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This presentation highlights the definitions, identification procedures, and programming options for gifted and talented students.
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PROJECT
DATE PRESENTER08.14.2014 LISA RUBENSTEIN
GIFTED AND TALENTEDEXPLORING DEFINITIONS AND RECOMMENDATIONS
Who is your favorite gifted person?
What are the defining characteristics of being gifted?
Is the school responsible for recognizing them all?
Quick history
+ +
Current Definitions: Gagné
Metric Based System of Levels Level Label Ratio IQ
5 Extremely 1:100,000 1654 Exceptionally 1:10,000 1553 Highly 1:1,000 1452 Moderately 1:100 1351 Mildly 1:10 120
Davidson Institute: http://www.davidsongifted.org/db/StatePolicy.aspx
Indiana: High AbilityPerforms at, or shows the potential for performing at, an outstanding level of accomplishment in at least one (1) domain when compared to other students of the same age, experience, or environment; and is characterized by exceptional gifts, talents, motivation, or interests.
While there are additional domains of high ability that may be served (for example, visual and performing arts), the required domains of high ability that Indiana schools must identify for are the General Intellectual and Specific Academic domains. For now, the designations are for students with high ability in Language Arts (HA-LA), students with high ability in Math (HA-Math), and students who have high ability in both Language Arts and Math (HA – General Intellectual).
Indiana Program Standards: http://www.doe.in.gov/sites/default/files/highability/indiana-program-standards-high-ability-education.pdf
Definition
Identification
Programming
Internal Consistency
Language Arts
Math
General Intellectual: BOTH
Ability
Achievement
Geographical Giftedness...
Range of Students
Range of Curriculum
Firm Recommendations?
Definition
Identification
Programming
Internal Consistency
Within Class andNon-Graded Cluster
Grouping by Skill Level
Enrichment Clusters
Within and Across GradePull-Out Groups by TargetedAbilities and Interest Areas
Within Grade Level andAcross Grade LevelAdvanced Classes
Advanced Placement
Self-Designed Courses orIndependent Study
International Baccalaureate
Honors Classes
The Integrated Continuum of Special Services
Elementary School Middle School High School
General Classroom enrichment Type I and Type II Enrichment
Curriculum Compacting, Modification, and Differentiation
Total Talent Portfolio, Individual and Small Group Advisement, and Type III Enrichment
Magnet and Charter Schools, School Within a School Special Schools
Special Enrichment Programs: Young Writers, Saturday and Summer Programs, FutureProblem Solving, Odyssey of the Mind, Math League, Science Fairs, etc.
Individual Options:Internships — — — — — — — — Apprenticeships — — —————— Mentorships
Acceleration Options:Early Admissions — — Subject Acceleration — — Grade Skipping — — College Classes
Con
tinuu
m o
f Po
tentials
Abi
litie
s • In
tere
sts
• Le
arn
ing
Sty
les
Con
t inuum
of Per forman
cesA
cad emic • C
reative/P r oducti ve • L ead ers h
ip
Input Process Output
Programming
Enrichment
Acceleration
EnrichmentGrouping Options
Differentiation
Curriculum Design
Outside of School Development
Hoagies
Prufrock Press
James A. Kulik No other arrangement for gifted children works
as well as acceleration…
Karen B. Rodgers Research on grade skipping comprises one of
the strongest and most consistent bodies of research in the field of gifted education.
Types of Acceleration ! Early admission to kindergarten,
first grade, MS, HS, college
! Grade skipping
! Continuous progress
! Self-paced instruction
! Subject matter acceleration
! Combined classes
! Curriculum compacting
! Telescoping curriculum
! Mentoring
! Extracurricular programs
! Correspondence courses
! Early graduation
! Concurrent/dual enrollment
! Advanced placement
! Credit by examination
! Acceleration in college
Resources
Social/Emotional ConcernsWhat role does social and emotional functioning play in programming recommendations?
Some students will perform better in a more challenging classroom.
Incorporate supports and ongoing evaluations.
Teachers are rarely prepared to address either the academic or the social/emotional needs of these students.
Common Social/Emotional Concerns
Perfectionism
Sensitivities (Dabrowski)
Moral Awareness
Asynchronous Development
Challenging to Find Peers
Different in Twice Exceptional Students
Gifted Students of Color
Access to Appropriate Services
Underrepresented
Deficit Thinking
Decline Services
17.3%
9.2%
20.4%
12.8%
Just say no...?Happy and successful where they were, including friendships
Lack of multicultural curriculum
Less academic pressure
Lack of racial diversity
Fear of isolation
Desire to maintain relationships with students outside of the the gt program
Achievement/High Aspiration Identity
Optimal identity for positive adjustment depends on the individual
Scholar Identity Program (Whiting and Ford)
Meyerhoff ProgramHalf of Black and Latino students do not graduate from high school. (U.S. Department of Education, 2008)
Resilience and Persistence
Importance of counternarratives and role models
Need high expectations
Multicultural curriculum
Stereotype Threat: Around ages 8-9 students are aware of stereotypes.
When asked why some students do not perform, peer pressure was the most common response. (Ford, Grantham, & Whiting, 2008)
80%
Vanderbilt Achievement Gap Project
http://www.youtube.com/watch?v=YrNP1zqMr3A&feature=relmfu
Meyerhoff ProgramCareful selection of students, critical mass
Provision of merit financial support
Mandatory summer bridge program
Peer study groups for academic and social support
Community service
Importance of taking advice, interacting with faculty, and mentors
Email: [email protected]