Understanding the Gifted

People, Process, & Paperwork

Introductions

Lisa Bair – Penn Wynne

Bob MacNeal – Gladwyne

Joe Mudd – Penn Valley

Lynne Partridge – Belmont Hills

Jayne Rauenzahn - Merion

Enduring Understandings

Who are the Gifted?

How do I identify a Gifted student?

What does the law require of me?

Window Pane

Work collaboratively with your tablemates to share and record your facts, feelings, questions, and ideas about gifted students.

Choose one item to share with the whole group.

Who are the Gifted?

At your table, generate a list of traits of gifted learners.

I am Gifted

Characteristics

Learns new material faster and earlier

Comprehends in-depth, complex ideas

Understands abstract concepts

Makes inferences and connects concepts

Operates on higher levels of thinking

Ponders with depth and multiple perspectives

May display asynchronous development, emotional intensity, can be highly self-critical, & perfectionistic, may lack organization/study skills

Bright Child vs. Gifted Learner

Knows the answers

Is interested

Is attentive

Has good ideas

Works hard

Answers the questions

Top group

Listens with interest

Learns with ease

6-8 repetitions for mastery

Understands ideas

Enjoys peers

Asks the questions

Is highly curious

Is mentally/physically involved

Has wild, silly ideas

Plays around yet tests well

Discusses in detail, elaborates

Beyond the group

Shows strong feelings

Already knows

1-2 repetitions for mastery

Constructs abstractions

Prefers adults

Bright vs. Gifted (cont.)

Grasps the meaning

Completes assignments

Is receptive

Copies accurately

Enjoys school

Absorbs information

Technician

Good memorizer

Enjoys sequential style

Is alert

Is pleased with own learning

Draws inferences

Initiates, seeks projects

Is intense

Creates new design, idea

Enjoys learning

Manipulates information

Inventor

Good guesser

Thrives on complexity

Is keely observant

Is highly self-critical

Duality of Giftedness

Trait Positive Behavior

Negative Behavior

Learns rapidly Masters skills Easily bored, disturbs others

Avid reader Broad background knowledge

Neglects other work

Sets high standards Exceptional

achievements

Perfectionistic behaviors

Observant Sees details Corrects others

Duality of Giftedness (cont.)

Attention span Task-oriented Dislikes interruptions

Imaginative, curious Asks questions Follows tangents

Independent Productive Resists group work

Sense of humor Gets the joke, finds humor in situations

Jokes may be hurtful or sarcastic

Highly verbal Articulate, expressive

Monopolize discussions

Underachieving Gifted

Definition: a discrepancy between cognitive potential and actual or predicted achievement

Underachieving Gifted Traits

Low levels of confidence, self-efficacy

Inability to persevere

Lacking ability to set goals, plan

Feelings of inferiority

Produces daily work that is frequently incomplete or poorly done

Possesses a large body of knowledge

Underachieving Gifted Traits

Gap between oral and written work

Achieves at or below grade level

Performs well on standardized tests

Daily work is not commensurate with measured ability

Comprehends and retains concepts when interested

Underachieving Gifted Traits

Shows indifferent or negative attitudes toward schoolHas poor peer relationships, social isolationLacks organization skills, goal-directed behaviorsDisruptive in class, resists class expectations

PA Chapter 16

Definition of Mentally Gifted of Mentally Gifted

• Outstanding intellectual and creative ability which requires Outstanding intellectual and creative ability which requires specially designed programs or support services, or specially designed programs or support services, or bothboth, , not ordinarily provided in the regular education program.not ordinarily provided in the regular education program.

• An IQ of 130 or higher An IQ of 130 or higher or when multiple criteria strongly or when multiple criteria strongly indicate gifted abilityindicate gifted ability – (may not be based on IQ alone)(may not be based on IQ alone)

PA Chapter 16

Definition of Mentally Gifted (cont.) of Mentally Gifted (cont.)

