GIFTED 101

Intellectually Gifted’ means a child whose intellectual abilities and potential for achievement

are so outstanding that special provisions are required to meet the child’s educational needs.”

(Tennessee Comp. R. & Regs. 0520-1-9-.01)

TN DEFINITION OF GIFTED

(TN Rule 0520-1-9-.02) (3) “Child with a disability” means a child with mental retardation, a hearing

impairment (including deafness), a speech or language impairment, a visual impairment (including blindness), emotional disturbance, orthopedic impairment, autism, traumatic brain injury, other health impairment, specific learning disability, multiple disabilities, deaf blindness,

developmental delay, functional delay and intellectually gifted and who, by reason thereof, needs special

education and related services.

GIFTED UNDER TN LAW

“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 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.”

U.S. DEPT. OF ED. DEFINITION OF GIFTEDNESS

(1993)

• Asynchronous• Precocious • Intense• Sensitive

• Thrive on Complexity• Multipotentiality• Perfectionistic

• Conceptual Thinkers• Large Vocabulary• Academic Excellence

• Exceptional Creative Ability• Leadership• Curious

• Advanced Sense of Humor

GIFTED CHARACTERISTICS

One aspect which sets apart gifted students from their fellow classmates is their ability to make connections which

others often fail to see.

CHARACTERISTICS

• Widely read

• Intensity for learning within subject area(s)

• Prefers independent work

• Asks many probing questions

• Absorbs info quickly with limited exposure

• Requires little or no drilling

MORE CHARACTERISTICS

• Displays leadership qualities

• Shares knowledge “answers too often”

• Has large vocabulary

• Generates large number of ideas or solutions to problems

• Applies knowledge to unfamiliar situations

• Provides many written or oral details

EVEN MORE CHARACTERISTICS

• Benefits from rapid rate of presentation

• Has knowledge about things peers are unaware of

• Offers unusual or unique responses

EVEN MORE CHARACTERISTICS

• Wide range of interests not necessarily related to school• Specific talent with exceptional memory or knowledge

• Asynchronous• Creative

• Unusual imagination• Humorous in bizarre ways

• High energy levels• Insightful

• Great story tellers

TWICE-EXCEPTIONAL & STUDENTS OF POVERTY

• Discrepant scores• Easily frustrated

• Difficulty expressing ideas• Blame others for their problems

• Lower self-esteem• Difficulty with Impulse/control• Highly sensitive to criticism

• Poor social skills• Lack of organizational skills

• Mismatch between talking and writing

TWICE-EXCEPTIONAL & STUDENTS OF POVERTY (CONT.)

Gifted kids don’t need help; they’ll do fine on their own: 

Would you send a star athlete to train for the Olympics without a coach? GT students need teachers who will challenge and

support them in order to fully develop their abilities. Many GT students may be so far ahead of their same-age peers that they know more than half of the grade-level curriculum before the school year begins. Their resulting boredom and frustration can lead to low achievement, despondency, or unhealthy work

habits. The role of the teacher is crucial for spotting and nurturing talents in school.

SOME MYTHS ABOUT GIFTED STUDENTS

Gifted Students Make Everyone Else in the Class Smarter by Providing a Role Model or a Challenge:

In reality, average or below-average students do not look to the GT students in the class as role models.

They are more likely to model their behavior on those who have similar capabilities and are coping well in

school. Seeing a student at a similar performance level succeed motivates students because it adds to their

own sense of ability. Watching or relying on someone who is expected to succeed does little to increase a

struggling student’s sense of self-confidence. Similarly, GT students benefit from classroom

interactions with peers at similar performance levels.

MORE MYTHS…

That student can’t be gifted; he’s receiving poor grades!!

Underachievement describes a discrepancy between a student’s performance and his actual ability. The roots of this problem differ, based on each child’s experiences. GT

students may become bored or frustrated in an unchallenging classroom situation causing them to lose interest, learn bad study habits, or distrust the school

environment. Other students may mask their abilities to try to fit in socially with their same-age peers. No matter the

cause, it is imperative that a caring and perceptive adult help GT learners break the cycle of underachievement in order to

achieve their full potential.

EVEN MORE MYTHS…

Gifted students are happy, popular, and well-adjusted in school.

Many GT students flourish in their community and school environment. However, some gifted children differ in terms

of their emotional and moral intensity, sensitivity to expectations and feelings, perfectionism, and deep concerns about societal problems. Others do not share interests with

their classmates, resulting in isolation or being labeled unfavorably as a “nerd.” Because of these difficulties, the

school experience is on to be endured rather than celebrated. It is estimated that 20 – 25% of GT children have social and emotional difficulties, about twice as many as in the general

population of students.

SO MANY MYTHS…

CHALLENGES IN THE CLASSROOM

You may find that gifted students will finish their work early, and after becoming bored, disrupt other class members who

are still working.

MORE CHALLENGES…

Teachers of gifted students are often required to show a great deal of patience as there may be times when a student will correct a teacher’s

mistakes in front of the class before considering the consequences.

