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Confratute 2010 Identifying Gifted & Talented


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This inclusive identification process will help you identify gifted and talented students so they can receive the special services they need. Looking forward to Confratute 2011

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Confratute 2010 Identifying Gifted & Talented

  1. 1. IdentifyingGifted and Talented Students<br />Angela M. Housand<br />University of North Carolina, Wilmington<br /><br />Confratute 2010 at University of Connecticut<br />Storrs, CT<br />
  2. 2.<br />
  3. 3. Understand the unique behaviors that characterize giftedness<br />Specific resources and examples for your use and adaptation<br />An easy to follow 6-step strategy for identifying students for talent development<br />Why This Strand?<br />
  4. 4. Where would you start?<br />
  5. 5. Topics for the Week<br />Day 1: Definitions of Giftedness<br /> Gifted Behaviors<br />Day 2: Creating a Talent Pool<br /> Identifying G & T Students<br />Day 3: Identifying G & T Students<br /> Total Talent Portfolio<br />Day 4: Wrap-up and Closure<br />
  6. 6. Definition<br />There is no universally accepted definition for gifted, talented, or giftedness<br />
  7. 7. Definition<br />The particular definition adopted by a school district will:<br />Guide the identification process<br />Consequently determine who is selected for services<br />
  8. 8. 3 Ring Conception of Giftedness<br />
  9. 9. Gagné’s DMGT Model<br />Differentiated Model of Giftedness and Talent<br />Distinguishes between “gifts” and “talents”<br />Gifts:<br />General aptitudes<br />Untrained natural ability<br />Talents:<br />Specific skills<br />Learned capabilities<br />
  10. 10. Taylor’s Multiple Talent Totem Poles<br />
  11. 11. Multiple Talent Totem Poles (1984)<br />Academic<br />Productive Thinking<br />Communicating<br />Forecasting<br />Decision Making<br />Planning (Designing)<br />Implementing<br />Human Relations<br />Discerning Opportunities<br />
  12. 12. Sternberg’s Triarchic Theory<br />Analytical Giftedness<br />Synthetic Giftedness<br />Creativity<br />Insightfulness<br />Intuition<br />Ability to cope with novelty<br />Practical Giftedness<br />Apply first two in pragmatic situations<br />Wisdom – concerns about needs and welfare of others<br />
  13. 13. Gardner’s Multiple Intelligences<br />Linguistic<br />Logical-Mathematical<br />Spatial<br />Musical<br />Bodily-kinesthetic<br />Interpersonal<br />Intrapersonal<br />Naturalist<br />
  14. 14. U.S. D.O.E Definition<br /> 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).<br />
  15. 15. NAGC State of the States<br />In the U.S: Program and Service for gifted learners made at the state and local levels<br />Gifted By State<br />
  16. 16. State Definitions<br />Davidson Institute for Talent Development<br />Missouri<br />Kansas<br />California<br />Connecticut<br />North Carolina<br />
  17. 17. State Definitions<br />Why do you think CA provides the districts with choices for identification categories?<br />
  18. 18. Definition<br />DANGER!<br />If a definition to narrow, identification methods may discriminate against low SES, minority, disabled, underachieving, and females<br />
  19. 19.
  20. 20. Renzulli’sDear Mr. & Mrs. Copernicus<br /> A study conducted by the American College Testing (ACT) Program titled, Varieties of Accomplishment After College: Perspectives on the Meaning of Academic Talent (Munday & Davis, 1974), resulted in the following conclusion:<br />
  21. 21. The adult accomplishments were found to be uncorrelated with academic talent, including test scores, high school grades, and college grades. However, the adult accomplishments were related to comparable high school non-academic (extra curricular) accomplishments. This suggests that there are many kinds of talents related to later success which might be identified and nurtured by educational institutions (abstract).<br />
  22. 22. 3 Ring Conception of Giftedness<br />
  23. 23.