• Multiple criteria includes:Multiple criteria includes:– Achievement test scoresAchievement test scores– Acquisition and retention ratesAcquisition and retention rates– Demonstrated achievement, performance or expertise Demonstrated achievement, performance or expertise

in one or more academic areasin one or more academic areas– Higher level thinking skills, academic creativity, Higher level thinking skills, academic creativity,

leadership skills, academic interest areas, leadership skills, academic interest areas, communication skills, foreign language aptitude or communication skills, foreign language aptitude or technology expertisetechnology expertise

PA Chapter 16

Definition of Mentally Gifted (cont.) of Mentally Gifted (cont.)UpdateUpdate

• Evidence that intervening factors are masking gifted Evidence that intervening factors are masking gifted abilitiesabilities

• Deficits in memory or processing speed, as indicated by Deficits in memory or processing speed, as indicated by testing, testing, cannotcannot be the be the solesole basis upon which a student is basis upon which a student is determined to be ineligible for gifted educationdetermined to be ineligible for gifted education

PA Chapter 16

• Parental requests for evaluation must Parental requests for evaluation must be in writing and are limited to one be in writing and are limited to one per school term.per school term.

• If a request for If a request for testingtesting is made is made orallyorally, , the district must provide a the district must provide a permission to evaluate form permission to evaluate form within 10 within 10 calendarcalendar days. days.

PA Chapter 16

The initial student evaluation must be The initial student evaluation must be completed within 60 completed within 60 calendarcalendar days days after the school receives written after the school receives written parental consent for the evaluation or parental consent for the evaluation or an order of a court or hearing officer.an order of a court or hearing officer.

GWR requires names and positions GWR requires names and positions but not signaturesbut not signatures

PA Chapter 16

GIEP Team:GIEP Team:

•One or both of the student's parents.One or both of the student's parents.•The student if the parents choose to have the student The student if the parents choose to have the student participate.participate.•A representative of the district, who will serve as the A representative of the district, who will serve as the chairperson of the GIEP team, who is knowledgeable chairperson of the GIEP team, who is knowledgeable about the availability of resources of the district, and about the availability of resources of the district, and who is authorized by the district to commit those who is authorized by the district to commit those resources.resources.•One or more of the student's current teachers.One or more of the student's current teachers.•Other individuals at the discretion of either the parents Other individuals at the discretion of either the parents or the district.or the district.•A teacher of the giftedA teacher of the gifted

Identification Process

Important questions to consider in determining need for gifted support

Does the student have very superior cognitive ability?

Does the student lack a peer group in areas of high academic achievement?

Is the student one or more grades above grade level compared to peers?

Does the student have language, cultural, or social barriers that may mask gifted ability?

Steps in Identification Process

1. Student referred by parent and/or teacher (in writing)2. Parents and teacher submit information about student3. KBIT-24. Math assessment (TOMAGS)5. Performance Plus (review of data)6. Results compiled and discussed with team

(psychologist, principal, guidance counselor, teachers, parents)

7. Decide if screening warrants further evaluation with psychologist

KBIT-2 Overview

KBIT-2: Kaufman Brief Intelligence Test, Second EditionKBIT-2 is a brief, individually administered measure of verbal and nonverbal intelligence. It yields three scores: Verbal, Nonverbal, and overall score, known as the IQ composite. The Verbal score comprises two subtests (Verbal Knowledge and Riddles) and measures verbal, school-related skills by assessing a person’s word knowledge, range of general information, verbal concept formation, and reasoning ability. The Nonverbal score (the Matrices subtest) measures the ability to solve new problems by assessing an individual’s ability to perceive relationships and complete visual analogies. All matrices items involve pictures or abstract designs rather than words.

KBIT-2 Descriptive Categories

Range of Standard Scores

131 or greater

116-130

85-115

70-84

69 or less

Category

Upper extreme

Above average

Average

Below average

Lower extreme

Verbal Knowledge (“Radiant”)

Nonverbal Matrices (“F”)

Verbal Riddles

TOMAGS

Measures quantitative reasoning and cognitive abilities. It is a math performance-based tool which measures a student’s understanding of mathematical concepts and ability to apply higher level thinking skills in a math context.

