brianhousand.com brianhousand@gmail.com @brianhousand

1. HONESTLY,
IT’S NOT FOR
EVERYONE.
GIFTED:

2. @brianhousand@gmail.com
@brianhousand.com
@brianhousand

3. SLIDES AVAILABLE AFTER THE PRESENTATION

4. Brian
H E L L O
My name is

5. 2o2o WINTER TOUR
JAN 21 CAPE FEAR CENTER FOR INQUIRY IN WILMINGTON, NC
FEB 6-7 SPLENDORA ISD IN SPLENDORA,TX
FEB 13 ROWAN-SALISBURY SCHOOLS IN SALISBURY, NC
FEB 14 GASTON COUNTY SCHOOLS IN GASTONIA, NC
FEB 20-21 NEBRASKA ASSOCIATION FOR THE GIFTED IN OMAHA, NE
FEB 27-28 NATIONAL ASSOCIATION FOR INDEPENDENT SCHOOLS IN PHILADELPHIA, PA
MAR 5-6 NC ASSOCIATION FOR GIFTED AND TALENTED IN WINSTON-SALEM, NC
brianhousand.com/talks

8. FIND
YOUR
PEEPS

9. WORLD
PREMIERE

11. http://www.fanpop.com/clubs/wall-e/images/6412320/title/wall-e-wallpaper-wallpaper
“We want to do something
that is new, original —
something where
there’s a good
chance
of failure.”

12. HONESTLY,
IT’S NOT FOR
EVERYONE.

13. HONESTLY,
IT’S NOT FOR
EVERYONE.
GIFTED:

14. GIFTED:
Honestly, it’s not for everyone.
BRIAN’S NOTES on

15. SHOULD
WOULD
COULD
X
X
X

16. THE END.

17. 2 2

18. If I have seen further,
it is by standing
on the shoulders of GIANTS.
Sir Isaac Newton

20. Who controls
the past
controls the
Future.
who controls
the present
controls the
past.

21. Leta S. Hollingworth
May 25, 1886
November 27, 1939

22. Leta S. Hollingworth
May 25, 1886
November 27, 1939

23. I consider this one of
the most important of
all problems for the
development of social
science —
the problem of how to
recognize, educate,
foster, and utilize the
gifted young.
Leta S. Hollingworth

24. RECOGNIZE

25. The Lost Colony
Atlantis
Area 51
Bigfoot Amelia Earhar

26. What does it mean to be
GIFTED?

27. MYTHS,
MISCONCEPTIONS,
MISINFORMATION, &
MISUNDERSTANDINGS

28. The only thing that any two gifted
experts can agree upon is the
incompetence of a third.
Dr. Rick Courtright
Duke TIP

29. What is gifted?
Well, we don’t really
have a definition
that we agree on.

30. Well, we aren’t sure.
How many gifted
kids are there?

31. Could you give us
some $$$?

32. It depends.

33. Different

36. RENZULLI’S
TALENT POOL

37. TEST SCORE
CRITERIA
APPROXIMATELY 50%
OF THE TALENT POOL
STEP 1
Test Score Nominations
(Automatic and Based on Local Norms)
NON-TEST SCORE
CRITERIA
APPROXIMATELY 50%
OF THE TALENT POOL
STEP 2
Teacher Nominations
(Automatic Except in Cases of Teachers
Who Are Over or Under Nominators)
STEP 3 Alternative Pathways
STEP 4 Special Nominations
STEP 5 Notification of Parents
STEP 6 Action Information Nominations
TotalTalentPoolConsistsofApproximately
15%oftheTotalSchoolPopulation
Renzulli, J. S. (1990). A practical system for identifying gifted and talented students. Early Child Development and Care, 63, 9–18.