  24. 24. Characteristics<br />
  25. 25. Characteristics<br />Behaviors<br />
  26. 26. T<br />I<br />C<br />U<br />C<br />A<br />P<br />Gifted Behaviors NOT Gifted People!<br />
  27. 27. Gifted Artist<br />Talented Mathematician<br />Use “defining” terms as adjectives:<br />Talented Musician<br />Gifted Writer<br />
  28. 28. Personality FactorsInfluencing Gifted Behavior<br />Charm/Charisma<br />Need for Achievement<br />Ego Strength<br />Energy<br />Sense of Destiny<br />Perception of Self, Self-Efficacy<br />Courage<br />Character<br />Intuition<br />Personal Attractiveness<br />
  29. 29. Environmental FactorsInfluencing Gifted Behavior<br />SES<br />Parental Personalities<br />Education of Parents<br />Stimulation of Childhood Interests<br />Family Position<br />Formal Education<br />Role Model Availability<br />Physical Illness and/or Well Being<br />Chance Factors<br />Zeitgeist<br />
  30. 30. Above Average Ability<br />Above Average (General) Ability: Characteristics<br />High levels of:<br />Abstract thinking<br />Verbal reasoning<br />Numerical reasoning<br />Spatial relations<br />Memory & word fluency<br />Adapts to novel situations<br />
  31. 31. Above Average Ability<br />Above Average (General) Ability: Characteristics<br />Automization of:<br />Information processing<br />Rapid, accurate & selective retrieval of information<br />Adapts to novel situations<br />
  32. 32. Above Average Ability<br />Above Average (Specific) Ability: Characteristics<br />Application of various combinations of general abilities to one or more specialized areas of knowledge or performance<br />
  33. 33. Above Average Ability<br />Above Average (Specific) Ability: Characteristics<br />Capacity for acquiring & using:<br />Advanced knowledge<br />Techniques<br />Logistics<br />Strategies<br />Capacity to determine relevance of information<br />
  34. 34. Task Commitment<br />Task Commitment: Characteristics<br />High levels of:<br />Interest<br />Enthusiasm<br />Fascination<br />Involvement<br />Demonstrates:<br />Perseverance<br />Endurance<br />Determination<br />Hard work<br />Dedicated practice<br />
  35. 35. Task Commitment: Characteristics<br />Task Commitment<br />Self-confident<br />Belief in one’s own ability<br />Driven to achieve<br />Rage to Master<br />Open to criticism<br />
  36. 36. Task Commitment<br />Task Commitment: Characteristics<br />Ability to identify problems<br />Sets high standards for self & others<br />Developing sense of taste, quality & excellence about work products<br />
  37. 37. Creativity<br />Creativity:Characteristics<br />Fluency, flexibility & originality of thought<br />Openness to experience<br />Receptive to new & different thoughts, actions, and products<br />
  38. 38. Creativity<br />Creativity:Characteristics<br />Curious<br />Speculative<br />Adventurous<br />“Mentally Playful”<br />
  39. 39. Creativity<br />Creativity:Characteristics<br />Sensitive to:<br />Details<br />Aesthetic characteristics of ideas & things<br />Willing to:<br />Act on own ideas and feelings<br />React to external stimulation<br />
  40. 40. P<br />Louisa May Alcott<br />was told by an editor that she would never write anything popular. <br />Little Women<br />is considered one of the the best American children’s books of the past 200 years.<br />
  41. 41. 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. <br />
  42. 42. Eleanor Roosevelt<br />
  43. 43. You must do the thing you think you cannot do.<br />-Eleanor Roosevelt<br />
  44. 44. 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. <br />
  45. 45. Albert Einstein<br />Above average intelligence<br />(Cox, 1926; Reis, 1995; Walberg et. al., 1981; Walberg & Paik, 2005)<br />Image:<br />
  46. 46. P<br />This man was fired by a newspaper editor because he didn’t have enough good ideas. <br />
  47. 47. P<br />Walt Disney<br />This man was fired by a newspaper editor because he didn’t have enough good ideas. <br />
  48. 48. 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. <br />
  49. 49. WinstonChurchill<br /> Superior capacity for communication<br /> Well-rounded<br /> Broad interests<br />(Reis, 1995, 1998, 2005; Van-Tassel Baska 1989; Walberg et. al., 1981; Walberg & Paik, 2005) Image:<br />
  50. 50. School House Giftedness<br />Creative Giftedness<br />
  51. 51. Teacher Pleaser<br />Evil Genius<br />
