Giftedness: How Does Identification and Scheduling Affect Individualized Instruction?

In an effort to diversify my instructional abilities, I decided to pursue supplemental certification in Gifted and Talented. Much of the information was not new to me since I have a child labeled GT. As I completed the coursework I connected what I had learned to my current teaching situation, discovering that gifted behaviors were being displayed by many students in “regular” teams. Why weren’t these children in gifted classes? Had they been recently assessed? Were some of the behavior issues in regular teams possibly connected to gifted instructional needs not being met? I also learned that in our district a gifted child is scheduled into all gifted classes. What if a child isn’t gifted in all areas? Is the instructional process putting undo stress on the child and possibly creating behavior issues? This began my research into the identification and scheduling process of gifted students on my campus.

Needs Assessment
I began my research by looking at the needs of our students. Were we truly using Best Practices in our teaching of ALL students and helping them reach their full potential? What underlying messages were we sending in the way we identified and scheduled our students? We have 3 different teams, 1 gifted and 2 regular in each of 2 grade levels, 5th and 6th. I took notice of student behaviors in and out of the classroom, as well as teacher response to student behavior and classroom work. I found a great deal of frustration on the part of both students and instructional staff. Next, I examined the identification process and found it was focused on test scores, grades, and behavior. I also found a huge disconnect. Learning disabilities and behavior issues were not fully addressed to enable gifted behavior to flourish within the child. Students were expected to perform at the GT level in all subject areas, even though they may not necessarily be gifted in all areas. I always look at foundational expectations, so my next examination took me to TEA’s Texas State Plan for the Education of Gifted & Talented Students. We were heavily compliant with most teachers unaware of the standards and expected behaviors. As I analyzed the PEIMS data related to behavior I found a disproportionate number of referrals between the regular teams and the gifted team. Was this because of the way we were servicing out students? Finally, a look at scheduling exposed the habit of ranking children and placing the top 100 in the “Gifted/High Achiever” team, leaving all other students to be split between the two “Regular” teams. (Note: The PEIMS Clerk and Asst. Principal have been out on summer break. I will examine ethnicity and gender when they return.)

Objectives and Vision of the action research project.
Our campus vision is to create an educational environment which will ensure that every student is provided a quality education which will encourage and challenge them to achieve their full educational potential. The vision of this research is to more closely identify and schedule gifted students so that their educational opportunities encourage and challenge them to chase their dreams and achieve to their full potential. The Research Goal is to better individualize instruction for the gifted student. Objectives to reach this goal include:
**More closely assess and identify gifted students in an effort to more accurately pinpoint the students’ area/s of giftedness.
**Individualize class scheduling and curriculum to best meet the needs and challenges of the gifted student.
**Reduce behavior and increase motivation by addressing the individual needs of gifted students.


Review of the Literature and Action Research Strategy
What is not monitored becomes optional. This saying has been repeated numerous times throughout my Educational Administrative courses. Once I identified the needs connected to gifted learning, I realized I had to pursue this and discover the area/s of weakness if we were truly going to meet our vision to ensure that every student is provided the ability to achieve their full educational potential. As I dove off into this journey, I met with our District Coordinator for Assessment/GT/ESL/Dyslexia, my campus principal and assistant principal, teachers, and parents. State expectations and guidelines, assessment tools, student gains, and individual need were all examined. Literature used included my readings from my coursework through Region XIII, articles discussing assessment of gifted children, especially in identification of a particular area/s, and motivating the gifted child. Once appropriately identified, teachers will need to know how to address the needs of a diverse classroom. Books read include The Differentiated Classroom: Responding to the Needs of All Learners, High-Five Teaching, and Best Practices: Today’s Standards for Teaching & Learning in America’s Schools. I have also used Kagan Cooperative Learning Strategies. Best Practice says the instructional professional is aware of current research and consistently offers the full benefit of the latest knowledge, technology, and procedures. Serious, thoughtful, informed, responsible, state-of-the-art teaching enables student achievement to be maximized. My goal is that this research will identify student need and enable adjustment in instruction to meet that need. It is my belief that students will improve achievement and reduce behavior issues when correctly identified and scheduled into the best classroom setting.

