Brian Housand, Ph.D. brianhousand.com

1. aig
ecugifted.com
DR. BRIAN HOUSAND
brianhousand.com

2. WHAT IS
GIFTED?

4. YOU HAVE A
RIGHT TO LEARN
SOMETHING NEW
EVERY DAY.
Gifted Children’s
Bill of Rights

7. Gifted individuals are those who demonstrate
outstanding levels of aptitude (defined as an
exceptional ability to reason and learn) or
competence (documented performance or
achievement in top 10% or rarer) in one or more
domains. Domains include any structured area
of activity with its own symbol system (e.g.,
mathematics, music, language) and/or set of
sensorimotor skills (e.g., painting, dance, sports).

9. NC ARTICLE 9B
The General Assembly believes the public schools should challenge all
students to aim for academic excellence and that 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.

10. Identification Services
Funding Certification

11. North Carolina
Total Student
Population 1,400,127
Number of Identified Gifted
Students 173,215
Percentage of Identified Gifted
Students 12.3%

12. North Carolina
Number of Identified Gifted
Students 173,215
State Funding For Gifted and
Talented Education $68,067,940
State Funding Per Student $392.97

13. DO DON’T
(Tomlinson, 1997)

14. DON’T ASK
THEM TO DO
WHAT THEY
ALREADY KNOW
HOW TO DO

15. I’ve mapped out the concepts I’ve
already grasped to save you time.

16. Approximately
40-50% of
traditional
classroom
material could be
eliminated for
targeted students.

17. The Compactor
Joseph Renzulli & Linda H. Smith
Student’s Name Allison
Areas of Strength Documenting Mastery Alternate Activities
Reading/
LA
92% on Theme 1
Pretest
-will attend group mini-lessons on only those
activities she did not master
-will spend her time finishing her novel
Math Chapter
2
Addition/
Subtraction
91% on Pretest -Worked on addend/inverse
sentences w/class
-Did all extra activities with the
class, as well as her project
Reading / LA 98% on Theme 2
Pretest
-Will be involved in Birchbark Book group,
continue her novel and attend mini-lessons on
skills she has not mastered

18. DON’T ASK THEM
TO DO MORE OF
THE SAME STUFF
FASTER

20. DON’T CUT THEM LOOSE
FROM PEERS AND TEACHERS
FOR LONG PERIODS OF TIME

21. DON’T
GIVE THEM
ACTIVITIES
TO JUST
FILL THE
TIME

22. DON’T HAVE GIFTED
STUDENTS BE A TUTOR

23. DON’T
GIVE
THEM
FLUFF

24. DO
GIVE
GIFTED
STUDENTS
GOOD CURRICULUM
AND INSTRUCTION

26. an instructional trilogy
Real World Problems
Rigor
Technology Integration

27. DO PACE IN RESPONSE
TO STUDENTS’
INDIVIDUAL NEEDS

28. DO GIVE THEM AN
UNDERSTANDING
OF SUPPORTED
RISK

29. DO GIVE THEM A HIGHER
DEGREE OF DIFFICULTY