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Identifying AIG Students in Your Classroom

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Melissa Madlangbayan

on 29 July 2015

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Transcript of Identifying AIG Students in Your Classroom

Part I
Table of Contents
Characteristics of AIG Students Pgs. 4-8
What does a Gifted Learner Look Like?
Identifying AIG Students in Your Classroom
Melissa Madlangbayan, M.Ed

What does a Gifted Learner Look Like?
What does a Gifted Learner Look Like?
Uneven mental development
Underachievement, especially in areas of non-interest
Interpersonal difficulties (perhaps due to intellectual differences)
I believe I have a gifted student......now what?
According to Durham Public Schools AIG Plan, Practice B,
Teachers may nominate students for review on the basis of classroom performance, motivation to learn, or interest a particular subject."
(Durham Public Schools, 2013)

Upon that nomination you will need to provide:
Achievement Test Scores (EOGs)
Past/Current Grades
Characteristics you have seen in
the student

In Durham Public Schools, students that are identified for the Academically Intellectually Gifted (AIG) program rely heavily on the recommendations of their homeroom teacher. For educators, that means they must have the knowledge to identify characteristics of a student who is gifted. Then, they must understand the identification process in order to get these students on the right track to an even more successful school career. This handbook is dedicated to educators in helping them identify more students who they believe show signs of giftedness in the hopes that their recommendations place their students in beneficial programs and lead to life-long learners.
Supporting Your Gifted Learner in the Classroom Pgs.12-14
How do I support my gifted learner?
Identification Process Pgs. 9-11
I believe I have a gifted learner....now what?
I believe I have a gifted student......now what?
How do I support my gifted learner?
Depending on the profile of your gifted learner, each child has different needs. However, there are a few basics that
child will need:

Activities that push them out of their comfort zone
Time with intellectual peers
Welcoming/safe learning environments
Expected high expectations

How do I support my gifted learner?
Direct instruction in interpersonal skills
Providing role models
Helping them cope with psychological costs of success
Teaching self-advocacy

It is important to know that there is no "one-size-fits-all" mold for gifted children. However, there are characteristics of gifted and talented children that are frequent enough that attention should be called to them. For each category there are both positive and negative characteristics to consider.
Gifted children are NOT this easy to identify

alertness in infancy as a child
Rapid language development as a child
Superior analytic ability
Multiple capabilities
Abstract thinking, reasoning, problem solving
Takes current knowledge and goes beyond what is sought
High curiosity, explores the how and why of situations
(Karnes & Stephens, 2008)
What does a Gifted Learner look like?
High career ambitions
High motivation, concentration, perseverance, persistence, task oriented
Independent, works alone
Strong internal control
Aware of social issues
High alertness and sensitivity
Emotional intensity and sensitivity
Nonconformity, sometimes in disturbing directions
Self-doubt, poor self-image
Perfectionism, which can be extreme
Excessive self-criticism
(Karnes & Stephens, 2008)
(Neihart & Betts 2010)
How does Durham test their gifted and talented students?
After receiving a recommendation for testing and parental consent, Durham administers
different tests to qualify students for gifted services. The tests chosen may be:
Cognitive Abilities Test (CogAT)
Assess a student's ability in reasoning, and problem solving using verbal and nonverbal (spatial) symbols
Otis-Lennon School Ability Test

Measures verbal, spatial, and quantitative reasoning ability
Naglieri Nonverbal Abilities Test
Nonverbal ability test that is said to be "unbiased" of a child's native language
Kaufman Brief Intelligence Test
Measures verbal (vocabulary sub-test) and nonverbal (matrices sub-test) intelligence
Durham Public Schools only tests students for academic and intellectual giftedness. They do NOT account for children who display giftedness in leadership, creativity, or psycho motor abilities. It is equally important to recognize that these abilities should be recognized and honored as well as any characteristics a child may demonstrate that is deemed "extraordinary."
What makes a child gifted and talented may not always be good grades in school, but a different way of looking at the world. ~ Chuck Grassley
I believe I have a Gifted Learner...now what?
Durham Public Schools does a "sweep screen" in grades 3 & 6, testing students using a Cognitive Abilities Test to identify students who will need further testing for AIG services.
However, teachers, parents, AIG facilitators, and students themselves many nominate and refer any child for further AIG testing.
For more information about Durham Public Schools AIG Plan:
Student Assessments
Formative Assessments
Student Assessments
Growth Models
Student Assessments
Response to Intervention RtI
Student Assessments
Authentic Assessments
Instructional Methods/Models

Batsche, G., Elliott, J., Graden, J. L., Grimes, J., Kovaleski, J. F., & Prasse, D. (2006).
Response to intervention: Policy considerations and implementation
. Alexandria, VA: National Association of State
Directors of Special Education

Brown, E. (2012, February). I
s Response to Intervention and gifted assessment compatible?
Journal of Psychoeducational Assessment, 30(1), 103-116.

