Increasing the Identification of Gifted Students from Underrepresented Populations

1. Increasing the Identification of Gifted Students from Underrepresented Populations ________________, ESE Administrator Jeanette Lukens, School Psychologist Exceptional Student Support Services Sample County Public Schools April, 2013

2. Learning Objectives • Participants will understand the core attributes of giftedness as they are expressed in different cultural and environmental contexts • Participants will increase their recognition of cognitive, physical, and affective characteristics of diverse gifted students • Participants will understand their role in the screening and identification process

3. Agenda • Gifted Eligibility Criteria • SCPS Gifted Identification Demographics • Target School Demographics • Concept of Giftedness • Characteristics of Diverse Gifted Students • Specific Domains for Diverse Gifted Students • Student Vignettes • Current Gifted Eligibility Procedures & Adaptations • Participant Role in Identification

4. Identifying Gifted Students From Underrepresented Populations • As of 1993, the U.S. Department of Education reported that Black, Hispanic, and Native American students were underrepresented by 50%-70% in gifted education programs. (Naglieri & Ford, 2003) • Black and Hispanic students are less than half as likely to be in gifted programs as White, American Indian or Asian students. (Donovan & Cross, 2002 as cited in Callahan, 2005) • Despite recent efforts to address this problem, the underrepresentation of minority students in gifted programs has been persistent and, for some groups, has increased. (Ford, 1998 as cited in Naglieri & Ford, 2003)

5. Identifying Gifted Students From Underrepresented Populations • Sample County has developed an initiative making it a priority to search out and identify students from our underrepresented populations. • Elementary Gifted Planning Committee • Mission • To examine strategies needed to create an action plan to increase the identification of Gifted students who are low socioeconomic status (SES) or English Language Learners (ELL) • Vision • To increase the participation of low SES and ELL students in the Gifted Program to align more closely to the percentage of students in these categories attending Sample County Public Schools

6. Gifted Eligibility Criteria • Plan A Education for learners who are gifted has been included within Florida’s Exceptional Student Education (ESE) Programs since 1968. The first state mandate for gifted education was State Board Rule 6A-6.3019, FAC, which became effective July 1, 1977. This State Board Rule defined the gifted student as “one who has superior intellectual development and is capable of high performance” further defining the criteria for eligibility to include an intelligence quotient of two standard deviations or more above the mean on an individually administered standardized test of intelligence, a majority of characteristics of gifted children according to a standard scale or checklist, and a need for a special program (Special Programs, 1977). • Plan B In 1991, as a result of the Jacob K. Javits Gifted and Talented Students Education Act, the State of Florida revised their gifted rule to include specific criteria for traditionally underrepresented students. Section B of Board Rule 6A-6.03019(2)(b)1., FAC, provided greater flexibility in identifying students who are members of an underrepresented group, including limited English proficient (LEP) students and students from low socioeconomic status (SES) families, as measured by the student’s eligibility for the government-subsidized free and reduced lunch program. This section, which became known as Plan B, provided school districts with guidelines to develop a plan for increasing the participation of underrepresented groups in programs for gifted students.

7. Data generated from Skyward on 3/8/2013

8. Data generated from Skyward on 3/8/2013

9. Sample ElementaryGifted Identification Demographics Data generated from Skyward on 3/8/2013

10. Concept of Giftedness • Identifying giftedness can be a difficult task because although certain characteristics can be generalized within this population, some gifted individuals may not possess the same characteristics as other gifted individuals or exhibit them in the same way. (Clark, 2013) • Concept of giftedness as a psychological construct • Core Traits, Aptitudes and Behaviors of Giftedness • Classroom Behaviors of Gifted Students

11. Concept of Giftedness

12. Concept of Giftedness Classroom Behaviors of Gifted Students (From Growing Up Gifted, 8th Edition by Barbara Clark, 2013)

13. Concept of Giftedness Classroom Behaviors of Gifted Students, continued (From Growing Up Gifted, 8th Edition by Barbara Clark, 2013)

14. Characteristics of Diverse Gifted Students • Culturally & Linguistically Diverse Students • English Language Learners (ELL) are students currently receiving ESOL services (LY) or are within their two-year probationary period after dismissal (LF) • Gifted Characteristics of ELL Students

15. Characteristics of Diverse Gifted Students, ELL Students

16. Characteristics of Diverse Gifted Students, ELL Students

17. Characteristics of Diverse Gifted Students • Low Socioeconomic Status (SES) Students • Low SES students are from families that have qualified for free or reduced school lunch • Gifted Characteristics of Low SES Students

