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EDPS 421 Mind Map - Coggle Diagram

- - - - Standard 2 Overview: Assessment
        Assessments provide information about identification and learning progress for students with gifts and talents
      - Standard 3 Overview: Curriculum Planning and Instruction
        Educators apply evidence-based models of curriculum and instruction related to students with gifts and talents and respond to their needs by planning, selecting, adapting, and creating curriculum that is responsive to diversity. Educators use a repertoire of instructional strategies to ensure specific student outcomes and measurable growth
      - Standard 4 Overview: Learning Environments
        Learning environments foster a love fore learning, personal and social responsibility, multicultural competence, and interpersonal and technical communication skills for leaderships to ensure specific student outcomes
      - Standard 5 Overview: Programming
        Educators use evidence-based practices to promote the cognitive, social-emotional, and psychosocial skills development of students with gifts and talents and programming that meets their interests, strengths, and needs. Educators make use of expertise systematically and collaboratively to develop, implement, manage, and evaluate services for students with a variety of gifts and talents to ensure specific student outcomes
      - Standard 1 Overview: Learning and Development
        Educators understand the variations in learning and development in cognitive, affective, and psychosocial areas between and among individuals with gifts and talents, creating learning environments that encourage awareness and understanding of interest, strengths, and needs; cognitive growth, social and emotional, and psychosocial skills development in school, home, and community settings
      - NAGC standards help align GIEP goals
      - Alignment to NAGC standards
      - A program evaluation should find that the program is aligned with NAGC standards
    - - Support Systems
        Adapting content to meet the unique needs of the student
        
        acceleration and enrichment
        
        compacting
        
        tiered assignments
        
        independent activities
        
        pull-out programs
        
        mentor programs
        
        distance learning
      - Parent/Teacher Conferences
        Preparing for Conference
        
        build a partnership
        
        start general to build rapport
        
        ask parents questions
        
        plan topics to discuss
        
        be prepared to answer questions
        Agenda of Conference
        
        general comfort
        
        general getting perspective
        
        sharing professional perspective
        
        getting feedback
        
        make changes; plan for additional follow-ups
    - - Goals
        
        cognitive abilities and performance
        
        norm-referenced: determine how well an individual is doing compared to other individuals
        
        criterion-referenced: designed to measure how well students meet specific criteria
      - Methods of Administration
        
        individual: one-on-one where a school psychologist administers an assessment to a student
        
        group: given to an entire class all at once
      - Standardized Assessments
        
        ability/aptitude: capture student's potential
        
        achievement: capture student's performance
      - Curriculum-Based Assessments
        Often criterion-referenced
        
        traditional assessments (teacher, district, or curriculum designed)
        
        performance-baed assessments (pre/post assessments, formative assessments, performance assessments, informal assessments/observations)
      - Understanding Assessment Scores
        
        can use a normal curve to identify gifted students (use of standard deviations, z-scores, percentages, percentiles, t scores, stanines, and percentage in stanine); demonstrates how far from the midpoint a student is
        
        also need to understand: how are comparisons presented and who is in the comparison group
        
        local norms: compare students in a similar environment
        
        national norms: compare students to everyone in the country
        
        age scores: compare students that are the same age
        
        raw scores: show the number of items, number of items attempted, and the number correct
        
        grade scores: compare students that are in the same grade
        
        RIT range/standard measure of error: accounts for student and test reliability; calculates potential scores if a student were to take the test again
      - Data from assessments influence the goals written in GIEPS
      - Ability and achievement assessments are apart of the identification process for giftedness
      - Analyzing assessment data helps determine which delivery systems would work best
- - - - Mission Statements
        
        important because they help set a purpose and guide one towards that purpose through setting more specific goals; they allow others to quickly and easily learn about the purpose
        
        should be resilient, inclusive, and service oriented
        
        consistency: fits with NAGC, state, and district standards
        
        inclusion: recognize students from different backgrounds
        
        rationale: asking why you are doing this
        
        comprehensiveness - service orientttted and resilient, action-oriented move
        
        clarity: making sure it is written in a way anyone can understand
      - Definition
        
        alignment to NAGC/IN standards and subsequent program plan
        
        includes both performance and/pr potential to perform at an outstanding level of accomplishment
        