38. DOES YOUR
FOOTBALL
TEAM USE
NATIONAL
NORMS?

39. SPOILER
ALERT

40. NEBRASKA (NE) REPORT CARD
LAWS
The state of Nebraska mandates by law identifying but not serving “learners with high ability.”
This mandate is partially funded.
ACCESS
Opportunity to Be
Identified as Gifted Grade or Rank Notes and Explanation
Access to Identification
Rank
B
17th
83.19% of students attend a school that identifies students with gifts and talents
Rank among 50 states and DC in access
Equity of Access
Between Title I and Non-
Title I Schools
Rank
F
42nd
Students in Title I schools are identified at 42% of the rate of those in Non-Title I schools
(7.29% vs. 17.38% yields a ratio of 0.42 between Title I and Non-Title I schools).
Rank among 50 states and DC in equity between Non-Title I and Title I schools
Equity of Access by Race F
A
A
A
0.68 AIAN
1.08 Black
1.02 Latinx
0.99 NHPI
The ratio of race access to general access in schools that identify
indicates whether students proportionally attend schools that
identify. Ratios close to or greater than 1.00 means good access, so
underrepresentation is not a function of lack of access.
EQUITY
Underserved Groups
(in schools that identify) Category
Statewide
Grade—RI
City
Grade—RI
Suburb
Grade—RI
Town
Grade—RI
Rural
Grade—RI
AIAN Equity Overall F–0.45 F–0.36 F–0.54 F–0.50 F–0.51
(n=2,529) Non-Title I F–0.40 F–0.34 F–0.51 F–0.48 F–0.47
Substantial population Title I F–0.74 F–0.56 B–0.92 F–0.55 F–0.71
Black Equity Overall F–0.49 F–0.47 F–0.38 F–0.46 F–0.62
(n=19,749) Non-Title I F–0.48 F–0.44 F–0.37 F–0.53 F–0.60
Title I F–0.67 F–0.72 F–0.63 F–0.42 F–0.37
Latinx Equity Overall F–0.51 F–0.51 F–0.67 F–0.48 F–0.46
(n=48,504) Non-Title I F–0.50 F–0.47 F–0.74 F–0.43 F–0.46
Title I F–0.79 B–0.93 A–1.04 F–0.70 F–0.49
NHPI Equity Overall F–0.67 C–0.88 F–0.50 F–0.69 F–0.17
(n=394) Non-Title I F–0.57 F–0.78 F–0.50 F–0.42 F–0.22
Title I A–1.01 A–1.31 F–0.00 A–1.58 F–0.00
MISSINGNESS
Students Missing From Gifted Education Identification: 26% at the Lower Boundary. Grade: Fail. Rank: 17
Nebraska identified 35,778 students as gifted in 2016. Statewide, the number of missing students in schools that do not identify and in schools
that underidentify ranges from 12,271 to 19,419, (26% to 35%) with most of these missing students coming from Title I schools and from
underserved populations. For example, 154 AIAN children are identified, with 453 to 623 (75% to 80%) missing. These numbers are detailed in
Table 7 in the accompanying state report.
SUMMARY
Key Findings and Recommendations
Despite a mandate to identify students with gifts and talents, only 83% of Nebraska’s students attend schools in which identification takes place.
Further, inequity exists between Non-Title I and Title I schools regarding percentage of students identified, with Non-Title I schools identifying
more than double the percentage students identified in Title I schools. RIs by race and locale show underrepresentation of AIAN, Black, and Latinx
students who are identified on average at about half thee rate that would be equitable (0.45, 0.51, 0.49, respectively). These data make it clear that
Nebraska needs to reform policy and procedures concerning access, equity, and identification in gifted education statewide.
Note. A blank indicates there are no students in that setting from this group; a zero indicated that although there are students in this setting none are identified
with gifts and talents. AIAN=American Indian or Alaska Native, NHPI=Native Hawaiian or other Pacific Islander
Gifted Education in the United States
Gentry, M., Gray, A., Whiting, G. W., Maeda, Y., & Pereira, N. (2019). Access denied/System failure: Gifted education in the United States: Laws, access, equity, and missingness across the country
by locale, Title I school status, and race. Report Cards, Technical Report, and Website. Purdue University: West Lafayette, IN; Jack Kent Cooke Foundation: Lansdowne, VA.

41. NEBRASKA (NE) REPORT CARD
LAWS
The state of Nebraska mandates by law identifying but not serving “learners with high ability.”
This mandate is partially funded.
ACCESS
Opportunity to Be
Identified as Gifted Grade or Rank Notes and Explanation
Access to Identification
Rank
B
17th
83.19% of students attend a school that identifies students with gifts and talents
Rank among 50 states and DC in access
Equity of Access
Between Title I and Non-
Title I Schools
Rank
F
42nd
Students in Title I schools are identified at 42% of the rate of those in Non-Title I schools
(7.29% vs. 17.38% yields a ratio of 0.42 between Title I and Non-Title I schools).
Rank among 50 states and DC in equity between Non-Title I and Title I schools
Equity of Access by Race F
A
A
A
0.68 AIAN
1.08 Black
1.02 Latinx
0.99 NHPI
The ratio of race access to general access in schools that identify
indicates whether students proportionally attend schools that
identify. Ratios close to or greater than 1.00 means good access, so
underrepresentation is not a function of lack of access.
Underserved Groups Statewide City Suburb Town Rural
Gifted Education in the United States

42. 12,271 TO
19,419
HIGH ABILITY
LEARNERS
MOSTLY FROM
TITLE I SCHOOLS
83%Of Nebraska’s students
attend a school where
identification takes place.

