Second Grade Child FindSecond Grade Child Find

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Gifted Education ProgramsGifted Education Programs

Second Grade Child FindSecond Grade Child Find

RequirementsRequirements

Planned Experiences/ProductsPlanned Experiences/Products

TABsTABs

Second Grade Child FindSecond Grade Child Find

Alabama Administrative Code (AAC) 290-8-9.12(2)(c) Second Grade Child Find. All second grade students will be observed as potential gifted referrals using a gifted behavior checklist provided by the State Department of Education.

Second Grade Child FindSecond Grade Child Find

Six Required Activities• Three Transformations

• Two Writing Samples

• One Figural Analogy

TransformationsTransformations

1 squiggle1 squiggle

2 squiggles2 squiggles

4 squiggles4 squiggles

TransformationsTransformations

Let’s try one?

WritingWriting

Writing about the transformationsWriting about the transformations

Writing based on Children’s LiteratureWriting based on Children’s Literature

Journal Prompts / Journal EntriesJournal Prompts / Journal Entries

RUBRIC for evaluation

Children’s Literature IdeasChildren’s Literature Ideas

Pattern BooksPattern Books The Important BookThe Important Book

How to BooksHow to Books How to Bake an Apple Pie and See the WorldHow to Bake an Apple Pie and See the World

Alphabet BooksAlphabet Books Alphabet CityAlphabet City

Figural AnalogiesFigural Analogies

Building Thinking Skills - Book OneBuilding Thinking Skills - Book One

Similar to NNATSimilar to NNAT

What are the correct answers?

E-16

E-17

E-18

A

D

C

What are the correct answers?

E-9

E-10

E-11

B

C

A

Other Work Samples / Products

Logic Problems

Open-ended Activities - Math, Writing, problem-solving

Above Grade Level Work

Renzulli Learning

Creative Writing

Work from open-ended multi-level learning centers

Art work

Photos / videos of 3-dimensional schoolwork or performances

Other Work Samples / Products

Requirements:

Must be completed at school

Input from parents and others

Student interests

Above grade level work

No grade level tests and worksheets

TABsTABs

Traits, Aptitudes, and Behaviors Traits, Aptitudes, and Behaviors ((TABsTABs) )

Identification of gifted children from Identification of gifted children from varying cultural and economic groupsvarying cultural and economic groups

Ten TABs which have been found Ten TABs which have been found through research to be consistently through research to be consistently associated with the psychological associated with the psychological construct of giftedness.construct of giftedness.

TABsTABs

Dr. Mary Frasier (1938-2005)Dr. Mary Frasier (1938-2005) Nationally recognized scholar and Nationally recognized scholar and

researcher in gifted education and founder researcher in gifted education and founder of the Torrance Center for Creativity and of the Torrance Center for Creativity and Talent Development in the UGA College Talent Development in the UGA College of Education. of Education.

President of the National Association for President of the National Association for Gifted Children (NAGC) from 1987-89, Gifted Children (NAGC) from 1987-89, and received the NAGC's Distinguished and received the NAGC's Distinguished Service Award in 1991, and then later the Service Award in 1991, and then later the Ann F. Isaacs Founder's Memorial Award Ann F. Isaacs Founder's Memorial Award for her work with that organization. for her work with that organization.

INTERESTSINTERESTS - A feeling of intentness, passion, concern or curiosity about - A feeling of intentness, passion, concern or curiosity about something.something.

+ demonstrate unusual or advanced interests demonstrate unusual or advanced interests

+ in a topic or activity. in a topic or activity.

+ be a self-starter.be a self-starter.

+ pursue an activity unceasingly.pursue an activity unceasingly.

+ be beyond age group in activities /interests.be beyond age group in activities /interests.

