gifted & talented education: prospect mill elementary school tara recor, gifted and talented...
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Gifted & Talented
Education:Prospect Mill Elementary
School
Tara Recor, Gifted and Talented Education Specialist
Dr. Peter Carpenter, Coordinator of Accelerated Learning and Intervention Programs
Common Gifted Education Myths from NAGC
1. All children are gifted
2. Gifted students make everyone else in the class smarter by providing a role model or a challenge
3. Gifted students don't need help; they'll do fine on their own
4. That student can't be gifted; he's receiving poor grades and he’s a behavior problem
5. GT programs are not fair/ GT programs are elitist
Gifted Education Realities
All children cannot be gifted “gifted” in educational setting compared with children of the
same age based on identification,
using multiple measures no connotation
The Annotated Code of Maryland §8-201 defines a gifted and talented student as “an elementary or secondary student who is identified by professionally qualified individuals as: (1) Having outstanding talent and performing, or showing the potential for performing, at remarkably high levels of accomplishment when compared with other students of a similar age, experience, or environment; (2) Exhibiting high performance capability in intellectual, creative, or artistic areas; (3) Possessing an unusual leadership capacity; or (4) Excelling in specific academic field.
Gifted and Talented definition
Giftedness is . . . a greater awareness, a greater sensitivity, and a greater ability to understand and transform perceptions into intellectual and emotional experiences.
—Annemarie Roeper (2000)
HCPS Identifies students for Level 3 & Level 4 services by
“general intellectual ability” Specifically in Math and Reading, English, Language Arts
HCPS Levels of Service Models
Level 1
Opportunities
for ALL
students
Critical &
Creative
thinking;
Talent
Development
Level 2
Occasional
Service for
MANY students
Opportunities for
additional
challenge
and extended
learning
experiences
Level 3
Consistent service for SOME students
Flexible ability grouping within specific subject areas
Level 4
Intensive service for FEW students
Intense work in highly challenging curriculum or research
Gifted Education Realities
Gifted students have different needs and challenges that do not make them good role models.
Not seen as role modelsCan become unmotivatedNeed like-minded peers – affective
needs
Peer pressur
e
Perfe
ction
ism
Introversion
Self-
estee
m/
identit
y
Social skills
Competiti
veness
Overexcitabilities
Possible Issues
It is important that affective goals be
attended to as well as the cognitive and
academic goals. Self concepts, attitudes,
motives, values, interests, and emotions are
components of positive self actualization and
functioning fully in society and the
curriculum must contribute to nurturing the
affective domain as well as the cognitive
domain. —A. Harry Passow
(1986)
Gifted Education Realities
Gifted students need help; we can't expect them to learn on their own Not gifted at everythingElementary agedHave different intellectual
and affective needs
Heightened Multifaceted Sensitivity
& Asynchronous Development
Cognitive
advanced compre-hension
efficient informa-
tion process-
ing
excellent memory
Affective
Over- excitabiltiites
:heightened sensitivity
heightened self-
criticism-- perfectionism
emotional intensity
(Mendaglio, 2003)
Gifted Education Realities
Gifted students can have poor grades and/or be behavior problemsUnderachievementAsynchronous development
Boredom
Asynchronous Development Mismatch between…Intellectual ability
Emotional maturity
Psychomotor capabilities
Social abilities
Bright Child Gifted Learner Knows the answer
Answers the questions
Top group
Has good ideas
6-8 repetitions
Is receptive
Enjoys school
Absorbs information
Good memorizer
Likes sequential presentation
Is pleased with own learning
Asks the questions
Discusses in detail, elaborates
Beyond the top group
Has wild, silly ideas
1-2 repetitions for mastery
Is intense
Enjoys learning
Manipulates information
Good guesser
Thrives on complexity, ambiguity
Is highly self-critical
Bright Child Gifted Learner Knows the answer
Answers the questions
Top group
Has good ideas
6-8 repetitions
Is receptive
Enjoys school
Absorbs information
Good memorizer
Likes sequential presentation
Is pleased with own learning
Asks the questions
Discusses in detail, elaborates
Beyond the top group
Has wild, silly ideas
1-2 repetitions for mastery
Is intense
Enjoys learning
Manipulates information
Good guesser
Thrives on complexity, ambiguity
Is highly self-critical
Dabrowski’s Overexcitabilities
Intellectual
Emotional
SensualPsychomoto
r
Imaginational
Rich imagery, visuali-zation,
inventive
Vivid dreams
Fantasy; imaginary playmates
Difficulty in
separating real from
