Benefits or Barriers Making Sure Kentucky Education Initiatives Enhance Education Opportunities for High Ability Students!. Jan W. Lanham, PhD. Instructional Initiatives and Gifted Education Impact. Entry Age Requirements Early Entry Policies Brigance ScreeningReady with Enrichments - PowerPoint PPT Presentation
Its how you start and how you finish That Matter!
Benefits or BarriersMaking Sure Kentucky Education Initiatives Enhance Education Opportunities for High Ability Students!
Jan W. Lanham, PhD
Entry Age RequirementsEarly Entry PoliciesBrigance ScreeningReady with EnrichmentsCIITS InitiativesKY Core Academic Standards/Curriculum MappingKY System of Interventions (KSI)/RTIChanges in Restraint/Seclusion RegulationsKPREP Testing Analysis and Instructional GeneralizationsDistrict Empowerment/Charter InitiativesPGESTeacher and PrincipalInstructional Initiatives and Gifted Education ImpactScreeners for Parents and Educators for High Ability Preschool students need to include characteristics such as:
Learns RapidlyIs Emotionally IntenseTends to Question AuthorityPrefers Older Companions and AdultsAsks reasons whyquestions almost everythingHas an extensive VocabularyHas high energy levelsLearns RapidlyKRS 158.030states that "[a]ny child who is five (5) years of age, or who may become five (5) years of age by October 1, may enter a primary school program, as defined inKRS 158.031, and may advance through the primary program without regard to age in accordance with KRS 158.031(6)."KRS 158.031(1)states that students must complete the primary school program (from beginning of enrollment in school through the end of third grade) before they may enter fourth grade. However,KRS 158.031(6)states that "A school district may advance a student through the primary program when it is determined that it is in the best educational interest of the student. A student who is at least five (5) years of age, but less than six (6) years of age, and is advanced in the primary program may be classified as other than a kindergarten studentif the student is determined to have acquired the academic and social skills taught in kindergarten as determined by local board policy in accordance with the process established by Kentucky Board of Education administrative regulation."Kentucky Early EntryIt is logical to infer that by providing an option for younger students to opt-in to early entry it was not the intention of the new law to further limit appropriate access to instructional opportunities for students once they are in. If the students are attending, the ADA for those students must follow, regardless of age. Just as kindergarten students who are accelerated may be classified as P2 (1st grade students) for purposes of ADA, early entry students must be classified as kindergarten students for ADA. Failure to do so will guarantee that NO district will be in a position to enroll early entry students.Early entry students must be a part of all aspects of the instructional program--financially and programmaticallyAs the screening process is developed, it is imperative to consider that we should not be expecting early entry students to perform YEARS ahead of their peers. Entry cutoff dates are arbitrary and it is inappropriate to expect that students must already read fluently, compute fluently, write well, and be leagues more mature than their peers just to gain entry to a kindergarten classroom where (in most cases) they will be expected to spend the year learning to identify sounds and letters, some basic sight words, count and write letters, and participate in exploratory and socializing activities. In most cases, parents might appeal for admission for a child who is days or weeks from the cutoff, making it artificially limiting to expect that the student be years beyond their peers just t gain access.
