Housekeeping For attendance, go to this Google form by typing this link into a browser - PowerPoint Presentation

Housekeeping For attendance, go to this Google form by typing this link into a browser https://forms.gle/DT3Vzraqe9ah2sJ1A.Attendance will be validated again at the end of the training using this form.Please check to ensure sound is mutedPlease check to ensure video is offUse the chat box to ask questions 2

Welcome to the 2019 GT End of Year Training 3

Thank you for all you do for students, parents and staff!4

GT End of Year Training 2019 Kathie AndersonState GT CoordinatorKentucky Department of Education 5

Section I 6

Tis the Season for Identification Fa-la-la-la-la-la-la-la-la 7

Screening Districts must develop a processes and procedures for screening students in all five areasMost districts screen for cognitive ability using a cognitive ability test or screenerMost often used:SAGESSIGSCog AT (has a 30 minute screener)OLSATInView NNAT Most districts screen at the end of 3 rd grade or the beginning of 4 th Some districts also screen before or at the beginning of 6 th and 9 th grade The regulation states district must be continually seeking gifted and talented students – process should not be “one and done” 8

Primary Talent Pool (PTP) Districts must be casting a wide netThink “Inclusion”Must not use assessment to exclude studentAssessments should be used to offer appropriate level of servicesShoot for 25% of the district’s total K-3 student population (example: 500 K-3 = 125)Include all schools – review district data to ensure all schools have PTP students representative of their populations9

Screening Continued Districts should also be screening for the Creativity, Leadership and the Visual and Performing ArtsFayette County has developed a Creativity Screener and Anecdotal Evidence form – posted on the GT Resource WebsiteFayette also has a dance screening process (contact me if interested)Training teachers how to use Jot Down Forms and Response lessons is another good way to screen for gifts and talents 10

Screen Shot of Fayette County Creativity Screener and Anecdotal Form 11

Students can be identified using National or Local Norms National norms – standardized tests compare and rank test takers in relation to another using national standardsLocal norms – score comparisons within a district, school or subgroup populationNeed to have a least 100 students when using local normsUse a the local norms calculator posted on the GT Resources webpage or send to a scoring companyIf district does not have 100 students – can collaborate with another district with similar demographicsFor more information see Local Norms Guidance document posted on GT Resources webpage 12

Special Considerations or Exceptions to Gifted Criteria Staff need more training on this topicDistricts must discuss students who may have disabling conditions which are masking their gifts/talentsIncludes students who are: disadvantaged – economically and/or culturallyhave a Individual Education Plan (IEP)underachieving – there is a gap between student’s ability and demonstrated achievement 13

The Next Three Slides: Characteristics of Underrepresented Populations English Learners (EL)DisadvantagedTwice Exceptional14

Characteristics of EL, Low SES and 2e Students #1 15

Characteristics of EL, Low SES and 2e Students #216

Characteristics of EL, Low SES and 2e Students #317

Use Multiple Criteria Multiple criteria helps look at the “whole” childUse other criteria besides assessments such as:Anecdotal evidenceObservationsChecklist of behaviorsPortfolios of workContinuous progress18

Assessment Tips Use the appropriate test for the area being testedFor example, do not use subtests (Verbal – Quantitative) from a cognitive test, like the Cog AT to test for Language ArtsA student does not qualify for all academic areas based on a GIA score in the 9th stanineCaveat – if a student scores high on a subtest of a cognitive test, this might be an indicator the student might have high ability in a specific area. More testing could be administered. 19

Recommendations and Observations Train and communicate with staff/others who write recommendations for students that they must give specific examples of how the student met the area criteria, not just “student is very bright” or “they are a good student” For example, if staff are writing a recommendation for student in Leadership, they need to give specific examples of how the students has lead in class, school and communityFor Leadership, if the staff recommendation has only examples of class leadership, then recommendations from others can give examples of school and communityTo be identified for Leadership, specific examples need to be collected from all three: class, school and community Remember for Leadership there letters of recommendation need to show evidence of leadership role not just participation 20

Leadership Students must have evidence of a willingness to lead in all three of these areas (this counts as one evidence and two more evidences need to be collected):ClassSchool andCommunityIf district has evidence of one area, but not the other two, place student on a “watch list” and continue to collect evidence 21

Screenshot of Jot Down Form for Leadership 22

GIA and SAA Assessment SAA: Use a Norm Referenced Test (NRT) achievement test for SAAKPREP can’t be used as it is criterion referenced (uses state standards, not national standards)Many districts use MAP, ITBS/IOWA, Terra NovaSocial Studies and Science – Scholastic Testing allows individually tests to be purchased Do not use a Scale or Screener How to use Diagnostic Test scores for identification – student must score in the 9 th stanine on two out of three consecutive tests in a school year. GIA: Use a NRT full scale cognitive assessment for GIA Many districts use: Cog AT OLSAT NNAT InView 23

Creativity Creativity – does not have to be formally assessedDo need to show evidence of:ThoughtElaborationFlexibility of thoughtEvidence may include:writing sampleshigh scores of creative ability (e.g. Williams, Torrance, etc.)behavior checklists or observations specific to creative behavior observations of original ideas, products or problem solving 24

Visual and Performing Arts One of the three evidences must be collected through evidence of a performance. This can be documented through:auditionletter of recommendation (which describes observing the student perform)portfolio (which includes documentation of performances)25

Section II 26

Entering GT Records 27

Important Infinite Campus GT Record Entry Items Follow the GT Data StandardYear Identified – enter last part of the school yearStart Date – when services beginEnd Date (only for PTP records) Leadership – class, school, community counts as one evidenceWork arounds if assessment not listed 28

GT Folders, Retention Schedule 29

GT Folders GSSPsProgress ReportsIdentification documentation for each area the student is identifiedScore reportsChecklist, JotdownsTeacher/Parent referrals – recommendationsAudition scoresArtworkProcess that collects parent input for GSSP – usually a parent survey 30

Progress Reports 31

Progress Reports Reminders Parents must be notified of progress once each semesterIf using the form in IC, follow the GT Data Standard to completeEnsure a copy is kept in the GT folderParents have state during monitoring interviews that comments are very helpful32

GT Retention Schedule GT Selection and Placement Committee minutes – members, date, deliberations, when submitted – retain permanentlyGT Annual Report (Summative) – evaluation of program includes benefits of program, number of staff, students –submitted to superintendent and KDE- retain permanentlyGT Program Report (Validation Reports) - retain 3 yearsGifted and Talented Program File – KAR, Policies and Procedures – retain 3 yearsGT Student File – retain until one year after graduation 33

State Retention Schedule – GT Page 34

Section III 35

Move to GT End of Year Processes Document GT Data Clean-up/CorrectionGT Record Validation (Google Form)SAA Areas for State Assessment (Google Form)Program Evaluation (Must be completed before completing Summative) Summative Evaluation (Google Form) 36

Resources Colorado Twice Exceptional HandbookTwice Exceptional Dilemma – National Education AssociationGT Data StandardKentucky District Retention Schedule704 KAR 3:28537

Attendance and Contact Information For attendance, go again to the Google form by typing in this URL in a browser: https://forms.gle/DT3Vzraqe9ah2sJ1AContact Information:Kathie AndersonPhone (502) 564-4970 Email: kathie.Anderson@education.ky.gov 38