d.3 Gifted Endorsement Data
Assessment 1: Content knowledge: Foundations paper
Description of the Assessment: This assessment is a paper in which the candidate articulates his or her personal
philosophy regarding the education of individuals identified as gifted, creative, or talented.
A brief analysis of the data findings: The data reflect the improvement of the program since 2006. The faculty was able
to refine assignments and activities in the courses to better prepare students for this assignment. The data from recent
years demonstrate that students are well prepared in the philosophy of working with gifted, creative, and talented
students and can articulate their own personal philosophy.
Assessment 1: Foundations paper
Generate a paper articulating your stance and personal philosophy regarding the education of individuals identified as gifted, creative, or
talented. Include:
Demonstrating standard:
2010
2007
2008 2009
Components:
3
Approaching Standard: 2 Unacceptable: 1
Intra- and
1.5 Candidates know and
Some or inconsistent
Little or no evidence of
interpersonal
understand human
demonstrating of
understand human
differences and
growth and development
understand human
growth and development
similarities among
including similarities and
growth and
including similarities and
individuals
differences of individuals
development including
differences of individuals
2.44
3
3
2.98
identified as
with gifts/ talents and the
similarities and
with gifts/ talents and the
gifted, creative, or
general population.
differences of individuals general population.
talented, and your
with gifts/ talents and
the general population.
Academic and
1.6 Candidates know and
Some application of
Little or no application of
affective
apply knowledge of the
knowledge of the
knowledge of the
characteristics,
cognitive and affective
cognitive and affective
cognitive and affective
and the impact of
characteristics of
characteristics of
characteristics of
multiple
individuals with gifts/
individuals with gifts/
individuals with gifts/
exceptionalities on talents including those
talents including those
talents including those
2.44
3
3
2.98
education
from diverse
from diverse
from diverse
backgrounds, in
backgrounds, in
backgrounds, in
intellectual, academic,
intellectual, academic,
intellectual, academic,
creative, and artistic
creative, and artistic
creative, and artistic
domains.
domains.
domains.
Academic and
affective
characteristics,
and the impact of
multiple
exceptionalities on
education
1.7 Candidates
understand the societal,
cultural, and economic
factors involved in gifted
education (including antiintellectualism and equity
vs. excellence), which
enhance or inhibit the
development of gifted
education.
1.7 Candidates
understand the societal,
cultural, and economic
factors involved in gifted
education (including
anti-intellectualism and
equity vs. excellence),
which enhance or inhibit
the development of
gifted education.
1.7 Candidates
understand the societal,
cultural, and economic
factors involved in gifted
education (including antiintellectualism and equity
vs. excellence), which
enhance or inhibit the
development of gifted
education.
Organizations that
you turn to for
professional
development
6.1 Candidates engage in
professional activities,
read current publications,
and use evidence-based
best practice research as
part of a well-developed
professional development
plan.
Some evidence of
participation in
professional activities,
Little or no evidence of
professional activities, r
2.44
3
3
2.98
2.44
3
3
2.98
Professional
activities you will
use to enhance
your professional
development
Sources of
information
related to gifted
and talented
education.
3.6 Candidates identify
theories and research that
form the basis of
curriculum development
and instructional practice,
and use national and state
curricula standards.
Some effort to enhance
knowledge of research
that form the basis of
curriculum development
and instructional
practice, and use
national and state
curricula standards.
Little or no efofrt to
enhance knowledge of
research that form the
basis of curriculum
development and
instructional practice, and
use national and state
curricula standards.
6.1 Candidates engage in
professional activities,
read current publications,
and use evidence-based
best practice research as
part of a well-developed
professional development
plan.
6.1 Candidates engage in
professional activities,
read current
publications, and use
evidence-based best
practice research as part
of a well-developed
professional
development plan.
6.1 Candidates engage in
professional activities,
read current publications,
and use evidence-based
best practice research as
part of a well-developed
professional development
plan.
