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Partnerships for Promising Students ITAG 2013

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Partnerships for Promising Students Iowa Talented and Gifted Conference 2013 presentation. Presenters: Zane Scott-Tunkin and Justin Gibson, Des Moines Public Schools.

Partnerships for Promising Students Iowa Talented and Gifted Conference 2013 presentation. Presenters: Zane Scott-Tunkin and Justin Gibson, Des Moines Public Schools.

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  • Limit to 3-5
  • After introductions, share the road blocks you wrote down on your mind with someone sitting near you. Justin and I split. (1.5 minutes)
  • Our students will not be fine without support
  • How might lack or abundance of any of these affect your gifted and talented identification, pool, or population? Ex: financial (summer/Saturday classes, private lessons, tutoring), emotional (absent parents, p/g with multiple jobs), mental (lack of reading materials, early mental stimulation), physical (poor or inadequate nutrition), support systems (family, friends, teachers), knowledge of hidden rules (inability to “play” school well, refusal to jump through hoops, code switching)
  • McCombs closely mirrors district overall, despite McCombs and Weeks having different student demographics they’re F/R percentages are extremely similar.
  • Taking him under my wing at Lincoln. What opportunities might you offer this student as they approach high school? S/E support (working with him on self-image/concept. Giving yourself permission). Bring in Betts’ 6 Profiles of the Gifted. Share/recommend Essential Guide to Talking with Gifted Teens.
  • Discuss student demonstrated rapid growth and academic success when exposed to accelerated, challenging curriculum. Provide opportunities in strength area, intellectual peers. Bring in Betts’ 6 Profiles of the Gifted
  • Media Partners:
  • Behavior and language barriers showcases holistic process and need for multiple points of evidence
  • Walk through plan: flowchart!
  • Pass around 1 copy of NNAT, multiples of HOPE Scale. Discuss which Weeks’ students and why: 6th graders from PLAS feeder elementary schools and ALL 6th grade ELL. Why multiple pieces of evidence?
  • What we hope you gain today

Partnerships for Promising Students ITAG 2013 Partnerships for Promising Students ITAG 2013 Presentation Transcript