Response to Intervention (RtI) is a practice used in education that helps schools identify student's particular needs in the classroom, when general practices seem to fail. However, the use of RtI seemed to only apply to students who fell under special education labels. Elissa Brown makes a case that RtI would provide just as beneficial information for our gifted children as it would our special education students, because the same practices can ensure that our gifted learners would benefit from a thorough investigation of a child's learning needs. The same measures would apply: observation of student behaviors, assessing students strengths and needs and modification of classroom techniques based on newly acquired data (Batshe et al., 2006). The RtI model has multiple benefits, all aimed at seeing a child succeed given the tools that best suit their learning and behavioral needs.
Student Assessments
Response to Intervention RtI
6 Step Model
RtI's 6 Step Model for the Gifted & Talented -->
: Examines the highly exceptional as well as the low performing students.
Early Intervention
: Extra practices that can be put in place for students to see if there is any response.
Progress Monitoring
: Interventions are constantly monitored to ensure students are receiving services most beneficial to their needs.
Tiered Intervention
: Providing gifted students with differentiated instruction within a 3 tiered system.
: A team of professional educators come together, reflect on current data and speak with parents to see what best suits the gifted learner.
: For gifted learners, this would help address interventions that are or are not working and plans for enrichment.
The Growth Model Pilot Program (GMPP) is an initiative supported by the Council for Exceptional Children that is using assessment data to determine growth and impacts on our gifted learners (Ryser, 2014). This pilot program that is being implemented in several states, defines measures of growth, discusses implications on gifted learners who are above proficiency and suggests to lawmakers how to begin measuring growth, in the wake of
No Child Left Behind
. Current growth models do not take into account gifted students, who also need to demonstrate growth and mastery of skills. Standardized test questions measure "typical" student understanding, but few items address the higher level thinking of gifted children and do not challenge them. To address this issue, recommended growth models have been designed to
other growth data from standardized tests.

There are currently 6 growth models being tested and implemented in the United States: In the
Categorical Growth Model,
students are celebrated for closing gaps in their efforts towards or maintaining proficiency. The
Gain score Growth Model
compares a student to only him or herself by calculating a gain score year-to-year. In the
Normative Growth Model
, a child's scores are compared to that of his or hers peers with similar scores and used to predict a child's future score. The
Regression Growth Model
predicts a child's future score in a similar cohort and compares that score to a standard. If the score is higher than the current standard, then the child is said to be making growth. By controlling outside variables such as demographic information, the
Value-Added Growth Model
allows schools to state if their added value is
what one expects, or beyond the controlled variables. Lastly, the
Vertical Scales
take scores and compares them across grade levels, so meaningful insight can be gained from previous grade levels.

, the word both loved and despised by educators. Finding and making meaningful, authentic, and time-worthy assessments can be a balancing act for educators. The knowledge gained by educators through formative assessment can either have educators re-mediate certain information, promote further instruction, or even make educators reflect on their current practices. Yet, gifted students, and all students alike, can demonstrate their knowledge in more ways than just on paper and this is where educators can see their gifted students begin to shine!

"By using a variety of assessment tools to monitor students' progress toward meeting curriculum goals and state standards, teachers assess where students are and then make effective and immediate decisions about what to do next to help the struggling learners and to challenge accelerated learners."
Burke, K.

