Characteristics of gifted students followed by nomination procedures, tests and instruments, and identifying traditionally underserved populations for gifted education programs and services.
Six Steps to Success: Effective Identification Procedures
1. Six Steps to Success:Effective Identification Procedures Angela M. Housand University of North Carolina, Wilmington housanda@uncw.edu North Carolina Association for the Gifted and Talented 2010 Winston Salem, NC
5. 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 Why This Session?
6. This person was told by an editor that she could never write anything that had popular appeal.
7. P 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.
8. 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.
10. You must do the thing you think you cannot do. -Eleanor Roosevelt
11. 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.
12. Albert Einstein Above average intelligence (Cox, 1926; Reis, 1995; Walberg et. al., 1981; Walberg & Paik, 2005) Image: http://streams.gandhiserve.org/images/einstein.jpg
13. P This man was fired by a newspaper editor because he didn’t have enough good ideas.
14. P Walt Disney This man was fired by a newspaper editor because he didn’t have enough good ideas.
15. 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.
16. WinstonChurchill Superior capacity for communication Well-rounded Broad interests (Reis, 1995, 1998, 2005; Van-Tassel Baska 1989; Walberg et. al., 1981; Walberg & Paik, 2005) Image: http://worldroots.com/brigitte/gifs/churchill.jpg
17. Topics for Today Giftedness & Gifted Behaviors Identifying G & T Students Wrap-up and Closure
18. Definition There is no universally accepted definition for gifted, talented, or giftedness
19. Article 9B Academically or intellectually gifted students perform or show the potential to perform at substantially high levels of accomplishment when compared with others of their age, experience, or environment. Academically or intellectually gifted students exhibit high performance capability in intellectual areas, specific academic fields, or in both intellectual areas and specific academic fields. Academically or intellectually gifted students require differentiated educational services beyond those ordinarily provided by the regular educational program. Outstanding abilities are present in students from all cultural groups, across all economic strata, and in all areas of human endeavor. (1996, 2nd Ex. Sess., c. 18, s. 18.24(f).)
20. Article 9B School districts are required to follow the North Carolina state definition: Guide the identification process Consequently determine who is selected for services
21. Identification Considerations There is no perfect identification system! Match identification procedures to the services provided Identification does not determine if a student is “gifted” or “not gifted” It selects students who would benefit from supplementary services
22. Identification Considerations High performance vs. high potential High potential students may require different kinds of programming options than high performing students Establish local norms Use grade level, similarity of learning opportunities & background characteristics
23. Identification Considerations Target specific behaviors and potentials Avoid generic labels Moderately gifted Highly gifted Label the services, not the students
24. Identification Procedures Answer Who are the gifted and talented students? Why are we striving to identify them? How do we find them?
25. Identification Procedures Answer What are the most appropriate tools for identifying students’ gifts and talents? How are data from various tools analyzed and interpreted? Who is responsible for identifying students’ gifts and talents?
26. Identification Procedures Should: Make logical direct statements about how and where to start the process of screening Be public Be provided in multiple languages Reflect the dominant student and parent populations Reflect the student population and demographics of the district
27. Identification Procedures Should: Reflect students’ needs Reflect the state definition of giftedness Be defensible and inclusive Include students with disabilities who are English language learners economically disadvantaged
28. Identification Procedures Should: Check assessment tools for potential bias Be flexible Be communicated teachers parents administrators students Be updated at regular intervals to reflect changing demographics
29. 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
30. Don’t go! I’m sure page 3 of Billy’s Gifted Matrix Checklist No. 5.3 (a) is in here somewhere.
31. Renzulli’sIdentification 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
33. The 3 Goals ofRenzulli’s Identification System #1 Develop the potential of students who may come to an educators’ attention through alternate means of identification.
34. The 3 Goals ofRenzulli’s Identification System #2 To ensure that students’ have the support that will promote the interaction of creativity, task commitment, and above average achievement. (Bringing the “rings together!)
