Identifying Gifted and Talented Students

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

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… <ul><li>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?</li></li></ul><li>Topics for the Week Tomorrow: Placing Student in a Program Testing for Placement Day 3: Nominations and Alternative Pathways Day 4: Special Placements & Closure

56. Average RankingSam EdderMary Hall Bill RidellElaine Hawkins Albert Wright Sarah Lang Mike Grost

58. Sam Edder= Albert Einstein

60. Mary Hall = Eleanor Roosevelt

62. Bill Ridell= Thomas Edison

64. Elaine Hawkins = Isadora Duncan

66. Albert Wright = Abraham Lincoln

68. A Terman Study Participant IQ = 180+ Kindergarten Teacher Sarah Lang = Sarah Lang

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.

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

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

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 <ul><li>Teachers rate intellectual ability academic skills, creativity, leadership, and artistic talent</li></li></ul><li>Teacher Rating Scales GRS Gifted Rating Scales Pearson www.pearsonassessments.com <ul><li>Teachers rate intellectual ability academic skills, motivation, creativity, leadership, and artistic talent</li></li></ul><li>Teacher Rating Scales Tracking Talents Prufrock Press www.prufrock.com <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 CAB Clinical Assessment of Behavior PAR www4.parinc.com <ul><li>Assesses teachers’ and parents’ perceptions of students’ behavioral functioning including important behaviors associated with giftedness.</li></li></ul><li>Teacher Rating Scales SRBCSS Scales for Rating the Behavioral Characteristics of Superior Students Creative Learning Press www.creativelearningpress.com <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>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.

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… <ul><li>Demonstrate honesty and integrity when rejecting inappropriate school work

127. Intense outside interests

128. Creative</li></li></ul><li>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)

136. American Indian & Alaska Native MAY… <ul><li>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</li></li></ul><li>American Indian & Alaska Native MAY… <ul><li>Not challenge incorrect statements

142. Not look a teacher in the eye

143. Consider family & religious activities more important than school</li></li></ul><li>American Indian & Alaska Native MAY… <ul><li>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</li></li></ul><li>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.

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

159. Action Information Teacher observations <ul><li>Work habits

160. Thinking

161. Questioning

162. Leadership Qualities

163. Peer Interactions

164. Skill Development</li></ul>Conversations Interviews Video/audio recordings

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. ____________________________________

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

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!

Identifying Gifted and Talented Students

Angela Housand

Identifying Gifted and Talented Students