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Case Study 1

Lacy Saxon

Case Study Project

Kennesaw State University

Case Study 2

Student A: “Ana” 5th grade, female

Ana is a 5th grade girl at Woodstock Elementary, which is currently a Title I school in

Cherokee County School District. Ana represents an underrepresented population of gifted

students being that she is a Hispanic female. Ana comes from a single parent home; she lives

with her mother and younger brother who is in 3rd grade at the same school. Ana’s family is

considered economically disadvantaged because both children receive reduced meal prices at

school. Both students are bilingual and speak English and Spanish. Ana did not qualify to

receive ESL accommodations. Ana has been an Honor Roll student for each quarter, straight A’s

in every class of fifth grade. Woodstock Elementary School uses the iReady Diagnostic

Assessment as a universal screener for students entering and exiting various educational

programs. It also determines academic placements in order for differentiation based on ability.

Ana scored in the 91st percentile for reading and in the 93rd percentile in math. The results of

these assessments placed Ana well above grade level compared to her peers. According to

documents in the permanent record, Ana has taken the IOWA and CogAT assessments. Ana

received a composite score in the 99th percentile on the IOWA assessment and scored in the 92nd

percentile on the CogAT test. Both composite scores indicate that Ana is eligible for gifted

identification.

Ana is involved in many clubs and activities at the school. She is a member of student

council, Science Olympiad team, the Wildcat News Crew, and a recipient of our Pride of the

Paws Award. Different groups of people, such as teachers, peers, and self-nomination, chose Ana

for each of these organizations. Her mother and brother are always present at the science

Olympiad events and provide a positive support system for her. Her other interests outside of

school include drawing, coloring, completing art projects with her mom, and caring for her

Case Study 3

younger cousins. Her mother describes her as a great child, who is always neat, polite, and

helpful. Ana’s mother said that she does not have to tell her to complete homework or do her

chores, unlike her brother who is opposite of his sister.

During the holidays, the family was nominated to receive help from community groups

to provide gifts to the children; however, they do not accept charity. Her mother speaks

predominately Spanish, and communicates with her children in both English and Spanish. Her

mother is a first generation citizen, both children born in the United States and speak English

and Spanish. When Ana enrolled at Woodstock Elementary School, her mother denoted in

paperwork that she communicates in both Spanish and English. The mother can speak English,

but speaks to her children in both English and Spanish. Ana is able to speak in Spanish, but is

not fluent and prefers to speak in English at school. Ana comes to school dressed nicely, well

groomed, and prepared for class. At the beginning of the school year, Ana had the basic school

supplies, such as pencils, paper, and notebooks. She shared with me that her mom would be able

to send in other supplies throughout the year, but she could not bring in community items like

Kleenex or hand sanitizer until her mom’s next paycheck. From what Ana shares with me, they

seems to be on a tight budget, but still able to provide the necessities. I do not know if they

receive any other type of financial assistance. Ana is a very responsible sister, and often will

relay information from her mother to her younger brother’s teacher such as, transportation and

other important information from home to school.

The completion of the TABS observations, the assessment data gathered through the

permanent record, and parent input, both teachers and the gifted education teacher we feel that

Ana is to be recommended to participate in the gifted identification process. This data provided

evidence to support that this student has gifted qualities and talents that can be foster through and

Case Study 4

enrichment class in elementary school and advanced and honors courses next year in middle

school. Immediately following placement, she will be taught by a gifted certified teacher in all

academic content areas. Additionally, the student will attended a gifted enrichment; pull out class

one day each week. The strategies used in the enrichment classes and the gifted regular education

teacher would allow Ana’s creativity and high academic abilities to be applied to content areas

and further learning for her at her own pace instead the pace of those around her. Specifically, I

feel that curriculum compacting would be an effective strategy to challenge Ana to dive deeper

into content mandated by the Georgia Performance Standards.

Case Study 5

Panning for Gold Observation SheetStudent Code: Student A

Di r ections: Use the boxes below the definitions and descriptions of the basic traits, aptitudes, and behaviors (TABs) associated with the giftedness construct to record examples of TABs displayed by the student(s). Use the scale in the box to summarize your evaluation.

Motivation

Evidence of desire to learn.

Description: Forces that initiate direct and sustain individual or group behavior in order to satisfy a need or attain a goal.

Student may:• aspire to be

somebody, do something.

