Session 1
*PowerPoint Oskaloosa CSD 2018
PowerPoint GHAEA 2017
PowerPoint NWAEA
PowerPoint
*Iowa Code
*Definitions
*Glossary
*NAGC Standards
*Managing Complex Change
Readiness Survey
Survey Results - .xls
Survey Results - Google sheets Be sure to make a copy and rename it to include your district name; e.g., "Survey Results Green Hills AEA."
Comprehensive Programming Components/Characteristics - 2017
Mission/Philosophy
Developing Mission/Philosophy
Traits of a Mission Statement
Evaluating Your Mission/Philosophy
V/M/B/C samples
Waukee
Perry
*Oskaloosa Visioning
*Creating a GT Advisory
Mindset diagram
Perils and Promises of Praise - Dweck article
Even Geniuses Work Hard - Dweck article
The Essential Cognitive Backpack - Levine article
High Achieving Students in an Era of NCLB
Do High Flyers Maintain their Altitude?
"Cluster Grouping of Gifted Students: How to Provide Full-Time Services on a Part-Time Budget"
Cluster Grouping Research
Self-Audit/Reflection Tool for Gifted Program Evaluation
Self-Audit/Reflection Tool - Google Sheets version - Be sure to make a copy before inputting data!
Oskaloosa
Resource Wikis
Gifted Readers
IDM for Gifted
Monticello IDM
Dare to Differentiate
Session 2
*PowerPoint Oskaloosa CSD 2018 - Program Goals
PowerPoint GHAEA 2017
PowerPoint NWAEA
PowerPoint
Cause/Effect of Program Design
Characteristics of High Quality Gifted Programs - checklist
Program Goals
Samples
Urbandale
District 196 - Minnesota
Calcasieu Parish School System - Louisiana
Waukee
Identification
"As we approach the process of choosing identification procedures, it would be well to keep in mind that the further we are removed from the person, the greater the danger that what we identify may bear a closer resemblance to the mounted insect than to the living butterfly." -Clark Moustakes
Paradigms in Gifted Education
Presidential Advisory Board Activity
Presidential Advisory Board Answer Key
Identification Gap Analysis
Matching Criteria (Instruments) to Area(s) of Giftedness
Identifying Gifted and Talented English Language Learners - organizer
Profiles of the Gifted and Talented
(Excerpted from a 1988 article by George Betts and Maureen Neihart)
The following presentation of six different profiles of gifted and talented students can provide information for educators and parents about the
behavior, feelings, and needs of gifted and talented children and youth. It is important to remember that this is a theoretical concept that
can provide insights for facilitating the growth of the gifted and talented, not a diagnostic classification model (see Figure 1).
Putting The Research To Use
It is essential that educators and parents understand the cognitive, emotional, and social needs of the gifted and talented. "Profiles of the
gifted and talented" provides a framework for a better understanding of these students by looking closely at their feelings, behavior, and
needs. Additional information is provided concerning adult and peer perceptions, identification, and home and school interactions. Parents
and educators use the profiles to gain a deeper awareness of the gifted and talented. They are also able to use the information for inservice
and courses concerning the nature and needs of the gifted and talented. Furthermore, educators can present the information directly to
students in order to help them develop more insight into their own needs and behavior. "Profiles of the gifted and talented" is a starting point
for those who want to develop a greater awareness and insight into these students. The application of the approach will provide deeper and
greater understanding of our gifted and talented.
