EDSE 687 Program Strategies and Services for the Gifted and

EDSE 687
Program Strategies and Services for the Gifted and Talented (3)
Summer, 2015
Jennifer Ritchotte, Ph.D.
School Special Education
University of Northern Colorado
970-351-1657 (UNC)
704-780-7171 (Cell)
jennifer.ritchotte@unco.edu
A. COURSE DESCRIPTION
This course addresses the basic program models, strategies and services necessary for developing
appropriate education for individual gifted learners.
B. PREREQUISITES: EDSE 683
C. REQUIRED READINGS (Books)
Renzulli, J., Gubbins, E. J., McMillen, K.S., Eckert, R. D., & Little, C. A. (2009).
Systems and models for developing programs for the gifted and talented, (d
Mansfield Center, CT: Creative Learning Press.
Peters, S. J., Matthews, M. S., McBee, M. T., & McCoach, D. B. (2013). Beyond gifted
education: Designing and implementing advanced academic programs. Waco, TX:
Prufrock Press.

Although I recommend purchasing the book, the two chapters you need from
Beyond Gifted Education for this course can be downloaded for free at
http://www.prufrock.com/Assets/ClientPages/pdfs/Beyond_Gifted_Education_Samp
le.pdf
REQUIRED READINGS (Articles, Chapters, etc., Available on Blackboard)
Adelson, J. L., McCoach, D. B., & Gavin, M. K. (2012). Examining the effects of gifted
programming in mathematics and reading using the ECLS-K. Gifted Child Quarterly, 56,
25-39.
Callahan, C. M., Moon, T. R., & Oh. S. (2014). National surveys of gifted programs. Retrieved
from
http://www.nagc.org/sites/default/files/key%20reports/2014%20Survey%20of%20GT%2
0programs%20Exec%20Summ.pdf
Davidson Institute for Talent Development. (2015).Gifted education policies. Retrieved from
http://www.davidsongifted.org/db/StatePolicy.aspx
Duke TIP. (2006). Programming Delivery Models for the Gifted. Retrieved from
http://tip.duke.edu/node/725
Kaufman, S.B., & Sternberg, R.J. (2008). Conceptions of giftedness. In S. Pfeiffer
(Ed.), Handbook of giftedness in children: Psycho-educational theory, research, and best
practices. New York, NY: Plenum.
McClain, M. C., & Pfeiffer, S. I. (2012). Identification of the gifted in the United States today: A
look at state definitions, policies, and practices. Journal of Applied School Psychology,
28, 59-88.
NAGC Position Statement. (2010). Redefining giftedness for a new century: Shifting the
paradigm. Retrieved from
http://www.nagc.org/sites/default/files/Position%20Statement/Redefining%20Giftedness
%20for%20a%20New%20Century.pdf
NAGC Position Statement. (2009). Grouping. Retrieved from
http://www.nagc.org/index.aspx?id=4450
NAGC Position Statement. (2008). The role of assessment in the identification of gifted students.
Retrieved from
http://www.nagc.org/sites/default/files/Position%20Statement/Assessment%20Position%
20Statement.pdf
National Association for Gifted Children. (2012). State definitions. Retrieved from
http://www.nagc.org/sites/default/files/Advocacy/State%20definitions%20%288-113%29.pdf
National Association for Gifted Children. (2010). Pre-K-Grade 12 gifted programming
standards. Retrieved from http://www.nagc.org/index.aspx?id=546
National Association for Gifted Children.(n.d). Definitions of giftedness. Retrieved from
http://www.nagc.org/resources-publications/resources/definitions-giftedness
D. COURSE OBJECTIVES (Based on the CDE Gifted Specialist Standards)
Learners will be able to:
1. Apply knowledge about program strategies and delivery of instruction and services to gifted
and /or talented students; the development and implementation of programs and strategies for
gifted and talented students that are consistent with adopted policies of the school district;
complement district and school instructional objectives. [9.05 (4])
2. Evaluate and prescribe appropriate curriculum and program options for gifted and talented
students, consistent with State content standards, and with additional district and other related
curricular offerings. [9.05 (4) (a)]
3. Apply effective and appropriate systems, models and /or administrative practices, as relevant,
to gifted and talented students, in the delivery of applicable program components that address:
a. Acceleration of instruction;
b. Appropriate flexible grouping practices;
c. Differentiated instruction, and complexity and depth of content;
d. Affective and career development;
e. Appropriate learning environments;
f. Additional and relevant instructional and enrichment materials and resources in a wide
range of appropriate instructional materials;
g. Print and non-print materials;
h. Computer-aided enhancement of instruction;
i. Human and community resources; and
j. Environmental resources. [9.05 (4) (d-e iii)]
E. CONTENT OF THE COURSE
Unit One: Conceptions and Definitions of Giftedness
Complete the readings below and write a response of three well-crafted paragraphs and two
questions that will stimulate discussion. Your response should address the following questions:
What do conceptions and definitions of giftedness have to do with programming? Which
conception(s) and definition(s) resonates with you the most? Explain. Respond to two threads.
