NPAGE Back to School Meeting

Welcome to the 2008/2009 school year!

Overview Gifted Education

Gifted Education at the Elementary Level: Small group instruction of gifted students Enrichment within the classroom

Gifted Education at Secondary level: Middle School

• Advanced courses• Gifted Seminar 7• Gifted Seminar 8 and Gifted Seminar 9

High School• Advanced courses• Mentorship Program• Dual enrollment• Virtual High school

Overview of Gifted Review

Last NP Gifted Review was in 1993 Current Gifted Review spanned 2006-07

and 2007-08 Streamlined the process by developing this

Organizational Chart

Organizational Chart for Gifted Review Committee

Steering CommitteeDrove the gifted review process; regulated the activities of all other subcommitteesIncluded district administrators and staff

Evaluation SubcommitteePurpose was to review current programming for gifted students K-12 and NP data related to gifted programming

Research SubcommitteePurpose was to research current trends and program delivery methods related to gifted education

Identification SubcommitteePurpose was to examine the district’s process of screening, testing, and identifying gifted studentsDeveloped a new identification process in accordance with proposed Chapter 16 regulations

Committee of the WholePurpose was to offer periodic feedback to the members of the steering committeeIncluded the steering committee, a rep from each subcommittee, and parents

PLEP Committee Purpose was to review all possible ways to report a student’s educational performance Consulted with Jim LoGuidice to shape our “PLEP Protocol”Created a draft of a “PLEP Protocol”

Committee MembersSteering Committee

Dr. Gary Otto – Chair Dr. Betty Robinson Dr. Barbara Fischl David Decker Dr. Barbara Galloway Amy Ryan Faga Donna Mower John Iannacone Ineke McCrea Isabel Resende

Evaluation SubcommitteeAmy Ryan Faga – Co-ChairDonna Mower – Co-Chair

Sandy KoppDavid Decker

Research SubcommitteeDr. Barbara Galloway – Co-Chair

Ineke McCrea – Co-ChairDr. Betty Robinson

Isabel ResendeAmy Levitan

Mike McNerny

Identification SubcommitteeDr. Barbara Fischl – Chair

Donna EdmundsCaroline Crew

John IannaconeGail Jurikson-Rhodes

Toby SerlingPeg Stocum

Committee of the WholeSteering Committee MembersSubcommittee Chairpersons

Parents: Melissa Keyser-Miller Joe Brouch Linda Block-Love Ed Yeh Mary Nicodemus

PLEP Committee Dr. Gary Otto – Chair

Isabel Resende David Decker

Amy Ryan FagaDonna Mower

Gifted Review Flowchart

November 5:Hold GSC Meeting

Items to cover:

1. Review 06-07 GSC work2. Discuss Organizational Chart3. Assign sub committee members and tasks4. Establish dates and timelines for work of steering committee 5. Set up dates for Committee of the Whole

Subcommittee Work:Each subcommittee will meet and work on tasks. Progress report due to GSC at January 4 meeting.

January 4: GSC Meeting1. Progress report from subcommittees due.2. Report to K-12 on progress.

Subcommittee Work:Each subcommittee will meet and work on tasks. Progress report due to GSC at February 1 meeting.

January 25:Committee of the Whole Meeting

February 1: GSC Meeting1. Progress report from subcommittees due.2. Report to K-12 on progress.

Subcommittee Work:Each subcommittee will meet and work on tasks. Progress report due to GSC at March 7 meeting.

March 7: GSC Meeting1. Progress report from subcommittees due.2. Report to K-12 on progress.

Subcommittee Work:Each subcommittee will meet and work on tasks. Final progress report due to GSC at April 11 meeting.

March 28:Committee of the Whole Meeting

April 11: GSC Meeting1. Progress report from subcommittees due.2. Final recommendations due.3.Share final recommendations with K-12.

Subcommittee Work:Each subcommittee will meet and process fianl recommendations for final report at May 9 GSC meeting.

May 9: Final GSC Meeting:1. Present final recommendations2. Make final report to ECP.

May 30:Committee of the Whole Meeting

November 19:

Hold GSC Meeting

Items covered:

1. Established Sub-Committee structure2. Assigned chairs to sub-committees

Nov 07 Dec 07 Jan 08 Feb 08 Mar 08 Apr 08 May 08

Developed Gifted Philosophy Designed new identification process Evaluated current status of gifted education

Revised process for determining present educational levels for GIEPs

Communicated new processes Administration, K-12 Guidance, Reading Specialists, Psychologists,

Gifted support teachers Recommended next steps

Accomplishments

Further areas of study: Instructional Strategies K-12Gifted Education StructureProfessional DevelopmentWhole Child Perspective

• Academic needs• Social and emotional needs

Commitment to Continuous Improvement

North Penn School DistrictGifted Philosophy

The North Penn School District recognizes the need to educate gifted students according to their abilities, interests, talents, and needs. Since “…no single focus program…can hope to adequately serve a population with such potentially complex profiles” (Lewis, 2002); we will provide a continuum of services which may include the following where appropriate: compacting, expanding, enrichment, and/or acceleration of curriculum and instruction. This will be evidenced in the differentiation of content, process, product, and learning styles. We also recognize that gifted students have unique patterns of social and emotional development. Given that “the balance between cognitive and affective learning outcomes is key to a functional program” (Delcourt, Cornell, and Goldberg, 2007); we aim to foster an environment that will develop their individual academic talents while simultaneously nurturing the whole child.

