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Identifying

            Gifted and Talented
                  Students




Angela M. Housand
University of North Carolina, Wilmington
Confratute – University of Connecticut
NRC     The National Research Center
G/T      on the Gifted and Talented	





      www.gi%ed.uconn.edu	
  
Joe Renzulli and Sally Reis




And other amazing people…
Traded in My Last Name
angelahousand.com
Graduated and Got a Job…


   Watson School of Education
     Angela Housand, Ph.D.
      housanda@uncw.edu
This Week I Have the Honor…
Why This Strand?

•  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
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
She was told by an editor that she
would never write anything
popular.
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.
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.
Eleanor Roosevelt
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 Einstein




Above average intelligence



(Cox, 1926; Reis, 1995; Walberg et. al., 1981; Walberg & Paik, 2005)
Image: http://streams.gandhiserve.org/images/einstein.jpg
This man was fired
by a newspaper
editor because he
didn’t have enough
good ideas.
Walt Disney
This 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.
Winston
   Churchill
    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
Where would you start?
Definition
  There  is no universally accepted
  definition for gifted, talented, or
  giftedness
Definition
  Theparticular definition adopted by a
  school district will:
    Guide the identification process
    Consequently determine who is selected for
    services
3 Ring Conception of Giftedness
Gagné’s	
  DMGT	
  Model	
  
•  Differen3ated	
  Model	
  of	
  Gi6edness	
  and	
  Talent	
  
•  Dis3nguishes	
  between	
  “gi6s”	
  and	
  “talents”	
  
•  Gi6s:	
  
    –  General	
  ap3tudes	
  
    –  Untrained	
  natural	
  ability	
  
•  Talents:	
  
    –  Specific	
  skills	
  
    –  Learned	
  capabili3es	
  
Taylor’s	
  Mul3ple	
  Talent	
  Totem	
  Poles	
  
Mul3ple	
  Talent	
  Totem	
  Poles	
  (1984)	
  
•    Academic	
                  •    Planning	
  (Designing)	
  
•    Produc3ve	
  Thinking	
     •    Implemen3ng	
  
•    Communica3ng	
              •    Human	
  Rela3ons	
  
•    Forecas3ng	
                •    Discerning	
  
•    Decision	
  Making	
             Opportuni3es	
  
Gardner’s	
  Mul3ple	
  Intelligences	
  
•  Linguis3c	
  
•  Logical-­‐Mathema3cal	
  
•  Spa3al	
  
•  Musical	
  
•  Bodily-­‐kinesthe3c	
  
•  Interpersonal	
  
•  Intrapersonal	
  
•  Naturalist	
  
Sternberg’s	
  Triarchic	
  Theory	
  
•  Analy3cal	
  Gi6edness	
  
•  Synthe3c	
  Gi6edness	
  
   –  Crea3vity	
  
   –  InsighYulness	
  
   –  Intui3on	
  
   –  Ability	
  to	
  cope	
  with	
  novelty	
  
•  Prac3cal	
  Gi6edness	
  
   –  Apply	
  first	
  two	
  in	
  pragma3c	
  situa3ons	
  
   –  Wisdom	
  –	
  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 States


•  In the U.S: Program and Service for
   gifted learners made at the state and
   local levels

•  Gifted By State
State Definitions


•  Davidson Institute for Talent Development
    Missouri
    Kansas
    California
    Connecticut
    North Carolina
State Definitions


•  Why do you think CA provides the
   districts with choices for identification
   categories?
Definition
  DANGER!
    If a definition to narrow, identification
    methods may discriminate against low SES,
    minority, disabled, underachieving, and
    females
3 Ring Conception of Giftedness
OPERATION HOUNDSTOOTH

           OPTIMISM                                  COURAGE                               ROMANCE WITH A TOPIC OR
                                                                                                 DISCIPLINE
               •hope                      •Psychological/intellectual
•positive feelings from hard work               independence                                       •absorption
                                              •moral conviction                                      •passion



    SENSITIVITY TO HUMAN                PHYSICAL/MENTAL ENERGY                                 VISION/SENSE OF
         CONCERNS                                                                                  DESTINY
                                                     •charisma
            •insight                                 •curiosity                        •sense of power to change things
           •empathy                                                                           •sense of direction
                                                                                               •pursuit of goals




                                                                                             diversity
              WISDOM                                                                         balance
       SATISFYING LIFESTYLE
     THE PURSUIT OF HAPPINESS                                                                harmony

                                                                                             proportion

                                               © Operation Houndstooth
                                The National Research Center on the Gifted and Talented
                                               University of Connecticut
                               Joseph S. Renzulli, Rachel E. Sytsma, & Kristin B. Berman
                                        November, 2000 www.gifted.uconn.edu
Identifying Gifted Students
Identifying Gifted Students
Gifted Behaviors NOT Gifted People!
Gifted Artist


      Talented Mathematician


Use “defining” terms as adjectives:

                    Talented Musician


          Gifted Writer
Personality Factors

  Influencing Gifted Behavior"
"   Charm/Charisma"     "   Perception of
"   Need for                  Self, Self-Efficacy"
    Achievement"        "     Courage"
"   Ego Strength"       "     Character"
"   Energy"             "     Intuition"
"   Sense of Destiny"   "     Personal
                              Attractiveness"
Environmental Factors
  Influencing Gifted Behavior
»  SES               »  Formal Education
»  Parental          »  Role Model
   Personalities        Availability
»  Education of      »  Physical Illness
   Parents              and/or Well
»  Stimulation of       Being
   Childhood         »  Chance Factors
   Interests         »  Zeitgeist
»  Family Position
School	
  House	
  Gi6edness	
  




Crea3ve	
  Gi6edness	
  
Teacher	
  Pleaser	
  




Evil	
  Genius	
  
Characteristics: Seeing
  Unusual alertness

  Joy in learning

  Keen observation

  Sees “Big Picture”

  Makes connections

  Intense focus

  Curious
Characteristics: Speed
  Early and rapid learning

  Rapid language development

  Metacognitively efficient
Identifying Gifted Students
Identifying Gifted Students
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
  Independent	
  
  High	
  energy	
  
  Curious	
  
  Sense	
  of	
  humor	
  
  Open-­‐minded	
  
  Need	
  for	
  privacy	
  and	
  alone	
  time	
  
  Aware	
  of	
  their	
  own	
  creativeness	
  
  Originality	
  in	
  thought	
  and	
  action	
  
  Attracted	
  to	
  complexity	
  and	
  novelty	
  
  Artistic	
  tendencies	
  
  Willing	
  to	
  take	
  risks	
  
  Perceptive	
  
Characteristic of
Eminent Adults




Creative
Imaginative
Innovative
A Sense of Destiny
    Impulsive	
             Neurotic	
  
