PROJECT

DATE PRESENTER08.14.2014 LISA RUBENSTEIN

GIFTED AND TALENTEDEXPLORING DEFINITIONS AND RECOMMENDATIONS

Who is your favorite gifted person?

What are the defining characteristics of being gifted?

Is the school responsible for recognizing them all?

Quick history

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Current Definitions: Gagné

Metric Based System of Levels Level Label Ratio IQ

5 Extremely 1:100,000 1654 Exceptionally 1:10,000 1553 Highly 1:1,000 1452 Moderately 1:100 1351 Mildly 1:10 120

Davidson Institute: http://www.davidsongifted.org/db/StatePolicy.aspx

Indiana: High AbilityPerforms at, or shows the potential for performing at, an outstanding level of accomplishment in at least one (1) domain when compared to other students of the same age, experience, or environment; and is characterized by exceptional gifts, talents, motivation, or interests.

While there are additional domains of high ability that may be served (for example, visual and performing arts), the required domains of high ability that Indiana schools must identify for are the General Intellectual and Specific Academic domains.  For now, the designations are for students with high ability in Language Arts (HA-LA), students with high ability in Math (HA-Math), and students who have high ability in both Language Arts and Math (HA – General Intellectual).

Indiana Program Standards: http://www.doe.in.gov/sites/default/files/highability/indiana-program-standards-high-ability-education.pdf

Definition

Identification

Programming

Internal Consistency

Language Arts

Math

General Intellectual: BOTH

Ability

Achievement

Geographical Giftedness...

Range of Students

Range of Curriculum

Firm Recommendations?

Definition

Identification

Programming

Internal Consistency

Within Class andNon-Graded Cluster

Grouping by Skill Level

Enrichment Clusters

Within and Across GradePull-Out Groups by TargetedAbilities and Interest Areas

Within Grade Level andAcross Grade LevelAdvanced Classes

Advanced Placement

Self-Designed Courses orIndependent Study

International Baccalaureate

Honors Classes

The Integrated Continuum of Special Services

Elementary School Middle School High School

General Classroom enrichment Type I and Type II Enrichment

Curriculum Compacting, Modification, and Differentiation

Total Talent Portfolio, Individual and Small Group Advisement, and Type III Enrichment

Magnet and Charter Schools, School Within a School Special Schools

Special Enrichment Programs: Young Writers, Saturday and Summer Programs, FutureProblem Solving, Odyssey of the Mind, Math League, Science Fairs, etc.

Individual Options:Internships — — — — — — — — Apprenticeships — — —————— Mentorships

Acceleration Options:Early Admissions — — Subject Acceleration — — Grade Skipping — — College Classes

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Input Process Output

Programming

Enrichment

Acceleration

EnrichmentGrouping Options

Differentiation

Curriculum Design

Outside of School Development

Hoagies

Prufrock Press

James A. Kulik No other arrangement for gifted children works

as well as acceleration…

Karen B. Rodgers Research on grade skipping comprises one of

the strongest and most consistent bodies of research in the field of gifted education.

Types of Acceleration !  Early admission to kindergarten,

first grade, MS, HS, college

! Grade skipping

! Continuous progress

!  Self-paced instruction

!  Subject matter acceleration

! Combined classes

! Curriculum compacting

!  Telescoping curriculum

! Mentoring

!  Extracurricular programs

! Correspondence courses

!  Early graduation

! Concurrent/dual enrollment

! Advanced placement

! Credit by examination

! Acceleration in college

Resources

Social/Emotional ConcernsWhat role does social and emotional functioning play in programming recommendations?

Some students will perform better in a more challenging classroom.

Incorporate supports and ongoing evaluations.

Teachers are rarely prepared to address either the academic or the social/emotional needs of these students.

Common Social/Emotional Concerns

Perfectionism

Sensitivities (Dabrowski)

Moral Awareness

Asynchronous Development

Challenging to Find Peers

Different in Twice Exceptional Students

Gifted Students of Color

Access to Appropriate Services

Underrepresented

Deficit Thinking

Decline Services

17.3%

9.2%

20.4%

12.8%

Just say no...?Happy and successful where they were, including friendships

Lack of multicultural curriculum

Less academic pressure

Lack of racial diversity

Fear of isolation

Desire to maintain relationships with students outside of the the gt program

Achievement/High Aspiration Identity

Optimal identity for positive adjustment depends on the individual

Scholar Identity Program (Whiting and Ford)

Meyerhoff ProgramHalf of Black and Latino students do not graduate from high school. (U.S. Department of Education, 2008)

Resilience and Persistence

Importance of counternarratives and role models

Need high expectations

Multicultural curriculum

Stereotype Threat: Around ages 8-9 students are aware of stereotypes.

When asked why some students do not perform, peer pressure was the most common response. (Ford, Grantham, & Whiting, 2008)

80%

Vanderbilt Achievement Gap Project

http://www.youtube.com/watch?v=YrNP1zqMr3A&feature=relmfu

Meyerhoff ProgramCareful selection of students, critical mass

Provision of merit financial support

Mandatory summer bridge program

Peer study groups for academic and social support

Community service

Importance of taking advice, interacting with faculty, and mentors

Email: lmrubenstein@bsu.edu