Pre-determined steps of a GATE Program

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. 

New NCAS Standards Packet

My principal asked me to create a "packet" for an AH credit.  Basically, a checklist of what a student needed to complete in order to receive an AH credit.  So, I reviewed the National Core Art Standards and came up with the basic criteria.  As an artist, the standards fit really well into what is expected of  you in College courses and your basic "best practices" as an artist.  That's also what I kept in mind when constructing this packet checklist.  So here it is.....

page 1

This at least gives you an idea.....

With these standards in mind, you basically have 2 artworks, 1 research paper and 1 whole class activity to determine evaluation criteria.  The 2 artworks select from subject matter (a) social, cultural, political issue and (b) an extension of subject matter in another discipline.

The steps you take in order to create an artwork match the new standards, but also are exactly what you would be doing in a college class.  You sketch to generate ideas, you conduct an artistic investigation of subject matter, inspiration and media, you make an artwork, you clean up and respect the materials and environment, you have a mid crit with a peer/mentor, and you write an artist statement.  The research paper includes the responding to and connecting with an art exhibition criteria.  You do this process twice with different subject matter, and you have completed your HS credit for AH.  

So far, it's super easy to manage, students can work at their own pace, you can scaffold the student at whatever level they are on and students feel respected b/c you aren't talking at them, you are talking with them regarding something that they want to make.  So far, it works.  Of course this is for high school or independent study/individualized programs.  Elementary and Middle are a little more defined (especially in the current standards) but can also be detailed to the point where classes can pick an issue and a media they want to pursue, then you support them in their development and curiosity.  Something that also killed me in an art class was the teacher picks one media, one picture to make and then the students have to copy you.  That's not critical thinking, that's not 21st century, that's producing little robots.  And being an artist, is NOT being a robot!  We behead, paint the robot and then write an artist statement stating it's in the name Economic Crisis!

Supporting Teachers as G/T Raters and Identifiers

Teachers are not successful at rating or identifying the gifted when they are not provided the proper tools and training.  Tools that would be beneficial to teachers include a clear definition and set of qualities for guidance.  Examples of behavior, or what to look for, should also be communicated.  Also, communicating with other professionals inside and outside of the school could lead to a deeper understanding and leadership for identification.  

If a teacher is not given a definition to reference or specific set of qualities, then the results are often open to interpretation.  This set of qualities should be decided upon by the Program within the Institution.  Criteria, or set of qualities, should also not be too minimal so that it could possibly include every child or too detailed so as not to include any child.  

Behavioral examples and a “what to look for” idea would also be beneficial.  Teachers should be highly encouraged to take anecdotal notes regarding children and behaviors and to share these with other professionals and their team in the building (if they have one).  Examples, set of qualities and a small rating scale could be placed on a graphic organizer for teachers to utilize.

Communication with other professionals is important because of social, behavioral and environmental factors that could play a role in the identification of a gifted child.  Is the child being bullied for being smart?  Does he/she just want to fit in?  Was the child homeless the night before the big IQ test?  If teachers took into account any and all factors, shared documented notes and knew exactly what they were looking for, then they would be successful (or atleast more successful) in properly identifying a child as gifted.  

Cornbread Recipe

My family typically cooks southern dishes, especially my Grandmothers when I was growing up, and cornbread was a regular item.  I found this Recipe in "Delilah's Everyday Soul" cookbook and it is to DIE for!!!  Everyone always says it's so good, my husband eats a piece every time he walks through the kitchen, and best of all..... it makes 2 loaves, so I always have one to give as a gift.

Also in this cookbook, is literally the World's Best Mac n Cheese.  No, seriously, there was a contest. And according to my husband, it is THE Best!  The recipe makes a ton and it is kinda expensive, so I try to half it as much as I can.  Other dishes I have tried in this book always come out amazing!  I highly recommend it!! However, it is a "Plan to be in the kitchen all day on Sunday" kind of recipes.

cornbread

1 stick of butter melted

2 c yellow cornmeal

2 c all purpose flour

1 c sugar

2 T baking powder

1 t salt

1 and 1/2 c milk

4 eggs

(1)  Preheat oven to 350.  I grease 2 (8 x 4) bread loaf pans. 

