2. Characteristics

3. Programming

4. Fun Facts

5. Interesting Statistics

8. GT specialist evaluates data, special needs, IEP, ELL, etc.

9. May administer Ability Testing.

11. NNAT-Naglieri Non-verbal Ability Test Picture Analogies (1-30 minute session) Less culturally biased COGAT-Cognitive Abilities Test (Given in 3 approx. 50 minute sessions.) Student meets Ability or IQ criteria if they achieve 95%tile or above in any of the categories: Verbal (3-10 minute sessions) Quantitative (3 sessions-8, 10, and 12 minutes) Non-verbal (3-10 minute sessions) Ability or IQ testing -95%tile or above

13. Inquisitive attitude, intellectual curiosity, intrinsic motivation, searching for significance.

14. Ability to conceptualize, abstract, synthesize, enjoys problem-solving and intellectual activity.

15. Can see cause-effect relations.

16. Love truth, equity and fair play.

17. Enjoys organizing things and people into structure and order, seeks to systematize.

18. Large vocabulary and simplistic verbal proficiency; broad information in advanced areas.

20. Creative and inventive, likes new ways of doing things.

21. Intense concentration, long attention span in areas of interest, goal directed behavior, persistence.

22. Sensitivity, empathy for others, desire to be accepted by others.

23. High energy, alertness, eagerness, periods of intense efforts.

24. Independent, prefers individualized work, reliant on self.

25. Diverse interests and abilities, versatility.

27. GT Programming

28. The National Research Center for GT advocates using a Balanced Approach with GT Students Differentiation Model Content, Process, and Product Depth and Complexity Model HOTS, Sophistication, Concepts/Big Ideas, Extended Enrichment Enrichment Model Opportunity for students to work and interact with their GT peers Curriculum based on students’ interests, strengths, and learning profiles Time to address affective needs

29. CDE distinguished designation includes: “Regular, ongoing, opportunities to learn and work with peers are provided. (i.e. cluster grouping, magnet program or classroom)” NAGC National Conference: PEGS-full time program, mainstreamed for specials “Regular Gifted”-full day pull out program, flexible grouping in content areas. Our district vision is to develop a program based on the recommendations from: NAGC, CAGT, and CDE. A distinguished program…

36. Gifted, Talented & Highly CreativeQuestions (from Jan 24, 2004) & ResponsesJoyce E. Juntune, Ph.D., Texas A&M University How can you get GT students to work when they only want to pass or have a negative attitude? Gifted students can not be MADE to do anything. They are intrinsically driven and only engage in things that have purpose and meaning to them. It is not uncommon for gifted students to be so turned off by school work that they have figured out exactly what they need to make on a given test or assignment to keep from flunking and do no more than the minimum. These are the students we need to talk to and try to find out how to make school more meaningful for them or how to get them out of the school situation at a faster pace.

37. Giftedness is not elitist. It cut across all socio-economic, ethnic and national groups. In every culture, there are developmentally advanced children who have greater abstract reasoning and develop at a faster rate than their age peers. Though the percentage of gifted students among the upper classes may be higher, a much greater number of gifted children come from the lower classes, because the poor far outnumber the rich. Therefore, when provisions are denied to the gifted on the basis that they are “elitist,” it is the poor who suffer the most. The rich have other options. Linda Silverman, Ph.D, Director Gifted Development Center What We Have Learned About Gifted Children-1979-2009