1. Five Areas of Giftedness In-Service Training

2. 704 KAR 3:285. A large part of the law is devoted to describing instructional strategies for educators to use in classrooms to address the needs of gifted and talented students.

3. 704 KAR 3:285 Kentucky’s gifted and talented students include those who are identified as possessing demonstrated or potential ability to perform at an exceptionally high level in general intellectual aptitude, specific academic aptitude (e.g., mathematics, science), creativity, leadership skills, or in the visual or performing arts. Criteria required for students to meet each of the identified areas of giftedness is also included in the law.

4. Kentucky school districts are required to adopt and implement policies and procedures which provide for the identification and diagnosis of student strengths and needs, and which provide appropriate services matched to those strengths and needs. No Child Left Behind is focusing on the goal of proficiency. While proficiency is a worthy goal, our gifted children have already attained that goal. Proficiency is moving backwards for gifted students. KENTUCKY GOALS

5. General Intellectual Ability To perform at an exceptionally high level of intellectual, mental capacity as compared to children of one’s age, experience, or environment. This type of ability is usually reflected in extraordinary performance in cognitive areas such as: abstract reasoning spatial relations social awareness memory analysis,synthesis and evaluation of information

6. General Intellectual Aptitude One formal piece of identification – Intelligence Test within the 9 th stanine and Student must have at least two of the following informal pieces of identification: – Teacher checklists including intellectual characteristics as underachieving and disadvantaged. – Parent inventory – Student Interest Inventory – Anecdotal records of observed advanced level reasoning – General Intellectual Ability Jot Down Sheet

7. Specific Academic Aptitude To possess either potential or demonstrate ability to perform at an exceptionally high level in specific academic areas significantly beyond age, experience or environment of one’s chronological peers. Extremely capable of high performance in one, or a very few related, academic areas.

8. Identification Diagnosis Strategies Specific Academic Aptitude Students must have one formal piece of identification: – Specific Academic Achievement Test Scores in 9 th stanine or – Distinguished level on the State Assessment Students must have at least two of the following informal pieces of identification: – Teacher Checklists – Cumulative Records – Parent Inventory – Special Achievements and Awards in Academic Areas – Subject Area Portfolio – Specific Academic Area Qualities Jot Down Sheet

9. Leadership or Psychosocial Ability To perform at an exceptionally high level in social skills and interpersonal qualities such as poise, effective oral and written expression, managerial ability, and the ability, or vision to set goals and organize others to successfully reach those goals.

10. Identification Diagnosis Strategies Leadership or Psychosocial Ability Students must have – Leadership Inventory – Leadership Portfolio (District will specify contents to be included) Students must also have at least one of the following pieces of identification: – Teacher Checklists – Cumulative Records Parent Inventory – Student Interest Inventory – Peer Nomination

11. Identification Diagnosis Strategies Leadership or Psychosocial Ability Cont. – Student Products-inventions original videos, creative writing samples, etc. (look for Originality and Quality) – Anecdotal Records – Creative Thinking Jot Down Sheets – Student Self Nomination

12. Visual or Performing Arts Ability To posses either potential or demonstrated ability to perform at and exceptionally high level in the visual or performing arts and demonstrating the potential for outstanding aesthetic production, accomplishment, or creativity in areas such as art, dance, drama, speech, and in activities requiring exceptional gross or fine motor skills.

13. Identification Diagnosis Strategies Visual and Performing Arts Students must have at least one of the following: – Assessment by Specialist or Professional Artist Students must have two of the following informal pieces of identification: – Portfolio-Visual Arts – Portfolio-Performing Arts (Music,Dance Drama,- Video/Audio Tapes)

14. – Student Products (look for Originality and Quality) – Visual/Performing Arts Jot Down/Checklists (Art, Music, Dance, Drama) – Letters of Recommendation from Professional Art, Drama, Music or Dance Teachers – Awards or Critiques of Performance Identification Diagnosis Strategies Visual and Performing Arts Cont.

15. Creative or Divergent Thinking Ability To perform at an exceptionally high level in creative thinking and divergent approaches to conventional tasks as evidenced by innovative or creative reasoning, advanced insight and imagination, and solving problems in unique ways.

16. Students must have at least three of the following informal pieces of identification: – Teacher checklists – Cumulative Records Parent Inventory – Student Interest Inventory – Peer Nomination – Anecdotal Records Identification Diagnosis Strategies Creativity

17. Identification Diagnosis Strategies Creativity Cont. – Student Productions-inventions, original videos, creative writing samples, etc. (look for Originality and Quality) – Creative Thinking Jot Down Sheets – Student Self Nomination