GT Characteristics and Portfolio Development

GT Characteristics and Portfolio Development UISD Department of GT and Advanced Academics Presented by: Lisa M. Dunn-Flores

Objectives • To review characteristics of gifted/talented and potentially gifted/talented students. • To provide an overview of portfolio development, qualification, guidelines, and evaluation. • To form a partnership between parents and schools to meet the needs of gifted students.

National/State Leadership Training Institute on the Gifted and Talented Region One Education Service Center OH 6

GT Characteristics Energy • Risk-taker • Adventurous • Popular with peers • Leader of many social activities • More mental and physical stamina than his peers Does your child have above-average physical and mental stamina and/or appear to be tireless? Source: Equity in Gifted/Talented Education, A project of the Texas Education Agency

GT Characteristics Enthusiasm • Keen sense of humor • Assertiveness • Capacity to generate many ideas • Questioning right and wrong or worries about social issues • Eagerness to participate in some activities that peers do not like (chess, conversations with adults) • Taking on the role of “cheerleader”; encouraging others to join activities Does your child demonstrate a high degree of interest and excitement in work and play? Source: Equity in Gifted/Talented Education, A project of the Texas Education Agency

GT Characteristics Problem-Solving and Reasoning Ability • Identifying the reasons something happened • Natural curiosity to find out “why” and “how” • Seeing the “big picture” easily • Noticing how things are alike or different • Coming up with a large number of ideas and possible solutions • Trying to understand complicated material by separating it into parts • Ability to develop logical and common sense answers Does your child find unique ways to solve everyday problems, think things through carefully and thoroughly, or use more logical, rational thought processes than his peers? Source: Equity in Gifted/Talented Education, A project of the Texas Education Agency

GT Characteristics Sensitivity • Unusual degree of self awareness • Greater awareness of her own and other people’s feelings • Non-conforming persona (having no fear of being different) • Being judgmental of other people, places, and things Does your child demonstrate a deep understanding and compassion for others? Source: Equity in Gifted/Talented Education, A project of the Texas Education Agency

GT Characteristics Originality • Playing with words and making up riddles • Using ordinary terms in unusual ways • Creating pictures and stories that may seem different from those created by his grade-level peers • Drawing pictures that include a lot of detail or tell unusual stories Does your child use uncommon combinations of materials to produce products and/or process ideas in unique ways? Source: Equity in Gifted/Talented Education, A project of the Texas Education Agency

GT Characteristics Interest in Adult Issues • Interest in adult problems such as the environment, politics, religion, or ethnic issues • Have older friends • Spend time listening to adults talking • Show interest in current events Does your child hold a mature perspective in conversation and raise provocative questions about current events or historical episodes? Source: Equity in Gifted/Talented Education, A project of the Texas Education Agency

GT Characteristics Persistence • Easily bored with routine jobs • Drawn to complex and complicated tasks of his own choosing that appear to be “over his head” • Responsible (he can be counted on to do what he’s promised and usually do it well) • Focused on perfectionism • Self-critical and not easily satisfied with his own speed or accomplishments • Tenacious, continuing with tasks when others have quit • Ambitious with a “can-do” attitude Your child may keep collections, draw pictures with many careful details, or have a long-term interest in a particular topic or task. Source: Equity in Gifted/Talented Education, A project of the Texas Education Agency

GT Characteristics Curiosity • Asking questions constantly about anything and everything • Possessing a good deal of intellectual playfulness, making up imaginary playmates or colorful stories • Starting questions with, “I wonder what would happen if…” • Manipulating, changing, and elaborating on ideas • Concerning herself with adapting, improving, and modifying her environment and objects that surround her Does your child ask many unexpected questions, utilize a variety of resources, and/or take more intellectual risks than his peers? Source: Equity in Gifted/Talented Education, A project of the Texas Education Agency

Typical Characteristics Of Gifted Hispanic Children as identified by E.M. Bernal and J. Reyna (from ERIC Digest Identifier: ED 423104 by Jaime A. Castellano Article – Identifying and Assessing Gifted and Talented Bilingual Hispanic Students)

English language skills are rapidly acquired by children once they have been exposed to the language and given an opportunity to use it expressively. • Leadership ability is exhibited with strong interpersonal skills although often in an open or modest manner. • Children tend to have older playmates and can easily engage adults in lively conversation

Children enjoy intelligent and (or effective) risk–taking behavior, often accompanied by a sense of drama. • Children tend to keep themselves entertained or busy, especially with imaginative games and ingenious applications, such as getting the most out of a few simple toys and objects. • These children accept responsibilities at home normally reserved for older children, such as the supervision of younger siblings or helping others to do their homework.