    Egotistical	
           Temperamental	
  
    Argumentative	
         Capricious	
  
    Rebellious	
            Careless	
  
    Uncooperative	
         Disorganized	
  
    Stubborn	
              Demanding	
  
    Childish	
              Indifferent	
  to	
  
    Absentminded	
           Conventions	
  
Characteristics: Negative
  Uneven mental development

  Interpersonal difficulties

  Underachievement
Asynchronous Development




                 Uneven intellectual,
               physical, and emotional
                    development.
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
Your Mission…
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 Week
Tomorrow:
      Placing Student in a Program
      Testing for Placement
Day 3: Nominations and
       Alternative Pathways
Day 4: Special Placements & Closure
Identifying Gifted Students
Average Ranking
      Sam Edder
        Mary Hall
        Bill Ridell
  Elaine Hawkins
    Albert Wright
      Sarah Lang
       Mike Grost
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Sam	
  Edder	
  	
  
      =	
  	
  
  Albert	
  
 Einstein	
  
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Mary	
  Hall	
  	
  
    =	
  	
  
 Eleanor	
  	
  
Roosevelt	
  
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1/<7;814/6H'B41/B'072<'                                    04N/D'
27D795>*"6?BA?D5>*075>BC;*(8?EE49/H'2544<H'                #G7=A5>*#OA>>:;*=2/?25'07K87918>H'97206'N755'E?8'?676'
6:4N6'G79>'518857'7=4814/'C2<<7;8'3449D'                   G79>'3449'B92==29M'
1?D<7DAB5>*(ND?965>ABA7:;**/529B70':720'28'E198:'          +?=5BA?D5>*2?5>:;*N2/86'84'E7'2'6;17/8168'49'2'
"H5>F5BA?D*?@*/56A>E*#B?=O;*A45181;25'2;81G1686H'          92159420'=7;:2/1;'
<28:79'6:1<85766'                                          479:?D5>*2?5>:;*N49_6':290'N2/86'84'729/'=4/7>M'
27D795>*4?>ABA=5>*.7>A7@:;*P/;4/;79/70'2E4?8'              +?=5BA?D5>*1?DB9ANFBA?D:;*(450'=2B2`1/76'
345181;25';4/610792814/6'                                  '
*                                                                                     *
&24*1?6GFB79*"H5>F5BA?D*P:=5>7Q*R*B?*RSST*                                        #=?97;*ST'
U-SSVW;*                                                   '
Bill	
  Ridell	
  	
  
          =	
  	
  
Thomas	
  Edison	
  
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;:150L6'2/81;132870'7/89>M''%55'2/6N796'=?68'E7'7/87970'1/'8:7'632;76'25548870M''A*-(,&('-*A,-)#&@'
F%O(*'#&F,-$%)#,&'J#OO'+*'A-,(*!P)*.'#&'F*.*-%O'!,P-)M'
         '
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1?D<7DAB5>*(ND?965>ABA7:;*/4/7'                           +?=5BA?D5>*2?5>:;*N2/86'84'872;:'02/;1/B'
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'                                                         ;:15097/'
*                                                         *
&24*1?6GFB79*"H5>F5BA?D*P:=5>7Q*R*B?*RSST*                                    #=?97'`'SU
U-SSVW;*
Elaine	
  
Hawkins	
  	
  
    =	
  	
  
Isadora	
  
Duncan	
  
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         '
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2B7M'                                                         N976851/BDH'392;81;25'`4V76H'97201/B'892G751/B'
27D795>*"6?BA?D5>*075>BC;*357262/8H'7G7/'U                    #G7=A5>*#OA>>:;*51V76'84'29B?7H'<2195>'N755'9720H'
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1?D<7DAB5>*(ND?965>ABA7:;*/4/7'                               +?=5BA?D5>*2?5>:;*1/87976870'1/'9782151/B'
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6?186'                                                        +?=5BA?D5>*1?DB9ANFBA?D:;*$2/?25'52E49H';579V'1/'
27D795>*4?>ABA=5>*.7>A7@:;**I79>'!4/679G281G7'                68497H'54/B6:497=2/H';4/6107970'52b>'E>'7=354>796M'
'                                                             '
&24*1?6GFB79*"H5>F5BA?D*P:=5>7Q*R*B?*RSST*                                         #=?97'c'XS
UKRVWX;*
Albert	
  Wright	
  
      =	
  	
  
  Abraham	
  
   Lincoln	
  
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;:150L6'2/81;132870'7/89>M''%55'2/6N796'=?68'E7'7/87970'1/'8:7'632;76'25548870M''A*-(,&('-*A,-)#&@'
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         '
                                                 4(!"&'#*
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27D795>*4CE:A=5>*075>BC;*:26'25579B176'                    #G7=A5>*$DB797:B:;*G79>'1/87976870'1/';:15097/H'
27D795>*"6?BA?D5>*075>BC;*87/06'84'E7'6:>'                 51`76'=?61;'2/0'298M'
N18:'37796'                                                #G7=A5>*#OA>>:;*51`76'84'1/G7/8'B2=76'
1?D<7DAB5>*(ND?965>ABA7:;*N7296'B526676'                   +?=5BA?D5>*2?5>:;*N4?50'51`7'84'N49`'N18:'
"H5>F5BA?D*?@*/56A>E*#B?=O;*%G792B7'                       ;:15097/'
27D795>*4?>ABA=5>*.7>A7@:;**87/06'84N290'                  479:?D5>*2?5>:;*N4?50'51`7'84':753'48:79'374357'
51E792516='                                                +?=5BA?D5>*1?DB9ANFBA?D:;*+2E>6186'97B?5295>'
'                                                          '
&24*1?6GFB79*"H5>F5BA?D*P:=5>7Q*R*B?*RSST*                                     #=?97'a'XS'
U-SSVW;*
*
*
A	
  Terman	
  Study	
  
                                Par3cipant	
  
                                 IQ	
  =	
  180+	
  	
  
Sarah	
  Lang	
  	
  
    =	
  	
  
Sarah	
  Lang	
  

                            	
  Kindergarten	
  
                                     Teacher	
  
8:7'F707925'+?972?'4<'#/G7681B2814/H'!267'I791<1;2814/'.1G1614/H'J26:1/B84/H'.!H'61K'=4/8:6'39149'84'8:7'
;:150L6'2/81;132870'7/89>M''%55'2/6N796'=?68'E7'7/87970'1/'8:7'632;76'25548870M''A*-(,&('-*A,-)#&@'
F%O(*'#&F,-$%)#,&'J#OO'+*'A-,(*!P)*.'#&'F*.*-%O'!,P-)M'
         '
                                                 4(!"&'#*
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'                                                         +?=5BA?D5>*1?DB9ANFBA?D:;*A?E516:70'2/'491B1/25'
*                                                         =28:7=281;6'8:7497='C2;;73870'E>'8:7'%=791;2/'
*                                                         %664;12814/'4<'$28:7=281;12/6D'
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U-SSVW;*                                                                       #=?97'b'ZZ_'
*
Mike	
  Grost	
  =	
  Mike	
  Grost	
  
Identification Considerations"
"  There is no perfect identification
   system!"