35. The 3 Goals ofRenzulli’s Identification System #3 Provide opportunities, resources, and encouragement for the development and application of gifted behaviors.
38. T I C U C A P Gifted Behaviors NOT Gifted People!
39. Gifted Artist Talented Mathematician Use “defining” terms as adjectives: Talented Musician Gifted Writer
40. Above Average Ability Above Average (General) Ability: Characteristics High levels of: Abstract thinking Verbal reasoning Numerical reasoning Spatial relations Memory & word fluency
41. Above Average Ability Above Average (General) Ability: Characteristics Automization of: Information processing Rapid, accurate & selective retrieval of information Adapts to novel situations
42. Above Average Ability Above Average (Specific) Ability: Characteristics Application of various combinations of general abilities to one or more specialized areas of knowledge or performance
43. Above Average Ability Above Average (Specific) Ability: Characteristics Capacity for acquiring & using: Advanced knowledge Techniques Logistics Strategies Capacity to determine relevance of information
44. Task Commitment Task Commitment: Characteristics High levels of: Interest Enthusiasm Fascination Involvement Demonstrates: Perseverance Endurance Determination Hard work Dedicated practice
45. Task Commitment: Characteristics Task Commitment Self-confident Belief in one’s own ability Driven to achieve Rage to Master Open to criticism
46. Task Commitment Task Commitment: Characteristics Ability to identify problems Sets high standards for self & others Developing sense of taste, quality & excellence about work products
56. 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
58. Creatively Gifted Aware of their own creativeness Originality in thought and action Attracted to complexity and novelty Artistic tendencies Willing to take risks Perceptive
60. And the not so good… Impulsive Egotistical Argumentative Rebellious Uncooperative Stubborn Childish Absentminded Neurotic Temperamental Capricious Careless Disorganized Demanding Indifferent to Conventions
64. Environmental FactorsInfluencing Gifted Behavior SES Parental Personalities Education of Parents Stimulation of Childhood Interests Family Position Formal Education Role Model Availability Physical Illness and/or Well Being Chance Factors Zeitgeist
66. 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
67. Before Proceeding to Identification Assess Needs and Plan Program Discuss what types of services to provide Choose who will provide services Decide when services will be provided Plan where services will be provided
68. Continuum of Services In Class Enrichment Enrichment Clusters SchoolwideEvents Grade Level Events Differentiation/ Compacting Pull-out Programs Enrichment Clusters Enrichment Triad
70. Internal Consistency Abilities and Interests of Students Services and Programs Provided Identification of interests and needs Characteristics of Students
71. Test Score Criteria [Approximately 50% of The Talent Pool] Total Talent Pool Consists of Approximately 15% of the General Population 99th %ile Test Score Nominations [Automatic, and Based on Local Norms] Step 1 92nd %ile Non-Test Criteria [Approximately 50% of The Talent Pool] Teacher Nominations [Automatic Except in Cases of Teachers Who Are Over or Under Nominators] Step 2 Step 3 Alternative Pathways Case Study Special Nominations Step 4 Case Study Notification of Parents Step 5 Action Information Nominations Step 6 Renzulli Identification System
72. AIG Program Membership Students who demonstrate above average ability on cognitive tests Students who would most benefit from supplementary services Based on state guidelines Use multiple criteria for identification Look beyond the obvious - look for potential
73. Test Score Criteria [Approximately 50% of The Talent Pool] Total Talent Pool Consists of Approximately 15% of the General Population 99th %ile Test Score Nominations [Automatic, and Based on Local Norms] Step 1 92nd %ile Non-Test Criteria [Approximately 50% of The Talent Pool] Teacher Nominations [Automatic Except in Cases of Teachers Who Are Over or Under Nominators] Step 2 Step 3 Alternative Pathways Case Study Special Nominations Step 4 Case Study Notification of Parents Step 5 Action Information Nominations Step 6 Renzulli Identification System
74. Step 1: Test Score Nomination I.Q. Testing And Gifted Education
76. Achievement Tests 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
77. Achievement Tests Metropolitan Achievement Test Harcourt Brace Educational Measurement www.harcourtassessment.com Focuses on reading, mathematics, language, writing, science, and social studies
78. Achievement Tests Stanford Achievement Test Harcourt Brace Educational Measurement www.harcourtassessment.com Assesses reading, mathematics, language, spelling, study skills, science, social studies, and listening
79. Intelligence/Ability Tests Cognitive Abilities Test Form 6 (CogAT) Riverside Publishing http://www.riverppub.com/ Measures both general and specific reasoning abilities in three areas: verbal, quantitative, and nonverbal
80. Intelligence/Ability Tests Naglieri Nonverbal Ability Test Harcourt Brace Educational Measurement www.harcourtassessment.com Measures nonverbal reasoning and problem-solving abilities. Reading and math skills are not required to respond to each set of patterns.