+ show concern for local and global issues show concern for local and global issues

― Reads constantly often at inappropriate Reads constantly often at inappropriate timestimes

― Dominates discussions; may extend Dominates discussions; may extend comments with details beyond the comments with details beyond the comprehension of age-matescomprehension of age-mates

― Goes on tangents with no follow-through; Goes on tangents with no follow-through; appears randomappears random

― Loses other students by explaining or over-Loses other students by explaining or over-analyzing issuesanalyzing issues

― Neglects other responsibilitiesNeglects other responsibilities

TABsTABs

TABsTABsMOTIVATION - MOTIVATION - Evidence of desire to learn.Evidence of desire to learn.

+ demonstrate persistence in pursuing and/or completing demonstrate persistence in pursuing and/or completing self-selected tasks. Tasks may be culturally influenced. self-selected tasks. Tasks may be culturally influenced.

+ focus motivation on focus motivation on non-schoolnon-school activities rather than activities rather than school activities.school activities.

+ be an enthusiastic learner of non-school or school subject be an enthusiastic learner of non-school or school subject matter. matter.

+ aspire to be somebody, do something.aspire to be somebody, do something.

―Easily bored with routine assignments Easily bored with routine assignments and repetitions; learns at faster paceand repetitions; learns at faster pace

―May want to do things her/his own way.May want to do things her/his own way.

―Sometimes doesn’t want to stop one Sometimes doesn’t want to stop one project to start the next.project to start the next.

―Dislikes interruptions.Dislikes interruptions.

―May be overly aggressiveMay be overly aggressive

―Challenges authorityChallenges authority

INTERESTSINTERESTS - A feeling of intentness, passion, concern or curiosity about - A feeling of intentness, passion, concern or curiosity about something.something.

+ demonstrate unusual or advanced interests demonstrate unusual or advanced interests

+ in a topic or activity. in a topic or activity.

+ be a self-starter.be a self-starter.

+ pursue an activity unceasingly.pursue an activity unceasingly.

+ be beyond age group in activities /interests.be beyond age group in activities /interests.

+ show concern for local and global issues show concern for local and global issues

― Reads constantly often at inappropriate Reads constantly often at inappropriate timestimes

― Dominates discussions; may extend Dominates discussions; may extend comments with details beyond the comments with details beyond the comprehension of age-matescomprehension of age-mates

― Goes on tangents with no follow-throughGoes on tangents with no follow-through

― Loses other students by explaining or over-Loses other students by explaining or over-analyzing issuesanalyzing issues

― Neglects other responsibilitiesNeglects other responsibilities

TABsTABs

Communication SkillsCommunication Skills - - Highly expressive and effective use of Highly expressive and effective use of words, numbers, symbols.words, numbers, symbols.

+ demonstrate unusual ability to communicate demonstrate unusual ability to communicate verbally, verbally,

+ physically, artistically, or symbolically.physically, artistically, or symbolically.

+ use particularly apt examples, illustrations, or use particularly apt examples, illustrations, or elaborations.elaborations.

+ use this ability in or out of the classroom.use this ability in or out of the classroom.

―Shows off.Shows off.

―Invokes peer resentment.Invokes peer resentment.

―Constantly talking to and Constantly talking to and monopolizing the time of the monopolizing the time of the teacher.teacher.

―Losing or “turning off” students with Losing or “turning off” students with high level of vocabulary. high level of vocabulary.

TABsTABs

Problem-Solving Ability - Problem-Solving Ability - Effective, often inventive, strategies for Effective, often inventive, strategies for recognizing and solving problems.recognizing and solving problems.

+ use effective & often inventive strategies for recognizing and use effective & often inventive strategies for recognizing and solving problems.solving problems.

+ be able to change strategies if selected solution doesn’t work.be able to change strategies if selected solution doesn’t work.

+ create new designs, invent.create new designs, invent.

+ use this ability in or out of the classroom.use this ability in or out of the classroom.

—Interferes with othersInterferes with others

—PerfectionisticPerfectionistic

—Avoids reflective, divergent Avoids reflective, divergent responses.responses.

—Sometimes, too innovative.Sometimes, too innovative.

