More Related Content
Viewers also liked
Similar to Second grade child_find powerpoint
Similar to Second grade child_find powerpoint (20)
Recently uploaded
Recently uploaded (20)
Second grade child_find powerpoint
- 1. Second Grade Child Find for Gifted Education Programs
- 2. Second Grade Child Find Requirements Planned Experiences/Products TABs
- 3. Second Grade Child Find Alabama Administrative Code (AAC) 290-8-9.12(2)(c) Second Grade Child Find. All second grade students will be observed as potential gifted referrals using a gifted behavior checklist provided by the State Department of Education.
- 4. Second Grade Child Find Six Required Activities • Three Transformations • Two Writing Samples • One Figural Analogy
- 5. Transformations 1 squiggle 2 squiggles 4 squiggles
- 7. Writing Writing about the transformations Writing based on Children’s Literature Journal Prompts / Journal Entries RUBRIC for evaluation
- 8. Children’s Literature Ideas Pattern Books The Important Book How to Books How to Bake an Apple Pie and See the World Alphabet Books Alphabet City
- 9. Figural Analogies Building Thinking Skills - Book One Similar to NNAT
- 10. What are the correct answers? E-16 A E-17 D E-18 C
- 11. What are the correct answers? E-9 B E-10 C E-11 A
- 12. Other Work Samples / Products Logic Problems Open-ended Activities - Math, Writing, problem-solving Above Grade Level Work Renzulli Learning Creative Writing Work from open-ended multi-level learning centers Art work Photos / videos of 3-dimensional schoolwork or performances
- 13. Other Work Samples / Products Requirements: Must be completed at school Input from parents and others Student interests Above grade level work No grade level tests and worksheets
- 14. TABs Traits, Aptitudes, and Behaviors (TABs) Identification of gifted children from varying cultural and economic groups Ten TABs which have been found through research to be consistently associated with the psychological construct of giftedness.
- 15. TABs Dr. Mary Frasier (1938-2005) Nationally recognized scholar and researcher in gifted education and founder of the Torrance Center for Creativity and Talent Development in the UGA College of Education. President of the National Association for Gifted Children (NAGC) from 1987-89, and received the NAGC's Distinguished Service Award in 1991, and then later the Ann F. Isaacs Founder's Memorial Award for her work with that organization.
- 16. INTERESTS - A feeling of intentness, passion, concern or curiosity aboutTABs something. + demonstrate unusual or advanced interests + in a topic or activity. + be a self-starter. + pursue an activity unceasingly. + be beyond age group in activities /interests. + show concern for local and global issues ― Reads constantly often at inappropriate times ― Dominates discussions; may extend comments with details beyond the comprehension of age-mates ― Goes on tangents with no follow-through; appears random ― Loses other students by explaining or over- analyzing issues ― Neglects other responsibilities
- 17. MOTIVATION - Evidence of desire to learn. + demonstrate persistence in pursuing and/or completing TABs self-selected tasks. Tasks may be culturally influenced. + focus motivation on non-school activities rather than school activities. + be an enthusiastic learner of non-school or school subject matter. + aspire to be somebody, do something. ―Easily bored with routine assignments and repetitions; learns at faster pace ―May want to do things her/his own way. ―Sometimes doesn’t want to stop one project to start the next. ―Dislikes interruptions. ―May be overly aggressive ―Challenges authority
- 18. INTERESTS - A feeling of intentness, passion, concern or curiosity aboutTABs something. + demonstrate unusual or advanced interests + in a topic or activity. + be a self-starter. + pursue an activity unceasingly. + be beyond age group in activities /interests. + show concern for local and global issues ― Reads constantly often at inappropriate times ― Dominates discussions; may extend comments with details beyond the comprehension of age-mates ― Goes on tangents with no follow-through ― Loses other students by explaining or over- analyzing issues ― Neglects other responsibilities
- 19. Communication Skills - Highly expressive and effective use of TABs words, numbers, symbols. + demonstrate unusual ability to communicate verbally, + physically, artistically, or symbolically. + use particularly apt examples, illustrations, or elaborations. + use this ability in or out of the classroom. ―Shows off. ―Invokes peer resentment. ―Constantly talking to and monopolizing the time of the teacher. ―Losing or “turning off” students with high level of vocabulary.
