This inclusive identification process will help you identify gifted and talented students so they can receive the special services they need. Looking forward to Confratute 2011

1. IdentifyingGifted and Talented Students Angela M. Housand University of North Carolina, Wilmington housanda@uncw.edu Confratute 2010 at University of Connecticut Storrs, CT

2. angelahousand.com

3. 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 Strand?

4. Where would you start?

5. Topics for the Week Day 1: Definitions of Giftedness Gifted Behaviors Day 2: Creating a Talent Pool Identifying G & T Students Day 3: Identifying G & T Students Total Talent Portfolio Day 4: Wrap-up and Closure

6. Definition There is no universally accepted definition for gifted, talented, or giftedness

7. Definition The particular definition adopted by a school district will: Guide the identification process Consequently determine who is selected for services

8. 3 Ring Conception of Giftedness

9. Gagné’s DMGT Model Differentiated Model of Giftedness and Talent Distinguishes between “gifts” and “talents” Gifts: General aptitudes Untrained natural ability Talents: Specific skills Learned capabilities

10. Taylor’s Multiple Talent Totem Poles

11. Multiple Talent Totem Poles (1984) Academic Productive Thinking Communicating Forecasting Decision Making Planning (Designing) Implementing Human Relations Discerning Opportunities

12. Sternberg’s Triarchic Theory Analytical Giftedness Synthetic Giftedness Creativity Insightfulness Intuition Ability to cope with novelty Practical Giftedness Apply first two in pragmatic situations Wisdom – concerns about needs and welfare of others

13. Gardner’s Multiple Intelligences Linguistic Logical-Mathematical Spatial Musical Bodily-kinesthetic Interpersonal Intrapersonal Naturalist

14. U.S. D.O.E Definition 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 of 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 (Department of Education, 1993).

15. NAGC State of the States In the U.S: Program and Service for gifted learners made at the state and local levels Gifted By State

16. State Definitions Davidson Institute for Talent Development Missouri Kansas California Connecticut North Carolina

17. State Definitions Why do you think CA provides the districts with choices for identification categories?

18. Definition DANGER! If a definition to narrow, identification methods may discriminate against low SES, minority, disabled, underachieving, and females

20. Renzulli’sDear Mr. & Mrs. Copernicus A study conducted by the American College Testing (ACT) Program titled, Varieties of Accomplishment After College: Perspectives on the Meaning of Academic Talent (Munday & Davis, 1974), resulted in the following conclusion:

21. The adult accomplishments were found to be uncorrelated with academic talent, including test scores, high school grades, and college grades. However, the adult accomplishments were related to comparable high school non-academic (extra curricular) accomplishments. This suggests that there are many kinds of talents related to later success which might be identified and nurtured by educational institutions (abstract).

22. 3 Ring Conception of Giftedness

24. Characteristics

25. Characteristics Behaviors

26. T I C U C A P Gifted Behaviors NOT Gifted People!

27. Gifted Artist Talented Mathematician Use “defining” terms as adjectives: Talented Musician Gifted Writer

28. Personality FactorsInfluencing Gifted Behavior Charm/Charisma Need for Achievement Ego Strength Energy Sense of Destiny Perception of Self, Self-Efficacy Courage Character Intuition Personal Attractiveness

29. 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

30. Above Average Ability Above Average (General) Ability: Characteristics High levels of: Abstract thinking Verbal reasoning Numerical reasoning Spatial relations Memory & word fluency Adapts to novel situations

31. Above Average Ability Above Average (General) Ability: Characteristics Automization of: Information processing Rapid, accurate & selective retrieval of information Adapts to novel situations

32. 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

33. Above Average Ability Above Average (Specific) Ability: Characteristics Capacity for acquiring & using: Advanced knowledge Techniques Logistics Strategies Capacity to determine relevance of information

34. Task Commitment Task Commitment: Characteristics High levels of: Interest Enthusiasm Fascination Involvement Demonstrates: Perseverance Endurance Determination Hard work Dedicated practice

35. Task Commitment: Characteristics Task Commitment Self-confident Belief in one’s own ability Driven to achieve Rage to Master Open to criticism

36. Task Commitment Task Commitment: Characteristics Ability to identify problems Sets high standards for self & others Developing sense of taste, quality & excellence about work products

37. Creativity Creativity:Characteristics Fluency, flexibility & originality of thought Openness to experience Receptive to new & different thoughts, actions, and products

38. Creativity Creativity:Characteristics Curious Speculative Adventurous “Mentally Playful”

39. Creativity Creativity:Characteristics Sensitive to: Details Aesthetic characteristics of ideas & things Willing to: Act on own ideas and feelings React to external stimulation

40. 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.

41. 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.

42. Eleanor Roosevelt

43. You must do the thing you think you cannot do. -Eleanor Roosevelt

44. 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.

45. Albert Einstein Above average intelligence (Cox, 1926; Reis, 1995; Walberg et. al., 1981; Walberg & Paik, 2005) Image: http://streams.gandhiserve.org/images/einstein.jpg

46. P This man was fired by a newspaper editor because he didn’t have enough good ideas.

47. P Walt Disney This man was fired by a newspaper editor because he didn’t have enough good ideas.

48. 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.

