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Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
Identifying Gifted and Talented Students
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Identifying Gifted and Talented Students

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Confratute 2011 …

Confratute 2011
Identifying Gifted and Talented Students

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  • Eleanor Roosevelt
  • Albert Einstein
  • Winston Churchill
  • 1973 Version1984 Version includes
  • 1973 Version1984Version includes
  • It is distinguishably different, and on measures of performance, it is higher or superior
  • 4th – 45th – 106th – 147th – 17
  • Albert Einstein (14 March 1879 – 18 April 1955) was a theoretical physicist, philosopher and author who is widely regarded as one of the most influential and best known scientists and intellectuals of all time. He is often regarded as the father of modern physics.[3] He received the 1921 Nobel Prize in Physics "for his services to Theoretical Physics, and especially for his discovery of the law of the photoelectric effect."[4]His many contributions to physics include the special and general theories of relativity, the founding of relativistic cosmology, the first post-Newtonian expansion, the explanation the perihelion precession of Mercury, the prediction of the deflection of light by gravity (gravitational lensing), the first fluctuation dissipation theorem which explained the Brownian motion of molecules, the photon theory and the wave-particle duality, the quantum theory of atomic motion in solids, the zero-point energy concept, the semiclassical version of the Schrödinger equation, and the quantum theory of a monatomic gas which predicted Bose–Einstein condensation. Einstein published more than 300 scientific and over 150 non-scientific works; he additionally wrote and commentated prolifically on various philosophical and political subjects.[5] His great intelligence and originality has made the word "Einstein" synonymous with genius.[6]
  • 2nd – 13rd – 04th – 35th – 15 6th – 9 7th – 16
  • the First Lady of the United States from 1933 to 1945. She supported the New Deal policies of her husband, Franklin Delano Roosevelt, and became an advocate for civil rights. After her husband's death in 1945, Roosevelt continued to be an internationally prominent author, speaker, politician, and activist for the New Deal coalition. She worked to enhance the status of working women, although she opposed the Equal Rights Amendment because she believed it would adversely affect women.In the 1940s, Roosevelt was one of the co-founders of Freedom House and supported the formation of the United Nations. Roosevelt founded the UN Association of the United States in 1943 to advance support for the formation of the UN. She was a delegate to the UN General Assembly from 1945 and 1952, a job for which she was appointed by President Harry S. Truman and confirmed by the United States Senate. During her time at the United Nations she chaired the committee that drafted and approved the Universal Declaration of Human Rights. President Truman called her the "First Lady of the World" in tribute to her human rights achievements.[1]
  • 3rd – 1 4th – 0 5th – 176th – 16 7th - 10
  • 3rd – 174th - 255th – 16th - 17th - 1
  • Isadora Duncan (May 26, 1877 - September 14, 1927) was a dancer, considered by many to be the creator of modern dance.
  • 2nd – 43rd – 224th – 125th – 1 6th – 47th – 1
  • 3 – 137 – 24 - 3
  • 41 – 1 2 – 21 – 4
  • Life Magazine May 21, 1965Mike Grost (a real person, entered Michigan State University as a fully enrolled student at age 9 or 10, now a PhD in math, a systems architect and mystery writerAn article about Mike from a while back is at http://www.time.com/time/magazine/article/0,9171,939545,00.html?promoid=googlepHis mother’s book about his early life is Genius in Residence
  • Hartley 1991
  • Hartley 1991
  • Hartley 1991
  • Transcript

    • 1. IdentifyingGifted and Talented Students
      Angela M. Housand
      University of North Carolina, Wilmington
      Confratute – University of Connecticut
    • 2. &
      angelahousand.com
    • 3. Understand the unique behaviors that characterize giftedness
      Specific resources and examples for your use and adaptation
      An easy to follow 6-step strategy for identifying students for talent development
      Why This Strand?
    • 4. Topics for the Week
      Day 1: Definitions of Giftedness
      Gifted Behaviors
      Day 2: Placing Student in a Program
      Testing for Placement
      Day 3: Nominations and
      Alternative Pathways
      Day 4: Special Placements & Closure
    • 5. P
      Louisa May Alcott
      was told by an editor that she would never write anything popular.