Many are “street-wise” and are recognized by others as youngsters who have the ability to “make it” in the Anglo-dominated society. • Observant educators who notice these traits in particular students may consider referring them for further assessment.

Strengths Acquires and retains information quickly. Inquisitive attitude; intellectual curiosity; intrinsic motivation; searches for significance Ability to conceptualize, abstract, synthesize; enjoys problem solving and intellectual activity. Can see cause-effect relations Possible Problems Impatient with slowness of others; dislikes routine and drill; may resist mastering foundation skills; may make concepts unduly complex. Asks embarrassing questions; strong-willed; resists direction; seems excessive in interests; expects the same of others. Rejects or omits details; resists practice or drill; questions teaching procedures. Difficulty accepting the illogical, such as feelings, traditions, or matters to be taken in faith. Strengths & Problems of Gifted children

Strengths Love of truth, equity and fair play. Enjoys organizing things and people into structure and order; seeks to systemize. Large vocabulary and facile verbal proficiency; broad information in advanced areas. Thinks critically; has high expectations; is self-critical and evaluates others. Creative and inventive; likes new way of doing things. Possible Problems Difficulty in being practical; worry about humanitarian concerns. Constructs complicated rules or systems; may be seen as bossy, rude, or domineering. May use words to escape or avis situations; becomes bored with school and age-peers; seen by others as a “know it all.” Critical or intolerant toward others; may become discouraged or depressed; perfectionist. May disrupt plans or reject what is already known; seen by others as different and out of step.

Strengths Keen observer; willing to consider the unusual; open to new experiences. Intense concentration; long attention span in areas of interest; goal directed behavior; persistence. Sensitivity; empathy for others; desire to be accepted by others. High energy, alertness, eagerness; periods of intense alertness. Independent; prefers individualized work; self-reliant Possible Problems Overly intense focus; occasional gullibility. Resists interruption; neglects duties or people during periods of focused interests; stubbornness. Sensitivity to criticism or peer rejection; expects others to have similar values; need for success and recognition; may feel differently and alienated. Frustration and inactivity; eagerness may disrupt others’ schedules; needs continual stimulation; may be seen as hyperactive. May reject parent or peer input; non conformity; may be unconventional.

Strengths Diverse interests and abilities; versatility. Strong sense of humor. Possible Problems May appear scattered and disorganized; frustrations over lack of time; others may expect continual competence. Sees absurdities of situations; humor may not be understood by peers; may become “class clown” to gain attention.

Application of Characteristics The following forms are utilized by parents and teachers to demonstrate examples of behaviors illustrating characteristics of potentially gifted students: • Parent Jotdown • Teacher Jotdown Cite specific examples rather than simply indicating “yes.”

Region One Education Service Center

Qualification for Portfolio Submission • All students are required to obtain a minimum score of 55 on the Naglieri Nonverbal Ability Test in order to proceed with the GT identification process. The identification process is halted for students scoring below the minimum. A student with the adequate amount of matrix points must submit a portfolio for evaluation. • Exception: Students from outside the district evaluated during the 30 day identification period should submit a portfolio two weeks prior to the end of the 30 day period.

Qualification for Portfolio Submission • Kinder students need six matrix points from a combination of scores on the Naglieri Test and Parent/Teacher Jotdown in order to qualify for portfolio submission and a total of eleven points to qualify for the program. • 1st-12th grade students need nine matrix points from a combination of scores on the test, jotdown, and grades in order to qualify for portfolio submission and a total of fourteen points for the program.

Portfolio Requirements • Students who meet the minimum criteria will be required to submit a portfolio, or the GT identification process will be halted. • Teachers are responsible for developing and organizing a portfolio. Counselors are responsible for review, support, and submission. • Parents are encouraged to assist.

