EDSE 687 Program Strategies and Services for the Gifted and
EDSE 687 Program Strategies and Services for the Gifted and Talented (3) Summer, 2015 Jennifer Ritchotte, Ph.D. School Special Education University of Northern Colorado 970-351-1657 (UNC) 704-780-7171 (Cell) [email protected] A. COURSE DESCRIPTION This course addresses the basic program models, strategies and services necessary for developing appropriate education for individual gifted learners. B. PREREQUISITES: EDSE 683 C. REQUIRED READINGS (Books) Renzulli, J., Gubbins, E. J., McMillen, K.S., Eckert, R. D., & Little, C. A. (2009). Systems and models for developing programs for the gifted and talented, (d Mansfield Center, CT: Creative Learning Press. Peters, S. J., Matthews, M. S., McBee, M. T., & McCoach, D. B. (2013). Beyond gifted education: Designing and implementing advanced academic programs. Waco, TX: Prufrock Press. Although I recommend purchasing the book, the two chapters you need from Beyond Gifted Education for this course can be downloaded for free at http://www.prufrock.com/Assets/ClientPages/pdfs/Beyond_Gifted_Education_Samp le.pdf REQUIRED READINGS (Articles, Chapters, etc., Available on Blackboard) Adelson, J. L., McCoach, D. B., & Gavin, M. K. (2012). Examining the effects of gifted programming in mathematics and reading using the ECLS-K. Gifted Child Quarterly, 56, 25-39. Callahan, C. M., Moon, T. R., & Oh. S. (2014). National surveys of gifted programs. Retrieved from http://www.nagc.org/sites/default/files/key%20reports/2014%20Survey%20of%20GT%2 0programs%20Exec%20Summ.pdf Davidson Institute for Talent Development. (2015).Gifted education policies. Retrieved from http://www.davidsongifted.org/db/StatePolicy.aspx Duke TIP. (2006). Programming Delivery Models for the Gifted. Retrieved from http://tip.duke.edu/node/725 Kaufman, S.B., & Sternberg, R.J. (2008). Conceptions of giftedness. In S. Pfeiffer (Ed.), Handbook of giftedness in children: Psycho-educational theory, research, and best practices. New York, NY: Plenum. McClain, M. C., & Pfeiffer, S. I. (2012). Identification of the gifted in the United States today: A look at state definitions, policies, and practices. Journal of Applied School Psychology, 28, 59-88. NAGC Position Statement. (2010). Redefining giftedness for a new century: Shifting the paradigm. Retrieved from http://www.nagc.org/sites/default/files/Position%20Statement/Redefining%20Giftedness %20for%20a%20New%20Century.pdf NAGC Position Statement. (2009). Grouping. Retrieved from http://www.nagc.org/index.aspx?id=4450 NAGC Position Statement. (2008). The role of assessment in the identification of gifted students. Retrieved from http://www.nagc.org/sites/default/files/Position%20Statement/Assessment%20Position% 20Statement.pdf National Association for Gifted Children. (2012). State definitions. Retrieved from http://www.nagc.org/sites/default/files/Advocacy/State%20definitions%20%288-113%29.pdf National Association for Gifted Children. (2010). Pre-K-Grade 12 gifted programming standards. Retrieved from http://www.nagc.org/index.aspx?id=546 National Association for Gifted Children.(n.d). Definitions of giftedness. Retrieved from http://www.nagc.org/resources-publications/resources/definitions-giftedness D. COURSE OBJECTIVES (Based on the CDE Gifted Specialist Standards) Learners will be able to: 1. Apply knowledge about program strategies and delivery of instruction and services to gifted and /or talented students; the development and implementation of programs and strategies for gifted and talented students that are consistent with adopted policies of the school district; complement district and school instructional objectives. [9.05 (4]) 2. Evaluate and prescribe appropriate curriculum and program options for gifted and talented students, consistent with State content standards, and with additional district and other related curricular offerings. [9.05 (4) (a)] 3. Apply effective and appropriate systems, models and /or administrative practices, as relevant, to gifted and talented students, in the delivery of applicable program components that address: a. Acceleration of instruction; b. Appropriate flexible grouping practices; c. Differentiated instruction, and complexity and depth of content; d. Affective and career development; e. Appropriate learning environments; f. Additional and relevant instructional and enrichment materials and resources in a wide range of appropriate instructional materials; g. Print and non-print materials; h. Computer-aided enhancement of instruction; i. Human and community resources; and j. Environmental resources. [9.05 (4) (d-e iii)] E. CONTENT OF THE COURSE Unit One: Conceptions and Definitions of Giftedness Complete the readings below and write a response of three well-crafted paragraphs and two questions that will stimulate discussion. Your response should address the following questions: What do conceptions and definitions of giftedness have to do with programming? Which conception(s) and definition(s) resonates with you the most? Explain. Respond to two threads. Kaufman, S.B., & Sternberg, R.J. (2008). Conceptions of giftedness. In S. Pfeiffer (Ed.), Handbook of giftedness in children: Psycho-educational theory, research, and best practices. New York, NY: Plenum. NAGC Position Statement. (2010). Redefining giftedness for a new century: Shifting the paradigm. Retrieved from http://www.nagc.org/sites/default/files/Position%20Statement/Redefining%20Giftedness %20for%20a%20New%20Century.pdf National Association for Gifted Children. (2012). State definitions. Retrieved from http://www.nagc.org/sites/default/files/Advocacy/State%20definitions%20%288-113%29.pdf National Association for Gifted Children.