Caught in the Middle:

Caught in the Middle:GIEPs and Programming for the Middle School Level1Do not then train youth to learning by force and harshness, but lead them to it by what amuses their minds so that you may discover the peculiar bent of the genius of each.--PlatoWe as adults are much more engaged and motivated when our learning is connected to our interests2FactsGifted children are as different from average children in their needs as developmentally disabled childrenGifted boys and gifted girls have different and distinct needsGifted children do not benefit from helping less able children, from socialization, from cooperative learning, or from minimal pull-out programs

(Barbara Kerr, PhD.)Barbara Kerrs Books:Smart GirlsSmart Boys3Meta-analyses of research studies show that grouping with intellectual peers; acceleration by subject area, domain, and/or grade; and focused mentoring are the treatments of choice for gifted childrenTrue potential for extraordinary accomplishment is predicted by not only academic achievement, but by focus, autonomy, and personality characteristics unique to each domain of accomplishment(Barbara Kerr, PhD.)

PDE Gifted Guidelines, Principle #9 (p.5):Research studies from the National Research Center on the Gifted and Talented support flexible grouping for gifted students across grade levels and content areas. The research studies also indicate that ability grouping, coupled with acceleration and differentiated curricula, provide maximum instructional benefit to gifted students. Incorporating homogeneous grouping of the gifted with systematic and continuous provisions in their K-12 educational planning offers gifted students opportunities to broaden and deepen their knowledge through interaction with their intellectual peers.4Facts (cont.)Girls Pressure to be physically attractive Pressure to be popular Pressure to camouflage talentsGifted-friendly schools can provide single sex education and girls groups, as well as focusing on achievement norms.

Boys Pressure to be athletic Pressure to hide creativity and sensitivity Pressure to withdraw from female friendsGifted-friendly schools can provide a safe haven for creativity, the opportunity to NOT be athletic or to have alternatives to team sports, and small mixed sex groups for social growth.(Barbara Kerr, PhD.)

Mean GirlsMention Quiz Bowl as social suicide

5Asynchronous DevelopmentPhysicalEmotionalSocialIntellectual

6AsynchronyA gifted child may experience asynchrony on several levelsBetween intellectual abilities and physical abilities or affective abilitiesBetween chronological peers and mental age Between giftedness in one area as opposed to others (math, music, etc.)Can create social and emotional vulnerabilitiesThe higher the IQ, the more acute the problemParticularly difficult with twice-exceptional children

How Adults See ThemAdults, expecting social maturity to match high level intellectual development, may label a highly articulate, logical child as a behavior problem when he or she exhibits an age-appropriate tantrum.Gifted children sometimes talk and have interests like adults.They also may behave like an adult one moment and be very childlike the next.

MoreGifted children may be many years above chronological age in intellectual functioning, but depending on the situation and participants, social/emotional maturity may vary.Knowledge vs. wisdom or life experience: having the ability to reason is not the same as having the ability to make a good decision

Gifted CurriculumWould they do it?Should they do it?Could they do it?

The end goal or product can be similar, but how they get thereshould be appropriatelychallenging.

General Education Students:

Much greater depthAllows students to delve into a topicDiscuss the idea that the content area knowledge is like a room, and there are different doors and even windows that will allow you to enter the room10GIEP -PLEP (see PDE Sample)Ability and assessment test scoresGroup and individual achievement scoresGradesProgress on goalsInstructional levelsAptitudes, interests, specialized skills, products and evidence of effectiveness in other academic areas

11StrengthsContent AreasCreativityLeadershipSense ofHumorRate ofAcquisitionThinkingSkillsTalentsMotivationProductsCommuni-cationRelationshipsOther12Interests and Special AbilitiesCompetitionsAwardsSportsInstrumentsTheaterBooksComputer SkillsActivities/other

13GIEP Goals and OutcomesMust be related to/aligned with PLEPMust be measurable and actionableMust be individualizedEnrichment and acceleration should be considered (include both General Education and Pull-Out or Resource Room, if applicable)The students needs should determine the goals, not the districts programs (ITS A PLAN, NOT A PROGRAM!)Goals should reflect needs, not wants

14GIEP CautionsDo not routinely NORA students out: schools are required to provide services to secondary students (Honors or AP courses are not enough for many gifted students)No cookie-cutter GIEPs!The childs needs come first, so the district and parents need to work together to develop appropriate and realistic goals (this is one of the reasons why ongoing home-school communication is so important!)Do not ignore childs input: middle school students should be involved in the GIEP processTeachers: be certain that the district can meet the goals (reason for the LEA Rep.!)