• be an enthusiastic learner.• demonstrate persistence in

pursuing or completing self- selected tasks (may be culturally influenced; evident in school or non-school activities).

Interests

Intense (often unusual)interests

Description: Activities, avocations, objects, etc., that have special worth or significance and are given special attention.

Student may:• demonstrate unusual or

advanced interests in a topic or activity.

• be a self-starter.• be beyond age group.• pursue activity unceasingly.

Communication Skills

Highly expressive; effective use of words, numbers, symbols.

Description: Transmission and reception of signals or meanings through a system of symbols (codes, gestures, language, numbers).

Student may:• demonstrate unusual

ability to communicate (verbally, physically, artistically, and symbolically).

• use particularly apt examples, illustrations or elaborations.

Problem-Solving Ability

Effective, often inventive, strategies for recognizing and solving problems.

Description: Process of determining a correct sequence of alternatives leading to a desired goal or successful task completion.

Student may:• demonstrate unusual ability

to devise or adapt a systematic strategy for solving problems and to change the strategy if it is not working.

• create new designs, invent.

Memory

Large storehouse of information on school or non-school topics.

Description: Exceptional ability to retain and retrieve information.

Student may:• Already know information.• need only 1-2

repetitions for mastery.

• have a wealth of information about school or non-school topics.

• pay attention to details.• manipulate information.• be highly curious.

Motivation

Student A aspires to be a teacher or veterinarian. She loves to learn and enjoys helping her younger brother with homework. Student A is a self-starter and completes all school assignments and homework. She typically completes projects on time and goes beyond the states expectations on projects.

5 4 3 2 1Strong Moderate Weak

Interests

Student A is involved in many clubs and activities through the school. She is a member of student council and the Science Olympiad team. On the Science Olympiad team, she is a three-time winner of an event identifying rocks and minerals. When asked about her accomplishments she says she likes studying about the subject and she thinks that why she does so well. Her other interests include drawing, coloring, or completing art projects with her mom.



Student A is very reserved and does not engage in conversations beyond her close friends. She has a vast vocabulary used in her writing, adding appropriate voice and command of conventions. Student A can give and understand appropriate facial cues. Student A comes from a Spanish speaking family. Student A understands the language and can speak Spanish almost fluently.


Problem Solving Ability

Student A is a natural problem solver. She is able to solve problems with no given formula or guidance. Student A uses many invented problem-solving strategies to reach a solution. Student A is creative and can think outside the box to create a product for any type of task.


Memory

Student A has an extraordinary memory. Student A has a lot of prior knowledge in science and social studies topics. She can achieve mastery on any given subject within 1-2 repetitions. She has a wealth of information about rocks, minerals, and ecology. Student A is cognoscente of minor details and can remember events in more detail than her peers can.

5 4 3 2 1

© 1994. Torrance Center for Creative Studies, The University of Georgia. All rights reserved. Reproduced by permission.

Case Study 6

Panning for Gold Observation Sheet(Continued)

Inquiry

Questions, experiments, explores.

Description: Method or process of seeking knowledge, understanding or information.

Student may:• ask unusual questions for age.• play around with ideas.• demonstrate extensive

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

Insight

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

Description: Sudden discovery of the correct solution following incorrect attempts based primarily on trial and error.

Student may:• demonstrate exceptional ability

to draw inferences.• appear to be a good guesser.• be keenly observant.• possess heightened capacity for

seeing unusual and diverse relationships.

• integrate ideas and disciplines.

Reasoning

Logical approaches to figuring out solutions.

Description: Highly conscious, directed, controlled, active, intentional, forward-looking, goal oriented thought.

Student may : • generalize.• use metaphors and analogies.• think things through in a

logical manner.• think critically.• think things through and

come up with a plausible answer.

Imagination/Creativity

Produces many ideas; highlyOriginal.

Description: Process of forming mental images of objects, qualities, situations or relationships, which are not immediately apparent to the senses. Problem solving through nontraditional patterns of thinking.

Student may:• show exceptional ingenuity

using everyday materials.• have wild, seemingly silly ideas• produce ideas fluently/flexibly.

Humor

Conveys and picks up on humor

Description: Ability to synthesize key ideas or problems in complex situations in a humorous way.

Student may:• have keen sense of humor, may beGentle/hostile.• see unusual relationships.• demonstrate unusual emotional depth• demonstrate sensory awareness.

