Identifying Gifted Students

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Identifying Gifted Students

  1. 1. Identifying
 Gifted and Talented StudentsAngela M. HousandUniversity of North Carolina, WilmingtonConfratute – University of Connecticut
  2. 2. NRC The National Research CenterG/T on the Gifted and Talented www.gi%ed.uconn.edu  
  3. 3. Joe Renzulli and Sally ReisAnd other amazing people…
  4. 4. Traded in My Last Name
  5. 5. angelahousand.com
  6. 6. Graduated and Got a Job… Watson School of Education Angela Housand, Ph.D. housanda@uncw.edu
  7. 7. This Week I Have the Honor…
  8. 8. Why This Strand?•  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
  9. 9. Topics for the WeekDay 1: Definitions of Giftedness Gifted BehaviorsDay 2: Placing Student in a Program Testing for PlacementDay 3: Nominations and Alternative PathwaysDay 4: Special Placements & Closure
  10. 10. She was told by an editor that shewould never write anythingpopular.
  11. 11. Louisa May Alcottwas told by an editor that shewould never write anythingpopular. Little Women is considered one of the the best American children’s books of the past 200 years.
  12. 12. This person had a stormy andemotionally traumatic childhood. Shewas considered an odd-ball by many ofher playmates. Even her family providedher with very little encouragement andsupport. For many years she lived infantasy as the mistress of her alcoholicfather’s household.
  13. 13. Eleanor Roosevelt
  14. 14. You must do the thing you think you cannot do. -Eleanor Roosevelt
  15. 15. This person was four years old beforehe could speak and seven before hecould read: He was considered dull byboth his parents and his teachers.
  16. 16. Albert EinsteinAbove average intelligence(Cox, 1926; Reis, 1995; Walberg et. al., 1981; Walberg & Paik, 2005)Image: http://streams.gandhiserve.org/images/einstein.jpg
  17. 17. This man was firedby a newspapereditor because hedidn’t have enoughgood ideas.
  18. 18. Walt DisneyThis man was firedby a newspapereditor because hedidn’t have enoughgood ideas.
  19. 19. As a child this person was hyperactive, had aspeech defect, was prone to constant colds,had poor peer relationships, and frequentlyfailed in school. It took him three years tocomplete the first grade. His father soondecided the boy needed more discipline andsuggested military school. Before beingadmitted, however, he failed the entranceexamination three times. A teacher once calledhim the naughtiest small boy in England.
  20. 20. Winston Churchill 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
  21. 21. Where would you start?
  22. 22. Definition  There is no universally accepted definition for gifted, talented, or giftedness
  23. 23. Definition  Theparticular definition adopted by a school district will:   Guide the identification process   Consequently determine who is selected for services
  24. 24. 3 Ring Conception of Giftedness
  25. 25. Gagné’s  DMGT  Model  •  Differen3ated  Model  of  Gi6edness  and  Talent  •  Dis3nguishes  between  “gi6s”  and  “talents”  •  Gi6s:   –  General  ap3tudes   –  Untrained  natural  ability  •  Talents:   –  Specific  skills   –  Learned  capabili3es  
  26. 26. Taylor’s  Mul3ple  Talent  Totem  Poles  
  27. 27. Mul3ple  Talent  Totem  Poles  (1984)  •  Academic   •  Planning  (Designing)  •  Produc3ve  Thinking   •  Implemen3ng  •  Communica3ng   •  Human  Rela3ons  •  Forecas3ng   •  Discerning  •  Decision  Making   Opportuni3es  
  28. 28. Gardner’s  Mul3ple  Intelligences  •  Linguis3c  •  Logical-­‐Mathema3cal  •  Spa3al  •  Musical  •  Bodily-­‐kinesthe3c  •  Interpersonal  •  Intrapersonal  •  Naturalist  
  29. 29. Sternberg’s  Triarchic  Theory  •  Analy3cal  Gi6edness  •  Synthe3c  Gi6edness   –  Crea3vity   –  InsighYulness   –  Intui3on   –  Ability  to  cope  with  novelty  •  Prac3cal  Gi6edness   –  Apply  first  two  in  pragma3c  situa3ons   –  Wisdom  –  concerns  about  needs  and  welfare  of   others  
  30. 30. U.S. D.O.E DefinitionChildren 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).