The North Penn School District will provide a continuum of services which may include the following where appropriate:compacting expandingenrichment and/or acceleration of curriculum and

instruction.

This will be evidenced in the differentiation of:contentprocess productlearning styles

NEW GIFTED EVALUATION PROCESS

Advantages of New Process

Single tier of assessment Academic assessment now includes written

expression Multiple measures of achievement in

reading, written expression and mathDifferentiated standards on achievement

measures yield multiple criteria for eligibility

Advantages of New Process Continued

Reduction of gender, racial or ethnic biasWeight of the IQ score for eligibility has

been reduced More sources of information for GIEP

developmentProcess is compatible with proposed

Chapter 16 regulations

Eligibility Criteria GIEP Development

Parent Information Traits of Gifted Learners North Penn Gifted Evaluation Parent Information FormGifted and Talented Checklist for Parents (Sayler)

Teacher Information Gifted Rating Scale-School Form

Gifted and Talented Checklist for Teachers (Sayler)Chuska Scales for Rate of Acquisition and Retention

Academic Achievement Wechsler Individual Achievement Test- IISubtests- Reading Comprehension, Math Reasoning, Written ExpressionBurns and Roe Individual Reading InventoryTest of Mathematical Abilities for Gifted StudentsTest of Written Language

Wechsler Individual Achievement Test- IISubtests- Reading Comprehension, Math Reasoning, Written ExpressionBurns and Roe Individual Reading InventoryTest of Mathematical Abilities for Gifted StudentsTest of Written Language

Intellectual Functioning Wechsler Intelligence Scale for Children-IV

Wechsler Intelligence Scale for Children-IV

Eligibility Criteria GIEP Development

Parent Information

Traits of Gifted Learners

North Penn Gifted Evaluation Parent Information FormGifted and Talented Checklist for Parents (Sayler)

Expanded Parent Information

Information for Eligibility Criteria

Traits of Gifted Learners

Please rate your child on each of the following items.

RARELY SOMETIMES FREQUENTLY

• Is creative and imaginative • Has insight into cause and effect • Prefers complex ideas • Recalls information easily • Is capable of abstract thought

Expanded Parent Information

Information obtained about the whole child to assist in GIEP development

NPSD Gifted Evaluation Parent Information Form Examples: In what areas does your child excel outside of school?

Please describe your child’s peer relationships and social skills.

Please rate your child in the following areas. My child: Strives for perfection; can be self-critical Is willing to try new things when unsure of success Is individualistic and prefers to work alone

Expanded Parent Information

Gifted and Talented Checklist for Parents (Sayler)

My child has quick recall of information (e.g. immediately remembers facts, series of numbers, events, words from songs or movies, or parts of conversation heard earlier)

SA 10 9 8 7 6 5 4 3 2 1 SD

Unsure or don’t know

A personal example:

My child knows a lot more about some topics than do other children that age. (e.g. recounts facts about dinosaurs, sports, electronics, math, books, animals, music, art, etc; finds out a lot about a particular subject on his or her own; is very curious. A personal example:

SA 10 9 8 7 6 5 4 3 2 1 SD

Changes in Regulations: Intellectual Measures

Chapter 16 Proposed Regulations:

”Deficits in memory or processing speed, as indicated by such tests, cannot be the sole basis upon which a student is determined to be ineligible for gifted special education”

General Ability Index (GAI)

North Penn’s Procedure

Will use GAI with minimal required critical value

Difference of 6 points exists between GAI and Full Scale IQ

Not all gifted candidates will meet this requirement

Research with the Gifted/Talented population used for development of the WISC-IV indicates that 31.7% had a difference of 6 points

Gifted Evaluation Process

• 100 possible points

• 20 possible points for parent and teacher ratings

• 30 possible points for academic achievement

• 50 possible points for intelligence

• 46 points required for eligibility

• Students with IQ scores in the Superior range (120 to 129) can qualify for eligibility if they demonstrate superiority in academic achievement and ratings by parents and teachers

North Penn School DistrictPresent Levels of Education

PLEPs

Present Levels of Educational Performance

“Gathering enough data to know what the student needs”

Initial GIEP

Use data from the Gifted Written Report

As of Jan. 5, 2009, GWR will have more data to include

PLEP Process

Protocol has been established for maintaining GIEPs after the initial evaluation

Intellectual / Academic Assessments

Aptitudes/Abilities/Strengths/ Interest

• Parent input, teacher input, student input

Questions Please write an individual question on the

cards.

Or

Email: Don Venema, interim Director of Secondary Education

Commitment to Continuous Improvement