Gifted Education 101: A Guide for Educators

1. Gifted Education 101: A Guide for Educators Created by: Helen McClaugherty Cosner, MAE for CI 6060

2. Definitions of Giftedness “Giftedness is not what you do or how hard you work. It is who you are. You think differently. You experience life intensely. You care about injustice. You seek meaning. You appreciate and strive for the exquisite. You are painfully sensitive. You are extremely complex. You cherish integrity. Your truth-telling has gotten you in trouble. Should 98% of the population find you odd, seek the company of those who love you just the way you are. You are not broken. You do not need to be fixed. You are utterly fascinating. Trust yourself!” Linda Silverman~ Gifted Development Center Denver

3. Definitions of Giftedness “Giftedness is something a student is born with and lives their lives with- it is living life intensely. Gifted students have a higher than average locus of control, feeling greatly responsible for both their successes and failures. Giftedness manifests itself in so many different ways; in the ability to think outside the box, in the grittiness to keep going, due in part to their high ability to concentrate on the task at hand. Gifted students question direction and often creatively interpret direction. Giftedness is not limited to high intelligence, rather it includes spatial skills, artistic, and creative talents.” Helen McClaugherty Cosner~ Student in UC’s Gifted Endorsement Program

4. Definitions of Giftedness “…students who perform or show potential for performing at remarkably high levels of accomplishment when compared to others of their age, experience, or environment…on an approved individual standardized intelligence test” OR “Performed at or above the ninety-fifth percentile on an approved individual or group standardized basic or composite battery of a nationally normed achievement test or; (c) Attained an approved score on one or more above grade-level standardized, nationally normed approved tests.” Qualifications are also articulated for students who could qualify through creative thinking, and visual and/or performing arts. State of Ohio Revised Code

5. State of Ohio vs. Gahanna Jefferson PSD Identification according to The State of Ohio Identification in Gahanna Jefferson School District “…we have outlined service to be students who achieve a superior cognitive identification and a specific academic ability within a 24-month period in our district. We, of course, identify all students, but only serve students with both.” -Joan Miller, gifted coordinator • Each district must provide at least two approved screening opportunities for identifying gifted students that are inclusive of all students.  High IQ (127-130 and above) and testing above the 95th percentile on approved standardized tests requires identification and parent notification. Schools are also required to screen students that are identified as exhibiting “creative thinking ability” and students that exhibit “visual and performing arts ability”. • Schools are required to identify students but service is not required.

6. Servicing the Gifted Population State of Ohio Gahanna Jefferson School District Students are identified as gifted AND served in cluster classes and by a gifted coordinator, if their test scores indicate that they are superior cognitively AND have a specific academic ability (as demonstrated on achievement tests) Students receive WEPs IF they demonstrate both superior cognitive ability and a specific academic ability In elementary school students can receive services in math or reading or can be grade accelerated. There are two elementary schools in the district that have GATE programs. Middle school programs available include targeted accelerated instruction in math and language arts. High school students have access to a gifted intervention specialist to help them choose appropriate challenging classes as well as seek out-of-school enrichment activities. • Schools are required to identify students but service is not required. • WEP (Written Education Plan)’s are recommended • It is recommended that gifted students are provided with differentiated instruction in general education settings in which accelerated (above grade-level) curriculum is provided or the teacher holds a license or endorsement in gifted education or receives professional development regarding teaching gifted students and ongoing assistance with curriculum development and instruction from an educator with a gifted intervention specialist license. When compared, it is harder to be labeled as “gifted” In Gahanna, than it is to be labeled as “gifted” by The State of Ohio. Gahanna does not meet all of the recommendations the state makes to service the gifted population, but it does provide WEP’s, gifted coordinators for Math & English, and Professional development for teachers of cluster gifted classes.

