niagara park public school
TRANSCRIPT
Niagara Park
Public School Gifted and Talented Policy
Revised October 2016
2
Contents
Page 3 Rationale and Definitions
Page 4 Objectives (NSW DEC)
Page 5 Objectives (NPPS)
Page 6 Roles and Responsibilities
Page 7 Identification
Page 8 Implementation
Page 9 Modifications
Page 10 Enrichment Class Procedures
Page 11 Appendices
Policy developed September 2015
By Nadine Scott and
Niagara Park PS GATS Committee
3
Rationale
At Niagara Park Public School, we aim to provide a safe, challenging and accepting
environment for all of our students. Our teaching and learning is planned to allow each
student to aspire to achieve their personal best. The purpose of this policy is to ensure that
we recognise and support the needs of our students who have been identified as ‘gifted’
and/or ‘talented’ according to the DEC, their families, their peers and their teachers.
Definitions
The DEC adopts definitions of Giftedness and Talent based on Gagné’s Differentiated Model
of Giftedness and Talent (2003).
Gifted students are those whose potential is distinctively above average in one or more of
the following domains of human ability: intellectual, creative, social and/or physical.
Talented students are those whose skills are distinctively above average in one or more
areas of human performance.
4
Objectives
(NSW Department of Education and Communities, Gifted and Talented Policy)
1. School communities have a responsibility to identify their gifted and talented students.
2. School communities have a responsibility to foster collaborative home and school partnerships to support gifted and talented students.
3. School communities have a responsibility to provide a range of opportunities and to monitor and evaluate programs for their gifted and talented students.
4. Teachers, with support, have a responsibility to identify the gifted and talented students in their classes.
5. Teachers have a responsibility to select and implement a variety of teaching strategies for inclusion in programs for the range of gifted and talented students in their class.
6. Regions and schools have a responsibility to co‐ordinate school provisions for gifted and talented students when it is feasible for more than one school to share this responsibility.
7. Regions and schools have a responsibility to provide opportunities for staff development in the education of gifted and talented students for principals, teachers and other appropriate personnel.
8. The Director‐General has a responsibility to account for the implementation of Government policy and to report on the outcomes of schooling for gifted and talented students in NSW.
5
Objectives
(Niagara Park Public School)
1. We have a responsibility to identify gifted and talented students within our school.
2. We will work with our parent body to create a collaborative home – school partnership to best support our gifted and talented students.
3. We will provide a range of activities and opportunities to support our gifted and talented students.
4. Programs and program modifications will be regularly monitored and evaluated.
5. Teachers will be supported to identify gifted and talented students in their classes.
6. Teachers will be supported to develop Individual Education Plans (IEPs) and implement programs for the range of gifted and talented students in their class.
7. Learning Support Team (LST) meetings will regularly discuss gifted and talented students and their needs.
8. Staff will be provided with opportunities to develop their own knowledge and skills in the area of Gifted Education.
6
Roles and Responsibilities
The Principal and Executive will:
Establish an environment of acceptance for gifted and talented students
Monitor policy implementation and ensure information about gifted and talented
students is part of whole school management and communication
Ensure gifted and talented students who are underachieving are recognised and
catered for
Review the potential candidates for the Enrichment Class
The Gifted and Talented Committee will:
Monitor the progress and needs of identified gifted and talented students
Provide the staff with up to date information and research in the area of gifted
education
Be advocates for gifted and talented students through attendance at LST meetings,
shared meetings with teachers and with parents
Provide information to parents where requested
Oversee subjective assessment of candidates for the Stage 3 Enrichment Class
The Learning and Support Team will:
Have a member from the team on the GAT committee to act as an advocate for
gifted and talented students
Undertake LST referrals for Gifted and Talented students to identify their needs and
ensure they are catered for
The School Counsellor will:
Assist with identification, where necessary, through testing and interviews
Provide advice and support for gifted and talented students and their families.
Classroom Teachers will:
Monitor student progress to identify possible gifted and talented students
Gather information about students from a variety of sources using a range of
assessment strategies
Cater for gifted and talented students in day to day teaching through a range of
innovative strategies and curriculum differentiation
Provide opportunities for students to demonstrate excellence
7
Student Identification
Effective educational provision for gifted and talented students depends on appropriate
and accurate identification. Such identification requires a variety of methods to be
employed, including:
Cognitive Assessments (formerly known as IQ tests) *
Standardised testing
Teacher observation and nomination
Parent information and nomination
Peer/ Self nomination (where appropriate)
School Performance Data
G&T Team Committee nomination
School Counsellor recommendation
Performance in external tests
*Completed by external professionals or following a referral to a counsellor.
