Presentation on theme: "Academically / Intellectually Gifted Program"— Presentation transcript:
1 Academically / Intellectually Gifted Program Winston-Salem / Forsyth County SchoolsBud Harrelson, AIG Program Manager
2 What are some characteristics of giftedness? Many gifted children learn to read early, with better comprehension of the nuances of language. As much as half the gifted and talented population has learned to read before entering school. Gifted children often read widely, quickly, and intensely and have large vocabularies.
3 What are some characteristics of giftedness? Gifted children commonly learn basic skills better, more quickly, and with less practice. They are better able to construct and handle abstractions. They often pick up and interpret nonverbal cues and can draw inferences that other children need to have spelled out for them.
4 What are some characteristics of giftedness? They take less for granted, seeking the "hows" and "whys." They can work independently at an earlier age and can concentrate for longer periods. Their interests are both wildly eclectic and intensely focused.
5 What are some characteristics of giftedness? They often have seemingly boundless energy, which sometimes leads to a misdiagnosis of hyperactivity. They usually respond and relate well to parents, teachers, and other adults. They may prefer the company of older children and adults to that of their peers.
6 What are some characteristics of giftedness? They like to learn new things, are willing to examine the unusual, and are highly inquisitive. They tackle tasks and problems in a well-organized, goal-directed, and efficient manner.
7 What are some characteristics of giftedness? They exhibit an intrinsic motivation to learn, find out, or explore and are often very persistent. "I'd rather do it myself" is a common attitude.
8 Who are the gifted?Children and youth with outstanding talent perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment.
9 Who are the gifted?These children and youth exhibit high performance capability in intellectual, creative, and/or artistic areas, possess and unusual leadership capacity, or excel in specific academic fields. They require services or activities not ordinarily provided by the schools.
10 Who are the gifted?Outstanding talents are present in children and youth from all cultural groups, across all economic strata, and in all areas of human endeavor.Office of Educational Research and Improvement in the US Department of Education (1993)
11 What is a gifted child’s development like? Asynchronous developmentMore advanced mentally than others their chronological ageDisparities between their intellectual abilities (mental age) and their physical abilities (chronological age)
12 Giftedness as described through asynchronous development “…a greater awareness, a greater sensitivity, and a greater ability to understand and to transform perceptions into intellectual and emotional experiences.” (Roper, 1982, p. 21)
13 Giftedness as described through asynchronous development “…advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm.” (Columbus Group, 1991)
14 Giftedness as described through asynchronous development …highlights the complexity of the individual’s thought process, the intensity of sensation, emotion, and imagination, and the extraordinary awareness that results from this fusion. (Neihart, 2002)
15 What is a gifted child’s development like? Feeling out of step with societal normsResults in cognitive (academic) needsResults in social / emotional (affective) needs
16 What are the theories regarding intelligence? Entity theory (Dweck, 1975, 2000) maintains that intelligence is a fixed trait of which we each have an allotted share and that there is little we can do to change it.
17 What characterizes an entity paradigm of intelligence? Important to appear smartNeed to excel over othersSeek safe, low-effort successes in order to achieve performance goals such as good grades or praiseWill only try something new if they are assured of appearing to be an expert instantlyHighly vulnerable to minor setbackDefensive
18 What are the theories regarding intelligence? Incremental theory (Stipek & Mac Iver, 1989) states that, even though we differ in ability, intelligence is malleable and can be cultivated and increased through effort.
19 What characterizes an incremental paradigm of intelligence? Focus on the challengeEngagement in learning at a risk of appearing less smartSticking with tasks until reaching masteryPersisent / resilienceFocus on using rather than demonstrating their new knowledge
20 Who perpetuates the entity paradigm? SchoolsRarely encounter a task in school that they can not master the first timeParentsWell meaning praise from adults on how smart the kid is instead of praising the child for hard work, trying new challenges, persistent efforts, and hardiness in the face of difficulties.
