eisd gifted & talented identification process. definitions of giftedness
TRANSCRIPT
EISD Gifted & TalentedEISD Gifted & Talented
Identification ProcessIdentification Process
Definitions of Giftedness
From Webster's Encyclopedic Unabridged
Dictionary of the English Language (1989)
gifted- (gif'tid) adj. 1. having great special talents or ability: the debut of a gifted artist. 2. having exceptionally high intelligence: gifted children.
Gifted and talented children are those identified by professionally qualified persons who by virtue of outstanding abilities are capable of high performance. These are children who require differentiated educational programs and/or services beyond those normally provided by the regular school program in order to realize their contribution to self and society.
Children capable of high performance include those with demonstrated achievement and/or potential ability in any of the following areas, singly or in combination:
1. General intellectual ability2. Specific academic aptitude3. Creative or productive thinking4. Leadership ability5. Visual and performing arts
U.S. Office of Education Definition (Marland Report, 1972) (This is used by many states and school districts)
Federal Definition of Children With Outstanding Talent
Children and youth with outstanding talent perform or show the potential for performance 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 or 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.
(From: Programs for Improvement of Practice. (1993). National Excellence: A Case for Developing American''s Talent. (p. 26). Washington DC: US Department of Education, Office of Educational Research and Improvement. Available online: http://www.ed.gov/pubs/DevTalent/index.html)
TEXAS State Definition of Gifted
Chapter 29. Educational ProgramsSubchapter D. Educational Programs for Gifted and Talented Students
¤29.121. Definition In this subchapter, "gifted and talented students" means a child or youth who performs at or shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment and who:
(1) exhibits high performance capability in an intellectual, creative, or artistic area;
(2) possesses an unusual capacity for leadership; or
(3) excels in a specific academic field.
Fifteen Student Characteristics of Potential Giftedness
• Student’s use of language. • Quality of student’s questions. • Quality of examples, illustrations, or elaborations that a student uses in explaining some
thing or in describing events or in telling stories. • Student’s use of quantitative expressions and quantitative reasoning. • Student’s ability to devise or adopt a systematic strategy for solving problems and to
change the strategy if it is not working. • Special skills students exhibit that are unusual for their age or grade. • Student’s innovative use of common materials in the classroom or outside of it. • Student’s breadth of information. • Student’s depth of information in a particular area. • Student ’s collections of materials or hobbies. • Student’s persistence on uncompleted tasks. • Student’s absorption in intellectual tasks. • Extensiveness of student’s exploratory behavior. • Student’s criticalness of his or her own performance. • Student’s preferences for complexity, difficulty, and novelty in tasks.
Adapted from Elizabeth Hagen, Identification of the Gifted: pgs. 23-26
Characteristics of the GT Student • Learns more rapidly • Stronger need to know (curious) • Superior communication skills • Longer attention span • Perceives more unusual relationships • Sees/creates patterns • More intense interests • More intellectually playful • Better at sensing discrepancies • Better retention of information • More imaginative
Characteristics of the GT mathematics student:
1. Solves problems, yet sometimes not able to explain procedures. 2. Performs computations easily and accurately, but resists extensive calculating 3. Hypothesizes frequently, seems to make leaps in mathematical reasoning. 4. Works a long time on challenging problems although there may be no solution
(e.g., trisecting an angle) 5. Works easily with technology (e.g., calculators, computers) and/or other
measuring device. 6. Is preoccupied with scales, statistics, records (e.g., the first, highest, the most in
athletics, music trivia) almanacs, globes, maps. 7. Devises own languages, codes, and number systems. 8. Is sensitive to patterns in shapes, intervals of music and numerals; patterns in
nature. 9. Has the ability to translate the unfamiliar abstraction into a familiar form (e.g.,
converting an algebraic idea into his/her own formula or a feeling into a simile or a metaphor).
10. Can translate the familiar into an abstraction. 11. Intuitively solves seemingly difficult problems (such as in mathematics) mentally. 12. Computes answers in a non-traditional manner. 13. Uses unusual techniques in problem solving.
Characteristics of the GT Language Arts Students 1. Possesses an extensive vocabulary 2. Has a keen power of observation 3. Has a good memory 4. Perceives abstract ideas rapidly 5. Has an ability to portray to others feelings, actions, personalities,
and situations 6. Possesses creativity and inventiveness 7. Has varied interests 8. Has a sense of humor; demonstrates an intellectual playfulness
with words 9. Writes fluently with insight and strong personal voice 10. Sees relationships among apparently unrelated ideas 11. Reads avidly ( may have been an early reader)
BRIGHT CHILD or THE GIFTED LEARNERBRIGHT CHILD or THE GIFTED LEARNER
(sort & match activity) (sort & match activity)
BRIGHT CHILD or THE GIFTED LEARNERBRIGHT CHILD or THE GIFTED LEARNERKnows the answers. Asks the questions. Is interested. Is highly curious.
Is attentive. Is mentally and physically involved.
Has good ideas. Has wild, silly ideas.
Works hard. Plays around, yet tests well.Answers the questions. Discusses in detail, elaborates.
Top group. Beyond the group.Listens with interest. Shows strong feelings and
opinions.
Learns with ease. Already knows.
6-8 repetitions for mastery. 1-2 repetitions for mastery.
Understands ideas. Constructs abstractions.
Enjoys peers. Prefers adults.
Grasps the meaning. Draws inferences.
Completes assignments. Initiates projects.
Is receptive. Is intense.
Copies accurately. Creates a new design.
Enjoys school. Enjoys learning. Absorbs information. Manipulates
information.
Technician. Inventor.
Good memorizer. Good guesser.
Enjoys simple, sequential lesson. Thrives on complexity.Is alert. Is keenly observant.