81. Intelligence/Ability Tests Otis-Lennon School Ability Test Harcourt Brace Educational Measurement www.harcourtassessment.com Measures reasoning skills, including verbal comprehension, verbal reasoning, pictorial reasoning, figural reasoning, and quantitative reasoning.
82. Intelligence/Ability Tests Cornell Critical Thinking Tests Critical Thinking Books & Software www.criticalthinking.com Measures students’ ability to think critically when analyzing premises and conclusions, judge the reliability of information, and identify assumptions.
84. Step 2: Teacher Nomination All Teachers need to be informed Procedures for nomination Students who have gained access through test scores AVOID NEEDLESS PAPERWORK!
85. 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
86. Step 2: Teacher Nomination Acceptance equal to test scores with one exception…
87. Step 2: Teacher Nomination Acceptance equal to test scores with one exception… Teachers who over-identify
90. Step 3: Alternate Pathways Leads to initial consideration by a screening committee NOT AUTOMATIC!
91. Step 3: Alternate Pathways Screening makes evaluation based on: Previous school records Interviews with students, teachers, & parents Administered individual assessments recommended by committee Placed in program on trial basis.
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94. Creative Thinking Skills Torrance Tests of Creative Thinking Scholastic Testing www.ststesting.com Figural and Verbal tests assess fluency, flexibility, and originality. The figural test also assesses elaboration.
95. Creative Thinking Skills Group Inventory for Finding Creative Talent Educational Assessment Service www.sylviarimm.com Focuses on creativity via imagination, independence, and multiple interests.
96. Underachievers: Personality Low self-esteem or Low self-efficacy Feelings of Pessimism Anxious, impulsive, or inattentive Aggressive, hostile Depressed Socially immature
101. Twice-Exceptional Gifted with Learning Disability May also demonstrate Learned helplessness Perfectionism Supersensitivity Low self-esteem Behaviors may hamper identification
102. Look For: Advanced vocabulary use Exceptional analytic abilities Divergent thinking High levels of creativity Spatial abilities Advanced problem-solving skills Specific aptitude Good memory
104. Identifying the Underidentified Seek structure and organization in required tasks Be slow to motivate in some abstract activities Have large vocabulary, but one inappropriate for school
105. Identifying the Underidentified Makes up games or activities Have extremely strong concentration Express displeasure in having to stop certain activities
106. Identifying the Underidentified Be very independent Neglect school work due to other interests Not show expected achievement
120. 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
121. Step 5:Notification & Orientation of Parents Letter of Notification Comprehensive description of Program Focuses on child placement in Talent Pool Not certification of giftedness
122. 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
123. Step 5:Notification & Orientation of Parents Similar orientation for students! Not told they are gifted Focus on the opportunities available to develop gifted behaviors
124. Step 6: Action Information Nominations Safety Valve No.2
125. 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.
126. 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.
127. 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.
128. Status Information Grades Test scores Student work samples Surveys Interest Learning Styles Expression Styles
143. 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 ______________________
144. 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. ____________________________________
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155. 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