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Gifted & Talented

A summary of what the public school system does for gifted and talented students... and a few concerns.

amber brittain

on 2 May 2011

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Transcript of Gifted & Talented

The definition most gifted people feel comfortable with is from the Columbus Group 1991 Intellectual giftedness is an intellectual ability significantly higher than average. It is different from a skill, in that skills are learned or acquired behaviors. Like a talent, intellectual giftedness is usually believed to be an innate, personal aptitude for intellectual activities that cannot be acquired through personal effort. Developmental theory Gifted children may develop asynchronously: their minds are often ahead of their physical growth, and specific cognitive and emotional functions are often developed differently (or to differing extents) at different stages of development. One frequently cited example of asynchronicity in early cognitive development is Albert Einstein, who did not speak until the age of four, but whose later fluency and accomplishments belied this initial delay. Texas Association for the Gifted and Talented (TAGT) (TX)
The Texas Association for the Gifted and Talented (TAGT) is an organization of educators, parents, and friends of the gifted. Chartered in 1978, TAGT is the nation’s largest state advocacy group of its kind, providing about 4,000 members with a forum for the exchange of ideas and information about the education of gifted and talented students. TAGT's mission is to promote awareness of the unique social, emotional, and intellectual needs of gifted and talented students and to impact the development of appropriate educational services to meet those needs. Statistics Students enrolled in grades K-12 (2008-2009): 4,524,844
Students identified as Gifted and Talented (2008-2009): 355,847
Dollars allocated for Gifted and Talented programming (2008-2009): $90,894,709
Percentage of students who took an AP exam in high school (2008-2009): 28.7%
Percentage of all students scoring a 3 or above on AP exams (2008-2009): 14.9% Giftedness is Asynchronous Development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching and counseling in order for them to develop optimally.

1977: Texas Legislature passed first legislation related to gifted education
1979: state funds provided but services were optional
1987: identification and services for gifted children mandated in Texas
1990: The Texas State Plan for the Education of Gifted/Talented Students adopted (revised in 1996 & 2000) History of legislation of Gifted Education in TEXAS Standards and Certification Standards provide the basis for certification

2000: GT Supplemental Certification Must pass GT Supplemental TExES Exam
No university coursework or training required
30 clock hours of training for educators providing services to gifted students
6-hour annual updates required
6-hour initial training for administrators and counselors responsible for making gifted/talented program decisions Commonly used terms in gifted education Differentiation
Modification of a gifted student’s curriculum to accommodate their specific needs. This may include changing the content or ability level of the material.
Affective curriculum
A curriculum that is designed to teach gifted students about emotions, self-esteem, and social skills. This can be valuable for all students, especially those who have been grouped with much older students, or who have been rejected by their same-age, but academically typical, peers.
Heterogeneous grouping
A strategy that groups students of varied ability or accomplishment in a single classroom environment.
Homogeneous grouping
A strategy that groups students by specific ability, interest, or subject area.
Individualized Education Program (IEP Student Assessment Most Commonly Reported Measures Teacher Checklists
Aptitude/Intelligence Tests
Parent Checklists
Achievement Tests
Matrix Approach used by Majority of Districts Program Design Most Popular Programming Options 1A school districts Differentiation in General Education Pull-out Services
Dual Credit/Concurrent Enrollment

2A and 3A School Districts Advanced Placement
Dual and/or Concurrent Enrollment
Differentiation in General Education
Pull-out Services Program Design4A/5A School Districts Advanced Placement
Dual/Concurrent Enrollment
Pull-out Services
Differentiation in AP
Credit by Exam
Classes for the GT in one/more core areas
Cluster Grouping
Conclusions Specific to Student Assessment, districts are using multiple measures and screening at least once a year.
Districts report meeting the program design criteria by offering a wide range of program options and ensuring students work independently, with other GT students, and with non-GT students.
Almost all districts report requiring teachers of the gifted to complete the mandated 30 clock hours of training which falls under professional development.
Districts are disseminating identification information to parents and informing them of learning opportunities for their children. There are districts that are not assessing students using nonverbal measures or in their home languages.
A small number of responses indicated there were no policies or a lack of knowledge of policies that pertain to furlough, reassessment, exit, transfer, and appeals.
The lack of participation in the Texas State Performance Standards is an area for improvement.
Professional development and training of teachers, administrators, counselors is an area for improvement. txgifted.org WORK CITED school.familyeducation.com/gifted-education/parenting/34390.html www.tea.state.tx.us/index2.aspx https://www.seminarweb.com/
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