"  Match identification procedures to the
   services provided"
Identification Considerations"
"  High performance vs. high potential"
  "   May require different kinds of
    programming options "


"  Establish local norms using "
  "   Grade level"
  "   Similarity of learning opportunities"
  "   Background characteristics"
Identification Considerations"
"  Avoid designations or “rubber stamp”"
  "   Identification procedures select students
    who would benefit from supplementary
    services"


"  Label the services, not the students"
Identification Procedures Answer"
    "  Who are the gifted and talented
       students?"
    "  Why are we striving to identify
       them?"
    "  How do we find them?"
Identification Procedures Answer"
    "  What are the most appropriate tools
       for identifying studentsʼ gifts and
       talents?"
    "  How are data from various tools
       analyzed and interpreted?"
    "  Who is responsible for identifying
       studentsʼ gifts and talents?"
Identification Procedures Should:
                               "
     "  Be provided in multiple languages"
       "   reflect the dominant student and
         parent populations"
     "  Reflect the student population and
        demographics of the district"
Identification Procedures Should:
                               "
     "  Reflect studentsʼ needs"
     "  Be defensible and inclusive"
     "  Include students"
       "   with disabilities"
       "   who are English language learners"
       "   economically disadvantaged "
Identification Procedures Should:
                               "
     "  Be flexible"
     "  Be communicated"
       "   teachers"
       "   parents"
       "   administrators"
       "   students "
     "  Be updated at regular intervals to
        reflect changing demographics"
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"
Don’t go! I’m sure page 3 of Billy’s Gifted Matrix
Checklist No. 5.3 (a) is in here somewhere.
Renzulli’s Identification 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
The 3 Goals of
 Renzulli’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.
The 3 Goals of
  Renzulli’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!)
The 3 Goals of
 Renzulli’s Identification System

                #3
Provide opportunities, resources, and
encouragement for the development and
application of gifted behaviors.
Internal Consistency

•  Develop
   criteria for
   identification
   that matches
   the program!
Internal Consistency	


 Abilities and
 Interests of
  Students 	

                                    Services
                  Identification
                                      and
                   of interests
                                   Programs
                    and needs	

                                   Provided	


Characteristics
 of Students
99th
[Approximately 50% of [Approximately 50% of




                                                                                                   Total Talent Pool Consists of Approximately 15% of the General Population
                        Test Score Criteria
                                                          %ile           Test Score

                         The Talent Pool]
                                                                        Nominations

                                              Step 1             [Automatic, and Based on
                                                                      Local Norms]
                                                          92nd
                                                          %ile

                                                                  Teacher Nominations
  Non-Test Criteria

   The Talent Pool]




                                              Step 2
                                                          [Automatic Except in Cases of Teachers
                                                            Who Are Over or Under Nominators]
                                                                                         Case
                                              Step 3     Alternative Pathways            Study
                                                                                         Case
                                              Step 4     Special Nominations             Study

                                              Step 5      Notification of Parents
                                              Step 6     Action Information Nominations
                                                       Renzulli Identification System
Step 1: Test Score Nomination
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
Metropolitan Achievement Test
   Harcourt Brace Educational Measurement
   www.harcourtassessment.com


  Focuseson reading, mathematics, language,
 writing, science, and social studies
Stanford Achievement Test
    Harcourt Brace Educational Measurement
    www.harcourtassessment.com


  Assessesreading, mathematics, language,
 spelling, study skills, science, social studies, and
 listening
Ap3tude	
  



Achievement	
  
Something	
  accomplished…	
  


     Achievement	
  
Ap3tude	
  
A	
  readiness	
  to	
  learn	
  or	
  to	
  perform	
  well	
  
in	
  a	
  par3cular	
  situa3on;	
  requires	
  a	
  
match	
  between	
  the	
  situa3on	
  demands	
  
and	
  what	
  the	
  person	
  brings	
  to	
  it.	
  
Identifying Gifted Students
Identifying Gifted Students
Identifying Gifted Students
Identifying Gifted Students
Identifying Gifted Students
Identifying Gifted Students
Identifying Gifted Students
Identifying Gifted Students
Identifying Gifted Students
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
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
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
Identifying Gifted Students
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
Topics for the Week

Tomorrow:
      Nominations and
      Alternative Pathways
Day 4: Special Placements & Closure
Identifying Gifted Students
What do we
 know so far
    about
identification?
Step 2: Teacher Nomination
  All   Teachers need to be informed
    Procedures for nomination
    Students who have gained access
     through test scores

    AVOID NEEDLESS PAPERWORK!
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
Step 2: Teacher Nomination
  Acceptanceequal to test scores with
 one exception…
Step 2: Teacher Nomination
  Acceptanceequal to test scores with
 one exception…

 Teachers who over-identify
Teacher Rating Scales

 GATES   Gifted and Talented Evaluation Scales
             Pro-ed
             www.proedinc.com


           Teachers  rate intellectual ability academic
          skills, creativity, leadership, and artistic
          talent
Teacher Rating Scales

 GRS   Gifted Rating Scales
           Pearson
           www.pearsonassessments.com


         Teachers rate intellectual ability academic
        skills, motivation, creativity, leadership, and
        artistic talent
Teacher Rating Scales

       Tracking Talents
            Prufrock Press
            www.prufrock.com


         Usedto screen and identify multiple
        talents: cognitive abilities, academic
        talents, social & physical abilities, and
        technological & artistic talents through
        peer, teacher, and self-nomination.
Teacher Rating Scales

 CAB   Clinical Assessment of Behavior
            PAR
            www4.parinc.com


         Assesses teachers’ and parents’
         perceptions of students’ behavioral
         functioning including important behaviors
         associated with giftedness.
Teacher Rating Scales

         Scales for Rating the Behavioral
SRBCSS     Characteristics of Superior Students
             Creative Learning Press
             www.creativelearningpress.com

           Teachersassess students on 10 dimensions:
          learning, motivation, creativity, leadership,
          art, music, dramatics, planning,
          communication (precision), and
          communication (expressiveness)
Teacher Rating Scales

       Developed at the University of Purdue
HOPE
       Marcia Gentry, Ph. D.



