Confratute 2010 Identifying Gifted & Talented

IdentifyingGifted and Talented StudentsAngela M. HousandUniversity of North Carolina, Wilmingtonhousanda@uncw.eduConfratute 2010 at University of ConnecticutStorrs, CT

Understand the unique behaviors that characterize giftednessSpecific resources and examples for your use and adaptationAn easy to follow 6-step strategy for identifying students for talent developmentWhy This Strand?

Topics for the WeekDay 1: Definitions of Giftedness Gifted BehaviorsDay 2: Creating a Talent Pool Identifying G & T StudentsDay 3: Identifying G & T Students Total Talent PortfolioDay 4: Wrap-up and Closure

DefinitionThere is no universally accepted definition for gifted, talented, or giftedness

DefinitionThe particular definition adopted by a school district will:Guide the identification processConsequently determine who is selected for services

3 Ring Conception of Giftedness

Gagné’s DMGT ModelDifferentiated Model of Giftedness and TalentDistinguishes between “gifts” and “talents”Gifts:General aptitudesUntrained natural abilityTalents:Specific skillsLearned capabilities

Taylor’s Multiple Talent Totem Poles

Multiple Talent Totem Poles (1984)AcademicProductive ThinkingCommunicatingForecastingDecision MakingPlanning (Designing)ImplementingHuman RelationsDiscerning Opportunities

Sternberg’s Triarchic TheoryAnalytical GiftednessSynthetic GiftednessCreativityInsightfulnessIntuitionAbility to cope with noveltyPractical GiftednessApply first two in pragmatic situationsWisdom – concerns about needs and welfare of others

Gardner’s Multiple IntelligencesLinguisticLogical-MathematicalSpatialMusicalBodily-kinestheticInterpersonalIntrapersonalNaturalist

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).

NAGC State of the StatesIn the U.S: Program and Service for gifted learners made at the state and local levelsGifted By State

State DefinitionsDavidson Institute for Talent DevelopmentMissouriKansasCaliforniaConnecticutNorth Carolina

State DefinitionsWhy do you think CA provides the districts with choices for identification categories?

DefinitionDANGER!If a definition to narrow, identification methods may discriminate against low SES, minority, disabled, underachieving, and females

Renzulli’sDear Mr. & Mrs. Copernicus 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:

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).

TICUCAPGifted Behaviors NOT Gifted People!

Gifted ArtistTalented MathematicianUse “defining” terms as adjectives:Talented MusicianGifted Writer

Personality FactorsInfluencing Gifted BehaviorCharm/CharismaNeed for AchievementEgo StrengthEnergySense of DestinyPerception of Self, Self-EfficacyCourageCharacterIntuitionPersonal Attractiveness

Environmental FactorsInfluencing Gifted BehaviorSESParental PersonalitiesEducation of ParentsStimulation of Childhood InterestsFamily PositionFormal EducationRole Model AvailabilityPhysical Illness and/or Well BeingChance FactorsZeitgeist

Above Average AbilityAbove Average (General) Ability: CharacteristicsHigh levels of:Abstract thinkingVerbal reasoningNumerical reasoningSpatial relationsMemory & word fluencyAdapts to novel situations

Above Average AbilityAbove Average (General) Ability: CharacteristicsAutomization of:Information processingRapid, accurate & selective retrieval of informationAdapts to novel situations

Above Average AbilityAbove Average (Specific) Ability: CharacteristicsApplication of various combinations of general abilities to one or more specialized areas of knowledge or performance

Above Average AbilityAbove Average (Specific) Ability: CharacteristicsCapacity for acquiring & using:Advanced knowledgeTechniquesLogisticsStrategiesCapacity to determine relevance of information

Task CommitmentTask Commitment: CharacteristicsHigh levels of:InterestEnthusiasmFascinationInvolvementDemonstrates:PerseveranceEnduranceDeterminationHard workDedicated practice

Task Commitment: CharacteristicsTask CommitmentSelf-confidentBelief in one’s own abilityDriven to achieveRage to MasterOpen to criticism

