CASE 2012: IDEA LAB GIFTED LEARNING Overcoming Data Barriers and Myths for Student Growth * Beyond a First Glance * RtI and Gifted Programming: The Practitioner s Perspective
OVERCOMING Data BARRIERS and MYTHS for STUDENT GROWTH Dr. Susan Scheibel Dr. Blanche Kapushion You must be the change you wish to see in the world. Mahatma Gandhi
FACTS and REALITIES Over 63,000 identified gifted and talented (GT) students in Colorado s districts, schools, and classrooms GT students are diverse, requiring a continuum of structures within the systems Excellence in education requires solid data and growth mindsets to overcome barriers and myths for student growth
OVERVIEW with Resources: SETTING THE COURSE TO OVERCOME Building EQUITY & EXCELLENCE National Statistics (Davidson Institute, 2010) A Commitment to Excellence (Kapushion, 2012) MINDSET Matters Mindset Visual (Dweck, 2006) Overcoming BARRIERS New Solutions for Schools (Cherry Creek Students, 2011) Overcoming MYTHS Demythologizing Gifted Education (GCQ 2009) & Myths (NAGC 2012) Demythologizing Gifted Education (GCQ, 2009) & Myths (NAGC, 2012) Supporting ACTIONS When ALL Means ALL (Kapushion, 2012)
Building Equity & Excellence Excellence in education is when we do everything that we can to make sure they become everything that they can. Carol Ann Tomlinson National Statistics (Davidson Institute, 2010) A Commitment to Excellence (Kapushion, 2012) FOCUS ON THE NEEDS OF ALL STUDENTS!
MINDSET Matters Mindset: The New Psychology of Success How We Can Learn to Fulfill our Potential Carol ls. Dweck, Ph.D. Stanford (2006) Mindset Visual (Dweck, 2006) (Parenting, business, school, relationships)
Grow Your Mindset FIXED MINDSET Intelligence is static GROWTH MINDSET Intelligence can be developed Leads to a desire to look smart and therefore a tendency to. Leads to a desire to learn and therefore a tendency to
Mindsets Challenges Avoid challenges Obstacles Get defensive or give up easily Effort See efforts as fruitless or worse Criticism Ignores useful negative feedback Success of others Feels threatened by the success of others Challenges Embrace challenges Obstacles Persist in the face of setbacks Effort See effort as path to mastery Criticism Learns from criticism Success of others Finds lessons and inspiration in the success of others
Therefore As a result They may plateau early and achieve less than their full potential il As a result They reach ever higher levels of achievement EXCELLENCE Students, teachers, parents, leadership
GROWTH MINDSET With a Growth Mindset, how does that look for students? How does that look for teachers? How does that look for parents? How does that look for educational leadership? Overcoming
Maybe It is not because things are difficult that we do not dare; it is because we do not dare that they are difficult. Seneca
Overcoming BARRIERS With a Growth Mindset and focus on student needs Policies? Supportive leadership? Trained teachers and leaders? Curriculum and instruction? Family connections? Other? New Solutions for Schools (Cherry Creek Students, 2011)
National Research: Demythologizing Gifted Education Leading Up to 1982 Myths Since 1982: A Quarter Century of Continuing Change The Myths and Gifted Education: A Contemporary View D th l i i Gift d Ed ti (GCQ 2009) & Demythologizing Gifted Education (GCQ, 2009) & Myths (NAGC, 2012)
National Association for Gifted Children Overcoming MYTHS GT students don t need help; they ll get it on their own. Teachers challenge all students, so GT kids will be fine in the regular classroom. All children are GT. Acceleration placement options are socially harmful for GT students. GT education programs are elitist. That student can t be GT because he s got poor grades. GT students are happy, popular, and well adjusted in school/ GT students are maladjusted. This student can t be GT, (s)he has a disability. Our district has a GT program; we have AP classes. GT education requires an abundance of resources.