7. Bright OR Gifted? Source: Szabos, J. (1989). Bright child, gifted learner. Challenge, 34. Good Apple.

8. Guiding the Gifted: Underachievers • How to Identify: gifted students not appearing to be interested in completing tasks. Can be a result of boredom from lack of a challenge. Often tied to self image and fear of failure • Negative Effects: Labeling a child as an “underachiever” can often disregard many of the positive behaviors and actions the student displays. Most “underachievers” are usually highly successful in something outside of school. When tied to self image- begins to see self as failure as asks the question “Why should I even try” (Delisle & Gailbraith, pg 170) • With underachievers, it tends to be more effective to take a directive approach to helping gifted underachievers grow. The following are tips are a paraphrase of a table found in Delisle & Galbraith’s When Gifted Kids Don’t Have All the Answers (2002) on page 185 & 186 • Hold daily class meetings to evaluate progress, provide written contracts for work completion, choice and free time provided daily, frequent positive contact with the family, verbal praise, student grades papers immediately upon completion, small group instruction, working on projects that are not graded. • Recognize students passion and help them integrate it into their studies. Make it fun!

9. Guiding the Gifted: Perfectionism • Perfectionism is not the pursuit of excellence, rather it means “you can never gail, you always need approval and if you come in second, you’re a loser.” (Delisle & Galbraith, 64-65) • How to Identify: student rarely delgates work to others, must be in control, fierce competitor, constantly busy, never seems satisfied, frequently criticizes others, • Pros: Often receive rewards for perfectionist behaviors, praised for efforts • Cons: often overcommits, can drive themselves and others crazy in the process of doing things the way they believe it “ought to be done” (Delisle & Galbraith, 65) • Things to do to help a perfectionist: Encourage the pursuit of excellence, which means risk taking, trying things, growing, changing, and sometimes failing. Help student see how perfectionism is hurting them rather than helping them. Teach them the concept of grit, and how it is tied to what one does after failure- they get back up and try again.

10. Guiding the Gifted: Depression • How to identify: poor school performance, negative body language, inability to own feelings, concealed or direct suicide threates, isolation from peers, narcissim, external pressures to always be #1, indications of alcohol or other drug abuse, rigid compulsive behaviors (Delisle & Galbraith, 79) • Cons: Underachievement, Perfectionism, inability to concentrate, attendance issues • Things to do to help the depressed gifted student: get mental health assistance, especially if suicidal threats are made, help students recognize idealism and perhaps give avenues for their idealist energy- humanitarian or environmental causes, for example provide safe social environments to counter isolation- like community meetings, or lunch bunches, help students identify strengths & passions.

11. Tips for Teaching Students who are Identified as Gifted • What Gifted Students say they want: • A teacher who listens, can sense needs, demonstrates empathy, someone with a sense of humor, a teacher who understands them, can make learning fun, and is cheerful. (Delisle & Galbraith, pg 93) • To-Do’s • Create a supportive environment • Clarify teacher/learner roles & Expectations • Establish rules • Providing a space for each student to communicate with you and with others • Avoid • Using as a tutor to peers • Assigning grade-level busy work • Assigning more work, just because they are “brighter” From Delisle & Galbraith’s When Gifted Kids Don’t Have All the Answers (2002) The following are “Tips for Gifted Education Teachers” Get training in gifted education Advocate that ALL staff be taught about the gifted population Get support Keep Parents Up-to-Date Give yourself time to Grow Give yourself permission to speak up for yourself and your students Enjoy your students! (pg. 95-97)

12. References Bright Child-Gifted Learner. (n.d.). Elkhorn Area School District Definitions: Ohio Revised Code Section 3324.01. Retrieved from: http://education.ohio.gov/getattachment/Topics/Other-Resources/Gifted-Education-(1)/Gifted-Screening-and-Identification/IdentificationofChildrenWhoAreGifted.pdf.aspx Delisle, J. R., & Galbraith, J. (2002). When gifted kids don't have all the answers: how to meet their social and emotional needs. Minneapolis: Free Spirits Pub. Miller, Joan. (2014, May 25th). Week 2. State Laws. Message posted to University of Cincinnati Canopy Blackboard Discussion Board.