Number of
Candidates
2.44
3
3
2.98
2.44
3
3
2.98
30
56
59
Assessment 2: Use of Technology
Gifted Endorsement Candidate Use of Technology
2007
Technology
Word Processing
E-Mail
Overhead Projector
Internet Resources for Lessons
Internet-Based Lessons
VCR/DVD
Educational Software
Electronic Grade Book
Handhelds (PDA's Graphing Calculators)
Powerpoint, Hyperstudio, Corel
Presentations
Camrecorder
Digital Camera
Scanner
Videoconferencing, Webcam
Creating Webpages
N
Scale of 1 -3, 3 being strength
2008
#
Using
Mean
Rating
28
28
24
26
24
26
23
18
7
2.93
2.93
2.92
2.92
2.42
2.96
2.74
2.83
2.29
21
28
26
20
10
16
28
2.48
2.50
2.81
2.55
2.40
2.38
2009
2010
#
Using
Mean
Rating
#
Using
Mean
Rating
#
Using
Mean
Rating
7
7
5
7
6
5
5
4
3
3.00
3.00
3.00
2.86
2.50
2.67
2.80
3.00
3.00
8
8
6
8
8
7
6
7
4
3.00
3.00
2.83
2.88
2.63
2.71
2.83
2.86
2.75
12
12
11
11
11
11
9
9
3
2.80
3.00
3.00
3.00
3.00
3.00
2.47
3.00
3.00
7
2.57
5
5
4
4
3
7
2.67
2.50
2.33
2.25
3.00
6
6
6
5
1
2
8
2.83
3.00
2.83
2.60
3.00
2.50
10
12
10
8
3
5
12
2.92
3.00
3.00
3.00
2.33
2.40
Assessment 3 Planning and Dispositions
Alignment with Standards: Standard 2: Candidates create learning environments that promote the growth and
development of children with exceptional learning needs and abilities.
68
Standard 3: Candidates know and apply instructional strategies to promote students’ learning and meet the needs and
interests of gifted students.
Gifted Endorsement Candidate Dispositions Reports
Item
Mean Ratings
08 09
09 10
3.30
3.20
3.90
3.73
4.00
3.93
3.98
4.00
4.00
3.93
3.98
3.93
06 07
3.64
3.88
3.92
4.00
3.96
4.00
07 08
4.00
4.00
4.00
4.00
4.00
4.00
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
3.96
4.00
3.96
3.89
4.00
3.96
4.00
4.00
3.85
4.00
3.96
4.00
3.94
3.96
4.00
3.96
4.00
4.00
3.96
4.00
12. In designing curriculum, the Candidate appreciates both the particular
content of the subject area and the diverse needs, assets, and interests of the
students and values both short and long-term planning.
4.00
4.00
3.89
3.81
3.91
13. The Candidate is committed to the expression and use of democratic values
in the classroom.
3.95
4.00
3.91
3.93
4.00
14. The Candidate takes responsibility for making the classroom and the school
a "safe harbor" for learning, in other words, a place that is protected,
predictable, and has a positive climate.
4.00
4.00
4.00
3.96
4.00
3.96
4.00
4.00
3.88
4.00
4.00
4.00
3.98
4.00
4.00
4.00
25
4.00
20
3.98
4.00
27
4.00
11
1. The Candidate demonstrates professional behavior in attendance.
2. The Candidate demonstrates professional behavior by being punctual.
3. The Candidate demonstrates initiative.
4. The Candidate is responsible.
5. The Candidate is responsive to constructive feedback/supervision.
6. The Candidate has rapport with students/peers/others.
7. The Candidate is
a) Maintain high ethical and professional standards
committed to high
(e.g. respecting confidentiality).
ethical and
b) The Candidate cites program policies and
professional
professional practices and responds appropriately.
standards.
c) The Candidate maintains a professional appearance.
8. The Candidate demonstrates a commitment to reflection, assessment, and
learning as an ongoing process.
9. The Candidate is willing to work with other professionals to improve the
overall learning environment for students.
10. The Candidate appreciates that "knowledge" includes multiple perspectives
and that development of knowledge is influenced by the perspective of the
"knower."
11. The Candidate is dedicated to teaching the subject matter and to keeping
informed and is competent in the discipline and its pedagogy.
