Barbara Clark lists seven steps that are important when setting up a program of services for gifted learners. These steps can be found in documents and standards from the National level, the State level and the District level. These steps are introduced in a broad sense at the National level, become more defined at the State level regarding what the District will do, and eventually set to specific criteria within the District level. Before categorizing which steps are pre-determined at the State versus District level, one must organize the common thread between National, State and District standards and determine which is predominantly defined.
While many of the National standards, according to NAGC, discuss all six relevant steps, the criteria, specifics and definitions are very vague and left to State and District interpretation. (I mention six instead of seven because item seven calls for standards for the program which are completed if the other six are followed, collectively decided upon and program goals are identified and measurable.) For example, in regards to the Identification Process and Categories Served, NAGC Standards criteria include “ongoing procedures, multiple assessments, non-biased and policies for equity” (NAGC). Seems broad enough for State and District to have the freedom to select what is best for their population and meet these standards. The State takes it a step further and reports “A district shall adopt policies and procedures…informal selection for Primary Talent Pool…formal identification for grades four through 12…based on individual needs, interests and abilities…combination of measures…continuous assessment” (704 KAR). The District then clarifies specifics including minimum of three evidence of assessments/supporting documentation, reviewed by a selected committee and specific ability measures with percentiles. This trickle down effect of broad goals, to some policy specifics to detailed specifics are seen in four out the six steps identified by Clark.
The least defined step from National standards and trickling downward is the plan for parent and community involvement. The guidelines for this standard seem to be lost in translation or accountability, either due to lack of involvement or lack of ownership between the State and/or District. Specifics within State and District documentation regarding parent and community involvement extend to parent/guardian permissions, questionnaires, and information regarding a child’s GSSP throughout the school year. Community involvement only includes a definition of “Mentorship” and connecting the gifted child with a community member in order to extend learning opportunities for enrichment (704 KAR).
In many sections, State documents say that “A local school District will….” and then provide not vague but not defined specifics.
The only step defined by Clark that is more detailed and defined by the state than the district is the evaluation plan and process. The state has pre-determined the components of the evaluation plan that must be annually submitted by the district, must then be reflected upon and applied to future planning as well as communicated home to parent/guardian(s) regarding it’s application and success to the child’s GSSP once per semester.
In researching the steps defined by Clark, the District has the most freedom for detailed plans and program development. The guidelines and criterion for resources, identification, curriculum models and staffing and support services are so universal that as long as the District abides by the policy and procedures set forth by the State and the broad goals set forth by the NAGC, they are liberated to conduct as they see fit. This is consistent with her standards overview stating “these standards can be used as guides for district and school programs” (Clark, 2014).
References
704 KAR 3:285. Programs for the gifted and talented. (n.d.). Retrieved August 31, 2014.
In text reference: (704 KAR)
National Association for Gifted Children. 2010 Pre-K-Grade 12 Gifted Programming Standards. In text reference: (NAGC)
Retrieved August 31, 2014. http://www.nagc.org.442elmp01.blackmesh.com/sites/default/files/standards/K-12%20programming%20standards.pdf
Clark, Barbara (2014-04-10). Growing Up Gifted: Developing the Potential of Children at School and at Home (8th Edition) (Page 349). Pearson. Kindle Edition.
No comments:
Post a Comment