Is pleased with own learning. Is highly self-critical.
Oct 10- Nov. 15, 2014
Maria
Jose
Maria
Angelia
Jose
Susie
Angelia
Example
Your Name
Jose Mike
Angelia
GT Nomination Packet
Nomination for Gifted Services Creative/Divergent Thinking ChecklistParent QuestionnaireTeacher QuestionnairePermission to Test
Dear Parent/Guardian: The Edgewood Independent School District has a program for students who have been identified as gifted and talented. The program is called EDGES (Education Designed for Gifted Edgewood Students). Your child has been nominated for this program. It is an honor to be nominated, although not everyone is selected. If you are interested in your child participating in this program, further screening and/or testing needs to be done. You will be notified at a later date whether your child will be eligible to participate in the EDGES Gifted Education Program. Please complete the information below, along with the attached Parent Questionnaire and return them to your child’s teacher. Sincerely, Bertha Ortiz Advanced Academics Specialist
PERMISSION-TO-TEST FORM
I, _____________________________________ , give permission for my child, PRINT PARENT NAME
_______________________________________, to be screened/tested for consideration as a participant PRINT STUDENT NAME
in the EDGES Education Program. I, ______________________________________ do not wish my child, PRINT PARENT NAME _________________________________________ to be screened/tested for consideration as a PRINT STUDENT NAME participant in Edgewood ISD Gifted and Talented Program. Parent/Guardian Signature Student D.O.B. month/date/year Campus Date
Permission to test form
Parent Questionnaire Child’s name: Child’s Birthday: Child’s teacher: Grade: School: Directions: Please fill in the information above. Read each item below and circle the number that corresponds with the frequency to which best describes your child. The words corresponding to the three scale values are: Uses an advanced vocabulary for his/her age level OR is verbally descriptive.
1 2 3
Expresses similarities and differences in objects, ideas, pictures… 1 2 3
Is unusually attentive to details in his/her environment. 1 2 3
Asks penetrating questions; has an intense need to understand. 1 2 3
Wants to do things independently; prefers to figure things out on their own.
1 2 3
Has an adventurous spirit; is willing to take risks. 1 2 3
Uses humor to gain approval or ease tension. 1 2 3
Creates new or imaginative games for play; changes rules to create a “new” game.
1 2 3
Displays a strong sense of fairness and justice. 1 2 3
Learns quickly; remembers things readily and easily. 1 2 3
Loves to read; early fascination with books. 1 2 3
Prefers to be with others based on similar interests rather than age. 1 2 3
Has high expectations of self and others; tends to be a perfectionist. 1 2 3
Can concentrate for long periods of time on a certain topic. 1 2 3
Has shown talent for (or expressed an interest in) music, art, drama, athletics…
1 2 3
Manipulates the language for various effects. 1 2 3
Acts humorously OR creates humorous stories. 1 2 3
Organizes collections of things uniquely OR likes to plan or arrange things.
1 2 3
COMPLETED BY Totals
TEACHER Weight X X X 1 2 3 =
Rarely Occasionally Frequently 1 2 3
Parent
Questionnaire
Teacher Observation
K-2
Teacher Observation of Student Characteristics K-2
Name Date School Grade Age Teacher completing this form Directions: Please fill in the information above. Read each item below and circle the number that corresponds with the frequency to which you have observed each behavior. The words corresponding to the five scale values are: Uses multisyllabic words unassumingly; descriptive. 1 2 3 4 5 Uses similes, metaphors, analogies; rich imagery. 1 2 3 4 5 Expresses similarities and differences. 1 2 3 4 5 Observes intensely; unusually attentive to details in the environment. 1 2 3 4 5 Creates songs, stories, or riddles related to their learning experiences. 1 2 3 4 5 Organizes collections or ideas in unique ways. 1 2 3 4 5 Is philosophical; pursues issues atypical of peers. 1 2 3 4 5 Asks penetrating, intellectual questions; intense need to understand. 1 2 3 4 5 Is curious; innovatively experiments. 1 2 3 4 5 Displays an unexpected depth of knowledge in one or more areas. 1 2 3 4 5 Demonstrates intense task commitment/ energy when pursuing interests. 1 2 3 4 5 Demonstrates unusual perspective in language, art, and problem solving. 1 2 3 4 5 Creates/ interprets more complex shapes, patterns, or graphics than peers. 1 2 3 4 5 Catches an adult’s sophisticated or subtle humor. 1 2 3 4 5 Exhibits intense concern for human, moral, or ethical issues. 1 2 3 4 5 Acts spontaneously to help someone in need; empathic. 1 2 3 4 5 Requires minimum repetition for mastery. 1 2 3 4 5 Column Total Weight 1 2 3 4 5 Weighted Column Total + + + + +
Never Rarely Occasionally Frequently Always 1 2 3 4 5 6
Score
Teacher Observation
3-12
Teacher Observation Checklist Grades 3 – 12
STUDENT NAME GRADE CAMPUS COMPLETED BY DATE Teacher’s Printed Name Teacher Signature
DIRECTIONS: COMPLETE PAGES 2-10 Read each item in each scale and place an “X” in the box that corresponds with the frequency to which you have observed the behavior. These scales (adapted from Joseph Renzulli, Linda .H. Smith, Alan J. White, Carolyn M. Callahan, Robert K. Hartman, Karen L. Westberg) are designed to obtain teacher estimates of a student’s characteristics in the areas of Learning, Motivation, Leadership, Creativity, Art, Music, Drama, and Communication. The items are derived from the research literature dealing with characteristics of gifted and creative individuals. Each item in the scales should be considered separately and should reflect the degree to which you have observed the presence or absence of each characteristic.
K-12 GT Nominations
