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Supporting and sustaining gifted education we are all advocates!
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Supporting and sustaining gifted education we are all advocates!






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Supporting and sustaining gifted education we are all advocates! Supporting and sustaining gifted education we are all advocates! Presentation Transcript

  • Supporting and Sustaining Gifted Education:  We are all Advocates! 
    Jeff Danielian
    Gifted Resource Specialistjdanielian@nagc.orgConfratute 2009
  • Who am I?
  • NAGC’s Gifted Resource Specialist
    Jeff Danielianjdanielian@nagc.org
  • Who are you?
  • The Ones Most Actively Involved in Some Area of Gifted Education
  • “Who are we?”
    We are Teachers
    We are Parents
    We are Students
    We are Researchers
    Keep in mind that these may change!
  • “A community is like a ship; everyone ought to be prepared to take the helm.” -Henrik Ibsen
    “A ship in port is safe, but that's not what ships are built for.” -Grace Hopper
    “It is not the ship so much as the skillful sailing that assures the prosperous voyage.”-George William Curtis
    “I am not afraid of storms for I am learning how to sail my ship.” -Louisa May Alcott
  • The News on a National Level
    D-300 reviews its options for gifted programBeef up the gifted program or get rid of it – that’s the task facing Dave Alessio and the District 300 Education Committee that he recently took over.Northwest HeraldJuly 4, 2009
    Shortchanging High AchieversSummer programs for gifted students are on the chopping block.Washington PostJuly 3, 2009
    Parents concerned about cuts in Green's gifted programThe June Green Board of Education meeting was dominated by questions and concerns regarding recent cuts in the gifted program.The SuburbaniteJune 21, 2009District 80 to continue TAG programDistrict 80 will continue and expand its successful Talented and Gifted program next year despite unsure funding, said members of the District 80 Board of Education at a meeting last weekRegister-NewsJune 15, 2009
  • What Advocacy Means to Me
    In order to strengthen public awareness, build alliances with other organizations, and offer the most recent “best practice” publications
    There needs to be a relationship between:
    • new and emerging research
    • dissemination of resources
    • an audience with a common need
    • and a strong agenda for a strategy
  • Establish a Plan
    Present the Issues
    Present the Goals that you wish to accomplish.
    Inform on Progress as often as possible.
    Offer Resources that you and others have.
    Explain Needs as often as possible.
    Meet with your Elected Officials.
    Write Letters to the Editor.
  • What Should We Do?
    Seek out Professional Development
    Become familiar with Characteristics of Gifted Students
    Explore Curricular Opportunities and the great variety which exists.
    Know what your state does/does not do
    Become a Member of State and National Associations.
  • Don't wait for an emergency to begin building support for gifted programs and services
    Five Points to Ponder
  • 1. Examine your program
    Become aware of what the district currently offers for gifted students and how learners access these programs and services.
    Focus on the benefits to students and ensure school leaders understand the value of gifted programming in your community.
    Familiarize yourself with the NAGC Pre-K-Grade 12 Gifted Program Standards.
  • Putting the Standards to Use
    They can serve as:
    Benchmarks for measuring the effectiveness of gifted programming.
    Criteria for program evaluation and assessment.
    Guidelines for program design and development.
    Recommendations of the minimal requirements necessary for high-quality educational programming designed to meet the needs of gifted students.
    Tools for advocates of gifted education who are working on increasing the public's awareness of the needs of gifted and talented students in today's schools.
  • 2. Establish a rationale
    Make your rationale for supporting programs and services as clear and informative as possible while also keeping the needs of gifted children front and center
    your resource collection for developing a rationale should be twofold:
    1. resources about policies and practices (i.e., state and local mandates, district policies and practices, etc.
    as well as
    2. the NAGC Program Standards and Position Statements)
  • NAGC Position Statements
  • “Once others have an understanding that gifted students need something different, then you can demonstrate how specific programs for which you are advocating relate back to the standards and policies AND meet the unique needs of gifted students in your school and community.”
  • 3. Brush up on your communication skills
    Your job is to get the message out!
  • Reasons for Public Relations in Gifted Education:
    to promote a better understanding of the nature and needs of gifted children and youth
    to gain positive support for appropriate programs
    to keep all constituent groups informed on key issues
    to build a knowledge base for advocacy
  • Importance of Media Coverage
    Local, state, and national magazines provide useful opportunities for public relations
    “If specialists in gifted education were to write just one article for the general press each year, the quantity of accurate information available to the general reading public would increase dramatically.”
  • State Level Strategies
    Networking with other state organizations provides many opportunities to break down barriers between special interest groups and to build the groundwork for mutual trust and support
  • 4. Build a Bridge for Administrators
    School administrators are deeply concerned about ensuring educational excellence for all of their students.
    Many are unaware of the unique needs of advanced learners.
    Recognize that at every level their entire day is packed with a wide range of educational and managerial crises.