(n.d). Definitions of giftedness. Retrieved from http://www.nagc.org/resources-publications/resources/definitions-giftedness Unit Two: Identification and Assessment of Gifted Students Complete the readings below and write a response of three well-crafted paragraphs and two questions that will stimulate discussion. Your response should address the following questions: What do identification and assessment of gifted students have to do with programming? What are your beliefs about identification and assessment? Respond to two threads. McClain, M. C., & Pfeiffer, S. I. (2012). Identification of the gifted in the United States today: A look at state definitions, policies, and practices. Journal of Applied School Psychology, 28, 59-88. NAGC Position Statement. (2008). The role of assessment in the identification of gifted students. Retrieved from http://www.nagc.org/sites/default/files/Position%20Statement/Assessment%20Position% 20Statement.pdf Unit Three: Introduction to Gifted Programming Complete the readings below and write a response of three well-crafted paragraphs and two questions that will stimulate discussion. The “Davidson Institute” link is an interactive map. Click on the states that you are interested in learning more about in terms of g/t policies. The programming standards are recommended practices that we should be doing with all g/t students. Respond to the following question: What did you learn from these readings and from viewing the interactive map? Respond to two threads. Callahan, C. M., Moon, T. R., & Oh. S. (2014). National surveys of gifted programs. Retrieved from http://www.nagc.org/sites/default/files/key%20reports/2014%20Survey%20of%20GT%2 0programs%20Exec%20Summ.pdf Davidson Institute for Talent Development. (2015).Gifted education policies. Retrieved from http://www.davidsongifted.org/db/StatePolicy.aspx National Association for Gifted Children. (2010). Pre-K-Grade 12 gifted programming standards. Retrieved from http://www.nagc.org/index.aspx?id=546 *Bonus Reading (This has some tough statistics in it, but it is worth reading. I recommend reading the literature review and discussion sections): Adelson, J. L., McCoach, D. B., & Gavin, M. K. (2012). Examining the effects of gifted programming in mathematics and reading using the ECLS-K. Gifted Child Quarterly, 56, 25-39. Unit Four: Introduction to Systems and Models in Gifted Education Read Borland’s “Anti-Model” AND the chapters from Beyond Gifted Education (see below). Write a response with three well-crafted paragraphs and two questions that will stimulate discussion. Submit to the discussion board. Respond two threads. • Chapter 4, Borland (Anti-Model) • Beyond Gifted Education (Chapters 1 and 2) Unit Five: Systems of Delivery, Curriculum, and Evaluation 1. Systems- Delivery. Complete the readings below and write a response with three well-crafted paragraphs and two questions that will stimulate discussion. Submit to the discussion board. Respond to two threads. • Chapter 1, Assouline (Acceleration) • Chapter 9, Gentry (Cluster Grouping) NAGC Position Statement. (2009). Grouping. Retrieved from http://www.nagc.org/index.aspx?id=4450 Duke TIP. (2006). Programming Delivery Models for the Gifted. Retrieved from http://tip.duke.edu/node/725 2. Systems- Curriculum. Choose one of the following chapters and write a response with three well-crafted paragraphs and two questions that will stimulate discussion. Submit to the discussion board. Respond two threads. • Chapter 8, Gallagher (PBL) • Chapter 10, Kaplan (Grid) • Chapter 24, Van Tassel-Baska (ICM) 3. Systems- Evaluation. Choose one of the following chapters and write a response with three well-crafted paragraphs and two questions that will stimulate discussion. Submit to the discussion board. Respond to two threads. • Chapter 5, Callahan (Evaluation) • Chapter 16 Robinson (Arkansas) Unit Six: Comprehensive Models Select three of the models below and read the accompanying chapters. • Chapter 3, Autonomous Learner Model • Chapter 13, Schoolwide Enrichment Model • Chapter 19, Sternberg (WICS) • Chapter 2, Baum (Talent Centered) • Chapter 6, Clark (IEM) • Chapter 7, Gagne /gone-yay/ (Differentiated Model) • Chapter 11, Maker (DISCOVER) • Chapter 12, Moon (Purdue) Develop a table that evaluates and compares the three models of your choice from the list above, using 8-10 criteria that follow Criteria include: (a) Definition of giftedness, (b) Philosophy and/or conception of giftedness, (c) Research base, (d) Identification procedures and criteria, (e) Model goals and objectives, (f) student goals and objectives (g) Essential components, (h) Required personnel and/or training, (i) cost, (j) time, and (k) overall practicality and/or feasibility and/or sustainability. ***If you would like to use 1 or 2 criteria that are not listed, that is okay for this assignment. Unit Seven: Evaluation of Programming Plans This unit consists of the following two-part assignment. 