GIFTED SERVICES TIMELINE 1st Round Nominations Due 10/15 2nd Round Nominations Due 1/15 3rd Round Nominations Due 5/15 Identification Identification Identification Nomination New GSSPs New GSSPs Complete New GSSPs from 3rd Round Previous Year August September October November December January February March April May GSSPs Due to School GT Committee 10/1 Deadline for Parents Receive GSSPs 10/31 District GT Committee Meets to Process Nominations
Gifted & Talented Services General Intellectual Nomination 3 pieces of evidence are required for nomination: 1. Intellectual Ability Test CogAT (Score:______) Other: (Score:_______) Testing Requested 2. General Ability Checklist 3. Recommendation – see reverse (See GT Handbook for alternate or additional pieces of evidence.) Special Considerations Please mark if applicable. NONE Environmental Transiency – at least three moves Home with little enrichment or stimulation Parental attitude demonstrating rejection or indifference Language Considerations English as a second language – lack of proficiency Lack of verbal intellectual stimulation due to limited language facility Cultural Considerations Inability to function meaningfully in dominant culture due to limited exposure Standards conflict with dominant culture, involving peers, parents, & community Lower self-esteem due to self-comparison with dominant culture standards Economic Considerations Residence in depressed economic area with a high concentration of poverty Low family income –(free/reduced lunch) Large family living at subsistence level Inability to participate in varied experiences outside the home Other Considerations Medical issues impacting achievement Other factors as described in recommendation Student Name: Teacher Nominating: School: Grade: School Year: General Intellectual Ability Checklist Please rate 4-almost always, 3-frequently, 2- occasionally, Benefits from rapid rate of presentation. Exhibits large, advanced and/or rich vocabulary Asks endless questions and demonstrates inquisitive nature Reads avidly; may choose to read rather than do assigned work or reads for recreation Comprehends directions, instructions, and information easily Maintains a variety of interests or an interest in a single area Seems to know many things that have not been taught Possesses excellent long and short term memory – recalls detailed information Thinks abstractly and understands advanced concepts 1-
Gifted & Talented Services Specific Academic Nomination 3 pieces of evidence are required for nomination: 1. Norm Referenced Test in area of Test: Please indicate percentile: Other: 2. Specific Academic Checklist 3. Recommendation – see reverse (See GT Handbook for alternate or additional pieces of evidence.) Special Considerations Please mark if applicable. Student Name: Teacher Nominating: School: Grade: School Year: Specific Academic Checklist Rate only in nominated content area 4-almost always, 3-frequently, 2- occasionally, Benefits from rapid rate of presentation in this content area Environmental NONE Exhibits advanced content vocabulary Transiency – at least three moves Home with little enrichment or stimulation Parental attitude demonstrating rejection or indifference Language Considerations English as a second language – lack of proficiency Lack of verbal intellectual stimulation due to limited language facility Cultural Considerations Inability to function meaningfully in dominant culture due to limited exposure Standards conflict with dominant culture, involving peers, parents, & community Lower self-esteem due to self-comparison with dominant culture standards Economic Considerations Asks probing questions in this content area Pursues content area information outside classroom Understands advanced content area concepts Recognized by peers as a content area expert Seems to know many things within content area that have not been taught Retains what has been taught in content area with ease Recognizes errors related to this content area made by others Residence in depressed economic area with a high concentration of poverty Low family income –(free/reduced lunch) Large family living at subsistence level Perceives content connections & relation- ships that may not be obvious to others Inability to participate in varied experiences outside the home Other Considerations Medical issues impacting achievement Other factors as described in recommendation TOTAL
Gifted & Talented Services Creativity Nomination 3 pieces of evidence are required for nomination: 1. Creativity Checklist Student Name: Teacher Nominating: School: Grade: School Year: 2. Recommendation – see reverse 3. Creativity Screening Results (if available) 4. Student Work Samples - use provided cover sheet (See GT Handbook for alternate or additional pieces of evidence.) Special Considerations Please mark if applicable. NONE Creativity Checklist: 4-almost always, 3-frequently, 2- occasionally, Doesn’t mind being different or having unusual ideas Makes unusual connections between seemingly unrelated (remote) ideas Environmental Transiency – at least three moves Home with little enrichment or stimulation Parental attitude demonstrating rejection or indifference Language Considerations English as a second