8
Implementation
External Identification
Peer / Self Nomination
Forms (where appropriate)
Teacher Observation
Test Results
Teacher Nomination
Form
Parent
Nomination Form
Gather data
about the
student
Information passed on to Stage Executive
Information passed on to Gifted and Talented Committee and Learning Support Team
Counsellor complete assessment
Communication between Classroom Teacher and Parents (Exec, GAT committee and/or Counsellor involvement where necessary)
Recommended adjustments and accommodations made: IEP, curriculum differentiation, curriculum compacting, acceleration
Regular monitoring and communication between teacher, parents, executive, LST and GAT Committee
9
Modifications
Each gifted and talented student is an individual and their strengths and areas of need are
unique. Program modifications to cater for the educational needs of gifted and talented
students may take the form of any of the following adjustments, or combination thereof:
Higher Order Questioning
Individual Education Plan
Behaviour modification
Curriculum Compacting
Withdrawal Groups
Ability/Interest Grouping
Subject Acceleration
Grade Acceleration
External Agencies
External Programs
10
Enrichment Class Identification Procedures
The Stage 3 (5/6) Enrichment Class is about providing the opportunity for students with
high academic potential to come together and be challenged and enriched in an
environment of ‘like’ minds. Whilst content taught reflects mandatory syllabus and
curriculum requirements, the aim of the Enrichment Class is to enrich and extend the
curriculum to explore new areas and open new horizons. The Enrichment Class is not a
Gifted Class. Gagné proposes that approximately 10% of the student population is gifted.
This is equal to approximately half of the 30 places in the Enrichment Class.
Enrichment Class students are integrated with mainstream classes for Maths Groups, Sport,
Spelling Mastery and Creative Arts groups. The focus of the Enrichment Class will be on
extending students in the English, History, Geography and Science Curricula.
At the end of Stage 2, Year 4 students will be identified as suitable candidates for the class,
as per the following procedures:
Parent Nomination form
Parents return the form if they wish their child to be
considered for the Enrichment Class.
Teacher Nomination form
Teachers (across the school) complete the form
identifying potential candidates.
Peer/Self Nomination form
All students in Year 4 complete the forms providing information about the cohort
and themselves.
All students nominated (Teacher, Parent and Peer Nominations) are assessed by the GATs committee members utilising:
Literacy and Numeracy continuum tracking
Open-ended report task – completed on an iPad
Off level testing - Comprehension
NAPLAN data
Successful students and their parents will be notified and invited to attend an information session to finalise their decision.
The GAT committee will nominate approx.15 students for inclusion in the class. The Principal and Executive will review this list.
11
Tenure in the Enrichment Class
When students are offered a position in the Enrichment Class, the student and their parents will sign a contract stating that they understand the conditions of acceptance into this class – i.e. students need to demonstrate an ongoing high commitment to learning and operate at their personal best level in order to maintain their placement.
Students’ attitudes and effort will be monitored closely throughout the year. If a student does not display a commitment to learning, the selection panel may recommend that they be moved to a mainstream class and their position in the Enrichment Class offered to another student. This may occur at any stage of the year and is a school‐based decision. Students and their parents will be notified if the student is not performing to the expected level and students will then be given the opportunity to demonstrate the necessary improvements needed to maintain their position in the class. Similarly, if a student wishes to withdraw from the Enrichment Class, his/her family may approach the principal to discuss various options, which may include moving to a mainstream class.
Students who accept a place in the Enrichment Class for Year 5 will continue their placement in Year 6 providing the conditions of this contract are met.