  52. 52. Characteristics: Seeing<br />Unusual alertness<br />Joy in learning<br />Keen observation<br />Sees “Big Picture”<br />Makes connections<br />Intense focus<br />Curious<br />
  53. 53. Characteristics: Speed<br />Early and rapid learning<br />Rapid language development<br />Metacognitively efficient<br />
  54. 54. Superior ≠<br />
  55. 55. Superior =<br />
  56. 56. Characteristics: Differences<br />Superior language<br />Verbal fluency<br />Large vocabulary<br />Superior analytical and reasoning ability<br />High-capacity memory<br />Goes beyond what is sought<br />Abstract, complex, and insightful thinking<br />
  57. 57. Creatively Gifted<br />Independent<br />High energy<br />Curious<br />Sense of humor<br />Open-minded<br />Need for privacy and alone time<br />
  58. 58. Creatively Gifted<br />Aware of their own creativeness<br />Originality in thought and action<br />Attracted to complexity and novelty<br />Artistic tendencies<br />Willing to take risks<br />Perceptive<br />
  59. 59. Characteristic ofEminent Adults<br /> Creative<br /> Imaginative<br /> Innovative<br /> A Sense of Destiny<br />
  60. 60. And the not so good…<br />Impulsive<br />Egotistical<br />Argumentative<br />Rebellious<br />Uncooperative<br />Stubborn<br />Childish<br />Absentminded<br />Neurotic<br />Temperamental<br />Capricious<br />Careless<br />Disorganized<br />Demanding<br />Indifferent to Conventions<br />
  61. 61. Characteristics: Negative<br />Uneven mental development<br />Interpersonal difficulties<br />Underachievement<br />
  62. 62. Asynchronous Development<br />Uneven intellectual, physical, and emotional development.<br />
  63. 63. Asynchronous Development<br />Cognitively understand advanced concepts (like mortality) but lack emotional maturity to cope with knowledge<br />Perceived as older due to cognitive ability, but lack behavioral maturity<br />
  64. 64. Your Mission…<br />
  65. 65. Your Mission…<br /><ul><li>Does your state have a definition of gifted/talented?
  66. 66. Is your district required to follow the state definition?
  67. 67. What are the identification guidelines for your district? Are the guidelines provided by the state?</li></li></ul><li>Identification Considerations<br />There is no perfect identification system!<br />Match identification procedures to the services provided<br />Identification does not determine if a student is “gifted” or “not gifted”<br />It selects students who would benefit from supplementary services<br />
  68. 68. Identification Considerations<br />High performance vs. high potential<br />High potential students may require different kinds of programming options than high performing students<br />Establish local norms <br />Use grade level, similarity of learning opportunities & background characteristics rather than national norms<br />
  69. 69. Identification Considerations<br />Target specific behaviors and potentials<br />Avoid generic labels<br />Moderately gifted<br />Highly gifted<br />Label the services, not the students<br />
  70. 70. Identification Procedures Answer<br />Who are the gifted and talented students?<br />Why are we striving to identify them?<br />How do we find them?<br />
  71. 71. Identification Procedures Answer<br />What are the most appropriate tools for identifying students’ gifts and talents?<br />How are data from various tools analyzed and interpreted?<br />Who is responsible for identifying students’ gifts and talents?<br />
  72. 72. Identification Procedures Should:<br />Make logical direct statements about how and where to start the process of screening<br />Be public<br />Be provided in multiple languages<br />reflect the dominant student and parent populations<br />Reflect the student population and demographics of the district<br />
  73. 73. Identification Procedures Should:<br />Reflect students’ needs<br />Reflect the definition of giftedness selected by state or local educators<br />Be defensible and inclusive<br />Include students<br />with disabilities<br />who are English language learners<br />economically disadvantaged <br />
  74. 74. Identification Procedures Should:<br />Check assessment tools for potential bias<br />Be flexible<br />Be communicated<br />teachers<br />parents<br />administrators<br />students <br />Be updated at regular intervals to reflect changing demographics<br />
