1. Second Grade Child Find
for
Gifted Education Programs

2. Second Grade Child Find
Requirements
Planned Experiences/Products
TABs
{Objectives of this training}

3. Second Grade Child Find
Alabama Administrative Code (AAC)
(2)(c) Second Grade Child Find. All second grade students will be observed as potential gifted referrals using a gifted behavior checklist provided by the State Department of Education.
{read slide.
Then emphasize all second grade students are observed Yes, that includes Special Education students, too.}

4. Second Grade Child Find
Six Required Activities
Three Transformations
Two Writing Samples
One Figural Analogy
These 6 child find activities, three transformations, two writing samples, and one figural analogy, are required from every 2nd grade student in each school system in the state. Teachers should stay in classrooms to observe students as they work through these activities to observe gifted behaviors. Scores from these activities can be used when filling out the observations scale, too. Writing samples can come from prompts, writing about the transformation the student just created, or writing in response to a children’s literature book.

5. Transformations 1 squiggle 2 squiggles 4 squiggles
Students are not used to transforming shapes into pictures in school. Three transformations are provided to allow students to be creative. Each activity increases in complexity with one, to two to four squiggles on a page. Some students will combine these into one picture!

6. Let’s try one? Transformations
Give teachers the one squiggle and model the lesson for them. Go through all steps including brainstorming, sharing ideas and now take 5 minutes to transform their squiggle into something else. Ask for volunteers to share their drawings.

7. Writing RUBRIC for evaluation Writing about the transformations
Writing based on Children’s Literature
Journal Prompts / Journal Entries
Various ways to get the writing samples. One of the best ways to obtain a writing sample is to have the child turn over the transformation and write the story about their drawing. They have a story and are motivated to write it for you. If students have difficulty writing, the students can tell the story while someone writes it for them.
RUBRIC for evaluation

8. Children’s Literature Ideas
Pattern Books
The Important Book
How to Books
How to Bake an Apple Pie and See the World
Alphabet Books
Alphabet City

9. Figural Analogies
Building Thinking Skills - Book One
Similar to NNAT

10. What are the correct answers? E-16 E-17 E-18 A D C
Example page for teachers to answer- this is the 2nd-3rd grade book

11. What are the correct answers? E-9 E-10 E-11 B C A
Example page for teachers to answer- this is the 4th-5th grade book

12. Other Work Samples / Products
Logic Problems
Open-ended Activities - Math, Writing, problem-solving
Above Grade Level Work
Renzulli Learning
Creative Writing
Work from open-ended multi-level learning centers
Art work
Photos / videos of 3-dimensional schoolwork or performances

13. Other Work Samples / Products
Requirements:
Must be completed at school
Input from parents and others
Student interests
Above grade level work
No grade level tests and worksheets
Talk about these requirements and the need for consistency

14. TABs Traits, Aptitudes, and Behaviors (TABs)
Identification of gifted children from varying cultural and economic groups
Ten TABs which have been found through research to be consistently associated with the psychological construct of giftedness.
Talk about the development of TABS

15. TABs Dr. Mary Frasier (1938-2005)
Nationally recognized scholar and researcher in gifted education and founder of the Torrance Center for Creativity and Talent Development in the UGA College of Education.
President of the National Association for Gifted Children (NAGC) from , and received the NAGC's Distinguished Service Award in 1991, and then later the Ann F. Isaacs Founder's Memorial Award for her work with that organization.
Introduce the developer and that she granted permission to the State of Alabama to use a modified form of the TABs

16. TABs MOTIVATION - Evidence of desire to learn.
demonstrate persistence in pursuing and/or completing self-selected tasks. Tasks may be culturally influenced.
focus motivation on non-school activities rather than school activities.
be an enthusiastic learner of non-school or school subject matter.
aspire to be somebody, do something.
TABs
Easily bored with routine assignments and repetitions; learns at faster pace
May want to do things her/his own way.
Sometimes doesn’t want to stop one project to start the next.
Dislikes interruptions.
May be overly aggressive
Challenges authority
Talk about the positive behaviors..
Then move to the “dark side” or negative behaviors. Ask teachers for any behaviors they have seen. Then ask what 1 or 2 children come to mind when we talked about being the MOST Motivated that’s who receives a 5 on the TABs.

17. TABs
INTERESTS - A feeling of intentness, passion, concern or curiosity about something.
demonstrate unusual or advanced interests
in a topic or activity.
be a self-starter.
pursue an activity unceasingly.
be beyond age group in activities /interests.
show concern for local and global issues
Reads constantly often at inappropriate times
Dominates discussions; may extend comments with details beyond the comprehension of age-mates
Goes on tangents with no follow-through
Loses other students by explaining or over- analyzing issues
Neglects other responsibilities
Talk about the positive behaviors..
Then move to the “dark side” or negative behaviors. Ask teachers for any behaviors they have seen. Then ask what 1 or 2 children come to mind when we talked about having interests. Who meets these criteria- whether positive or negative? That’s who receives a 5 on the TABs.

