1. 1 Gifted 101

2. 2 Intellectually Gifted’ means a child whose intellectual abilities and potential for achievement are so outstanding that special provisions are required to meet the child’s educational needs.” (Tennessee Comp. R. & Regs. 0520-1-9-.01) tn definition of gifted

3. 3 (TN Rule 0520-1-9-.02) (3) “Child with a disability” means a child with mental retardation, a hearing impairment (including deafness), a speech or language impairment, a visual impairment (including blindness), emotional disturbance, orthopedic impairment, autism, traumatic brain injury, other health impairment, specific learning disability, multiple disabilities, deaf blindness, developmental delay, functional delay and intellectually gifted and who, by reason thereof, needs special education and related services. Gifted under tn law

4. 4 “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. These children and youth exhibit high performance capability in intellectual, creative, and/or artistic areas, possess an unusual leadership capacity, or excel in specific academic fields. They require services or activities not ordinarily provided by the schools. Outstanding talents are present in children and youth from all cultural groups, across all economic strata, and in all areas of human endeavor.” U.S. Dept. of Ed. Definition of giftedness (1993)

5. 5 Asynchronous Precocious Intense Sensitive Thrive on Complexity Multipotentiality Perfectionistic Conceptual Thinkers Large Vocabulary Academic Excellence Exceptional Creative Ability Leadership Curious Advanced Sense of Humor gifted characteristics

6. 6 One aspect which sets apart gifted students from their fellow classmates is their ability to make connections which others often fail to see. Characteristics

7. 7 Widely read Intensity for learning within subject area(s) Prefers independent work Asks many probing questions Absorbs info quickly with limited exposure Requires little or no drilling More characteristics

8. 8 Displays leadership qualities Shares knowledge “answers too often” Has large vocabulary Generates large number of ideas or solutions to problems Applies knowledge to unfamiliar situations Provides many written or oral details Even more characteristics

9. 9 Benefits from rapid rate of presentation Has knowledge about things peers are unaware of Offers unusual or unique responses Even more characteristics

10. 10 Wide range of interests not necessarily related to school Specific talent with exceptional memory or knowledge Asynchronous Creative Unusual imagination Humorous in bizarre ways High energy levels Insightful Great story tellers Twice-exceptional & students of poverty

11. 11 Discrepant scores Easily frustrated Difficulty expressing ideas Blame others for their problems Lower self-esteem Difficulty with Impulse/control Highly sensitive to criticism Poor social skills Lack of organizational skills Mismatch between talking and writing Twice-exceptional & students of poverty (cont.)

12. 12 Gifted kids don’t need help; they’ll do fine on their own: Would you send a star athlete to train for the Olympics without a coach? GT students need teachers who will challenge and support them in order to fully develop their abilities. Many GT students may be so far ahead of their same-age peers that they know more than half of the grade- level curriculum before the school year begins. Their resulting boredom and frustration can lead to low achievement, despondency, or unhealthy work habits. The role of the teacher is crucial for spotting and nurturing talents in school. some myths about gifted students

13. 13 Gifted Students Make Everyone Else in the Class Smarter by Providing a Role Model or a Challenge: In reality, average or below-average students do not look to the GT students in the class as role models. They are more likely to model their behavior on those who have similar capabilities and are coping well in school. Seeing a student at a similar performance level succeed motivates students because it adds to their own sense of ability. Watching or relying on someone who is expected to succeed does little to increase a struggling student’s sense of self-confidence. Similarly, GT students benefit from classroom interactions with peers at similar performance levels. More Myths…

14. 14 That student can’t be gifted; he’s receiving poor grades!! Underachievement describes a discrepancy between a student’s performance and his actual ability. The roots of this problem differ, based on each child’s experiences. GT students may become bored or frustrated in an unchallenging classroom situation causing them to lose interest, learn bad study habits, or distrust the school environment. Other students may mask their abilities to try to fit in socially with their same-age peers. No matter the cause, it is imperative that a caring and perceptive adult help GT learners break the cycle of underachievement in order to achieve their full potential. Even more myths…

15. 15 Gifted students are happy, popular, and well-adjusted in school. Many GT students flourish in their community and school environment. However, some gifted children differ in terms of their emotional and moral intensity, sensitivity to expectations and feelings, perfectionism, and deep concerns about societal problems. Others do not share interests with their classmates, resulting in isolation or being labeled unfavorably as a “nerd.” Because of these difficulties, the school experience is on to be endured rather than celebrated. It is estimated that 20 – 25% of GT children have social and emotional difficulties, about twice as many as in the general population of students. So many myths…

16. 16 CHALLENGEs in the classroom You may find that gifted students will finish their work early, and after becoming bored, disrupt other class members who are still working.

17. 17 More CHALLENGEs… Teachers of gifted students are often required to show a great deal of patience as there may be times when a student will correct a teacher’s mistakes in front of the class before considering the consequences.

