aigecugifted.com

DR. BRIAN HOUSAND brianhousand.com

WHAT IS GIFTED?

YOU HAVE A RIGHT TO LEARN SOMETHING NEW

EVERY DAY.

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Gifted individuals are those who demonstrate outstanding levels of aptitude (defined as an

exceptional ability to reason and learn) or competence (documented performance or

achievement in top 10% or rarer) in one or more domains. Domains include any structured area

of activity with its own symbol system (e.g., mathematics, music, language) and/or set of

sensorimotor skills (e.g., painting, dance, sports).

NC ARTICLE 9B The General Assembly believes the public schools should challenge all

students to aim for academic excellence and that academically or intellectually gifted students perform or show the potential to perform at substantially high

levels of accomplishment when compared with others of their age, experience, or environment.

Academically or intellectually gifted students exhibit high performance capability in intellectual areas, specific academic fields, or in both intellectual

areas and specific academic fields.

Academically or intellectually gifted students require differentiated educational services beyond those ordinarily provided by the regular educational program.

Outstanding abilities are present in students from all cultural groups, across all economic strata, and in all areas of human endeavor.

Identification Services

Funding Certification

North Carolina

Total Student Population 1,400,127

Number of Identified Gifted Students 173,215

Percentage of Identified Gifted Students 12.3%

North Carolina

Number of Identified Gifted Students 173,215

State Funding For Gifted and Talented Education

$68,067,940

State Funding Per Student $392.97

DON’TDO

(Tomlinson, 1997)

DON’T ASK THEM TO DO WHAT THEY

ALREADY KNOW HOW TO DO

I’ve mapped out the concepts I’ve already grasped to save you time.

Approximately 40-50% of traditional classroom

material could be eliminated for

targeted students.

The CompactorJoseph Renzulli & Linda H. Smith

Student’s Name Allison

Areas of Strength Documenting Mastery Alternate Activities

Reading/  LA

92% on Theme 1 Pretest

-will attend group mini-lessons on only those activities she did not master  -will spend her time finishing her novel

Math Chapter 2  

Addition/  Subtraction

91% on Pretest -Worked on addend/inverse sentences w/class  -Did all extra activities with the class, as well as her project

Reading / LA 98% on Theme 2 Pretest

-Will be involved in Birchbark Book group, continue her novel and attend mini-lessons on skills she has not mastered

DON’T ASK THEM TO DO MORE OF

THE SAME STUFF FASTER

DON’T CUT THEM LOOSE FROM PEERS AND TEACHERS FOR LONG PERIODS OF TIME

DON’T GIVE THEM ACTIVITIES

TO JUST FILL THE

TIME

DON’T HAVE GIFTED STUDENTS BE A TUTOR

DON’T GIVE THEM FLUFF

DO GIVE GIFTED STUDENTS GOOD CURRICULUM AND INSTRUCTION

an instructional trilogy

Real World ProblemsRigor

Technology Integration

DO PACE IN RESPONSE TO STUDENTS’

INDIVIDUAL NEEDS

DO GIVE THEM AN UNDERSTANDING OF SUPPORTED

RISK

DO GIVE THEM A HIGHER DEGREE OF DIFFICULTY