Kaufman, S.B., & Sternberg, R.J. (2008). Conceptions of giftedness. In S. Pfeiffer
(Ed.), Handbook of giftedness in children: Psycho-educational theory, research, and best
practices. New York, NY: Plenum.
NAGC Position Statement. (2010). Redefining giftedness for a new century: Shifting the
paradigm. Retrieved from
http://www.nagc.org/sites/default/files/Position%20Statement/Redefining%20Giftedness
%20for%20a%20New%20Century.pdf
National Association for Gifted Children. (2012). State definitions. Retrieved from
http://www.nagc.org/sites/default/files/Advocacy/State%20definitions%20%288-113%29.pdf
National Association for Gifted Children.(n.d). Definitions of giftedness. Retrieved from
http://www.nagc.org/resources-publications/resources/definitions-giftedness
Unit Two: Identification and Assessment of Gifted Students
Complete the readings below and write a response of three well-crafted paragraphs and two
questions that will stimulate discussion. Your response should address the following questions:
What do identification and assessment of gifted students have to do with programming? What
are your beliefs about identification and assessment? Respond to two threads.
McClain, M. C., & Pfeiffer, S. I. (2012). Identification of the gifted in the United States today: A
look at state definitions, policies, and practices. Journal of Applied School Psychology,
28, 59-88.
NAGC Position Statement. (2008). The role of assessment in the identification of gifted students.
Retrieved from
http://www.nagc.org/sites/default/files/Position%20Statement/Assessment%20Position%
20Statement.pdf
Unit Three: Introduction to Gifted Programming
Complete the readings below and write a response of three well-crafted paragraphs and two
questions that will stimulate discussion. The “Davidson Institute” link is an interactive map.
Click on the states that you are interested in learning more about in terms of g/t policies. The
programming standards are recommended practices that we should be doing with all g/t students.
Respond to the following question: What did you learn from these readings and from viewing the
interactive map? Respond to two threads.
Callahan, C. M., Moon, T. R., & Oh. S. (2014). National surveys of gifted programs. Retrieved
from
http://www.nagc.org/sites/default/files/key%20reports/2014%20Survey%20of%20GT%2
0programs%20Exec%20Summ.pdf
Davidson Institute for Talent Development. (2015).Gifted education policies. Retrieved from
http://www.davidsongifted.org/db/StatePolicy.aspx
National Association for Gifted Children. (2010). Pre-K-Grade 12 gifted programming
standards. Retrieved from http://www.nagc.org/index.aspx?id=546
*Bonus Reading (This has some tough statistics in it, but it is worth reading. I recommend
reading the literature review and discussion sections): Adelson, J. L., McCoach, D. B., & Gavin,
M. K. (2012). Examining the effects of gifted programming in mathematics and reading using
the ECLS-K. Gifted Child Quarterly, 56, 25-39.
Unit Four: Introduction to Systems and Models in Gifted Education
Read Borland’s “Anti-Model” AND the chapters from Beyond Gifted Education (see below).
Write a response with three well-crafted paragraphs and two questions that will stimulate
discussion. Submit to the discussion board. Respond two threads.
•
Chapter 4, Borland (Anti-Model)
•
Beyond Gifted Education (Chapters 1 and 2)
Unit Five: Systems of Delivery, Curriculum, and Evaluation
1. Systems- Delivery.
Complete the readings below and write a response with three well-crafted paragraphs and two
questions that will stimulate discussion. Submit to the discussion board. Respond to two threads.
•
Chapter 1, Assouline (Acceleration)
•
Chapter 9, Gentry (Cluster Grouping)

NAGC Position Statement. (2009). Grouping. Retrieved from
http://www.nagc.org/index.aspx?id=4450

Duke TIP. (2006). Programming Delivery Models for the Gifted. Retrieved from
http://tip.duke.edu/node/725
2. Systems- Curriculum.
Choose one of the following chapters and write a response with three well-crafted paragraphs
and two questions that will stimulate discussion. Submit to the discussion board. Respond two
threads.
•
Chapter 8, Gallagher (PBL)
•
Chapter 10, Kaplan (Grid)
•
Chapter 24, Van Tassel-Baska (ICM)
3. Systems- Evaluation.
Choose one of the following chapters and write a response with three well-crafted paragraphs
and two questions that will stimulate discussion. Submit to the discussion board. Respond to two
threads.
•
Chapter 5, Callahan (Evaluation)
•
Chapter 16 Robinson (Arkansas)
Unit Six: Comprehensive Models
Select three of the models below and read the accompanying chapters.
•
Chapter 3, Autonomous Learner Model
•
Chapter 13, Schoolwide Enrichment Model
•
Chapter 19, Sternberg (WICS)
•
Chapter 2, Baum (Talent Centered)
•
Chapter 6, Clark (IEM)
•
Chapter 7, Gagne /gone-yay/ (Differentiated Model)
•
Chapter 11, Maker (DISCOVER)
•
Chapter 12, Moon (Purdue)
Develop a table that evaluates and compares the three models of your choice from the list above,
using 8-10 criteria that follow Criteria include: (a) Definition of giftedness, (b) Philosophy
and/or conception of giftedness, (c) Research base, (d) Identification procedures and criteria, (e)
Model goals and objectives, (f) student goals and objectives (g) Essential components, (h)
Required personnel and/or training, (i) cost, (j) time, and (k) overall practicality and/or
feasibility and/or sustainability.