         Teachersassess students on academic and
        social factors related to giftedness
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
Step 3: Alternate Pathways
       Examples
         Self-nomination
         Parent nomination
         Peer nomination
         Tests of Creativity
         Product evaluation
Step 3: Alternate Pathways
        Leads to initial consideration by a
         screening committee



               NOT AUTOMATIC!
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.
Identifying Gifted Students
Identifying Gifted Students
Creative Thinking Skills
Creative Thinking Skills
Why Creative Thinking
Skills Assessments?
Talent	
  Hidden	
  by	
  Underachievement	
  
                       •  Low	
  self-­‐esteem	
  or	
  
                          Low	
  self-­‐efficacy	
  
                       •  Feelings	
  of	
  pessimism	
  
                       •  Anxious,	
  impulsive,	
  or	
  
                          inaien3ve	
  
                       •  Aggressive,	
  hos3le	
  
                       •  Depressed	
  
                       •  Socially	
  immature	
  
Talent	
  Hidden	
  by	
  Underachievement	
  
                        •  Lack	
  goal-­‐directed	
  
                           behavior	
  
                        •  Poor	
  coping	
  skills	
  
                        •  Poor	
  self-­‐regula3on	
  
                        •  Defense	
  mechanisms	
  
Not all bad…
•  Demonstrate honesty and integrity when
   rejecting inappropriate school work
•  Intense outside interests
•  Creative
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"
Twice-Exceptional

•  Gifted with Learning
   Disability
•  May also demonstrate
  –  Learned helplessness
  –  Perfectionism
  –  Supersensitivity
  –  Low self-esteem
Look For:
•  Advanced           •  Advanced problem-
   vocabulary use        solving skills
•  Exceptional        •  Specific aptitude
   analytic abilities •  Good
•  Divergent thinking    memory
•  High levels of
   creativity
•  Spatial abilities
Cultural Influence
•    Spirituality
•    Harmony
•    Movement & Verve
•    Affect
•    Communalism
•    Expressive Individualism
•    Oral Tradition
•    Social Time Perspective
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
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
Hispanics
•  Express leadership
   collaboratively rather
   than competitively

•  Demonstrate intensity
   through “Abrazo”
   (an index of personal
   support)
Hispanic   White
25+ years old with a HS Diploma       57%    88.7%


Only a 9th grade education            27%      4%


Managerial or Professional          14.2%    35.1%
Occupations
American Indian & Alaska Native
MAY…
•  Be humble, quiet     •  Not be assertive
•  Not be competitive   •  Ask few questions
•  Not openly express   •  Be a more concrete
   feelings                learner
American Indian & Alaska Native
MAY…
•  Consider family &      •  Not challenge incorrect
   religious activities      statements
   more important than    •  Not look a teacher in
   school                    the eye
American Indian & Alaska Native
MAY…
•  Not be comfortable        •  Not have a strong home
   speaking in public           reading environment
•  Be fluently bi- or tri-   •  Have more developed
   lingual                      aural/oral memory
Step 4: Special
         Nominations




    Safety Valve No.1
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
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
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
Step 5:
Notification & Orientation of Parents

              Similar orientation for
              students!
              Not told they are gifted
              Focus on the opportunities
              available to develop gifted
              behaviors
Step 6: Action
         Information
         Nominations




    Safety Valve No.2
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.
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.
Identifying Gifted Students
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.
Status Information

        Grades
        Test scores
        Student work samples
        Surveys
         – Interest
         – Learning Styles
         – Expression Styles
Status Information

        Teacher input
        Parent input
        Students’ Self-nomination
        Peer Nominations
Identifying Gifted Students
Action Information

     Teacher observations
       •  Work habits
       •  Thinking
       •  Questioning
       •  Leadership Qualities
       •  Peer Interactions
       •  Skill Development
     Conversations
     Interviews
     Video/audio recordings
Identifying Gifted Students
Interest-A-Lyzer
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. ____________________________________
Identifying Gifted Students
Identifying Gifted Students
Identifying Gifted Students
Identifying Gifted Students
Identifying Gifted Students
Identifying Gifted Students
Identifying Gifted Students
Identifying Gifted Students
Identifying Gifted Students
Identifying Gifted Students
Identifying Gifted Students
Identifying Gifted Students
Identifying Gifted Students
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
Identifying Gifted Students
Identifying Gifted Students
Identifying Gifted Students
What differentiates gifted
learners from high achievers?
Bright
Knows the Answers




               Asks the Questions

                       Gifted
Bright
Is Attentive




               Is Intellectually Engaged

                              Gifted
Bright
Has Good Ideas




                 Has Original Ideas

                         Gifted
Bright
Absorbs Information




            Manipulates Information

                         Gifted
Bright
Top Student




              Beyond Her Age
                       Peers
                   Gifted
Bright
Repeats 6-8 Times for Mastery




      Repeats 1-2 Times for Mastery

                          Gifted
Bright
Understands Ideas




            Constructs Abstractions

                         Gifted
Bright
Grasps the Meaning




                 Draws Inferences

                        Gifted
Bright
Is a Technician




                  Is an Inventor

                     Gifted
Questions?
Thank You!

