The Mcps Gt Selection Process

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The NAGC in “Who Are Gifted Children?” states (see http://www.nagc.org/index.aspx?id=121): Former U. S. Commissioner of Education Sidney P. Marland, Jr., in his August 1971 report to Congress, stated, "Gifted and talented children are those identified by professionally qualified persons who by virtue of outstanding abilities are capable of high performance. These are children who require differentiated educational programs and/or services beyond those normally provided by the regular school program in order to realize their contribution to self and society" (Marland, 1972). The same report continued: "Children capable of high performance include those with demonstrated achievement and/or potential ability in any of the following areas, singly or in combination: 1. general intellectual ability 2. specific academic aptitude 3. creative or productive thinking 4. leadership ability 5. visual or performing arts 6. psychomotor ability." Using a broad definition of giftedness, a school system could expect to identify 10% to 15% or more of its student population as gifted and talented. “A student is gifted if he/she possesses outstanding abilities in the areas of general intellectual capabilities, specific academic aptitudes or the arts. Jacob K. Javits Gifted and Talented Students Education Act (1988)” Kumar Singam © 2009 Graphics: Microsoft Clip Art

THE ANNOTATED CODE OF THE PUBLIC GENERAL LAWS OF MARYLAND Education: Title 8. Special Programs for Exceptional Children Subtitle 2. Gifted and Talented Students § 8-201. "Gifted and talented student" defined. In this subtitle, "gifted and talented student" means an elementary or secondary student who is identified by professionally qualified individuals as: (1) Having outstanding talent and performing, or showing the potential for performing, at remarkably high levels of accomplishment when compared with other students of a similar age, experience, or environment; (2) Exhibiting high performance capability in intellectual, creative, or artistic areas; (3) Possessing an unusual leadership capacity; or (4) Excelling in specific academic fields. [An. Code 1957, art. 77, § 106F; 1978, ch. 22, § 2; 1997, ch. 109; 2003, ch. 418.] Source: http://www.marylandpublicschools.org/MSDE/programs/giftedtalented/statute.htm?WBCMODE=Presentat%25%25%3E%2cPresentat%25%25%3E %25%3E%25%3E

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THE ANNOTATED CODE OF THE PUBLIC GENERAL LAWS OF MARYLAND Education: Title 8. Special Programs for Exceptional Children Subtitle 2. Gifted and Talented Students § 8-202. Statement of policy. The General Assembly finds that: (1) A gifted and talented student needs different services beyond those normally provided by the regular school program in order to develop the student's potential; and (2) Gifted and talented students are to be found in youth from all cultural groups, across all economic strata, and in all areas of human endeavor. [An. Code 1957, art. 77, § 106F; 1978, ch. 22, § 2; 1997, ch. 109; 2003, ch. 418.] Source: http://www.marylandpublicschools.org/MSDE/programs/giftedtalented/statute.htm?WBCMODE=Presentat%25%25%3E%2cPresentat%25%25%3E%25%3E %25%3E

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The General Assembly expressly acknowledges the existence of “gifted and talented students” and subscribes to the Marland definition of “gifted and talented.”

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Gifted and Talented Education in Montgomery County Public Schools are governed by policy-IOA and regulation-IOA-RA Source: http://www.montgomeryschoolsmd.org/curriculum/enriched/

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Gifted and Talented Students are defined in this policy as follows: (1) Children and youth with outstanding talent who perform or show the potential for performing at high levels of accomplishment when compared with others of their age, experience, or environment (These talents are present in children and youth from all cultural groups, across all economic strata, and in all areas of human endeavor.) (2) Children and youth who exhibit high performance capability in intellectual, creative, and/or artistic areas, possess an unusual leadership capacity, or excel in specific academic fields (They require services or activities that may go beyond those ordinarily provided by the schools.)

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MCPS Policy

State Law

Children and youth with outstanding talent who perform or show the potential for performing at high levels of accomplishment when compared with others of their age, experience, or environment

Having outstanding talent and performing, or showing the potential for performing, at remarkably high levels of accomplishment when compared with other students of a similar age, experience, or environment

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Montgomery County subscribes to a lower threshold of identification compared to the state definition, i.e., requiring a “potential for performing at high levels of accomplishment ” instead of a “potential for performing at REMARKABLY high levels of accomplishment. Consequently, MCPS identifies ABOVE GRADE LEVEL PERFORMANCE. The DC Examiner report on 9/15/08 (Source: http://www.dcexaminer.com/local/Gifted_and_talented_label_abounds_at_DCs_sub urban_schools.html) quoted Marty Creel, Director, DEIP, who leads the MCPS GT program as saying, “We’re not identifying these kids as geniuses, but as ready to work above grade level,” adding “the county has made remarkable progress in getting students to that mark.”

