Gifted and Talented Program W2_PPT_mte512_8-12-2019
- 1. Gifted and Talented Program Corey Thompson University of Phoenix MTE/ 512 August 12, 2019
- 2. This Presentation will discuss the Gifted and Talented Program. I. Characteristics of gifted and talented learners II. Testing of gifted and talented learners, including planned assessments to monitor student learning III. Services and supports for gifted and talented learners, including least restrictive environment (LRE) IV. Accommodations used for gifted and talented learners to deepen knowledge and skills “This Presentation will discuss the Gifted and Talented Program and contents from (1) characteristics of gifted and talented learners, (2) testing of gifted and talented learners, including planned assessments to monitor student learning (3) Services and supports for gifted and talented learners, including least restrictive environment (LRE) (4) and Accommodations used for gifted and talented learners to deepen knowledge and skills.”
- 3. Characteristics of gifted and talented learners
- 4. 4 Characteristics of gifted and talented learners 4 According to the National Association for Gifted Children, NAGC, they noted common characteristics with gifted learners: Abstract thinking. Complex, logical, long attention span, high concentration/ thinking. Receive basic skills somewhat quickly. Wide range of interests. Strong imaginations. Planning/ organization skills (NAGC, 2007). Alert and rapid learners. Put thoughts together quickly. Excellent memory. Process large vocabulary and complex sentence structures. Self-interest. High skill levels in reading and writing.
- 5. Testing of gifted and talented learners, including planned assessments to monitor student learning
- 6. 6 Testing of gifted and talented learners, including planned assessments to monitor student learning • … 6 • In most states, assessments are for grade schools and students' performances, which gives a specific ranking number for accountability reasons (Guskey, 2003). • In this state, New Jersey Student Learning Standards defines gifted learners to demonstrate high levels of academic performances in specific content areas, compared to their peers. Since the state does not have a criteria for identifying gifted learners, school districts are required to use multiple measures to identify such levels. Multiple measures identifies the following: • Learners test scores. • Student/ grade performances. • Intelligence testing. • Student, Parent and Teacher recommendations. (NJ Department of Education, 2019).
- 7. Services and supports for gifted and talented learners, including least restrictive environment (LRE)
- 8. Services and supports for gifted and talented learners, including least restrictive environment (LRE) Learning environments to follow curricular and instructional development with specific content or modifications. assessments, curriculum instruction to provide such services and supports. Products used. Professional development. (NAGC, unk). 8 The State of New Jersey has designated local school districts to provide such services and to be considered from the PreK-Grade 12 National Gifted Program Standards (NJ Department of Education, 2019). These standards support:
- 9. Accommodations used for gifted and talented learners to deepen knowledge and skills
- 10. Accommodations used for gifted and talented learners to deepen knowledge and skills An article from ASCD suggests difficult tests offered first, pre- test for volunteers, prepare "to take it up,“ student interests, collaborating with peers, and plan for Tiered Learning instructions (Azzam,2016). • According to the New Jersey State Department of Education, they mandate a different identification methods and specific program adjustments in order to accommodate students labeled as "twice- exceptional," which defines as gifted with co-existing disabilities or "English language learner" (NJ Department of Education, 2019). 10
- 11. 11 REFERENCES 11 References • Azzam, A.(2016/4).ASCD. Six Strategies for Challenging Gifted Learners Volume 58: Number 4. Retrieved from http://www.ascd.org/publications/newsletters/education- update/apr16/vol58/num04/Six-Strategies-for-Challenging-Gifted-Learners.aspx • Guskey,T. (2019).ASCD.How Classroom Assessments Improve Learning. Volume 60; Number 5:Using Data to Improve Student Achievement; Pages 6-11. Retrieved from http://www.ascd.org/publications/educational-leadership/feb03/vol60/num05/How- Classroom-Assessments-Improve-Learning.aspx/ • National Association for Gifted Children. (2007). Common Characteristics of Gifted Individuals. Retrieved from https://www.nagc.org/resources-publications/resources/my- child-gifted/common-characteristics-gifted-individuals. • NJ Department of Education. (2019). New Jersey Student Learning Standards. Gifted and Talented. Retrieved from https://www.state.nj.us/education/genfo/faq/faq_gandt.htm.