18. TABs
Communication Skills - Highly expressive and effective use of words, numbers, symbols.
demonstrate unusual ability to communicate verbally,
physically, artistically, or symbolically.
use particularly apt examples, illustrations, or elaborations.
use this ability in or out of the classroom.
Shows off.
Invokes peer resentment.
Constantly talking to and monopolizing the time of the teacher.
Losing or “turning off” students with high level of vocabulary.
Talk about the positive behaviors..
Then move to the “dark side” or negative behaviors. Ask teachers for any behaviors they have seen. Then ask what 1 or 2 children come to mind when we talked about the best communication skills- verbal, nonverbal, symbolic. Who meets these criteria- whether positive or negative? That’s who receives a 5 on the TABs.

19. Problem-Solving Ability - Effective, often inventive, strategies for recognizing and solving problems.
use effective & often inventive strategies for recognizing and solving problems.
be able to change strategies if selected solution doesn’t work.
create new designs, invent.
use this ability in or out of the classroom.
TABs
Interferes with others
Perfectionistic
Avoids reflective, divergent responses.
Sometimes, too innovative.
Stubborn
Talk about the positive behaviors..
Then move to the “dark side” or negative behaviors. Ask teachers for any behaviors they have seen. Then ask what 1 or 2 children come to mind when we talked about the best problem-solving skills-not just math problem solving. Who meets these criteria- whether positive or negative? That’s who receives a 5 on the TABs.

20. Humor - Brings two heretofore unrelated ideas or planes of thought together in a recognized relationship.
have keen sense of humor which could be gentle or hostile.
have exceptional sense of timing
in words or gestures.
demonstrate unusual emotional depth
TABs
Is out-of-sync with classmates and becomes socially isolated.
Makes jokes at adults’ or classmates’ expenses.
Plays cruel tricks on others
Class clown
Talk about the positive behaviors..
Then move to the “dark side” or negative behaviors. Ask teachers for any behaviors they have seen. Then ask what 1 or 2 children come to mind when we talked about the best. Who meets these criteria- whether positive or negative? That’s who receives a 5 on the TABs.

21. TABs Inquiry - Questions, experiments, explores.
ask unusual questions for age.
play around with ideas.
demonstrate extensive exploratory behaviors directed toward eliciting information about materials, devices, or situations.
TABs
Goes on tangents , can be obnoxious with questions
Likes to “stump” people with hard questions
Dominates discussions
Can become a “pest”
Talk about the positive behaviors..
Then move to the “dark side” or negative behaviors. Ask teachers for any behaviors they have seen. Then ask what 1 or 2 children come to mind when we talked about inquiry skills. Who meets these criteria- whether positive or negative? Who’s always asking those questions? That’s who receives a 5 on the TABs.

22. TABs Leadership - Displays leadership among his/her peers.
be quick to help others.
carry out responsibilities well.
lead others on the playground or in other unstructured situations (could be in a negative or positive way).
TABs
Becomes “bossy”
Unwilling to listen to classmates
Lead others into negative behavior.
Can be too authoritative.
Impatient with others
Talk about the positive behaviors..
Then move to the “dark side” or negative behaviors. Ask teachers for any behaviors they have seen. Then ask what 1 or 2 children come to mind when we talked about the best leadership skills-not just in the classroom. Who meets these criteria- whether positive or negative? That’s who receives a 5 on the TABs.

23. TABs Reasoning - Logical approaches to figuring out solutions.
make generalizations.
use metaphors and analogies.
think things through in a logical manner.
think critically.
think things through and come up with a plausible answer.
TABs
Notices too much in classroom and may appear off-task
Does not readily follow directions
May overlook details
May tell teacher better ways to do things.
Talk about the positive behaviors..
Then move to the “dark side” or negative behaviors. Ask teachers for any behaviors they have seen. Then ask what 1 or 2 children come to mind when we talked about the best reasoning. Who meets these criteria- whether positive or negative? That’s who receives a 5 on the TABs.

24. TABs Imagination/Creativity - Produces many ideas; highly original.
show exceptional ingenuity in using everyday materials.
have wild, seemingly silly ideas.
solve problems through non-traditional patterns of thinking.
produce ideas fluently/flexibly.
be highly curious.
display figural or verbal creativity.
TABs
Gets lost in own thoughts
Appears to be daydreaming or inattentive
May not have follow- through
Talk about the positive behaviors..
Then move to the “dark side” or negative behaviors. Ask teachers for any behaviors they have seen. Then ask what 1 or 2 children come to mind when we talked about the best imagination or creativity skills. Who meets these criteria- whether positive or negative? That’s who receives a 5 on the TABs.