      Little Women
      is considered one of the the best American children’s books of the past 200 years.
    • 6. This person had a stormy and emotionally traumatic childhood. She was considered an odd-ball by many of her playmates. Even her family provided her with very little encouragement and support. For many years she lived in fantasy as the mistress of her alcoholic father’s household.
    • 7. Eleanor Roosevelt
    • 8. You must do the thing you think you cannot do.
      -Eleanor Roosevelt
    • 9. This person was four years old before he could speak and seven before he could read: He was considered dull by both his parents and his teachers.
    • 10. Albert Einstein
      Above average intelligence
      (Cox, 1926; Reis, 1995; Walberg et. al., 1981; Walberg & Paik, 2005)
      Image: http://streams.gandhiserve.org/images/einstein.jpg
    • 11. P
      This man was fired by a newspaper editor because he didn’t have enough good ideas.
    • 12. P
      Walt Disney
      This man was fired by a newspaper editor because he didn’t have enough good ideas.
    • 13. As a child this person was hyperactive, had a speech defect, was prone to constant colds, had poor peer relationships, and frequently failed in school. It took him three years to complete the first grade. His father soon decided the boy needed more discipline and suggested military school. Before being admitted, however, he failed the entrance examination three times. A teacher once called him the naughtiest small boy in England.
    • 14. WinstonChurchill
      Superior capacity for communication
      Well-rounded
      Broad interests
      (Reis, 1995, 1998, 2005; Van-Tassel Baska 1989; Walberg et. al., 1981; Walberg & Paik, 2005) Image: http://worldroots.com/brigitte/gifs/churchill.jpg
    • 15. Where would you start?
    • 16. Definition
      There is no universally accepted definition for gifted, talented, or giftedness
    • 17. Definition
      The particular definition adopted by a school district will:
      Guide the identification process
      Consequently determine who is selected for services
    • 18. 3 Ring Conception of Giftedness
    • 19. Gagné’s DMGT Model
      Differentiated Model of Giftedness and Talent
      Distinguishes between “gifts” and “talents”
      Gifts:
      General aptitudes
      Untrained natural ability
      Talents:
      Specific skills
      Learned capabilities
    • 20. Taylor’s Multiple Talent Totem Poles
    • 21. Multiple Talent Totem Poles (1984)
      Academic
      Productive Thinking
      Communicating
      Forecasting
      Decision Making
      Planning (Designing)
      Implementing
      Human Relations
      Discerning Opportunities
    • 22. Gardner’s Multiple Intelligences
      Linguistic
      Logical-Mathematical
      Spatial
      Musical
      Bodily-kinesthetic
      Interpersonal
      Intrapersonal
      Naturalist
    • 23. Sternberg’s Triarchic Theory
      Analytical Giftedness
      Synthetic Giftedness
      Creativity
      Insightfulness
      Intuition
      Ability to cope with novelty
      Practical Giftedness
      Apply first two in pragmatic situations
      Wisdom – concerns about needs and welfare of others
    • 24. U.S. D.O.E Definition
      Children and youth with outstanding talent perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment. These children and youth 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 of activities not ordinarily provided by the schools. Outstanding talents are present in children and youth from all cultural groups, across all economic strata, and in all areas of human endeavor (Department of Education, 1993).
    • 25. NAGC State of the States
      In the U.S: Program and Service for gifted learners made at the state and local levels
      Gifted By State
    • 26. State Definitions
      Davidson Institute for Talent Development
      Missouri
      Kansas
      California
      Connecticut
      North Carolina
    • 27. State Definitions
      Why do you think CA provides the districts with choices for identification categories?
    • 28. Definition
      DANGER!
      If a definition to narrow, identification methods may discriminate against low SES, minority, disabled, underachieving, and females
    • 29. 3 Ring Conception of Giftedness
    • 30.
    • 31. Characteristics
    • 32. Characteristics
      Behaviors
    • 33. T
      I
      C
      U
      C
      A
      P
      Gifted Behaviors NOT Gifted People!
