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Identification in Gifted and Talented Programs

Current United States Definition of Children With Outstanding Talent--Federal Definition. Children and youth with outstanding talent perform or show the potential for performing at remarkably high levels of accomplishment when compared with other of their age, experience, or environment.(National Excellence Report).

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Identification in Gifted and Talented Programs

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    1. Identification in Gifted and Talented Programs Sally M. Reis University of Connecticut www.gifted.uconn.edu/sem

    3. Current United States Definition of Children With Outstanding Talent--Federal Definition Children and youth with outstanding talent perform or show the potential for performing at remarkably high levels of accomplishment when compared with other of their age, experience, or environment. (National Excellence Report)

    5. Internal Consistency

    8. Factors Influencing Gifted Behavior Personality Factors Perception of Self, Self-Efficacy Courage Character Intuition Charm/Charisma Need for Achievement Ego Strength Energy Sense of Destiny Personal Attractiveness Environmental Factors SES Parental Personalities Education of Parents Stimulation of Childhood Interests Family Position Formal Education Role Model Availability Physical Illness and/or Well Being Chance Factors Zeitgeist

    9. Above Average Ability: Characteristics General Ability High levels of abstract thinking, verbal & numerical reasoning, spatial relations, memory and word fluency Adapts to novel situations Automization of information processing; rapid, accurate & selective retrieval of information

    10. Above Average Ability: Characteristics Specific Ability Application of various combinations of general abilities to one or more specialized areas of knowledge or performance Capacity for acquiring and using advanced knowledge, techniques, logistics and strategies Capacity to determine relevance of information

    11. Task Commitment: Characteristics High levels of interest, enthusiasm, fascination, & involvement Shows perseverance, endurance, determination, hard work & dedicated practice Self-confident, belief in own ability, driven to achieve Ability to identify problems; tune in to new developments in field Sets high standards, open to criticism, developing sense of taste, quality & excellence about work products

    12. Creativity: Characteristics Fluency, flexibility & originality of thought Openness to experience; receptive to new and different thoughts, actions & products Curious, speculative, adventurous, and “mentally playful”; willing to take risks in thought and action; uninhibited Sensitive to detail, aesthetic characteristics of ideas and things; willing to act on and react to external stimulation and own ideas and feelings

    13. Learning Differences in Gifted Children (Reis, 2002)

    14. Development of Gifts and Talents

    15. Identification of Gifted and Talented Students in the US Three Standard Processes 1. Traditional (4 stage process) 2. Talent Pool (Renzulli & Reis) 3. Matrix

    16. Steps Identification of Gifted and Talented Students 1. Nomination 2. Screening 3. Information Gathering 4. Final Selection

    17. Identification instruments for Gifted and Talented Students Teacher nomination and checklists 2. Product information 3. Tests (Achievement and Aptitude) 4. Portfolio information 5. Grades and Performance information 6. Evidence of high potential in alternate ways 7. Parent and self-nomination

    18. The Renzulli Identification System Based on the 3-Ring Conception of Giftedness & the SEM (Enrichment Triad Model) Strives for equity, excellence &economy—done quickly and efficiently Designed to be flexible (e.g. to follow state guidelines on cut-off scores) Based on research of behavioral characteristics of highly creative & productive people

    19. The Renzulli Identification System Goals: Develop creativity and/or task commitment in Talent Pool students & other students who come to an educator’s attention through all means of identification Provide learning experiences & support systems that promote interaction of creativity, task commitment, & above average ability Provide opportunities, resources, & encouragement for the development & application of gifted behaviors

    21. Internal Consistency

    22. Operationalizing a Definition The way in which you define giftedness should provide a rationale for the identification process and assessment instruments A clear and purposeful relationship should exist between the goals of your gifted program and how students are identified. For example, if a program is based on performance in accelerated mathematics courses, then it makes sense to use mathematics aptitude tests and math grades as a part of the identification process. Educators must be vigilant in their efforts to ensure that the diversity of the students identified to participate in a gifted program reflects the diversity of the total student population from which they are selected.

    23. Identification should: 1. Create an awareness of a population of students whose exceptional abilities require services 2. Suggest the characteristics to use in planning educational programs for those children 3. Establish services that match the definition and program and services

    24. Determine size of Talent Pool Number of students you can serve and be able to achieve “Visibility of Effect” Effect of direct & indirect services you can develop through schoolwide involvement of other teachers & outside resources Planned growth over time

    26. Two Types of Identification Status Information -- Anything you can put down on paper beforehand that tells you something about the student. 2. Action Information -- Things that you can only document when they are happening or after they happen.

    27. Status Information Grades Test scores Student work samples Interest, learning styles & expression style surveys Teacher input (any/all teachers) Parent input Students’ self-nomination Peer nominations

    28. Action Information Teacher observations Work habits Thinking Questioning Leadership qualities Peer interactions Skill development Conversations Interviews Video/audio recordings

    29. Identifying Talent Pool Students Local decision for criteria Use multiple criteria Look beyond the obvious - look for potential as well as talent that is already developed

    30. Alternate Pathways May include: parent, peer and self nominations Creativity assessments Product evaluations Other measures Allow for non-traditional students to receive services

    36. For Example, Opportunities for Accelerated Reading (Special Class) Differentiation in the Classroom Independent Study—Language Arts, History Enrichment in Reading, Drama, History

    37. The Stages of Talent Development

    39. Architecture -- Interior DesignArchitecture -- Interior Design

    40. Curriculum and learning opportunities for talent pool students: Systematic Opportunities Acceleration Enrichment On-line services Advanced Content Teacher selected content Student selected content Regular Curriculum Extensions Advanced Content Based on Interests, Readiness, Learning and Product Styles Problem solving Curriculum differentiation Counseling for underachievement Arts programs Creativity programs Leadership programs

    42. Development of gifts and talents: “Label the services, not the students to enable more students to receive services.”

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