  31. 31. 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
  32. 32. State Definitions•  Davidson Institute for Talent Development  Missouri  Kansas  California  Connecticut  North Carolina
  33. 33. State Definitions•  Why do you think CA provides the districts with choices for identification categories?
  34. 34. Definition  DANGER!   If a definition to narrow, identification methods may discriminate against low SES, minority, disabled, underachieving, and females
  35. 35. 3 Ring Conception of Giftedness
  36. 36. OPERATION HOUNDSTOOTH OPTIMISM COURAGE ROMANCE WITH A TOPIC OR DISCIPLINE •hope •Psychological/intellectual•positive feelings from hard work independence •absorption •moral conviction •passion SENSITIVITY TO HUMAN PHYSICAL/MENTAL ENERGY VISION/SENSE OF CONCERNS DESTINY •charisma •insight •curiosity •sense of power to change things •empathy •sense of direction •pursuit of goals diversity WISDOM balance SATISFYING LIFESTYLE THE PURSUIT OF HAPPINESS harmony proportion © Operation Houndstooth The National Research Center on the Gifted and Talented University of Connecticut Joseph S. Renzulli, Rachel E. Sytsma, & Kristin B. Berman November, 2000 www.gifted.uconn.edu
  37. 37. Gifted Behaviors NOT Gifted People!
  38. 38. Gifted Artist Talented MathematicianUse “defining” terms as adjectives: Talented Musician Gifted Writer
  39. 39. Personality Factors
 Influencing Gifted Behavior""   Charm/Charisma" "   Perception of"   Need for Self, Self-Efficacy" Achievement" "   Courage""   Ego Strength" "   Character""   Energy" "   Intuition""   Sense of Destiny" "   Personal Attractiveness"
  40. 40. Environmental Factors Influencing Gifted Behavior»  SES »  Formal Education»  Parental »  Role Model Personalities Availability»  Education of »  Physical Illness Parents and/or Well»  Stimulation of Being Childhood »  Chance Factors Interests »  Zeitgeist»  Family Position
  41. 41. School  House  Gi6edness  Crea3ve  Gi6edness  
  42. 42. Teacher  Pleaser  Evil  Genius  
  43. 43. Characteristics: Seeing  Unusual alertness  Joy in learning  Keen observation  Sees “Big Picture”  Makes connections  Intense focus  Curious
  44. 44. Characteristics: Speed  Early and rapid learning  Rapid language development  Metacognitively efficient
  45. 45. 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
  46. 46.   Independent    High  energy    Curious    Sense  of  humor    Open-­‐minded    Need  for  privacy  and  alone  time  
  47. 47.   Aware  of  their  own  creativeness    Originality  in  thought  and  action    Attracted  to  complexity  and  novelty    Artistic  tendencies    Willing  to  take  risks    Perceptive  
  48. 48. Characteristic ofEminent AdultsCreativeImaginativeInnovativeA Sense of Destiny
  49. 49.   Impulsive     Neurotic    Egotistical     Temperamental    Argumentative     Capricious    Rebellious     Careless    Uncooperative     Disorganized    Stubborn     Demanding    Childish     Indifferent  to    Absentminded   Conventions  
  50. 50. Characteristics: Negative  Uneven mental development  Interpersonal difficulties  Underachievement
  51. 51. Asynchronous Development Uneven intellectual, physical, and emotional development.
  52. 52. 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
  53. 53. Your Mission…
  54. 54. Your Mission…•  Does your state have a definition of gifted/talented?•  Is your district required to follow the state definition?•  What are the identification guidelines for your district? Are the guidelines provided by the state?