    • 34. Gifted Artist
      Talented Mathematician
      Use “defining” terms as adjectives:
      Talented Musician
      Gifted Writer
    • 35. Personality FactorsInfluencing Gifted Behavior
      Charm/Charisma
      Need for Achievement
      Ego Strength
      Energy
      Sense of Destiny
      Perception of Self, Self-Efficacy
      Courage
      Character
      Intuition
      Personal Attractiveness
    • 36. Environmental FactorsInfluencing Gifted Behavior
      SES
      Parental Personalities
      Education of Parents
      Stimulation of Childhood Interests
      Family Position
      Formal Education
      Role Model Availability
      Physical Illness and/or Well Being
      Chance Factors
      Zeitgeist
    • 37. School House Giftedness
      Creative Giftedness
    • 38. Teacher Pleaser
      Evil Genius
    • 39. Characteristics: Seeing
      Unusual alertness
      Joy in learning
      Keen observation
      Sees “Big Picture”
      Makes connections
      Intense focus
      Curious
    • 40. Characteristics: Speed
      Early and rapid learning
      Rapid language development
      Metacognitively efficient
    • 41. Superior ≠
    • 42. Superior =
    • 43. Characteristics: Differences
      Superior language
      Verbal fluency
      Large vocabulary
      Superior analytical and reasoning ability
      High-capacity memory
      Goes beyond what is sought
      Abstract, complex, and insightful thinking
    • 44. Creatively Gifted
      Independent
      High energy
      Curious
      Sense of humor
      Open-minded
      Need for privacy and alone time
    • 45. Creatively Gifted
      Aware of their own creativeness
      Originality in thought and action
      Attracted to complexity and novelty
      Artistic tendencies
      Willing to take risks
      Perceptive
    • 46. Characteristic ofEminent Adults
      Creative
      Imaginative
      Innovative
      A Sense of Destiny
    • 47. And the not so good…
      Impulsive
      Egotistical
      Argumentative
      Rebellious
      Uncooperative
      Stubborn
      Childish
      Absentminded
      Neurotic
      Temperamental
      Capricious
      Careless
      Disorganized
      Demanding
      Indifferent to Conventions
    • 48. Characteristics: Negative
      Uneven mental development
      Interpersonal difficulties
      Underachievement
    • 49. Asynchronous Development
      Uneven intellectual, physical, and emotional development.
    • 50. Asynchronous Development
      Cognitively understand advanced concepts (like mortality) but lack emotional maturity to cope with knowledge
      Perceived as older due to cognitive ability, but lack behavioral maturity
    • 51. Your Mission…
    • 52. Your Mission…
      • Does your state have a definition of gifted/talented?
      • 53. Is your district required to follow the state definition?
      • 54. What are the identification guidelines for your district? Are the guidelines provided by the state?
    • Topics for the Week
      Tomorrow:
      Placing Student in a Program
      Testing for Placement
      Day 3: Nominations and
      Alternative Pathways
      Day 4: Special Placements & Closure
    • 55.
    • 56. Average RankingSam EdderMary Hall Bill RidellElaine Hawkins Albert Wright Sarah Lang Mike Grost
    • 57.
    • 58. Sam Edder= Albert Einstein
    • 59.
    • 60. Mary Hall = Eleanor Roosevelt
    • 61.
    • 62. Bill Ridell= Thomas Edison
    • 63.
    • 64. Elaine Hawkins = Isadora Duncan
    • 65.
    • 66. Albert Wright
      =
      Abraham Lincoln
    • 67.
    • 68. A Terman Study Participant
      IQ = 180+
      Kindergarten Teacher
      Sarah Lang = Sarah Lang
    • 69.
    • 70. Mike Grost = Mike Grost
    • 71. Identification Considerations
      There is no perfect identification system!
      Match identification procedures to the services provided
    • 72. Identification Considerations
      High performance vs. high potential
      May require different kinds of programming options
      Establish localnorms using
      Grade level
      Similarity of learning opportunities
      Background characteristics
    • 73. Identification Considerations
      Avoid designations or “rubber stamp”
      Identification procedures select students who would benefit from supplementary services
      Label the services, not the students
    • 74. Identification Procedures Answer
      Who are the gifted and talented students?
