#gtchat Archive
Global #gtchat Powered by TAGT is a weekly chat on Twitter that takes place on Thursdays at 8 p.m. ET/7 p.m. CT and 5 p.m. PT in the U.S. For one hour, parents, educators, advocates and experts in the field of gifted and talented gather to share resources, links, authentic life experiences and insights about gifted issues.
Tuesday September 13, 2016
For the next hour I’ll be joining others at ( ) ~ please pardon the heavy stream or better yet; join us!
Welcome to Global Gifted and Talented Chat Powered by the Texas Association for the Gifted & Talented
Our topic today is “Building an Exemplary Gifted Program”
Our guest today is Dr. – Director of Gifted Education in Arizona
Dr. is Gifted Program Coordinator at Arizona State Uni & member of Board of Directors
All tweets for the next hour are related to
super excited about this topic; I'm building a new program at my MS!
Thanks for coming out! Let's take a minute to introduce ourselves. Share who you are & where you’re from! https://t.co/rfkoqvZUJH
I’m Lisa Conrad ~ advocate, conference presenter, blogger & mother of 2 gifted young adults from Pittsburgh, PA.
Jackie from PA. Starting new position as Director of Gifted Ed/Elementary VP in State College, PA
Hi! Jo Freitag from Gifted Resources and Sprite's Site Victoria Australia here at 10.00 am on Wednesday for
Jodi; TDP Teacher, elementary, northwest suburbs of Chicago
Carol Bainbridge from Ind. Former expert on gt kids at About dot com. Blogger at https://t.co/I8nVrrEm0W , mom to young gifted adult.
Ruth from Maine, GT Coordinator for a public school district
Hi, Jo!!!!! So great to see you! <3
Hi! Sandy, GIS for grades 6-8 at Mayfield MS in Ohio
Jessica Meservey. Gen Ed ELA/Social Studies 6th grade. Interested in learning tonight.
Hi! Jonathan, former MS g/t educator in TN
Susan from Rochester, NY. Enrichment Coordinator
May not be able to stay long. My daughter is making dinner!
New to ? We use a Q1) / A1) format for questions & answers. Remember to add the hashtag >>> to each tweet!
New to ? We use a Q1) / A1) format for questions & answers. Remember to add the hashtag >>> to each tweet!
Nicole Shannon Advanced Academics Specialist from Hutto ISD
<--- Advisor! Welcome, Nicole!
Hi from Dylan in Ottawa. Longtime G/T advocate, and former differentiation coach for able learners in Gr. 4-8 across my district.
Dina here, ready to get started!
Question 1 is coming up; let’s get started!
A1) Ensure all GT Ss participate in school’s gifted services. Being responsive & modifying services for Ss’ ever-changing needs
Teaching Gifted Kids in Today's Classroom: Strategies and Techniques Every Teacher Can Use (Amazon) https://t.co/AfCsBoqVPO
A1) Every child should be challenged - and should learn something new.
A1) Program goals should include differentiated opportunities; alternative learning environments.
Far too often we try to find kids to match the program. Better to modify services to meet Ss needs.
Q1: Support for the teachers who have the students in an integrated class.
A1) To meet the individual needs of ALL gifted students; support classroom teachers working with gifted students; involve community
A1 Each child has the ability to enhance their passions, is challenged and learns to collaborate and connect with experts
A1) Embed GT into school/district initiatives to build sustainable services/access resources. Keeps GT in planning processes.
A1) Gifted programs should have Ts certified in gifted; PD for Ts; & SEL learning opportunities for Ss.
A1) Ensure identification measures contain multicultural & culturally sensitive assessments to ID minorities https://t.co/j8BZZBvolH
Thanks, Jerry! https://t.co/j83JNemgBq
A1 Each child has the ability to enhance their passions, is challenged and learns to collaborate and connect with experts
Totally agree! https://t.co/oyWrsKE0Vb
Far too often we try to find kids to match the program. Better to modify services to meet Ss needs.
A1) Prgms should allow Ss time to pursue & cultivate passions, be with intellectual peers, & have rigorous opportunities!
https://t.co/m4AuYeMXC2
thank you! I'm mom to four also, all school-age gifted kids and a precocious 17 month old (in case I step away...she's crazy)
Would love for my students to have this level of communication and thinking. https://t.co/Lojbo2JfWl
A1) Prgms should allow Ss time to pursue & cultivate passions, be with intellectual peers, & have rigorous opportunities!