***If you would like to use 1 or 2 criteria that are not listed, that is okay for this assignment.
Unit Seven: Evaluation of Programming Plans
This unit consists of the following two-part assignment.
1. Evaluate the GT programming plans of at least two school districts (if you work in a school
district, one should be your own). Use district plans and other information and/or documentation
that are available. You do not need to review districts only in Colorado. Synthesize the
information in light of the content of this and other courses in your evaluation.
A sample of possible criteria follows. You will select your own 8-10 criteria for evaluation.
Sample Criteria
a. State department of education guidelines
b. District vision and mission- How does it address giftedness?
c. Definition of giftedness (Internal consistency with identification and programming?)
d. Theoretical underpinnings of giftedness
e. Identification process
f. Response to Intervention (RtI), MTSS, PBIS
g. Programming model and/or elements- to what degree are the cognitive, social, emotional,
creative, and physical dimensions addressed?
h. Advanced Learning Plan or another format for setting learning and/or affective goals with
children/youth
i. Curriculum Development and Instructional Strategies
j. Program evaluation
k. Student placement (acceleration, grouping options, advanced classes, etc)
l. Staffing- district and school levels, job descriptions
m. Professional Development opportunities at district and school levels =
n. Community and parent involvement- mentors, advisory board, parent outreach, etc.
o. Budget
p. Five year plan/goals
Unit Eight: Standard Essay, Programming Plan, and Final Discussion Board Posting
1. Synthesize the course content by writing an Integrative Standard Essay that includes your I)
knowledge base, 2) personal thesis, 3) application as an educator/programming plan (see below),
4) future contributions and 5) essential references (at least 8-10). Please use the same format as
you have used for other CDE Standards Essays.
2. For the “Application as an Educator” portion of your standard essay, describe your ideal
programming plan. What would you do if you were in charge? You must address at least the
following four criteria 1) definition, 2) identification, 3) programming, and 4) evaluation.
Your plan should constitute a minimum of 5-6 pages of the essay.
2. Please write one last discussion board post about what your biggest “take aways” are from this
course. Respond to two threads.
I. GRADING CRITERIA
Discussion Board Postings
(8 x 5 points each)
40 pts.
Model Evaluation and
Comparison Table
10 pts.
G/T Programming Plans
Comparison Chart/Table/Write
up
10 pts.
Programming Plan
20 pts.
(included in the standard essay)
Standard Essay
30 pts.
Total Points
110
Grading Scale
A
94% or above
A-
90-93%
B+
86-89%
B
83-85%
B-
80-82%
C+
76-79%
C
70-75%
C-
69%
Grade Policy for the Program
UNC graduate students must maintain a minimum 3.0 GPA. Any course in the G/T program for
which an earned grade is lower than a B must be repeated.
J. POLICIES
Students with disabilities: Any student requesting disability accommodation for this class must
inform the instructor giving appropriate notice. Students are encouraged to contact Disability
Support Services (www.unco.edu/dss ) at (970) 351-2289 to certify documentation of disability
and to ensure appropriate accommodations are implemented in a timely manner.
Late Policy: Late work will be accepted at the instructor’s discretion. Poor planning and hectic
work schedules are generally not acceptable reasons for failing to turn work in on time. Please be
advised that without a documented, accepted excuse, assignments will be penalized 10% for each
day late.
“Incomplete” Policy: At the discretion of the instructor, a temporary grade of Incomplete "I"
may be given to a student who demonstrates that he/she could not complete the requirements of
the course due to circumstances beyond the student's control that were not reasonably
foreseeable. A student must be passing the course at the time that an Incomplete is requested
unless the instructor determines that there are extenuating circumstances to assign an Incomplete
to a student who is not passing the course. See
http://www.unco.edu/regrec/FacultyStaff/Grades.html
Student Code of Conduct: All students are expected to adhere to the University’s Student Code
of Conduct, designed to promote a safe and respectful learning environment. For more
information about your rights and responsibilities as a UNC student see
http://www.unco.edu/dos/honor_code/index.html
Academic Integrity- Plagiarism/Consequences: It is expected that members of this class will
observe strict policies of academic honesty and will be respectful of each other. Any instances in
which cheating, including plagiarism and unauthorized use of copyrighted materials, computer
accounts, or someone else’s work is determined, will be referred to Student Services and will be
investigated to its full extent. Please see
http://www.unco.edu/dos/honor_code/understanding_plagiarism.html
UNC's Policies. UNC's policies and recommendations for academic misconduct will be
followed. For additional information, please see the Dean of Student's website, Student
Handbook link and current catalog. http://www.unco.edu/