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Identifying Gifted Students

  • 1. Identifying
 Gifted and Talented Students Angela M. Housand University of North Carolina, Wilmington Confratute – University of Connecticut
  • 2. NRC The National Research Center G/T on the Gifted and Talented www.gi%ed.uconn.edu  
  • 3. Joe Renzulli and Sally Reis And other amazing people…
  • 4. Traded in My Last Name
  • 6. Graduated and Got a Job… Watson School of Education Angela Housand, Ph.D. housanda@uncw.edu
  • 7. This Week I Have the Honor…
  • 8. Why This Strand? •  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
  • 9. 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
  • 10. She was told by an editor that she would never write anything popular.
  • 11. 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.
  • 12. 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.
  • 14. You must do the thing you think you cannot do. -Eleanor Roosevelt
  • 15. 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.
  • 16. Albert Einstein Above average intelligence (Cox, 1926; Reis, 1995; Walberg et. al., 1981; Walberg & Paik, 2005) Image: http://streams.gandhiserve.org/images/einstein.jpg
  • 17. This man was fired by a newspaper editor because he didn’t have enough good ideas.
  • 18. Walt Disney This man was fired by a newspaper editor because he didn’t have enough good ideas.
  • 19. 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.
  • 20. Winston Churchill 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
  • 21. Where would you start?
  • 22. Definition   There is no universally accepted definition for gifted, talented, or giftedness
  • 23. Definition   Theparticular definition adopted by a school district will:   Guide the identification process   Consequently determine who is selected for services
  • 24. 3 Ring Conception of Giftedness
  • 25. Gagné’s  DMGT  Model   •  Differen3ated  Model  of  Gi6edness  and  Talent   •  Dis3nguishes  between  “gi6s”  and  “talents”   •  Gi6s:   –  General  ap3tudes   –  Untrained  natural  ability   •  Talents:   –  Specific  skills   –  Learned  capabili3es  
  • 26. Taylor’s  Mul3ple  Talent  Totem  Poles  
  • 27. Mul3ple  Talent  Totem  Poles  (1984)   •  Academic   •  Planning  (Designing)   •  Produc3ve  Thinking   •  Implemen3ng   •  Communica3ng   •  Human  Rela3ons   •  Forecas3ng   •  Discerning   •  Decision  Making   Opportuni3es  
  • 28. Gardner’s  Mul3ple  Intelligences   •  Linguis3c   •  Logical-­‐Mathema3cal   •  Spa3al   •  Musical   •  Bodily-­‐kinesthe3c   •  Interpersonal   •  Intrapersonal   •  Naturalist  
  • 29. Sternberg’s  Triarchic  Theory   •  Analy3cal  Gi6edness   •  Synthe3c  Gi6edness   –  Crea3vity   –  InsighYulness   –  Intui3on   –  Ability  to  cope  with  novelty   •  Prac3cal  Gi6edness   –  Apply  first  two  in  pragma3c  situa3ons   –  Wisdom  –  concerns  about  needs  and  welfare  of   others  
  • 30. 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).
  • 31. 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
  • 32. State Definitions •  Davidson Institute for Talent Development  Missouri  Kansas  California  Connecticut  North Carolina
  • 33. State Definitions •  Why do you think CA provides the districts with choices for identification categories?
  • 34. Definition   DANGER!   If a definition to narrow, identification methods may discriminate against low SES, minority, disabled, underachieving, and females
  • 35. 3 Ring Conception of Giftedness
  • 36. OPERATION HOUNDSTOOTH OPTIMISM COURAGE ROMANCE WITH A TOPIC OR DISCIPLINE •hope •Psychological/intellectual •positive feelings from hard work independence •absorption •moral conviction •passion SENSITIVITY TO HUMAN PHYSICAL/MENTAL ENERGY VISION/SENSE OF CONCERNS DESTINY •charisma •insight •curiosity •sense of power to change things •empathy •sense of direction •pursuit of goals diversity WISDOM balance SATISFYING LIFESTYLE THE PURSUIT OF HAPPINESS harmony proportion © Operation Houndstooth The National Research Center on the Gifted and Talented University of Connecticut Joseph S. Renzulli, Rachel E. Sytsma, & Kristin B. Berman November, 2000 www.gifted.uconn.edu
  • 39. Gifted Behaviors NOT Gifted People!
  • 40. Gifted Artist Talented Mathematician Use “defining” terms as adjectives: Talented Musician Gifted Writer
  • 41. Personality Factors
 Influencing Gifted Behavior" "   Charm/Charisma" "   Perception of "   Need for Self, Self-Efficacy" Achievement" "   Courage" "   Ego Strength" "   Character" "   Energy" "   Intuition" "   Sense of Destiny" "   Personal Attractiveness"
  • 42. Environmental Factors Influencing Gifted Behavior »  SES »  Formal Education »  Parental »  Role Model Personalities Availability »  Education of »  Physical Illness Parents and/or Well »  Stimulation of Being Childhood »  Chance Factors Interests »  Zeitgeist »  Family Position
  • 43. School  House  Gi6edness   Crea3ve  Gi6edness  
  • 45. Characteristics: Seeing   Unusual alertness   Joy in learning   Keen observation   Sees “Big Picture”   Makes connections   Intense focus   Curious
  • 46. Characteristics: Speed   Early and rapid learning   Rapid language development   Metacognitively efficient
  • 49. 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
  • 50.   Independent     High  energy     Curious     Sense  of  humor     Open-­‐minded     Need  for  privacy  and  alone  time  
  • 51.   Aware  of  their  own  creativeness     Originality  in  thought  and  action     Attracted  to  complexity  and  novelty     Artistic  tendencies     Willing  to  take  risks     Perceptive  
  • 53.   Impulsive     Neurotic     Egotistical     Temperamental     Argumentative     Capricious     Rebellious     Careless     Uncooperative     Disorganized     Stubborn     Demanding     Childish     Indifferent  to     Absentminded   Conventions  
  • 54. Characteristics: Negative   Uneven mental development   Interpersonal difficulties   Underachievement
  • 55. Asynchronous Development Uneven intellectual, physical, and emotional development.