A1. A social/emotional component & sufficient time for inquiry-based learning. Fragments of weekly time make continuity a challenge
A1 academic goals based on the gifted child's needs, social/academic time with academic peers
A2) Ideally schools provide continuum of services; challenge all G Ss: ELL/2e/HPG/EC/HS as I do https://t.co/J30MKdbKJL
A1. Each ON district publishes a spec ed plan that identifies a range of diff. learning experiences for specialized Gftd placements.
A1: The goal should be to see the Ss as a whole and not a number. We can work from there
A2) Service options can include full/part day pull-out; standalone gifted classrooms; independent study; acceleration & counseling.
A2) GT education should not be in isolation...the way GT learners think is not in just 30 mins x2 a week. GT Ss need collab and time
A2) Services should be available for underachievers; ELL & low SES learners; culturally divergent learners.
A1. In ON schools, in-school referral teams identify/address unique learning goals for each gftd child remaining in a reg classroom.
A2 varied options based on the level of child's needs. Enrich those just over grade level, accel more advanced, placed by subject
A2. (1) Like all spcl ed, a continuum of service: PD for classroom teachers to serve inclusionary groups...
Cluster Grouping of Gifted Students: How to Provide Full-Time Services on a Part-Time Budget https://t.co/Nifj4WfODE
A2) services should allow for talent development and time be innovative. We need more creative producers!
A2)Grad Acceleration, Pull-out,Inclusive Svcs--programs ideally could offer differentiated ops for Ss https://t.co/hxb2vzMoff
Great point! And the gen ed teachers need the PD to support them.
A2. (2) then honors classes, clustered grouping, all the way to pull out classes with GT only...
A2) Options need to include opportunities for SS with different talents/skills (language, math, etc.) Should also include counseling
A2) Have Gov. Board adopt Gifted Prog. Scope&Seq. Schools then req'd to implement services. https://t.co/FievwVbUjG
A2) Districts can use standards in planning; Service options should be developed based on needs of students
A2)Grade Acceleration, Pull-out,Inclusive Svcs--programs ideally could offer differentiated ops for Ss https://t.co/hxb2vzMoff
A2. (3) I think opportunities for creative thinking, invention, and social interaction w other GT Ss plus SE learning too
Totally agree! Education is not a place -- it's a service
What do you do when honors classes are attacked as tracking/inequitable?
I will post some links later today to address this! Great question!
A2 Answering Sandra- Key is to educate stakeholders on Ss learning needs.
Yes, there has to be training for all school staff and more collaboration between general ed, sped & gt
This is happening in our district Even with an open opt-in model.
A2) Opportunities for appropriate challenge and support for gifted and 2E students
A2) Districts can use standards in planning; Service options should be developed based on needs of students
I do this. See my PD flyer. We invite all teachers to trainings.
are kid able to test in after starting grade level? If not, they may BE tracking.
I would love for some of that PD right now! Hopefully will be able to talk w GT cord. soon.
We use TSCG, and this can be the fixed mindset! Tracking is not allowing Ss a different option https://t.co/x9q0CfCSjf
What do you do when honors classes are attacked as tracking/inequitable?
Excellent point ... gifted AND ! https://t.co/479TRyyn15
A2) Opportunities for appropriate challenge and support for gifted and 2E students
I love to do PD and help developing programs! DM me and we can chat https://t.co/8gnxYMwvLu
I would love for some of that PD right now! Hopefully will be able to talk w GT cord. soon.
Ability grouping is paying attention to Ss needs https://t.co/oTVKStXBgT
We use TSCG, and this can be the fixed mindset! Tracking is not allowing Ss a different option https://t.co/x9q0CfCSjf
What do you do when honors classes are attacked as tracking/inequitable?
I'm happy to follow up with anyone seeking to build/improve their g programs.
A2. A full range of placement options need to be available to flexibly service agreed-upon goals, strengths, & needs of Ss.
Q3) Is it possible to provide equitable gifted education to all populations – low SES, minority, ELL? https://t.co/9SQGw8gb64
YES my child is 2e and its sticky. Her goals are behavior/metal health only and the GT aspect complicates things
A3) Equitable programs require universal identification screening.
Awesome offer! Thank you https://t.co/yUdLIAJ4Pz
I'm happy to follow up with anyone seeking to build/improve their g programs.
A3) It's possible, but requires some understanding of those different gt populations.
A3) Different populations may need culturally sensitive & linguistically appropriate tests/assessments.
We’re already half way through our chat! Thanks for all the great sharing!
I'll definitely take you up! Mine is being built from scratch!!