Task CommitmentTask Commitment: CharacteristicsAbility to identify problemsSets high standards for self & othersDeveloping sense of taste, quality & excellence about work products

CreativityCreativity:CharacteristicsFluency, flexibility & originality of thoughtOpenness to experienceReceptive to new & different thoughts, actions, and products

CreativityCreativity:CharacteristicsCuriousSpeculativeAdventurous“Mentally Playful”

CreativityCreativity:CharacteristicsSensitive to:DetailsAesthetic characteristics of ideas & thingsWilling to:Act on own ideas and feelingsReact to external stimulation

PLouisa May Alcottwas told by an editor that she would never write anything popular. Little Womenis considered one of the the best American children’s books of the past 200 years.

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.

You must do the thing you think you cannot do.-Eleanor Roosevelt

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.

Albert EinsteinAbove average intelligence(Cox, 1926; Reis, 1995; Walberg et. al., 1981; Walberg & Paik, 2005)Image: http://streams.gandhiserve.org/images/einstein.jpg

PThis man was fired by a newspaper editor because he didn’t have enough good ideas.

PWalt DisneyThis man was fired by a newspaper editor because he didn’t have enough good ideas.

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.

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

School House GiftednessCreative Giftedness

Characteristics: SeeingUnusual alertnessJoy in learningKeen observationSees “Big Picture”Makes connectionsIntense focusCurious

Characteristics: SpeedEarly and rapid learningRapid language developmentMetacognitively efficient

Characteristics: DifferencesSuperior languageVerbal fluencyLarge vocabularySuperior analytical and reasoning abilityHigh-capacity memoryGoes beyond what is soughtAbstract, complex, and insightful thinking

Creatively GiftedIndependentHigh energyCuriousSense of humorOpen-mindedNeed for privacy and alone time

Creatively GiftedAware of their own creativenessOriginality in thought and actionAttracted to complexity and noveltyArtistic tendenciesWilling to take risksPerceptive

Characteristic ofEminent Adults Creative Imaginative Innovative A Sense of Destiny

And the not so good…ImpulsiveEgotisticalArgumentativeRebelliousUncooperativeStubbornChildishAbsentmindedNeuroticTemperamentalCapriciousCarelessDisorganizedDemandingIndifferent to Conventions

Characteristics: NegativeUneven mental developmentInterpersonal difficultiesUnderachievement

Asynchronous DevelopmentUneven intellectual, physical, and emotional development.

Asynchronous DevelopmentCognitively understand advanced concepts (like mortality) but lack emotional maturity to cope with knowledgePerceived as older due to cognitive ability, but lack behavioral maturity

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?Identification ConsiderationsThere is no perfect identification system!Match identification procedures to the services providedIdentification does not determine if a student is “gifted” or “not gifted”It selects students who would benefit from supplementary services

Identification ConsiderationsHigh performance vs. high potentialHigh potential students may require different kinds of programming options than high performing studentsEstablish local norms Use grade level, similarity of learning opportunities & background characteristics rather than national norms

Identification ConsiderationsTarget specific behaviors and potentialsAvoid generic labelsModerately giftedHighly giftedLabel the services, not the students

Identification Procedures AnswerWho are the gifted and talented students?Why are we striving to identify them?How do we find them?

Identification Procedures AnswerWhat 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?

Identification Procedures Should:Make logical direct statements about how and where to start the process of screeningBe publicBe provided in multiple languagesreflect the dominant student and parent populationsReflect the student population and demographics of the district

Identification Procedures Should:Reflect students’ needsReflect the definition of giftedness selected by state or local educatorsBe defensible and inclusiveInclude studentswith disabilitieswho are English language learnerseconomically disadvantaged

Identification Procedures Should:Check assessment tools for potential biasBe flexibleBe communicatedteachersparentsadministratorsstudents Be updated at regular intervals to reflect changing demographics

3 Things to AvoidPitting parents of advantaged children against parents of disadvantaged childrenLeading people to believe that any one instrument is the answer to identificationProliferating the amount of paperwork

Don’t go! I’m sure page 3 of Billy’s Gifted Matrix Checklist No. 5.3 (a) is in here somewhere.