  55. 55. Topics for the WeekTomorrow: Placing Student in a Program Testing for PlacementDay 3: Nominations and Alternative PathwaysDay 4: Special Placements & Closure
  56. 56. Average Ranking Sam Edder Mary Hall Bill Ridell Elaine Hawkins Albert Wright Sarah Lang Mike Grost
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  58. 58. Sam  Edder     =     Albert   Einstein  
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  60. 60. Mary  Hall     =     Eleanor    Roosevelt  
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  62. 62. Bill  Ridell     =    Thomas  Edison  
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`SUU-SSVW;*
  64. 64. Elaine  Hawkins     =    Isadora  Duncan  
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`4V76H97201/B892G751/B27D795>*"6?BA?D5>*075>BC;*357262/8H7G7/U #G7=A5>*#OA>>:;*51V768429B?7H<2195>N7559720H87=37970H726>B41/BH3449675<U;4/;738 B44007E28791?D<7DAB5>*(ND?965>ABA7:;*/4/7 +?=5BA?D5>*2?5>:;*1/879768701/9782151/B"H5>F5BA?D*?@*/56A>E*#B?=O;*$48:792/ 479:?D5>*2?5>:;*N2/86844N/:164N/E?61/766H1557B181=287;:150H<28:791/G45G701/67G792552NU :2G72aB440_<2=15>6?186 +?=5BA?D5>*1?DB9ANFBA?D:;*$2/?2552E49H;579V1/27D795>*4?>ABA=5>*.7>A7@:;**I79>!4/679G281G7 68497H54/B6:497=2/H;4/610797052b>E>7=354>796M &24*1?6GFB79*"H5>F5BA?D*P:=5>7Q*R*B?*RSST* #=?97cXSUKRVWX;*
  66. 66. Albert  Wright   =     Abraham   Lincoln  
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`76=?61;2/0298MN18:37796 #G7=A5>*#OA>>:;*51`76841/G7/8B2=761?D<7DAB5>*(ND?965>ABA7:;*N7296B526676 +?=5BA?D5>*2?5>:;*N4?5051`784N49`N18:"H5>F5BA?D*?@*/56A>E*#B?=O;*%G792B7 ;:15097/27D795>*4?>ABA=5>*.7>A7@:;**87/0684N290 479:?D5>*2?5>:;*N4?5051`784:75348:7937435751E792516= +?=5BA?D5>*1?DB9ANFBA?D:;*+2E>618697B?5295> &24*1?6GFB79*"H5>F5BA?D*P:=5>7Q*R*B?*RSST* #=?97aXSU-SSVW;***
  68. 68. A  Terman  Study   Par3cipant   IQ  =  180+    Sarah  Lang     =    Sarah  Lang    Kindergarten   Teacher  
  69. 69. 8:7F707925+?972?4<#/G7681B2814/H!267I791<1;2814/.1G1614/HJ26:1/B84/H.!H61K=4/8:639149848:7;:150L62/81;1328707/89>M%552/6N796=?68E77/879701/8:7632;7625548870MA*-(,&(-*A,-)#&@F%O(*#&F,-$%)#,&J#OO+*A-,(*!P)*.#&F*.*-%O!,P-)M 4(!"&#* * /(0"!* I,0"!** &567Q+155@9468 &567Q%?097>@9468 (8897::;***O2/61/BH$# (8897::;***O2/61/BH$# (<7;** RS* !5=7;!2?;2612/ (<7;** TU* !5=7;!2?;2612/4>5=7*?@*.A9BC;*268O2/61/B 4>5=7*?@*.A9BC;.789418 &5BA?D5>ABEQ%=791;2/ &5BA?D5>ABEQ%=791;2/ ,==FG5BA?D;%;;4?/82/8 ,==FG5BA?D;"4?67N1<7 !7>A<A?F:*497@797D=7Q!28:451; !7>A<A?F:*497@797D=7Q !28:451;"8F=5BA?D5>*)7H7>;$M(M "8F=5BA?D5>*)7H7>;+M% $DB797:B:;***634986H97201/BH;4==?/18>2;81G168* $DB797:B:;***=?61; 634986H97201/B H* 10$)%*(44)-$&2*/,!*&J2J4J* *&567;* $1V7@9468 (<7;* WS "8F=5BA?D5>*)7H7>Q@9207X &5BA?D5>*=?6GFB79*5==7::*=?87:*@?9*=CA>8;** $%;* YZ[TW #=C??>;YRTSZ I%Y[XW &24*"H5>F5BA?D*Y@TWZZ %,*&,*K!$"*."),K*0$#*)$&"* /,!*&24*#1!""&$&2*3#"*,&)-** * * * * * * * * * * * *07A<CB*LWW] K7A<CB*[^5E6M (GG7595D=7* %G792B7 $L* WUS_ #L WS (L* W[S_ 1L WX^ #=C??