West Virginia’s Gifted Education
Report – 2010-2011
WVAGT Fall Conference —October 14, 2011
On-line at
http://wvde.state.wv.us/osp/giftededpresentations.html
National
State
Local
• National PreK – Grade 12 Standards Revised
• Support for Common Core Standards - Gifted
•
•
•
•
Statewide Data
Policy 2419
Assessment – Learning/Life Skills
Smarter Balanced Assessments
• Program Evaluation
• Space
• Certification
“Program”
connotes a single
practice.
Revised Standards
replaced
“program” with
“programming.”
Pre-K-Grade 12 Gifted
Programming
Standards
West Virginia
1. Learning and
Development;
Recognize the learning
and developmental
differences of students
with gifts and talents…
West Virginia Legislation
18-20-1 mandating gifted
education as special
education and all due
process rights.
Pre-K-Grade 12 Gifted
Programming
Standards
2. Assessment;
Assessments provide
information about
identification, learning
progress and outcomes and
evaluation of
programming…
West Virginia
WV Board Policy 2419 –
Comprehensive evaluation
sufficient to identify all of the
student’s special ed. and
related needs, whether or not
commonly linked to suspected
exceptionality.
A variety of assessment tools
must be used to gather
information about the
student…
Pre-K-Grade 12 Gifted
Programming
Standards
3. Curriculum Planning
and Instruction;
West Virginia
WV Board Policy 2419
Specially designed instruction instruction is adapted to
address the unique needs of
the student.
Educators apply the
theory/research-based
models of instruction
related to students with
gifts and talents… adapting WV’s Curriculum – WV Next
Generation Content Standards
and creating relevant
and Objectives.
curriculum…
Common Core Standards and Gifted
Education
Common Core
Standards
*
Critical
Thinking Skills
WV Next
Generations
Content Standards
And Objectives
*
Critical Thinking
Skills
Written to uphold and advance
high standards for all students.
Common Core Standards and Gifted
Education
NAGC’s released statement:
“But, one size does not fit all.”
Continuing need to adjust standards
and the curriculum and instruction that
flow from the standards, to meet
student ability – no matter how
advanced the standards may be.
THE INTEGRATED
CURRICULUM MODEL
Content
Skills – Ideas,
issues, themes
across domains of
learning
VanTassel-Baska, 1986
Focus of Gifted Education
•
Concepts emphasized for deeper understanding
•
Content in the core areas reinforced
Pre-K-Grade 12 Gifted
Programming
Standards
West Virginia
21st Century Learning Standard 1.
…students will access, analyze,
Foster personal and social
manage, integrate, evaluate, and
responsibility, multicultural
competence and interpersonal create information in a variety of
and technical communication forms…
skills for leadership in the 21st
st Century Learning Standard 2.
21
century…
…students will demonstrate
ability to explore/develop new
ideas, intentionally apply sound
reasoning processes… frame,
analyze and solve complex
problems using appropriate
technology tools.
4. Learning Environments;
Pre-K-Grade 12 Gifted
Programming
Standards
West Virginia
4. Learning Environments; Policy 6200 - Instructional areas for
Foster personal and social
responsibility, multicultural
competence and
interpersonal and technical
communication skills for
leadership in the 21st
century…
the provision of gifted services.
411.01 Size
…an allotment of 30 square feet per
student. For example: 450 sq. ft. of
floor area for 15 students…
411.03 Location
Isolation from noisy areas of the
building. Close proximity to the
media center. Location which will
permit easy expansion.
Pre-K-Grade 12 Gifted
Programming
Standards
West Virginia
4. Learning Environments; Policy 2419 –
Foster personal and social
responsibility, multicultural
competence and
interpersonal and technical
communication skills for
leadership in the 21st
century…
Classrooms for eligible
students with exceptionalities
•
that are adequate and
comparable to the
classrooms for students
without exceptionalities;
Reevaluation in Eighth Grade Year
• Determine if Exceptional Gifted in Grades 9-12;
Develop IEP.
• If not, exit from special education (after May but
before June 12)
• Four Year and Transition Plan – replaces the PEP
• (Perfect time to remind of Governor’s Schools)
Support for Personalized Learning (SPL)
Find Data: http://wveis.k12.wv.us/nclb/pub/
http://wvde.state.wv.us/osp/gifted.html
2013-2014 Count
2nd Month Count
2nd Month Count
2nd Month Percentage
EG
GF
% of Total
Enrollment
216
5350
1.91%
WESTEST 2 DATA
STATE STANDARDIZED
TEST
WESTEST2 - 2013 -GF
Math
Math
Novice
Grades
3
4
5
6
7
8
Below M Mastery Above
Dist.