49. 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

50. School House Giftedness Creative Giftedness

51. Teacher Pleaser Evil Genius

52. Characteristics: Seeing Unusual alertness Joy in learning Keen observation Sees “Big Picture” Makes connections Intense focus Curious

53. Characteristics: Speed Early and rapid learning Rapid language development Metacognitively efficient

54. Superior ≠

55. Superior =

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

57. Creatively Gifted Independent High energy Curious Sense of humor Open-minded Need for privacy and alone time

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

59. Characteristic ofEminent Adults Creative Imaginative Innovative A Sense of Destiny

60. And the not so good… Impulsive Egotistical Argumentative Rebellious Uncooperative Stubborn Childish Absentminded Neurotic Temperamental Capricious Careless Disorganized Demanding Indifferent to Conventions

61. Characteristics: Negative Uneven mental development Interpersonal difficulties Underachievement

62. Asynchronous Development Uneven intellectual, physical, and emotional development.

63. 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

64. Your Mission…

66. Is your district required to follow the state definition?

68. 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 rather than national norms

69. Identification Considerations Target specific behaviors and potentials Avoid generic labels Moderately gifted Highly gifted Label the services, not the students

70. Identification Procedures Answer Who are the gifted and talented students? Why are we striving to identify them? How do we find them?

71. 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?

72. 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

73. Identification Procedures Should: Reflect students’ needs Reflect the definition of giftedness selected by state or local educators Be defensible and inclusive Include students with disabilities who are English language learners economically disadvantaged

74. 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

75. 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

76. Don’t go! I’m sure page 3 of Billy’s Gifted Matrix Checklist No. 5.3 (a) is in here somewhere.

77. Before Choosing an Identification Model What organizational model(s) does your school use? How do you group kids and move them around? How many students can be effectively provided with services?

78. Before Choosing an Identification Model What pedagogical model(s) guides your school’s work? What you do with kids within any grouping or organizational pattern. (e.g. Johns Hopkins, Mentor Connection, SEM)

79. 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

80. The 3 Goals ofRenzulli’s Identification System #1 Develop creativity and/or task commitment in Talent Pool students and other students who may come to an educator’s attention through alternate means of identification.

81. The 3 Goals ofRenzulli’s Identification System #2 Provide learning experiences and support systems that promote interaction of creativity, task commitment, and above average achievement. (Bringing the “rings together!)

82. The 3 Goals ofRenzulli’s Identification System #3 Provide opportunities, resources, and encouragement for the development and application of gifted behaviors.

83. Before Proceeding to Identification Determine size of Talent Pool Number of students you can serve effectively Effect of direct & indirect services you can develop through schoolwide involvement of other teachers & outside resources Planned growth over time

84. 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

85. Internal Consistency Abilities and Interests of Students Services and Programs Provided Identification of interests and needs Characteristics of Students

87. Continuum of Services In Class Enrichment Enrichment Clusters SchoolwideEvents Grade Level Events Differentiation/ Compacting Pull-out Programs Enrichment Clusters Enrichment Triad

88. Internal Consistency Develop a criteria for your Talent Pool that matches your program!

89. 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

90. Talent Pool Membership Students who demonstrate above average ability on cognitive tests Students who would most benefit from supplementary services May be based on state guidelines

91. Identifying Talent Pool Students Local decision for criteria Use multiple criteria Look beyond the obvious - look for potential

92. Form Talent Pool Test Scores Teacher Recommendations Student Self-Nominations Parent Nominations Grades Observations

93. Step 1: Test Score Nomination I.Q. Testing And Gifted Education

94. Step 1: Test Score Nomination

95. 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

96. Achievement Tests Metropolitan Achievement Test Harcourt Brace Educational Measurement www.harcourtassessment.com Focuses on reading, mathematics, language, writing, science, and social studies

97. Achievement Tests Stanford Achievement Test Harcourt Brace Educational Measurement www.harcourtassessment.com Assesses reading, mathematics, language, spelling, study skills, science, social studies, and listening

98. 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

99. 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.

100. 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.

101. 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.

102. Intelligence/Ability Tests Kuhlmann-Andersion Tests Scholastic Testing Service www.ststesting.com Assesses verbal and nonverbal abilities.

103. Step 2: Teacher Nomination All Teachers need to be informed Procedures for nomination Students who have gained access through test scores AVOID NEEDLESS PAPERWORK!

104. 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

105. Step 2: Teacher Nomination Acceptance equal to test scores with one exception…

106. Step 2: Teacher Nomination Acceptance equal to test scores with one exception… Teachers who over-identify

108. Scales for Rating the Behavioral Characteristics of Superior Students

109. Step 3: Alternate Pathways Defined locally Allows Talent Pool to reflect Needs of student population Demographics of district population Allows for non-traditional students to receive services

110. Step 3: Alternate Pathways Examples Self-nomination Parent nomination Peer nomination Tests of Creativity Product evaluation

111. Step 3: Alternate Pathways Leads to initial consideration by a screening committee NOT AUTOMATIC!

112. 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.