>*(8MF:B67DB %544<<94=2B737796H49B2/1`79 27D795>*4CE:A=5>*075>BC;*7K;7557/8 #G7=A5>*$DB797:B:;*;:766H=28:27D795>*"6?BA?D5>*075>BC;*7K;7557/8 #G7=A5>*#OA>>:;*710781;=7=49>1?D<7DAB5>*(ND?965>ABA7:;*97a?1976B526676 +?=5BA?D5>*2?5>:;*=2V72;4==18=7/884"H5>F5BA?D*?@*/56A>E*#B?=O;*%E4G7*%G792B7 70?;2814/27D795>*4?>ABA=5>*.7>A7@:;**;4/679G281G7E?8 479:?D5>*2?5>:;*37964/25<?5<155=7/8H2/0=2V72<?8?91681; 61B/1<1;2/8;4/891E?814/8464;178> +?=5BA?D5>*1?DB9ANFBA?D:;*A?E516:702/491B1/25* =28:7=281;68:7497=C2;;73870E>8:7%=791;2/* %664;12814/4<$28:7=281;12/6D&24*1?6GFB79*"H5>F5BA?D*P:=5>7Q*R*B?*RSST* U-SSVW;* #=?97bZZ_*
  70. 70. Mike  Grost  =  Mike  Grost  
  71. 71. Identification Considerations""  There is no perfect identification system!""  Match identification procedures to the services provided"
  72. 72. Identification Considerations""  High performance vs. high potential" "   May require different kinds of programming options ""  Establish local norms using " "   Grade level" "   Similarity of learning opportunities" "   Background characteristics"
  73. 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. 74. Identification Procedures Answer" "  Who are the gifted and talented students?" "  Why are we striving to identify them?" "  How do we find them?"
  75. 75. Identification Procedures Answer" "  What are the most appropriate tools for identifying studentsʼ gifts and talents?" "  How are data from various tools analyzed and interpreted?" "  Who is responsible for identifying studentsʼ gifts and talents?"
  76. 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. 77. Identification Procedures Should: " "  Reflect studentsʼ needs" "  Be defensible and inclusive" "  Include students" "   with disabilities" "   who are English language learners" "   economically disadvantaged "
  78. 78. Identification Procedures Should: " "  Be flexible" "  Be communicated" "   teachers" "   parents" "   administrators" "   students " "  Be updated at regular intervals to reflect changing demographics"
  79. 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. 80. Don’t go! I’m sure page 3 of Billy’s Gifted MatrixChecklist No. 5.3 (a) is in here somewhere.
  81. 81. Renzulli’s Identification 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. 82. The 3 Goals of Renzulli’s Identification System #1Develop creativity and/or task commitment instudents who may come to an educator’sattention through alternate means ofidentification.
  83. 83. The 3 Goals of Renzulli’s Identification System #2Provide learning experiences and supportsystems that promote interaction of creativity,task commitment, and above averageachievement.(Bringing the “rings together!)
  84. 84. The 3 Goals of Renzulli’s Identification System #3Provide opportunities, resources, andencouragement for the development andapplication of gifted behaviors.
  85. 85. Internal Consistency•  Develop criteria for identification that matches the program!