Proficient
1
2
3
4
5 Level 3-5 Total
1
18
96
281
382
759
778
1
21
113
274
483
870
892
7
29
117
338
421
876
912
1
28
80
353
540
973
1002
5
14
97
263
563
923
942
6
11
28
118
190
336
353
21
121
531
1627
2579
4737
4879
RLA
Novice
1
0.1%
0.1%
0.8%
0.1%
0.5%
1.7%
0.6%
RLA
Novice
Grades
3
4
5
6
7
8
1
3
2
7
1
3
2
18
2
21
34
38
13
20
7
133
3
107
136
176
108
117
66
710
4
269
389
398
324
343
128
1851
5 Level 3-5 Total
378
754
778
331
856
892
293
867
912
556
988
1002
459
919
942
151
345
354
2168
4729
4880
Science
1
0.4%
0.2%
0.8%
0.1%
0.3%
0.6%
0.4%
Science
Novice
Grades
3
4
5
6
7
8
1
3
1
3
3
9
8
27
2
36
47
52
59
38
16
248
3
118
125
145
162
134
56
740
4
343
329
322
368
386
133
1881
5 Level 3-5 Total
277
738
777
389
843
891
390
857
912
410
940
1002
374
894
941
140
329
353
1980
4601
4876
Social Studies
Grades
3
4
5
6
7
8
1
1
9
11
9
6
4
40
2
35
52
89
76
42
25
319
3
144
115
109
146
122
52
688
4
272
323
351
357
342
128
1773
5 Level 3-5 Total
325
741
777
390
828
889
350
810
910
412
915
1000
430
894
942
144
324
353
2051
4512
4871
1
0.4%
0.1%
0.3%
0.3%
1.0%
2.3%
0.7%
Below M. Mastery Above
Dist.
Proficient
2
3
4
5 Level 3-5
2.3%
12.3%
36.1%
49.1%
97.6%
2.4%
12.7%
30.7%
54.1%
97.5%
3.2%
12.8%
37.1%
46.2%
96.1%
2.8%
8.0%
35.2%
53.9%
97.1%
1.5%
10.3%
27.9%
59.8%
98.0%
3.1%
7.9%
33.4%
53.8%
95.2%
2.5%
10.7%
33.4%
52.8%
96.9%
Below M. Mastery Above
Dist.
Proficient
2
3
4
5 Level 3-5
2.7%
13.8%
34.6%
48.6%
96.9%
3.8%
15.2%
43.6%
37.1%
96.0%
4.2%
19.3%
43.6%
32.1%
95.1%
1.3%
10.8%
32.3%
55.5%
98.6%
2.1%
12.4%
36.4%
48.7%
97.6%
2.0%
18.6%
36.2%
42.7%
97.5%
2.7%
15.0%
37.8%
44.1%
96.9%
Below M. Mastery Above
Dist.
Proficient
2
3
4
5 Level 3-5
4.6%
15.2%
44.1%
35.6%
95.0%
5.3%
14.0%
36.9%
43.7%
94.6%
5.7%
15.9%
35.3%
42.8%
94.0%
5.9%
16.2%
36.7%
40.9%
93.8%
4.0%
14.2%
41.0%
39.7%
95.0%
4.5%
15.9%
37.7%
39.7%
93.2%
5.0%
15.2%
38.6%
40.4%
94.3%
Social Studies
Novice Below M. Mastery Above
Dist.
Proficient
1
2
3
4
5 Level 3-5
0.1%
4.5%
18.5%
35.0%
41.8%
95.4%
1.0%
5.8%
12.9%
36.3%
43.9%
93.1%
1.2%
9.8%
12.0%
38.6%
38.5%
89.0%
0.9%
7.6%
14.6%
35.7%
41.2%
91.5%
0.6%
4.5%
13.0%
36.3%
45.6%
94.9%
1.1%
7.1%
14.7%
36.3%
40.8%
91.8%
0.8%
6.5%
14.3%
36.4%
42.0%
92.6%
What does WESTEST 2 measure?
Proficiency – 5 Levels of Proficiency
Multiple choice – selected response
Constructed responses - writing
“… West Virginia added world-class rigor to
traditional core subjects and aligned state
standards with national and international
standards.”
WESTEST 2
Document-Based Questions
WESTEST 2 Social Studies - Grades 3-11
WESTEST 2 Social Studies Grades 3-11 has one set of document-based questions at each
grade level.
This school year West Virginia added world-class rigor to traditional core subjects
and aligned state standards with national and international standards. West
Virginia’s curriculum will be measured each May with the WESTEST 2.
• Document-based questions contain four to nine independent multiple-choice
questions based on a combination of various documents.
• Examples of documents used in document-based question sets include:
o journal entries
cartoons
o letters
graphs
o maps
charts
o illustrations or photos
speeches
o posters
laws
• The final question of a document-based question set requires students to
draw a conclusion based on the interpretation of all documents used in that set.
The table below shows information about the weather in four
cities on the same day.
High Temperature
Low Temperature
Precipitation – Rain or
Snow (inches)
City 1
City 2
City 3
65 ◦
56 ◦
2 inches
80 ◦
48 ◦
66 ◦
38 ◦
0 inches 1 inch
City 4
25 ◦
10 ◦
1 inch
In which city did snow most likely fall at some time during the day?
A. City 1
B. City 2
C. City 3
D. City 4
“How to Assess Higher Order
Thinking Skills”
Questions assessing critical thinking involving judgment:
12. The poster shown above was made during the First World
War. What was the poster designed to do?
A. Make people feel that it would be easy to win the war.
B. Make people feel guilty for thinking that war is harmful.
C. Get people to join the army by making them feel responsible for starting
the war.
D. Get people to join the army by appealing to patriotic feelings.
“Smarter Balanced Assessment”
Modeled on
National
Standards
Acuity
Learning Skills – Thinking Skills
Programming Evaluation – Does it:
Focus on concepts and reinforce content
Support learning styles and processes to guide
own learning?
Provide opportunities to develop interests?
West Virginia
State of the State