified as gifted for instruction and placement during their subsequent years in OUSD. The Committee reviewed the current OUSD GATE identification policies, other districts gifted identification policies, and national and international research in the area of identification of gifted students. Based on this research, it is recommended that identification of gifted students be based on intellectual ability (required by state) alone, or in combination with specific academic ability or high achievement. The multiple measures that may be used to determine qualification are: STAR (SAT 9) Test Scores: Continue the 98 percentile eligibility requirement (applying the normal curve equivalency adjustment for the SAT 9). Identification dependent upon 98 percentile in both reading and math has excluded a number of students who are gifted in either reading or math, but not both. Allow separate gifted identification in areas of reading (language arts) and/or math. Students should qualify for gifted services in reading when they score in the 98 percentile or above; and/or, should qualify for gifted services in math when they score in the 98 percentile or above, beginning at third grade. Students who qualify in only one area (reading or math) will receive gifted services in that area only as the main emphasis. Students are eligible to be 19

20 identified for gifted services each year. Once a student is identified as gifted, they remain eligible for gifted student services through eighth grade. Gifted Student Study Team (GSST): In addition to the nationally norm-referenced state test scores, students may continue to be recommended for gifted services using the GSST to identify very high achieving students who do not qualify based upon STAR (SAT 9) test results. The GSST team members should include the current year s classroom teacher, the person who initiated the referral, parents of the student, and the Gifted Program Coordinator, or on-site coordinator. The team should convene in a timely manner to serve the best interests of the student. The GSST process should include three kinds of information: 1. A characteristics checklist, used as a screening tool, 2. Student work samples, and 3. Anecdotal information from the teacher, parent, and Gifted Education Coordinator, 4. Other professional information such as outside the district standardized tests (to accommodate student move-ins) or verified IQ test results (from nationally reputable, normed tests previously taken, such as the WISC or Stanford Binet). The characteristics checklist contained in the advanced student folder is completed by the teacher or staff member based on his/her observations of the student. The teacher should provide student work samples that demonstrate the student s area(s) of strength. The teacher should also bring samples of other students work, including students who are high achieving students, but not gifted, as a point of comparison. Samples brought as a comparison should remain anonymous. Parents will be given a parent information form to complete about their child. This information will be included in the meeting. Parents will have the opportunity to include work samples as well as anecdotal information about their child. The Group Memory form will be completed during the GSST process. Outside test scores will be included on the chart. Those people familiar with the student s work will share their perceptions. Discussions will be recorded on the Group Memory form. 20

21 The members of the GSST will determine the student s eligibility for the Gifted Education program based upon the information presented at the meeting. If there is not agreement at the GSST meeting, additional screening will be considered, using the Detroit Verbal Opposites Test and/or the Ravens Progressive Matrices suggested at the expense of the parents. Following the administration of the additional screening(s), the team will reconvene to determine the student s eligibility. Just as there is a wide range of learners in the average range, there exists an equally wide range of learners in the gifted range. Although OUSD does not use IQ as a qualifying measurement, it is being referenced here to help quantify the range of levels: IQ : Moderately Gifted IQ : Highly Gifted IQ 160+: Profoundly / Exceptionally Gifted OUSD staff has developed a revised and expanded Gifted Characteristic Checklist. The Committee recommends that this checklist be filled out for all students being considered for gifted services, including those students who qualify based upon Standardized Test results. The information in this form will have several purposes. (1) Aiding in the identification of students who are very high achieving students, but who did not score at 98 percentile on STAR test. (2) Helping teachers and parents become more familiar with characteristic of gifted students. Most teachers have not had classes in gifted identification and characteristics, and this checklist should help teachers across the grade levels become more familiar with these attributes. (3) Helping teachers monitor each gifted student s development of effective learning styles and attributes. Results of the annual checklist should be shared with the student s parents. This checklist should be used when a teacher observes that a student is functioning significantly above the level of the class. For a profoundly or highly gifted child, this could be as early as kindergarten. The use of this checklist in these very early elementary grades could help provide greater understanding of the child and appropriate academic modifications. 21