  • 56. 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
  • 58. 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?
  • 59. Topics for the Week Tomorrow: Placing Student in a Program Testing for Placement Day 3: Nominations and Alternative Pathways Day 4: Special Placements & Closure
  • 61. Average Ranking Sam Edder Mary Hall Bill Ridell Elaine Hawkins Albert Wright Sarah Lang Mike Grost
  •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`' ' #=C??>*(8MF:B67DB'' G79>'3449H';4/6107970'?/64;12E57'2/0'0168?9E70' ' ' ' ' 27D795>*4CE:A=5>*075>BC;*4<87/'61;V5>' #G7=A5>*$DB797:B:;*<97c?7/85>'N18:092N6'1/84' 27D795>*"6?BA?D5>*075>BC;*;7981<170'7=4814/25' <2/826>'N4950' E972V04N/'a'97=4G70'<94='6;:445'87=3492915>' #G7=A5>*#OA>>:;*352>6'G1451/H'51V76'84'E7'254/7'84' 1?D<7DAB5>*(ND?965>ABA7:;*/4/7' 9720' "H5>F5BA?D*?@*/56A>E*#B?=O;*%G792B7' +?=5BA?D5>*2?5>:;*7G107/;76'/4/7' 27D795>*4?>ABA=5>*.7>A7@:;**b?178';:150H'E7517<6' 479:?D5>*2?5>:;*1/0737/07/;7'<94='<2=15>' /48'V/4N/' +?=5BA?D5>*1?DB9ANFBA?D:;*&4/7' ' ' * * * * &24*1?6GFB79*"H5>F5BA?D*P:=5>7Q*R*B?*RSST* #=?97'd'Y^ U-SSVW;*
  • 63. Sam  Edder     =     Albert   Einstein  
  •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`'Ua' U-SSVW;*
  • 65. Mary  Hall     =     Eleanor     Roosevelt  
  • 66. 8:7'F707925'+?972?'4<'#/G7681B2814/H'!267'I791<1;2814/'.1G1614/H'J26:1/B84/H'.!H'61K'=4/8:6'39149'84'8:7' ;:150L6'2/81;132870'7/89>M''%55'2/6N796'=?68'E7'7/87970'1/'8:7'632;76'25548870M''A*-(,&('-*A,-)#&@' F%O(*'#&F,-$%)#,&'J#OO'+*'A-,(*!P)*.'#&'F*.*-%O'!,P-)M' ' 4(!"&'#* * /('0"!* I,'0"!* * ' &567Q'''(2='-10755' ' ' &567Q'''&2/;>'-10755' ' ' (8897::;***A498'"?94/H'$#' ' ' (8897::;***A498'"?94/H'$#' ' ' (<7;** RS* ''!5=7;'!2?;2612/' (<7;** ST* ''!5=7;'!2?;2612/' 4>5=7*?@*.A9BC;'&4G2'(;4812' ' 4>5=7*?@*.A9BC;',/82914' ' &5BA?D5>ABEQ'!2/2012/'A45181;25'*K157' &5BA?D5>ABEQ'!2/2012/' ' ' ,==FG5BA?D;'?/7=354>70' ' ' ,==FG5BA?D;')72;:79' ' ' !7>A<A?F:*497@797D=7Q'7K;4==?/1;2870'+2E8168' !7>A<A?F:*497@797D=7Q'+2E8168UF?/02=7/825168' "8F=5BA?D5>*)7H7>;'&4'<49=25'6;:4451/B' ' "8F=5BA?D5>*)7H7>;'+%'*0?;2814/' ' ' $DB797:B:;**** &4/7* * * $DB797:B:;***O187928?97'UU;92<86* * * 10$)%*(44)-$&2*/,!*&J2J4J* * &567;** * +155'-#0755' ' (<7;*' VV' ' "8F=5BA?D5>*)7H7>Q'N18:092N/' ' &5BA?D5>*=?6GFB79*5==7::*=?87:*@?9*=CA>8;* * $%;*' WXTYV' ' #=C??>;''WZZZ' ' I%'WYV[R' &24*"H5>F5BA?D*W+VXYS'' ' %,*&,'*K!$'"*."),K*'0$#*)$&"* /,!*&24*#1!""&$&2*3#"*,&)-* * * * * * * * * * * * * * 07A<CB*''SLR' '' K7A<CB*'XR'5E6M' ' (GG7595D=7*' 357262/8'' $L*' ]V' ' #L' XT' ' (L*' ]X' ' 1L' VZYUVVZ'' #=C??>*(8MF:B67DB'' N18:092N/'<94='6;:445'2<879'['=4/8:6H';4/6107970'^E2;_N290' ' ' * * 27D795>*4CE:A=5>*075>BC;**/945570'1/'6;:445'Y' #G7=A5>*$DB797:B:;*=7;:2/1;6H'51_76'84'E?150'8:1/B6H' >7296'5287'0?7'84'(;29578'<7G79'2/0'9763192849>' <5>1/BH'51_76'84'352>'N18:'<197'CE?9/70':16'<28:79L6'E29/' 1/<7;814/6H'B41/B'072<' 04N/D' 27D795>*"6?BA?D5>*075>BC;*(8?EE49/H'2544<H' #G7=A5>*#OA>>:;*=2/?25'07K87918>H'97206'N755'E?8'?676' 6:4N6'G79>'518857'7=4814/'C2<<7;8'3449D' G79>'3449'B92==29M' 1?D<7DAB5>*(ND?965>ABA7:;**/529B70':720'28'E198:' +?=5BA?D5>*2?5>:;*N2/86'84'E7'2'6;17/8168'49'2' "H5>F5BA?D*?@*/56A>E*#B?=O;*A45181;25'2;81G1686H' 92159420'=7;:2/1;' <28:79'6:1<85766' 479:?D5>*2?5>:;*N49_6':290'N2/86'84'729/'=4/7>M' 27D795>*4?>ABA=5>*.7>A7@:;*P/;4/;79/70'2E4?8' +?=5BA?D5>*1?DB9ANFBA?D:;*(450'=2B2`1/76' 345181;25';4/610792814/6' ' * * &24*1?6GFB79*"H5>F5BA?D*P:=5>7Q*R*B?*RSST* #=?97;*ST' U-SSVW;* '
  • 67. Bill  Ridell     =     Thomas  Edison  
  • 68. 8:7'F707925'+?972?'4<'#/G7681B2814/H'!267'I791<1;2814/'.1G1614/H'J26:1/B84/H'.!H'61K'=4/8:6'39149'84'8:7' ;:150L6'2/81;132870'7/89>M''%55'2/6N796'=?68'E7'7/87970'1/'8:7'632;76'25548870M''A*-(,&('-*A,-)#&@' F%O(*'#&F,-$%)#,&'J#OO'+*'A-,(*!P)*.'#&'F*.*-%O'!,P-)M' ' 4(!"&'#* * /('0"!* I,'0"!* * ' &567Q'''+155'"2NR1/6' ' ' &567Q'''I257917'"2NR1/6' ' ' (8897::;***O46'%/B7576' ' ' (8897::;***!1/;1//281' ' ' (<7;** SS* ''!5=7;'!2?;2612/' (<7;** ST* ''!5=7;'!2?;2612/' 4>5=7*?@*.A9BC;'(2/'F92/;16;4' ' 4>5=7*?@*.A9BC;'(2/'F92/;16;4' ' &5BA?D5>ABEQ'%=791;2/' ' ' &5BA?D5>ABEQ'%=791;2/' ' ' ,==FG5BA?D;'*/897397/7?9' ,==FG5BA?D;'$?61;')72;:79' ' !7>A<A?F:*497@797D=7Q'!28:451;' ' !7>A<A?F:*497@797D=7Q' %8:7168' ' "8F=5BA?D5>*)7H7>;'/48'R/4N/' ' "8F=5BA?D5>*)7H7>;'+%'$?61;' ' $DB797:B:;**** N9181/B'34789>' * $DB797:B:;***892G751/BH'67N1/B' * 10$)%*(44)-$&2*/,!*&J2J4J* * &567;*' *521/7'"2NR1/6' ' (<7;*' TU' ' "8F=5BA?D5>*)7H7>Q'*57=7/829>' ' &5BA?D5>*=?6GFB79*5==7::*=?87:*@?9*=CA>8;* * $%;*' VTWXS' ' #=C??>;''VYXUZ' ' I%'VUT[U' &24*"H5>F5BA?D*V"WUZT'' ' %,*&,'*K!$'"*."),K*'0$#*)$&"* /,!*&24*#1!""&$&2*3#"*,&)-* * * * * * * * * * * * * * 07A<CB*''SLU' '' K7A<CB*'XX'5E6M' ' (GG7595D=7*' 28892;81G7H'=28?97'' ' ' $L*' TY]' ' #L' ][' ' (L*' X[' ' 1L' TTS' ' #=C??>*(8MF:B67DB'' 0943370'28'2B7'TYH';521=70'84'E7'T^'>7296'450' ' ' ' ' 27D795>*4CE:A=5>*075>BC;*G79>'B440' #G7=A5>*$DB797:B:;*51R76'84'9720H'G16186'298'2/0' 27D795>*"6?BA?D5>*075>BC;*825R70'E2;RH' :16849>'=?67?=6' 68?EE49/H'97E75514?6H'E7:2G149'394E57=' #G7=A5>*#OA>>:;*02/;1/B' 1?D<7DAB5>*(ND?965>ABA7:;*/4/7' +?=5BA?D5>*2?5>:;*N2/86'84'872;:'02/;1/B' "H5>F5BA?D*?@*/56A>E*#B?=O;*+94R7/':4=7H' 479:?D5>*2?5>:;*N2/86'2';29779'1/'02/;7' =48:79'N49R6'_'92975>':4=7H'=1B92/86' +?=5BA?D5>*1?DB9ANFBA?D:;*O1R76'84'352>'28' 27D795>*4?>ABA=5>*.7>A7@:;**9201;25H'4?8634R7/' E71/B'2'02/;7'872;:79'N18:'/71B:E49:440' ' ;:15097/' * * &24*1?6GFB79*"H5>F5BA?D*P:=5>7Q*R*B?*RSST* #=?97'`'SU U-SSVW;*
  • 69. Elaine   Hawkins     =     Isadora   Duncan  
  •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`4V76H'97201/B'892G751/B' 27D795>*"6?BA?D5>*075>BC;*357262/8H'7G7/'U #G7=A5>*#OA>>:;*51V76'84'29B?7H'<2195>'N755'9720H' 87=37970H'726>'B41/BH'3449'675<U;4/;738' B440'07E2879' 1?D<7DAB5>*(ND?965>ABA7:;*/4/7' +?=5BA?D5>*2?5>:;*1/87976870'1/'9782151/B' "H5>F5BA?D*?@*/56A>E*#B?=O;*$48:79'2/' 479:?D5>*2?5>:;*N2/86'84'4N/':16'4N/'E?61/766H' 1557B181=287';:150H'<28:79'1/G45G70'1/'67G7925'52NU' :2G7'2'aB440_'<2=15>' 6?186' +?=5BA?D5>*1?DB9ANFBA?D:;*$2/?25'52E49H';579V'1/' 27D795>*4?>ABA=5>*.7>A7@:;**I79>'!4/679G281G7' 68497H'54/B6:497=2/H';4/6107970'52b>'E>'7=354>796M' ' ' &24*1?6GFB79*"H5>F5BA?D*P:=5>7Q*R*B?*RSST* #=?97'c'XS UKRVWX;*