Inquiry

Student A does not often ask questions to the teacher, but I have frequently observed her in groups asking questions to complete a task. She is not afraid to try new ideas and does not give up if an idea is unsuccessful.


Insight

Student A will make connections amongst topics from different subject areas. In class, if we are working on an activity and need to be in groups, she will quickly estimate and divided the number in her head to make even groups.


Reasoning

During an enrichment unit on analogies, student A grasped the concept of different word relations and continues to use them in other readings and character analysis activities.She is able to think critically and express her reasoning and thinking both verbally and in written form. Student A is always very careful to think things through and always provides reasonable solutions to problems with evidence to support her conclusion.

5 4 3 2 1 Strong Moderate Weak


Student A is extremely creative and neat. She will sometimes ask for permission before completing activities a certain way. Her creativity surpasses her imagination; however, she does have a bright imagination. She does tend to like her projects to be perfect and pleasing to the audience who will be the evaluator.


Humor

Student A is aware of unobvious humor and facial cues. She understand sarcasm, exaggerations, and can provide witty (appropriate) responses. She is a sensitive student who is aware of her feelings and those around her.



Case Study 7

Assessment Instruments Results/Overview

Directions: This form is used to list the results of the data you collect on each student and, in the final column, to determine if the performance results meet the criteria for gifted identification according to Georgia Standards. You may also include copies of the original data on student performance in this report, but that is not necessary.

Student Code: Student A

Data Category

(i.e., Test, Scale, Observer/Product/Performance Form, Descriptor/etc.

Rating/Score (i.e., Percentile, Stanine, Deviational IQ, Standard

deviation)

Does this meet criteria for Gifted

Identification? Yes or No

CogAT Composite score 99th percentile YesIOWA Composite Score 92nd percentile Yes

Data Categories

Test/RatingScale/RaterObserver/Product/Performance/Descriptor/etcetera

Percentile

Stanine

Deviational IQ

StandardDeviation

1 2 16 50 84 98 99.9

1 2 3 4 5 6 7 8 9 99.998

132 148 1 2 3 4 5 6 +2 +3

52 68 84 100 116

-3 -2 -1 0 +1

98 99.9 99.98 9

Case Study 8

Panning for Gold – Recommendation Form

Directions: According to your professional opinion and those of others you involved in the process, select the Group (highlight) to which this student best belongs based on your extensive data collection


Group I

This child shows real strength, but, in my best judgment, he/she is not a member of one of the target populations—economically disadvantaged or of limited English proficiency.

Group II

This child is a member of one of the target groups, and I feel very strongly that he/she is potentially gifted.

Group III

This child is a member of one of the target groups, and I have seen some indicators of high potential, but I am just not sure if gifted placement would be in his/her best interest.

Group IV

This child is a member of one of the target groups, and he/she occasionally shows some real “sparks of potential,” but overall he/she is probably not a good candidate for referral.

Summary Notes: Below, identify the professionals and other(s) who helped determine the above-identified recommendation—then relate specifics of your final recommendation process and results:

2 classroom teachers1 gifted education, enrichment teacher1 parent

Case Study 9

Assessment Summary Page


Directions: In the spaces below the blocks, jot comments on your perceptions of student characteristics/ ability/performance.

Student A is proficient speaking and writing in English. She can also speak Spanish. Did not qualify for ESL services.

Student A is confident and nurturing. Very mature and in tune to social and behavioral actions of those around her.

Option A qualifications, multiple scores in the 96th percentile or higher.

Language Proficiency Self-Perception of Ability

Additional Information Aptitude/Achievement

Other

TABS Summary (place a check next to areas you identified as Strong )

____X____ Motivation

____X____ Interests

____X____ Communication Skills

____X____ Problem-Solving Ability

____X____ Memory

________Inquiry

____X____ Insight

____X____ Reasoning

________Imagination/Creativity

________Humor

Case Study 10

Student B: “Darrell” 5th grade, male

Darrell is a 5th grade boy at Woodstock Elementary, which is currently a Title I school in

Cherokee County School District. Darrel represents an underrepresented population of gifted students

being that he is an African-American male and comes from an economically disadvantaged family.

Darrel lives with one parent at home, his dad, a stepmother, and has no other siblings. Darrell receives

free and reduced meal prices at school based on the parameters of the program. He also stays in the

school after school program each day until the late evening.