12
Appendices
Appendix 1 Teacher Nomination Form (K‐6)
Appendix 2 Parent Nomination Form (K‐6)
Appendix 3 Teacher Nomination Form (Enrichment Class)
Appendix 4 Parent Nomination Form (Enrichment Class)
Appendix 5 Peer Nomination Form
Appendix 6 Self‐Nomination Form
Appendix 7 Enrichment Class Contract
Appendix 8 Acceleration Form
Appendix 9 Levels of Giftedness
Appendix 10 Types of Gifted Learners
13
My Class
Class: ____________ Teacher: __________ Date: ____________ Student
Advan
ced vo
cabulary
Transfe
rs and re
tains kn
owledge
Advan
ced re
ading ab
ility
Always q
uestio
ning
Disp
lays intellectu
al curio
sity
High
ly imagin
ative
Independent le
arner
Well‐d
eveloped se
nse of h
umour
Lead
er, take
s contro
l
Concerned ab
out w
orld
issues
Completes tasks in
unusual w
ays
Risk take
r
Learn
s quickly an
d easily
Perfe
ctionist
Superio
r reaso
ning
14
My Class Observational Guide
Students’ strengths and weaknesses
Date: Topic:
Students’ Names Specific Strengths Areas for Development
15
Information about my child
Student’s name: ________________________________________________________ Year: ___________________
Person completing the form: _______________________________ Relationship to student: ___________________
Please tick the most appropriate box for each characteristic
Characteristic Most of the time
Some of the time
Rarely
Is an avid reader
Expresses himself/herself fluently
Asks many ‘why’ questions
Has a long attention span
Is curious
Recalls facts easily
Has a sense of humour
Has a large vocabulary
Mixes with older children and adults
Tends to lead/initiate activities
Enjoys complicated games and puzzles
Is independent and self sufficient
Thinks logically
Has an interest in world issues, the environment or the future
Becomes bored easily
When did your child first begin to read? Is he/she self‐taught?
___________________________________________________________________________
___________________________________________________________________________
16
What books has your child enjoyed recently?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
How many books/magazines would your child read voluntarily in a month? _____________
At what age did your child show an understanding of numbers, puzzles and patterns?
___________________________________________________________________________
___________________________________________________________________________
Does your child have any unusual interests? If so, what are they?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
What activities / hobbies / interests does your child participate in outside school hours?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
What types of television programs does your child like to watch?
___________________________________________________________________________
___________________________________________________________________________
Would you consider that your child has a particular problem or need that may affect his or
her learning?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Please add any other information you may feel relevant to your child’s education.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
17
Enrichment Class Teacher Nomination
Teacher: __________________ Date: ____________
Student & Year they were
taught
Advan
ced vo
cabulary
Transfe
rs and re
tains kn
owledge
Advan
ced re
ading ab
ility
Always q
uestio
ning
Disp
lays intellectu
al curio
sity
High
ly imagin
ative
Independent le
arner
Well‐d
eveloped se
nse of h
umour
Lead
er, take
s contro
l
Concerned ab
out w
orld
issues
Completes tasks in
unusual w
ays
Risk take
r
Learn
s quickly an
d easily
Perfe
ctionist
Superio
r reaso
ning
18
Niagara Park Public School
EnrichmentClassNominationForm
PurposeoftheNiagaraParkPublicSchoolEnrichmentClassThepurposeoftheEnrichmentClassistoextendstudentswhoareperformingabovetheircohortintargetedareas.AnEnrichmentClassprovidestheopportunityforchildrenexhibitingacademicpotentialtobechallenged,tobeextendedandtoexploreinterestsinanenvironmentof‘like’minds.Theclasscoversthesamebasiccurriculumasmainstreamclassesbutgoesbeyondthistoexplorenewareasandopennewhorizons.
PleasenotethatselectionintheEnrichmentClassdoesnotnecessarilymeanyourchildisgifted.Withintheclass,therewillstillbeavaryingdegreeofabilitiesandinterests.However,morerelevantcurriculawillbeemployedwithgreateropportunitiesforextensionandenrichmentwhereneeded.Studentsinregularclasseswithacademicpotentialoftenplaydowntheirintellectualabilityforfearofridicule,whereasinanEnrichmentClasstheywillbeencouragedtobeindividualswhothinkcreativelyandcanexpressdifferentideas.
SelectionintotheEnrichmentClassSelectionintotheEnrichmentClasswillbemadeinlinewiththefollowingprocedure:
1. Parentsandteachersidentifypotentialcandidatesbycompletingthenominationformstoprovidesupportingevidenceofthenomination.
2. NAPLANandPLANanalysisofallidentifiedcandidatestocomparestudentsagainsttheircohort3. Open‐endedandoff‐leveltestingofallidentifiedcandidates
ApanelincludingtheEnrichmentClassteacher,membersoftheGATcommitteeandtheschoolexecutivewillreviewthisdata.Selectionswillbemadebasedonevidenceofabilityandpotentialaswellasthecurrentlevelofperformance.