Supporting ACTIONS Nationally National decades of research (NAGC) National standards and common core Best practice and strategies Successful systems and models that support student growth and achievement
CDE, Jacquelin Medina Supporting ACTIONS Colorado Colorado Association for Gifted and Talented (CAGT) Four university master programs for GT State mandate to identify and program Early entrance and concurrent enrollment policies Successful systems that work for student growth and achievement Excellence..ALL Means ALL When ALL Means ALL (Kapushion, 2012)
Our Legacy As parents, teachers, and coaches, we are entrusted with people s lives. They are our responsibility and our legacy. We now know that the growth mindset has a key role to play in helping us fulfill our mission and in helping them fulfill their potential. Carol Dweck
Cheryl Franklin Rohr Jacquelin Medina
Mission Commitment Prepare students for success in a globally competitive world Gifted student require special provisions to ensure: readiness at their level of instruction and depth of knowledge and skills in specific academic domains positive self esteem and self efficacy
Accountability All students Comparisons of performance and growth 22 11 103(34) 103(34) Student groups means the grouping of students based on sex, socioeconomic status, race and ethnicity, disability, English language proficiency, and gifted and talented status, as said groups are described by state board rule and federal requirements, and any additional student groups that the state board may describe by rule to align with changes to federal requirements or to provide additional data for analysis of student learning.
Accountability State and ethical responsibility for public trust Individual student accountability College and career ready in their own way using developed strengths, interests and personal motivation and persistence 12.02(1) gifted student achievement and reporting are consistent with accreditation requirements (i.e., disaggregation of state assessment data for gifted students, identification of discrepancies in the data, goal setting and demonstration of growth)
Gifted Learners Disaggregate performance and growth all gifted Observe data by school or grades for clues about success Make comparisons among sub groups Use a body of evidence to enhance data analysis (e.g., state, curriculum based assessment, and district assessments that permit above grade level interpretations) May overlook excellence gaps at first glance
The Same Process
Reading State All Gifted Year Median Growth Percent Advanced Percentile Achievement 2009 57 35 2010 57 36 2011 56 33
Disaggregate Data Beyond the First Glance Administrative units Individual districts and schools General all gifted Specific by language arts, language arts and math, math, and other Free and reduced lunch Gender ELL Special education All gifted By Content By Grade
100 Both Language Arts & Mathematics Gifted Reading 90 80 70 60 50 40 30 20 10 0 Unsatisfactory PartialProficient Proficient Advanced 2009 Both 2010 Both 2011 Both
Language Arts Gifted 100 Reading 90 80 70 60 50 40 30 20 10 0 Unsatisfactory PartialProficient Proficient Advanced 2009 Language Arts Gifted 2010 Language Arts Gifted 2011 Language Arts Gifted
Other Gifted Reading 80 70 60 50 40 30 20 10 0 Unsatisfactory PartialProficient Proficient Advanced 2009 Other Gifted 2010 Other Gifted 2011 Other Gifted
100 Mathematics Gifted Reading 90 80 70 60 50 40 30 20 10 0 Unsatisfactory PartialProficient Proficient Advanced 2009 Mathematics Gifted 2010 Mathematics Gifted 2011 Mathematics Gifted
100 Free and Reduced Gifted Students Advanced Performance 90 80 70 60 50 40 30 20 10 0 FARM Eligible Not FARM Eligible 2009 2010
Administrative Unit Achievement READING Number of AUs Median Median Growth Growth Above 60 48 38 9 6 Percent advanced d performance 18 57 12 41
Other AU Observation Free and reduced lunch gifted students compared to non FRL giftedstudents in individual AUs Percent of FRL giftedstudents with advanced achievement was typically significantly lower than non FRL gifted students Typically, AUs with high median growth percentile Typically, AUs with high median growth percentile had disparities in achievement of FRL students
A district with high median growth found: Gender differences in growth and achievement Disparities between free and reduced lunch gifted students and non FRL Achievement for gifted in both language arts and math was significantly higher than for gifted in language arts Twice exceptional student growth trends I di id l h l h th d/ hi t Individual schools where growth and/or achievement were high and low
A district with low median growth found: Pockets of strong growth and achievement Schools with below 30 median growth percentile Targeted performance challenges at high elementary years and middle school levels
Response to Data Analyze data (different levels and variables) and trends Performance Challenges Root Cause (e.g., structure, professional development, personnel, curriculum materials) Improvement targets and strategies
One Story Data analysis led to root causes of lack of supplemental curriculum withrigor rigor, and professional development in reading for gifted students at the middle school level. 100% of gifted students will demonstrate individual MAP scores above national average growth in reading 100% of gifted students will demonstrate a median growth percentile of 60 on T CAP by 2016
CWM Language Arts Units Alignment with common core standards and outcomes Concept based learning 21 st Century Skills: Critical and creative thinking Communication: listening, speaking, writing Relevancy through novel book selection Literary analysis Paul s Reasoning Model Vocabulary web and Persuasive writing model
Professional Development Training by an expert in language arts District provided materials Mentor for teachers from district i t staff tff Progress monitoring through MAPs data collection
Results after Two Years Use of targeted research based supplemental, Tier II, materials: il There were more gifted students who demonstrated growth at the middle school using CWM materials. The pre IB language arts teacher reported that students t from the middle school using CWM materials were better prepared with higher skills.