- 20. Problem-Solving Ability - Effective, often inventive, strategies for recognizing and solving problems. TABs + use effective & often inventive strategies for recognizing and solving problems. + be able to change strategies if selected solution doesn’t work. + create new designs, invent. + use this ability in or out of the classroom. —Interferes with others —Perfectionistic —Avoids reflective, divergent responses. —Sometimes, too innovative. —Stubborn
- 21. Humor - Brings two heretofore unrelated ideas or planes of thought together in a recognized relationship. TABs + have keen sense of humor which could be gentle or hostile. + have exceptional sense of timing + in words or gestures. + demonstrate unusual emotional depth ―Is out-of-sync with classmates and becomes socially isolated. ―Makes jokes at adults’ or classmates’ expenses. ―Plays cruel tricks on others ―Class clown
- 22. Inquiry - Questions, experiments, explores. + ask unusual questions for age. TABs + play around with ideas. + demonstrate extensive exploratory behaviors directed toward eliciting information about materials, devices, or situations. ―Goes on tangents , can be obnoxious with questions ―Likes to “stump” people with hard questions ―Dominates discussions ―Can become a “pest”
- 23. Leadership - Displays leadership among his/her peers. + be quick to help others. TABs + carry out responsibilities well. + lead others on the playground or in other unstructured situations (could be in a negative or positive way). ―Becomes “bossy” ―Unwilling to listen to classmates ―Lead others into negative behavior. ―Can be too authoritative. ―Impatient with others
- 24. Reasoning - Logical approaches to figuring out solutions. + make generalizations. TABs + use metaphors and analogies. + think things through in a logical manner. + think critically. + think things through and come up with a plausible answer. ―Notices too much in classroom and may appear off-task ―Does not readily follow directions ―May overlook details ―May tell teacher better ways to do things.
- 25. Imagination/Creativity - Produces many ideas; highly original. TABs + show exceptional ingenuity in using everyday materials. + have wild, seemingly silly ideas. + solve problems through non-traditional patterns of thinking. + produce ideas fluently/flexibly. + be highly curious. + display figural or verbal creativity. ― Gets lost in own thoughts ― Appears to be daydreaming or inattentive ― May not have follow- through
- 26. Insight - Quickly grasps new concepts and makes connections; senses deeper meanings. TABs + show sudden discovery of correct solution following + incorrect attempts based primarily on trial and error. + display high ability to draw inferences. + appear to be a good guesser. + possess heightened capacity for seeing unusual & diverse relationships. + integrate ideas and disciplines. ―May overlook details ―Out-of-sync with classmates ―Appears to be showing off or makes other students feel inadequate ―Impolitely corrects adults
- 27. Other Different Manifestations TABs ―Finds it difficult to wait for others ―Learns at faster rate ―Unwilling to show work or details ―Refuses to do assignments because “already know it” ―Low self-image about academic performance ―Over-concern for social problem ―Bored by simple things in life ―Unwilling /unable to follow basic rules or requirements ―Constantly doodling or drawing
- 28. QUADRANT I QUADRANT II How do we determine QUADRANT III QUADRANT IV which students go into each quadrant?
- 29. How do we determine which students go into each quadrant? TABs OLSAT/Aptitude Figural Analogy Score Scores Writing Scores Art Samples Transformation Above Grade Level Scores Work Sample Scores
- 30. How do we determine which students go into each quadrant?
- 31. QUADRANT I QUADRANT II How do we determine which students 25% 25% go into each quadrant? ~10% of QUADRANT III QUADRANT IV population is gifted 25% 25% 50% of referrals place gifted ~ 20% referred
- 32. QUADRANT I QUADRANT II Based on TAB totals 5 4 These totals should include observations from products, work samples, etc. QUADRANT III QUADRANT IV Total TABs scores converted 3 2, 1 to points earned on the matrix.
