1. how we define, identify, and service gifted students

2.  Some professionals define "gifted" as:
 an IQ score above 130,
 two or more standard deviations above the norm,
 or the top 2.5%.
 Others define "gifted" based on scholastic achievement:
 student works 2 or more grade levels above his or her age.
 Still others see giftedness as prodigious accomplishment:
 adult-level work while chronologically a child.

3.  Giftedness is asynchronous development in which
advanced cognitive abilities and heightened intensity
combine to create experiences and awareness that are
qualitatively different from the norm. This asynchrony
increases with higher intellectual capacity. The
uniqueness of the gifted renders them particularly
vulnerable and requires modifications in parenting,
teaching, and counseling in order to develop optimally.
(Columbus Group, 1991)

4.  Gifted students show evidence of high performance
capability in intellectual, creative, artistic, leadership,
or specific academic areas and who need services or
activities not ordinarily provided in a regular school
program in order to fully develop such capabilities
(from s. 118.35(1), Wis. Stats.).

5.  Standardized test data (not a big part)
 IQ testing (cannot be the only factor)
 Nominations
 Rating Scales or inventories (Renzulli)
 Products/Portfolios (especially creativity or leadership)

6.  A systematic and continuous set of instructional
activities or learning experiences which expand
the development of the pupils identified as gifted
and talented (from PI 8.01(2)(t), Wis. Admin.
Code).

7.  Gifted children are children first.
 The success of the gifted and talented child is the
responsibility of everyone; parents, students, and
teachers.
 We encourage excellence not perfection.
 Attitude is just as important as aptitude in
determining success.
 Being gifted does not preclude hard work. Work tells
the world who we are. It should be done with pride.
 Every child deserves the challenge to learn something
new each day.

8.  Parent or Teacher Nomination
 N:N-drive (each folder has 5GB max)PegasusCopy of
PEGASUS NOMINATION BY TEACHER.docx
 N:N-drive (each folder has 5GB max)PegasusCopy of
PARENT NOMINATION FORM.docx
 N:N-drive (each folder has 5GB max)PegasusCopy of
permission to test for GT.doc

9.  Slosson Intelligence Test
 Basic IQ test
 Raven’s Matrices
 Nonverbal reasoning
 Sages-2
 Language Arts/Social Studies
 Math/Science
 Nonverbal reasoning
 Torrance Test of Creativity
 Thinking with words
 Thinking with pictures
 Renzulli Scales
 Behavioral characteristics of superior students

10.  Asynchronous development is the hallmark of
giftedness.
 The more extreme the intellectual advancement is; the
more extreme is the asynchrony.
 Like putting a jet engine in a car.

11.  Is interested
 Works hard
 6-8 repetitions
 Enjoys peers
 Enjoys school
 Top group
 Learns with ease
 Is highly curious
 Plays around
 1-2 repetitions
 Enjoys adults
 Enjoys learning
 Group?
 Already knows

12.  120’s – bright
 130’s – mild
 140’s – moderate
 150’s – highly
 160’s + - exceptionally
 180’s+ - profoundly

13.  Mildly 1:40
 Moderately 1:1,000
 Highly 1:10,000
 Exceptionally 1:1,000,000
 *Profoundly fewer than 1:1,000,000
Parents of these children have more in common with special ed. parents
*Will need lifelong counseling.

14. Robinson and Kueht 2008
RtI
Intense
Interventions
Extend
Lessons
Tier 2
Intense
Interventions
In Addition to
Regular Work
Instead of Regular
Work
District
Curriculum
High-Quality Standards
Based Instruction
“All” students experience
differentiated lessons
Extra
Help

15. Research-Based Strategies
Classroom Based  Pre-Assessment
 Questioning
Techniques
 Creative
Thinking
 Critical
Thinking
 Flexible
Grouping
 Problem-Based
Learning
 Inquiry Models
 Curriculum
Compacting
 Independent
Contracts
School/District
Based
 Cluster
Grouping
 Pull-Out/Pull-In
 Purchased Services
 Subject
Acceleration
 Grade
Acceleration
 Mentoring
 Internships
Increasing Intensity

16.  Provisions for acceleration and compression of
content
 Use of higher order thinking skills
 Integration of content by key ideas, themes
 Advanced reading level materials
 Opportunities to develop advanced products
 Independent learning based on capacity and
interest
 Inquiry-based instructional techniques
 Problem-based learning

18.  http://www.hoagiesgifted.org/gifted_101.htm
 http://www.hoagiesgifted.org/defining_moment.htm
 http://cal.dpi.wi.gov/cal_gift-law
 http://cal.dpi.wi.gov/cal_rti-gifted