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The G/T Program is based upon two definitions of giftedness which serve as a foundation for talent development in the program and selection of students.

Definition One Gifted behavior consists of behaviors that reflect an interaction among three basic clusters of human traits above average ability, high levels of task commitment, and high levels of creativity. Students demonstrating gifted behaviors are those possessing or capable of developing this composite set of traits and applying them to any potentially valuable area of human performance. (Adapted from Joseph Renzulli's definition.) Definition Two Highly able students are those who have been talent spotted as having outstanding abilities in the area of general intellectual capabilities, specific academic aptitudes, or the creative, visual, or performing arts. (Annotated Code of Maryland, 8.201.202.) The Howard County Public School System subscribes to multi-dimensional definitions of giftedness, seeking to recognize and develop talents in students. Source: http://www.hcpss.org/gt/definition.shtml

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Remarkably High Levels High Levels

Maryland

MCPS

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One Dimensional

Multi Dimensional HCPS

MCPS

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Parent Survey

Teacher Survey

Staff Advocacy

Reading and Math Levels

InView― Analogies Subtest

InView― Quantitative Reasoning Subtest

Raven

Additional information

The identification process is based on multiple criteria. No single criterion can exclude a student from identification. Parent Survey―An important part of the process. Mailed home. Parents can request translations from their school. Teacher Survey―Survey considers all students, note more inclusive language. Staff Advocacy Form―Administrator, ESOL, staff development, reading, arts/music teachers, media specialist, etc., may advocate for individual students. Source: http://www.montgomeryschoolsmd.org/curriculum/enriched/giftedprograms/recognizing.shtm

The Twin MCPS Pathways to GT Identification To be classified as GT within MCPS you must meet cut-off scores on three of the following QUALITATIVE criteria:

Meet the cut-off scores in two of the following QUANTITATIVE criteria

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The Twin MCPS Pathways to GT Identification

PURELY QUALITATIVE

PURELY QUANTITATIVE

It is generally accepted that a MIX of quantitative and qualitative factors is the proper means. Other yardsticks include performance "two-standard deviations above the norm," the "top 5%," etc.

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Shortcomings of the Twin MCPS Pathways to GT Identification • The purely qualitative pathway is easily manipulated • The purely qualitative pathway cannot be uniformly implemented • The purely qualitative or purely quantitative pathway is not generally accepted as a credible GT identification tool • The GT ID data will demonstrate if the above assertions are correct.

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Is the Data Telling Us the Same Story? 1.Compare GT ID Rates and TerraNova Scores 2.Compare GT ID Rates and MSA Scores 3.Compare GT ID Rates at Two Schools in the Same Socioeconomic Community with Similar Demographics

The “pilot” programs follow the MCPS GT identification procedures and omit the final step of assigning the label (Source: MCPS Reports)

No data is collected beyond that normally acquired for any school (Source: Private communication from MCPS)

CONCLUSIONS: No statistically significant changes in educational performance reported by “pilot owners.” The criticism that “labeling” somehow impacts the performance of students not receiving the GT label has not been proven true.

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A GT Definition that does not conform to state law A 2-track ID process that is not a generally accepted practice

School GT ID data categorized by the 8-ID criteria has never been released or analyzed

Lack of accountability measures

The GT ID Mess

Strong pressure to eliminate traditional grading assessment

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“The temptation to form premature theories upon insufficient data is the bane of our profession." Sir Arthur Conan Doyle

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A. Data Driven Change & Debate B. Credible Identification Paradigms C. A Credible Process of Identification D. Accountability Measures E. Transparency Measures F. Uniform Implementation G. Adherence to Well-Established Standards & Norms H. Conformity with Applicable Laws/Regulations

Kumar Singam © 2009 Graphics: Microsoft Clip Art

Kumar Singam © 2009 Graphics: Microsoft Clip Art