  • 5. Network, Network, Network
    Become an active participant in local school groups like the PTO or booster club,
    Offer to provide a speaker for local service organizations about your gifted program and its ties to the community,
    Volunteer to serve on school committees involved with strategic planning, accountability, or program evaluation and planning,
    Form your own local support organization that works to inform your community and district about the needs of high-ability students,
    Get to know the education reporters for your local media outlets-they may be interested in covering gifted programs in local schools or highlighting student achievements, or
    Join a gifted organization (like NAGC) that advocates for a challenging and appropriate education for gifted learners.
  • NAGC’s Advocacy Toolkit
    This toolkit is designed for state and local advocates in gifted education. You can find tools on general advocacy, basic facts about gifted education in the U.S., working with the media, advocating with your elected representatives, starting your own local group, and other strategies to advance the needs of gifted and talented learners.
  • NAGC’S Advocacy Toolkit
    Know Your Information - Check this out for fast facts about gifted and talented and why we need to advocate for students and programs!
    Know Your Audience - Look here for information about who works on what issues and how to contact them.
    Effective Advocacy - Read expert advice on effective communication and maximizing your impact.
    Support Groups - Advocating as part of a group gives you strength. Here are some suggestions on forming and finding support groups.
    Local Advocacy - Some of the most important decisions happen in your own community or school district, click here to learn more.
    State Advocacy - Advocating in your state? Check here for suggestions on how your state group can assess the legislative landscape.
    Federal Advocacy - Find out how to best communicate your message to Congress.
    Legislative Update - Read about current issues in Congress.
  • Support Your Arguments with Evidence.
  • An investment in gifted education benefits general education.
    “Why have Gifted and Talented Education?”
  • Support for your Arguments
  • What the Research Says: Gifted Education Works 
    Gifted Education Strategies Work 
    Acceleration Works
    Grouping Works
    Curriculum Compacting Works 
    Advanced Placement Works 
    Pull-Out Programs and Specialized Classes Work 
    Teacher Training Makes a Difference 
  • A Few Reminders
    Anticipate issues, situations, and questions before they arise.
    Have resources available.
    Provide the best places to access resources.
    Organize and prepare newsletters, conferences, special events, etc.
    Take advantage of what NAGC has to offer.
    Explore what other state associations are doing/providing.
  • The NAGC
  • Information and Resources
    The Big Picture
    If you're looking for answers to questions like "What is gifted?" and "Why do we need gifted education?" -- this is the place to start.
    Glossary of Terms
    Every area of knowledge has its own unusual set of terms and phrases. Our glossary is designed to help you translate and build a stronger understanding of the frequently used vocabulary in gifted education.
    A History of Gifted Education
    Check out this timeline which traces the significant events and innovations in the field from the 19th century to today.
    NAGC Pre-K--Grade 12 Gifted Program Standards
    Written and endorsed by experts, these invaluable resources are designed to help you identify the characteristics of exemplary gifted programming and create educational environments that maximize a child's potential. 
    NCATE Gifted Education Graduate Program Standards
    NAGC, in conjunction with the Council for Exceptional Children (CEC), has revised the standards used to accredit college and university teacher preparation programs in gifted education. 
    NAGC Position Statements
    Are you looking for an authoritative recommendation on topics concerning gifted children? NAGC position statements provide a reasoned, researched, and endorsed viewpoint from a nationally recognized organization.
  • Resources for Teachers
    Resources for Advocacy
    Resources for Higher Education
    Resources for Parents
  • If it is in the News…
    Strongly consider writing a letter to the editor
    Respond to your local issues.
    Use the knowledge base and tools you have acquired.
    Access NAGC’s support page for ideas and suggestions.
  • Advocacy & Legislation
  • Letters to the Editor
    Personalized letters
    have the best chance of being published
    have the greatest impact 
    The Message
    more meaningful to the reader when he can see how you, your district, and/or your state is affected by the issue  
    include state or local statistics to reinforce your point
    talk about your own experiences
    mention an ongoing discussion in your state that is relevant 
    NAGC provides a template, or sample letter to the editor.  We urge you to modify the sample to make it your own.
  • NAGC’s Messages
    Gifted and Talented Students Have Special Learning Needs
    Giftedness is Present in All Socio-economic Groups
    Global Competitiveness Depends on Our Most Advanced Students
  • 1. Gifted and Talented Students Have Special Learning Needs
    We must make a commitment to address the unique needs of our high-ability learners.
    Every student deserves the opportunity to make continuous progress in the classroom.
    Far too many schools continue to ignore the special learning needs of high-ability learners.
  • Challenges and Concerns for the Nation
    Left unchallenged, gifted students can find themselves unprepared for the rigor and academic independence of college.
    Many gifted elementary school students already know between 40 and 50 percent of the material to be covered in their current grade prior to the start of the school year.
