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
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
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
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
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
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
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
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.
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
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
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
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
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.
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
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