Presentation Transcript

1. Gifted Education Information

   Krystal Greenberg and Erika Jones
2. What Are We Doing Today? 1 2 3 What Is Gifted Education? Identification Process and Criteria What are Gifted Characteristics? Resources, References, Q&A Activity 4 5
3. What is Gifted Education? The programs and services that are provided to meet the needs of students who are special learners and are identified as gifted.
4. What is the Purpose of Gifted Education? Provide challenges and rigor Foster higher order critical thinking skills Experience differentiated instruction Give opportunities to explore interests and build strengths Explore creativity through projects and student-created products Interaction with gifted peers
5. Gifted Eligibility: The Process The eligibility requirements are defined in State Rule 6A-6.03019. This rule states that a student is eligible for gifted education if the student demonstrates all of the following: Need for the program as documented by the student’s teacher and/or other qualified personnel Evidence of a majority of characteristics of gifted students (State approved checklist) Measure of very superior intellectual development https://www.flrules.org/gateway/ruleno.asp?id=6A-6.03019&Section=0
6. Gifted Eligibility: The Process Step-By-Step Teacher or parent can refer a child to be screened for gifted Parent permission is obtained to conduct an individual gifted screening Gifted screening is completed by gifted teacher, guidance counselor, or school psychologist Depending on results of screener, student is referred for further evaluation OR is not recommended for further intervention
7. Gifted Eligibility: The Process Step-By-Step What is a screener? A screener is a brief intelligence assessment Typically, we use The Kaufman Brief Intelligence Test, Second Edition (KBIT-II) Why do we use a screener? Gives us an estimate of the child’s ability Maximizes efficiency
8. Gifted Eligibility: The Process Step-By-Step 5. If the student meets the minimum numerical criteria on the screener, a Child Study Team (CST) meeting is conducted and informed parental consent is obtained for an Initial Gifted Evaluation 6. School Psychologist completes gifted evaluation and makes recommendations in a Psychological Report 7. Following the evaluation, an Eligibility Determination meeting is held. The parent, teacher, psychologist, and gifted teacher typically attend this meeting. 8. If a student is determined eligible for gifted (based on need for the program, checklist, AND test scores), an Educational Plan (EP) is written with goals based upon a student’s strengths.
9. The Bell Curve Normal Population
10. How Many Gifted Students Do We Have?
11. Qualifying IQ Scores Screening and Assessment Plan A PLAN B Average student; those who do not qualify for free or reduced lunch…. Composite IQ of 130+, which is two standard deviations above mean of 100 Underrepresented students; English Language Learners and students who qualify for free or reduced lunch….. Composite IQ of 115+, which is one standard deviation above mean of 100
12. Activity! Gifted Characteristics Quiz
13. Results Add the total number of descriptors selected from each column. Column A describes characteristics of a high achieving student; Column B describes characteristics of a gifted student; Column C describes characteristics of a creative thinker. This information may be helpful in the identification of potential candidates for further gifted screening. Kingore, B. (2004). Differentiation: Simplified, Realistic, and Effective. Austin: Professional Associates Publishing
14. What Are Gifted Characteristics? Curiosity about the world and learning High interest and ability in at least one area Imaginative Advanced vocabulary Leadership skills Perfectionism Boredom with less challenging class work Advanced problem solving skills Difficulty moving to another task when engaged Mathematical perception and problem solving Disagreement with ideas of others Sometimes overreaction to others or situations Self expression Responsibility Works independently Creativity Original ideas and viewpoints Makes connections
15. Myths vs. Truths Gifted Students MYTHS TRUTHS Gifted students are a homogeneous group, all high achievers. Gifted students do not need help. If they are really gifted, they can manage on their own. Gifted students have fewer problems than others because their intelligence and abilities somehow exempt them from the hassles of daily life. The future of a gifted student is assured: a world of opportunities lies before the student. Gifted students are self-directed; they know where they are heading. The social /emotional development of the gifted student is at the same level as his or her intellectual development. Gifted students are nerds and social isolates. The primary value of the gifted student lies in his or her brain power. The gifted student's family always prizes his /her abilities. Gifted students need to serve as examples to others and should always assume extra responsibility. Gifted students make everyone else smarter. Gifted students can accomplish anything if they apply themselves. Gifted students are naturally creative and do not need encouragement. Gifted children are easy to raise and a welcome addition to any classroom. Gifted students are often perfectionistic and idealistic. They may equate achievement and grades with self-esteem and self-worth, which sometimes leads to fear of failure and interferes with achievement. Gifted students may experience heightened sensitivity to their own expectations and those of others, resulting in guilt over achievements or grades perceived to be low. Gifted students are asynchronous. Their chronological age, social, physical, emotional, and intellectual development may all be at different levels. For example, a 5-year-old may be able to read and comprehend a third-grade book but may not be able to write legibly. Some gifted children are "mappers" (sequential learners), while others are "leapers" (spatial learners). Leapers may not know how they got a "right answer." Mappers may get lost in the steps leading to the right answer. Gifted students may be so far ahead of their chronological age mates that they know more than half the curriculum before the school year begins! Their boredom can result in low achievement and grades. Gifted children are problem solvers. They benefit from working on open-ended, interdisciplinary problems; for example, how to solve a shortage of community resources. Gifted students often refuse to work for grades alone. Gifted students often think abstractly and with such complexity that they may need help with concrete study- and test-taking skills. They may not be able to select one answer in a multiple choice question because they see how all the answers might be correct. Gifted students who do well in school may define success as getting an "A" and failure as any grade less than an "A." By early adolescence they may be unwilling to try anything where they are not certain of guaranteed success.
16. Where Do I Find Resources About Gifted? Ms. Greenberg’s Website! http://lockhart.mysdhc.org/teacher/0962greenberg/home%20page Gifted Advocacy Council of Hillsborough (GACH) http://gachflorida.org/ Florida Association for the Gifted (FLAG) http://www.flagifted.org/file/Welcome.html National Association for Gifted Children (NAGC) http://www.nagc.org/ Hoagies Gifted Education http://www.hoagiesgifted.org/
17. References Florida Department of State, Division of Library Services (2010). Retrieved on May 17, 2012 from https://www.flrules.org/gateway/ruleno.asp?id=6A-6.03019&Section=0 ERIC Clearinghouse on Disabilities and Gifted Education. (2000). Common Myths and Truths About Gifted Students. Adapted from College Planning for Gifted Students, 2nd edition, by Sandra Berger.