language – lack of proficiency Lack of verbal intellectual stimulation due to limited language facility Cultural Considerations Inability to function meaningfully in dominant culture due to limited exposure Standards conflict with dominant culture, involving peers, parents, & community Lower self-esteem due to self-comparison with dominant culture standards Economic Considerations Residence in depressed economic area with a high concentration of poverty Low family income –(free/reduced lunch) Large family living at subsistence level Inability to participate in varied experiences outside the home Other Considerations Medical issues impacting achievement Other factors as described in recommendation Entertains self through imagination: reads, writes, draws, daydreams, etc. Sees humor in situations that others may not see Viewed by others as unique Retains own ideas during group work or in group discussion Produces impressive work when given creative product choice or assignment in interest area Displays energy, mind constantly moving Generates many ideas and/or expands on ideas with great detail Enjoys spontaneity more than routine/drill
Gifted & Talented Services Leadership Nomination 3 pieces of evidence are required for nomination: 1. Leadership Ability Checklist 2. Recommendation – see reverse 3 Event Observations 3. Leadership Portfolio (to be completed by student) Extracurricular Activities Previous Leadership Roles Reference Letter (See GT Handbook for alternate or additional pieces of evidence.) Special Considerations Please mark if applicable. NONE Environmental Transiency – at least three moves Home with little enrichment or stimulation Parental attitude demonstrating rejection or indifference Language Considerations English as a second language – lack of proficiency Lack of verbal intellectual stimulation due to limited language facility Cultural Considerations Inability to function meaningfully in dominant culture due to limited exposure Standards conflict with dominant culture, involving peers, parents, & community Lower self-esteem due to self-comparison with dominant culture standards Economic Considerations Residence in depressed economic area with a high concentration of poverty Low family income – (free/reduced lunch) Large family living at subsistence level Inability to participate in varied experiences outside the home Other Considerations Medical issues impacting achievement Other factors as described in recommendation Student Name: Nominating Person: Relationship to Student: School: Grade: School Year: Leadership Ability Checklist Please rate 4-almost always, 3-frequently, 2- occasionally, Influences others to work towards goals _ Brings structure to & organizes activities _ Interacts easily with peers & adults _ Often self-assertive & persistent in beliefs _ Communicates effectively _ Shows sensitivity to others & situations _ Establishes the mood of a group _ Recognizes others’ skills & abilities _ Initiates activities with peers _ Displays
VISUAL OR PERFORMING ARTS Visual or Performing Arts means possessing either potential or demonstrated ability to perform at an exceptionally high level in the visual or performing arts and demonstrating potential for outstanding aesthetic production, accomplishment, or creativity in visual art, dance, music, or drama. (704 KAR 3:285) IDENTIFICATION AND SERVICES 1. Identification is based on documented strengths, abilities, and interests. Visual and performing arts talent shall be determined through evidence of performance which may include auditions, letters of recommendations, or product/portfolio assessment by at least two specialists or professional artists. Three measures/processes will be used to determine eligibility. If the student meets the minimum criteria in these three areas, he/she will be admitted into the program. The three areas for the specific “talent” are as follows: Visual Arts a. CCS Visual Arts Checklist: The criterion is met if the student scores 32+. b. Recommendation: Criterion is met if narrative includes at least two of the suggested topics listed on the visual arts nomination form and evidence indicates high level of ability. c. Portfolio Pieces: The criterion is met if two to three pieces of work (2 or 3 dimensional, in any medium) are deemed of a quality to warrant services. Alternate to portfolio - The criterion is automatically met if the student has been selected for GSA or other school/institute of high caliber. Performing Arts a. CCS Performing Arts Checklist (Vocal/Instrumental and/or Dance/Drama): The criterion is met if the student scores 32+. b. Recommendation: Criterion is met if narrative includes at least two of the suggested topics listed on the visual arts nomination form and evidence indicates high level of ability. c. Audition results: Criterion is met if a taped or live audition is judged by professionals in the field of talent and deemed of a quality to warrant services. Alternate to audition - The criterion is automatically met if the student has received the following recognition: 1. Selected for Governor’s School for the Arts, All District and/or All State Band or Chorus or received a superior rating in a state, regional or district performance.
