Second Grade Child Find

1. Second Grade Child Find for Gifted Education Programs

2. Second Grade Child Find Requirements Planned Experiences/Products TABs

3. Second 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.

4. Second Grade Child Find • Six Required Activities • Three Transformations • Two Writing Samples • One Figural Analogy

5. Transformations • 1 squiggle • 2 squiggles • 4 squiggles

6. Transformations Let’s try one?

7. Writing • Writing about the transformations • Writing based on Children’s Literature • Journal Prompts / Journal Entries RUBRIC for evaluation

8. Children’s Literature Ideas • Pattern Books • The Important Book • How to Books • How to Bake an Apple Pie and See the World • Alphabet Books • Alphabet City

9. Figural Analogies • Building Thinking Skills - Book One • Similar to NNAT

10. What are the correct answers? E-16 E-17 E-18 A D C

11. What are the correct answers? E-9 E-10 E-11 B C A

12. 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

13. 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

14. TABs • Traits, Aptitudes, and Behaviors (TABs) • Identification of gifted children from varying cultural and economic groups • Ten TABs which have been found through research to be consistently associated with the psychological construct of giftedness.

15. TABs • Dr. Mary Frasier (1938-2005) • Nationally recognized scholar and researcher in gifted education and founder of the Torrance Center for Creativity and Talent Development in the UGA College of Education. • President of the National Association for Gifted Children (NAGC) from 1987-89, and received the NAGC's Distinguished Service Award in 1991, and then later the Ann F. Isaacs Founder's Memorial Award for her work with that organization.

16. TABs • INTERESTS - A feeling of intentness, passion, concern or curiosity about something. • demonstrate unusual or advanced interests • in a topic or activity. • be a self-starter. • pursue an activity unceasingly. • be beyond age group in activities /interests. • show concern for local and global issues • Reads constantly often at inappropriate times • Dominates discussions; may extend comments with details beyond the comprehension of age-mates • Goes on tangents with no follow-through; appears random • Loses other students by explaining or over-analyzing issues • Neglects other responsibilities

17. TABs • MOTIVATION - Evidence of desire to learn. • demonstrate persistence in pursuing and/or completing self-selected tasks. Tasks may be culturally influenced. • focus motivation on non-school activities rather than school activities. • be an enthusiastic learner of non-school or school subject matter. • aspire to be somebody, do something. • Easily bored with routine assignments and repetitions; learns at faster pace • May want to do things her/his own way. • Sometimes doesn’t want to stop one project to start the next. • Dislikes interruptions. • May be overly aggressive • Challenges authority

18. TABs • INTERESTS - A feeling of intentness, passion, concern or curiosity about something. • demonstrate unusual or advanced interests • in a topic or activity. • be a self-starter. • pursue an activity unceasingly. • be beyond age group in activities /interests. • show concern for local and global issues • Reads constantly often at inappropriate times • Dominates discussions; may extend comments with details beyond the comprehension of age-mates • Goes on tangents with no follow-through • Loses other students by explaining or over-analyzing issues • Neglects other responsibilities

19. TABs • Communication Skills - Highly expressive and effective use of words, numbers, symbols. • demonstrate unusual ability to communicate verbally, • physically, artistically, or symbolically. • use particularly apt examples, illustrations, or elaborations. • use this ability in or out of the classroom. • Shows off. • Invokes peer resentment. • Constantly talking to and monopolizing the time of the teacher. • Losing or “turning off” students with high level of vocabulary.

20. TABs • Problem-Solving Ability - Effective, often inventive, strategies for recognizing and solving problems. • use effective & often inventive strategies for recognizing and solving problems. • be able to change strategies if selected solution doesn’t work. • create new designs, invent. • use this ability in or out of the classroom. • Interferes with others • Perfectionistic • Avoids reflective, divergent responses. • Sometimes, too innovative. • Stubborn

21. TABs • Humor - Brings two heretofore unrelated ideas or planes of thought together in a recognized relationship. • have keen sense of humor which could be gentle or hostile. • have exceptional sense of timing • in words or gestures. • demonstrate unusual emotional depth • Is out-of-sync with classmates and becomes socially isolated. • Makes jokes at adults’ or classmates’ expenses. • Plays cruel tricks on others • Class clown

22. TABs • Inquiry - Questions, experiments, explores. • ask unusual questions for age. • play around with ideas. • demonstrate extensive exploratory behaviors directed toward eliciting information about materials, devices, or situations. • Goes on tangents , can be obnoxious with questions • Likes to “stump” people with hard questions • Dominates discussions • Can become a “pest”

23. TABs • Leadership - Displays leadership among his/her peers. • be quick to help others. • carry out responsibilities well. • lead others on the playground or in other unstructured situations (could be in a negative or positive way). • Becomes “bossy” • Unwilling to listen to classmates • Lead others into negative behavior. • Can be too authoritative. • Impatient with others

24. TABs • Reasoning - Logical approaches to figuring out solutions. • make generalizations. • use metaphors and analogies. • think things through in a logical manner. • think critically. • think things through and come up with a plausible answer. • Notices too much in classroom and may appear off-task • Does not readily follow directions • May overlook details • May tell teacher better ways to do things.

25. TABs • Imagination/Creativity - Produces many ideas; highly original. • show exceptional ingenuity in using everyday materials. • have wild, seemingly silly ideas. • solve problems through non-traditional patterns of thinking. • produce ideas fluently/flexibly. • be highly curious. • display figural or verbal creativity. • Gets lost in own thoughts • Appears to be daydreaming or inattentive • May not have follow-through

26. TABs • Insight- Quickly grasps new concepts and makes connections; senses deeper meanings. • show sudden discovery of correct solution following • incorrect attempts based primarily on trial and error. • display high ability to draw inferences. • appear to be a good guesser. • possess heightened capacity for seeing unusual & diverse relationships. • integrate ideas and disciplines. • May overlook details • Out-of-sync with classmates • Appears to be showing off or makes other students feel inadequate • Impolitely corrects adults

27. TABs • Other Different Manifestations • Finds it difficult to wait for others • Learns at faster rate • Unwilling to show work or details • Refuses to do assignments because “already know it” • Low self-image about academic performance • Over-concern for social problem • Bored by simple things in life • Unwilling /unable to follow basic rules or requirements • Constantly doodling or drawing

28. How do we determine which students go into each quadrant?

29. How do we determine which students go into each quadrant? TABs Figural Analogy Score OLSAT/Aptitude Scores Writing Scores Transformation Scores Art Samples Above Grade Level Work Sample Scores

30. How do we determine which students go into each quadrant?

31. How do we determine which students go into each quadrant? • ~10% of population is gifted • 50% of referrals place gifted • ~ 20% referred

32. Based on TAB totals • These totals should include observations from products, work samples, etc. • Total TABs scores converted to points earned on the matrix.

33. Of the 20 students in this class, who should be referred? Of the 4 students –who goes into Quadrant I and who goes into Quadrant 2? Does referring 4 students meet the “around 20% of the class” referral rate?

34. Second Grade Child Find