STRENGTH CHALLENGING BEHAVIORS

Acquires & retains information quickly

Impatient with others; dislikes basic routine

Emphasizes truth, equity, and fair play

Worries about humanitarian concerns

Seeks to organize people and things

Constructs complicated rules; often seen as bossy

Intense concentration; long attention span and persistence in areas of interest

Neglects duties or people during periods of focus; resists interruption; stubborn

Sensitivity, empathy; desire to be accepted by others

Sensitivity to criticism or peer rejection

Diverse interests and abilities; versatility

May appear disorganized or scattered

High energy, alertness, eagerness

Frustration with inactivity; may be seen as overactive

CHARACTERISTIC STRENGTHS & POSSIBLE CHALLENGING BEHAVIORS

STRENGTHS CHALLENGING BEHAVIORS

Strong sense of humor Peers may misunderstand humor; may become a class clown for attention

Independent; prefers individualized work; reliant on self

May reject parent or peer input; nonconformity

High expectations of self and others

Intolerant, perfectionistic; may become depressed

Large vocabulary; advanced, broad information

May use words to manipulate; bored with school and age peers; over-shares

Intrinsic motivation Strong-willed; resists direction

Creative/Inventive; likes new ways of doing things

May be seen as disruptive and out of step

Enjoys abstractions and problem-solving; able to conceptualize, synthesize

Resists routine practice; questions teaching procedures

MORE STRENGTHS AND CHALLENGING BEHAVIORS

FACTORS INFLUENCING IDENTIFICATION

• Socio-economic factors often lead to underreporting of some gifted.

• Gender issues- Female students less likely to be identified

• Behavior Issues

• Twice-Exceptional

• Wishful thinking (parents and even some teachers)

• Minorities can present different GT characteristics

• Cultural differences such as language, values, & ideas of what gifted means within a specific culture

FACTORS INFLUENCING GIFTED & TALENTED

IDENTIFICATION

LABELING ISSUES

• Creates unreasonable expectations

• Tries to lock in life choices too early

• Behavior issues on the part of the “gifted” child

• Other students might focus on the different one (verbal and physical abuse)

LABELS

Gifted students often become

quite skillful in the ability to hide

their talents in order to fit in or

lower other’s expectations

LABELS

Many gifted students have no desire to be the target of so much extra attention that often accompanies label and special education.

AND STILL MORE LABELS

Many children at some point in their life feel a great deal of aversion to being thought of as different.

THEY’RE STILL KIDS

All too often gifted children are assumed to be more emotionally and behaviorally mature as a result of their intellectual maturity or advanced learning ability. But let’s not forget that they’re still just KIDS!!!!!

Referrals for MNPS Gifted Services can be made by any of the following:

• Parents/Guardians

• Teachers

• School Personnel

Contact your child’s classroom teacher or counselor.

GIFTED REFERRALS

There are Two Ways a Child May be Identified for MNPS Gifted Services:

Encore staff screens twice yearly for academically talented students.

School psychologists screen throughout the year for intellectually

gifted students.

GIFTED SCREENING

Encore screens twice yearly using the CogAT:

Fall (Aug./Sept.)Grades 4-8

Students screened have scored “Advanced” on TCAP in either Reading, Math, or Science (or all)

Spring (April/May)Grades K-2

Students screened are reading 2 grade levels above current grade or performing well above grade level in Math.

3rd graders will be screened the Fall of their 4th grade year using their 3rd grade TCAP data. CogAT is a cognitive abilities test that assesses reasoning abilities in verbal, quantitative, & nonverbal areas. Students must score 126 in at least one area to qualify for Encore.

ENCORE SCREENINGS

MNPS School Psychologists screen students for gifted services all throughout the school year.

• Parent, Teacher, Student, Other Referral• S-Team is held, needs addressed, & strategies put in

place.• Teacher observes child for 6 weeks.

• Follow-up S-Team w/School Psychologist.• Testing by Psychologist if deemed necessary.• If qualified, placement into Encore or further

general education recommendations.

SCHOOL PSYCHOLOGY SCREENINGS

Sample Test Results:Student: Curious Kiwan

Age: 6Verbal Battery: 110

Quantitative Battery: 117Non-Verbal Battery: 128 *

Composite: ?*Kiwan qualifies for Encore because he scored 126 or above in one of the areas tested. His strength is in non-verbal reasoning, however his Verbal & Quantitative scores were above-average (average = 100). A students composite score can be counted if the student scored a 126 or higher.

COGAT: COGNITIVE ABILITIES TEST

Quality gifted instruction should emphasize cognitive, affective, aesthetic, social and linguistic domains.

Cognitive:Advanced materials, in-depth study of subject matter, critical thinking, and creative

problem solving

Affective:Self-concept, moral development, contributions to society

Aesthetic:Exploring, appreciating, creating, & participating in visual & performing arts

Social:Interactions with peers & other members of a diverse world, leadership, citizenship,

social action

Linguistic:Self-expression, effectively communicating ideas, creative writing, public speaking,

foreign languages

GIFTED CURRICULUM

Affective (SEL) curriculum is a CRITICAL component of any well-designed gifted program.

Some specific issues related to GT students are:

• SEL• Perfectionism

• Asynchronous development• Fear of academic failure

• Underachieving• Social acceptance

• Heightened concern related to world issues• Sensitivity • Self-critical

• Feeling different• Nonconformity

A WORD ON AFFECTIVE (SEL) CURRICULUM…

MNPS Gifted ServicesNurturing, challenging, and developing potential

*Please let me know if I can assist you with any of the following:

Questions about Identification

Questions about Referrals

Differentiation

RtI2 Support

Curriculum Planning

Special Projects

Student ConcernsBenjamin.slinkard@mnps.org

QUESTIONS?