        relative (comparing students to others of the same age, experience, or environment)
        
        specifies the domains of high ability
        
        The identification process should align with the definition of giftedness
      - Goals and Objectives
        
        the goals listed address the academic, social, and emotional needs of gifted learners (comprehensiveness and validity)
        
        the goals align with other program components, general education goals, and state and local policies (alignment)
        
        the goals are further delineated by related, measurable objectives (clarity)
      - Identification
        
        can use ability tests, achivement tests, and qualitative measures (used as as supporting evidence when students’ test scores are “on the bubble”/falling just short of the guidance for inclusion and within the standard error of measure)
        
        sreeners are used for districts using a two-step process; quick measures given to all students in the grade level; the top 20-25% of scorers will then take the full identification (ability and achievement) measures
        Multi-faceted plan includes
        
        mission statement and definition
        
        grade levels all students are screened
        
        makeup of the identification committee
        
        measure of achievement
        
        measure of ability
        
        qualitative data (parent/teacher/self nomination, rating scales, portfolio of student work, observations)
        
        services that will be provided for those identified
        
        plan for assessing new students
        
        procedure for appeals
        
        exit procedure for those no longer needing services
        
        choose one ability and one achievement test
        
        ensure the domains are represented (language arts and mathematics)
        
        specify local/national norms and expected percentile (most use 96%)
        
        choose an appropriate qualitative measure to account for SEM
        
        describe when these will occur
        
        describe how to select students using this data and state the definition
        
        Mathematics
        
        performed at or above the 96th percentile (using local or national norms, whichever are more inclusive) on a norm-references test of quantitative reasoning ability or a composite of BOTH quantitative and non-verbal reasoning
        
        performed at or above the 96th percentile (using local or national norms, whichever are more inclusive) on the math portion of a standardized norm-referenced achievement test
        
        performed at or above the 96th percentile (using local or national norms, whichever are more inclusive) on the norm-referenced measure of math ability OR the composite of both quantitative and non-verbal reasoning OR the norm-referenced measure of achievement in math AND demonstrated outstanding potential or performance in math according to district criteria on a qualitative measure of assessment specific to math, such as: product or portfolio assessment, rating or observation scales, interviews, or performance assessment
        
        Language Arts
        
        performed at or above the 96th percentile (using local or national norms, whichever are more inclusive) on a norm-referenced test of verbal reasoning ability
        
        performed at or above the 96th percentile (using local or national norms, whichever are more inclusive) on both the Reading and Language Arts subtests of a standardized norm-references achievement test
        
        performed within the standard error of measure of the 96th percentile (using local or national norms, whichever are more inclusive) on either the norm-references measure of verbal reasoning ability or the norm-referenced measure of achievement in language arts AND demonstrated outstanding potential or performance in language arts according to district criteria on a qualitative measure of assessment specific to language arts such as: product or portfolio assessment, rating or observation scales, interviews, or performance assessment.
        
        General Intellectual
        
        when students qualify for both language arts and mathematics gifted education
      - Delivery Systems
        Goals: thinking about how to provide appropriate education in a way that meets the needs of students and fits in with the existing district and uses the resources that are available; providing an opportunity for enhanced educational experiences for students who need it
        
        Grouping Options
        
        self-contained classrooms: classrooms that consist of students with similar academic needs for all subjects; all should be identified as more general intellectual
        
        pull-out classrooms: students are removed from their regular classroom for a specific time period each day or week to receive specialized educational experiences
        
        cluster grouping: a classroom that is designed such that it has a substantial number of high ability students in that classroom
        
        magnet/specialized schools: schools that are designed to meet the needs of gifted students; focus on a specific subject, group of subjects, or a specific student population
        
        traditional heterogeneous classroom: a non-gifted classroom with students of various academic achievement
        
        Acceleration Options
        
        early entry to K/1st grade: allowing students to start kindergarten or first grade a year before their official start day would be
        
        whole grade: when a student skips an entire grade
        
        subject-specific: when a student takes an advanced class for a specific subject
        early college: going to college early
        
        GIEPs involve type of delivery system used
      - Curriculum
        
        Goals: developing self-understanding, cognitive growth (academic, critical/creative thinking, independent investigations), career explorations, social/emotional/affective growth, multi-cultural curriculum, differentiation (pacing, depth), curriculum compacting
        