115. 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.

116. Creative Thinking Skills Group Inventory for Finding Creative Talent Educational Assessment Service www.sylviarimm.com Focuses on creativity via imagination, independence, and multiple interests.

117. Underachievers: Personality Low self-esteem or Low self-efficacy Feelings of Pessimism Anxious, impulsive, or inattentive Aggressive, hostile Depressed Socially immature

118. Maladaptive Strategies Lack goal-directed behavior Poor coping skills Poor self-regulation Defense mechanisms

120. Intense outside interests

122. Twice-Exceptional Gifted with Learning Disability May also demonstrate Learned helplessness Perfectionism Supersensitivity Low self-esteem Behaviors may hamper identification

123. Look For: Advanced vocabulary use Exceptional analytic abilities Divergent thinking High levels of creativity Spatial abilities Advanced problem-solving skills Specific aptitude Good memory

124. Hispanics Express leadership collaboratively rather than competitively Demonstrate intensity through “Abrazo” (an index of personal support)

125. African American MAY… Seek structure and organization in required tasks Be slow to motivate in some abstract activities Have large vocabulary, but one inappropriate for school Makes up games or activities

126. African American MAY… Have extremely strong concentration Express displeasure in having to stop certain activities Be very independent Neglect school work due to other interests Not show expected achievement

128. Ask few questions

129. Be a more concrete learner

130. Be humble, quiet

131. Not be competitive

133. Not look a teacher in the eye

135. Prefer to work with others but practice alone

137. Have more developed aural/oral memory

138. Not be comfortable speaking in public

140. 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

141. Step 5:Notification & Orientation of Parents Letter of Notification Comprehensive description of Program Focuses on child placement in Talent Pool Not certification of giftedness

142. 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

143. Step 5:Notification & Orientation of Parents Similar orientation for students! Not told they are gifted Focus on the opportunities available to develop gifted behaviors

144. Step 6: Action Information Nominations Safety Valve No.2

145. 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.

146. 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.

149. TheTotalTalentPortfolio Looking at Strengths & Interests…

150. Total Talent Portfolio A systematic way to gather, record, and use information about each young person’s strengths and abilities.

151. Total Talent Portfolio Participation in Enrichment Clusters, Extra-Curricular Activities Compacting Recommendations for future Student Goals Abilities (Test Scores) Learning Styles Learning Environment Thinking Style Expression Style Action Information “Lightbulbs” Student Work/Projects

153. Purpose of Total Talent Portfolio To collect several different types of information that portray a student's strength areas, and to regularly update this information.

154. Purpose of Total Talent Portfolio To classify this information into the general categories of abilities, interests, and learning styles and related markers of successful learning such as organizational skills, content area preferences, personal and social skills, preferences for creative productivity, and learning-how-to-learn skills.

155. Purpose of Total Talent Portfolio To periodically review and analyze the information in order to make purposeful decisions about providing opportunities for enrichment experiences in the regular curriculum, the enrichment clusters, and the continuum of special services.

156. Purpose of Total Talent Portfolio To negotiate various acceleration and enrichment learning options and opportunities between teacher and student through participation in a shared decision making process.

157. Purpose of Total Talent Portfolio To use the information as a vehicle for educational, personal, and career counseling and for communicating with parents about the school's talent development opportunities and their child's involvement in them.

158. How do I make room for everybody? Provide enrichment opportunities for the whole school Service Projects School Olympics Monster Mansion Art Show Family Nights Science Fairs

159. Identify Teacher & Student Interests Interest-A-Lyzer Class/Staff Brainstorming Look for trends in responses

160. Interest-A-Lyzer

161. 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 ______________________

162. 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. ____________________________________

176. 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

179. www.learning-styles-online.com

181. TYPE I* GENERAL EXPLORATORY ACTIVITIES TYPE II GROUP TRAINING ACTIVITIES TYPE III INDIVIDUAL & SMALL GROUP INVESTIGATIONS OF REAL PROBLEMS Environment in General Regular Classroom

182. 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.

183. Status Information Grades Test scores Student work samples Surveys Interest Learning Styles Expression Styles

184. Status Information Teacher input Parent input Students’ Self-nomination Peer Nominations

187. Thinking

188. Questioning

189. Leadership Qualities

190. Peer Interactions

191. Skill DevelopmentConversations Interviews Video/audio recordings

194. What differentiates gifted learners from high achievers?

195. Bright Knows the Answers Asks the Questions Gifted

196. Bright Is Attentive Is Intellectually Engaged Gifted

197. Bright Has Good Ideas Has Original Ideas Gifted

198. Bright Absorbs Information Manipulates Information Gifted

199. Bright Top Student Beyond Her Age Peers Gifted

200. Bright Repeats 6-8 Times for Mastery Repeats 1-2 Times for Mastery Gifted

201. Bright Understands Ideas Constructs Abstractions Gifted

202. Bright Grasps the Meaning Draws Inferences Gifted

203. Bright Is a Technician Is an Inventor Gifted

204. Questions?

205. Thank You!