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Gifted and Talented

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Alexander Joos

on 18 September 2014

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Transcript of Gifted and Talented

Gifted and Talented Students
What does it mean to be gifted and talented?
Educational Practices and Programs
Characteristics and Misconceptions
Gifted and Talented
Book Definition
There is no universally accepted definition of gifted and talented.
Each state's definition of gifted and talented varies.

Ex: Minnesota vs. North Dakota definition
Things to Keep in Mind
Giftedness also includes these areas:
General intellectual ability
Specific academic aptitude
Creative or productive thinking
Leadership ability
Visual and performing arts

Over time, there has been a sort of evolution of thinking about the definition of giftedness:
shift from using the term gifted to using the term talented
recognition that extraordinary ability may exist in one or several areas
acknowledgement that giftedness exists across the diversity of today’s students

Overview of Practices

· Small Group Investigation
· Individual Study
· Setting goals for them, giving them a gentle nudge
· Expansion of the Curriculum
· Mentorships-getting the community involved with
gifted education
· Learning Contracts
· Mind Benders
· Creative Problem Solving

Curriculum Compacting
High School level options
Interventions for Diverse Populations
“When I was in 2nd grade, I felt trapped, I didn’t know why. I would do all the work, but I knew most of it already and it wasn’t hard at all. In 3rd grade, I was doing 4th-grade work and I suddenly felt free!” –Christa, age 9

“Being gifted means to have a talent. Everyone has a talent. It just takes time and practice to achieve it.” -Zach, age 8

Educational Programs and Practices in Action
Myth r Fact
General Characteristics
**These characteristics provide only tentative, very general guidelines. Each child’s situation will be different!**

Characteristics evident
before school age:

Early language acquisition
Fine and gross motor skills
Long attention span
Empathy for others

Gifted students tend to have lower self
esteem than non-gifted students.

Teachers should be challenging all students in
their classroom anyway, so the gifted and talented
students will be just fine.

Gifted and talented means “better.”

A student cannot be
gifted because they have
poor grades!

A student cannot be gifted because they
have a learning disability.

Laws and Regulations

The term “gifted and talented children” means children and, whenever applicable, youth, who are
at the preschool, elementary, or secondary level as possessing demonstrated or potential abilities that give evidence of
high performance
capability in areas such as
intellectual, creative, specific academic or leadership ability
or in the
performing and visual arts
and who by reason thereof require
services or activities not ordinarily provided
by the school.

***Federal law does not protect the legal rights of gifted children!!

14 states provided no funding to local districts for gifted education
Of the 25 states that provided funds to districts
8 provided $40 million or more
9 states provided between $1 million and $10 million

9 states have policies specifically permitting acceleration of students;
22 states leave the decision to school districts
17 states do not collect demographic data about their gifted student population

State Commitment to Gifted Students
Jacob Javits Gifted and Talented
Students Education Act (1988)
Only federal program dedicated specifically to gifted and talented students
All other court cases were decided and took place at the state level.
Court Cases
West Fargo

What types of programs and edcuational practices have you seen while in the classroom?

Processes-Tests, Informal Assessments,
Observational Tools:
Services in FM Area Schools

National Association for Gifted Children (NAGC)
National Research Center on the Gifted and Talented (NRCGT)
National Society for the Gifted and Talented (NSGT)

Any measure of gifted and talented students in the U.S is an estimate, as each state has their own definition for giftedness and their own procedures for identifying children.
Anywhere from 2-22% of students may be served in a gifted and talented program
According to data that has been reported, there are approximately 3 million students receive services
Students from minority groups are significantly underrepresented in gifted programs
Caucasian students are three to four times more likely to be identified as gifted
Girls are underrepresented in gifted programs
Because most states leave the identification process to the local districts, it is estimated that only 1/4 of all gifted and talented students have been identified and receive support.