- 33. Communicat Total Points Leadership Motivation Reasoning Of the 20 Creativity Problem- Interests Average Solving Inquiry Insight Humor students in Student Name this class, Johnny Depp Suzie Creamcheese 3 3 3 3 3 3 3 3 5 3 3 3 3 3 3 3 5 3 3 3 34 30 3.4 3 who should Tommy Jock Albert Einstein 2 3 2 4 2 5 2 5 2 4 2 5 2 4 2 5 2 3 2 5 20 43 4.3 2 be referred? Ava Average 3 3 3 3 3 3 3 3 3 3 30 3 Betty Below 2 2 2 2 2 2 2 2 2 2 20 2 Bo Jackson 5 5 4 4 5 4 5 5 5 4 46 4.6 Of the 4 Sarah Farrell 3 3 3 3 3 3 3 3 3 3 30 3 students –who Jamal Dogood 3 3 3 3 3 3 3 3 3 3 30 3 goes into Charlie 2 2 2 2 2 2 2 2 2 2 20 2 Quadrant I and Fred 3 3 3 3 3 3 3 3 3 3 30 3 who goes into Nancy 4 4 4 4 4 4 4 4 4 4 40 4 Quadrant 2? Shirley 3 4 3 3 3 3 3 4 4 4 34 3.4 Frank 3 3 3 3 3 3 3 3 3 3 30 3 Does referring Gene 3 3 3 3 3 4 3 3 3 3 31 3.1 4 students Phyllis 4 5 4 5 4 3 3 4 4 5 41 4.1 meet the Billy 3 2 4 3 3 2 4 3 3 3 30 3 “around 20% Alicia 2 1 2 1 3 2 2 2 2 2 19 1.9 of the class” Troy 3 3 3 3 3 3 3 3 3 3 30 3 referral rate? Grady 3 3 3 3 3 3 3 3 3 3 30 3
- 34. Second Grade Child Find
Editor's Notes
- {Objectives of this training}
- {read slide. Then emphasize all second grade students are observed Yes, that includes Special Education students, too.}
- These 6 child find activities, three transformations, two writing samples, and one figural analogy, are required from every 2 nd grade student in each school system in the state. Teachers should stay in classrooms to observe students as they work through these activities to observe gifted behaviors. Scores from these activities can be used when filling out the observations scale, too. Writing samples can come from prompts, writing about the transformation the student just created, or writing in response to a children’s literature book.
- Students are not used to transforming shapes into pictures in school. Three transformations are provided to allow students to be creative. Each activity increases in complexity with one, to two to four squiggles on a page. Some students will combine these into one picture!
- Give teachers the one squiggle and model the lesson for them. Go through all steps including brainstorming, sharing ideas and now take 5 minutes to transform their squiggle into something else. Ask for volunteers to share their drawings.
- Various ways to get the writing samples. One of the best ways to obtain a writing sample is to have the child turn over the transformation and write the story about their drawing. They have a story and are motivated to write it for you. If students have difficulty writing, the students can tell the story while someone writes it for them.
- Example page for teachers to answer- this is the 2 nd -3 rd grade book
- Example page for teachers to answer- this is the 4 th -5 th grade book
- Talk about these requirements and the need for consistency
- Talk about the development of TABS
- Introduce the developer and that she granted permission to the State of Alabama to use a modified form of the TABs
- Talk about the positive behaviors.. Then move to the “dark side” or negative behaviors. Ask teachers for any behaviors they have seen. Then ask what 1 or 2 children come to mind when we talked about having interests. Who meets these criteria- whether positive or negative? That’s who receives a 5 on the TABs.
- Talk about the positive behaviors.. Then move to the “dark side” or negative behaviors. Ask teachers for any behaviors they have seen. Then ask what 1 or 2 children come to mind when we talked about being the MOST Motivated that’s who receives a 5 on the TABs.
- Talk about the positive behaviors.. Then move to the “dark side” or negative behaviors. Ask teachers for any behaviors they have seen. Then ask what 1 or 2 children come to mind when we talked about having interests. Who meets these criteria- whether positive or negative? That’s who receives a 5 on the TABs.