15. The Candidate recognizes the fundamental need of students to develop and
maintain a sense of self-worth and that student misbehavior may be attempts
to protect self-esteem.
16. The Candidate believes that all children can learn and persists in helping
every student achieve success.
17. The Candidate values all students for their potential as people and helps
them learn to value each other.
N
32
10 11
3.27
3.82
3.82
4.00
4.00
4.00
Assessment 4. Performance in Practicum
Gifted Candidate Performance in Practicum
9S3 Conduct self-evaluation of instruction and program activities for
continued improvement.
2006/7
2007/8
2008/9
4.00
4.00
4.00
2009/10
2010/11
3.97
4.00
9S4 Maintain confidential communication about individuals with gifts and
talents by using verbal, nonverbal, and written language effectively.
Practice within one's skills limit and obtain assistance when needed by
reflecting on one's practice to improve instruction and guide professional
growth.
9S5 Demonstrate commitment to developing the highest educational
potential of individuals with gifts and talents by modeling sensitivity for the
culture, language, religion, gender, disability, socio-economic status, and
sexual orientation of individual students. Uphold high standards of
competence and integrity and exercise sound judgment in the practice of
the profession.
9S6 Conduct professional activities in compliance with applicable laws and
policies, practice within the CEC Code of Ethics and other standards of the
profession, act ethically in advocating for appropriate services.
1D1 Teacher attitudes and behaviors that influence behavior of individuals
with gifts and talents.
3.92
4.00
4.00
3.94
4.00
4.00
4.00
4.00
3.97
4.00
4.00
4.00
3.86
3.97
4.00
4.00
4.00
3.83
3.97
4.00
5S1 Establish and maintain rapport with individuals with gifts and talents
using communication strategies and resources to facilitate understanding
of the subject matter especially for students whose primary language is not
the dominant language.
5S2 Structure, direct, and supervise the activities of para-educators,
classroom volunteers, and tutors; prepare and organize materials to
implement daily lesson plans; design and manage daily routines
5S2 Structure, direct, and supervise the activities of para-educators,
classroom volunteers, and tutors; prepare and organize materials to
implement daily lesson plans; design and manage daily routines.
5S3 Design learning environments that encourage active participation in
individual and group activities, supporting intra- and inter-cultural
experiences. Create a safe, equitable, positive, and supportive learning
environment that encourages self-advocacy and increased independence.
5S5 Prepare individuals to exhibit self-enhancing behavior in response to
societal attitudes and actions.
8S3 Evaluate instruction, learner products and portfolios, and monitor
progress for individuals with gifts and talents.
8S4 Use and report performance data and information from all
stakeholders to make or suggest modifications in learning environments
using effective communication skills.
7S1 Prepare lesson plans for individuals with gifts and talents that include
cognitively complex learning experiences, affective and ethical taxonomies
and individualized learning objectives.
7S2 Integrate affective, social, and career skills with academic curricula and
identify realistic expectations for personal and social behavior in various
settings and involve the individual and family in setting instructional goals
and monitoring progress.
7S3 Develop and select instructional models to differentiate specific
content areas, resources, and strategies that respond to cultural, linguistic,
and gender differences.
7S4 Develop and implement comprehensive, longitudinal individualized
programs in collaboration with team members.
7S5 Make responsive adjustments to instruction based on continual
observations of gifted students
N
4.00
4.00
4.00
3.93
4.00
3.90
4.00
3.83
3.97
4.00
3.90
4.00
3.83
3.91
4.00
4.00
4.00
4.00
3.91
4.00
3.83
4.00
4.00
3.97
3.92
3.92
4.00
4.00
3.94
3.92
3.83
4.00
4.00
3.91
3.85
3.85
4.00
4.00
3.91
3.92
3.83
4.00
4.00
3.87
4.00
4.00
4.00
4.00
3.82
3.83
3.91
4.00
3.86
3.94
4.00
3.92
4.00
3.86
3.97
4.00
13
2
7
33
13
Assessment 5 (Required) – Effect on Student Learning: Assessment that demonstrates candidate effects on student learning –
Educator Impact Rubric’
1 Description of the assessment and its use in the program. The Educator Impact Rubric employs goal attainment scaling to allow
for the meta-analysis of our candidates’ accountability for student and client learning and change. Goal attainment scaling measures
change relative to the unique learning needs and goals of participants, actions of our candidates, and characteristics of our programs
(Kiresuk, Smith, & Cardillo, 1994).