Before Choosing an Identification ModelWhat organizational model(s) does your school use?How do you group kids and move them around? How many students can be effectively provided with services?

Before Choosing an Identification ModelWhat pedagogical model(s) guides your school’s work?What you do with kids within any grouping or organizational pattern. (e.g. Johns Hopkins, Mentor Connection, SEM)

Renzulli’sIdentification SystemBased on the 3-Ring Conception of Giftedness & The Enrichment Triad ModelStrives for equity, excellence, and economyDesigned to be flexibleBased on research into the behavioral characteristics of highly creative & productive people

The 3 Goals ofRenzulli’s Identification System#1Develop 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.

The 3 Goals ofRenzulli’s Identification System#2Provide learning experiences and support systems that promote interaction of creativity, task commitment, and above average achievement. (Bringing the “rings together!)

The 3 Goals ofRenzulli’s Identification System#3Provide opportunities, resources, and encouragement for the development and application of gifted behaviors.

Before Proceeding to IdentificationDetermine size of Talent PoolNumber of students you can serve effectivelyEffect of direct & indirect services you can develop through schoolwide involvement of other teachers & outside resourcesPlanned growth over time

Assess Needs and Plan ProgramDiscuss what types of services to provideChoose who will provide servicesDecide when services will be providedPlan where services will be provided

Internal ConsistencyAbilities and Interests of Students Services and Programs ProvidedIdentification of interests and needsCharacteristics of Students

Continuum of ServicesIn Class EnrichmentEnrichment ClustersSchoolwideEventsGrade Level EventsDifferentiation/ CompactingPull-out ProgramsEnrichment ClustersEnrichment Triad

Internal ConsistencyDevelop a criteria for your Talent Pool that matches your program!

Test Score Criteria [Approximately 50% of The Talent Pool] Total Talent Pool Consists of Approximately 15% of the General Population99th%ileTest ScoreNominations[Automatic, and Based on Local Norms]Step 192nd%ileNon-Test Criteria [Approximately 50% of The Talent Pool] Teacher Nominations[Automatic Except in Cases of Teachers Who Are Over or Under Nominators]Step 2Step 3Alternative PathwaysCase Study Special NominationsStep 4Case StudyNotification of ParentsStep 5 Action Information NominationsStep 6Renzulli Identification System

Talent Pool Membership Students who demonstrate above average ability on cognitive testsStudents who would most benefit from supplementary servicesMay be based on state guidelines

Identifying Talent Pool Students Local decision for criteriaUse multiple criteria Look beyond the obvious - look for potential

Form Talent PoolTest ScoresTeacher RecommendationsStudent Self-NominationsParent NominationsGradesObservations

Step 1: Test Score NominationI.Q. TestingAndGifted Education

Achievement TestsIowa Tests of Basic SkillsRiverside Publishing Companywww.riversidepublishing.comMeasures students’ academic skills in several content areas: reading, mathematics, social studies, science, and information sources

Achievement TestsMetropolitan Achievement TestHarcourt Brace Educational Measurementwww.harcourtassessment.comFocuses on reading, mathematics, language, writing, science, and social studies

Achievement TestsStanford Achievement TestHarcourt Brace Educational Measurementwww.harcourtassessment.comAssesses reading, mathematics, language, spelling, study skills, science, social studies, and listening

Intelligence/Ability TestsCognitive Abilities Test Form 6 (CogAT)Riverside Publishinghttp://www.riverppub.com/Measures both general and specific reasoning abilities in three areas: verbal, quantitative, and nonverbal

Intelligence/Ability TestsNaglieri Nonverbal Ability TestHarcourt Brace Educational Measurementwww.harcourtassessment.comMeasures nonverbal reasoning and problem-solving abilities. Reading and math skills are not required to respond to each set of patterns.

Intelligence/Ability TestsOtis-Lennon School Ability TestHarcourt Brace Educational Measurementwww.harcourtassessment.comMeasures reasoning skills, including verbal comprehension, verbal reasoning, pictorial reasoning, figural reasoning, and quantitative reasoning.