25. Insight - Quickly grasps new concepts and makes connections;
Insight - Quickly grasps new concepts and makes connections; senses deeper meanings.
show sudden discovery of correct solution following
incorrect attempts based primarily on trial and error.
display high ability to draw inferences.
appear to be a good guesser.
possess heightened capacity for seeing unusual & diverse relationships.
integrate ideas and disciplines.
TABs
May overlook details
Out-of-sync with classmates
Appears to be showing off or makes other students feel inadequate
Impolitely corrects adults
Talk about the positive behaviors..
Then move to the “dark side” or negative behaviors. Ask teachers for any behaviors they have seen. Then ask what 1 or 2 children come to mind when we talked about the best insight. Who meets these criteria- whether positive or negative? That’s who receives a 5 on the TABs.

26. TABs Other Different Manifestations
Finds it difficult to wait for others
Learns at faster rate
Unwilling to show work or details
Refuses to do assignments because “already know it”
Low self-image about academic performance
Over-concern for social problem
Bored by simple things in life
Unwilling /unable to follow basic rules or requirements
Constantly doodling or drawing
TABs
Additional negative manifestations of gifted behaviors

27. do we determine which students go into each quadrant?
QUADRANT I
QUADRANT II
QUADRANT III
QUADRANT IV
How
do we determine which students go into each quadrant?
How do we know which students to place in each quadrant? Students in Quadrants I and II are referred for services. Students in Quadrant III and IV are not referred this year.

28. How do we determine which students TABs Classroom Observation Form
go into each quadrant?
TABs Classroom Observation Form
Teacher/Team ______________________
School_________________Date _________
Motivation
Interests
Communication
Problem-Solving
Humor
Inquiry
Leadership
Reasoning
Creativity
Insight
Total Points
For Office Use
TABs
Figural Analogy Score
OLSAT/Aptitude Scores
Complete the TABS based on observations in classroom, other areas of school, playground, other classes, etc. Product scores are observations, too.
Writing Scores
Transformation Scores
Art Samples
Above Grade Level Work Sample Scores

29. How do we determine which students
go into each quadrant?
TABs Classroom Observation Form
Teacher/Team ____________________________
School______________________Date _________
Enter your student roll below.
Motivation
Interests
Communication
Problem-Solving
Humor
Inquiry
Leadership
Reasoning
Creativity
Insight
Total Points
For Office Use
1. Jane Doe 3 4
2.Tommy Jones 2
3.Sally Fields
4.Jamal Lawrence 5
5. John Lee
6. Maria Alverez
7. Fred Turner
8.William White
Talk about Completing the TAB using a Bell curve. First list students. Then fold the right side of the paper over the top of the sheet so that only the first column, MOTIVATION, is showing. Now think about your class. Who is the most motivated? That 1 or 2 children receives a %, Who’s the next motivated- those 2-4 children receive 4’s. Most students should have 3’s which means they are at grade level. Then total the points. Using the matrix score conversion under For Office Use Only- scores will correspond to a 1, 2, 3, 4, or 5 points.

30. How do we determine which students
go into each quadrant?
QUADRANT I
25%
QUADRANT II
QUADRANT III
QUADRANT IV
~10% of population is gifted
50% of referrals place gifted
~ 20% referred
Even though there are four quadrants- we do not evenly divide the class to fit into each section. Talk about the points- About 10% of a population is gifted. Half of the referrals should be eligible for services. Therefore, about 20% of the class should be referred.

31. Based on TAB totals
These totals should include observations from products, work samples, etc.
Total TABs scores converted to points earned on the matrix.
QUADRANT I 5
QUADRANT II 4
QUADRANT III 3
QUADRANT IV
2, 1
Remember that “For Office Use Only” column on the TABs? Those matrix scores are then used to place students into quadrants.
Students with 5’s are placed into Quadrant One
Students with 4’s are placed into Quadrant Two
Students with 3’s are placed into Quadrant Three
Students with 1’s and 2’s are placed into Quadrant Four

32. Of the 20 students in this class, who should be referred?
Of the 4 students –who goes into Quadrant I and who goes into Quadrant 2?
Who should be referred- Albert Einstein, Bo Jackson, Nancy, Phyllis
Quadrant I- Bo Jackson
Quadrant II- Albert Einstein, Nancy, Phyllis
20% 18 students is 3.6. Rounded that equals 4 students. It does meet the “around 20%” Remember some years it may be a little over and some years it may be a little under.
Does referring 4 students meet the “around 20% of the class” referral rate?

33. Second Grade Child Find
Any Questions, Comments, and/or concerns?