  86. 86. Internal Consistency Abilities and Interests of Students Services Identification and of interests Programs and needs Provided Characteristics of Students
  87. 87. 99th[Approximately 50% of [Approximately 50% of Total Talent Pool Consists of Approximately 15% of the General Population Test Score Criteria %ile Test Score The Talent Pool] Nominations Step 1 [Automatic, and Based on Local Norms] 92nd %ile Teacher Nominations Non-Test Criteria The Talent Pool] Step 2 [Automatic Except in Cases of Teachers Who Are Over or Under Nominators] Case Step 3 Alternative Pathways Study Case Step 4 Special Nominations Study Step 5 Notification of Parents Step 6 Action Information Nominations Renzulli Identification System
  88. 88. Step 1: Test Score Nomination
  89. 89. 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. 90. Metropolitan Achievement Test   Harcourt Brace Educational Measurement   www.harcourtassessment.com  Focuseson reading, mathematics, language, writing, science, and social studies
  91. 91. Stanford Achievement Test   Harcourt Brace Educational Measurement   www.harcourtassessment.com  Assessesreading, mathematics, language, spelling, study skills, science, social studies, and listening
  92. 92. Ap3tude  Achievement  
  93. 93. Something  accomplished…   Achievement  
  94. 94. Ap3tude  A  readiness  to  learn  or  to  perform  well  in  a  par3cular  situa3on;  requires  a  match  between  the  situa3on  demands  and  what  the  person  brings  to  it.  
  95. 95. 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
  96. 96. 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
  97. 97. 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
  98. 98. 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
  99. 99. Topics for the WeekTomorrow: Nominations and Alternative PathwaysDay 4: Special Placements & Closure
  100. 100. What do we know so far aboutidentification?
  101. 101. Step 2: Teacher Nomination  All Teachers need to be informed  Procedures for nomination  Students who have gained access through test scores AVOID NEEDLESS PAPERWORK!
  102. 102. 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
  103. 103. Step 2: Teacher Nomination  Acceptanceequal to test scores with one exception…
  104. 104. Step 2: Teacher Nomination  Acceptanceequal to test scores with one exception… Teachers who over-identify
  105. 105. 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
  106. 106. Teacher Rating Scales GRS Gifted Rating Scales   Pearson   www.pearsonassessments.com   Teachers rate intellectual ability academic skills, motivation, creativity, leadership, and artistic talent
  107. 107. Teacher Rating Scales Tracking Talents   Prufrock Press   www.prufrock.com   Usedto screen and identify multiple talents: cognitive abilities, academic talents, social & physical abilities, and technological & artistic talents through peer, teacher, and self-nomination.
  108. 108. 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.
  109. 109. Teacher Rating Scales Scales for Rating the BehavioralSRBCSS Characteristics of Superior Students   Creative Learning Press   www.creativelearningpress.com   Teachersassess students on 10 dimensions: learning, motivation, creativity, leadership, art, music, dramatics, planning, communication (precision), and communication (expressiveness)
  110. 110. Teacher Rating Scales Developed at the University of PurdueHOPE Marcia Gentry, Ph. D.   Teachersassess students on academic and social factors related to giftedness
  111. 111. 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
  112. 112. Step 3: Alternate Pathways   Examples   Self-nomination   Parent nomination   Peer nomination   Tests of Creativity   Product evaluation
  113. 113. Step 3: Alternate Pathways   Leads to initial consideration by a screening committee NOT AUTOMATIC!
  114. 114. 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.
  115. 115. Creative Thinking Skills
  116. 116. Creative Thinking Skills
  117. 117. Why Creative ThinkingSkills Assessments?