Testing Process

Screening Outcomes

If data does not warrant a formal evaluation, parents are informed of the results of the screening and the team’s recommendation (Parents have the right to disagree

with the recommendation and proceed with testing.).

If data warrants further testing, the psychologist will issue a Permission to Evaluate (PTE).

Timeline

Day 1 of the timeline begins when the district receives the signed Permission to Evaluate (PTE).

The district must complete the evaluation within 60 calendar days.

WISC-IV

The WISC-IV is a standardized measure of intellectual functioning that may be administered to students ages 6 through 16.  It provides an estimate of overall cognitive ability (the Full Scale IQ), in addition to four factor scores.

 The four factors assessed by the WISC-IV are: – Verbal Comprehension– Perceptual Reasoning– Working Memory– Processing Speed

WISC-IV - INDICES DEFINED:

VCI – Verbal Comprehension: a student's ability to use language in reasoning and problem-solving, as well as a measure of the student's fund of knowledge acquired from their environment.

PRI -Perceptual Reasoning: a student's use of visual and spatial information to solve unfamiliar problems.

WISC-IV - INDICES DEFINED:

WMI - Working Memory: a student's ability to actively hold information in awareness while taking in new information, transforming it, and producing a result.

PSI - Processing Speed: the rate at which a student is able to scan, perceive, understand, and act upon visual information.

WISC-IV Results

Based on chronological age, a child's score is compared to the scores of a reference group of same-aged children.  

Relative strengths and weaknesses can be determined by examining the subtest scaled scores.

The subtests of the WISC-IV have been designed to tap many different cognitive abilities, which all together reflect a child's general intellectual ability.  

WISC-IV Results

No one subtest is intended to reflect all intelligent behavior (i.e., a subtest may require the child to use perceptual skills but not abstract reasoning,) nor is one subtest meant to be interpreted as separate from the rest of the test.  

Peaks and valleys are characteristic of the scores of most children, indicating that children develop their intellectual abilities in different ways and have different patterns of cognitive strengths.

Gifted Written Report (GWR)

The psychologist will summarize the findings of the data.

Gifted Written Report will be issued to parents and a meeting will be offered

If the student is eligible for Gifted Support services, a GIEP meeting must be held within 30 calendar days (even over the summer).

A copy of the GWR can be found in the student’s confidential file (Teachers are required to review it prior to the meeting.)

GIEP Process

What Makes a Good GIEP Meeting?

Start with the positives

Teacher prep form (parents have access to information)

Student work

Performance Plus information

Parent input

GWR for new students

Meeting Do’s & Don’ts

Do’s Don’ts

- Begin with positive comments- Focus on strengths- Be prepared with supporting

details- Be prepared to share how you

have differentiated instruction for the child

- Think about goals/strengths for the upcoming GIEP year

- Begin with concerns and frustrations

- Avoid hyperbole (positive or negative)

- Write anything on a form that you would not want the parent to see

- Judge or label behavior, just describe it

Major components

Present levels of educational performance

• Goals and short term learning outcomes

• Specially designed instruction

• Support services

What Does This Mean for the Classroom Teacher?

Role of the General Education Classroom

Teacher• Differentiate

instruction– Pre-Assess– Modify curriculum as

needed– Provide enrichment

options

• Attend and participate in GIEP and GMDT meetings

• Provide information prior to GIEP meetings.

• Refer students for screening

• Implement the GIEP

Gifted Education Web Sites:

• www.giftedpage.org– Pennsylvania Association for Gifted

Education

• www.nagc.org– National Association for Gifted Children

• www.hoagiesgifted.org– Hoagies Gifted Education page– full of resources, articles, books and links to help and support parents, teachers, and

gifted children alike.