—StubbornStubborn

TABsTABs

Humor - Humor - Brings two heretofore unrelated ideas or planes of thought Brings two heretofore unrelated ideas or planes of thought together in a recognized relationship.together in a recognized relationship.

+ have keen sense of humor which could be gentle or hostile.have keen sense of humor which could be gentle or hostile.

+ have exceptional sense of timing have exceptional sense of timing

+ in words or gestures.in words or gestures.

+ demonstrate unusual emotional depthdemonstrate unusual emotional depth

―Is out-of-sync with classmates Is out-of-sync with classmates and becomes socially isolated.and becomes socially isolated.

―Makes jokes at adults’ or Makes jokes at adults’ or classmates’ expenses. classmates’ expenses.

―Plays cruel tricks on othersPlays cruel tricks on others

―Class clownClass clown

TABsTABs

Inquiry - Inquiry - Questions, experiments, explores.Questions, experiments, explores.

+ ask unusual questions for age.ask unusual questions for age.

+ play around with ideas.play around with ideas.

+ demonstrate extensive exploratory behaviors directed demonstrate extensive exploratory behaviors directed toward eliciting information about materials, devices, or toward eliciting information about materials, devices, or situations.situations.

―Goes on tangents , can be Goes on tangents , can be obnoxious with questionsobnoxious with questions

―Likes to “stump” people with Likes to “stump” people with hard questionshard questions

―Dominates discussionsDominates discussions

―Can become a “pest”Can become a “pest”

TABsTABs

Leadership - Leadership - Displays leadership among his/her peers.Displays leadership among his/her peers.

+ be quick to help others.be quick to help others.

+ carry out responsibilities well.carry out responsibilities well.

+ lead others on the playground or in other unstructured situations lead others on the playground or in other unstructured situations (could be in a negative or positive way).(could be in a negative or positive way).

―Becomes “bossy”Becomes “bossy”

―Unwilling to listen to classmatesUnwilling to listen to classmates

―Lead others into negative behavior.Lead others into negative behavior.

―Can be too authoritative.Can be too authoritative.

―Impatient with othersImpatient with others

TABsTABs

Reasoning - Reasoning - Logical approaches to figuring out solutions.Logical approaches to figuring out solutions.

+ make generalizations.make generalizations.

+ use metaphors and analogies.use metaphors and analogies.

+ think things through in a logical manner.think things through in a logical manner.

+ think critically.think critically.

+ think things through and come up with a plausible answer.think things through and come up with a plausible answer.

―Notices too much in Notices too much in classroom and may appear classroom and may appear off-taskoff-task

―Does not readily follow Does not readily follow directionsdirections

―May overlook detailsMay overlook details

―May tell teacher better ways May tell teacher better ways to do things.to do things.

TABsTABs

Imagination/Creativity Imagination/Creativity - - Produces many ideas; Produces many ideas; highly original. highly original.

+ show exceptional ingenuity in using everyday materials.show exceptional ingenuity in using everyday materials.

+ have wild, seemingly silly ideas. have wild, seemingly silly ideas.

+ solve problems through non-traditional patterns of thinking.solve problems through non-traditional patterns of thinking.

+ produce ideas fluently/flexibly.produce ideas fluently/flexibly.

+ be highly curious.be highly curious.

+ display figural or verbal creativity.display figural or verbal creativity.

― Gets lost in own thoughtsGets lost in own thoughts

― Appears to be Appears to be daydreaming or inattentivedaydreaming or inattentive

― May not have follow-May not have follow-throughthrough

TABsTABs

InsightInsight - Quickly grasps new concepts and makes connections; - Quickly grasps new concepts and makes connections; senses deeper meanings.senses deeper meanings.

+ show sudden discovery of correct solution followingshow sudden discovery of correct solution following+ incorrect attempts based primarily on trial and error.incorrect attempts based primarily on trial and error.+ display high ability to draw inferences.display high ability to draw inferences.+ appear to be a good guesser.appear to be a good guesser.+ possess heightened capacity for seeing unusual & diverse relationships.possess heightened capacity for seeing unusual & diverse relationships.+ integrate ideas and disciplines.integrate ideas and disciplines.