The Educator Impact rubric documents the impact of differentiation and intervention developed for four students. These students
are identified through an analysis of student work. Each candidate gathers a set of at least In our initial goal attainment scaling
protocol, each candidate selected three students or clients with whom he or she is working. A goal is identified for each student or
client (goals are aligned to state and national standards). The candidate then identifies the expected outcome – what would occur
for the student or client with typical development or time. A scaling system is then devised that shows two possible levels that are
less favorable and two that are more favorable. These levels are assigned numerical values from –2 (being the least favorable
outcome) to +2 (being the most favorable outcome), with a score of 0 for the expected outcome (McLaren & Rodger, 2003). The
student is then assessed at the end of the lesson, activity, or program and his or her performance is rated on the –2 to +2 scale. Our
protocol also asks candidates to identify the amount of change (if any) they made in their instructional or intervention plans. The
assessment is completed during the internship. The specific alignment to indicators is noted on the form. More detailed
information is provided in the assignment description.
2. Alignment with Standards:
Standard 2: Candidates create learning environments that promote the growth and development of children with exceptional
learning needs and abilities.
Standard 3: Candidates know and apply instructional strategies to promote students’ learning and meet the needs and interests of
gifted students.
Standard 4: Candidates construct and use varied assessments to inform instruction, evaluate, and ensure student learning.
3.3 A brief analysis of data findings Three years of data demonstrated that our candidates have a positive impact on student
learning. The cases in which students did not at least learn at the level expected may be affected by candidates learning to set
appropriate learning goals for students who are gifted, creative, and talented as well as choice of intervention. For the most part,
however, candidates had a positive impact.
References:
Kiresuk, T. J., & Sherman, R. E. (1986). Goal attainment scaling: A general method for evaluating comprehensive community mental
health programmes. Community Mental Health Journal, 4, 443-453.
Kiresuk, T. J., Smith, A., & Cardillo, J. E. (1994). Goal attainment scaling: Applications, theory, and measurement. Hillsdale, NJ: L.
Erlbaum Associates.
McLaren, C., & Rodger, S. (2003). Goal attainment scaling: Clinical implications for paediatric occupational therapy practice.
Australian Occupational Therapy Journal, 50, 216-224.
5a and b: Assignment as presented to students and scoring guide.
Analysis of Student Work
Expectations:
 Collect approximately 12 individual work samples representing a specific standard you have identified.
 Specify the benchmark from the Ohio English Language Arts Academic Content Standards.
Student Sort:
 Individually sort the samples into four levels.
 Compare with a peer and reach a consensus.
 Write the names of each student in the appropriate standard, and calculate the percentage of students at each level.
 Circle one student’s name in each column as an example of the level.
Description of Student Performance:

Describe the performance of each of the representative students. Note what they can do. You should not focus on what
the writer cannot do.
Learning Needs
 Describe each student’s needs, focusing on what the writer needs to be able to do.
Differentiated strategies across all tiers of intervention:

Brainstorm and note as many different strategies to address the learning needs of writers in each of the four columns.
Intervention Specialist Program Educator Impact Rubric
Candidate Name: ___________________________ School/Placement:___________________________
Mentor/Cooperating Teacher:_______________________Date: ____________________
Student A:
Content Area
Student A: Write your goal for the student in view of your analysis and differentiation, citing Ohio Content Standards for academic
goals.
Identify outcomes for Student A beginning with the most likely outcome (0). This is the outcome you would reasonably expect to
occur at the end of the instructional period. Then, describe two higher levels of success that would indicate more than expected
(+1) and much more than expected (+2). Do the same for the lower levels of progress including less than the expected outcome (-1)
and much less than the expected outcome (-2). Identify the date on which the student’s progress will be reviewed.
