8/4/2014 1

Program Design for

Gifted Education
Services
Kristen L. Tibbetts
8/4/2014 2
Background
Current teaching position
Needs assessment procedure
Two target groups
Program design path

8/4/2014 3
Needs Assessment:
Results of Teacher Survey
Gifted and talented students should be
formally identified for the purpose of
educating their unique needs.
37/38 agree or strongly agree


The needs of highly creative children
are being met with our elementary
curriculum and programs.
10/38 disagree


8/4/2014 4
Teacher Survey Results, Continued
Area of strong agreement:
Gifted students have unique
learning and emotional needs.
Area of moderate agreement:
Higher-level thinking skills are
adequately taught through the
context of our regular curriculum.
8/4/2014 5
Teacher Survey Results, Continued
Areas of marked disagreement:
It is important for gifted children to be
grouped with their intellectual peers.

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8
9
SA A D SD
K-6 Classroom
Teachers
SPED and
Special Area
Teachers
8/4/2014 6
Teacher Survey Results, Continued
A range of acceleration options are available for
gifted children in our school.
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10
SA A D SD
K-6 Classroom
Teachers
SPED and
Special Area
Teachers
8/4/2014 7
Teacher Survey Results, Continued
Parents of gifted students feel their children are
adequately challenged.
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9
SA A D SD
K-6 Classroom
Teachers
SPED and
Special Area
Teachers
8/4/2014 8
Teacher Survey Results, Continued
Our school adequately meets the needs of the
underachieving gifted child.

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9
SA A D SD
K-6 Classroom
Teachers
SPED and
Special Area
Teachers
8/4/2014 9
Next Steps Based on Teacher Survey
Provide teachers with adequate tools and training
for differentiation.
More teacher training at the school-level versus
the district-level. Then we can focus on our
students on a continuous schedule versus options
we might be able to apply at some point.
Shared grouping among grade levels and
between grade levels.
More ideas for the younger kids.
Differentiate.

8/4/2014 10
Needs Assessment:
Review of Cumulative Files
18 students in my 3
rd
/4
th
grade class
Achievement data, Aptitude data, Grades, Teacher
Comments
CLASS AVERAGES in MAT Achievement:
Reading: 84.1%
Math: 93.9%
Language: 88.4%
Partial Battery: 90.6%
Average Stanine: 7.9
Average qualifying HAL Points earned for identification
(out of five): 3.8
18/18 students within qualifying range for some points
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Needs Assessment: Aptitude
CLASS AVERAGES on CogAT
Verbal: 84.2%
Quantitative: 71.4%
Non-verbal: 81.2%
Composite SAS: 118.3
Composite Percentile: 83.4%
Composite Test Stanine Average: 7.4
Average earned HAL points for Aptitude: 3.4
Average qualifying HAL points earned for identification (of
those earning any points): 5.8 (out of possible 10)
10/18 students in qualifying range
8/4/2014 12
Next Steps based on Student Files
Six previously identified 4
th
graders
in HAL
Three newly identified 3
rd
graders
in HAL
Three missed identifications
inequities exist!
One missed identificationfaulty
procedure
8/4/2014 13
Prioritized List of Needs
Classroom Differentiation &
Professional Development
Reading
Math
Language
Misaligned HAL Identification
Process
Equity of gifted services for
identified students
8/4/2014 14
Identification Process
Multi-dimensional Process
Informal screening in Kindergarten through second
grades
Kingore Observation Inventory
Papillion LaVista Unified Standard Summative
Assessments
Teacher Observations
Renzulli Scale
Formal screening in third grade

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Program Design: Differentiation
Daily 5
Units of StudyWriters Workshop
Math Enrichment and Compacting
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Fourth Grade Math Enrichment
MONDAY & THURSDAY EACH WEEK
HAL Pull-out with HAL Facilitator to work on GEP math goals
(Group 1-Monday, Group 2-Thursday---1:50-2:30)
HAL Facilitator and myself team-teach accelerated problem-
solving skills using Math Forum website (2:30-2:50)

TUESDAY, WEDNESDAY, & FRIDAY EACH WEEK
Enriched grade-level content in the core math area of study
Flexible groups work on Math Investigations: Inquiry- and
performance-based math curriculum for real-world application of
core content

8/4/2014 20
Staff Development
Training #1: Introduction into Language Arts Differentiation:
Flexible groups
Training #2: Extending the Knowledge of Gifted Learners
Training #3: Reinforcing the Gifted Education Plan Goals
through Daily 5
Training #4: Differentiated Learning is Motivational
The Daily 5
Teacher Observations (April & May)
K-2 Training April 7
3-6 Training April 21
5 Elementary Schools

8/4/2014 21
Public Relations Framework
Classroom Newsletter
Curriculum Night
Writing and Rootbeer
Book Talks3
rd
grade
Famous Nebraskans4
th
grade
Open House for Professional Development
Literacy Facilitators
HAL Facilitators
8/4/2014 22
The Daily 5: The Differentiated
Learning Environment for Every Child
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