21 What all does this mean for my child? Unique academic needsUnique social needs
22 What does this mean academically? A gifted child has an advanced mental age when compared to her age-matesThe curriculum and expectations of their regular grade level are not aligned with their academic potential
23 What model does WSFCS use to meet the academic needs of gifted students? AccelerationGifted students receive daily instruction in reading and mathematics that is beyond their current grade level
24 WSFCS Program Description We offer different levels of advanced instruction to meet the academic needs of students.Academically Gifted – AGHighly Academically Gifted - HAG
25 Elementary Program – AG Third through Fifth Grade Minimally, AG students receive…1.5 hours of AG instruction dailyin a separate classroomReading and mathematicsAIG licensed teacherContent is one or more years above grade level
26 Elementary Program – AG Third through Fifth Grade Math Acceleration3rd Grade4th Grade5th Grade3rd Grade Math4th Grade Math5th Grade Math6th Grade Math
27 Elementary Program – AG Third through Fifth Grade English / Language ArtsStrengthen their knowledge of concepts covered in the grade level curriculum with the regular education teacherRapid, sophisticated, abstractMore challenging readingSophisticated writing
28 Elementary Program – AG Third through Fifth Grade Schools have flexibility in program deliveryHomogeneous grouping of AG studentsResource model as describedRegular educational classroom
29 Elementary Program – HAG Third through Fifth Grade HAG students receive…All-day programSelf-contained classroomAccelerated instruction inReading, Math, Science, Social StudiesGenerally two years above grade levelStudent product expectations are much higher than their age-matesOffered at Brunson
30 Middle Program – AG Sixth through Eighth Grade Continue to receive gifted instruction in language arts and mathTeam approachMatch continues to be one grade level ahead, but students can choose not to be accelerated
31 Middle Program – AG Sixth through Eighth Grade Math Acceleration6th Grade7th Grade8th Grade7th Grade MathPre-AlgebraAlgebra I
32 Middle Program – HAG Sixth through Eighth Grade HAG students receive…Gifted instruction in Language Arts, Math, Social Studies, and ScienceComplete two high school math coursesComplete on high school science course – Environmental ScienceSelf-contained classesElectives – Spanish, Latin, FrenchProject Lead the Way – Engineering MagnetOffered only at Hanes
33 Middle Program – HAG Sixth through Eighth Grade Math Acceleration6th Grade7th Grade8th GradePre-AlgebraAlgebra IGeometry
34 WSFCS Program Description Start in elementary school and continue through high schoolWe emphasize academic achievement and higher-level thinking and reasoning skills
35 WSFCS Program Description Curriculum guidelines are pulled from the NC Standard Course of StudyLocally developed units enrich and accelerate the state curriculumSchools have the flexibility to design services to meet students’ needs
36 WSFCS Program Description To emphasize quality of work, to encourage creativity, problem solving, extensive reading, and peer interactionTo nurture students by combining academic rigor with encouragement and flexibility
37 Elementary Services – AG Kindergarten – Second Grade Services for students in kindergarten through second grade are provided on a consultative basisAG resource teacher consults with regular education classroom to differentiate curriculum, process, and products
38 High School Ninth through Twelfth Grade Honors CoursesAdvanced Placement (AP)International BaccalaureateEarly College at Forsyth TechEarly Graduate
39 What does all of this mean socially? Remember that one of the greatest needs of youth as they mature is to be accepted by their peersWe ALL want friends
40 What does all of this mean socially? PerfectionismUnderachievementPositive friendship attributes
41 What does all of this mean socially? PerfectionismNormalDerive a very real sense of pleasure form the labors of a painstaking effort and who feel free to be less precise as the situation permitsNeuroticAre unable to feel satisfaction because in their own eyes they never see to do things good enough to warrant that feeling
42 What does all of this mean socially? UnderachievementDiscrepancies between ability and achievement over a substantial period of timeCaused byUnchallenging classroomPeer pressure to conform – be like everyone elseIsolation from classmatesFamily dynamics
43 What does this look like socially? To date, most interventions to reverse underachievement have met with limited success
44 What does all of this mean socially? Aggravated by being part of another minority group…ethnic minority, child of poverty, female, learning disabled, limited English proficient, gay
45 What does this look like socially? Positive friendship attributesCompetition