Level of expected
outcome:
Student A
Review date:
Rater:
Much more than
expected (+2)
More than
expected (+1)
Most likely
outcome
Less than
expected (-1)
Much less than
expected (-2)
Repeat the process for Students B, C, and D.
1.
Implement your instructional plan. Insure that it is addresses the CEC indicators: GC4S1 Use research-supported methods
for academic and non-academic instruction of individuals with disabilities. GC4S2 Use strategies from multiple theoretical
approaches for individuals with disabilities GC4S3 Teach learning strategies and study skills to acquire academic content.
GC4S3 Teach learning strategies and study skills to acquire academic content. CC 5S6 Use performance data and
information from all stakeholders to make or suggest modifications in learning environments. CC8S8 Evaluate instruction
and monitor progress of individuals with exceptional learning needs.
2.
Identify the key ways you evaluated the outcomes for each of these children. Specifically, what methods did you use in
evaluating these children (observation, test, rubric, classroom questions, participation in lesson, task completion, etc…) and
what was your decision-making process when evaluating these outcomes?
3. Estimate the degree to which the plan was carried out as intended
____ As planned
____ Almost as planned
___ Moderate changes ___Many changes
4.
Ask your mentor to rate each student’s outcome.
Student
Student A
Student B
Date
Goal Attainment
Rating
Student C
Student D
5.
Did the strategy support the least restrictive environment? (CC4S1 Use strategies to facilitate integration into various
settings.) Did you address issues of maintenance and generalization? (CC4S4 Use strategies to facilitate maintenance and
generalization of skills across learning environments.) Did you reflect on other instructional options? (GC4K3 Advantages
and limitations of instructional strategies and practices for teaching individuals with disabilities.)
5c. Data for each of the years summarized above are presented on the following pages.
Gifted Endorsement Impact on Student Learning Data - Educator Impact Rubric
06 07
+2 - Much More Than
Expected
4
19%
+1 - More Than Expected
14
67%
0 - Most Likely Outcome
0
-1 - Less Than Expected
2
9%
-2 - Much Less Than
Expected
1
5%
21
Cases
07 08
+2 - Much More Than
Expected
+1 - More Than Expected
7
33%
10
48%
4
19%
0 - Most Likely Outcome
-1 - Less Than Expected
-2 - Much Less Than
Expected
21
cases
08 09
+2 - Much More Than
Expected
5
28%
+1 - More Than Expected
11
61%
0 - Most Likely Outcome
1
5.5%
-1 - Less Than Expected
1
5.5%
-2 - Much Less Than
Expected
18
cases
2009-2010
+2 - Much More
Than Expected
+1 - More Than
Expected
0 - Most Likely
Outcome
-1 - Less Than
Expected
-2 - Much Less
Than Expected
+2 - Much More Than
2 Expected
10
20.8%
1 +1 - More Than Expected
23
47.9%
0 0 - Most Likely Outcome
4
8.3%
-1 -1 - Less Than Expected
10
20.8%
1
2.1%
-2 - Much Less Than
-2 Expected
48 cases
2010-2011
+2 - Much More Than
Expected
9
33.3%
+1 - More Than Expected
12
44.4%
0 - Most Likely Outcome
1
3.7%
-1 - Less Than Expected
4
14.8%
-2 - Much Less Than
Expected
1
3.7%
27 cases
+2 - Much More
Than Expected
+1 - More Than
Expected
0 - Most Likely
Outcome
-1 - Less Than
Expected
-2 - Much Less
Than Expected
Assessment 6: Content knowledge Grades in Gifted Endorsement Coursework
Description of the Assessment: This assessment includes grades for each of the courses in the Gifted Endorsement
Program. Candidates must receive at least a C+ or repeat the course.
Description of how this assessment specifically aligns: We recognize the issues related to use of grades, and so have
indicated the knowledge and skills statements that are the actual course objectives.
