Socorro Independent School District
Identification and Assessment of
Gifted and Talented Learners
Presented by
Department of Advanced Academics
Rosario Rojas, M.Ed.
Phone: 937-0118
Email: [email protected]
Format for Online Courses
Dear Participant,
Thank you for choosing to take this course online. We
appreciate your time and encourage you to do this course over
several weeks at your own pace. In this course, you will need to
access your student’s GT Red folders located in their CUM.
These courses are designed for independent study and should
reflect your own work and reflections. Group work and/or
assignments will not be accepted.
Please submit your coursework via Email by the
DUE DATE listed on the staff development website.
In addition to this power point, please download the matching
assignment document. All written “Try This” pieces in this power
point should be answered on your word document and be sent
via email as an attachment along with any lessons developed,
to:
Rosario RojasPhone: 937-0118
Email: [email protected]
If you have any questions regarding your assignments, please do
not hesitate to call us.
Directions for Online Course
Gifted/Talented Identification &
Assessment Course Objectives
Core Knowledge Areas and Teacher Competencies Uses broad-based, multi-faceted identification procedures, including
varied sources of information and qualitative and quantitative
measures that match specific areas of ability
Interprets assessment results from both qualitative and quantitative
measures to other professionals and parents for their use in determining
placement and in planning specific program activities for each gifted
and talented student
Understands the characteristics of under-represented groups of
gifted and talented students, such as lower socio-economic status,
physically challenged, African-American, Hispanic, and limited-English
proficient and/or learning disabled. Understands how to provide equal
access to programs for gifted and talented students.
Source: http://txgifted.org/filed/pdf/CoreKnowledgeAreas.pdf
STATE DEFINITION FOR GIFTED STUDENT
§ 29.121. DEFINITION. In this subchapter, "gifted and talented
student" means a child or youth who performs at or shows the
potential for performing at a remarkably high level of
accomplishment when compared to others of the same age,
experience, or environment and who:
(1) exhibits high performance capability in an intellectual,
creative, or artistic area;
(2) possesses an unusual capacity for leadership; or
(3) excels in a specific academic field.
http://ritter.tea.state.tx.us/gted/tec29-121.html
STATE DEFINITION FOR GIFTED STUDENT
Try ThisAssignment #1•After reading the definition for a gifted and
talented student, answer the following question:
•What can you do in your classroom to provide
opportunities for unidentified gifted students to show
or develop their talents?
SISD Identification Procedures
PARTICIPATION – EXIT - FURLOUGHS
SELECTION PROCESS
GT Placement Committee Notification to Parents
SCREENING PROCESS
Quantitative Data Qualitative Data
NOMINATION PROCESS
Teacher or Parent Middle or High School Student
All SISD students can be nominated by either
a parent or teacher.
Middle School or High School students can also
nominate themselves or be nominated by a parent
or teacher.
GT Nomination forms are available in both English or
Spanish versions and are located on the district
website under Departments; Gifted & Talented;
GT Nomination Process.
SISD Nomination Process
Once a student is
nominated, the form is
turned into the GT
Campus Coordinator
(GTCC). Before any
testing can begin, the
GTCC must obtain the
parent’s permission. If
the parent declines, the
process ends.
SISD Nomination Process
If the parent accepts,
they return the signed
permission form along
with the parent Kingore
Observation Inventory
form to the GTCC.
Once the parent permission to test has been
received, the GT Campus Coordinator sends the
Slocumb Payne Teacher Inventory Form to the
student’s teacher(s) to complete. This instrument
allows teachers to rate their perceptions of a student
on a scale of 1 to 4 and includes both positive and
negative attributes of the gifted, allowing the
teacher to rate the attributes that more
closely describe the student's learning behaviors.
SISD Nomination Process
Try This
Assignment #2
• Go to Staff Net; Departments; Instructional
Services; Gifted & Talented; Resources and then
Teacher Resources. On the Teacher Resources
tab, open and read the questions on the
Slocumb Payne Teacher Inventory Sample
• Why would our district want to consider both
positive and negative attributes of the gifted?
SISD Nomination Process
Screening Process
QUALITATIVE DATA
Projects – Portfolios – Science Fairs – Essays - Interviews
RAVENS PROGRESSIVE MATRICES
Abstract Abilities Non-Verbal; Quantitative Data
TERRA NOVA (English) OR SUPERA (Spanish)
Academic Abilities Verbal; Quantitative Data
TORRANCE TEST FOR CREATIVING THINKING
Creativity Test Non-verbal; Quantitative Data
Torrance Test of Creative ThinkingThis instrument has been used for identification of the
creatively gifted and as a part of gifted matrices in states
and districts in the USA, especially in multicultural settings,
and for special populations around the world. The Figural
TTCT: Thinking Creatively with Pictures is appropriate at all
levels, kindergarten through adult. It uses three picture-
based exercises to assess five mental characteristics:
Fluency
Resistance to premature closure
Elaboration
Abstractness of titles
Originality
Source: http://ststesting.com/2005giftttct.html
Torrance Test of Creative Thinking
Try This
Assignment #3Go to Staff Net; Departments; Instructional Services;
Gifted & Talented; Resources and then Teacher
Resources. On the Teacher Resources tab, open
and print the Sample Creativity Test
Give this test to at least one class period. What did the students draw in activities 1-4? What
student response surprised you the most and why?
Terra Nova/Supera – Academic AbilitiesPurpose: Academic Achievement
The Terra Nova/SUPERA, are nationally-normed standardized tests
that assess student achievement in reading, language, math,
and science. The Supera is the Spanish version of the Terra
Nova/Supera and is administered to students in Spanish bilingual
programs. This instrument assesses important learning goals while
addressing the Individuals with Disabilities Education Act (IDEA),
Title I and other special programs.