  • 71. Albert  Wright   =     Abraham   Lincoln  
  •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`76'=?61;'2/0'298M' N18:'37796' #G7=A5>*#OA>>:;*51`76'84'1/G7/8'B2=76' 1?D<7DAB5>*(ND?965>ABA7:;*N7296'B526676' +?=5BA?D5>*2?5>:;*N4?50'51`7'84'N49`'N18:' "H5>F5BA?D*?@*/56A>E*#B?=O;*%G792B7' ;:15097/' 27D795>*4?>ABA=5>*.7>A7@:;**87/06'84N290' 479:?D5>*2?5>:;*N4?50'51`7'84':753'48:79'374357' 51E792516=' +?=5BA?D5>*1?DB9ANFBA?D:;*+2E>6186'97B?5295>' ' ' &24*1?6GFB79*"H5>F5BA?D*P:=5>7Q*R*B?*RSST* #=?97'a'XS' U-SSVW;* * *
  • 73. A  Terman  Study   Par3cipant   IQ  =  180+     Sarah  Lang     =     Sarah  Lang    Kindergarten   Teacher  
  •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`79' ' ' ' ' ' ' 27D795>*4CE:A=5>*075>BC;*7K;7557/8' #G7=A5>*$DB797:B:;*;:766H'=28:' 27D795>*"6?BA?D5>*075>BC;*7K;7557/8' #G7=A5>*#OA>>:;*710781;'=7=49>' 1?D<7DAB5>*(ND?965>ABA7:;*97a?1976'B526676' +?=5BA?D5>*2?5>:;*=2V7'2';4==18=7/8'84' "H5>F5BA?D*?@*/56A>E*#B?=O;*%E4G7*%G792B7' 70?;2814/' 27D795>*4?>ABA=5>*.7>A7@:;**;4/679G281G7'E?8' 479:?D5>*2?5>:;*37964/25'<?5<155=7/8H'2/0'=2V7'2' <?8?91681;' 61B/1<1;2/8';4/891E?814/'84'64;178>' ' +?=5BA?D5>*1?DB9ANFBA?D:;*A?E516:70'2/'491B1/25' * =28:7=281;6'8:7497='C2;;73870'E>'8:7'%=791;2/' * %664;12814/'4<'$28:7=281;12/6D' &24*1?6GFB79*"H5>F5BA?D*P:=5>7Q*R*B?*RSST* ' U-SSVW;* #=?97'b'ZZ_' *
  • 75. Mike  Grost  =  Mike  Grost  
  • 76. Identification Considerations" "  There is no perfect identification system!" "  Match identification procedures to the services provided"
  • 77. Identification Considerations" "  High performance vs. high potential" "   May require different kinds of programming options " "  Establish local norms using " "   Grade level" "   Similarity of learning opportunities" "   Background characteristics"
  • 78. Identification Considerations" "  Avoid designations or “rubber stamp”" "   Identification procedures select students who would benefit from supplementary services" "  Label the services, not the students"
  • 79. Identification Procedures Answer" "  Who are the gifted and talented students?" "  Why are we striving to identify them?" "  How do we find them?"
  • 80. Identification Procedures Answer" "  What are the most appropriate tools for identifying studentsʼ gifts and talents?" "  How are data from various tools analyzed and interpreted?" "  Who is responsible for identifying studentsʼ gifts and talents?"
  • 81. Identification Procedures Should: " "  Be provided in multiple languages" "   reflect the dominant student and parent populations" "  Reflect the student population and demographics of the district"
  • 82. Identification Procedures Should: " "  Reflect studentsʼ needs" "  Be defensible and inclusive" "  Include students" "   with disabilities" "   who are English language learners" "   economically disadvantaged "
  • 83. Identification Procedures Should: " "  Be flexible" "  Be communicated" "   teachers" "   parents" "   administrators" "   students " "  Be updated at regular intervals to reflect changing demographics"
  • 84. 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"
  • 85. Don’t go! I’m sure page 3 of Billy’s Gifted Matrix Checklist No. 5.3 (a) is in here somewhere.
  • 86. Renzulli’s Identification 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
  • 87. The 3 Goals of Renzulli’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.
  • 88. The 3 Goals of Renzulli’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!)
  • 89. The 3 Goals of Renzulli’s Identification System #3 Provide opportunities, resources, and encouragement for the development and application of gifted behaviors.
  • 90. Internal Consistency •  Develop criteria for identification that matches the program!
  • 91. Internal Consistency Abilities and Interests of Students Services Identification and of interests Programs and needs Provided Characteristics of Students
  • 92. 99th [Approximately 50% of [Approximately 50% of Total Talent Pool Consists of Approximately 15% of the General Population Test Score Criteria %ile Test Score The Talent Pool] Nominations Step 1 [Automatic, and Based on Local Norms] 92nd %ile Teacher Nominations Non-Test Criteria The Talent Pool] Step 2 [Automatic Except in Cases of Teachers Who Are Over or Under Nominators] Case Step 3 Alternative Pathways Study Case Step 4 Special Nominations Study Step 5 Notification of Parents Step 6 Action Information Nominations Renzulli Identification System
  • 93. Step 1: Test Score Nomination
  • 94. 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
  • 95. Metropolitan Achievement Test   Harcourt Brace Educational Measurement   www.harcourtassessment.com   Focuseson reading, mathematics, language, writing, science, and social studies
  • 96. Stanford Achievement Test   Harcourt Brace Educational Measurement   www.harcourtassessment.com   Assessesreading, mathematics, language, spelling, study skills, science, social studies, and listening
  • 99. Ap3tude   A  readiness  to  learn  or  to  perform  well   in  a  par3cular  situa3on;  requires  a   match  between  the  situa3on  demands   and  what  the  person  brings  to  it.  
  • 109. 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
  • 110. 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
  • 111. 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
  • 113. 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
  • 114. Topics for the Week Tomorrow: Nominations and Alternative Pathways Day 4: Special Placements & Closure
  • 116. What do we know so far about identification?
  • 117. Step 2: Teacher Nomination   All Teachers need to be informed  Procedures for nomination  Students who have gained access through test scores AVOID NEEDLESS PAPERWORK!
  • 118. 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
  • 119. Step 2: Teacher Nomination   Acceptanceequal to test scores with one exception…
