WIU Gifted Networking
Compliance and Best Practices
Compliance
Best Practice
Let’s learn about Carson Huey-You
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Collaborating with General Education Teachers
Resources
Supporting Underachieving Gifted Students
Questions
Collaborating with General Education Teachers
Specially Designed Instruction
“Implementation of specially designed instruction requirements is the responsibility of both the gifted support staff and regular education teachers (22 Pa. Code §16.32(f)). All teachers must play a role when providing instructional adaptations and modifications for the gifted. Assessed student needs must be the basis for the specially designed instruction, not delivery of a single option or one-size-fits-all programs.”
Specially Designed Instruction - Adaptations or modifications to the general curriculum, instruction, instructional environments, methods, materials or a specialized curriculum.
Collaboration, Coteaching, and Coaching
Gifted students are gifted all day every day, but often their needs are only addressed for a few hours a week when they attend a gifted enrichment class.
Types of Collaboration
Consultation
Coplanning
Coteaching
Coaching
Obstacles
Communicate clear purposes and roles
Elicit administrative support
Build a toolkit
Plan to coplan
Implement differentiation together, not “different” activities
Reflect and continually evaluate the role of collaboration
Research shows that some students already know 40-50% of the material to be presented at grade level, experience no differentiation in the classroom 85% of the time, (Reis, 2007) and that they retain new information and skills better when the pace is quicker and there is less repetition. (Rogers, 2008)
• In fact, children with high ability typically learn in one to three repetitions when it takes the average student ten or more repetitions to learn.
•High ability students who have already mastered content need supports to continue to be challenged by new learning.
•More work DOES NOT mean that an activity is more challenging or differentiated!
Questions, Roles, and Tasks for Coplanning
Coplanning Questions | Before Meeting | During Meeting | After Meeting |
What are the lesson goals and objectives? | Classroom teacher shares lesson plan electronically before the meeting. | | |
How might we preassess students? How will this impact grouping? | | Plans for preassessment and groupings are discussed and decided on | Classroom teacher prepares preassessment and administers it |
What differentiation strategies will we use to advance the content, build the buy-in, and create challenge? | Upon receiving the lesson plan the gifted education teacher considers a variety of materials and differentiation strategies | Both teachers decide which strategies will be used and how lesson materials will be prepared. | The gifted education teacher prepares differentiated materials to be used. |
How will we assess student learning? | Both teachers have initial ideas based on lesson plan. | Assessment methods are selected together and will decide who will create assessments/rubrics. | Rubrics are created or modified. |
What are the next steps in student learning? | After the lesson, both teachers review assessments and reflect. | Discuss how differentiation might apply in future lessons. | Continue to reflect and implement next steps. |
ABCs of Differentiation
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Advance the Content
Build Buy-In
Create Challenge
Six Strategies for Challenging Gifted Learners
Speak to Student Interests
Enable Gifted Students to Work Together
Plan for Tiered Learning
Most Difficult First
Pre-test for Volunteers
Prepare to Take it Up
Depth and Complexity Framework
What is Depth and Complexity? The Depth and Complexity framework is a set of tools that allow teachers to differentiate for any grade level or content area in a way that is straightforward to implement and effective. It is composed of eleven elements represented by a set of icons or pictures.
Depth and Complexity Framework
The Three Little Pigs
The Three Little Pigs
How are you collaborating with regular education teachers?
Toolkit Resources
Supporting Underachieving Students
What is underachievement?
Significant discrepancy between actual achievement and expected achievement
Potential causes of the advanced underachiever
•Student’s perception that what they are learning does not have meaningful, relevant or useful real-life application.
•Fear of being rejected for being different.
•The lack of goals or a sense that goals are unattainable.
•Fear of getting more of the same work for early completion.
▹Perfectionism
▹Work that is too easy or too difficult
▹The lack of opportunity for students to demonstrate what they know in ways that are compatible with their learning preference.
▹Lack of opportunity to learn about areas of interest.
▹Learning environment
GIEP Team
§ 16.32. GIEP.
(a) The GIEP team, in accordance with the requirements of this chapter shall, based upon the evaluation report, develop an initial GIEP and arrive at a determination of educational placement. Revisions to GIEPs, changes in educational placement, or continuation of educational placement for a student determined to be a gifted student shall be made by the GIEP team based upon a review of the student’s GIEP and instructional activities, present levels of educational performance, as well as on information in the most recent evaluation
Considerations
Strategies
How have you dealt with underachieving students?
Resources
Resources
Gifted in PA Resources
Upcoming Webinars
Building Capacity to Support Higher Achieving Students - Feb 22 @ 9am
GIEP Goals Clinic - March 7 @ 9am
Statewide Gifted Webinar - March 28 @ 9am
https://giftedinpa.eventbrite.com
Questions?