Expectations for early entry must be reasonable and defensible.FreeAccess to early entry should not perpetuate the myth that gifted equates with privilegeWell-publicizedshould not be a well-kept secretEasy to get tolimit barriers to the decision-making process so parents with limited resources may effectively advocate for their childThe screening process must be accessible:Students who demonstrate readiness early will learn habits of underachievement that may haunt them for a lifetime. We need to develop policies and regulations thatremove, rather than create, barriers to quality education in Kentucky.Focus on the child rather than arbitrary calendar cut-offs1. Decisions around early entry must be based on multiple sources of data, with careful attention to parent input, and with emphasis on inclusion, rather than exclusion. Parents of young children have seen them perform and react in a range of settings that can inform predictions about school performance. Use parent survey data that will give background about task persistence, interests, learning styles, social interactions, etc. (Brigance parent rating form could be a part of this process). Checklists regarding G/T preschool behaviors should also be helpful.2. Require/authorize early administration of Brigance to those seeking early entry (before school starts) and expect a performance of >80.00 on an "off-level" test. For example, the 4 year old student would be screened on the 5 year old screener (or even the K-1 screener). That would give a measurable indicator of the student readiness to thrive in the school environment and could give information regarding instructional strengths/needs. This would be cost effective as it is a test that is already going into place and would not establish an unrealistic bar. The goal of this early admission process isnotto identify students as gifted at this age. It is to determine whether the student demonstrates a readiness that would be well-served by including them into a primary program.IT IS IMPERATIVE THAT WE DEVELOP A SCREENING SYSTEM THAT IS NOT CUMBERSOME AND IS REALISTIC, STUDENT-FOCUSED, AND INCLUSIVE.3. Inform districts/administrators/teachers about the characteristics of gifted students beyond their ability to read or write early. By focusing on only screener data, we will be only finding those students who can already do what kindergarten is going to teach them. It is important to include elements in the search that allow us to also find students with a broader ability base. As we look at some of the indicators as characteristics of gifted children (ie. is very sensitive, is concerned about fairness and justice, is highly creative, tends to question authority), it is important to note that these may read as "immature" to an unaware adult. It is important to understand that for those qualities--increased age will not minimize the impact. That child/adult may always cry easily or balk when a rule or action is perceived as illogical or unjust. A quality classroom in which the student is able to put those characteristics into the context of group and individual activities and concerns will be imperative to establishing a positive focus. BEWARE OF CHARACTERIZATIONS THAT JUST CLASSIFY THE STUDENT AS IMMATURE. Policy in place?Procedures in place?How is it publicized?How is equitable access assured?How is focus on readiness rather than calendar maintained?What can be done to improve access to school for young students?Impact in Your District?BriganceReady with Enrichments
Barriers to Continuous Progress:Failure to use evidence of prior mastery to modify instructionPossible OutcomesPromotion of Habits of Underachievement; Loss of Motivation
KY Core Academic Standards/Curriculum Mapping
Practice/TrendBarriers to ProgressEmphasis on common content, process, lesson to reflect standard coverage /mastery.
Limits/penalizes differentiation and focuses teacher planning/instruction on middle levels.AlternativesEmphasize clearly defined mastery criteria; use pre-assessment and diagnostic instruction based on performance data; Emphasis on mapping processes that dictate universal pacingeveryone in the same place at the same time.Limits/penalizes differentiation and focuses teacher planning/instruction on middle levels.Assure instructional densitybuild maps around multiple standards with open-ended products & processes that will promote differentiationDevelopment of single assessments/common products to reflect standard mastery.Limits/penalizes differentiation and focuses teacher planning/instruction on middle levels.Develop range of products /student performances to reflect standard mastery at high levels.Promote Awareness of Anchor Standards for Planning:Literacy/Reading Anchor 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.CCSS Math. Practice MP1 Make sense of problems and persevere in solving them.Each component has anchor standards and/or practices that are intended to be the basis for CCR; By approaching those at a global planning level, many quality activities can be used to practice and refine skillsBeware of focus on deconstructed pieces that do not allow for broad applications and deeper understandings: Beware of common planning and assessments that fail to acknowledge what students can already do.Choose activities, products, and performances that support progress through multiple standards with opportunity to extend UPWARD.Determine the theme of a story, drama, or poem from details in the text, including how characters in a story react to challenges or how the speaker in a poem reflect on a topic; summarize a text.Use Standards to Foster Instructional DensityLink with listening/speaking standardsLink with writing standardsLink with standards building skills with comparisons, analysis of point of view, author choices, etc.Link with informational reading standardsLink with relevant content standardshistorical fiction, content poetry, key vocabularyDetermine the theme of a story, drama, or poem from details in the text, including how characters in a story react to challenges or how the speaker in a poem reflect on a topic; summarize a text.
By focusing on NEEDS and on-going progress monitoring, CONTINUOUS PROGRESS BECOMES