Parent Nomination (cont.) Differences between the Bright Child and the Gifted Learner by Janice Szabos Bright Child Gifted Learners Knows the answers Is interested Is attentive Has good ideas Works hard Answers the questions Top group Listens with interest Learns with ease 6-8 repetitions Understands ideas Enjoys peers Grasps the meaning Completes assignments Is receptive Copies accurately Enjoys school Absorbs information Technician Good memorizer Enjoys straightforward, sequential presentation Is alert Is pleased with own learning Asks the questions Is highly curious Is mentally and physically involved Has wild, silly ideas Plays around, yet tests well Discusses in detail, elaborates Beyond the group Shows strong feelings and opinions Already knows 1-2 repetitions for mastery Constructs abstractions Prefers adults Draws inferences Initiates projects Is intense Creates a new design Enjoys learning Manipulates information Inventor Good guesser Thrives on complexity Is keenly observant Is highly Please describe behaviors or observations that lead you to believe your child is gifted in the area(s) you have indicated. If a current or past teacher has made changes to the regular curriculum to meet your child’s academic needs, please include that information as it relates to the area of nomination
* New students to district Specific Academic MAP * According to district assessment schedule with continuous monitoring 9th Stanine (96+ PCTL) ITBS * All exiting primary * New students to district 9th Stanine (96+ PCTL) AP * Use spring scores (CCHS) 4/5 ACT * Individual scores submitted to counselors (grades 7-12) * Grade 11 spring scores See ACT interpretation guide Creativity Williams * All exiting primary * New students to district See testing administrator’s guide Leadership Student/teacher surveys In-class observation Activity screeners * All 5th grade students *New students to district Evaluation of evidence by GT Selection & Placement Committee Visual/Performing Arts Portfolio or audition Upon referral from teacher, parent, student or community member Evaluation of evidence by GT Selection & Placement Committee Notes: Individual Education Plans are to be followed for modifications during test administration. Assessments may be given at any time for new referrals within Cycle 1, Cycle 2 and Cycle 3 schedules. Exiting primary maybe tested late winter/spring of 3rd grade year or early fall of 4th grade year. This is a district decision. Behavioral Checklist of Gifted/Talented Characteristics of the Culturally Disadvantaged Combinations of some of the following characteristics may indicate giftedness. Check all that apply to the student. Student Name _________________________ Grade_______Date_________ School _______________________________ Teacher __________________
INSTRUCTIONAL AND MANAGEMENT STRATEGIES FOR DIFFERENTIATION Strategy Description of Strategy Suggestions for Use With Gifted Learners Why Appropriate for Gifted Learners Compacting A 3-step process that 1) assesses what a student knows about material to be studied and what the student still needs to master, 2) plans for learning what is not known and excuses student from what is known, 3) plans for freed-up time to be spent in enriched or accelerated study. • Explain the process and its benefits to students and parents • Document pre-assessment • Allow student much choice in use of time “bought” through previous mastery • Use written plans and timelines for accelerated or enrichment study • Can use group compacting for several students • Recognizes large reservoir of knowledge • Satisfies hunger to learn more about more topics that school often allows • Encourages independence • Eliminates boredom and lethargy resulting from unnecessary drill and practice Independent Projects Process through which student and teacher identify problems or topics of interest to the student. Both student and teacher plan a method of investigating the problem or topic and identifying the type of product the student will develop. This product should address the problem and demonstrate the student’s ability to apply skills and knowledge to the problem or topic. • Build on student interest • Allow the student maximum freedom to plan, based on student readiness for freedom • Teacher provides guidance and structure to supplement student capacity to plan and to ensure high standards of production • Use preset timelines to zap procrastination • Use process logs to document the process involved throughout the study • Establish criteria for success • Builds on student interest • Satisfies curiosity • Teaches planning and research skills at advanced levels • Encourages independence • Allows work with complex and abstract ideas • Allows long-term and in-depth work on topics of interest • Taps into high motivation