  • As you walk in…  Download our presentation at: ◦ SlideShare Answer the first question on the handout.  Welcome! 
  • Partnerships for Promising Students Zane Scott-Tunkin & Justin Gibson Des Moines Public Schools Running an educational marathon with sandbags on your legs. (Ha-Joon Chang)
  • The Reality “Where Are the Gifted Minorities?” Scientific American, Nov. 2, 2012  “Where Are All the Students of Color in Gifted Education?” National Association of Elementary School Principals, May/June 2009  Gifted students don’t need help, they’ll do fine on their own…NOT in our context!  2. List some of your students’ outside of school needs.
  • Resources/Opportunity vs. Gift Financial  Emotional  Mental  Spiritual  Physical  Support systems  Relationships/role models  Knowledge of hidden rules  (Removing the Mask, Slocumb & Payne)
  • Des Moines Gifted/Talented  Departmental Philosophy ◦ Outstanding abilities are present in students from all cultural groups, across all economic strata and in all areas of human endeavor. ◦ To meet these needs…programming for gifted and talented students should be provided in every classroom…and reflect the multiple talents, challenges and cultural diversity of the district’s population.
  • DMPS My Buildings District McCombs Middle School ◦ Non-Minority: 46.5% ◦ Non-Minority: 53.6% ◦ Minority: 53.5% ◦ Minority: 46.4% ◦ Free/Reduced: 71.0% ◦ Free/Reduced: 72.7% Weeks Middle School ◦ Non-Minority: 37.7% ◦ Minority: 62.3% ◦ Free/Reduced: 82.0% Demographics 3. In what ways have you familiarized yourself with your building
  • Creative/At-Risk Student #1     White male Raised by mother and grandmother 13 Behavior Referrals in the last 2 years Underachievement, self-esteem, organization ◦ Self-sabotages: repeating Algebra I (13-14)  Iowa Assessments Spring 2013: ◦ Math Total: 71st percentile ◦ Reading: 95th percentile ◦ Science: 91st percentile
  • Student #2 Successful/Autonomous Learner Black African male  Separated parents  Arrived in Des Moines from Nigeria (2005)  ELL through 5th  Prep Academy student (7th), now 8th Academy  Iowa Assessments Spring 2013*  ◦ Math Total: 77th percentile ◦ Reading: 99th percentile ◦ Science: 96th percentile
  • Culturally Linguistically Diverse (CLD) Learners Identify and serve cohort groups Actively engaging families and community Comprehensive Model (Davis, Offer a range of options: STEM, Arts, Leadership Ensure culturally competent teachers To ensure excellence, equity, and sustained access. Mentors/role models of similar cultures and genders Grade level & content acceleration 4. What’s one area you can focus on for this
  • Range of Options Advisory/enrichment period  Academic Competitions  Iowa State University  Des Moines University  Saturday Institutes  Grade/content acceleration  Low-SES less cultural enrichment (Jensen)  School as catalyst (Gagné) 
  • Engage Family/Community  Partner with Building Stakeholders ◦ Plan specific events given your population ◦ Meet families where they are ◦ Community Partners  Non-profits/educational institutions ◦ Business Partners ◦ Media Partners  School & Community
  • Building Stakeholders  Administration ◦ Principal Engage School Community  80/20  Professional development, book studies etc. ◦ School Improvement Leaders  Data teams  G/T Identification  I Have a Plan Iowa  Curriculum ◦ Math/Literacy Coach  Ensure class placement/acceleration  Assist with differentiation, PLCs, Data Teams etc. 5. Could you attend a PLC/shared plan, even as an observer?
  • Open Dialog  G/T and Weeks’ Support Staff ◦ Behavior Strategist Engage School Community  G/T students with a 504 or IEP  Non-compliant classroom behavior ◦ ELL Staff  Share resources and professional development opportunities  Building expert on linguistically diverse learners
  • Open Dialog Enter with an open mind, look to learn about programs, reflect on ways to collaborate  Become comfortable being uncomfortable Engage School Community  6. Who’s a support staff member you can connect with once you return to your building? Who’s on your team?
  • Weeks Gifted/Talented 58 students 2013-14  9.2% of overall school population (625)  Non-minority: 63.8%  Minority: 36.2%  Free/Reduced: 62.1%  G/T ID Analysis  Do you see the same problem we did?  7. Consider how your G/T population compare to your actual building
  • Striving for Excellence Ongoing effort to provide equity of access within building  Partnered with building ELL Coach  Share PD opportunities/resources  Addressing GT Equity Weeks Identify and Serve Cohort Groups  8. Consider how your program is flexible/responsive to your building population.
  • Striving for Excellence Identify and Serve Cohort Groups  Naglieri Nonverbal Abilities Test ◦ Culturally neutral ◦ 114 Weeks’ students  Hope Scale ◦ Marcia Gentry, Purdue Multiple pieces of evidence  Holistic process 
  • Intended Outcomes Adapt instrument to catch outliers  Provide CLD parents with advocacy tools  Increase culturally relevant G/T opportunities  Use visual-spatial, non-verbal data to guide differentiation  Purposefully direct district-wide opportunities Identify and Serve Cohort Groups 
  • Takeaways Know your own blind spots  Know your demographics  Know building culture  Get off the gifted island  Open dialogs  Partner with building stakeholders  Be involved with processes/decisions  Recognize potential for underidentified populations 
  • Stay In Touch!  Zane Scott-Tunkin ◦ zane.scotttunkin@dmschools.org ◦ 515-242-7298  Justin Gibson ◦ justin.gibson@dmschools.org ◦ 515-242-8449
  • Resources  Low-SES ◦ Removing the Mask: Giftedness in Poverty (Slocumb & Payne, 2010) ◦ Teaching With Poverty in Mind (Jensen, 2009) ◦ “Unlocking Emergent Talent” (OlszewskiKubilius & Clarenbach, 2012)  SINA Schools ◦ The NEW RtI: Response to Intelligence (Choice & Walker, 2011) ◦ Response to Intervention and Gifted and Talented Education (MT DE, 2009)
  • Resources  Culturally Diverse Learners ◦ Bright, Talented & Black: A guide for Families of African American Gifted Learners (Lawson Davis, 2010) ◦ Effective Program Practices for Underserved Gifted Students (Adams & Boswell, 2011) ◦ Gifted & Advanced Black Students in School (Ford, Grantham, Harmon, Henfield, Porcher, Price, Scott, 2011)) ◦ Identifying Gifted and Talented English Language Learners (IA DE, 2008) ◦ We Are Gifted 2 (Lawson Davis Blog) ◦ Joy Lawson Davis (Professor, Consultant) ◦ Code Switch (NPR Blog)