A3) Absolutely provided stakeholders understand equitable is NOT "equal" and that's okay! https://t.co/9iMavlHQlX
Q3) Is it possible to provide equitable gifted education to all populations – low SES, minority, ELL? https://t.co/9SQGw8gb64
A3) GT pop needs to reflect district pop...GT Ss are not just from $$ families. This is also why talent development is so important!
A3: To tap into those kids, remove the language barrier and you're fine; directions in their language help https://t.co/JtBDci3x4K
Q3) Is it possible to provide equitable gifted education to all populations – low SES, minority, ELL? https://t.co/9SQGw8gb64
Be sure to check out our blog post next week w/ all the links from this chat!
A3) Of course! Anything is possible...Universal screening helps identify but ALL teachers need training on gifted characteristics
A3. In a perfect world, yes, but coordination of services needs to be tight & investigation of instruments to ID needs to be ongoing
A3) In Title I schools we “flex” high Ss who into G/T services if they are close to qualifying.
time always flies! https://t.co/Otf0QEMYZZ
We’re already half way through our chat! Thanks for all the great sharing!
A4) Parent collaboration @ all levels builds support. Sometimes Ps can advocate for GT services better than Ts due to their roles.
Some context (bear in mind the hs classes are opt-in and diverse but the gen-ed classes are less): https://t.co/NLctKUbRdm
ID, Programming, and Curriculum should align...and be driven by the needs of the pop. Dif to do in big D with very diverse schools,
A4) Parents s/b informed of identification criteria/procedures; be able to access application forms.
A4) I think the parents need a voice. They see their child in a diff. env. and that is important to factor.
YEP totally agree. If they're human, they should be considered.
A4) We involve Ps in the Ind. Learning Plan that is developed at the beginning of the year. Parents are so vital to GT Ss!
A4) In we provide info to Ps via GT parent grp, 6-8 parent night prez’s, & lunch seminars p/yr https://t.co/DKFUhi7peD
Re-Forming Gifted Education: How Parents & Teachers Can Match the Program to the Child (Amazon) https://t.co/mSqZNv79h6
...but not impossible! Like the "equitable does not mean equal" point!
A4) We provide yearly surveys to seek info/feedback & quarterly parent newsletters to share news & info https://t.co/rgzOK3DGV1
A4) Parents s/b included in ongoing district planning & evaluations of gifted programs.
A4) A committee of practitioners, parents, & other stakeholders provide ops for balanced feedback https://t.co/gPy5kJttxk
A4) Parent input can be very valuable
A4) Parenting for High Potential (NAGC) is a great resource to arm Parents with. Parents are a great resource and advocacy group!
A3. No matter where you go, the trick has always been equitable identification for disadvantaged groups.
A4) Definitely -- parent input is critical. Development of gifted programs should be a team effort that includes all stakeholders
A3- Provide vocabulary instruction/talent dev. which impacts scores tremendously. Collab with ELL specialist.
Great resource from https://t.co/EJNM7JSfiW
A4) Parenting for High Potential (NAGC) is a great resource to arm Parents with. Parents are a great resource and advocacy group!
A3) Universal screening is a MUST!!
it's like they rarely see the likes of GT & mental disability before...GT can do "school" so cover it up...
A4. Parents as partners have much to offer Gifted ed at both the district and school levels.
A5) Tech promotes research, PBL, digital collaboration, creativity, S directed learning, relevant learning https://t.co/8uUMDFAtDR
Teaching Gifted Kids in Today’s Classroom Professional Development Multimedia Package (Amazon) https://t.co/Bxpm4lcjTl
A5) Tech can be used for online classes to facilitate enrichment/acceleration/Early College.
A5) 4Cs, creating moving from the 3 to a 4, collaborating with others, and ind. work
A5) I can't imagine life w/o tech in GT teaching! Having the access to answer the countless curiosities is #1
A4. YES! They can multiply your workforce: advocate, create, oversee...give them tools & guidance. One more way to promote growth!
A4- Parents are great advocates and are critical to program development process.
A5) Ss need immediate access to resources when engaged in meaningful study. Our GT Ss love coding/computational thinking!
A5) We are preparing students for jobs that doesn't even exist yet. We need to be using the tools Ss will use in the workforce
A5) Access to courses, mentors, etc., not otherwise readily available in a school district.
A5) Most important role tech can play is one that truly enhances and enriches learning--more than just a tool
Even our gifted students learn to code!
Yes! https://t.co/C8mBNDoyXd
A5) Access to courses, mentors, etc., not otherwise readily available in a school district.
A5) Technology can contribute access to experts and mentors and opportunities for global collaboration
A5) We support Ts via our Gifted Resource Site: PD/Ts videos/lesson banks/curricula/chat groups+ Read how: https://t.co/FEK7CeFHyz
Just like we do here at !
