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GT Academy Year 1

Page history last edited by Mary Schmidt 5 years, 1 month ago

Course Rubric

Learning Design

Course Rubric NWAEA

Syllabus NWAEA


GHAEA Syllabus

GHAEA Course Rubric


Session 1

*PowerPoint Oskaloosa CSD 2018

PowerPoint GHAEA 2017

PowerPoint NWAEA


*Iowa Code



*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



Developing Mission/Philosophy

Traits of a Mission Statement

Evaluating Your Mission/Philosophy

V/M/B/C samples



*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!



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


Cause/Effect of Program Design

Characteristics of High Quality Gifted Programs - checklist

Program Goals



     District 196 - Minnesota

     Calcasieu Parish School System - Louisiana




"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


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 




Session 4

PowerPoint GHAEA 2017

NWAEA 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


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


Requirements for credit - see the last slide of the PowerPoint


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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