(2) Combine all ingredients until smooth.  Fill up the pans.

(3) Cook 40 min. or a dry toothpick is pulled out.

(4) Cool 20 minutes, flip it out and slice it up or wrap it up as a gift.

Super Easy!!!

Sketchbooks

To an artist, the sketchbook is like their Bible and best friend.  From play, to research, to thoughts and ideas, it is an outlet.  For most, it is a very cherished item.  As an art teacher, I think it is important for students to have something of their own, to cherish, and be able to have something that can be a positive and constructive outlet for them.  Whether you make your own, buy one from a store or improvise with another "book", making it your own is crucial.  For my first project with my classes this semester, we are "creating" our own sketchbooks and learning about artistic investigations.  I say "creating" because I am giving the menu options to the students to create one from scratch, buy one to use an older binder or folder.  However, they do need to personalize it with an artwork on the front cover (at least the front cover for now).

My goal with these sketchbooks is that they will utilize these books during upcoming projects, practice taking notes and sketches in them, and understand the artistic investigative process when creating an artwork.  

Here are a few visuals for examples:

old folder and store bought

hand-made and composition book

personalized old binder

Here are a couple websites and videos that I plan on sharing with my students as well:

http://www.marcjohns.com/blog/2013/01/i-make-my-own-sketchbooks.html

http://www.cbsnews.com/news/the-higher-purpose-of-doodling/

Also, here is my Rubric and criteria for an artistic investigation.  I want to make a "I mustache you" poster with these items on it so students can check themselves per project.

Here is my weekly planning for my Sketchbook week using my weekly planner.

Chicken Honey-Nut Stir Fry

Why is it that I can hand my husband a cooking magazine and he flips for maybe 2.3 seconds and finds the most amazing recipe!  While I, on the other hand, will spend a solid 20-30 minutes "skimming" everything and still not know what to do.  It isn't fair.  However, I do appreciate that he takes the guess work out from my end!  All I have to do is go shopping for the stuff and then play my pandora and cook away!  This little number came from "Cooking for 2" magazine.  

Here is the recipe, (altered for double the sauce b/c my husband likes extra sauce):

2 t veggie oil

1/4 c diagonally sliced carrots (I used a little baby carrot snack bag, and it was fine)

1/4 c sliced celery (I did 4 stalks)

8 oz chicken breast halves, cut into 1-inch pieces (I used uncut chicken strips)

1/2 c OJ

2 t cornstarch

2 T soy sauce

2 t honey

1/2 t ginger

2 T cashews (I cut mine up a bit)

2 T sliced green onions

2/3 c rice (1 cup uncooked per package instructions)

1. First step, I started my rice and let it cook while I did everything else.

2. In a large skillet, heat some veggie oil on high.  Add carrots and celery, cook 2 min.  Add chicken and cook 3-5 min, or until done.

3.  In a small bowl, whisk together OJ, cornstarch, soy sauce, honey and ginger.  Add this to your chicken skillet mixture.  Cook over medium heat until thickened.  Cook 1 minute more.  Top with cashews and green onions.  Serve over rice.

Super quick and easy!  My husband loved it, just wanted there to be more sauce, but definitely a keeper!!  

Weekly Planning Template

Whenever I go to the "Teacher Store" and look at planning notebooks, they are all pretty basic and semi-expensive.  $15 for sheets of paper that I could easily create and print myself and keep in a binder.  Which is exactly what I did!  However, mine has a twist.  I incorporated some TPGES into the template.  (1) The B M E stand for Beginning, Middle and End of a lesson per hour; i.e. the intro, the application and practice, then the closer.  (2) The see-hear-do in the Notes section reminds me of different learning styles to incorporate.  Students need to see exemplar models using a variety of media, they need to hear it (and read it) and then they need to do or practice it.  I know there are more learning styles than that, but this template could get crazy cluttered if I incorporated everything!  These are just little reminders to cover my basics and jazz it up a bit!  I will usually print one of these for the week and take notes and sketch on the backs regarding ideas for lessons.

page 1

page 2