Intelligence/Ability TestsCornell Critical Thinking TestsCritical Thinking Books & Softwarewww.criticalthinking.comMeasures students’ ability to think critically when analyzing premises and conclusions, judge the reliability of information, and identify assumptions.

Intelligence/Ability TestsKuhlmann-Andersion TestsScholastic Testing Servicewww.ststesting.comAssesses verbal and nonverbal abilities.

Step 2: Teacher NominationAll Teachers need to be informedProcedures for nominationStudents who have gained access through test scoresAVOID NEEDLESS PAPERWORK!

Step 2: Teacher NominationAllows identification of students who exhibit behaviors not determined by testsHigh levels of creativityTask commitmentUnusual or intense interestsUnusual talents

Step 2: Teacher NominationAcceptance equal to test scores with one exception…

Step 2: Teacher NominationAcceptance equal to test scores with one exception… Teachers who over-identify

Teacher Rating ScalesGifted and Talented Evaluation ScalesPro-edwww.proedinc.comTeachers rate intellectual ability academic skills, creativity, leadership, and artistic talentTeacher Rating ScalesTracking TalentsPrufrock Presswww.prufrock.comUsed 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 ScalesSRBCSSScales for Rating the Behavioral Characteristics of Superior StudentsCreative Learning Presswww.creativelearningpress.comTeachers assess students on 10 dimensions: learning, motivation, creativity, leadership, art, music, dramatics, planning, communication (precision), and communication (expressiveness)SRBCSSSRBCSS: Scales for Rating the Behavioral Characteristics of Superior StudentsOnline SampleTechnical and Administrative ManualSRBCSS Online

Scales for Rating the Behavioral Characteristics of Superior Students

Step 3: Alternate PathwaysDefined locallyAllows Talent Pool to reflectNeeds of student populationDemographics of district populationAllows for non-traditional students to receive services

Step 3: Alternate PathwaysExamplesSelf-nominationParent nominationPeer nominationTests of CreativityProduct evaluation

Step 3: Alternate PathwaysLeads to initial consideration by a screening committeeNOT AUTOMATIC!

Step 3: Alternate PathwaysScreening makes evaluation based on:Previous school recordsInterviews with students, teachers, & parentsAdministered individual assessments recommended by committeePlaced in program on trial basis.

Creative Thinking SkillsTorrance Tests of Creative ThinkingScholastic Testingwww.ststesting.comFigural and Verbal tests assess fluency, flexibility, and originality. The figural test also assesses elaboration.

Creative Thinking SkillsGroup Inventory for Finding Creative TalentEducational Assessment Servicewww.sylviarimm.comFocuses on creativity via imagination, independence, and multiple interests.

Underachievers: PersonalityLow self-esteem or Low self-efficacyFeelings of PessimismAnxious, impulsive, or inattentiveAggressive, hostileDepressedSocially immature

Maladaptive StrategiesLack goal-directed behaviorPoor coping skillsPoor self-regulationDefense mechanisms

Not all bad…Demonstrate honesty and integrity when rejecting inappropriate school work

CreativeWhat about these characteristics?Inability to master certain academic skillsLack of motivationDisruptive classroom behaviorFailure to complete assignmentsLack of organizational skillsPoor listening and concentration skillsUnrealistic self-expectations

Twice-ExceptionalGifted with Learning DisabilityMay also demonstrateLearned helplessnessPerfectionismSupersensitivityLow self-esteemBehaviors may hamper identification

Look For:Advanced vocabulary useExceptional analytic abilitiesDivergent thinkingHigh levels of creativitySpatial abilitiesAdvanced problem-solving skillsSpecific aptitudeGood memory

HispanicsExpress leadership collaboratively rather than competitivelyDemonstrate intensity through “Abrazo” (an index of personal support)

African AmericanMAY…Seek structure and organization in required tasksBe slow to motivate in some abstract activitiesHave large vocabulary, but one inappropriate for schoolMakes up games or activities