INSTRUCTIONAL AND MANAGEMENT STRATEGIES FOR DIFFERENTIATION (continued) Strategy Description of Strategy Suggestions for Use With Gifted Learners Why Appropriate for Gifted Learners Interest Centers or Interest Groups Interest centers (often used with younger students) and interest groups (often used with older students) typically provide enrichment for students who can demonstrate mastery/competence with required work. They are sometimes a vehicle for providing students with meaningful study when basic assignments are completed. • Make certain that the task is suitably complex for a high-ability learner • Allow students of like interests to work together • Involve the gifted learner in researching and creating interest centers and interest-group tasks • Allow some large blocks of time for working on the interest • Change centers less often, using more depth in few topics • Allows opportunity for study in greater breadth and depth • Allows introduction of topics not in the regular curriculum • Can satisfy curiosity – explore hows and whys • Can allow student choice • Can draw on ability to make connections between fields and topics Tiered Assignments In a heterogeneous class, a teacher uses varied levels of activities to ensure that students explore ideas at a level that builds on their prior knowledge and prompts continued growth. Student groups use varied approaches to exploration of essential ideas. • Use advanced materials • Make certain the activity is complex • Ensure that students must transform ideas, not merely reproduce them • Make the activity open ended • Allows early exploration and application of principles • Encourages broader reading than otherwise • Can focus on problem solving • Can provide meaningful work with peers of similar interest and readiness • Can develop creative talents Flexible Skills Grouping Students are matched to skills work by virtue of readiness, now with the assumption that all need the same spelling task, computation drill, writing assignment, etc. Movement among groups is common, based on readiness on a given skill and growth in that skill. • Exempt gifted learners from basic skills work in areas where they demonstrate a high level of performance (100% is not required) • When skills work is needed, place it in a meaningful context as often as possible • Ensure that gifted learners develop advanced knowledge and skills in their areas of talent • Acknowledge quick mastery and recall of information • Can provide opportunity for development of advanced skills, including skills of production and expression • Can “buy” time for advanced work • Can allow a chance for independent work at the student’s own pace
SPECIFIC ACADEMIC AREA JOT DOWN Brief description of Check One: Language Arts Date / / observed activity: Social Studies Mo. Day Yr. Math Teacher Science Grade School 1. As students show evidence of the following characteristics in comparison with age peers, jot their names down in the appropriate box/es. 2.When recommending students for gifted services, use this identification jot down as a reminder of student performances in this specific academic area. Sees connections. Asks many probing questions. Shares what he/she they knows which may be seen as answering "too often." Provides many written/oral details. Is widely read or likes to read about subject area. Absorbs information quickly from limited exposure. Has a large vocabulary in subject area. Benefits from rapid rate of presentation in subject area. Displays intensity for learning within subject area. Requires little or no drill to grasp concepts. Generates large number of ideas or solutions to problems. Has knowledge about things age peers may not be aware of. Prefers to work independently with little direction. Displays leadership qualities within subject area. Applies knowledge to unfamiliar situations. Offers unusual or unique responses. Developed by L. Whalley and M. Evans, The Center for Gifted Studies, Western Kentucky University
Offers ideas others may view as wild and crazy. May not read rules or may question the rules. Enjoys spontaneous activities; sometimes without considering the consequences. Appears reflective or idealistic. Developed by L. Whalley and M. Evans, The Center for Gifted Studies, Western Kentucky University