18. Characteristics of Diverse Gifted Students, Low SES Students (From Growing Up Gifted, 8th Edition by Barbara Clark, 2013)

19. Characteristics of Diverse Gifted Students Shows superior reasoning powers Outstanding problem-solving ability Shows persistent intellectual curiosity Is markedly superior in quality and quantity of written and/or spoken vocabulary Reads avidly and absorbs books well beyond his or her years Learns quickly and easily and retains what is learned Shows insight into arithmetical problems Shows creative ability or imaginative expression Sustains concentration for lengthy periods, outstanding responsibility and independence in classroom work Shows initiative and originality in intellectual work Observes keenly and is responsive to new ideas Shows social poise and an ability to communicate with adults in a mature way Gets excitement and pleasure from intellectual challenge, subtle sense of humor Shows superior reasoning powers Shows persistent intellectual curiosity Has a wide range of interests, often of an intellectual kind Learns quickly and easily and retains what is learned Shows insight into arithmetical problems Shows creative ability or imaginative expression Shows initiative and originality in intellectual work Gets excitement and pleasure from intellectual challenge; shows an alert and subtle sense of humor Shows superior reasoning powers Shows persistent intellectual curiosity Has a wide range of interests, often of an intellectual kind Learns quickly and easily and retains what is learned Shows insight into arithmetical problems Shows creative ability or imaginative expression Shows initiative and originality in intellectual work Gets excitement and pleasure from intellectual challenge; shows an alert and subtle sense of humor. Shows resourcefulness (the ability to solve problems by ingenious methods)

20. Specific Domains to Consider for Diverse Gifted Students

21. Specific Domains to Consider for Diverse Gifted Students, cont.

22. Specific Domains to Consider for Diverse Gifted Students, cont.

23. Specific Domains to Consider for Diverse Gifted Students, cont.

24. Student Vignettes • Vignettes of gifted students from underrepresented populations • Opportunity for participants to identify gifted characteristics

25. Current Gifted Eligibility Procedures • All students will be considered for eligibility under Plan A. • If a student from an underrepresented population (either ELL or low SES) needs further consideration, the student study team will complete the eligibility matrix. • Part A of the matrix takes into account the screening procedures and the individual screening used for all students • Includes Achievement Test Standard Scores, Academic Performance, Parent Checklist, Teacher Checklist, and Intellectual Screening Results • Part B of the matrix takes into account the intellectual testing results and the portfolio of student products • The student must have a score of 65 points to be eligible for gifted services

26. Current Gifted Eligibility Procedures • The Elementary Gifted Planning Committee developed recommendations to increase the participation of low SES and ELL students in the Gifted Program to align more closely to the percentage of students in these categories attending Sample County Public Schools • Recommendations include • Increasing professional development opportunities • Review and possible revision of current Plan B Gifted Characteristics Checklist • Review and possible revision of Talent Development • Possible administration of large-scale screening instrument

27. Participant Role in Identification of Diverse Gifted Students • Teacher Specific Roles in Identification • The most critical element in identifying gifted students • Must realize that the student’s culture will influence what gifted behaviors will be observed and how they will be exhibited. • Should be aware that giftedness is not necessarily manifested in academic achievement. • Teachers are involved with • Initial referral for Gifted Program eligibility • Completion of Gifted Characteristics Checklist, Teacher Version • Statement of Need for Gifted Program • If Plan B Matrix is utilized • Evidence of Student Achievement • Portfolio of Student Products

28. References Castellano, J. (2006). Bilingual education issues: Haitian and haitian-american students in gifted education. In B. Wallace & G. Eriksson (Eds.), Diversity in gifted education (9-20). New York, NY: Routledge. Clark, B. (2013). Growing up gifted: Developing the potential of children at school and at home(8th ed.). Boston, MA: Pearson. Development of Educational Plans for Exceptional Students who are Gifted, 6A-6.030191, FAC. (2005). State Board of Education Rule, Florida Department of Education. ERIC Clearinghouse on Handicapped and Gifted Children (1990). Giftedness and the gifted: What’s it all about, what does giftedness mean. ERIC EC Digest #E476. Retrieved from: http://www.nagc.org/index.aspx?id=121 Frasier, M. M., et. al. (1995). Core attributes of giftedness: A foundation for recognizing the gifted potential of minority and economically disadvantaged students. Storrs, CT: The National Research Center on the Gifted and Talented. Nielen, E. (1994). Characteristics of twice-exceptional children. University of New Mexico.