LEA: Local Education Agency(Rep. is district representative authorized to commit district resources)15Middle Schools and Gifted EducationShared Beliefs Regarding Appropriate Early Adolescent Education (Tomlinson, 1995): Theme based Interdisciplinary Fosters student self-direction and independence Promotes self-understanding Incorporates basic skills Is relevant to the learner Is student-centered Promotes student discovery Values group interaction Is built upon student interest Encourages critical and creative exploration of ideas Promotes student self-evaluation

16Middle Schools and Gifted EducationIssues and Tensions (Tomlinson, 1995): Excellence vs. Equity Emphasis on heterogeneity in middle schools (bias against ability grouping) Use of labels Ambiguity about appropriate middle school curricula Use of cooperative learning as an instructional strategy Affective needs of early adolescents Reflection of larger societal bias against intellectualism

(4) There are people who still have the mindset that little academic learning takes place in middle school17A Call To ActionDistrict and School Leaders Should:Provide leadership in creating a school climate that vigorously supports both equity and excellenceEnsure that teachers have meaningful knowledge and understanding about the needs of gifted adolescents, including training in differentiated instruction so that the needs of all students, including those with advanced performance or potential, are appropriately addressedDevelop and implement an appropriate and flexible system for identifying high-ability learners from diverse populations (need to seek out under-resourced students)

(This information is based on the work of Susan Rakow)

The new Chapter 16 regulations have a Strategic Planning component, directing school districts to include Gifted Services in their SP18A Call To Action (cont.)District and School Leaders Should (cont.):Encourage consistent collaboration among all teachers and support personnel in the school to ensure appropriate services for high-ability learnersEnsure a continuum of services including options such as differentiation, advanced classes, acceleration, compaction, in-lieu of regular ed. content, short-term seminars, independent studies, mentorships, and other learning opportunities matched to the varied needs of high-potential and high-ability learners

(5) School districts should provide a menu of options to students19A Call To Action (cont.)District and School Leaders Should (cont.):6. Provide counseling-related services for students with advanced academic performance or potentialDevelop and maintain a written plan to guide educational planning for advanced learners and to inform the community of those plansRegularly evaluate the effectiveness of curricula, instruction, resources, and other services in supporting the development of high-ability learners

20A Call To Action (cont.)Teachers, Gifted Ed. Specialists, and Support Personnel Should:Be knowledgeable about students with advanced academic abilities and those who have the potential to work at advanced levelsMeet regularly to discuss the needs of all students, including those with high abilityProvide curricula, instruction, and other opportunities to meet the needs of students with high ability

(1.) Ongoing Professional Development is vital!21A Call To Action (cont.)Teachers, Gifted Ed. Specialists, and Support Personnel Should (cont.):Use a variety of developmentally appropriate instructional practices to enable each student to experience a high degree of personal excellenceCollaborate with colleagues at elementary and high school levels to ensure a smooth transition as students progress through the gradesKeep parents informed about their childrens growth and invite parent participation in educational planning for their children

22A Call To Action (cont.)Parents Should:Strengthen family connections with young adolescentsBe knowledgeable about the needs and concerns of young, gifted adolescentsUnderstand and contribute to the districts plan for identifying and serving high-ability learners

23A Call To Action (cont.)Parents Should (cont.):Help their children take appropriate responsibility for their own learning and develop related skills and attitudes of responsible independenceCollaborate with the school to ensure that their childrens needs are being metBe their childrens best advocates(Rakow, 2005)

24One of the main tasks of adolescence is to achieve an identity not necessarily a knowledge of who we are, but a clarification of the range of what we are to become.-Terri Apter25Academic CompetitionsDestination ImagiNationhttp://www.idodi.org/

FIRST LEGO League Roboticshttp://www.firstlegoleague.org/

Future Problem Solving Programhttp://www.fpspi.org/

Knowledge Master Openhttp://www.greatauk.com/KMO.html

MATHCOUNTShttps://mathcounts.org/Page.aspx?pid=1537

National Engineers Week Future City Competitionhttp://www.futurecity.org/

National Geographic Beehttp://www.nationalgeographic.com/geographybee/

Academic competitions are vital to encouraging Gifted adolescents to be together with their intellectual peers-they have an opportunity to shine, to interact with others who have similar interests and passions-they are not alone!-former students tell me how important Quiz Bowl was for them in MS26Academic Competitions (cont.)Model United Nationshttp://www.unausa.org/modelun

National Spelling Beehttp://www.spellingbee.com/

Odyssey of the Mindhttp://odysseyofthemind.com

Quiz Bowlhttp://www.qunlimited.com/http://www.patrickspress.com/http://www.averyenterprises.net/academic.html

Scholastic Art and Writing Awardshttp://www.scholastic.com/artandwritingawards

Science Olympiadhttp://www.soinc.org

WordMasters Challengehttp://www.wordmasterschallenge.com

27Final ThoughtsGifted middle school students are kids firstThey are experiencing many new feelings and ideasThey desire structure and supportThey need caring and understanding adults in their livesThey are trying to figure out who they areTheir heightened sensitivities make them more likely to experience stressMiddle school might be the first time that they are challenged academicallySocial-emotional issues frequently reflect the interaction between an ill-fitting environment and a childs individual personal characteristics

(Last bullet point) Social and emotional difficulties can disappear when educational climates are adapted to students level and pace of learning28Education would be so much more effective if its purpose were to ensure that by the time they leave school every boy and girl should know how much they don't know, and be imbued with a lifelong desire to know it. -- Sir William Haley29ReferencesKerr, B. (?). Smart Girls, Smart Boys: Milestones and Danger Zones. PowerPoint Presentation.Rakow, S. (2005). Educating Gifted Students in Middle School. Waco, TX: Prufrock Press.Tomlinson, C. (1995). http://www.hoagiesgifted.org/eric/e535.htmlHelpful Resources:Hoagies Gifted, Middle School: http://www.hoagiesgifted.org/middle_school.htmPAGE Website: http://www.giftedpage.org/30Charlton WolfgangApril 24, 2010 PAGE Conferencewolfgach@mtwp.net31