FurtherdetailsabouttheEnrichmentClasscanbefoundintheschool’sGiftedandTalentedPolicy,whichisavailableontheschoolwebsite.
IfyouwishyourchildtobeconsideredfortheEnrichmentclasspleasecompletethefollowingparentnominationformandreturnittotheschoolofficebyDATE
Yourssincerely, Gifted and Talented Team
Narara Valley Drive Niagara Park 2250
Ph. 43 283488 ; 43 283397 Fax. 43 291420
Email: [email protected]
19
Information about my child
Student’s name: ________________________________________________________ DOB: __________________
Person completing the form: _______________________________ Relationship to student: __________________
Please tick the most appropriate box for each characteristic
Characteristic Most of the time
Some of the time
Rarely
Is an avid reader
Expresses himself/herself fluently
Asks many ‘why’ questions
Has a long attention span
Is curious
Recalls facts easily
Has a sense of humour
Has a large vocabulary
Mixes with older children and adults
Tends to lead/initiate activities
Enjoys complicated games and puzzles
Is independent and self sufficient
Thinks logically
Has an interest in world issues, the environment or the future
Becomes bored easily
When did your child first begin to read? Is he/she self‐taught?
___________________________________________________________________________
___________________________________________________________________________
20
What books has your child enjoyed recently?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
How many books/magazines would your child read voluntarily in a month? _____________
At what age did your child show an understanding of numbers, puzzles and patterns?
___________________________________________________________________________
___________________________________________________________________________
Does your child have any unusual interests? If so, what are they?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
What activities / hobbies / interests does your child participate in outside school hours?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
What types of television programs does your child like to watch?
___________________________________________________________________________
___________________________________________________________________________
Would you consider that your child has a particular problem or need that may affect his or
her learning?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Please add any other information you may feel relevant to your child’s education.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
21
Quick Questions about your class (Instructions for teachers: Questions can be read aloud to the whole class (particularly K‐2).
Name: _______________________________________________________________ Class: ____________
Read the following imaginary event. Write down the person in your class who
you think would be best:
1. If astronauts were being chosen on the basis that they could tell someone on another
planet all about Earth, who would you nominate to go?
________________________________________________________________________
2. The class has been given the project of building a model of an invention. Who would
you expect to build the best and most original model?
________________________________________________________________________
3. Your class is going to perform a class play, who should have the lead role?
________________________________________________________________________
4. Your teacher has to leave the class suddenly, who in your class could take over?
________________________________________________________________________
5. Your class has been asked to provide a work of art to display in the council chambers.
Who in your class should be asked to do it?
________________________________________________________________________
6. A music producer is looking for someone to record an album. Who do you think
would record the best album?
________________________________________________________________________
7. People from the Australian Institute of sport have visited the school searching for
people to go to the next Olympics. Who would they choose?
________________________________________________________________________
22
Who in your class would you ask for help with:
Maths
_____________
Writing
_____________
Reading
_____________
Science
_____________
Sport
_____________
Music
_____________
Art
_____________
Computers
_____________
History
_____________
Public Speaking
_____________
Who in your class:
Is always reading? __________________________________________________________
Is best at solving problems? __________________________________________________
Is the funniest person? ______________________________________________________
Is able to structure the best argument? _________________________________________
Has a wide range of knowledge? ______________________________________________
Would you go to if you had a personal problem? _________________________________
23
Questions about you
1. What five things would you take if you were stranded on a deserted island and why?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. What is your favourite subject?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. What do you enjoy about this subject?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. What do you like to read? E.g. books, magazines, fiction and non‐fiction.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
24
5. About how many books or magazines would you read each week?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
6. When you are not at school, what do you do?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
7. What sorts of things interest you? Do you know a lot about certain things? What are
they?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
25
Niagara Park Public School
ENRICHMENTCLASSCONTRACT
SelectionintotheEnrichmentClassisbasedonacommitmenttolearningandhighacademicachievement.ApositiveattitudeandacontinuedcommitmenttolearningisnecessaryinordertomaintainaplaceintheEnrichmentClass.Studentresultsandapplicationtoclassactivitieswillbemonitoredcloselythroughouttheyear.Ifastudentisnotdisplayingapositiveattitudetowardslearningandisnotperformingtotheirpotential,theselectionpanel,madeupoftheEnrichmentClassteacher,membersoftheGATCommitteeandtheSchoolExecutive,mayrecommendthatastudentmaybemovedtoamainstreamclassandtheirpositionintheEnrichmentClassofferedtoanotherstudent.Thismayoccuratanystageoftheyearandisaschool‐baseddecision.Studentsandtheirparentswillbenotifiedifthestudentisnotperformingtotheexpectedlevelandstudentswillthenbegiventheopportunitytodemonstratethenecessaryimprovementsneededtomaintaintheirpositionintheclass.I,________________________________________,understandtheconditionsofentryandwishtobeincludedintheEnrichmentClass.Signed:(Student) Date:I,________________________________________,understandtheconditionsofentryandwishformychildtobeincludedintheEnrichmentClass.Signed:(Parent) Date:
Narara Valley Drive Niagara Park 2250
Ph. 43 283488 ; 43 283397 Fax. 43 291420
Email: [email protected]
26
Acceleration form
Candidate for Acceleration
Cognitive Functioning
Is processing and
achieving well above
age peers
Scores as moderately or highly gifted on Ind.