      Why are we striving to identify them?
      How do we find them?
    • 75. Identification Procedures Answer
      What are the most appropriate tools for identifying students’ gifts and talents?
      How are data from various tools analyzed and interpreted?
      Who is responsible for identifying students’ gifts and talents?
    • 76. Identification Procedures Should:
      Be provided in multiple languages
      reflect the dominant student and parent populations
      Reflect the student population and demographics of the district
    • 77. Identification Procedures Should:
      Reflect students’ needs
      Be defensible and inclusive
      Include students
      with disabilities
      who are English language learners
      economically disadvantaged
    • 78. Identification Procedures Should:
      Be flexible
      Be communicated
      teachers
      parents
      administrators
      students
      Be updated at regular intervals to reflect changing demographics
    • 79. 3 Things to Avoid
      Pitting parents of advantaged children against parents of disadvantaged children
      Leading people to believe that any one instrument is the answer to identification
      Proliferating the amount of paperwork
    • 80. Don’t go! I’m sure page 3 of Billy’s Gifted Matrix Checklist No. 5.3 (a) is in here somewhere.
    • 81. Renzulli’sIdentification System
      Based on the 3-Ring Conception of Giftedness & The Enrichment Triad Model
      Strives for equity, excellence, and economy
      Designed to be flexible
      Based on research into the behavioral characteristics of highly creative & productive people
    • 82. The 3 Goals ofRenzulli’s Identification System
      #1
      Develop creativity and/or task commitment in students who may come to an educator’s attention through alternate means of identification.
    • 83. The 3 Goals ofRenzulli’s Identification System
      #2
      Provide learning experiences and support systems that promote interaction of creativity, task commitment, and above average achievement.
      (Bringing the “rings together!)
    • 84. The 3 Goals ofRenzulli’s Identification System
      #3
      Provide opportunities, resources, and encouragement for the development and application of gifted behaviors.
    • 85. Internal Consistency
      Develop criteria foridentificationthat matches the program!
    • 86. Internal Consistency
      Abilities and Interests of Students
      Services and Programs Provided
      Identification of interests and needs
      Characteristics of Students
    • 87. Test Score Criteria
      [Approximately 50% of
      The Talent Pool]
      Total Talent Pool Consists of Approximately 15% of the General Population
      99th
      %ile
      Test Score
      Nominations
      [Automatic, and Based on
      Local Norms]
      Step 1
      92nd
      %ile
      Non-Test Criteria
      [Approximately 50% of
      The Talent Pool]
      Teacher Nominations
      [Automatic Except in Cases of Teachers
      Who Are Over or Under Nominators]
      Step 2
      Step 3
      Alternative Pathways
      Case Study
      Special Nominations
      Step 4
      Case Study
      Notification of Parents
      Step 5
      Action Information Nominations
      Step 6
      Renzulli Identification System
    • 88. Step 1: Test Score Nomination
      Achievement Testing
      And
      I.Q. Testing
    • 89. Achievement Tests
      Iowa Tests of Basic Skills
      Riverside Publishing Company
      www.riversidepublishing.com
      Measures students’ academic skills in several content areas: reading, mathematics, social studies, science, and information sources
    • 90. Achievement Tests
      Metropolitan Achievement Test
      Harcourt Brace Educational Measurement
      www.harcourtassessment.com
      Focuses on reading, mathematics, language, writing, science, and social studies
    • 91. Achievement Tests
      Stanford Achievement Test
      Harcourt Brace Educational Measurement
      www.harcourtassessment.com
      Assesses reading, mathematics, language, spelling, study skills, science, social studies, and listening
    • 92. Aptitude
      Achievement
    • 93. Something accomplished…
      Achievement
    • 94. Aptitude
      A readiness to learn or to perform well in a particular situation; requires a match between the situation demands and what the person brings to it.
