Gifted & Talented Definition/CO law Nature & Needs GT in PSD GT Identification What you can do in...

Gifted & TalentedDefinition/CO law

Nature & Needs

GT in PSD

GT Identification

What you can do in the classroom

““Gifted and talented children" means those persons Gifted and talented children" means those persons between the age of five and 21 whose abilities, talents, and between the age of five and 21 whose abilities, talents, and

potential for accomplishment are so exceptional or potential for accomplishment are so exceptional or developmentally advanced that they require special developmentally advanced that they require special

provisions to meet their educational needs. Gifted students provisions to meet their educational needs. Gifted students include gifted students with disabilities and gifted students include gifted students with disabilities and gifted students

with exceptional abilities or potential from all socio-with exceptional abilities or potential from all socio-economic and ethnic, cultural populations.economic and ethnic, cultural populations.

Exceptional Children’s

Educational Act:

•Identification

•ALP (Advanced Learning Plans)

•Funding

•Adopt and Implement a Program Plan

•General or specific General or specific intellectual ability. intellectual ability. •Specific academic aptitude. Specific academic aptitude. •Creative or productive Creative or productive thinking. thinking. •Leadership and human Leadership and human relations abilities. relations abilities. •Visual arts, performing arts, Visual arts, performing arts, spatial or musical abilities.spatial or musical abilities.

Areas of Identification…

•General or specific General or specific intellectual ability. intellectual ability. •Specific academic aptitude.Specific academic aptitude. •Creative or productive Creative or productive thinking. thinking. •Leadership and human Leadership and human relations abilities. relations abilities. •Visual arts, performing arts, Visual arts, performing arts, spatial or musical abilities.spatial or musical abilities.

Areas of Identification…

Areas of identification in PSD

Gifted students are just as different from the average as special

education students

This means they have different needs…

Knows the Knows the answers answers

BrightBright GiftedGifted

Asks the Asks the QuestionsQuestions

Is InterestedIs Interested


Is Highly Is Highly CuriousCurious

Answers Answers QuestionsQuestions


Questions Questions AnswersAnswers

Grasps the Grasps the MeaningMeaning


Draws Draws InferencesInferences

Enjoys Enjoys SchoolSchool


Enjoys Enjoys LearningLearning

Is Pleased Is Pleased With Own With Own LearningLearning


Is Highly Is Highly Self-CriticalSelf-Critical

Enjoys Same-Enjoys Same-Age PeersAge Peers


Prefers Older Prefers Older Children or Children or

AdultsAdults

Works HardWorks Hard


Can Play Can Play Around and Around and

Still Get Still Get Good ResultsGood Results

Pays Pays AttentionAttention


Gets Involved Gets Involved Mentally, Mentally,

Physically, Physically, and and

EmotionallyEmotionally

Is in the Top Is in the Top GroupGroup


Can Think Can Think Beyond the Beyond the Top GroupTop Group

•Gifted students are gifted in all Gifted students are gifted in all areas/subjectsareas/subjects•Gifted students are arrogant, Gifted students are arrogant, difficult, and obsessivedifficult, and obsessive•Gifted kids don’t need teachers Gifted kids don’t need teachers and the typical amount of and the typical amount of teacher attentionteacher attention•Gifted students need more Gifted students need more work than other studentswork than other students•School is a good experience for School is a good experience for gifted students because they gifted students because they score well on tests and make score well on tests and make good gradesgood grades

Myths about GT

According to George Betts, Ed.D.:

There are 6 types of Gifted

people

•The Successfu•The Challenging•The Underground•The At-Risk•The Twice Exceptional•Autonomous Learner

8 GREAT GRIPES:

No one explains what being gifted is all about – it’s kept a big secret.

8 GREAT GRIPES:

School is too easy and too boring.

8 GREAT GRIPES:

Parents, teachers, and friends expect us to be perfect all

the time.

8 GREAT GRIPES:

Friends who really understand us are

few and far between.

8 GREAT GRIPES:

Kids often tease us about being

smart.

8 GREAT GRIPES:

We feel overwhelmed by

the number of things we can do

in life.

8 GREAT GRIPES:

We feel different and alienated.

8 GREAT GRIPES:

We worry about world problems and feel helpless

to do anything about them.

