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Copy of Identification and Assessment of the Gifted

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Jennifer Dunson

on 30 July 2013

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Transcript of Copy of Identification and Assessment of the Gifted

Jennifer Dunson - LJH

Identification and Assessment of the Gifted
Screening and Identification Process
Assessment Measures
The Successful
Types of Gifted Students
African American
Underidentified Populations
Best Practices for Program Design
What is gifted?
What the state says.....
LISD policies and procedures
District Profile Sheet
The Challenging
The Double Label
The Underground
The Dropout
The Autonomous
What does the state say....
Categories of Gifted
General Characteristics
What it looks like
§29.121. Definition.
In this subchapter, “gifted and talented students” means a child or youth who performs at or shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment and who:
(1) exhibits high performance capability in an intellectual, creative, or artistic area;
(2) possesses an unusual capacity for leadership; or
(3) excels in a specific academic field.
(c) Not more than five percent of a district’s students in average daily attendance are eligible for funding under this section.
Students are selected for the K-12 program based on their instructional needs. Screening for LISD students will occur once a semester. However, a student may only be tested once a year. Students may be nominated by parents, teachers, counselors, administrators, or by the student himself/herself.
A “student profile” will be used to identify students for the program. Criteria to be used on the profile will include: student ability, gifted characteristics identification, creativity test, and cognitive abilities testing (19 TAC 89.1).
Final selection of students for the program will be made by the District Screening Committee. The District Committee will consist of the Assistant Superintendent of Special Programs supervising the K-12 GT program (Diana Kelm), the grades K-5 Advanced Academic Coordinator (Paula Franklin), the grades 6-8 Advanced Academic Coordinator (Suzonna McFarlain) and the grades 9-12 Advanced Academic Coordinator (Deana Evans).
The Otis-Lennon is a group-administered multiple choice, taken with pencil and paper, measures verbal, quantitative, and spatial reasoning ability. The test yields verbal and nonverbal scores, from which a total score is derived, called a School Ability Index (SAI). LISD uses the national percentile score to determine eligibility.
The Naglieri Nonverbal Ability Test (NNAT) is a nonverbal measure of general ability. Like all nonverbal ability tests, the NNAT is intended to assess cognitive ability independently of linguistic and cultural background.
Torrance Tests of Creative Thinking (TTCT), is a test of creativity, involving simple tests of divergent thinking and other problem-solving skills, which are scored on four scales: fluency, flexibility, originality, and elaboration.
The Gifted and Talented Evaluation Scale (GATES) offers an innovative, quick approach for identifying gifted students ages 5–18.
Designed for use in schools, the GATES comprises 50 items that describe characteristic behaviors of persons who are gifted and talented. It is easily completed by teachers, parents, and others who are knowledgeable about the students being considered for a gifted and talented program.
ITBS are written in levels 1-8. Each test level consists of a series of tests administered in content sections with each section designed to measure achievement levels in specific skills.
Student #1 – 6th grader
OLSAT – 97 %tile
Torrance – 96%tile
GPA – 94%
Parent GATES – 115
Teacher GATES – 87
Student #2 – 2nd grader
OLSAT – 91%tile
NNAT2 – 99%tile
Torrance – 110
Parent GATES – 92
Teacher GATES – 72
ITBS – 87
Student #3 – 10th grader
OLSAT – 96 %tile
Torrance – 94
Parent GATES – 111
Teacher GATES – 112
GPA – 93
ITBS - 97
Aren't all students gifted in some way?

“If the misery of the poor be caused not by the laws of nature, but by our institutions, great is our sin.”
Dislike authority
Talk back
Will do work if they like you (relationships important)
Lack procedural self-talk (get started or continue work)
Appear rude
Need more “space” and opportunity for creativity
Speak their mind freely
Live in moment ( no goal setting)
Payne, 2005
Don’t do homework
Like to entertain
Do only parts of an assignment
Great storytellers
Unique sense of humor
Like discussion/hands-on
Creative responses
Laugh at inappropriate times/situations
Struggle with reasoning (prefer verbal/physical assault)
General Characteristics of Students of Poverty
Speaker gets straight to the point
More typical in schools and formal writing projects
Beginning – middle – end of story
Writer or speaker goes around the issue before finally coming to the point
Part of an episode, vignettes, audience participation
Language in Poverty
Boys vs. Girls
Identified gifted/talented students are assured an array of learning opportunities that are commensurate with their abilities and that emphasize content in the four (4) foundation curricular areas. Services are available during the school day as well as the entire school year. Parents are informed of these options
Gifted/talented students are ensured opportunities to work together as a group, work with other students, and work independently during the school day as well as the entire school year as a direct result of gifted/talented service options (
Out-of-school options relevant to the students’ areas
of strength are provided by school districts whenever possible
A continuum of learning experiences is provided that leads to the development of advanced-level products and/or performances such as those provided through the Texas Performance Standards Project
Kindergarten-Fifth (K-5) Grade
The Livingston ISD Gifted and Talented program for K-5th graders is a pull-out program. Identified students at each grade level are clustered together in a regular classroom with teachers who have the state mandated training in gifted education. The students are then “pulled out” one day a week to meet together as a separate class with a coordinator certified in gifted education.
Students are offered a choice of classes to serve as their GT requirement. Students will be required to take two of the approved courses each year in order to remain in the GT program. Appropriate courses are decided by the District Committee. Courses will include advanced studies in the core classes, as well as at least one course that is offered to only GT students (19 TAC 89.3(3)).
An independent study course taught by the GT coordinator will be offered to provide opportunities for students to pursue areas of interest in selected disciplines through guided and independent research. Students will be involved through their GT/Social Studies class, taught by the GT coordinator, in the development of sophisticated products and/or performances that are targeted to an audience outside the classroom.
Students are offered a series of Advanced Placement courses with the possibility of college credit by passing a national exam. Concurrent enrollment opportunities are also available (19 TAC 74.24). Identified GT students must be enrolled in at least one AP/Pre-AP/Concurrent or GT elective to maintain their PEIMS GT status.

In addition to the AP/Concurrent classes available, high school GT students are given the option of an elective Independent Study Program
Jennifer Dunson
Assistant Principal
Livingston Junior High
Full transcript