- Talk about the positive behaviors.. Then move to the “dark side” or negative behaviors. Ask teachers for any behaviors they have seen. Then ask what 1 or 2 children come to mind when we talked about the best communication skills- verbal, nonverbal, symbolic. Who meets these criteria- whether positive or negative? That’s who receives a 5 on the TABs.
- Talk about the positive behaviors.. Then move to the “dark side” or negative behaviors. Ask teachers for any behaviors they have seen. Then ask what 1 or 2 children come to mind when we talked about the best problem-solving skills-not just math problem solving. Who meets these criteria- whether positive or negative? That’s who receives a 5 on the TABs.
- Talk about the positive behaviors.. Then move to the “dark side” or negative behaviors. Ask teachers for any behaviors they have seen. Then ask what 1 or 2 children come to mind when we talked about the best. Who meets these criteria- whether positive or negative? That’s who receives a 5 on the TABs.
- Talk about the positive behaviors.. Then move to the “dark side” or negative behaviors. Ask teachers for any behaviors they have seen. Then ask what 1 or 2 children come to mind when we talked about inquiry skills. Who meets these criteria- whether positive or negative? Who’s always asking those questions? That’s who receives a 5 on the TABs.
- Talk about the positive behaviors.. Then move to the “dark side” or negative behaviors. Ask teachers for any behaviors they have seen. Then ask what 1 or 2 children come to mind when we talked about the best leadership skills-not just in the classroom. Who meets these criteria- whether positive or negative? That’s who receives a 5 on the TABs.
- Talk about the positive behaviors.. Then move to the “dark side” or negative behaviors. Ask teachers for any behaviors they have seen. Then ask what 1 or 2 children come to mind when we talked about the best reasoning. Who meets these criteria- whether positive or negative? That’s who receives a 5 on the TABs.
- Talk about the positive behaviors.. Then move to the “dark side” or negative behaviors. Ask teachers for any behaviors they have seen. Then ask what 1 or 2 children come to mind when we talked about the best imagination or creativity skills. Who meets these criteria- whether positive or negative? That’s who receives a 5 on the TABs.
- Talk about the positive behaviors.. Then move to the “dark side” or negative behaviors. Ask teachers for any behaviors they have seen. Then ask what 1 or 2 children come to mind when we talked about the best insight. Who meets these criteria- whether positive or negative? That’s who receives a 5 on the TABs.
- Additional negative manifestations of gifted behaviors
- How do we know which students to place in each quadrant? Students in Quadrants I and II are referred for services. Students in Quadrant III and IV are not referred this year.
- Complete the TABS based on observations in classroom, other areas of school, playground, other classes, etc. Product scores are observations, too.
- Talk about Completing the TAB using a Bell curve. First list students. Then fold the right side of the paper over the top of the sheet so that only the first column, MOTIVATION, is showing. Now think about your class. Who is the most motivated? That 1 or 2 children receives a %, Who’s the next motivated- those 2-4 children receive 4’s. Most students should have 3’s which means they are at grade level. Then total the points. Using the matrix score conversion under For Office Use Only- scores will correspond to a 1, 2, 3, 4, or 5 points.
- Even though there are four quadrants- we do not evenly divide the class to fit into each section. Talk about the points- About 10% of a population is gifted. Half of the referrals should be eligible for services. Therefore, about 20% of the class should be referred.
- Remember that “For Office Use Only” column on the TABs? Those matrix scores are then used to place students into quadrants. Students with 5’s are placed into Quadrant One Students with 4’s are placed into Quadrant Two Students with 3’s are placed into Quadrant Three Students with 1’s and 2’s are placed into Quadrant Four
- Who should be referred- Albert Einstein, Bo Jackson, Nancy, Phyllis Quadrant I- Bo Jackson Quadrant II- Albert Einstein, Nancy, Phyllis 20% 18 students is 3.6. Rounded that equals 4 students. It does meet the “around 20%” Remember some years it may be a little over and some years it may be a little under.
- Any Questions, Comments, and/or concerns?