In a Pinch: Strategies, Links, References

In a Pinch: Strategies, Links and References

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SUPPORTING
RESOURCES/TOOLS

Click on a link
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Administrators: A                Educators: E                Families:  F

A E  F

Videos/Power Point Presentations
~ Overlooked Gems: A National Perspective on Promising Students of Poverty

Documents/Tables
~ Differentiation Overview
~ Flow Chart: Identifying & Supporting Students
~ General Accommodations within Regular Classroom
~ General Education Interventions
~ Gifted Programming Options for
Individualized Services
~Levels of Support: Suggestions for
Meeting Needs of Gifted Students
~ Student Success Variables

Articles/Journals/Books
~ Best Practices of Instruction for Gifted Students
~ Helping Teachers Focus: 4 Variables for Success
~ Professional Reference Tool - Meeting the Needs
of Academically Gifted
~Recognizing Gifted Students: Practical Guide
for Teachers
~Use of the WISC-IV for Gifted Identification

Websites
~Differentiation - Key Research Lesson 5
~National Association of Special Education Teachers (NASET)
~Rubrics & Other Evaluation Resources

In a Pinch?

Need something at your fingertips
right now?

Look through these resources to get answers, ideas and/or direction.

*In a Pinch -* *Videos/Power Point Presentations*
Title/URL *Click on a link for more information*	Implementation/Content Description
Overlooked Gems: A National Perspective on Promising Students of Poverty ppt Tamra Stambaugh, Ph.D.	Discusses statistics and characteristics of promising students of poverty in the context of curiculum, instruction and research.

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*In a Pinch -* *Documents/Tables*
Title/URL *Click on a link for more information*	Implementation/Content Description
Differentiation Overview	Brief synopsis of how to support educators and administrators in their quest for a better understanding of students with advanced learning needs.
Flow Chart: Identifying & Supporting Students	Four phases to consider when identifying and supporting students with advanced learning needs. Links to supplemental documents are embedded.
General Accommodations Within Regular Classroom	A variety of general accommodations for high achieving and/or gifted students in the regular classroom: Grouping, curriculum, environment, Classroom Management, Assessment
General Education Interventions	In order to meet the needs of all students in a heterogeneous classroom, teachers must be able to clearly identify ability levels of students who demonstrate capabilities beyond the general education curriculum. Classroom teachers who have an understanding of the characteristics of giftedness and general education interventions will better meet the needs of students with diverse skill levels and learning styles.
Gifted Programming Options for Individualized Services	Programming options for high achieving and/or gifted students may be offered through variety of settings and selections.
Levels of Support: Suggestions for Meeting the Needs of Gifted Students	What should be considered for different levels of support from the perspective of Gifted Director/coordinator, District/building Administrator, Educatior/Facilitator, Counselor/School Psych/IEP Members, Family and/or Student
Student Success Variables: A Visual Overview Mary Ruth Coleman	Every student has unique learning needs and the dynamics of teachiing and learning are complex with many intervening variables that impact the success of students......Mary Ruth Coleman

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*In a Pinch -* *Articles/Journals/Books*
Title/URL *Click on a link for more information*	Implementation/Content Description
Best Practices of Instruction for Gifted Students Paula Olszewski-Kubilius, Ph.D.	Schools seeking to effectively serve gifted learners have a real need to know which practices, out of the many promoted as beneficial, have “proven” effectiveness for the advanced student.
Helping Teachers Focus: 4 Variables for Success FPG Snapshot #13 March 2004	Variables are like rheostats, adjusted for each student’s needs
Professional Reference Tool: Meeting the Needs of Academically Gifted Sally M. Lafferty, Ed.D.	The potential for production and performance of many gifted students is lost as they mentally “check out” of school. How can teachers make a difference for these exceptional students? How can we challenge and inspire them with engaging work without leaving the rest of the class behind?
Recognizing Gifted Students: Practical Guide for Teachers (pdf) Sandra Manning, KAPPA DELTA PI RECORD • WINTER 2006	By watching for certain behaviors and characteristics, teachers in the general education classroom can identify and better understand exceptional students.
Use of the WISC-IV for Gifted Identification NAGC Position Statement 3/2010 (revised)	This position statement is designed for school psychologists, coordinators of gifted programs, teachers, and all professionals who determine placements based on IQ scores or design services based on a child’s strengths and weaknesses. It is also provided for parents so they can better understand the interpretation of their children’s scores. It is not intended to narrow the choice of tests in the selection of gifted students, but to broaden the guidelines for use of the WISC-IV and prevent its use in a way that is disadvantageous to gifted children.

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small world In a Pinch - Websites

Title/URL
Click on a link for more information

Implementation/Content Description

Differentiation Resources

This link provides access to the Effective Practices Instructional Toolkit Research Lesson 5 - Differentiated Instruction documents, articles, websites. Sample topics include: Differentiation Guidelines, Principles, Descriptors, Methods; Inclusion in General Education Classroom; MTSS Model

National Association of Special Education Teachers (NASET)

Includes resources such as:

Accommodations & Modifications
Adults Who are Gifted & Talented
Advocacy Information
Assessing Individuals Who May Be Gifted & Talented
Books and Publications
Characteristics, Definitions, Diagnosis
Parent Information

Rubrics & Other Evaluation Resources

A rubric is an assessment guide that reflects content and performance standards. An assessment rubric reflects what is important, defines what work meets a standard and distinguishes between different levels of performance.

If a rubric or checklist is used as a pre-assessment to determine baseline data for setting an IEP goal(s), it is important to remember to use the same rubric or checklist as a post-assessment to evaluate progress toward that goal(s).

Click on one of the following links to access examples:

Bloom's Taxonomy & Multiple Intelligences

Career Exploration

Critical Thinking

Math

Observation Templates - Jot Downs

Oral Communication

Participation & Team Work

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Page Questions

Kansas Effective Practices Instructional Toolkit