    • 95. Intelligence/Ability Tests
      Cognitive Abilities Test Form 6 (CogAT)
      Riverside Publishing
      www.riverpub.com/
      Measures both general and specific reasoning abilities in three areas: verbal, quantitative, and nonverbal
    • 96. Intelligence/Ability Tests
      Naglieri Nonverbal Ability Test
      Harcourt Brace Educational Measurement
      www.harcourtassessment.com
      Measures nonverbal reasoning and problem-solving abilities. Reading and math skills are not required to respond to each set of patterns.
    • 97. Intelligence/Ability Tests
      Otis-Lennon School Ability Test
      Harcourt Brace Educational Measurement
      www.harcourtassessment.com
      Measures reasoning skills, including verbal comprehension, verbal reasoning, pictorial reasoning, figural reasoning, and quantitative reasoning.
    • 98. Intelligence/Ability Tests
      Cornell Critical Thinking Tests
      Critical Thinking Books & Software
      www.criticalthinking.com
      Measures students’ ability to think critically when analyzing premises and conclusions, judge the reliability of information, and identify assumptions.
    • 99. Intelligence/Ability Tests
      Kuhlmann-Anderson Tests
      Scholastic Testing Service
      www.ststesting.com
      Assesses verbal and nonverbal abilities. Measures academic potential or school learning ability.
    • 100. Intelligence/Ability Tests
      Universal Nonverbal Intelligence Test (UNIT)
      Riverside Publishing
      www.riverpub.com
      Assessment of general intelligence, measured nonverbally.
    • 101. Intelligence/Ability Tests
      Stanford-Binet, Fifth Edition
      Riverside Publishing
      www.riversidepublishing.com
      Measures fluid reasoning, knowledge, quantitative reasoning, visual-spatial processing, working memory.
    • 102. Intelligence/Ability Tests
      Wechsler Nonverbal Scale of Ability
      Pearson
      www.pearsonassessments.com
      Measure of ability; especially designed for culturally and linguistically diverse groups.
    • 103.
    • 104. Multiple Norm Groups
      Put data in spreadsheet
      Include an “opportunity-to-learn” index
      (e.g. ELL status)
      Sort data by percentile rank or SAS
      Provides Local Rank
    • 105. Multiple Norm Groups
      Sort data again by “opportunity-to-learn” then percentile rank or SAS
      Provides list divided into two groups
      Identifies most talented ELL students and most talented native-speaking students
    • 106. Multiple Score Review
      Avoid using composite scores – look at subtests individually
      Review the appropriate information
      Do not compare score with average children
      Look at the discrepancy between strengths and weaknesses
    • 107.
    • 108. Multiple-Criteria Eligibility
      1997 to 2005 Gifted Program
      African-American: 200% increase
      Hispanic: 570% increase
      2002 to 2006 Advanced Placement Courses
      African-American: 71% increase
      Hispanic: 180% increase
    • 109. Topics for the Week
      Tomorrow:
      Nominations and
      Alternative Pathways
      Day 4: Special Placements & Closure
    • 110.
    • 111. Step 2: Teacher Nomination
      All Teachers need to be informed
      Procedures for nomination
      Students who have gained access through test scores
      AVOID NEEDLESS PAPERWORK!
    • 112. Step 2: Teacher Nomination
      Allows identification of students who exhibit behaviors not determined by tests
      High levels of creativity
      Task commitment
      Unusual or intense interests
      Unusual talents
    • 113. Step 2: Teacher Nomination
      Acceptance equal to test scores with one exception…
    • 114. Step 2: Teacher Nomination
      Acceptance equal to test scores with one exception…
      Teachers who over-identify
    • 115. Teacher Rating Scales
      GATES
      Gifted and Talented Evaluation Scales
      Pro-ed
      www.proedinc.com
      • Teachers rate intellectual ability academic skills, creativity, leadership, and artistic talent
    • Teacher Rating Scales
      GRS
      Gifted Rating Scales
      Pearson
      www.pearsonassessments.com
      • Teachers rate intellectual ability academic skills, motivation, creativity, leadership, and artistic talent
    • Teacher Rating Scales
      Tracking Talents
      Prufrock Press
      www.prufrock.com
      • Used to screen and identify multiple talents: cognitive abilities, academic talents, social & physical abilities, and technological & artistic talents through peer, teacher, and self-nomination.
