CI6063
Course Name/Number: CI6063 Gifted: Collaboration on Behalf of Children and Youth who
are Gifted, Creative, or Talented
Description: This course addresses issues of collaboration, a cornerstone of effective practice
in the education of student who are gifted, creative, or talented. This course addresses
concepts and methods vital to quality collaboration, consultation, and communication. This
course addresses the interrelationships among cultural, linguistic, and ethnic diversity and
giftedness and talent development. The primary purpose of this course, consistent with this
mission, is to develop knowledge, understanding, and respect for the needs and
requirements of students with diverse learning needs in varied educational settings. Critical
to this purpose is an understanding of the role of culture and diversity in identifying children
and youth with gifts and talents, as well as family and cultural issues.
Credit Hours: 3
Required or Elective: Required by the Gifted Endorsement
Faculty Members who Teach the course: Dr. Melinda Kelley, Candice Sears
Prerequisites: N/A
Textbook(s): Friend, M.,& Cook, L. (2004) Interactions: Collaboration skills for school
professionals. Fifth edition. Boston: Allyn and Bacon.
Resource Materials:
All resource materials are available on BlackBoard.
Marker Assignments:
Learning Outcomes:
Upon completion of this course, the student
will be able to:
1. Explain impact of differences in values,
languages, and customs that can exist
between the home and school and the
dominant culture on shaping schools
2. Compare beliefs, traditions, and values
across and within cultures and their effects
on relationships among individuals with gifts
and talents, families, schools, and
communities related to effective instruction
3. Critically examine why specific cultures
are negatively stereotyped and strategies
used by diverse populations to cope with a
legacy of former and continuing racism;
strategies for preparing individuals to live
harmoniously and productively in a
culturally diverse world; ways to create
learning environments that allow individuals
to retain and appreciate their own and each
others’ respective language and cultural
heritage
How is this outcome assessed?
This outcome will be assessed using a rubric
to evaluate the communication project.
This outcome will be assessed using a rubric
to evaluate the communication project.
This outcome will be assessed using a rubric
to evaluate the communication project.
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4. Reflect on personal cultural biases and
differences that affect one’s teaching
5. Integrate culturally responsive factors
that promote effective communication and
collaboration with individuals, families,
school personnel, and community members;
models and strategies for consultation and
collaboration
6. Identify services, networks, and
organizations for individuals with gifts and
talents.
7. Assist individuals with gifts and talents
and their families in becoming active
participants in collaborative conferences,
assessment, and the educational team.
Foster respectful and beneficial
relationships between families and
professionals.
8. Use group problem solving skills to
develop, implement and evaluate
collaborative activities.
9. Communicate with school personnel
about the characteristics and needs of
individuals with gifts and talents including
modeling techniques and coaching others in
the use of instructional methods and
accommodations.
10. Communicate effectively with families of
individuals with gifts and talents from
diverse backgrounds.
This outcome will be assessed using a rubric
on the Collaboration journal.
This outcome will be assessed using a rubric
on the Collaboration journal.
This outcome will be assessed using a rubric
to evaluate the communication project.
This outcome will be assessed using a rubric
to evaluate the communication project.
This outcome will be assessed using a rubric
to evaluate the “attend a problem solving
meeting” assignment.
This outcome will be assessed using a rubric
to evaluate the communication project.
This outcome will be assessed using a rubric
to evaluate the communication project.
Alignment with Transformation Initiative
In view of this conceptual framework and our urban mission, the goal for our Transformation
Initiative is to improve the performance of students in high needs schools by preparing
educators who recognize the moral imperative to meet the needs of each student. We will
prepare educators who are committed to each student, caring about each individual, and
competent in evidence-based and data driven instruction. Themes addressed:
1. Helping candidates come to terms with unintentional barriers and bias
2. Reflection
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Alignment with Conceptual Framework:
This course addresses these institutional standards: Preparing candidates who are able to
use technology to support their practice.

who successfully collaborate, demonstrate leadership, and engage in positive
systems change.

