Purpose of the Report 1.The State of Virginia requires it. • Each school board must submit a plan that complies with state regulations. • The current plan, Local Plan for the Education of the Gifted , was approved in 2016 and is effective through 2021. • The Gifted and Talented Advisory Committee - composed of parents and GT teachers – must conduct: • An annual review of the local plan, as revised • An analysis of the implementation of the previous year’s plan • The GTAC must submit its written findings annually to the division superintendent and the school board. 2. We believe in the program. • Members of the GTAC would like to unite with MCPS to deliver on its plan for itself and the community.
What We Found • Great things are happening in GT, notwithstanding financial constraints and operational challenges. • The quality of instruction in the K-6 pull-out program is excellent. • The pull-out program is well-aligned with the 2016-2021 plan. • Improvement in areas that lag behind the plan is achievable and worth pursuing. • More robust identification of GT students, with a view toward more representative demographic distribution • Improved differentiation of instruction within cluster classrooms • More efficient education and dissemination of information to parents ( outreach ) • The written report includes a list of seven concrete, actionable recommendations.
Action Item – Bring in the Cavalry The GT Coordinator wears too many hats. • Dedicate a full-time staff member exclusively to coordinate the GT program. • Or add additional personnel to assist the current GT Coordinator. • Additional GT teachers are needed, too.
Identification: Underrepresented Groups MCPS Student Population 64.50% 64.5 0% 15.82 15.82% 3.7 3.70% 0% 10.59 10.59% 5.39 5.39% Students in GT Program 25.06 25.06% 48.14% 48.14 11.66 11.66% 7.94 7.94% 7.2 7.20% 0% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Hispanic White Asian African American Other
Another view White Asian African-American Hispanic 17% of white students are in GT 17% of Asian students are in GT 4% of African-American students are in GT 2% of Hispanic students are in GT
Action Item – Recruit Talent Scouts Teachers are crucial to GT identification. • Provide mandatory training to teachers and staff in order to: • Assist in the identification of gifted students across all demographic groups • Arrest decline in teacher referrals. • This does not have to be long or elaborate – simple, short refreshers augmented with targeted materials (e.g., “Top 10 Things to Look For”).
Action Item – Make Time for Professional Collaboration Resource and cluster teacher collaboration is vital. • Clustering is designed to provide differentiated and accelerated instruction and work with intellectual peers between pull-out sessions. • The MCPS plan requires: • Regular meetings to develop differentiated activities and independent activities for GT students • That all GT students be placed in cluster classes • Without regular cooperation, acceleration and differentiation suffer.
Action Item – Involve the Rank and File Office staff are primary point of contact with parents. • Equip them to be ambassadors for the GT program. • Provide training on screening tests, the referral process, and eligibility evaluation. • Encourage staff to answer questions and help educate parents about GT services. Designate a point of contact at each school for GT program.
Action Item – Spread the News Parent outreach is a winnable war. • Develop and distribute to all parents and students a detailed handout describing qualities and characteristics of giftedness. • Hold two parent information meetings (prior to referral deadlines) explaining the referral and evaluation processes. • Consider holding some sessions exclusively in Spanish to reduce translation lag. • Minimally, these meetings should be publicized by a paper flyer to all students, but consider Facebook, Twitter, email, text, and MCPS app.
Questions?
GT Services Cluster Services K-8 Differentiation and acceleration 15 hours/week Pull-Out Services Identification • Portfolio Referral K-2 General Intellectual Aptitude 1 hour/week • In-class behavior Anyone can refer Academic Growth Assessment • Rating scales 3-4 GIA 1 day/week • Quantitative Assessment • Essay • Qualitative Assessment • Interview Screening • Nationally norm- 5-6 Specific Academic Aptitude 1 period/week • DOORS referenced SAA –Integrated Humanities • NNAT3 aptitude/achievement test 7-8 Integrated Math and Science 9-12 Self-selected classes GT Visual Arts 7-12
from the National Center forResearch on Gifted Education Adopt Universal Screening Procedures Adoptapolicyofuniversalscreeningofallstudentsinoneormoregradelevelsfortheidentification process. 1. Select assessment instruments that areculturally sensitive and account for language differences. 2. Assess the speed of English language acquisition and monitor the rate of mastering reading, writing, listening, 3. and speaking skills in English. Consider including reliable and valid nonverbal ability assessments as part of the overall identification process. 4. Use other identification tools to supplement results of universal screening. 5. Create Alternative Pathways to Identification Use native language ability and achievement assessments as indicators of potential giftedness, when available. 6. Maintain a list of multilingual school psychologists who are qualified to administer assessments in the student’s 7. native language. Establish a preparation program prior to formal identification procedures that provides students with learning 8. opportunities to enhance knowledge and academic skills necessary for a student to be recognized. Create a talent pool list of students who exhibit high potential but are not yet enrolled in gifted and talented 9. programs. Observations, daily interactions between teachers and students, informal assessments, and formal assessments provide multiple opportunities to gauge students’ learning progress. Make identification of giftedness an ongoing process rather than a single event.
from the National Center forResearch on Gifted Education Establish a Web of Communication 10. Establish an identification committee that includes representatives who have key responsibilities in various roles and departments. 11. Develop and implement intentional outreach to the school community, particularly parents/guardians/caretakers. This process should utilize multiple pathways in languages appropriate to the population. 12. Emphasize collaboration within and across specializations/departments (e.g., general education, English as a second language [ESL], special education, gifted education) so people view themselves as talent scouts. View Professional Development as a Lever for Change 13. Provide professional development opportunities for school personnel about effective policies and practices to support equitable representation of ELs in gifted and talented programs. 14. Develop a systematic approach to analyzing district and school demographics and the status of students identified/not identified for gifted and talented programs. 15. Promoteeffortstodiversifytheteachingcorpssothattheadultcommunityofaschoolreflectsthe student population.
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