Widely read or likes to read. May prefer to read rather than be with others Seems to know many things that have not been taught Has a large vocabulary but may choose when to use it. Benefits from rapid rate of presentation in subject area. Displays intensity for learning. Pre-occupied and hard to move on to new area. Prefers a few close friends with similar intellect to many friends. Likes to observe before trying new activities. Thinks through ideas before sharing with others. Has knowledge about things that same age peers may not be aware of. Prefers to work independently with little direction. May be resistant to being leader of a group. Displays abstract thinking. Requires time to think before responding. Shows high energy level --- physical, intellectual, and psychological. Appears to have discrepancies between physical, social, and intellectual development. Developed by L. Whaley and M. Evans, the Center for Gifted Studies, CREATIVITY Creativity means possessing either potential or demonstrated ability to perform at an exceptionally high level in creative thinking and divergent approaches to conventional tasks. This is typically evidenced by innovative or creative reasoning, advanced insight and imagination, and solving problems in unique ways. (704 KAR 3:285) IDENTIFICATION AND SERVICES (Creativity) 1. Identification is based on documented strengths, abilities, and interests. No child will be denied entrance to the program based on only one criterion. Three measures/processes will be used to determine eligibility. If the student meets the
Transmits his / her enthusiasm for a task to others. Judges abilities of others and finds a place for them. May appear “bossy” at times. Interacts easily with both children and adults. Sought out by other students for play / activities. Sense of justice and fair play. Can be counted on to do what they have promised. Self confident. Is often the captain of teams. Helps settle differences. Makes things happen. May be frustrated by lack of organization or progress. Developed by L. Whaley and M. Evans, the Center for Gifted Studies, EAST BERNSTADT INDEPENDENT SCHOOL Leadership Portfolio for Nominees Student Name: ______________________________________________________ Date:_______________________________Grade:__________________________ Part 1: List extracurricular activities starting with the most current and moving backwards. Extracurricular Activity Dates Leadership Role (If yes, please describe.)
POSSIBLE INTERVENTIONS FOR STUDENTS IDENTIFIED IN VISUAL & PERFORMING ARTS 􀂾 Have the student study experts in his/her interest area. 􀂾 Facilitate field trips for the student to observe experts who are engaged in the student’s special interest area. 􀂾 Invite local craft artisans, musicians and athletes to demonstrate their wares and/or talents.
Enjoys situations Questions “what if” or “why” frequently Is resistant to drill and practice Displays a developed sense of fairness Becomes bored easily Keenly observant of environment / activities Has an unusually good memory Shows talent in visual and/or performing arts Demonstrates persistence Displays a good sense of humor Creates new ways to bridge unrelated ideas Displays leadership with class activities Is knowledgeable of things not yet taught PARENT NOMINATION PROCEDURES As stated by district policy, parents may nominate their child(ren) to receive services in any of the areas of giftedness or to be part of the primary talent pool. The procedures and responsibilities are as follows:
STUDENT GOALS General Intellect Specific Academic Creativity Leadership Visual and Performing Arts Reading/Lang Math Science Social St. D-Thinking Writing Art Music Drama Dance 1. Student demonstrates achievement in identified area(s) of giftedness. 2. Student develops process skills (such as creative/critical thinking, research, problems solving, independent inquiry. 03. Student completes products and performances. 4. Other RATING SCALE FOR PROGRESS REPORT: Please indicate student’s progress on the progress report by using this rating scale. E—EXCEEDS EXPECTATIONS, M—MEETS EXPECTATIONS, N—NEEDS IMPROVEMENTS SERVOCE OPTIONS: Check the service options used through-out the year. Please check at least (3). VAO Various Acceleration Options (must choose one) ___Early exit from primary ___Grade Skipping ___Subject area higher grade level ES Enrichment Services during the School day. (not RS Resource Services ___Pull-Out ___Appropriate Instructional Setting ___Consortium DSE Differentiated study Experience for individuals And cluster groups. ___Individual ___Cluster Group (must check one) SC 4-12 (4th grade – 8th grade…do not select for Primary Talent Pool) IS Independent Study DOCUMENTATION FOR CONTINUOUS PROGRESS/EVALUATION AS EVIDENCED BY: ___Assessment(s) ___Student Work Sample ___Student Demonstrations ___Student Participation ___Other DATE:_________________________ TEACHER SIGNATURE:_____________________________ CONFERENCE REQUEST At any time throughout the year you may request a conference with your child’s teacher to discuss the Gifted Student Service Plan and/or Gifted Student Progress Report. ANECDOTAL RECORD SHEET Teacher______________________________________________ School: East Bernstadt School