Articulate the Vision
I articulated our campus and research vision to teachers, parents, and administration through a needs assessment and reviewing the expectations at the recommended and exemplary levels on the State Plan for Gifted Students. Scheduling was reviewed. Consideration is being given to regrouping all teams to mixed levels. Gifted students would go to the classes that connect to their particular area of giftedness and attend regular classes within their team for all other classes. Teachers would receive professional development and support in using Best Practices for instructional strategies in the classroom – for ALL students. Data has been shared, and will continue to be shared with stakeholders to help them see the need and potential for improved student achievement. The question to be addressed will be whether we are doing our best to meet individualized instruction. Various means of sharing information and keeping the vision at the forefront involve face-to-face meetings, continued data collection and analysis, newsletters & webpages or blogs, school handbooks, PowerPoints, and technology which includes e-mail, text messages, and web conferences. Students will be taught the Commended Performance Level Descriptors as found on the TEA website. Motivational strategies will be implemented to create a collaborative atmosphere with students. Learning how to communicate and self-advocate about their needs and utilize the study and organizational skills that help them reach their full potential will enable students to take ownership of their learning. The Vision will be posted in every classroom as a focal point reminding all stakeholders why we are doing what we are doing. Every effort is being made to ensure that all stakeholders understand the connection to the vision and the need for inquiry.

Manage the organization
Management of the organization began with me and using literature research as a means of discovering what the expectations were and options for improvement. My research also involved other school personnel as I accessed PEIMS data, analysis of data, and surveys. There were no monies expended. Management involved time and access to materials as we pursued the inquiry and compiled data. Time has been difficult somewhat as my timeline changed, but is still doable. The top focus has been on student learning and how best to improve that, while creating a safe classroom learning environment.

Manage Operations
The Needs Assessment was the driving force in setting priorities during the research. When data exposed our settling for compliance and mediocrity, I knew we had to develop a desire to raise the bar on expectations. I am committed to open communication and collaboration in the building of trust. I saw a need for instructional staff and administration to realize the breakdown in student improvement. As I’ve been honest in sharing data, the group has come together to build consensus and resolve any differences of opinion. The staff on my campus are truly committed to helping students reach their full potential. I began with my site supervisor, who is my campus principal, and then included teachers in the gifted team. Our campus already has 2 days of Kagan Cooperative Learning strategies planned for back to school this year. As we discussed problem areas, we have been able to arrive at solutions. We will continuously monitor student performance and make needed adjustments.

Respond to Community Interest and Needs
One aspect of the needs assessment involves information gained on my dyslexia and ESL students, plus a few other students dealing with issues such as autism, OCD, and ADHD. This past school year only 1 dyslexic and 1 ESL student were in the gifted team. I found others exhibiting behaviors connected with giftedness, but not even considered because of the focus on grades and behavior. Communication is a method being used to address students with special or exceptional needs. No one has even questioned the process and procedure of identifying gifted students until now. As teachers are made aware of possibilities, they are having to re-examine their beliefs. Another method has been analyzing more than just grades, behavior, and test scores. I have been working to help teachers build closer relationships with students and truly get to know them. I have worked to get the instructional staff to see students beyond the behaviors. Everything connected to public education today is about College & Career Readiness. This causes stakeholders to look past the present and consider how decisions impact the future. Our current teaming schedule creates an isolated atmosphere where gifted students are removed from anyone with learning, communication, or behavior issues. This process does not prepare gifted students to work together with those that are different. If we change the scheduling, gifted students will be with like-minded peers in gifted classes, but would be paired with other students in regular classes in areas where they are not gifted. This schedule will help them develop an understanding for those who are different. Placement of gifted students with regular students in non-gifted area classes will allow for more openings into the gifted program, benefitting the learning disabled, ELL, low socio-economic student, and those with behavior issues.

Blah, Blah, Blah, Blah....blog

Just finished a web conference (3/4/12; 5-6PM) and have a splitting headache. The conference in and of itself is great...always full of great information. The problems stem from the audio & video aspects. Adobe Connect seems to constantly be messed up. Tonight the echo was horrendous, but I held out to get the information and...SCORE! I got the information I needed for face-to-face ILD classes in Beaumont. Worth the headache.

Web Conferences are a great way to disperse lots of information and a fun way to keep up with everyone and build relationships (21st century style). I like the idea of limiting the number of participants. Another improvement would be to schedule different conferences based on which program the participants are in. Much time is wasted asking the same questions over and over. Of course, I realize this would probably overload the professors who are teaching multiple groups. Only having to attend 1 conference a course might help with that problem.

Overall, I have enjoyed the conferences. Having to check in every week is really hard to do with so much going on, so I like the once a course requirement...and the reflective blog is fine (lol). I do hope that somehow the audio and video issues can be resolved to make it a much better experience. It's always fun to discover that your mic just turned itself on and everyone can hear you crunching ice. Gotta love technology!