Each state sets its own criteria for identifying gifted and talented students.
There are many different forms of assessment used to determine giftedness-dependent upon the state’s laws/district procedures
Traditional vs. Nontraditional instruments to measure giftedness-combination of both performance based and portfolio approaches are popular
Traditional instruments: IQ tests, achievement tests, grades, teacher recommendations
Contemporary instruments: creativity tests, student portfolios or performance, performance-based assessment, parent, peer or community recommendation
In most school districts, an eligibility team is formed, which includes a specialist in gifted education, an administrator and at least one teacher.

Ability vs. Achievement
Tests vs. Grades
Standardized Testing
Creative and Critical Thinking

***Working with the 5 Talent Areas
Rogers, Karen B. "Lessons Learned About Educating The Gifted And Talented: A Synthesis Of The Research On Educational Practice." Gifted Child Quarterly 51.4 (2007): 382-396. ERIC. Web. 9 Sept. 2014.

Luna, Tom. The Best Practices Manual for Gifted and Talented Programs in Idaho. Boise, ID: Idaho State Dept. of Ed., 1997. Revised, June 2005. Web. 10 Sept. 2014.

Tuttle, Frederick. Characteristics and Identification of Gifted and Talented Students. Washington, D.C.: National Education Association, 1993. Print.

“Myths about Gifted Students.” National Association for Gifted Children. National Association for Gifted Children. Web. 09 September 2014.

Friend, Marilyn. Special Education: Contemporary Perspectives for School
Professionals. New Jersey: Pearson Education, Inc., 2011. Print.

Assessments, Prevalence, and Resources
Read to the child at all ages
Provide them with educational puzzles and games
Have discussions at dinner time about the various
current events occurring in the world
Make occasional visits to the library to check out
books and conduct research
Visit museums and historical sites on vacations
Encourage the child to be creative and
expressive in the areas which s/he shows
consistent interest

How Parents Play a Role
***Work with the child's parent(s) to best meet their needs.
Personal St ries
High interest in reading
Large vocabulary
Advanced comprehension skills
Sense of humor
Sense of justice
Advanced sentence structures
Gifted students don’t need help,
they will do fine on their own!
All children are gifted.
A General Approach
Fargo Public Schools
Referral Process
Presented by:
Alexander Joos
Alyssa Schmidt
Courtney Leier
Samantha Scaman

National Associations
NAGC Gifted by State Indentification
Extension Options:
1. Read a book
2. Research a topic of your choice, prepare a presentation for class
3. Computer time (one of the interactive websites we have used)
4. Write a poem set in our social studies time period
5. Your idea: __________
6. Other: ___________
Gifted & Talented students have unusual talent in one, or sometimes two of the following areas:
Creative Thinking
General Intellectual Ability
Specific Academic Ability
Visual/Performing Arts
Give students a variety of enrichment options. You have the 5 talents to consider. It should be something that enhances the learning experience, not just additional work.
It is important to differentiate the instruction,
meet the various areas of talent the student may possess, and give them appropriate enrichment opportunities.

Each school district sets up programs and opportunities for the gifted and talented. This won't look the same at every school in your state.

St. Michael-Albertville has many A.P courses in the curriculum.

Buffalo has more college in the school courses.
Intelligence Continuum
Ruf’s Five Categories
1. Moderately Gifted to Gifted-90th to 98th percentile on standardized tests; IQ range 120-129; top ⅓ to ¼ students in mixed ability class
2. Highly Gifted Gifted-98th to 99th percentile on stand. tests; IQ range 130-135; 1-3 students in mixed ability class
3. Exceptionally Gifted-98th to 99th percentile on stand. tests; IQ range 136-140; 1-2 students per grade level
4. Exceptionally to Profoundly Gifted-99th percentile on stand. tests; IQ 144+; 1-2 students across two grade levels
5. Exceptionally to Profoundly Gifted- 99th percentile on stand. tests; IQ 144+; 1 in 250,000 students

Full transcript