imaginary
Imaginational
Intellectual
Strong desire to know and to
understand
Curiosity; abundance
of questions
Desire to learn
SensualEnriched perceptions of and reactions to sensory experiencesMay involve one or more sensesSensory experience may be viewed as too intenseSeeks sensory outlets for tension
Heightened excitability—
neuromuscular system
Intense physical activity
Rapid speech
Less sleep
Need for movement
Difficulty relaxing
Psychomotor
Emotional
Deep attachment
Intense joy and exuberance
Strong empathy and compassion
Concern with death, fears, anxieties,
depression
Slocumb-PayneScales
Gifted Education Realities
GT programs are equitableEqual vs. equitableMultiple measures of
identificationCOMAR mandated
Prefunded under Bridge to Excellence, 2002
Differences between ability and achievement tests
Ability and achievement are different aspects of cognitive development
Achievement – knowledge and skills specifically taught in schools (crystallized abilities)
Ability – reasoning abilities that are developed indirectly through instruction that challenges students to think in new ways (fluid reasoning abilities)
Physical Analogy General level of athletic abilityLearned skills to play a specific sport
Assessments for GT Identification Re-screening
Cognitive Abilities Test- CogAT Full test: Universal 2nd grade
screening
Brief Screener: for students in Grades 3-5, new to HCPS
Age Percentile Scores – compares students to others of same age
Test of Mathematical Abilities for Gifted Students – TOMAGS
Mathematical reasoning/ability
Primary and Intermediate
Age Percentile Scores
Normal and Gifted
Screening Assessment for Gifted Elementary and Middle School Students, Second Edition – SAGES-2 Math/Science & LA/SS -
Achievement
Reasoning – aptitude
Primary and Intermediate
Age Percentile Scores
Normal and Gifted
Can be used instead of CogAT brief screener for new HCPS students
Slocumb-Payne Teacher Perception Inventory
The Cognitive Abilities Test- All 2nd GradersThe Cognitive Abilities Test is an
exam administered to assess students’ abilities in three areas considered important in determining future academic success: Verbal Reasoning Nonverbal Reasoning Quantitative Reasoning
Assesses students in relation to their peers
What kind of abilities does CogAT measure?
Measures the three major means we use for communicating in our society
Verbal Reasoning – student potential measured in relation to the use of symbols
Quantitative Reasoning – student potential measured in relation to numbers
Nonverbal Reasoning – student potential measured in relation to use of symbols
Terms Used in Assessments
Universal Scale Score (USS) – obtained from the raw score
Standard Age Score (SAS) – the Universal Scale Score applied to age level norms or grade level norms
Percentile – place in population of those scoring lower than the tested student’s score
Stanine – division of percentiles into 9 equal groups
Composite - an average of the three or two USS scores being used
Standard Deviation – distance scores are away from the mean
How to Interpret CogAT Scores
68% of students fall here
98% of students will fall in here
> Top 3%
NOTE: the CogAT has a standard deviation of 16, not 15
Level 4
Level 3
HCPS Levels of Service Models
Level 1
Opportunities
for ALL
students
Critical &
Creative
thinking;
Talent
Development
Level 2
Occasional
Service for
MANY students
Opportunities for
additional
challenge
and extended
learning
experiences
Level 3
Consistent service for SOME students
Flexible ability grouping within specific subject areas
Level 4
Intensive service for FEW students
Intense work in highly challenging curriculum or research
Levels of Service Model
Level 4
Level 3
Level 2
Level 1
Levels of Service- PMES
Level 1 Level 2
Level 3
Level 4• Ag Lab• STEM Day• Assemblies• Field Trips
• After school activities• Differentiation in classroom
• Conceptual & Inquiry-based curricular materials
• Curriculum compacting
• Flexible grouping
• Individual project time
• Cluster grouping
Curricular Example - Mathematics
Time
Dis
tan
ce f
rom
Fi
nis
h L
ineOrange Roll
Parent Resources HCPS Gifted and Talented Education
HCPS.org/gifted
Maryland Coalition for Gifted and Talented Education (McGATE) Mcgate.org
National Association for Gifted Children (NAGC)
NAGC.org Social Emotional Needs of the Gifted (SENG)
Sengifted.org
#GTChat on Twitter – also have a blog
You have a right to know about your giftedness. learn something new everyday. be passionate about your talent area without
apologies. have an identity beyond your talent area. feel good about your accomplishments. make
mistakes. seek guidance in the development of your talent. have multiple peer groups and a variety of friends. choose which of your talent areas you wish to
pursue. not to be gifted at everything.
Gifted Children's Bill of Rights
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