    • Sixty-one percent of classroom teachers have not received training in meeting the needs of advanced students.
    • The majority of gifted students spend 80% of their time in the regular education classroom.
    • Only 4 states require annual staff development hours in gifted education for regular classroom teachers.
  • NAGC’s Goals
    All Teachers receive pre-service coursework in gifted and talented.
    All School Personnel, including counselors, psychologists, and administrators receive annual training in the needs of G/T learners.
    All Districts adequately fund and support a range of services for G/T students Pre K – 12.
    All States have policies and funding that support G/T Learners as well as personnel that can advise districts and families on available policies and resources.
  • Training teachers to work with gifted learners benefits all students.
    The Classroom Dynamic Changes!
  • The Outcome of Gifted Education Services
    • Teachers who have received training in gifted education are more likely to foster higher-level thinking, allow for greater student expression, consider individual student strengths and weaknesses, and provide a variety of learning experiences to challenge students.
  • Talented students from accelerated classes outperform students of the same age and IQ who are not accelerated by almost one full year on achievement tests.
    Students from enriched classes outperform initially equivalent students from conventional classes by 4 to 5 months.
  • Gifted programs allow our brightest students to achieve their true potential.
    Every child has the opportunity to achieve!
  • 2. Giftedness is Present in All Socio-economic Groups
    Our nation often fails to identify and serve the gifted students who are the most disadvantaged. As a result, the achievement gap between the highest-performing students from disadvantaged backgrounds and their more affluent peers grows at a faster rate than it does for students at the opposite end of the achievement spectrum.
  • Challenges and Concerns for the Nation
    When they enter school, gifted children are equally represented across all demographic and geographic groups. But as they advance in school, nearly half (44 percent) oflower-income gifted students drop further and further behind.
  • High-achieving, lower-income students drop out of school twice as often as high-achieving students from higher income families.
    Low-income students are more dependent on our schools to meet their educational needs than more affluent students.
    Many districts do not fund gifted programming and services.
  • NAGC’s Goals
    Create a national talent search and service mechanism for low-income children.
    Provide gifted services at preschool and primary levels.
    Provide personalized transition services at middle school and beyond.
    Disseminate materials relating to alternative forms of identification.
  • Investing in gifted education allows us to identify our nation's brightest minority students.
    Gifted Education has presented the most comprehensive plans for the identification of minority students.
  • The Outcome of Alternative Identification
    In the nine years after implementing a multiple criteria model for identifying gifted learners, Georgia saw a 206% increase in the number of African-American children and a 570% increase in the number of Hispanic children participating in gifted education programs statewide.
  • Javits Grants Finding Success
    Scientists-in-Schools (Texas)
    Project Breakthrough (South Carolina)
    Project M3 (Connecticut, Kentucky)
    CHAMPS (Mississippi)
    Project La Jornada (New Mexico)
    Project SAIL (Oklahoma)
  • 3. Global Competitiveness Depends on our Most Advanced Students.
    Our nation's ability to compete tomorrow is dependent upon the brightest students sitting in our classrooms today.
    The United States will only remain the world's economic leader if we equip our high-ability students with the tools necessary to innovate, compete, and lead in the 21st century.
  • Challenges and Concerns for the Nation
    The United States' highest performing students (those in the 95th percentile) ranked 23rd in mathematics on the 2003 Program for International Student Assessment (PISA), and 13th in science on the 2006 PISA.
    A majority (64%) of Americans and 84% of college faculty believe that our gifted students are not being sufficiently prepared to compete against the best-educated scientists and engineers in the world.
    Only 15 states have public, statewide math-science high schools for advanced learners.
  • NAGC’s Goals
    Increase numbers of statewide Math and Science high schools.
    Increased awareness of materials on how to increase mentorships, internships, and partnerships with higher ed communities.
    Support early admission to college / dual enrollment
  • Gifted programs encourage students to enter the STEM fields that are vital to our nation'scompetitiveness.
    The time is now to make a greater investment and in our nation's brightest children.Our nation's future depends on it.
  • The Outcome of Advanced Math and Science Programs
    52 % of the 2005 participants in Project SIS, a Javits grant supported high school program, identified science as a career of focus; over 50 percent of the students went on to pursue advanced degrees in Science or Mathematics.
  • It is our responsibility
    To Advocate
    To Teach
    To Learn
    To share ideas with all colleagues
    To attend professional development
    To seek out each and every opportunity
    To be vigilant in our endeavors.
    To try
  • Gifted and Talented Education
    Something That Connects Us All
  • "Never doubt that a small group of thoughtful committed people can change the world; indeed it is the only thing that ever has.”                                                                                     
    -Margaret Mead
  • While we may sail different ships……..
    ……..We are on the same sea.
  • Lets Look at some of my favorite resource websites and navigate around a little (Tricks of the Trade….Tricks of the Trade
    DavidsonHoagiesSENGCECGoogle Alerts
  • Thank You!