Alignment with Gifted Endorsement Standards
Course #
18SPED 663P
Name
Introduction to Teaching Children
and Youth who are Gifted,
Creative, or Talented
Description
General introduction to the education of children
who are gifted, creative, or talented, including
emerging issues and policies
Standard
1.1, 1.3, 1.5, 1.6,
2.1,2.2, 6.1, 6.6
18SPED668P
Legal Aspects and Educational
Models for Children and Youth
who are Gifted, Creative, or
talented
Develop knowledge and understanding of the
legal aspects and policy considerations for
individuals, including aspects of underidentification of students from diverse cultural,
language, and ethnic groups.
1.2, 1.4, 1.7, 3.9,3.12,
5.9, 5.6, 6.3, 6.4, 6.5,
18SPED768P
Assessment of Children and Youth
who are Gifted, Creative, or
Talented
Assessing and identifying students who are gifted,
creative, or talented, including issues of students
from diverse cultural, ethnic, or language groups
and twice exceptional students
4.1, 4.2, 4.3, 5.5, 5.6
18SPED769P
Collaboration on Behalf of
Children and Youth who are
Gifted, Creative, or Talented
18SPED662P
Instructional Strategies for
children & Youth who are Gifted,
Creative, or Talented
Students will understand services, networks, and
organizations for individuals, use group problem
skills, communicate to schools about the needs of
gifted people, and communicate effectively with
families of gifted individuals from diverse
backgrounds.
Develop knowledge and understanding of the
legal aspects and policy considerations for
individuals who may be gifted, creative, or
talented.
3.1, 5.2,5.3,5.4, 6.7
2.3- 2.8, 2.7, 2.8, 6.2,
3.2,3.3, 3.4, 3.5, 3.6,
3.7, 3.8, 3.9, 3.10,
3.11, 3.12
Data:
Assessment6: Gifted Endorsement Program Grades
Course # and Name
2006 2007
18SPED 663P Introduction/Overview of Teaching Children and Youth
who are Gifted, Creative, or Talented
18SPED767P Cultural Diversity and Families of Children and Youth
who are Gifted, Creative, or Talented
18SPED668P Legal Aspects and Educational Models for Children and
Youth who are Gifted, Creative, or talented
A
B
28
2
2007 2008
A
A-
18 SPED 660P Gif End Ovrview Gct
53
18 SPED 767P Gif End Cult Divers
74
A-
B+
B
2
4
6
62
19
19 SPED 661P Gif End Lrn Envron
72
18 SPED 769P Gif End Collaborat
75
4
C
18 SPED 662P Gif End Instr Strat
75
18 SPED 770P Gif End Practicum
62
1
1
B+
19
28
46
37
56
29
7
59
38
1
54
NG
3
B
C
1
4
46
56
1
1
3
A-
B+
B
C
83
2
1
6
1
1
59
1
A
54
1
2010-2012
I/F
NG
P
A
B
F
P
I
1
1
1
68
91
2
A-
2009-2010
3
3
A
29
18 SPED 668P Gif End Legal Aspec
18 SPED 768P Gif End Assessment
C
59
2008-2009
A
B
29
18SPED768P Assessment of Children and Youth who are Gifted,
Creative, or Talented
18SPED661P Creating Learning Environments for Children and Youth
who are Gifted, Creative, or Talented
18SPED769P Collaboration on Behalf of Children and Youth who are
Gifted, Creative, or Talented
18SPED662P Instructional Strategies for children & Youth who are
Gifted, Creative, or Talented
Course Number and Name
B+
2007-2008
1
1
1
1
68
1
1
2
98
1
95
1
1
85
1
100
13
107
1
46
1
1
1
69
A brief analysis of the data findings: Candidates tend to do very well in classes, though there is variation among
courses concerning the range of grades used. There are several potential explanations. Different instructors use
different strategies, and those who use a contractual grading system or require mastery have large numbers of higher
grades. The program will work to develop alignment among the instructors who teach in the program.
An interpretation of how that data provides evidence for meeting standards. Coursework is specifically designed to
address the standards and the knowledge and skills statements. Candidates are successful on quizzes, projects, and in
class activities related to these knowledge and skills statements. In this way, candidates are successful at meeting
standards at a competency level.