  75. 75. 3 Things to Avoid<br />Pitting parents of advantaged children against parents of disadvantaged children<br />Leading people to believe that any one instrument is the answer to identification<br />Proliferating the amount of paperwork<br />
  76. 76. Don’t go! I’m sure page 3 of Billy’s Gifted Matrix Checklist No. 5.3 (a) is in here somewhere.<br />
  77. 77. Before Choosing an Identification Model<br />What organizational model(s) does your school use?<br />How do you group kids and move them around? <br />How many students can be effectively provided with services?<br />
  78. 78. Before Choosing an Identification Model<br />What pedagogical model(s) guides your school’s work?<br />What you do with kids within any grouping or organizational pattern. (e.g. Johns Hopkins, Mentor Connection, SEM)<br />
  79. 79. Renzulli’sIdentification System<br />Based on the 3-Ring Conception of Giftedness & The Enrichment Triad Model<br />Strives for equity, excellence, and economy<br />Designed to be flexible<br />Based on research into the behavioral characteristics of highly creative & productive people<br />
  80. 80. The 3 Goals ofRenzulli’s Identification System<br />#1<br />Develop creativity and/or task commitment in Talent Pool students and other students who may come to an educator’s attention through alternate means of identification.<br />
  81. 81. The 3 Goals ofRenzulli’s Identification System<br />#2<br />Provide learning experiences and support systems that promote interaction of creativity, task commitment, and above average achievement.<br /> (Bringing the “rings together!)<br />
  82. 82. The 3 Goals ofRenzulli’s Identification System<br />#3<br />Provide opportunities, resources, and encouragement for the development and application of gifted behaviors.<br />
  83. 83. Before Proceeding to Identification<br />Determine size of Talent Pool<br />Number of students you can serve effectively<br />Effect of direct & indirect services you can develop through schoolwide involvement of other teachers & outside resources<br />Planned growth over time<br />
  84. 84. Assess Needs and Plan Program<br />Discuss what types of services to provide<br />Choose who will provide services<br />Decide when services will be provided<br />Plan where services will be provided<br />
  85. 85. Internal Consistency<br />Abilities and Interests of Students <br />Services and Programs Provided<br />Identification of interests and needs<br />Characteristics of Students<br />
  86. 86.
  87. 87. Continuum of Services<br />In Class Enrichment<br />Enrichment Clusters<br />SchoolwideEvents<br />Grade Level Events<br />Differentiation/ Compacting<br />Pull-out Programs<br />Enrichment Clusters<br />Enrichment Triad<br />
  88. 88. Internal Consistency<br />Develop a criteria for your Talent Pool that matches your program!<br />
  89. 89. Test Score Criteria<br /> [Approximately 50% of <br />The Talent Pool] <br />Total Talent Pool Consists of Approximately 15% of the General Population<br />99th<br />%ile<br />Test Score<br />Nominations<br />[Automatic, and Based on <br />Local Norms]<br />Step 1<br />92nd<br />%ile<br />Non-Test Criteria<br /> [Approximately 50% of <br />The Talent Pool] <br />Teacher Nominations<br />[Automatic Except in Cases of Teachers <br />Who Are Over or Under Nominators]<br />Step 2<br />Step 3<br />Alternative Pathways<br />Case Study<br /> Special Nominations<br />Step 4<br />Case Study<br />Notification of Parents<br />Step 5<br /> Action Information Nominations<br />Step 6<br />Renzulli Identification System<br />
  90. 90. Talent Pool Membership <br />Students who demonstrate above average ability on cognitive tests<br />Students who would most benefit from supplementary services<br />May be based on state guidelines<br />
  91. 91. Identifying Talent Pool Students <br />Local decision for criteria<br />Use multiple criteria <br />Look beyond the obvious - look for potential<br />
  92. 92. Form Talent Pool<br />Test Scores<br />Teacher Recommendations<br />Student Self-Nominations<br />Parent Nominations<br />Grades<br />Observations<br />
  93. 93. Step 1: Test Score Nomination<br />I.Q. Testing<br />And<br />Gifted Education<br />
  94. 94. Step 1: Test Score Nomination<br />
  95. 95. Achievement Tests<br />Iowa Tests of Basic Skills<br />Riverside Publishing Company<br /><br />Measures students’ academic skills in several content areas: reading, mathematics, social studies, science, and information sources<br />
