GIFTED AND TALENTED KASAB
Desired Changes / AEA Internal Staff / LEA Administrators / LEA Gen. Ed. Teachers / LEA Teachers of Gifted / Students in AEA 11 Schools / Community
KNOWLEDGE
Conceptual understanding of information, theories, principles, and research / ·  Nature and needs of gifted children
·  Subgroups overlap
·  Research base for gifted in general and for strategies in content areas / ·  Nature and needs of gifted children
·  Requirements of Iowa Code regarding gifted programming and services
·  Roles and responsibilities of leadership in effective programming for gifted children
·  Subgroups overlap
·  Research base for gifted in general and for strategies in content areas
·  Performance level of identified gifted children / ·  Nature and needs of gifted children
·  Ways to differentiate effectively for gifted children
·  The role of collaboration in services to gifted children / ·  Support and services available to AEA 11 teachers of gifted
·  Characteristics of quality gifted and talented programming / ·  / · 
ATTITUDE
Beliefs about the value of particular information or strategies / ·  Gifted children have specific learning and affective needs
·  Gifted children are deserving of appropriate educational services
·  The curriculum and instructional strategies appropriate for gifted learners may not be the same as those for other subgroups
·  “ALL” includes gifted children / ·  “ALL” includes gifted children
·  Gifted children have specific learning and affective needs
·  Gifted children are deserving of appropriate educational services
·  The curriculum and instructional strategies appropriate for gifted learners may not be the same as those for other subgroups / ·  “ALL” includes gifted children
·  Gifted children have specific learning and affective needs
·  Gifted children are deserving of appropriate educational services
·  The curriculum and instructional strategies appropriate for gifted learners may not be the same as those for other subgroups / ·  “ALL” includes gifted children
·  Gifted children have specific learning and affective needs
·  Gifted children are deserving of appropriate educational services
·  The curriculum and instructional strategies appropriate for gifted learners may not be the same as those for other subgroups
SKILL
Strategies and processes to apply knowledge / ·  Connects gifted and talented to AEA initiatives
·  Identifies strategies appropriate for use with gifted learners in a variety of content areas and situations / ·  Collect and analyze data to measure academic growth of gifted students over time.
·  Communicate effectively, accurately, and sincerely with parents and families regarding gifted education / ·  Utilizes a repertoire of differentiation strategies appropriate for gifted children
·  Collaborates with teachers of gifted to differentiate units of study / ·  Communicate effectively, accurately, and sincerely with parents and families regarding gifted education / ·  Self-advocacy
·  / · 
ASPIRATION
Desires, or internal motivation, to engage in a particular practice / ·  Staff have a genuine desire to ensure that the needs of gifted children are met each day in school / ·  Administrators have a genuine desire to ensure that the needs of gifted children are met each day in school / ·  Staff have a genuine desire to ensure that the needs of gifted children are met each day in school / ·  Staff have a genuine desire to ensure that the needs of gifted children are met each day in school / ·  To be challenged and intellectually stimulated each day in and out of school
·  To be accepted by peers and adults / · 
BEHAVIOR
Consistent application of knowledge and skills / ·  Model inclusive language in PD and in conversation with AEA and LEA personnel / ·  Advocate for gifted children at the district and building levels
·  Include and embed g/t professional development opportunities at the district and building level
·  Pro-active consideration of the needs of gifted students in building and district level instructional program decision-making / ·  Initiates collaboration with teacher of gifted to differentiate curriculum and instruction based on student need
·  Provides differentiated curriculum and instruction to gifted students / ·  Help students understand giftedness in self and others
·  Assist students in goal-setting and self-advocacy
·  Provide learning opportunities for parents / ·  To demonstrate growth in learning
·  To think on high levels / ·