43. FIND YOUR KIDS THAT ARE DIFFERENT,
& GIVE THEM SOMETHING DIFFERENT.

44. RECOGNIZE

45. EDUCATE

46. When each of us
thinks about what
we can do in life,
chances are,
we can do it
because of a
teacher. Stephen Hawking

47. FEBRUARY | 2020
Foreword and Executive Summary by
Amber M. Northern and Michael J. Petrilli
By Seth Gershenson
TheImpactofRigorousGrading
PracticesonStudentAchievement

48. FINDING 1:
Students learn
more from
teachers who have
higher grading
standards.
FEBRUARY | 2020
Foreword and Executive Summary by
Amber M. Northern and Michael J. Petrilli
By Seth Gershenson
TheImpactofRigorousGrading
PracticesonStudentAchievement

49. FINDING 2:
Teachers with
higher grading
standards improve
their students’
performance in
subsequent
math classes up to
two years later.
FEBRUARY | 2020
Foreword and Executive Summary by
Amber M. Northern and Michael J. Petrilli
By Seth Gershenson
TheImpactofRigorousGrading
PracticesonStudentAchievement

50. FINDING 3:
Teachers with
higher grading
standards
significantly
improve the
learning outcomes
of all student
subgroups.FEBRUARY | 2020
Foreword and Executive Summary by
Amber M. Northern and Michael J. Petrilli
By Seth Gershenson
TheImpactofRigorousGrading
PracticesonStudentAchievement

53. 20/15
20/13
20/10

54. OUR HOPETHE REALITY

56. AUGUST 11, 2019
U.S. National Gymnastics Championships
Kansas City, MO

58. OCTOBER 13, 2019
World Artistic Gymnastics Championships
Stuttgart, Germany

60. OCTOBER 16, 2019
World Artistic Gymnastics Championships
Stuttgart, Germany

62. A RISING TIDE
LIFTS ALL SHIPS

63. EDUCATE

64. FOSTER

65. foster
verb
encourage or promote the
development of something.

69. HOW DO THEY
GO SO FAST?
HOW DO THEY
GO SO FAST?

71. WHO’S IN YOUR
PIT CREW?

72. CONTROLLED
CHAOS
IT’S

73. CONTROLLED
CHAOS
BUT ALL OF THE TIME
MOST OF THE TIME

74. REMEMBER THEY LEARN FAST

76. But…

77. FAILURE
Is a necessary
E V I L

78. FAILURE
In FACT, it isn’t EVIL at all.
It is a NECESSARY
- Ed Catmull
isn’t a necessary evil.
consequence of doing
something NEW.

79. THE
IMPORTANCE
OF Failure

80. (RENZULLI, 1978)
TASK
COMMITMENT
represents energy
that is brought to
bear upon a
particular problem
(task) or specific
performance area.
TASK
COMMITMENT
CREATIVITY
ABOVE
AVERAGE
ABILITY

82. JUST KEEP SWIMMING!
JUST KEEP SWIMMING!
JUST KEEP SWIMMING!
JUST KEEP SWIMMING!
JUST KEEP SWIMMING!
JUST KEEP SWIMMING!
JUST KEEP SWIMMING!
JUST KEEP SWIMMING!
JUST KEEP SWIMMING!

83. UTILIZE

84. WHAT MAKES A
SUPERHERO?

86. DON’T HOLD
GIFTED KIDS BACK

87. EMPOWER

88. LEAD

89. SHOULD
WOULD
COULD
X
X
X

90. RECOGNIZE
EDUCATE
FOSTER
UTILIZE
EMPOWER
LEAD

91. RECOGNIZE
EDUCATE
FOSTER
UTILIZE
EMPOWER
LEAD

92. @brianhousand@gmail.com
@brianhousand.com/nag2020
@brianhousand

94. LACK OF EXPERIENCES
GREEN EGGS AND HAM

95. FASTER

96. FASTER
DEEPER

97. OXO

101. “Perhaps the arts of
“benign chicanery
“are absolutely necessary
“to a child of highest
“intelligence,
“compelled to find his
“spiritual way through
“mass education.”
Leta Hollingworth

102. I CAN
CLEARLY
SEE

103. I CAN
CLEARLY
SEE

104. I CAN
CLEARLY
SEE

105. SMART ≠ +

106. ZIP CODES

109. Gifted Education has a long history of championing
instructional practices that integrate creativity,
innovation, differentiation, and academic vigor. Yet,
in 2020 what was once the cutting edge and the
dominion of the gifted classroom are common
practices in many regular classrooms. If gifted
education is to remain meaningful and relevant, we
need to unite and create clear vision of what we
want the world of tomorrow to hold for us. We need
to peer into the crystal ball and envision a series of
possible futures and outcomes for gifted education.

110. It doesn’t matter what
you call it.