who demonstrate the moral imperative to teach all students and address the
responsibility to teach all students with tenacity.
Alignment with Specialized Program Association:
This course aligns with the Ohio Standards for Gifted Endorsement in these ways:
Objectives for the course are derived from the Council for Exceptional Children
standards for the preparation of teachers of learners identified as gifted, creative or
talented.
Alignment with Ohio Standards for the Teaching Profession:
6.1 Teachers communicate clearly and effectively.
6.2 Teachers share responsibility with parents and caregivers to support student
learning, emotional and physical development and mental health.
6.3 Teachers collaborate effectively with other teachers, administrators and school
and district staff.
6.4 Teachers collaborate effectively with the local community and community
agencies, when and where appropriate, to promote a positive environment for
student learning.
Alignment with State Requirements: Gifted Endorsement program
Attendance Policies: : Discussion Board Forums- Students are required to respond
interactively demonstrating comprehension and reflection based on how the assigned
readings apply to your experience as a teacher and/or learner. There will be a variety of
articles posted requiring a relevant, thoughtful response. Online contributions will be
evaluated based on a theoretical and practical perspective.
Academic Integrity Policy The University Rules, including the Student Code of Conduct,
and other policies of the department, college, and university related to academic integrity
will be enforced. Any violation of these regulations, including acts of plagiarism, cheating,
or falsifying field work will be dealt with according to the severity of the misconduct.
Dishonesty in any form may result in a failing grade in a course and/or suspension or
dismissal from a program (e.g., graduate or undergraduate).
Electronic Communication Policy; All communication outside of class will be conducted via
email to the student’s bearcat online account. Replies will be within 72 hours, whenever
possible. At times I am engaged in national activities that preclude access to email.
Grading: Description of Assessment and/or Evaluation of Student Learning:
Grade
Points
Description
A
93-100
excellent work of exceptional quality
B
84-92
effective work of commendable quality
C
70-83
fair work of acceptable but not distinguished quality
F
0-69
unsatisfactory work
I
Incomplete
written consent required prior to the end of the quarter
W
Withdrawal
written consent required by eighth week of the quarter
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T
credit
Audit
4
registered for a course, but not entitled to academic
Topics:
Each week includes:

A reading assignment

An aspect of a performance assessment
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2
3
Field Experience
Attend a problem solving meeting (ie. pair of teachers engaging
in instructional planning, Intervention Assistance Team meeting, Multifactored Evaluation meeting, Written Education Plan meeting, team
meeting to discuss a student, etc.). You may be an observer or a
participant. Be aware of what is happening during the meeting. How
clearly can you identify team members’ use of the problem-solving
steps? How often do members backtrack? If you were asked to give
participants feedback, what would you say?
Journal
Keep a journal of the communication you have with families of
students in your class for one week (any week during this course).
Are you doing any true collaboration? Why or why not? How can
you tell if it is collaboration or not? Reflect on how you
communicated effectively with families of individuals with gifts and
talents from diverse backgrounds.
Collaboration Project
Create an informational piece communicating the characteristics and
needs of individuals with gifts and talents including modeling
techniques and coaching others in the use of instructional methods
and accommodations. The final product should be displayed in an
audio/visual format such as PowerPoint. Perhaps, you'll consider
sharing this info with your colleagues at your next faculty meeting.
Special Needs Policy – ―If you have a disability (e.g., visual impairment, hearing impairment, physical
impairment, communication disorder, and/or specific learning disability, etc.) which may influence your
performance in this course, you must meet with the Disability Services Office (DSO) to arrange for
reasonable accommodations to ensure an equitable opportunity to meet all the requirements of this
course. If you require accommodations due to disability, please contact DSO at 513-556-6823, Campus
Location: 210 University Pavilion. You will be provided an Accommodation Form indicating your
accommodation needs for the quarter. Please present this form to me AS SOON AS POSSIBLE to ensure
your accommodation needs are discussed, agreed upon, and provided.‖ (see
http://www.uc.edu/aess/programs_services/disability.html).
Religious Observance and Class Attendance – ―Any UC student who is unable to attend classes or
participate in any examination, study or work requirement on some particular day(s) because of his or
her religious belief should be given the opportunity either to make up the work that was missed or to do
alternative work that is intrinsically no more difficult than the original exam or assignment — provided
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that the makeup work does not create an unreasonable burden upon University of Cincinnati and its
faculty. Upon request and timely notice, students should be provided reasonable accommodation.‖ (see
http://www.uc.edu/registrar/policies_and_procedures/religious_observances_statement.html).
"I" (Incomplete) – No grades of ―Incomplete‖ will be assigned unless there are extreme circumstances
AND a contract to complete the work is developed and signed by the student and the instructor prior to
the last week of class. It is the student’s responsibility to approach the instructor with the request for an
incomplete. Please note that a grade of ―I‖ will automatically be converted to an ―F‖ grade one
calendar year after the initial grade was assigned. (see
http://www.uc.edu/registrar/faculty_resources/grading_scales.html).
Copyright – ―Copyright infringement is a violation of the Student Code of Conduct - Misuse of
Information Technology. Students who are found to be illegally sharing files will be subject to a
procedural review to determine responsibility under the Code. If responsible, this offense will become
part of each student's permanent judicial file with the University.‖ (see
http://www.uc.edu/conduct/Copyright_Infringement.html).
“AESS (Academic Excellence & Support Services) provides comprehensive, student-centered and
university-wide programs, resources and services designed to promote transformative academic
excellence through individual and group support. AESS comprises Disability Services and the Learning
Assistance Center. We encourage any student with a disability who needs academic assistance to
contact Disability Services. Learning Assistance is here to help all students who need help with tutoring,
study skills, or other services. Additionally, our services are designed to help all UC students become
successful independent learners, as well as assist in the retention and graduation of all students.
Disability services, tutoring, and other learning resources are free to students!‖ (see
http://www.uc.edu/aess.html).