Intelligence test (>130)
Shows readiness for higher level learning or is
already performing at a higher level
Personal Characteristics
Is independent and
motivated
Is highly motivated to learn
Is comfortable with older children
Has a longer attention span than age peers
Is socially mature, emotionally stable, perceptive,
confident
Is independent in action
Language
Can communicate
clearly and logically
Is able to verbally communicate need and wants
Possesses a large vocabulary and uses it correctly
Speaks in complex sentences
Learning Preferences
Enjoys visual and
small motor activities
Displays a passion for specific activities or subjects
Is able to work on own and /or with like‐minded
peers
Like being challenged and perceived school as a
place to learn
Interests
Likes academic work Likes reading activities
Likes maths activities
Displays a complex general knowledge base and
can relate it to many situations.
27
Acceleration Candidate Checklist
Report/nominations form from classroom teacher ☐
Parent Nomination form ☐
Psychological Test Results ☐
Test results and/or work samples ☐
Interviews with parents/guardian ☐
Meeting with receiving teacher ☐
Evaluation (with in two to three months of acceleration)
1. Is the student progressing as well as the brighter students
in the class in most academic areas? T☐ P☐
______________________________________________________________
2. Is the student comfortable with the class/stage routine
and teacher? T☐ P☐
_________________________________________________________________
3. Has the Student made friends within the class? T☐ P☐
_________________________________________________________________
4. Does the student seem to be adapting socially? T☐ P☐
_________________________________________________________________
Rogers, 2002. pp113 -115
If parents and teacher can answer yes to all these questions based on students current achievement then acceleration is currently working well. Learning Support Team will continue to monitor closely.
28
Levels of Giftedness Retrieved from: http://gagnefrancoys.wixsite.com/dmgt‐mddt
29
Types of Gifted Learners http://www.negifted.org/NAG/Spring_Conference_files/Croft,Laurie_%20Profiles%20of%20the%20Gifted%20Talented%202010.pdf
Type
Feelin
gs & Attitudes
Behaviors
Need
sAdult/Peer Perceptions
Identification
Home Support
School Support
The Successful
Complacent
Depen
dent
Good academ
ic self‐concept
Fear of failure
Extrinsic motivation
Self‐critical
Works for the grade
Unsure about the future
Eager for approval
Entity view of intelligence
Achieves
Seeks teacher approval
Avoids risks
Doesn’t go beyond the syllabus
Accepts & conform
s
Chooses safe activities
Gets good grades
Becomes a consumer of knowledge
To be challenged
To see deficien
cies
To take risks
Assertiven
ess skills
Creativity developmen
t
Incremental view of intelligence
Self knowledge
Indep
enden
t learning skills
Liked by teachers
Admired
by peers
Gen
erally liked & accep
ted by
parents
Overestim
ate their abilities
Believe they will succeed on their
own
Use m
any multiple criteria
Grades
Stan
dardized
test scores
Individual IQ
tests
Teacher nominations
Paren
t nominations
Peer nominations
Paren
ts need to let go
Indep
endence
Freedom to m
ake choices
Risk‐taking experiences
Allow child
to be distressed
Affirm child’s ability to cope with
challenges
Subject & grade acceleration
Need
s more than
AP, IB & Honors
Time for personal curriculum
Activities that push out of comfort
zone
Developmen
t of indep
enden
t
learning skills
In‐Dep
th Studies
Mentorships
Cognitive Coaching
Time with In
tellectual Peers
The Creative
Highly creative
Bored & frustrated
Fluctuating self‐esteem
Impatient & defensive
Heightened
sen
sitivity
Uncertain about social roles
More psychologically vulnerable
Strong motivation to follow inner
convictions
Wants to right wrongs
High tolerance for am
biguity
High Energy
Expresses im
pulses
Challenges teacher
Questions rules, policies
Is honest and direct
Emotionally labile
May have poor self‐control
Creative expression
Perseveres in areas of interest
(passions)
Stan
ds up for convictions
May be in conflict with peers
To be connected with others
To learn tact, flexibility, self
awareness and self control
Support for creativity
Contractual systems
Less pressure to conform
Interpersonal skills to affirm others
Strategies to cope with potential
psychological vulnerbilities
Not liked by teachers
Viewed
as rebellious
Engaged in
power struggle
Creative
Discipline problems
Peers see them
as en
tertaining
Wan
t to chan
ge them
Don’t view them
as gifted
Underestimate their success
Wan
t them to conform
Ask: In what ways is this child
creative?