Editor's Notes
- #2: Corey Thompson University of Phoenix MTE/ 512 August 12, 2019
- #3: This Presentation will discuss the Gifted and Talented Program and contents from (1) characteristics of gifted and talented learners, (2) testing of gifted and talented learners, including planned assessments to monitor student learning (3) Services and supports for gifted and talented learners, including least restrictive environment (LRE) (4) and Accommodations used for gifted and talented learners to deepen knowledge and skills.
- #5: According to the National Association for Gifted Children, NAGC, they noted common characteristics with gifted learners that are very alert and considered rapid learners. They tend to puts thoughts together quickly and having excellent memory and having the ability to process large vocabulary as well as complex sentence structures. Other characteristics traits noted included of having self-interest, high skill levels in reading and writing skills, abstract thinking, complex, logical, long attention span, high concentration. Furthermore, gifted learners receive basic skills somewhat quickly, asking complex questions, and having wide range of interests. They have strong imaginations and have organization skills (NAGC, 2007).
- #7: In most states, assessments grade schools and students' performances by giving a specific rank or grade for accountability reasons (Guskey, 2003). In this state, New Jersey Student Learning Standards defines gifted learners that demonstrates high levels of academic performances specific content areas compared to their peers. Since the state does not have a criteria for identifying gifted learners, school districts are required to use multiple measures to identify such levels. Multiple measures, according to the state, identifies learners test scores, student/ grade performances, intelligence testing, as well as with parent and teacher recommendation (NJ Department of Education, 2019). Guskey,T. (2019).ASCD.How Classroom Assessments Improve Learning. Volume 60; Number 5:Using Data to Improve Student Achievement; Pages 6-11. Retrieved from http://www.ascd.org/publications/educational-leadership/feb03/vol60/num05/How-Classroom-Assessments-Improve-Learning.aspx/
- #9: The State of New Jersey has designated local school districts to provide such services and to be considered from the PreK-Grade 12 National Gifted Program Standards (NJ Department of Education, 2019). These standards to support curricular and instructional modifications with specific content, process, products, and learning environments follows learning and development, assessments, curriculum and instruction, learning environments, programming, and professional development (NAGC, 2007). NJ Department of Education. (2019). New Jersey Student Learning Standards. Gifted and Talented. Retrieved from https://www.state.nj.us/education/genfo/faq/faq_gandt.htm National Association for Gifted Children. (2007). Common Characteristics of Gifted Individuals. Retrieved from https://www.nagc.org/resources-publications/resources/my-child-gifted/common-characteristics-gifted-individuals
- #11: Accommodations used for gifted and talented learners to deepen knowledge and skills An article from ASCD suggests difficult tests offered first, pre-test for volunteers, prepare "to take it up,“ student interests, collaborating with peers, and plan for Tiered Learning instructions (Azzam,2016). According to the New Jersey State Department of Education, they mandate a different identification methods and specific program adjustments in order to accommodate students labeled as "twice-exceptional," which defines as gifted with co-existing disabilities or "English language learner" NJ Department of Education, 2019). Azzam, A.(2016/4).ASCD. Six Strategies for Challenging Gifted Learners Volume 58: Number 4. Retrieved from http://www.ascd.org/publications/newsletters/education-update/apr16/vol58/num04/Six-Strategies-for-Challenging-Gifted-Learners.aspx. NJ Department of Education. (2019). New Jersey Student Learning Standards. Gifted and Talented. Retrieved from https://www.state.nj.us/education/genfo/faq/faq_gandt.htm.