22 The checklist should be used for all gifted identified students and GSST referred students beginning in the end of 2 nd grade. (STAR Test is administered at end of 2 nd Grade). Chart begins at 2 nd grade in order to access information from that grade. Recording on chart should continue on an annual basis through 5 th grade. It should continue to be used in 6 th, 7 th and 8 th grades for new referrals to the gifted program. Gifted Student Folder: A gifted student folder should be created and maintained for each student identified as gifted through 8 th grade. This individual folder should be updated annually and kept in the classroom teacher s room during the school year during the primary years. Thereafter, it will be updated and maintained by the OIS on-site gifted student coordinator. It will help provide valuable individualized information on each gifted student and facilitate consistency from grade to grade of student services and to ensure the appropriate level of academic instruction. Folders should be turned in to the district gifted education coordinator in June. The coordinator should distribute folders in September to students teachers or the OIS on-site gifted student coordinator, as appropriate. The gifted student folder should contain: 1. Advanced Learner characteristics checklist chart: Updated annually in elementary school. Continue to keep chart in student folder at OIS. 2. Annual results of standardized tests: STAR test results, parent submitted outside test results, other standardized test results, etc. (Note: IQ Test results are considered confidential and should be kept in student s confidential office file.) 3. Non-confidential information pertinent to the child s progress and functioning in school, individual educational plans, i.e. independent study and any other additional works. 4. Written records of area(s) of giftedness should be kept in each student s advanced learner file folder. Knowing the area(s) of giftedness is important in providing each student with the appropriate level of academic instruction. 22

23 Staff Development Staff development is a key component to every exemplary gifted program reviewed by the Committee. The common goal of these programs is to provide staff at all school sites within a district with consistent and thorough training in recognizing and delivering curriculum and services to its gifted students. Critical areas of staff development include: (1) understanding the characteristics and needs of advanced learners, (2) understanding common problems unique to advanced learners, and (3) understanding the identification process of advanced learners, including the multiple measures of assessment used in the identification process. This staff development must be ongoing for teachers and principals. Equally important is ongoing training regarding appropriate programming and instructional strategies for advanced learners, including (1) appropriately challenging curriculum and materials, (2) modification strategies for curriculum delivery, and (3) best instructional practices for teaching advanced learners. Staff development needs to be ongoing, far-reaching, and up-to-date. Teachers should have access to informational literature and have opportunities to observe exemplary gifted programs in California. Teachers should be encouraged to participate in CAG certification programs for gifted instructors and be provided with seminars within and outside the district. District level meetings, facilitated by the District Gifted Coordinator, should be offered for all teachers in the district, with follow-up meetings held at individual sites. Experts in the field of the education of advanced learners should be retained by the district to provide in-service to all staff. Staff development in the area of educational services for gifted students should take place to ensure a comprehensive approach to curriculum delivery. Staff needs to receive training in differentiation, flexible grouping, flexible pacing, acceleration, curriculum compacting, telescoping curriculum, and advanced placement in a subject area. In addition, areas of enrichment, modification, independent study and mentorships need to be addressed in staff development. 23

24 The need for continuing staff development is supported within a goal of maintaining awareness on the part of the educators of the best ways to recognize advanced learners, and then be able to meet their needs. It is recommended that not only educators participate in this process, but parents as well. Placing parents in a proactive partnership role, with staff in the educational process, aids in awareness of characteristics of advanced learners and in program delivery. 24

25 Gifted Education Program Coordination One of the critical common elements found in the exemplary national gifted programs analyzed by the Committee is a district-wide coordinator position for overseeing the services and programs for the advanced learners. According to the Johns Hopkins Center for Talented Youth Research, providing a full range of services to meet the unique abilities and needs of the (advanced learners) cannot reasonably be accomplished solely by individual classroom teachers or even individual school staff. Within each local school system, there must be someone designated to provide leadership and direction in recognizing and programming for these students. The following responsibilities of the Gifted Education Program Director is in accordance with the California State GATE Review Rubric, the National Association of the Gifted Child (NAGC) and the California Association of the Gifted (CAG) Evaluation Criteria. The on-going functions of a truly committed district Advanced Learner Program cannot adequately be carried out through the existing Director of Curriculum position, with all the current and future demands that position holds vis a vis the OUSD Strategic Plan. Responsibilities- Carry out a comprehensive K-8 plan to include the policies and procedures for: 25

26 Implementation: Across all grades and schools, coordinate the identification and assessment processes for student eligibility and instructional needs of the advanced learner and provide all resources and materials needed to support the efforts of gifted education programming. Accordingly, the acquisition plan for purchasing new materials for OUSD should reflect the needs of advanced learners. Work with a Lead Teacher for Advanced Learning, designated at each campus to facilitate the consistent delivery and advocacy of gifted curriculum at each school site. Staff Development: A. Design and deliver the training across all grades and schools for: 1. Characteristics screening and identification and assessment plans for advanced learners 2. Grouping and individual curriculum adaptations for accelerated (pacing, compacting, etc) and enriched (greater depth, complexity and open-ended investigative practices) instruction. 3. State-of-the-art technology for integration into enriched curriculum opportunities. 4. Special principal training sessions as outlined by the California GATE Rubric. B. Regularly schedule common planning times for: teachers to facilitate the crossover of optimal advanced learner instructional techniques for all learners and to evaluate instructional and curriculum progress for their advanced learners and to coordinate with the on-site Advanced Learner Advocate. Instructional Modeling and Math and/or Language Arts Specialist for certain grades/or schools. Evaluation and Program Renewal: The Gifted Education Program must be evaluated at least annually to identify the strengths and weaknesses in the program as well as define areas for program renewal. Integrated input from the District-wide Program Director, on-site Teacher Advocates, parent surveys as well as input from the Advanced Learner Advisory Council is required. Ongoing Parent Advisory Committee- Parents should participate regularly in planning, implementation and evaluation of the Gifted Education Program for the advanced learners of OUSD. A representative group of parents shall meet at least three times each year to evaluate and work with the District Director to renew the Program, as needed. 26