46 Procedures for Identification Academically Gifted (AG) ProgramGroup or Individual IQ/Aptitude Score is 95th percentileThe sum of Achievement and Aptitude percentile scores is 180 or more93rd* Percentile in Aptitude or Achievement with K-2 Assessment one year or more above grade level or End of Grade at the 92nd percentile in Reading & MathHighly Academically Gifted (HAG) ProgramIQ/Aptitude score is 99th percentile with minimum 95th percentile in AchievementThe sum of Achievement and Aptitude percentile scores is 195*or more99th percentile in Aptitude or Achievement with K-2 Assessment two years or more above grade level or End of Grade at the 99th percentile in Reading & Math
47 Retest Options – Second Grade AGAt least one score of an 85HAGAt least one score of a 99 and one score of 94Retests are administered at the school levelParent(s) choose which test students will retake
48 Retest Options Students are given one retest option If additional retesting is desired, parents pursue testing at their own expense with a private psychologistSubmit – AIG-2 Form: Prior Notice of Independent Evaluation Form
49 Further testing – Fifth Grade AG / HAG services for middle schoolStudents who have a 93rd %ile on Reading or Math 4th EOGTested regardless of AG status
50 Quarterly Testing Opportunities New StudentsPrivate School StudentsHome Schooled StudentsMay test at any of our 4 quarterly testing sessionsJoin the test roster by contacting their residential public school
51 What is the Cognitive Abilities Test (CogAT)? Aptitude TestMeasures a student’s potential for future learningThree sectionsVerbal (48 questions)Nonverbal (48 questions)Quantitative (48 questions)
52 Primary uses of CogATTo guide efforts to adapt instruction to the needs and abilities of studentsTo provide an alternative measure of cognitive developmentTo identify students whose predicted levels of achievement differ markedly from their observed levels of achievement
53 Primary Battery (K-2) No reading Tests untimed (paced by teacher) Mark directly in booklet
54 Cognitive Abilities Test (CogAT) Raw score is converted to percentile score by comparison to other children the exact same age and gradeAge is given in year and monthWe use the highest of the two scores in AIG Identification
55 Relationships among Stanines, Percentile Ranks, and Standard Age Scores
56 6 A 5 B (V+) 8 C (Q+ V-) 2 E (N+ V-) Ability Profile Level Median (middle) age stanine6 A5 B (V+)8 C (Q+ V-)2 E (N+ V-)5, 6, 6 = 64, 5, 6 = 5Most informative for A profilesLeast informative for E profiles
57 CogAT 6 ‘ABC’ Profile system Measuring the pattern“A” profiles: Confidence bands overlap for all three scores. Scores are at roughly the sAme level“B” profiles: One score is aBove or Below the other two scores, which do not differ“C” profiles: Two scores Contrast“E” profiles: Extreme B or C profiles (>=24)How do we map the continuous variation in level and patterns of scores to a smaller set of suggestions for teachers?Carving nature at the joints rather than arbitrarily (Roger Bacon)
58 “A” ProfileVQNSAS PRAll three confidence bands overlap.Notice wider confidence band for N.Composite score (not shown) is best summary….
59 “B” Profiles N- N+ 1 25 50 75 99 V 120 89 Q 116 84 N 100 50 SAS PR VQNSAS PRN-VQNSAS PRParadox…”Truth standing on her head to attract attention.”N+
63 Parenting Gifted Students CreativityImaginationOpportunityQuestioningExplorationEncouragement
64 What role do parents play in developing the gifted student? Importance of finding and developing one’s abilitiesAchievement at the highest level possibleIndependent thoughtIndependent expressionActive-recreational pursuitsCultural and intellectual pursuits
65 What role do parents play in developing the gifted student? Demonstrate the love for work and learningModel independent learning outside of structured settingsModel risk-taking, coping with setbacks, and failureBuild social networks that can give emotional support
66 Parenting Gifted Students Items to pay attention to in schoolRich vocabulary instructionChoiceComparisons among genreProcess, process, processDepth and detailRigor
67 What is rigorous instruction? Goal of helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging (Strong, Silver, and Perrini, 2001).
68 What legal rights does my gifted child have in NC? Article 9B mandates and funds gifted education in NCState allows the district to determine identification and service modelThree year plan for services
69 What is rigorous instruction? Rigor is the quality of instruction that requires students to construct meaning and impose structure on situations rather than expect to find them already present (Resnick,1987).
70 Organizations and Resources NC Association for the Gifted and TalentedNational Association for Gifted Children
71 Central Office Contact InformationBud HarrelsonAIG Program ManagerHomepage > Departments>Academically Gifted
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