1. Evaluate the GT programming plans of at least two school districts (if you work in a school district, one should be your own). Use district plans and other information and/or documentation that are available. You do not need to review districts only in Colorado. Synthesize the information in light of the content of this and other courses in your evaluation. A sample of possible criteria follows. You will select your own 8-10 criteria for evaluation. Sample Criteria a. State department of education guidelines b. District vision and mission- How does it address giftedness? c. Definition of giftedness (Internal consistency with identification and programming?) d. Theoretical underpinnings of giftedness e. Identification process f. Response to Intervention (RtI), MTSS, PBIS g. Programming model and/or elements- to what degree are the cognitive, social, emotional, creative, and physical dimensions addressed? h. Advanced Learning Plan or another format for setting learning and/or affective goals with children/youth i. Curriculum Development and Instructional Strategies j. Program evaluation k. Student placement (acceleration, grouping options, advanced classes, etc) l. Staffing- district and school levels, job descriptions m. Professional Development opportunities at district and school levels = n. Community and parent involvement- mentors, advisory board, parent outreach, etc. o. Budget p. Five year plan/goals Unit Eight: Standard Essay, Programming Plan, and Final Discussion Board Posting 1. Synthesize the course content by writing an Integrative Standard Essay that includes your I) knowledge base, 2) personal thesis, 3) application as an educator/programming plan (see below), 4) future contributions and 5) essential references (at least 8-10). Please use the same format as you have used for other CDE Standards Essays. 2. For the “Application as an Educator” portion of your standard essay, describe your ideal programming plan. What would you do if you were in charge? You must address at least the following four criteria 1) definition, 2) identification, 3) programming, and 4) evaluation. Your plan should constitute a minimum of 5-6 pages of the essay. 2. Please write one last discussion board post about what your biggest “take aways” are from this course. Respond to two threads. I. GRADING CRITERIA Discussion Board Postings (8 x 5 points each) 40 pts. Model Evaluation and Comparison Table 10 pts. G/T Programming Plans Comparison Chart/Table/Write up 10 pts. Programming Plan 20 pts. (included in the standard essay) Standard Essay 30 pts. Total Points 110 Grading Scale A 94% or above A- 90-93% B+ 86-89% B 83-85% B- 80-82% C+ 76-79% C 70-75% C- 69% Grade Policy for the Program UNC graduate students must maintain a minimum 3.0 GPA. Any course in the G/T program for which an earned grade is lower than a B must be repeated. J. POLICIES Students with disabilities: Any student requesting disability accommodation for this class must inform the instructor giving appropriate notice. Students are encouraged to contact Disability Support Services (www.unco.edu/dss ) at (970) 351-2289 to certify documentation of disability and to ensure appropriate accommodations are implemented in a timely manner. Late Policy: Late work will be accepted at the instructor’s discretion. Poor planning and hectic work schedules are generally not acceptable reasons for failing to turn work in on time. 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For more information about your rights and responsibilities as a UNC student see http://www.unco.edu/dos/honor_code/index.html Academic Integrity- Plagiarism/Consequences: It is expected that members of this class will observe strict policies of academic honesty and will be respectful of each other. Any instances in which cheating, including plagiarism and unauthorized use of copyrighted materials, computer accounts, or someone else’s work is determined, will be referred to Student Services and will be investigated to its full extent. Please see http://www.unco.edu/dos/honor_code/understanding_plagiarism.html UNC's Policies. UNC's policies and recommendations for academic misconduct will be followed. For additional information, please see the Dean of Student's website, Student Handbook link and current catalog. http://www.unco.edu/
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