    • Teacher Rating Scales
      CAB
      Clinical Assessment of Behavior
      PAR
      www4.parinc.com
      • Assesses teachers’ and parents’ perceptions of students’ behavioral functioning including important behaviors associated with giftedness.
    • Teacher Rating Scales
      SRBCSS
      Scales for Rating the Behavioral Characteristics of Superior Students
      Creative Learning Press
      www.creativelearningpress.com
      • Teachers assess students on 10 dimensions: learning, motivation, creativity, leadership, art, music, dramatics, planning, communication (precision), and communication (expressiveness)
    • Step 3: Alternate Pathways
      Defined locally
      Allows program to reflect
      Needs of student population
      Demographics of district population
      Allows for non-traditional students to receive services
    • 116. Step 3: Alternate Pathways
      Examples
      Self-nomination
      Parent nomination
      Peer nomination
      Tests of Creativity
      Product evaluation
    • 117. Step 3: Alternate Pathways
      Leads to initial consideration by a screening committee
      NOT AUTOMATIC!
    • 118. Step 3: Alternate Pathways
      Screening evaluation based on:
      Previous school records
      Interviews with students, teachers, & parents
      Administered individual assessments recommended by committee
      Placed in program on trial basis.
    • 119.
    • 120.
    • 121. Creative Thinking Skills
      Torrance Tests of Creative Thinking
      Scholastic Testing
      www.ststesting.com
      Figural and Verbal tests assess fluency, flexibility, and originality. The figural test also assesses elaboration.
    • 122. Creative Thinking Skills
      Group Inventory for Finding Creative Talent
      Educational Assessment Service
      www.sylviarimm.com
      Focuses on creativity via imagination, independence, and multiple interests.
    • 123. Why Creative Thinking Skills Assessments?
      Intelligence measures are predictive of academic or school success.
      Creativity measures are predictive of creative activities and accomplishments later in life.
      Better predictor of future success.
    • 124. Talent Hidden by Underachievement
      Low self-esteem or Low self-efficacy
      Feelings of pessimism
      Anxious, impulsive, or inattentive
      Aggressive, hostile
      Depressed
      Socially immature
    • 125. Talent Hidden by Underachievement
      Lack goal-directed behavior
      Poor coping skills
      Poor self-regulation
      Defense mechanisms
    • 126. Not all bad…
      • Demonstrate honesty and integrity when rejecting inappropriate school work
      • 127. Intense outside interests
      • 128. Creative
    • What about these characteristics?
      Inability to master certain academic skills
      Lack of motivation
      Disruptive classroom behavior
      Failure to complete assignments
      Lack of organizational skills
      Poor listening and concentration skills
      Unrealistic self-expectations
    • 129. Twice-Exceptional
      Gifted with Learning Disability
      May also demonstrate
      Learned helplessness
      Perfectionism
      Supersensitivity
      Low self-esteem
    • 130. Look For:
      Advanced vocabulary use
      Exceptional analytic abilities
      Divergent thinking
      High levels of creativity
      Spatial abilities
      Advanced problem-solving skills
      Specific aptitude
      Good memory
    • 131. Cultural Influence
      Spirituality
      Harmony
      Movement & Verve
      Affect
      Communalism
      Expressive Individualism
      Oral Tradition
      Social Time Perspective
    • 132. African American
      MAY…
      Seek structure and organization in required tasks
      Be slow to motivate in some abstract activities
      Have large vocabulary, but one inappropriate for school
      Makes up games or activities
    • 133. African American
      MAY…
      Have extremely strong concentration
      Express displeasure in having to stop certain activities
      Be very independent
      Neglect school work due to other interests
      Not show expected achievement
    • 134. Hispanics
      Express leadership collaboratively rather than competitively
      Demonstrate intensity through “Abrazo”
      (an index of personal support)
    • 135.