Vocabulary Logs
: To help enhance new vocabulary terms, a chart that includes the word, definition, real-world example, and illustration helps students demonstrate their new findings in more applicable ways.
Agree/Disagree Charts
: A graphic organizer that assesses what a student knows prior to the
of a unit. Students look at a list of statements and either agree or disagree with. After the unit is over, the student then goes back and agrees or disagrees with the same statements to check for their current understandings.
Rubrics/Self-Assessment Questionnaire
: Students are often left out of the grading process. By having students help design rubrics or even just sharing the rubrics with a student helps gifted learners monitor their own progress and level of achievement. A questionnaire or checklist also allows our gifted learners to reflect on themselves and if they created the best product they could.
Collaborative Projects/Activities
: These allow students to interact with other peers they may not get the chance to on a normal basis. Assigning roles to each student,
the chances of the higher learner getting "stuck" with the work. Designing activities that allows students to choose from
products, gets children thinking outside the box and allowing them to unleash their hidden talents.
To challenge our gifted learners, a simple test no longer appeals to them, they must show their current knowledge in new and meaningful ways. Here are a few examples...........
Student Assessments
Formative Assessments
Authentic Assessments are tasks/activities/projects that evaluate a student's learning not by asking recall questions, but by having them actively apply their knowledge to real-work problems. By challenging our gifted children with these types of assessments, educators can really see a child's level of capability (VanTassel-Baska, 2014). A good authentic assessment must have open-ended questioning, problem solving, and higher-level thinking with reflection on one's own processes (metacognition).

For example, for a fraction unit, instead of having students identify fractions, they can be given a task to partition a shape into equal parts and then name the fraction parts. This authentic task allows gifted students to not only express their knowledge of fractions but apply it to a meaningful task in the real-world, i.e. splitting of items into correct fractions of pieces. Gifted students can also be given the rubric to evaluate their own work.


Student Advocacy
Advocating for your gifted child will help, "
to recognize, nurture, and support profoundly intelligent young people and to provide opportunities for them to develop their talents to make a positive difference
." (Mission Statement from the Davidson Institute for Talent Development)
Students Assessments Pgs. 15-19
Assessments that will benefit the gifted learner
Instructional Methods/Models Pg. 20
Descriptions, strengths, and limitations of instructional methods that are geared for the higher learner.
Student Advocacy Pgs. 21-25
A "Top Ten" list of strategies when fighting for the gifted
Resources for educators to use during any step of the gifted and talented journey
Curriculum Models Pgs. 26-31
A look at three models of curriculum development designed to support the gifted learner
Resources Pgs. 33-35