27 Special Services: Inform the broader community of ongoing academic gifted programs such as the Johns Hopkins Center for Talented Youth, and summer academic programs, mentorship opportunities for Middle School students, as well as provide for Parent and Staff Education for the social and emotional guidance issues of the Gifted and Profoundly Gifted Advanced Learners as well the underachieving advanced learners. Advocacy: The Program Director ensures that administrators, teachers and parents work together on behalf of the students. The Director shall act as an advocate for the student, in rare instances where disagreement exists between parents, staff members and on-site Advanced Learner Advocates as to the placement and/or needs of any particular student. The Director will evaluate all relevant data pertaining to the student and will make a determination regarding placement that will be considered final until the next period of assessment. This time frame will be clearly articulated to the parents, staff and on-site Advocates. The philosophy of the process should be to ensure that the opportunity and benefits for the student are passionately maintained. Education- The Program Director should be the educational leader in the district for excellence in gifted education. They should keep up on all important and relevant research and attend the CAG annual conference, CAG regional meetings, and appropriate national training opportunities. The overwhelming majority of districts serving advanced learners utilize an Gifted Education Program Director to provide an exemplary Gifted Education Program which consistently meets the needs and equitably delivers the services across all school sites, as well as improve the educational opportunities for all learners in the District. If a district-wide program coordinator were to be hired, then this position would report to the Superintendent and work closely with the Director of Curriculum to integrate the gifted education programming needs into the general education program. This person must have completed, or be willing to undertake a certification program or advanced degree program in gifted education within a reasonable period of time, and would implement a balance of direct and indirect services to our students. 27

28 Program Evaluation To assure the success of the Gifted Education Program, there should be both ongoing monitoring and annual review, as recommended by the California State GATE Review Rubric, NAGC Evaluation Criteria and CAG Evaluation Criteria. The district level Gifted Education Coordinator should be responsible for the acquisition, distribution and collection of program evaluation materials. Program evaluation should include the following: Ongoing monitoring, with input from teachers, administrators, students, parents and District Gifted Education Coordinator concerning the pace, depth, complexity, level of difficulty of curriculum and quantity of work students are doing. Ongoing review and monitoring of the curriculum to assure thorough coverage of OUSD, California State Standards and Benchmarks in academic areas. Ongoing review of staff development needs in curriculum, materials and education and understanding of GATE students. Ongoing review of curriculum materials needs and access to budget for supplementary materials. Annual review of each student s gifted folder to assure that content is up to date. Annual Review of Gifted Education Program to be implemented and coordinated by the Gifted Education Coordinator. Results are to be reported to District Office and Board of Trustees. Monitoring of STAR test scores to assure consistent student progress. 28

29 Monitoring of District and School level assessments to track student progress. Completion of CAG Middle School Rubric (Rubric attached). Completion of and review with California State GATE evaluation rubric, with a goal of meeting exemplary level program standards. (Rubric attached) 29

30 Program Communication Parents, teachers, principals and administrators are all equal stakeholders in the success and advocacy of advanced learners in OUSD. Open and consistent channels of communication between and among these stakeholders are as important to the optimum learning experiences for these gifted learners as the delivery of the curriculum. District Responsibilities Inform parents about all aspects of the Gifted Education Program of OUSD, which includes: Content and expectations of the Program Selection and assessment criteria GSST criteria and the process inclusive of the parents input Advocacy and support services available to gifted students Ensure the appropriate staff training to meet the needs of the students and leverage the teachers impact on behalf of the advanced learners identification and academic needs. Provide an ongoing Parent Advisory Council for the Gifted Education Program to assist in the advocacy and evaluation of the Program. Inform the broader community about gifted academic programs offered to these students within the community, state or nation. Provide parent education forums to raise the level of awareness of the characteristics and needs of the Gifted and Profoundly Gifted Learners. 30