Good News Every administrative unit supports staff who are responsible for learning and growth of gifted students Universities are prepared to train qualified personnel in gifted education Focus on gifted student improvement targets makes a difference
RtI & Gifted Programming: ThePractitioner s Perspective Dr. Robin Carey Misty Burkhart
Quotable The real voyage of discovery consists not of seeking new landscapes, but in having new eyes ~ Marcel Proust
A Shift in Thinking From Equity and Excellence: Culturally Diverse Students in Gifted Education, Donna Ford (2003). Traditional beliefs Identification is a yes or no answer based on an achievement or intelligence score Measurement = a single test Ability is rewarded and must be demonstrated Genetics determine giftedness Students are in a gifted program Gifted education is a place A question of excellence versus equity Gifted education is a privilege Contemporary beliefs Identification focuses on a profile of student strengths and needs Measurement = assessing in multiple ways with multiple sources Effort, achievement and potential are recognized Environment and genetics play a role in the characteristics of gifted learners Students receive gifted services Gifted education is not a place Excellence and equity are not mutually exclusive Gifted education is a need
Potential Potential Is a moment, a thought, a flicker, a chance, a change, an idea of what may become Potential Is the feeling that I can do that, I want to do that, I will learn to do that... Potential is usually felt within, but it can be seen by others even bf before you know it... Potential is courage, a risk, an opportunity, the possibility of a passion, the opportunity for the beginning of a life changing moment Potential is what you may become... 2012, George Betts
Potential Webster defines potential as, existing in possibility: capable of development into actuality (2011). The American Heritage Dictionary dfiiti definition highlights the growth nature inherent in potential: capable of being but not yet in existence; having possibility, capability, or power; something possessing thecapacity for growth (2003).
RtI and Discovering Potential With the RtI approach, the focus is on the possibilities, with support for the learners development in reaching his or her full potential. The teacher/facilitator recognizes and nurtures that potential through instructional activities with the intensity of support determined by the needs and strengths of the individual learner.
Critical Components Leadership Collaboration Learners Teachers Families Community Instructional Practices
What is working? The RtI process is in place for all learners, including those who demonstrate high potential: School wide support Consistent, research based accommodations are implemented school wide Students don t get lost in the shuffle
What is working? The RtI process is in place for all learners, including those who demonstrate high potential: Affective and academic needs are examined and met Parents are naturally brought into the process and into the decisions being made for their child A greater understanding school wide about gifted learners and their individualized needs
What is yet to be learned? In order to maximize the use of the RtI framework for high h potential illearners, we still must address a number of issues: Consistency within a feeder area and across the district How to help Twice Exceptional students reach their potential
Pitfalls to avoid! When expanding the RtI process to include high potential illearners, watch out for these pitfalls: if Running out of time to discuss the gifted learners Trying to make the student adapt to the class and other students so they can fitinto into other groups, etc. Skimming over the needs of high potential learners because of time restraints, lack of funding and resources
Professional Development Professional development is necessary to ensure effective use of the framework as a potential based model: recognizing potential in students from all cultures, ethnicities, and socio economic status; selecting appropriate instructional strategies to use when students demonstrate potential; and considering multiple and varied data points to inform programming.
To think about
Quotable education doesn t need to be reformed it needs to be transformed. The key to this transformation is not to standardize education, but to personalize it, to build achievement on discovering the individual talents of each child, to put students in an environment where they want to learn and where they can naturally discover their true passions. ~ SirKen Robinson, TheElement
NAGC/Denver 2012 November 15 18, 2012 Colorado Convention Center Leadership Forum November 15, 2012 PLEASE join NAGC and Colorado gifted!
Closure Questions Large group Small group discussions Contact information: scheib303@comcast.net bkapushi@jeffco.k12.co.us cfranklin@adams14.org Medina_J@cde.state.co.us robin.carey@dcsdk12.org misty.burkhart@dcsdk12.org