    • 136. American Indian & Alaska Native
      MAY…
      • Not be assertive
      • 137. Ask few questions
      • 138. Be a more concrete learner
      • 139. Be humble, quiet
      • 140. Not be competitive
      • 141. Not openly express feelings
    • American Indian & Alaska Native
      MAY…
      • Not challenge incorrect statements
      • 142. Not look a teacher in the eye
      • 143. Consider family & religious activities more important than school
    • American Indian & Alaska Native
      MAY…
      • Not have a strong home reading environment
      • 144. Have more developed aural/oral memory
      • 145. Not be comfortable speaking in public
      • 146. Be fluently bi- or tri-lingual
    • Step 4: Special Nominations
      Safety Valve No.1
    • 147. Step 4:Special Nominations
      Circulate a list to ALL past and present teachers
      Allows resource teachers to nominate
      Allows override of current teacher if necessary
    • 148. Step 5:Notification & Orientation of Parents
      Letter of Notification
      Comprehensive description of Program
      Focuses on child placement in program or Talent Pool
      Not certification of giftedness
    • 149. Step 5:Notification & Orientation of Parents
      Meeting to explain ALL program policies, procedures, & activities
      How admission to program was determined
      Additions may be made during year
      Invite further interactions
    • 150. Step 5:Notification & Orientation of Parents
      Similar orientation for students!
      Not told they are gifted
      Focus on the opportunities available to develop gifted behaviors
    • 151. Step 6: Action Information Nominations
      Safety Valve No.2
    • 152. Step 6:Action Information Nominations
      The dynamic interactions that occur when a student becomes extremely interested in or excited about a particular topic, area of study, issue, idea, or event.
    • 153. Step 6:Action Information Nominations
      Any enrichment opportunity (whether school or non-school) that might turn a student onto learning or causes them to express gifted behaviors.
    • 154.
    • 155. Two Types of Information Leading to Identification
      Status Information
      Anything you can put down on paper beforehand that tells you something about the student.
      Action Information
      Things that you can only document when they are happening or after they happen.
    • 156. Status Information
      Grades
      Test scores
      Student work samples
      Surveys
      Interest
      Learning Styles
      Expression Styles
    • 157. Status Information
      Teacher input
      Parent input
      Students’ Self-nomination
      Peer Nominations
    • 158.
    • 159. Action Information
      Teacher observations
      Conversations
      Interviews
      Video/audio recordings
    • 165.
    • 166. Interest-A-Lyzer
    • 167. Sample Items…Imagine that you can spend a week job shadowing any person in your community to investigate a career you might like to have in the future. List the occupations of the persons you would select.1st choice ______________________2nd choice______________________3rd choice ______________________
    • 168. Sample Items (Secondary Interest-A-Lyzer)…If you could conduct an interview with a man or woman you admire, past or present, who would it be? What 3 questions would you ask him or her?1. ____________________________________2. ____________________________________3. ____________________________________
    • 169.
    • 170.
    • 171.
    • 172.
    • 173.
    • 174.
    • 175.
    • 176.
    • 177.
    • 178.
    • 179.
    • 180.
    • 181.
    • 182. Learning Styles Inventory
      Sample Items(Renzulli & Smith)…
      Really Dislike……..Really Like
      Being a member of a panel that 1 2 3 4 5 is discussing current events
      Working on your own to prepare 1 2 3 4 5
      material you will discuss in class
    • 183.
    • 184.
    • 185.
    • 186. What differentiates gifted learners from high achievers?
    • 187. Bright
      Knows the Answers
      Asks the Questions
      Gifted
    • 188. Bright
      Is Attentive
      Is Intellectually Engaged
      Gifted
    • 189. Bright
      Has Good Ideas
      Has Original Ideas
      Gifted
    • 190. Bright
      Absorbs Information
      Manipulates Information
      Gifted
    • 191. Bright
      Top Student
      Beyond Her Age Peers
      Gifted
    • 192. Bright
      Repeats 6-8 Times for Mastery
      Repeats 1-2 Times for Mastery
      Gifted
    • 193. Bright
      Understands Ideas
      Constructs Abstractions
      Gifted
    • 194. Bright
      Grasps the Meaning
      Draws Inferences
      Gifted
    • 195. Bright
      Is a Technician
      Is an Inventor
      Gifted
    • 196. Questions?
    • 197. Thank You!

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