  • 120. Step 2: Teacher Nomination   Acceptanceequal to test scores with one exception… Teachers who over-identify
  • 121. Teacher Rating Scales GATES Gifted and Talented Evaluation Scales   Pro-ed   www.proedinc.com   Teachers rate intellectual ability academic skills, creativity, leadership, and artistic talent
  • 122. Teacher Rating Scales GRS Gifted Rating Scales   Pearson   www.pearsonassessments.com   Teachers rate intellectual ability academic skills, motivation, creativity, leadership, and artistic talent
  • 123. Teacher Rating Scales Tracking Talents   Prufrock Press   www.prufrock.com   Usedto screen and identify multiple talents: cognitive abilities, academic talents, social & physical abilities, and technological & artistic talents through peer, teacher, and self-nomination.
  • 124. Teacher Rating Scales CAB Clinical Assessment of Behavior   PAR   www4.parinc.com   Assesses teachers’ and parents’ perceptions of students’ behavioral functioning including important behaviors associated with giftedness.
  • 125. Teacher Rating Scales Scales for Rating the Behavioral SRBCSS Characteristics of Superior Students   Creative Learning Press   www.creativelearningpress.com   Teachersassess students on 10 dimensions: learning, motivation, creativity, leadership, art, music, dramatics, planning, communication (precision), and communication (expressiveness)
  • 126. Teacher Rating Scales Developed at the University of Purdue HOPE Marcia Gentry, Ph. D.   Teachersassess students on academic and social factors related to giftedness
  • 127. 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
  • 128. Step 3: Alternate Pathways   Examples   Self-nomination   Parent nomination   Peer nomination   Tests of Creativity   Product evaluation
  • 129. Step 3: Alternate Pathways   Leads to initial consideration by a screening committee NOT AUTOMATIC!
  • 130. 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.
  • 136. Talent  Hidden  by  Underachievement   •  Low  self-­‐esteem  or   Low  self-­‐efficacy   •  Feelings  of  pessimism   •  Anxious,  impulsive,  or   inaien3ve   •  Aggressive,  hos3le   •  Depressed   •  Socially  immature  
  • 137. Talent  Hidden  by  Underachievement   •  Lack  goal-­‐directed   behavior   •  Poor  coping  skills   •  Poor  self-­‐regula3on   •  Defense  mechanisms  
  • 138. Not all bad… •  Demonstrate honesty and integrity when rejecting inappropriate school work •  Intense outside interests •  Creative
  • 139. 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"
  • 140. Twice-Exceptional •  Gifted with Learning Disability •  May also demonstrate –  Learned helplessness –  Perfectionism –  Supersensitivity –  Low self-esteem
  • 141. Look For: •  Advanced •  Advanced problem- vocabulary use solving skills •  Exceptional •  Specific aptitude analytic abilities •  Good •  Divergent thinking memory •  High levels of creativity •  Spatial abilities
  • 142. Cultural Influence •  Spirituality •  Harmony •  Movement & Verve •  Affect •  Communalism •  Expressive Individualism •  Oral Tradition •  Social Time Perspective
  • 143. 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
  • 144. 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
  • 145. Hispanics •  Express leadership collaboratively rather than competitively •  Demonstrate intensity through “Abrazo” (an index of personal support)
  • 146. Hispanic White 25+ years old with a HS Diploma 57% 88.7% Only a 9th grade education 27% 4% Managerial or Professional 14.2% 35.1% Occupations
  • 147. American Indian & Alaska Native MAY… •  Be humble, quiet •  Not be assertive •  Not be competitive •  Ask few questions •  Not openly express •  Be a more concrete feelings learner
  • 148. American Indian & Alaska Native MAY… •  Consider family & •  Not challenge incorrect religious activities statements more important than •  Not look a teacher in school the eye
  • 149. American Indian & Alaska Native MAY… •  Not be comfortable •  Not have a strong home speaking in public reading environment •  Be fluently bi- or tri- •  Have more developed lingual aural/oral memory
  • 150. Step 4: Special Nominations Safety Valve No.1
  • 151. 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
  • 152. 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
  • 153. 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
  • 154. Step 5: Notification & Orientation of Parents  Similar orientation for students!  Not told they are gifted  Focus on the opportunities available to develop gifted behaviors
  • 155. Step 6: Action Information Nominations Safety Valve No.2
  • 156. 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.
  • 157. 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.
  • 159. 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.
  • 160. Status Information   Grades   Test scores   Student work samples   Surveys – Interest – Learning Styles – Expression Styles
  • 161. Status Information   Teacher input   Parent input   Students’ Self-nomination   Peer Nominations
  • 163. Action Information   Teacher observations •  Work habits •  Thinking •  Questioning •  Leadership Qualities •  Peer Interactions •  Skill Development   Conversations   Interviews   Video/audio recordings
  • 166. 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 ______________________
  • 167. 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. ____________________________________
  • 181. 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
  • 185. What differentiates gifted learners from high achievers?
  • 186. Bright Knows the Answers Asks the Questions Gifted
  • 187. Bright Is Attentive Is Intellectually Engaged Gifted
  • 188. Bright Has Good Ideas Has Original Ideas Gifted
  • 189. Bright Absorbs Information Manipulates Information Gifted
  • 190. Bright Top Student Beyond Her Age Peers Gifted
  • 191. Bright Repeats 6-8 Times for Mastery Repeats 1-2 Times for Mastery Gifted
  • 192. Bright Understands Ideas Constructs Abstractions Gifted
  • 193. Bright Grasps the Meaning Draws Inferences Gifted
  • 194. Bright Is a Technician Is an Inventor Gifted