Region One Education Service Center

Portfolio Requirements • FIVE items should be submitted. • A Portfolio Review and Agreement form (S2) must be signed by teacher, parent and student. This form must be turned in with the portfolio. A meeting in which the parent, student, and teacher agree on the items to be evaluated takes place prior to the deadline. • Each item should be labeled with the Student ID number, campus number, and grade level. (Copy of paper strips provided S3,S4). NO STUDENT OR CAMPUS NAMES

Portfolio Development START EARLY Items should be developed beginning early in the school year. Save potential portfolio products. Possible Portfolio Items: • Journal entry, Photo journal (Photos of student in which the students face shows are NOT allowed) • Research project (Science project or other discipline) • Original story (written or dictated) • Art work • Interest profile (see sample) • Placemat Heavily guided class assignments are discouraged as they appear the same to the evaluation committees and do not highlight student creativity. Class assignments should allow for individualized work and creativity.

Portfolio Development Items NOT to Include: • Awards • Tests • Worksheets • Group Assignments • Family Albums • Photographs or videos of the student in which a student’s face is visible

Possible Portfolio Items for Secondary Students • Original Research Projects i.e., science project in which the scientific method is followed and documented • Formal paper (written on an important historical figure or author, current social, political, or economic event/problem, or a work of literature) *Students may communicate the impact of such figure/event and his/her/its contribution to society. • Original art work (drawings, sketches, paintings) *Note: Photographs of particularly large pieces may be submitted. Explanations of art work may accompany the items.

Possible Portfolio Items for Secondary Students • Journal or photo journal (Responses to works of literature, quotes, or life experiences) *Note: Family photos or photos of student (in which his/her face is visible) are NOT allowed. • Oral Presentation based on a study (Recorded on a CD or tape) • Performances (Video or audio) *Note: Student’s face should NOT be visible. • Video documentary on a given subject of interest

Guidelines for Products • Large three dimensional projects should be photographed or videotaped (on a regular VHS tape or DVD) with a detailed written explanation. Small three dimensional items which fit in portfolio envelope will be accepted. All items must fit in one envelope. • Audio cassette tapes should be standard size. • Computer generated projects can be printed or submitted via USB drive to the teacher.

Portfolio Development Resources: • Sample Interest Profile • Lists of products • Examples of Portfolio Products with Explanations • Placemat Activities Packet (Elementary Teachers) • Kingore article for parents

Portfolio Evaluation A committee of educators from the elementary and secondary levels meets to evaluate and score student portfolios. A rubric, the Academic Portfolio Profile, is used for documentation and scoring.

Portfolio Evaluation Descriptors • Unusual Presentation of Idea • Work advanced beyond age or grade level • Complex or intricate presentation of idea • In-depth understanding of idea • Resourceful and/or clever use of materials • Evidence of support of research for the idea • Organized for effective communication • Evidence of high interest and perseverance

Important Dates to Remember • October 30, 2009-GT Nominations Deadline Newspaper ad ran Sunday, September 27, Wednesday, September 30, and Friday, October 2, 2009. • November 9 - 13, 2009-Testing Window for NNAT (Naglieri Non-verbal Ability Test)-Counselor administers. • November 16, 2009-Counselors submit NNAT’s to GT/AA Office for scoring. • December 4, 2009-Counselors submit Parent/Teacher Jotdowns to GT/AA Office.

Quote of the Day A really great talent finds its happiness in execution. Johann Wolfgang von Goethe

UISD Office of GT and Advanced Academics Questions or concerns may be directed to our office at (956) 473-5244 or (956) 473-2179. Ms. Amy Alaniz, Director aalaniz@uisd.net Mrs. Lisa M. Dunn-Flores, Coordinator lmdunn@uisd.net Melva del Corral mcorral@uisd.net and Amelia Moore amoore74@uisd.net, Instructional Accountability Clerks It is the policy of United I.S.D. not to discriminate on the basis of race, color, national origin, sex, or handicap in its programs, services, or activities as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Education Amendments of 1972; and Section 504 of the Rehabilitation Act of 1973, as amended. “For knowledge itself is power.” --Francis Bacon

GT Characteristics and Portfolio Development