Gifted children need to be afforded the same opportunities as other children with special needs. Therefore, it is up to educators, parents, and people of the communities to speak up and know the rights of gifted children. Following is a "Top Ten" list of strategies to help advocate for their needs.
Student Advocacy
the characteristics of gifted children. This will help start the process if you understand the first signs of identifying a child in need. (Pgs.5-8)
advice of other educators, especially in the gifted field. Just like you, there are educators who have a specialty area. Educators in the gifted field will know what steps to take next, even if you do not.
yourself of the process. The more you understand about what it takes to get a child identified, the better you can keep parents abreast of exactly what is going on. (pg.9-11)
Set the standard
. As an educator you are the first example of what a quality education should be for ALL students. This includes differentiating your instruction, assessments, and knowing how to support your unique learners . (pgs.12-21)
Have open doors
to anyone, not just your principal. This means inviting parents and educators in your district to see the giftedness that resides in your children.
Student Advocacy
the current situation(s) and be reasonable. Do not expect outcomes to be completed overnight. Some decisions may need more time or different solutions, but always think, "
what is in the best interest of the child
through all situations. Even if it feels like you are hitting a dead end or not getting any answers in a timely fashion. The students are the ones who will benefit through your hard work and determination.
Don't be afraid
that you may step on toes or be too outspoken. Calling attention to this cause will only help strengthen the work educators have already put forth.
to the circumstances and be flexible to all parties involved. When it comes to the identification process or fighting for the rights of gifted learners, there are many parties that you may deal with. However, you are still key to the situation and must be ready for whatever obstacle may come your way. Have a plan and consult others when you need advice.
yourself and others to advocate for our children. You do not have to do this alone, gather others to fight for the cause and guaranteed someone will listen!
Advocacy Resources
Curriculum Models
Once a student is identified and placed in a gifted program, the journey doesn't stop there. As an educator, you must still advocate for their rights to a quality education not only in their home school, but across the school district and even the nation. Here are just a few top notch resources that can help you get the answers you need about your gifted students:
Characteristics of Gifted Children
Durham Public Schools local AIG Plan
- Will identify all steps and safeguards in place for gifted children and their families
Organizations that inform and advocate for Talent Development
Davidson Institute: http://www.davidsongifted.org/
National Assoc. for Gifted Children: http://www.nagc.org/
North Carolina's Assoc. for the Gifted & Talented: http://www.ncagt.org/
Advocacy Resources
Programs for the Gifted and Talented
Summer Institute for the Gifted: http://www.giftedstudy.org/
Duke's TIP Program: https://tip.duke.edu/node/11
Stanford University: http://epgy.stanford.edu/
Curriculum Models to better educate the Gifted and Talented
Curriculum Models
Curriculum Models
Parallel Curriculum Model
Integrated Curriculum Model
Multiple Menu Model
: A theoretical model created by Dr. Carol Ann Tomlinson, that focuses on the "whole" understanding as opposed to teaching in bits and pieces. Curricula is designed to develop high potential and challenge high-ability learners. This model can addresses those gifted learners who possess the characteristics of persistence, abstractness, and a constant quest for knowledge. The parallel curriculum model consists of 4 parallels that can be utilized individually or in combination: core curriculum, curriculum of connections, curriculum of practice, and curriculum of identity.
Curriculum Models
Parallel Curriculum Model
Core Curriculum
- This component establishes the basis for understanding, the skills and knowledge in any subject area.
Curriculum of Connections
- Allows students to connect their knowledge across disciplines and explore the connections between them.
Curriculum of Practice
- This parallel takes students' knowledge and skills and applies them in real-life situations. Allowing the student to become practitioners in a certain field.
Curriculum of Identity
- A parallel of self-awareness that allows students to think about themselves in regards to their particular unit of study.
Curriculum Models
Integrated Curriculum Model
Curriculum Models
Multiple Menu Model
: The Integrated Curriculum Model is research based about "what works" for gifted learners. Unit frameworks in language arts, math, and social studies areas are aligned with state standards, but differentiated for the gifted learners (Karnes & Stephens, 2008). This model address the academic needs of the gifted by using concept-based themes, encouraging research, and advanced content knowledge. While also addressing student's social needs through collaboration, building confidence, and ownership of one's learning and products (VanTassel-Baska, 2008).
: Consisting of 3 dimensions that are designed to advance content knowledge withing a particular area.
Advanced Content Focus
- Students will show mastery of skills or concept, allowing the educator to pace the level of instruction needed for the gifted learners.
High-Level Process and Product Work
- With problem-based learning, students are engaged in hands-on and collaborative learning that promotes creative thinking.
Intra- and Inter- disciplinary Concept Development and Understanding
- Essential understandings across curriculum are bridged together to promote more complex understandings.
: The Multiple Menu Model is a planning guide that combines content with instructional practices for the educator. This model promotes the educators right to choose from several different "menus" to create their instructional plan. Educators pick from 6 different "menus." tailoring their lessons to ensure it is challenging and relevant to their student body. This model also highlights the concept of bridging curriculum across domains, for better concept development (Renzulli, 1998)

: The Multiple Menu Model allows for the choosing of menus in the two major categories of "Knowledge" and "Instructional Strategies." The curriculum moves from an abstract understanding of knowledge to practical applications, thus allowing the differentiation of students needs and strengths.
Renzulli, J. (1988).
The Multiple Menu Model for Developing Differentiated Curriculum for the Gifted and Talented
. Gifted Child Quarterly, 298-309.

Ryser, G. & Rambo-Hernandez, K. E. (2014, January).
Using growth models to measure school performance: Implications for gifted learners
. Gifted Child Today, 37(1), 17-23.

Tomlinson, C. A., Kaplan, S. N., Renzulli, J. S., Purcell, J., Leppien, J., Burns, D. E., Strickland,
C. A., & Imbeau, M. B. (2009). T
he parallel curriculum multimedia kit: A design to develop
learner potential and challenge advanced learners
(2nd ed.). Thousand Oaks, CA: Corwin.
Durham public schools local academic or intellectually gifted (aig) plan 2013-2016. (2013, 7 15). Retrieved from http://aigresourcepage.pbworks.com/w/file/fetch/69111868/2013-16_Final_aig_plan_7.15.13.pdf
Karnes, F.A., & Stephens, K.R., (2008),
Achieving excellance: Educating the gifted and talented
. Upper Saddle River, NJ: Pearson Education Inc.
Neihart, M. & Betts, G. (1988). P
rofiles of the gifted and talented
. Gifted Child Quarterly, 32(2).
VanTassel-Baska, J. (1998).
Excellence in Educating Gifted & Talented Learners
, Third Edition.
Denver, CO: Love.

VanTassel-Baska, J. (2014).
Performance-based assessment: The road to authentic learning for the gifted. Gifted Child Today
, 37(1), 41-47.

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