African AmericanMAY…Have extremely strong concentrationExpress displeasure in having to stop certain activitiesBe very independentNeglect school work due to other interestsNot show expected achievement

American Indian & Alaska NativeMAY…Not be assertive

Not openly express feelingsAmerican Indian & Alaska NativeMAY…Have difficulty overcoming peer pressure

Use culturally traditional ways of dealing with personal issuesAmerican Indian & Alaska NativeMAY…Not challenge incorrect statements

Prefer to work with others but practice alone

Consider family & religious activities more important than schoolAmerican Indian & Alaska NativeMAY…Not have a strong home reading environment

Have more developed aural/oral memory

Not be comfortable speaking in public

Be fluently bi- or tri-lingualStep 4: Special NominationsSafety Valve No.1

Step 4:Special NominationsCirculate a list to ALL past and present teachersAllows resource teachers to nominateAllows override of current teacher if necessary

Step 5:Notification & Orientation of ParentsLetter of NotificationComprehensive description of ProgramFocuses on child placement in Talent PoolNot certification of giftedness

Step 5:Notification & Orientation of ParentsMeeting to explain ALL program policies, procedures, & activitiesHow admission to program was determinedAdditions may be made during yearInvite further interactions

Step 5:Notification & Orientation of ParentsSimilar orientation for students!Not told they are giftedFocus on the opportunities available to develop gifted behaviors

Step 6: Action Information NominationsSafety Valve No.2

Step 6:Action Information NominationsThe dynamic interactions that occur when a student becomes extremely interested in or excited about a particular topic, area of study, issue, idea, or event.

Step 6:Action Information NominationsAny enrichment opportunity (whether school or non-school) that might turn a student onto learning or causes them to express gifted behaviors.

TheTotalTalentPortfolio Looking at Strengths & Interests…

Total Talent PortfolioA systematic way to gather, record, and use information about each young person’s strengths and abilities.

Total Talent PortfolioParticipation in Enrichment Clusters, Extra-Curricular ActivitiesCompactingRecommendations for futureStudent GoalsAbilities (Test Scores)Learning StylesLearning EnvironmentThinking StyleExpression StyleAction Information “Lightbulbs”Student Work/Projects

Purpose of Total Talent PortfolioTo collect several different types of information that portray a student's strength areas, and to regularly update this information.

Purpose of Total Talent PortfolioTo 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.

Purpose of Total Talent PortfolioTo 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.

Purpose of Total Talent PortfolioTo negotiate various acceleration and enrichment learning options and opportunities between teacher and student through participation in a shared decision making process.

Purpose of Total Talent PortfolioTo 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.

How do I make room for everybody?Provide enrichment opportunities for the whole schoolService ProjectsSchool OlympicsMonster MansionArt ShowFamily NightsScience Fairs

Identify Teacher & Student InterestsInterest-A-LyzerClass/Staff BrainstormingLook for trends in responses

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 ______________________

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. ____________________________________

Learning Styles InventorySample Items(Renzulli & Smith)…Really Dislike……..Really Like Being a member of a panel that 1 2 3 4 5 is discussing current eventsWorking on your own to prepare 1 2 3 4 5material you will discuss in class

www.learning-styles-online.com

TYPE I*GENERAL EXPLORATORY ACTIVITIESTYPE IIGROUP TRAINING ACTIVITIESTYPE IIIINDIVIDUAL & SMALL GROUP INVESTIGATIONS OF REAL PROBLEMSEnvironment in GeneralRegularClassroom

Two Types of Information Leading to IdentificationStatus InformationAnything you can put down on paper beforehand that tells you something about the student.Action InformationThings that you can only document when they are happening or after they happen.

Status InformationGradesTest scoresStudent work samplesSurveysInterestLearning StylesExpression Styles

Status InformationTeacher input Parent inputStudents’ Self-nominationPeer Nominations

Action InformationTeacher observationsWork habits

Skill DevelopmentConversationsInterviewsVideo/audio recordings

Confratute 2010 Identifying Gifted & Talented

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