Identifying Gifted and Talented Students

IdentifyingGifted and Talented StudentsAngela M. HousandUniversity of North Carolina, WilmingtonConfratute – University of Connecticut

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 GiftednessGifted BehaviorsDay 2: Placing Student in a Program Testing for PlacementDay 3: Nominations andAlternative PathwaysDay 4: Special Placements & Closure

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

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

Gardner’s Multiple IntelligencesLinguisticLogical-MathematicalSpatialMusicalBodily-kinestheticInterpersonalIntrapersonalNaturalist

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

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

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

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?Topics for the WeekTomorrow: Placing Student in a Program Testing for PlacementDay 3: Nominations andAlternative PathwaysDay 4: Special Placements & Closure

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

Elaine Hawkins = Isadora Duncan

Albert Wright= Abraham Lincoln

A Terman Study ParticipantIQ = 180+ Kindergarten TeacherSarah Lang = Sarah Lang

Identification ConsiderationsThere is no perfect identification system!Match identification procedures to the services provided

Identification ConsiderationsHigh performance vs. high potentialMay require different kinds of programming optionsEstablish localnorms using Grade levelSimilarity of learning opportunitiesBackground characteristics

Identification ConsiderationsAvoid designations or “rubber stamp”Identification procedures select students who would benefit from supplementary servicesLabel 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:Be provided in multiple languagesreflect the dominant student and parent populationsReflect the student population and demographics of the district

Identification Procedures Should:Reflect students’ needsBe defensible and inclusiveInclude studentswith disabilitieswho are English language learnerseconomically disadvantaged

Identification Procedures Should:Be 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.

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 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.

Internal ConsistencyDevelop criteria foridentificationthat matches the program!

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

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

Step 1: Test Score NominationAchievement TestingAndI.Q. Testing

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

Something accomplished…Achievement

AptitudeA 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.

Intelligence/Ability TestsCognitive Abilities Test Form 6 (CogAT)Riverside Publishingwww.riverpub.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-Anderson TestsScholastic Testing Servicewww.ststesting.comAssesses verbal and nonverbal abilities. Measures academic potential or school learning ability.

Intelligence/Ability TestsUniversal Nonverbal Intelligence Test (UNIT)Riverside Publishingwww.riverpub.comAssessment of general intelligence, measured nonverbally.

Intelligence/Ability TestsStanford-Binet, Fifth EditionRiverside Publishingwww.riversidepublishing.comMeasures fluid reasoning, knowledge, quantitative reasoning, visual-spatial processing, working memory.

Intelligence/Ability TestsWechsler Nonverbal Scale of AbilityPearsonwww.pearsonassessments.comMeasure of ability; especially designed for culturally and linguistically diverse groups.

Multiple Norm GroupsPut data in spreadsheetInclude an “opportunity-to-learn” index(e.g. ELL status)Sort data by percentile rank or SASProvides Local Rank

Multiple Norm GroupsSort data again by “opportunity-to-learn” then percentile rank or SASProvides list divided into two groupsIdentifies most talented ELL students and most talented native-speaking students

Multiple Score ReviewAvoid using composite scores – look at subtests individuallyReview the appropriate informationDo not compare score with average childrenLook at the discrepancy between strengths and weaknesses

Multiple-Criteria Eligibility1997 to 2005 Gifted Program African-American: 200% increaseHispanic: 570% increase2002 to 2006 Advanced Placement CoursesAfrican-American: 71% increaseHispanic: 180% increase

Topics for the WeekTomorrow: Nominations andAlternative PathwaysDay 4: Special Placements & Closure

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 ScalesGATESGifted and Talented Evaluation ScalesPro-edwww.proedinc.comTeachers rate intellectual ability academic skills, creativity, leadership, and artistic talentTeacher Rating ScalesGRSGifted Rating ScalesPearsonwww.pearsonassessments.comTeachers rate intellectual ability academic skills, motivation, 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 ScalesCABClinical Assessment of BehaviorPARwww4.parinc.comAssesses teachers’ and parents’ perceptions of students’ behavioral functioning including important behaviors associated with giftedness.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)Step 3: Alternate PathwaysDefined locallyAllows program 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 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.

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.

Talent Hidden by UnderachievementLow self-esteem or Low self-efficacyFeelings of pessimismAnxious, impulsive, or inattentiveAggressive, hostileDepressedSocially immature

Talent Hidden by UnderachievementLack 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-esteem

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

Cultural InfluenceSpiritualityHarmonyMovement & VerveAffectCommunalismExpressive IndividualismOral TraditionSocial Time Perspective

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

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

American Indian & Alaska NativeMAY…Not be assertive

Not openly express feelingsAmerican Indian & Alaska NativeMAY…Not challenge incorrect statements

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 program or 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.

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

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

What differentiates gifted learners from high achievers?

BrightKnows the Answers Asks the QuestionsGifted

BrightIs Attentive Is Intellectually EngagedGifted

Identifying Gifted and Talented Students

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