―May overlook detailsMay overlook details

―Out-of-sync with Out-of-sync with classmatesclassmates

―Appears to be showing off Appears to be showing off or makes other students or makes other students feel inadequatefeel inadequate

―Impolitely corrects adultsImpolitely corrects adults

TABsTABs

Other Different ManifestationsOther Different Manifestations

―Finds it difficult to wait for othersFinds it difficult to wait for others―Learns at faster rateLearns at faster rate―Unwilling to show work or detailsUnwilling to show work or details―Refuses to do assignments because Refuses to do assignments because

“already know it”“already know it”―Low self-image about academic Low self-image about academic

performanceperformance―Over-concern for social problemOver-concern for social problem―Bored by simple things in lifeBored by simple things in life―Unwilling /unable to follow basic Unwilling /unable to follow basic

rules or requirementsrules or requirements―Constantly doodling or drawingConstantly doodling or drawing

TABsTABs

How do we

determine which

students go into each

quadrant?

QUADRANT I QUADRANT II

QUADRANT III QUADRANT IV

How do we determine which students go into each quadrant?

TABs

Transformation Scores

Writing Scores

Figural Analogy ScoreOLSAT/Aptitude Scores

Above Grade Level Work Sample Scores

Art Samples

How do we determine which students go into each quadrant?

~10% of population is gifted

50% of referrals place gifted

~ 20% referred

QUADRANT I

25%

QUADRANT II

25%

QUADRANT III

25%

QUADRANT IV

25%

How do we determine which

students go into each quadrant?

Based on TAB totals

These totals should include observations from products, work samples, etc.

Total TABs scores converted to points earned on the matrix.

QUADRANT I

5

QUADRANT II

4

QUADRANT III

3

QUADRANT IV

2, 1

Of the 20 students in this class,who should be referred?

Student Name Motivation

Inte

rests

Com

munic

ation

Pro

ble

m-

Solv

ing

Hum

or

Inquiry

Leaders

hip

Reasonin

g

Cre

ativity

Insig

ht

Tota

l Poin

ts

Avera

ge

Johnny Depp 3 3 3 3 5 3 3 3 5 3 34 3.4

Suzie Creamcheese 3 3 3 3 3 3 3 3 3 3 30 3

Tommy Jock 2 2 2 2 2 2 2 2 2 2 20 2

Albert Einstein 3 4 5 5 4 5 4 5 3 5 43 4.3

Ava Average 3 3 3 3 3 3 3 3 3 3 30 3

Betty Below 2 2 2 2 2 2 2 2 2 2 20 2

Bo Jackson 5 5 4 4 5 4 5 5 5 4 46 4.6

Sarah Farrell 3 3 3 3 3 3 3 3 3 3 30 3

Jamal Dogood 3 3 3 3 3 3 3 3 3 3 30 3

Charlie 2 2 2 2 2 2 2 2 2 2 20 2

Fred 3 3 3 3 3 3 3 3 3 3 30 3

Nancy 4 4 4 4 4 4 4 4 4 4 40 4

Shirley 3 4 3 3 3 3 3 4 4 4 34 3.4

Frank 3 3 3 3 3 3 3 3 3 3 30 3

Gene 3 3 3 3 3 4 3 3 3 3 31 3.1

Phyllis 4 5 4 5 4 3 3 4 4 5 41 4.1

Billy 3 2 4 3 3 2 4 3 3 3 30 3

Alicia 2 1 2 1 3 2 2 2 2 2 19 1.9

Troy 3 3 3 3 3 3 3 3 3 3 30 3

Grady 3 3 3 3 3 3 3 3 3 3 30 3

Does referring 4 students meet the “around 20% of the class” referral rate?

Of the 4 students –who goes into Quadrant I and who goes into Quadrant 2?

Second Grade Child FindSecond Grade Child Find