  96. 96. Achievement Tests<br />Metropolitan Achievement Test<br />Harcourt Brace Educational Measurement<br /><br />Focuses on reading, mathematics, language, writing, science, and social studies<br />
  97. 97. Achievement Tests<br />Stanford Achievement Test<br />Harcourt Brace Educational Measurement<br /><br />Assesses reading, mathematics, language, spelling, study skills, science, social studies, and listening<br />
  98. 98. Intelligence/Ability Tests<br />Cognitive Abilities Test Form 6 (CogAT)<br />Riverside Publishing<br /><br />Measures both general and specific reasoning abilities in three areas: verbal, quantitative, and nonverbal<br />
  99. 99. Intelligence/Ability Tests<br />Naglieri Nonverbal Ability Test<br />Harcourt Brace Educational Measurement<br /><br />Measures nonverbal reasoning and problem-solving abilities. Reading and math skills are not required to respond to each set of patterns.<br />
  100. 100. Intelligence/Ability Tests<br />Otis-Lennon School Ability Test<br />Harcourt Brace Educational Measurement<br /><br />Measures reasoning skills, including verbal comprehension, verbal reasoning, pictorial reasoning, figural reasoning, and quantitative reasoning.<br />
  101. 101. Intelligence/Ability Tests<br />Cornell Critical Thinking Tests<br />Critical Thinking Books & Software<br /><br />Measures students’ ability to think critically when analyzing premises and conclusions, judge the reliability of information, and identify assumptions.<br />
  102. 102. Intelligence/Ability Tests<br />Kuhlmann-Andersion Tests<br />Scholastic Testing Service<br /><br />Assesses verbal and nonverbal abilities.<br />
  103. 103. Step 2: Teacher Nomination<br />All Teachers need to be informed<br />Procedures for nomination<br />Students who have gained access through test scores<br />AVOID NEEDLESS PAPERWORK!<br />
  104. 104. Step 2: Teacher Nomination<br />Allows identification of students who exhibit behaviors not determined by tests<br />High levels of creativity<br />Task commitment<br />Unusual or intense interests<br />Unusual talents<br />
  105. 105. Step 2: Teacher Nomination<br />Acceptance equal to test scores with one exception…<br />
  106. 106. Step 2: Teacher Nomination<br />Acceptance equal to test scores with one exception…<br /> Teachers who over-identify<br />
  107. 107. Teacher Rating Scales<br />Gifted and Talented Evaluation Scales<br />Pro-ed<br /><br /><ul><li>Teachers rate intellectual ability academic skills, creativity, leadership, and artistic talent</li></li></ul><li>Teacher Rating Scales<br />Tracking Talents<br />Prufrock Press<br /><br /><ul><li>Used to screen and identify multiple talents: cognitive abilities, academic talents, social & physical abilities, and technological & artistic talents through peer, teacher, and self-nomination.</li></li></ul><li>Teacher Rating Scales<br />SRBCSS<br />Scales for Rating the Behavioral Characteristics of Superior Students<br />Creative Learning Press<br /><br /><ul><li>Teachers assess students on 10 dimensions: learning, motivation, creativity, leadership, art, music, dramatics, planning, communication (precision), and communication (expressiveness)</li></li></ul><li>SRBCSS<br />SRBCSS:<br /> Scales for Rating the Behavioral Characteristics of Superior Students<br />Online Sample<br />Technical and Administrative Manual<br />SRBCSS Online<br />
  108. 108. Scales for Rating the Behavioral Characteristics of Superior Students<br />
  109. 109. Step 3: Alternate Pathways<br />Defined locally<br />Allows Talent Pool to reflect<br />Needs of student population<br />Demographics of district population<br />Allows for non-traditional students to receive services<br />
  110. 110. Step 3: Alternate Pathways<br />Examples<br />Self-nomination<br />Parent nomination<br />Peer nomination<br />Tests of Creativity<br />Product evaluation<br />
  111. 111. Step 3: Alternate Pathways<br />Leads to initial consideration by a screening committee<br />NOT AUTOMATIC!<br />
  112. 112. Step 3: Alternate Pathways<br />Screening makes evaluation based on:<br />Previous school records<br />Interviews with students, teachers, & parents<br />Administered individual assessments recommended by committee<br />Placed in program on trial basis.<br />
  113. 113.
  114. 114.