A5. For starters, PD like this ;) also allows interaction outside of the hour a week I have Ss for guidance & feedback
A5 - Cld.survive w/out tech in gifted classroom. Takes the learning outside the immed. -walls. Global. Inq. learning, PBL, research
A1: flexibility within curriculum/structure to meet needs of Ss, support from admin/parents to allow Ts to try new ideas
A5 Our gifted teachers also use Twitter in the classroom.
A5. Tech is also hugely motivational and a marvelous figurative rabbit hole of resources for Ts and Ss!
A1 I believe all GT program goals should include differentiation, engagement, enrichment, & individualization based on need.
One of the reasons I love gtchat <3
Final question coming up!
A2: options - pullout, whole class enrichment, small group enrichment, logic/game "club" for Ss
Community has much to offer. The parent population of each school is a rich resource to be tapped.
A5) Eventually I'd like to host a monthly gifted Twitter chat for educators in my district
A6) We document achievement growth by school, grade level and subject area to plan C&I and PD.
A2 individualized study ops, PBL, mentorships, differentiated & tiered instruction in the classrooms, grade & class acceleration
A5: I just had a high school class that had 4 stations for 30 and worked ONLY because of tech... https://t.co/eohDqUBnOc
Would love that! Gotta get it unblocked...hehe
how many GT teachers in your building?
Yikes! That needs to change!
A6) Annual evaluation of Ss progress with standardized, achievement, & performance-based assessments necessary.
A6) Via many methods. Standardized assessments to track growth of gifted; feedback from teachers, parents and of course students!
A3: fair but not equal services for the many Ss subgroups. Services should be individualized and equally challenging for each Ss
A6) I have 60 g teachers under my staffing just in the EL grades! I oversee their PD, curr, tech, etc.
A6) a understanding the need of GT in education, there can never be enough PD
A6. Results, outcomes, impact… All stakeholder groups -- incl Ss! -- can feedback how programs & services could develop.
A3 it must be! We have a ethical responsibility to find ways to identify & serve underrepresented populations in GT. Top goal for me
A6) Individual knowledge-based assessments; data from Ts/Ps identifying weaknesses/strengths can be used to evaluate programs.
A6) We alternate yearly w/program evaluation 1 year and Ps-Ts-Ss surveys next year. Use results to modify plans & plan support
A6) A shared understanding for the need of GT education w/in the District.
A4 A role in developing the programs or supporting the programs? I think developing needs to come from people with training in GT
that's magical! Good for the kiddos!
I like this. Similar to a T eval cycle
A5 Technology use is a great way to individualize both learning & product creation for Ss. Excellent way to differentiate!
A6 The students are very honest on the surveys. It's good to hear how they see their instruction.
A6) Happy, engaged students excited about what they are learning. Parents thanking us for what we do!
A5: Tech is a vital role! From research, communication, connecting, presenting, sharing Ss should learn how to effectively use tech
The ultimate program evaluation! https://t.co/rjDqau01rx
A6) Happy, engaged students excited about what they are learning. Parents thanking us for what we do!
We’re nearing the end of today … final thoughts/takeaways?
what tool do you use for the surveys?
these are the actual essential questions!
This will be archived at & the link will be shared via later today
A6 effectiveness must be evaluated w/both quantitative & qualitative measures. Some of our programming focus on SENG & not testing.
We use free google tools. I create the Qs.
Many thanks to our guest today, Dr.
I look forward to following up on the great resources folks suggested. Thank you!
Thanks to the extraordinary staff for their awesome support; we couldn’t do it without them!
A6) Are the programs meeting the students needs and providing the necessary levels of challenge, support and opportunity?
Final thought some takeaways, We are looking for ways other districts identify & serve underrepresented GT pops Share resources?
Thanks to the Advisory Board:
Thanks to all! Lots to learn as I transition to my new role. This chat was incredibly helpful!
Be sure to follow some of the new friends you met here today at to continue the convo!
Thank you Lisa and advisory board, sponsors, supporters and everyone for a really interesting
Most definitely! As I said, we r flexible in that we bring Ss what they need as determined by assessments, interests, needs
Our next chat will be on Tues Sept 20th at 8E/7C/6M/5P (US)/Wed 21st Sept at 1AM (UK)/12.00 NZST/10.00 AEST
yeah, then not tracking. And only valuable for gifted if it isn't tinned down by over enrollment of unqualified kids
Thank you. Great to be back!
Thanks everyone for sharing your thoughts & comments today. That’s what chats are all about!