Grades: K-12
Score: Percentile ranks
Publisher: McGraw-Hill
Source: http://www.ctb.com/ctb.com/control/childNodesViewAction?categoryId=634&p=store&adjBrd=Y
Ravens Progressive Matrices
Purpose: Non-verbal test designed to measure a person’s ability
to form perceptual relations and reason by analogy in research
settings. SISD uses the Coloured Progressive Matrices for K-3rd and
the Standard Progressive Matrices for 4th – 12th grade. The
nonverbal aspect of each test minimizes the impact of cultural or
language bias.
Population: Ages 6 to adult.
Score: Percentile ranks.
Author: J.C. Raven
Publisher: Pearson Assessments
Internal Subjective DataThe qualitative data used for the identification of a gifted and
talented student is internal subjective data such as:
Student Projects
Writing/Journal Sample
Interview
Portfolio Sample
Other Data – A student can also provide examples from extra-
curricular activities such as hobbies, volunteer work in the
community or any other event that shows the student is
performing above his/her grade level.
Selection Process
GT STUDENTS ARE CODED IN PEIMS
PARENT NOTIFICATION
Permission to Participate Does not qualify at this time.
GT PLACEMENT COMMITTEE MEETING
GT Administrator, GT Campus Coordinator, and Teacher(s)
QUALIFYING MATRIX
Kindergarten Qualifying Matrix 1st – 12th Qualifying Matrix
Selection Process
As noted on the previous slide, the selection process consists of four
parts:
Qualifying Matrix – the GT campus coordinator completes this forms and makes a recommendation to the committee
GT Placement Committee Meeting – a campus administrator, the GT campus coordinator and at least one teacher review the assessments
and student work to determine whether the student should be
placed in the gifted program
Parent Notification – the GT campus coordinator is responsible for notifying the parents that their student was or was not recommended
for placement in the gifted program. Students that do not qualify
may be nominated the next calendar year
PEIMS Coding – once the parent permission to participate has been received, the student is coded by the PEIMS clerk as a gifted student
Qualifying MatrixTry This
Assignment #4• Go to Staff Net; Departments; Instructional Services; Gifted &
Talented; Resources and then Teacher Resources. On the
Teacher Resources tab, open and print out the Kindergarten
Qualifying Matrix or the Qualifying Matrix for 1st – 12th. Review the
form and then answer the following questions:
• What minimum percentile (80% or 90%) is needed to qualify a
student for abstract abilities on the Raven’s Progressive Matrices?
•At what grade level do we begin using the Standard Progressive
Matrices instead of the Coloured Progressive Matrices?
• How many items do we need for the internal subject data and
what is considered for student work?
• To qualify for the gifted program, the student must meet how
many criteria (2 out of 4, 3 out of 4, or 4 out of 4)?
GT STUDENT FOLDER
Where is the documentation located
for an identified GT Student?
GT STUDENT FOLDER
Where is the documentation located
for an identified GT Student?
Try ThisAssignment #5• Go to your Online Student Profile and identify all
students who are coded “GT”
•Make a list of your GT Students and access their GT
Red Folder in their CUM
•Read the folder and identify their strengths using the
qualifying matrix (Kindergarten or 1st – 12th)
•Complete the table in Assignment #5
GT STUDENT FOLDER
Meeting the needs of Gifted Students
Try ThisAssignment #6• After reviewing the GT folders for your students,
please answer the following questions:
• What did you discover in reviewing the folders of
your gifted students?
• Given the strengths of your gifted students, how
can you meet their needs in your classroom?
Good to know…DISTRICT POLICY ON TRANSFER STUDENTS
• Honor PEIMS coding on any student identified gifted from
another district or state
• GT campus coordinator will seek parent permission to participate
in our gifted program
• After parent permission is received, student is coded as “gifted”
in PEIMS and placed in our gifted program
• GT campus coordinator will request parent permission to
“Reassess” student with SISD tests. This is not to qualify them for
our program but is done to identify their current strengths
• GT campus coordinator will create the GT Student Red folder
with SISD assessments and provide copy to teacher
• GT campus coordinator works with teacher on developing
gifted student’s talents and strengths
Furloughs, Exits, and Re-entry
Our district policy allows for
furloughs, exits and re-entry into
our gifted program. Please click
on the link below and read our
local policy.
SPECIAL PROGRAMS
GIFTED AND TALENTED STUDENTS
(LOCAL)
GT STUDENT FOLDER
SISD Local Policy on
Gifted and Talented Students
Try ThisAssignment #7• After reading the local policy, please answer the
following questions:
• When is a student furlough considered?
• What are the exit provisions for a gifted student?
• How often should the district program be
evaluated?
• What did you learn after reading the local policy?
• Creativity
• Core Knowledge Areas
• Organization Skills
• Flexibility
• Enthusiasm
• Resourcefulness
• Warmth & Sincerity
What can we do as educators?
Course Evaluation
Try This
Assignment #8
• Please provide your feedback on this course.
• How long did it take you to complete?
• Do you feel it met the state competencies that
were stated earlier in the power point? Why or Why
not?
INTERNET RESOURCES
• Texas State Plan http://www.tea.state.tx.us/gted/GTStatePlanEnglishAug05.pdf
• Texas Performance Standards Projects http://www.texaspsp.org/
• G/T Teacher Tool Kit II http://www.texaspsp.org/toolkit2/Toolkit2.html
• Texas Association for Gifted/Talented http://txgifted.org/
• National Association of Gifted Children http://www.nagc.org
• Middle and High School - http://www.tealighthouse.org/
• Hoagies – http://www.hoagiesgifted.org/
End of Course
Please remember to email your word document
by the due date. Once you receive an email from the instructional specialist, you should be
able to do your evaluation of this course and print
out your certificate.
Thank you!