        Curriculum Compacting
        
        a way of differentiating instruction that allows teacher to adjust curriculum so they don’t teach what students already know, but instead teach what students need to know. This allows teachers to be able to streamline everything so there is time to do additional things/activities
        
        define learning outcomes
        
        pre-assess
        
        provide replacement activities
        
        Curriculum (Continued)
        
        accelerated content: reduce number of practice opportunities, move to next topic, integrate topics beyond the current grade level
        
        authentic products/methodologies: students learn to act like practicing professionals
        
        exploration/interdisciplinary connections: expose students to multiple perspectives, experiences, and ways of thinking
        depth and complexity: more abstract and deeper thinking
        
        personal connections/independent projects: students connect with the material; facilitate personal explorations
        
        problem-based learning: present student with a problem that has multiple approaches; students take responsibility and formulate a solution
        
        big idea/situating knowledge within a larger context: students explore how topics are connected within an entire discipline
        
        creativity: what connections can be made; how can students dissect information and put it back together in an interesting and unique way
        
        Continuum of Services
        
        range of educational placement and services for students that require individualized instruction
        
        Additional Programs
        
        after-school programs
        
        summer programs
        
        Saturday programs
        
        online options
        
        counseling/social support
        
        GIEPs involve curriculum used
      - Appeal Policy
        
        alternative measures for both ability, achievement, and qualitative measures are specified
        
        the district is responsible for the costs associated with administering the additional measures
        
        an identification committee, not one person, will render a decision on the appeal
      - Exit Policy
        
        an initial conference is held with the parents, teachers, high ability coordinator, and the student to review progress
        
        intervention must be implemented with fidelity for one grading period before placement decisions
        
        a second conference must be held to determine the future placement; if removed, the student’s high ability designation must be removed from the student test number
      - Key components should be seen during a program evaluation
- - - - Internal evaluations can lead to a biased report
    - - Methods of engaging stakeholders to find out more about a gifted education program
    - - Sampling
        
        population: refers to the group of things one wants information about
        sample: refers to part of the population that one takes out to examine and draw conclusions from
        
        "Good" Sample
        
        representative of the entire population and gives each "thing" an equal chance of being chosen
        
        simple random sampling (SRS): each individual has an equal chance of being chosen to be surveyed
        
        stratified random sampling: the population is divided in a strata (groups of similar people); within each stratum, you take a SRS and combine the SRS to get the full sample
        
        multistage sampling: combination of two or more simple random samples; means you have to go through different stages to find where your sample comes from
        
        Biased Sample
        
        occurs when one or more parts of the population are favored over others
        
        convenience sample: only includes people who are easy to reach
        
        voluntary response sample: consists of people that have chosen to include themselves
      - Interviews
        Importance
        
        they can be used to get richer data sets and sources
        
        can be more open-ended
        
        can reduce researcher bias and allow for more participant guidance
        Questions
        
        relevant
        
        open-ended
        
        clear
        
        applicable
        
        un-biased (language, checking with other sources)
        Protocol
        
        know what you want answered; ideate
        
        draft questions: don't lead, ask about specific incidents (provide context), ask open-ended questions, be able to paraphrase questions and prepare follow-up questions to prompt elaboration
        
        provide a structure: introduction, warm-up question, specific incidents (in order of challenge), closure (ask if there is anything else), thank them
        Analyzing and Presenting Data
        
        you can use a narrative to summarize by identifying quotes and synthesizing information; you can determine main points, and the overarching point from this
        
        you can condense the information and present it by making it more readable through collecting the data and putting it in a table (i.e.: rows for what is being evaluated, columns of the different participant responses)
      - Surveys
        Importance
        
        they are able to address key issues quickly and provide a lot of data from a lot of different people
        Protocol
        
        know what you want answered; ideate; potentially find an already designed survey
        
        draft questions: don't lead, don't ask two things at once, use the smallest number of words possible, be clear, choose an appropriate scale
        
        provide a logical structure
        Analyzing and Presenting Data
        
        you can condense the information and present it by making it more readable through collecting the data and putting it in a table (i.e.: rows for what is being evaluated, columns of the different participant responses)