Use domain specific, objective
measures
Focus on creative potential rather
than
achievemen
t
Respect for their goals
Tolerate higher levels of deviance
Allow them
to pursue interests
(passions)
Model appropriate beh
avior
Family projects
Communicate confidence in
their
abilities
Affirm their strengths
Recognize psychological
vulnerability & interven
e when
necessary
Tolerance
Rew
ard new
thinking
Placemen
t with appropriate
teachers
Direct & clear communication
Give permission for feelings
Domain specific training
Allow nonconform
ity
Men
torships
Direct instruction in
interpersonal skills
Coach for deliberate practice
The Underground
Desire to belong socially
Feel U
nsure & Pressured
Conflicted, G
uilty & Insecure
Unsure of their right to their
emotions
Dim
inished
sen
se of self
Ambivalen
t ab
out achievemen
t
Internalize & personalize societal
ambiguities & conflicts
View some achievement beh
aviors
as betrayal of their social group
Devalue, discount or den
y talen
t
Drops out of GT & advanced classes
Rejects challenges
Moves from one peer group to the
next
Not connected to the teacher or
the class
Unsure of direction
Freedom to m
ake choices
Conflicts to be made explicit
Learn to code sw
itch
Gifted peer group network
Support for ab
ilities
Role m
odels who cross cultures
Self understanding & accep
tance
An audience to listen
to what they
have to say (to be heard)
Viewed
as leaders or unrecognized
Seen
as average & successful
Perceived
to be compliant
Seen
as quiet/shy
Seen
as unwilling to risk
Viewed
as resistant
Interviews
Paren
t nominations
Teacher nominations
Be cau
tious with peer
nominations
Demonstrated perform
ance
Measures of creative potential
Nonverbal m
easures of intelligence
Cultural Brokering
Norm
alize their dissonance
College & career planning
Provide gifted
role m
odels
Model lifelong learning
Give freed
om to m
ake choices
Norm
alize the experience
Don’t compare with siblings
Provide cultural brokering B
uild
multicultural appreciation
Fram
e the concepts as societal
phen
omena
Welcoming learning en
vironments
Provide role m
odels
Help develop support groups
Open
discussions ab
out class,
racism
, sexism
Cultural Brokering
Direct instruction of social skills
Teach the hidden
curriculum
Provide college planning
Discuss costs of success
Revised
Profiles of the Gifted & Talen
ted
© M
aureen
Neihart and Geo
rge Betts 2010
30
Type
Feelings & Attitudes
Behaviors
Need
sAdult/Peer Perceptions
Identification
Home Support
School Support
The At‐Risk
Resentful &
Angry
Depressed
Reckless & M
anipulative
Poor self‐concept
Defensive
Unrealistic expectations
Unaccepted
Resistive to authority
Not motivated for teacher driven
rewards
A subgroup is antisocial
Creates crises an
d cau
ses
disruptions
Thrill seeking
Will work for the relationship
Interm
ittent attendance
Pursues outside interests
Low academic achievement
May be self‐isolating
Often creative
Criticizes self & others
Produces inconsistent work
Safety and structure
An “alternative” environment
An In
dividualized program
Confrontation and accountability
Alternatives
Professional Counseling
Direction and short term
goals
Adults may be an
gry with them
Peers are judgm
ental
Seen as troubled or irresponsible
Seen as rebellious
May be afraid of them
May be afraid for them
Adults feel powerless to help them
Individual IQ
testing
Achievement subtests
Interviews
Auditions
Nonverbal m
easures of
intelligence
Parent nominations
Teacher nominations
Seek counseling for familiy
Avoid power struggles Involvem
ent
in extracurricular activities
Assess for dan
gerous beh
avior
Keep dialogue open
Hold accountable
Minim
ize punishments
Communicate confidence in
ability
to overcome obstacles
Preserve relationships
Don’t lower expectations
Diagnostic testing
Non‐traditional study skills
In‐dep
th Studies & M
entorships
G.E.D.