  118. 118. Talent  Hidden  by  Underachievement   •  Low  self-­‐esteem  or   Low  self-­‐efficacy   •  Feelings  of  pessimism   •  Anxious,  impulsive,  or   inaien3ve   •  Aggressive,  hos3le   •  Depressed   •  Socially  immature  
  119. 119. Talent  Hidden  by  Underachievement   •  Lack  goal-­‐directed   behavior   •  Poor  coping  skills   •  Poor  self-­‐regula3on   •  Defense  mechanisms  
  120. 120. Not all bad…•  Demonstrate honesty and integrity when rejecting inappropriate school work•  Intense outside interests•  Creative
  121. 121. 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"
  122. 122. Twice-Exceptional•  Gifted with Learning Disability•  May also demonstrate –  Learned helplessness –  Perfectionism –  Supersensitivity –  Low self-esteem
  123. 123. Look For:•  Advanced •  Advanced problem- vocabulary use solving skills•  Exceptional •  Specific aptitude analytic abilities •  Good•  Divergent thinking memory•  High levels of creativity•  Spatial abilities
  124. 124. Cultural Influence•  Spirituality•  Harmony•  Movement & Verve•  Affect•  Communalism•  Expressive Individualism•  Oral Tradition•  Social Time Perspective
  125. 125. African AmericanMAY…•  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
  126. 126. African AmericanMAY…•  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
  127. 127. Hispanics•  Express leadership collaboratively rather than competitively•  Demonstrate intensity through “Abrazo” (an index of personal support)
  128. 128. Hispanic White25+ years old with a HS Diploma 57% 88.7%Only a 9th grade education 27% 4%Managerial or Professional 14.2% 35.1%Occupations
  129. 129. American Indian & Alaska NativeMAY…•  Be humble, quiet •  Not be assertive•  Not be competitive •  Ask few questions•  Not openly express •  Be a more concrete feelings learner
  130. 130. American Indian & Alaska NativeMAY…•  Consider family & •  Not challenge incorrect religious activities statements more important than •  Not look a teacher in school the eye
  131. 131. American Indian & Alaska NativeMAY…•  Not be comfortable •  Not have a strong home speaking in public reading environment•  Be fluently bi- or tri- •  Have more developed lingual aural/oral memory
  132. 132. Step 4: Special Nominations Safety Valve No.1
  133. 133. 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
  134. 134. 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
  135. 135. 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
  136. 136. Step 5:Notification & Orientation of Parents  Similar orientation for students!  Not told they are gifted  Focus on the opportunities available to develop gifted behaviors
  137. 137. Step 6: Action Information Nominations Safety Valve No.2
  138. 138. 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.
  139. 139. 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.
  140. 140. Two Types of InformationLeading 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.
  141. 141. Status Information   Grades   Test scores   Student work samples   Surveys – Interest – Learning Styles – Expression Styles
  142. 142. Status Information   Teacher input   Parent input   Students’ Self-nomination   Peer Nominations
  143. 143. Action Information   Teacher observations •  Work habits •  Thinking •  Questioning •  Leadership Qualities •  Peer Interactions •  Skill Development   Conversations   Interviews   Video/audio recordings
  144. 144. Interest-A-Lyzer
  145. 145. 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 ______________________
  146. 146. Sample Items (Secondary Interest-A-Lyzer)…If you could conduct an interview with a man orwoman you admire, past or present, who would itbe? What 3 questions would you ask him or her?1. ____________________________________2. ____________________________________3. ____________________________________
  147. 147. Learning Styles InventorySample Items (Renzulli Smith)… Really Dislike……..Really LikeBeing a member of a panel that 1 2 3 4 5is discussing current eventsWorking on your own to prepare 1 2 3 4 5material you will discuss in class
  148. 148. What differentiates giftedlearners from high achievers?
  149. 149. BrightKnows the Answers Asks the Questions Gifted
  150. 150. BrightIs Attentive Is Intellectually Engaged Gifted
  151. 151. BrightHas Good Ideas Has Original Ideas Gifted
  152. 152. BrightAbsorbs Information Manipulates Information Gifted
  153. 153. BrightTop Student Beyond Her Age Peers Gifted
  154. 154. BrightRepeats 6-8 Times for Mastery Repeats 1-2 Times for Mastery Gifted
  155. 155. BrightUnderstands Ideas Constructs Abstractions Gifted
  156. 156. BrightGrasps the Meaning Draws Inferences Gifted
  157. 157. BrightIs a Technician Is an Inventor Gifted
  158. 158. Questions?
  159. 159. Thank You!

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