Darrell is a very intelligent student, but his report card grades do not always reflect his true

ability. I would describe Darrell as an overactive, but sensitive child. He attends to class instruction but

does sometimes chose to stand or move around in his area. It took several seating arrangements to

accommodate Darrell and the other students working around him. Darrell moved to Woodstock

Elementary at the beginning of fifth grade. His permanent recorded showed that in the 2nd grade he was

on a behavior intervention plan for impulsive behaviors in class. The data was collected during the 2nd

grade. His dad has mentioned that Darrell has always had trouble “being still” but makes good grades

when he tries his hardest and does all of his homework and studying. Darrell does not have an

Individual Education Plan or a 504 plan for any hyperactivity disorders. It could be possible that

Darrell’s behavior and activity level could indicate ADD or ADHD but his dad has not pursued any

diagnosis. I assume this to be because he has been an A/B student since 2nd grade and his positive

behavior plan was implemented.

Darrell scored in the 88th percentile for reading and in the 96th percentile in the math on the

iReady fall benchmark. The results place Darrell within a level 5 score (5th grade equivalent) for reading

and in a level 7 (7th grade equivalent) score for math. Within the first few weeks of school, it was

obvious that Darrell was a shining star in his math group. The math and science teach frequently raved

Case Study 11

about his performance and creative problem solving strategies. Darrell took the CogAT test in 4th grade

and had a composite score of 124, stanine score of 8, and in the 93rd percentile. He also received a Level

4 score on the GA Milestones Math End of Grade Assessment in fourth grade. Darrell’s mathematical

and creative problem solving abilities intrigued me to complete further assessments to determine if he

would be a good candidate for gifted identification.

After the completion of the forms provided for this case study and conferring with another

teacher and gifted education specialist, I would not recommend Darrell for gifted services at this time.

Darrell is a bright student, and is a part of an underrepresented group in the gifted education community

but he does not have enough data to qualify for gifted services in the state of Georgia. Under option A,

Darrell’s school performance and CogAT scores both do not meet the criteria for gifted services. While

Darrell did receive a score above the 90th percentile on separate portions of the mental abilities and

achievement assessments, his grade point average for fourth and fifth grade did not meet the criteria for

gifted services under option B.

The results of the information gathered show that Darrell has a significant strength in

mathematics and problem solving. The information I gathered from school assessments and the

permanent record show that compared to peers, Darrell has exceptional mathematical, problem solving,

and reasoning skills. Several discussions with Darrell’s parent combined with the quantitative data

shows that despite impulsive and sometimes disruptive behaviors, Darrell is a bright and capable

student. The student has a clear strength in one area, but does not prefer to write or creativity express

himself. To address this weakness, a future teacher should note the strengths in the opposite area to

build a positive rapport between the teacher and student. Even though, Darrell did not qualify for gifted

services I do feel that in the future he be placed in accelerated math classes that would keep him

challenged and with a group of peers that would encourage positive socialization and behaviors. This

Case Study 12

recommendation is important for the student’s future success because he shows some signs of

hyperactivity and emotional sensitivity. It is also important that a future teacher recognize that the

child’s academic strengths can be overshadowed by behavior.

Case Study 13

Panning for Gold Observation SheetStudent Code: Student B

Di r ections: Use the boxes below the definitions and descriptions of the basic traits, aptitudes, and behaviors (TABs) associated with the giftedness construct to record examples of TABs displayed by the student(s). Use the scale in the box to summarize your evaluation.

Motivation

Evidence of desire to learn.

Description: Forces that initiate direct and sustain individual or group behavior in order to satisfy a need or attain a goal.

Student may:• aspire to be

somebody, do something.

• be an enthusiastic learner.• demonstrate persistence in

pursuing or completing self- selected tasks (may be culturally influenced; evident in school or non-school activities).

Interests

Intense (often unusual)interests

Description: Activities, avocations, objects, etc., that have special worth or significance and are given special attention.

Student may:• demonstrate unusual or

advanced interests in a topic or activity.

• be a self-starter.• be beyond age group.• pursue activity unceasingly.


Highly expressive; effective use of words, numbers, symbols.

Description: Transmission and reception of signals or meanings through a system of symbols (codes, gestures, language, numbers).

Student may:• demonstrate unusual

ability to communicate (verbally, physically, artistically, and symbolically).