Profiles of Gifted chart
Profiles of Gifted PowerPoint - George Betts
Revised Profiles of Gifted - YouTube video of Maureen Neihart
Identification Tools
Urbandale Program Documents
Idaho HS Programming Manual
Young Gifted Children
"Small Poppies: Highly Gifted Children in the Early Years" - article by Miraca Gross
Characteristics of Young Gifted Children - Website
Things This Child Has Done - Checklist for Teachers
Things My Young Child Has Done - Checklist for Parents
Gifted and Talented Primary-age Students: Recommendations for Identification and Service - Idaho Department of Education
Deborah Ruf's Blog
Early Identification webinar
Session 3
PowerPoint GHAEA 2017
NWAEA PowerPoint
PowerPoint
Borland Identification Chapter
KASAB template
KASAB example
Assessing Program Design
Terms used in Special/Gifted Education
Student Needs
Programming Options
Instructional Management cards (pink)
Instructional Delivery cards (purple)
Curriculum Differentiation cards (orange)
Karen Rogers Research Synthesis
Continuum of Services template
Continuum of Services sample
Curriculum Compacting PowerPoint
Web sites
Short Stories
Live Science
Ology American Museum of Natural History
NrichMaths
Session 4
PowerPoint GHAEA 2017
NWAEA PowerPoint
PowerPoint
Student Outcomes - Carroll sample
Student Outcomes Scope and Sequence
Richard St. John TED talk
Interface Between Gifted Education and General Education - article
Lesson from Another Field - article
4 A's Text Protocol
Building Bridges - article
Integrating Gifted Education into the Total School Curriculum - Carolyn Cooper
Alignment Self-assessment - Purcell & Eckert p. 228-9
Chapter 59
Ames PEP PowerPoint
Ames Action Plan Sample
What is a Grade?
Levels of Differentiation
MTSS for Advanced Learners - Iowa Department of Education .pdf
Colorado RtI Triangle
GT Plan of Service: RtI Aligned - Mosinee, WI
Programming Gap Analysis
Pennsylvania PEP sample
Differentiating CRISS Principles for Gifted
Home Play for 4/26/16 (Does not apply to NWAEA or GHAEA group)
email (mschmidt@heartlandaea.org) alignment self-assessment to Mary (or share via Google docs to mschmidt@heartlandaea.org)
Read p. 177-178 (the sections "Classroom teachers" and "Enrichment Specialists") in the article "Building Bridges Between General Practitioners and Educators of the Gifted" found in the Session 4 articles above. Reflect on similarities and differences between those lists. Consider: How do these similarities and differences reflect the reality in your situation? What do you need to receive from and/or give to administrators, classroom teachers, and g/t colleagues to more effectively meet the expectations of and collaborate with the other group? Email your reflection to or share it via Google docs with Mary.
Complete Inservice Design and Staff Qualification sections of Self-Audit Tool.
Read Chapters 15 & 18 in your text and journal
Session 5
PowerPoint
Lessons Learned - Karen Rogers article
Barriers and Bridges
Levels of Service
Progression Toward Independent Learning - Tomlinson
NAGC Advocacy Toolkit
Hoagies Gifted advocacy resources
Ten Things All Administrators Should Know about Gifted - Joyce VanTassel-Baska
Administrators Making a Difference - checklists for superintendents and principals
"Supporting Gifted Education Through Advocacy"
EPIC Laser Talk
Sample ASCA documents - These sample documents, developed by the American School Counselor Association, are not directly transferable to gifted; however, they provide some examples of things to think about in ensuring your gifted and talented programming is consistent with your district written comprehensive program plan.
Management Agreements
Counselor-Administrator Agreement
MS-HS Sample Agreement
Counselor Responsibilities
Curriculum Compacting PowerPoint
Job Description - example
Session 6
PowerPoint
Requirements for credit - see the last slide of the PowerPoint
SA/RT
Wiki with gifted education bookmarks
Inservice Design template
Guiding Principles of Inservice Design - Complete this self-assessment as a team, upload to Google docs, add a reflection indicating what you've learned along with next steps, and share with Mary using mschmidt@aea11.k12.ia.us
Teacher Growth States - Joyce & Showers
Google docs - Log in to upload the completed Guiding Principles document. Be sure to rename it using your district name, add your reflection, and then share with me.
Characteristics of a High Quality Gifted and Talented Program - checklist/rating scale
Academy Survey - This is the same survey you completed prior to session 1.
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