  115. 115. Creative Thinking Skills<br />Torrance Tests of Creative Thinking<br />Scholastic Testing<br /><br />Figural and Verbal tests assess fluency, flexibility, and originality. The figural test also assesses elaboration.<br />
  116. 116. Creative Thinking Skills<br />Group Inventory for Finding Creative Talent<br />Educational Assessment Service<br /><br />Focuses on creativity via imagination, independence, and multiple interests.<br />
  117. 117. Underachievers: Personality<br />Low self-esteem or Low self-efficacy<br />Feelings of Pessimism<br />Anxious, impulsive, or inattentive<br />Aggressive, hostile<br />Depressed<br />Socially immature<br />
  118. 118. Maladaptive Strategies<br />Lack goal-directed behavior<br />Poor coping skills<br />Poor self-regulation<br />Defense mechanisms<br />
  119. 119. Not all bad…<br /><ul><li>Demonstrate honesty and integrity when rejecting inappropriate school work
  120. 120. Intense outside interests
  121. 121. Creative</li></li></ul><li>What about these characteristics?<br />Inability to master certain academic skills<br />Lack of motivation<br />Disruptive classroom behavior<br />Failure to complete assignments<br />Lack of organizational skills<br />Poor listening and concentration skills<br />Unrealistic self-expectations<br />
  122. 122. Twice-Exceptional<br />Gifted with Learning Disability<br />May also demonstrate<br />Learned helplessness<br />Perfectionism<br />Supersensitivity<br />Low self-esteem<br />Behaviors may hamper identification<br />
  123. 123. Look For:<br />Advanced vocabulary use<br />Exceptional analytic abilities<br />Divergent thinking<br />High levels of creativity<br />Spatial abilities<br />Advanced problem-solving skills<br />Specific aptitude<br />Good memory<br />
  124. 124. Hispanics<br />Express leadership collaboratively rather than competitively<br />Demonstrate intensity through “Abrazo”<br /> (an index of personal support)<br />
  125. 125. African American<br />MAY…<br />Seek structure and organization in required tasks<br />Be slow to motivate in some abstract activities<br />Have large vocabulary, but one inappropriate for school<br />Makes up games or activities<br />
  126. 126. African American<br />MAY…<br />Have extremely strong concentration<br />Express displeasure in having to stop certain activities<br />Be very independent<br />Neglect school work due to other interests<br />Not show expected achievement<br />
  127. 127. American Indian & Alaska Native<br />MAY…<br /><ul><li>Not be assertive
  128. 128. Ask few questions
  129. 129. Be a more concrete learner
  130. 130. Be humble, quiet
  131. 131. Not be competitive
  132. 132. Not openly express feelings</li></li></ul><li>American Indian & Alaska Native<br />MAY…<br /><ul><li>Have difficulty overcoming peer pressure
  133. 133. Not look a teacher in the eye
  134. 134. Use culturally traditional ways of dealing with personal issues</li></li></ul><li>American Indian & Alaska Native<br />MAY…<br /><ul><li>Not challenge incorrect statements
  135. 135. Prefer to work with others but practice alone
  136. 136. Consider family & religious activities more important than school</li></li></ul><li>American Indian & Alaska Native<br />MAY…<br /><ul><li>Not have a strong home reading environment
  137. 137. Have more developed aural/oral memory
  138. 138. Not be comfortable speaking in public
  139. 139. Be fluently bi- or tri-lingual</li></li></ul><li>Step 4: Special Nominations<br />Safety Valve No.1<br />
  140. 140. Step 4:Special Nominations<br />Circulate a list to ALL past and present teachers<br />Allows resource teachers to nominate<br />Allows override of current teacher if necessary<br />
  141. 141. Step 5:Notification & Orientation of Parents<br />Letter of Notification<br />Comprehensive description of Program<br />Focuses on child placement in Talent Pool<br />Not certification of giftedness<br />
  142. 142. Step 5:Notification & Orientation of Parents<br />Meeting to explain ALL program policies, procedures, & activities<br />How admission to program was determined<br />Additions may be made during year<br />Invite further interactions<br />
  143. 143. Step 5:Notification & Orientation of Parents<br />Similar orientation for students!<br />Not told they are gifted<br />Focus on the opportunities available to develop gifted behaviors<br />
  144. 144. Step 6: Action Information Nominations<br />Safety Valve No.2<br />
  145. 145. Step 6:Action Information Nominations<br />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.<br />
  146. 146. Step 6:Action Information Nominations<br />Any enrichment opportunity (whether school or non-school) that might turn a student onto learning or causes them to express gifted behaviors.<br />
  147. 147.
  148. 148.
  149. 149. TheTotalTalentPortfolio <br />Looking at Strengths & Interests…<br />
  150. 150. Total Talent Portfolio<br />A systematic way to gather, record, and use information about each young person’s strengths and abilities.<br />
  151. 151. Total Talent Portfolio<br />Participation in Enrichment Clusters, Extra-Curricular Activities<br />Compacting<br />Recommendations for future<br />Student Goals<br />Abilities (Test Scores)<br />Learning Styles<br />Learning Environment<br />Thinking Style<br />Expression Style<br />Action Information “Lightbulbs”<br />Student Work/Projects<br />
  152. 152.