18. 18 STRENGTHCHALLENGING BEHAVIORS Acquires & retains information quickly Impatient with others; dislikes basic routine Emphasizes truth, equity, and fair play Worries about humanitarian concerns Seeks to organize people and thingsConstructs complicated rules; often seen as bossy Intense concentration; long attention span and persistence in areas of interest Neglects duties or people during periods of focus; resists interruption; stubborn Sensitivity, empathy; desire to be accepted by others Sensitivity to criticism or peer rejection Diverse interests and abilities; versatility May appear disorganized or scattered High energy, alertness, eagernessFrustration with inactivity; may be seen as overactive Characteristic strengths & possible Challenging behaviors

19. 19 STRENGTHSCHALLENGING BEHAVIORS Strong sense of humorPeers may misunderstand humor; may become a class clown for attention Independent; prefers individualized work; reliant on self May reject parent or peer input; nonconformity High expectations of self and othersIntolerant, perfectionistic; may become depressed Large vocabulary; advanced, broad information May use words to manipulate; bored with school and age peers; over- shares Intrinsic motivationStrong-willed; resists direction Creative/Inventive; likes new ways of doing things May be seen as disruptive and out of step Enjoys abstractions and problem- solving; able to conceptualize, synthesize Resists routine practice; questions teaching procedures More strengths and CHaLLENGING behaviors

20. 20 Factors influencing identification

21. 21 Socio-economic factors often lead to underreporting of some gifted. Gender issues- Female students less likely to be identified Behavior Issues Twice-Exceptional Wishful thinking (parents and even some teachers) Minorities can present different GT characteristics Cultural differences such as language, values, & ideas of what gifted means within a specific culture Factors influencing gifted & talented identification

22. 22 Labeling Issues Creates unreasonable expectations Tries to lock in life choices too early Behavior issues on the part of the “gifted” child Other students might focus on the different one (verbal and physical abuse)

23. 23 labels Gifted students often become quite skillful in the ability to hide their talents in order to fit in or lower other’s expectations

24. 24 labels Many gifted students have no desire to be the target of so much extra attention that often accompanies label and special education.

25. 25 And still more labels Many children at some point in their life feel a great deal of aversion to being thought of as different.

26. 26 They’re still kids All too often gifted children are assumed to be more emotionally and behaviorally mature as a result of their intellectual maturity or advanced learning ability. But let’s not forget that they’re still just KIDS!!!!!

27. 27 Referrals for MNPS Gifted Services can be made by any of the following: Parents/Guardians Teachers School Personnel Contact your child’s classroom teacher or counselor. Gifted referrals

28. 28 There are Two Ways a Child May be Identified for MNPS Gifted Services: Encore staff screens twice yearly for academically talented students. School psychologists screen throughout the year for intellectually gifted students. Gifted screening

29. 29 Encore screens twice yearly using the CogAT: Fall (Aug./Sept.) Grades 4-8 Students screened have scored “Advanced” on TCAP in either Reading, Math, or Science (or all) Spring (April/May) Grades K-2 Students screened are reading 2 grade levels above current grade or performing well above grade level in Math. 3 rd graders will be screened the Fall of their 4 th grade year using their 3 rd grade TCAP data. CogAT is a cognitive abilities test that assesses reasoning abilities in verbal, quantitative, & nonverbal areas. Students must score 126 in at least one area to qualify for Encore. Encore screenings

30. 30 MNPS School Psychologists screen students for gifted services all throughout the school year. Parent, Teacher, Student, Other Referral S-Team is held, needs addressed, & strategies put in place. Teacher observes child for 6 weeks. Follow-up S-Team w/School Psychologist. Testing by Psychologist if deemed necessary. If qualified, placement into Encore or further general education recommendations. School psychology screenings

31. 31 Sample Test Results: Student: Curious Kiwan Age: 6 Verbal Battery: 110 Quantitative Battery: 117 Non-Verbal Battery: 128 * Composite: ? *Kiwan qualifies for Encore because he scored 126 or above in one of the areas tested. His strength is in non-verbal reasoning, however his Verbal & Quantitative scores were above-average (average = 100). A students composite score can be counted if the student scored a 126 or higher. CoGAT: Cognitive abilities test

32. 32 Quality gifted instruction should emphasize cognitive, affective, aesthetic, social and linguistic domains. Cognitive: Advanced materials, in-depth study of subject matter, critical thinking, and creative problem solving Affective: Self-concept, moral development, contributions to society Aesthetic: Exploring, appreciating, creating, & participating in visual & performing arts Social: Interactions with peers & other members of a diverse world, leadership, citizenship, social action Linguistic: Self-expression, effectively communicating ideas, creative writing, public speaking, foreign languages gifted curriculum

33. 33 Affective (SEL) curriculum is a CRITICAL component of any well-designed gifted program. Some specific issues related to GT students are: SEL Perfectionism Asynchronous development Fear of academic failure Underachieving Social acceptance Heightened concern related to world issues Sensitivity Self-critical Feeling different Nonconformity A word on affective (SEL) curriculum…

34. 34 MNPS Gifted Services Nurturing, challenging, and developing potential *Please let me know if I can assist you with any of the following: Questions about Identification Questions about Referrals Differentiation RtI 2 Support Curriculum Planning Special Projects Student Concerns Benjamin.slinkard@mnps.org Questions?