• use particularly apt examples, illustrations or elaborations.

Problem-Solving Ability

Effective, often inventive, strategies for recognizing and solving problems.

Description: Process of determining a correct sequence of alternatives leading to a desired goal or successful task completion.

Student may:• demonstrate unusual ability

to devise or adapt a systematic strategy for solving problems and to change the strategy if it is not working.

• create new designs, invent.

Memory

Large storehouse of information on school or non-school topics.

Description: Exceptional ability to retain and retrieve information.

Student may:• Already know information.• need only 1-2

repetitions for mastery.

• have a wealth of information about school or non-school topics.

• pay attention to details.• manipulate information.• be highly curious.

Motivation

Student B is very motivated to be successful in school, he strives for all A’s on every report card. He can sometimes, (I feel) be too hard on himself if he does not achieve perfect scores on every assignment.


Interests

Student B has a variety of interests in his spare time. He enjoys running, exercising, basketball, and playing board games with his dad. He participates in team sports with his peers at school and at home but is not a member of any sports team. He competes in marital arts tournaments.



Student B participates in class and group discussions. He occasionally socializes with his peers at recess. If injured or not feeling well he will not express it to adults at school. His parents describe him as reserved and introverted. If he is frustrates or upset, he doesn’t not verbally express those feelings, he sometimes become angry and overreacts when stressed out or things do not turn out as planned.


Problem Solving Ability

Student B is a kinesthetic learner, and is able to create out of the box designs using any type of materials. He also loves to create codes in the iPad lab using robots. He is able to successfully program robots to do many different actions.Student B tries to solve all type of problems, but does prefer to solve and create strategies with hands on approaches.


Memory

Student B can retain information after only 1-2 repetitions. He has a very quick recall of math facts and numbers.

5 4 3 2 1

Strong Moderate Weak

© 1994. Torrance Center for Creative Studies, The University of Georgia. All rights reserved. Reproduced by permission

Case Study 14

Panning for Gold Observation Sheet(Continued)

Inquiry

Questions, experiments, explores.

Description: Method or process of seeking knowledge, understanding or information.

Student may:• ask unusual questions for age.• play around with ideas.• demonstrate extensive

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

Insight

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

Description: Sudden discovery of the correct solution following incorrect attempts based primarily on trial and error.

Student may:• demonstrate exceptional ability

to draw inferences.• appear to be a good guesser.• be keenly observant.• possess heightened capacity for

seeing unusual and diverse relationships.

• integrate ideas and disciplines.

Reasoning

Logical approaches to figuring out solutions.

Description: Highly conscious, directed, controlled, active, intentional, forward-looking, goal oriented thought.

Student may : • generalize.• use metaphors and analogies.• think things through in a

logical manner.• think critically.• think things through and

come up with a plausible answer.


Produces many ideas; highlyOriginal.

Description: Process of forming mental images of objects, qualities, situations or relationships, which are not immediately apparent to the senses. Problem solving through nontraditional patterns of thinking.

Student may:• show exceptional ingenuity using

everyday materials.• have wild, seemingly silly ideas• produce ideas fluently/flexibly.

Humor

Conveys and picks up on humor

Description: Ability to synthesize key ideas or problems in complex situations in a humorous way.

Student may:• have keen sense of humor, may beGentle/hostile.• see unusual relationships.• demonstrate unusual emotional depth• demonstrate sensory awareness.

Inquiry

Student B loves to solve puzzles and build structures. Student B’s favorite subject is science and he asks lots of questions in science class. His level of interest and inquiry from science is noted less in other subject areas.


Insight

Student B is a good guess within math class is his observant of attributes and characteristics of objects and considered different objects characteristics to figure out how they could work together.


Reasoning

Student B is an active problem solver. He will produce answers and give verbal explanations to communicate his though processes. In math, he uses the appropriate language to describe his problem solving.

5 4 3 2 1 Strong Moderate Weak


Student B does use invented Strategies for solving multi-Step math word problems. Student B does not show Creativity through art or writtenExpression in narrative writing.


Humor

Student B does not have a keen sense of humor. He is very literal and serious most of the times. He does have an unusual level of emotional depth, but it is more towards the serious and anxious way.



Case Study 15

Assessment Instruments Results/Overview

Directions: This form is used to list the results of the data you collect on each student and, in the final column, to determine if the performance results meet the criteria for gifted identification according to Georgia Standards. You may also include copies of the original data on student performance in this report, but that is not necessary.