  153. 153. Purpose of Total Talent Portfolio<br />To collect several different types of information that portray a student's strength areas, and to regularly update this information.<br />
  154. 154. Purpose of Total Talent Portfolio<br />To classify this information into the general categories of abilities, interests, and learning styles and related markers of successful learning such as organizational skills, content area preferences, personal and social skills, preferences for creative productivity, and learning-how-to-learn skills.<br />
  155. 155. Purpose of Total Talent Portfolio<br />To periodically review and analyze the information in order to make purposeful decisions about providing opportunities for enrichment experiences in the regular curriculum, the enrichment clusters, and the continuum of special services.<br />
  156. 156. Purpose of Total Talent Portfolio<br />To negotiate various acceleration and enrichment learning options and opportunities between teacher and student through participation in a shared decision making process.<br />
  157. 157. Purpose of Total Talent Portfolio<br />To use the information as a vehicle for educational, personal, and career counseling and for communicating with parents about the school's talent development opportunities and their child's involvement in them.<br />
  158. 158. How do I make room for everybody?<br />Provide enrichment opportunities for the whole school<br />Service Projects<br />School Olympics<br />Monster Mansion<br />Art Show<br />Family Nights<br />Science Fairs<br />
  159. 159. Identify Teacher & Student Interests<br />Interest-A-Lyzer<br />Class/Staff Brainstorming<br />Look for trends in responses<br />
  160. 160. Interest-A-Lyzer<br />
  161. 161. 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 ______________________<br />
  162. 162. 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. ____________________________________<br />
  163. 163.
  164. 164.
  165. 165.
  166. 166.
  167. 167.
  168. 168.
  169. 169.
  170. 170.
  171. 171.
  172. 172.
  173. 173.
  174. 174.
  175. 175.
  176. 176. Learning Styles Inventory<br />Sample Items(Renzulli & Smith)…<br />Really Dislike……..Really Like <br />Being a member of a panel that 1 2 3 4 5 is discussing current events<br />Working on your own to prepare 1 2 3 4 5<br />material you will discuss in class<br />
  177. 177.
  178. 178.
  179. 179.<br />
  180. 180.
  181. 181. TYPE I*<br />GENERAL EXPLORATORY ACTIVITIES<br />TYPE II<br />GROUP TRAINING ACTIVITIES<br />TYPE III<br />INDIVIDUAL & SMALL GROUP INVESTIGATIONS OF REAL PROBLEMS<br />Environment <br />in General<br />Regular<br />Classroom<br />
  182. 182. Two Types of Information Leading to Identification<br />Status Information<br />Anything you can put down on paper beforehand that tells you something about the student.<br />Action Information<br />Things that you can only document when they are happening or after they happen.<br />
  183. 183. Status Information<br />Grades<br />Test scores<br />Student work samples<br />Surveys<br />Interest<br />Learning Styles<br />Expression Styles<br />
  184. 184. Status Information<br />Teacher input <br />Parent input<br />Students’ Self-nomination<br />Peer Nominations<br />
  185. 185.
  186. 186. Action Information<br />Teacher observations<br /><ul><li>Work habits
  187. 187. Thinking
  188. 188. Questioning
  189. 189. Leadership Qualities
  190. 190. Peer Interactions
  191. 191. Skill Development</li></ul>Conversations<br />Interviews<br />Video/audio recordings<br />
  192. 192.
  193. 193.
  194. 194. What differentiates gifted learners from high achievers?<br />
  195. 195. Bright<br />Knows the Answers <br /> Asks the Questions<br />Gifted<br />
  196. 196. Bright<br />Is Attentive<br /> Is Intellectually Engaged<br />Gifted<br />
  197. 197. Bright<br />Has Good Ideas<br /> Has Original Ideas<br />Gifted<br />
  198. 198. Bright<br />Absorbs Information<br /> Manipulates Information<br />Gifted<br />
  199. 199. Bright<br />Top Student<br /> Beyond Her Age Peers<br />Gifted<br />
  200. 200. Bright<br />Repeats 6-8 Times for Mastery<br /> Repeats 1-2 Times for Mastery<br />Gifted<br />
  201. 201. Bright<br />Understands Ideas<br /> Constructs Abstractions<br />Gifted<br />
  202. 202. Bright<br />Grasps the Meaning<br /> Draws Inferences<br />Gifted<br />
  203. 203. Bright<br />Is a Technician<br /> Is an Inventor<br />Gifted<br />
  204. 204. Questions?<br />
  205. 205. Thank You!<br />