Academic coaching
Home visits
Promote resilience
Discuss secondary options
Aggressive advocacy
Twice/Multi Exceptional
Learned helplessness
Intense frustration & anger
Mood disorders
Prone to discouragemen
t
Work to han
g on
Poor academic self‐concept
Don't see them
selves as successful
Poor academic self concept
Don’t know where to belong
Makes connections easily
Demonstrates inconsisten
t work
Seems average or below
More sim
ilar to younger studen
ts in
some aspects of social/emotional
functioning
May be disruptive or off‐task
Are good problem solvers
Behavior problems
Thinks conceptually
Enjoys novelty & complexity
Is disorganized
Slow in
inform
ation processing
May not be able to cope with gifted
peer group
Emphasis on strengths
Coping strategies
Skill development
Monitoring for additional disorders ‐
especially ADHD
To learn to persevere
Environment that develops
strengths
To Learn to self‐advocate
Requires too m
any modifications
because of accommodation
Seen as “w
eird”
Underestim
ated for their potential
Viewed as helpless
Seen as not belonging in GT
Perceived as requiring a great deal
of structure
Seen only for disab
ility
Measure of current classroom
functioning
Achievement test scores
Curriculum based assessment
Exam
ine perform
ance over time
Look for pattern of declining
perform
ance paired with
evidence of superior ability
Do not rely on IQ
scatter
analysis or test discrepan
cy
analysis
Focus on strengths while
accomodating disability
Develop will to succeed
Recognize & affirm gifted abilities
Challenge in
strength areas
Provide risk‐taking opportunities
Assume college is a possibility
Advocate at school
Family In
volvement
Nurture self‐control
Teach how to set & reach realistic
goals
Challeng in area of strength is first
priority
Acceleration in
area of strengths
Accommodations for disab
ility
Ask, "what will it take for this child
to succeed here?"
Direct instruction in
self‐regulation
strategies
Give tim
e to be with GT peers
Teach self‐advocacy
Teach SMART goal setting
Autonomous Learner
Self‐confident
Self‐accepting
Hold incremental view of ab
ility
Optimistic
Intrinsically m
otivated
Ambitious & excited
May not view academics as one o
their highest priorities
Willing to fail and learn from it
Shows tolerance and respect for
others
Appropriate social skills
Works independen
tly
Set SM
ART goals
Seek challenge
Strongly self directed
Follows strong areas of passion
Good self‐regulators
Stan
ds up for convictions
Resilient
A producer of knowledge
Possesses understanding &
acceptance of self
More support not less
Advocacy for new directions &
increasing independence
Feedback about strengths &
possibilities
Facilitation of continuing growth
Support for risk‐taking
On‐going, facilitative relationships
Become m
ore adept at m
anaging
them
selves
A support team
Admired & Accepted
Seen as capab
le & responsible by
parents
Positive influen
ces
Successful in diverse environments
Psychologically healthy
Positive peer relationships
Demonstrated perform
ance
Products
Nominations
Portfolios
Interviews
Stan
dardized Test scores
Awards
Advocate for child
at school &
in
the community
Provide opportunities related to
passion areas
Allow friends of all ages
Remove tim
e & space restrictions
for learning
Help them
build
a support team
Include in
parent’s passions
Include in
fam
ily decision m
aking
Listen
Stay out of their way
Allow development of long‐term
,
integrated plan of study
Remove tim
e & space restrictions
Develop m
ultiple, related in
‐depth
studies, including mentorships
Wide variety of accelerated options
Mentors & cultural brokers
Waive traditional school policies &
regulations
Stay out of their way
Help them
cope with psychological
costs of success
© M
aureen Neihart an
d George Betts 2010