Student Code: Student B

Data Category

(i.e., Test, Scale, Observer/Product/Performance Form, Descriptor/etc.

Rating/Score (i.e., Percentile, Stanine, Deviational IQ, Standard

deviation)

Does this meet criteria for Gifted

Identification? Yes or No

CogAT Composite score 124/93rd percentile Yes, option B

Data Categories

Test/RatingScale/RaterObserver/Product/Performance/Descriptor/etcetera

Percentile

Stanine

Deviational IQ

StandardDeviation

1 2 16 50 84 98 99.9

1 2 3 4 5 6 7 8 9 99.998

132 148 1 2 3 4 5 6 +2 +3

52 68 84 100 116

-3 -2 -1 0 +1

98 99.9 99.98 9

Case Study 16

Panning for Gold – Recommendation Form

Directions: According to your professional opinion and those of others you involved in the process, select the Group (highlight) to which this student best belongs based on your extensive data collection


Group I

This child shows real strength, but, in my best judgment, he/she is not a member of one of the target populations—economically disadvantaged or of limited English proficiency.

Group II

This child is a member of one of the target groups, and I feel very strongly that he/she is potentially gifted.

Group III

This child is a member of one of the target groups, and I have seen some indicators of high potential, but I am just not sure if gifted placement would be in his/her best interest.

Group IV

This child is a member of one of the target groups, and he/she occasionally shows some real “sparks of potential,” but overall he/she is probably not a good candidate for referral.

Summary Notes: Below, identify the professionals and other(s) who helped determine the above-identified recommendation—then relate specifics of your final recommendation process and results:2 classroom teachers1 gifted education, enrichment teacher

Case Study 17

Assessment Summary Page


Directions: In the spaces below the blocks, jot comments on your perceptions of student characteristics/ ability/performance.

Student B is proficient in English, it is his only language spoken. Student B does not use a range of vocabulary in his everyday speaking. English proficiency is not a factor considered for identification or biases.

Student B does not perceive himself to be a good writer. He does not love schoolwork or creative projects. He does not have an awareness of his value of math as his academic strength.

Student B works best with positive behavior management plans, rewards and praise versus punishments and corrections for inappropriate behaviors.

Language Proficiency Self-Perception of Ability

Additional Information Aptitude/Achievement

Other

TABS Summary (place a check next to areas you identified as Strong )

____X____ Motivation

____X____ Interests

________ Communication Skills

____X____ Problem-Solving Ability

____X____ Memory

____ X ___Inquiry

___ X ____ Insight

___ X ____ Reasoning

________Imagination/Creativity

________Humor

Case Study 18

Reflection

Through this case study exploring the process and outcomes of assessments and

identification I have seen the effectiveness of Georgia’s criteria for gifted identification.

Throughout the program and assigned readings, I have been made more aware of the flaws and

bias surrounding gifted education, but I was not finding the solutions to the problems. At the

time, I was frustrated with the gifted identification process, but now my perspective has changed.

I have learned that Georgia has a comprehensive evaluation process that includes more than just

achievement and high-test scores. The inclusion of test measures such as mental ability,

achievement, creativity, and motivation allow for students of all types of gifted profiles to have

the same opportunities to participate in gifted programs.

Conducting this case study to identify underrepresented groups required the use of

culturally relevant teaching strategies and practices with students and parents. Consciously

choosing students from underrepresented groups for possible identification for this case study

works to solve the problems of lack of diversity in gifted programs and bias in the identification

process. The adjustment of the scope to which a person looks for potentially gifted students

encourages the creation of a diverse gifted population.

I also learned the value of including parents in the process of determining eligibility for a

child from an underrepresented population. Information from parents can be key components to

building relationships and connecting with a student on a personal level. Collaborating with

another teacher provided more information about the students and kept the data collected from

portraying a personal bias, even if it was unintentional. Throughout the case study data

collection, I asked the gifted resource teacher numerous questions about the identification

Case Study 19

process and they were a great resource to guide the process as I prepare to make these types of

decisions in the future.

Lastly, I learned the proper ways to read and interpret data from normed reference test

and the role that information plays in the gifted identification process. Familiarizing myself with

this data will be crucial knowledge for the future when meeting with parents to explain gifted

placement and services.

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