GT in Poudre School District

Math

Language Arts

GT in Poudre School District

Math

Language Arts

Creativity

Elementary & Secondary

GT Site Coordinators

Identification

ALP’s (Advanced Learning Plans)

Programming (refer to book)Acceleration, Enrichment, AP/Honors, IB, grouping, Affective

Needs, etc.

Identification

BODY OF EVIDENCE

Intellectual Abilities

Achievement

Demonstrated Performance

Behavior/Characteristics

Tier 1 (90th – 94th percentile):•Differentiated instruction in the regular education classroom should meet the student’s needs for continued growth.

Tier 2 (95th – 97th percentile): •Differentiated instruction in the regular education classroom, plus •Additional services may be needed to meet the student’s needs for continued growth.

Tier 3 (97th – 99th percentile):•Differentiated instruction in the regular education classroom, plus•The most intense additional services are required to meet the student’s needs for continued growth.

Tiers of Interventions

Pre-Screening:

3rd Grade CogAT(Cognitive Abilities

Test)

Identification Procedures

Students Previous Test Scores are assessed:

CSAPMAP

*Any score on a standardized

instrument over 95% can be used


Does a student have 2 scores 95%+?

If yes – Identification complete!

If no – More assessment is needed


Identification

BODY OF EVIDENCE

Intellectual Abilities

Achievement

Demonstrated Performance

Behavior/Characteristics

Other Assessments Used:

CogAT (for students entering PSD after 3rd grade)TONI (non-verbal)

WIAT (achievement)GATES (rating scales)Rubrics (performance)


Provides Information About:Tier 2 or 3

Interventions Provided

Goals for ALPs:SMART goals (content and affective) linked to specific

instructional strategies

More individualized

Evaluation Process

Collaboration (parents & teachers)

Gifted Education Plans or Advanced Learning Plans

HOW CAN YOU HELP?

OBSERVATION

RATING SCALES

RUBRICS

KNOWING THE PROCESS!


PaceAccelerated Instruction

Minimum Repetition

LevelAdvanced Content

A high degree of complexity and abstractionIn-depth study

Instructional Needs of Advanced and Gifted

Learners:

Nothing!

This perpetuates the myth that gifted children make it on their own and therefore denies them

the right to learn.

What is the worst thing to do to gifted students?

Synthesis(create)

Evaluation(Judge)

Analysis(Examine)

Application(Use)

Comprehension(Understand)

Knowledge(Know)

Bloom’s Taxonomy

Tiered Lessons

Differentiated Instruction for Gifted Learners

Challenge

Complexity

Resources

Outcome

Process

Product

Phrase each learning description as succinctly as possible.

Content + Process + Product =

Learning Activity

Writing Learning Activities

Content – reflects unit and essential questions



Learning Activity


Process – reflects thinking processes & the level of

challenge (Bloom’s!)



Learning Activity


Product – End result! How do students show what

they have learned?


Write a script and role play a scene from a

fable.



On a chart, categorize various composers

according to musical style.


Identify the content, skills, and products for a particular unit, as well as any required curriculum

standards

Curriculum Mapping

Exit Points:•Is there a point when a student may need more time to work on a skill or content? •Is there an activity that could result in more than one way to show what the student has learned?•Is there an activity in which students could benefit from working on the same outcome but different kinds of work?

Curriculum Mapping

Planning tool for curriculum units that

specifically address levels of challenge

Matrix Planning

Grouping

FlexibleGroups

AbilityGroups

CooperativeGroups

High levels of retention with an extraordinary amount of

information

Accelerated pace of learning

Advanced comprehension, deep understanding

Unusually varied interests and curiosity


Advanced Vocabulary

Flexibility in Thinking (Creativity)

Ability to Generate Original Ideas and Solutions

Ability to Think in Abstract Terms and Sense Consequences

Evaluative, Judgmental Thinking

Persistent Goal-directed Behavior


Is this an appropriate learning experience?

Can all students do this?

Should all students do this?

Do the learning experiences vary in complexity?

Is the pace of instruction appropriate?

Questions to Guide

Conclusions:By definitions, GT kids are different.

They won’t just “get it anyway.”

If instruction isn’t on their level, they might never learn how to respond when they are faced with an academic challenge (underachievement

and/or perfectionism)

Parents, teachers, and school counselors with an understanding of giftedness can make a huge

difference in these students’ lives.

Gifted & Talented Definition/CO law Nature & Needs GT in PSD GT Identification What you can do in...

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