Certification in Gifted Education
Presenters: Nancy Gardner
Nora Ho Marilyn Lane Virginia McQueen
Expected Competencies and Requirements
Course Requirements
Attendance Attend all 5 days of class sessions Attend Fall conference and coaching session Attend Spring coaching and culmination session
Read and reflect on 3 articles in addition to articles reviewed in class
Prepare a unit of study Share a district procedure and/or policy as it pertains to gifted education
History of Gifted Education
1868 – Dr. William T. Harris, Superintendent of Schools in St. Louis
1918 – formal gifted programs 1961 – MGM program 1980 – AB 1040 establishment of GATE program
2001 – AB 2313 1st legislative change in Ed Code regarding GATE
What Is Giftedness?
Course #1
Definitions of Giftedness
Characteristics of Giftedness
Myths about Gifted
Identification Process and
Procedures
Could I Be Gifted?
Definitions of Giftedness
Marland Report, 1971
U.S. Department of Education based on Javits Gifted and Talented Education Act, 1973
National Association for the Gifted
Barbara Clark, State University of CA, Los Angeles
Joseph Renzulli, University of Connecticut
Learning and Behavioral Characteristics
Bright Learner Is receptive Copies accurately Enjoys school Absorbs information
Technician Good memorizer Is alert
Gifted Learner Is intense Creates new designs Enjoys learning Manipulates information
Inventor Good guesser Is keenly observant
Learning and Behavioral Characteristics
Bright Learner Knows the answers Is interested Is attentive
Has good ideas Works hard
Answers the questions Is in top group
Gifted Learner Asks the questions Is highly curious Is mentally and physically involved
Has wild, silly ideas
Plays around, tests well
Discusses in detail Beyond the group
Learning and Behavioral Characteristics
Bright Learner Listens with interest
6-8 repetitions for mastery
Understands ideas Enjoys peers Grasps the meaning Completes the assignments
Gifted Learner Shows strong feelings, emotions
1-2 repetitions for mastery
Constructs abstraction
Prefers adults Draws inferences Initiates projects
Learning and Behavioral Characteristics
Bright Learner Enjoys straightforward, sequential presentation
Is pleased with own learning
Gifted Learner Thrives on complexity
Is highly self critical
Behaviors Seen In Gifted and Talented Students
Characteristics Learns rapidly & easily
Reads intensively
Advanced vocabulary
Retains a quantity of information
Long attention span Curious, has variety of interests
Negative Behaviors Gets bored easily, disturbs others, daydreams
Neglects other responsibilities
Shows off, invokes peer resentment
Monopolizes discussions Resists class routine, dislikes interruptions
Goes on tangents, no follow-thru
Behaviors Seen In Gifted and Talented Students
Characteristics Alert and observant Has a good sense of humor
Comprehends, recognizes relationships
High academic achievement
Fluent, verbal facility
Self-motivated, self-sufficient
Negative Behaviors Impolitely corrects adults
Plays cruel jokes Interferes in the affairs of others
Brags, egotistical, impatient w/others
Leads others into negative behavior
Is overly aggressive, challenges authority
Who Is Gifted? Gifted: having a natural ability or aptitude; talented, superior in intelligence.
Public Law 91-230, section 806 Gifted and talented children who are capable of high performance. Require differentiated programs and/or services to realize contribution to self and society.
A gifted child is one who due to superior intellect, advanced learning ability on achievement tests, or both, is not given the opportunity to progress and develop in the regular classroom and needs special instruction and services.
A gifted and/or talented person demonstrates or has the potential for excellence in some field of constructive human endeavor.
Myths of Giftedness Gifted children will make it on their own. Gifted children know what they want when
they grow up. If gifted children are grouped together or
given special programs they will become an elite group.
Programs for gifted children are good for all children.
Gifted children must learn to get along with their peers.
Everyone is gifted.
Characteristics/Possible Problems
Learn quickly and easily
Exhibit verbal proficiency
Have high energy level
Exhibit heightened curiosity
Is persistent
Become bored and frustrated
Dominate discussion; difficulty listening
Frustrated with inactivity
Take on too many activities
Resist interruption or schedules
Characteristics/Possible Problems Exhibit unusual emotional depth and intensity
Highly sensitive
Concerned w/ adult/moral issues
Aim at perfection
Vulnerable; confused if thoughts and feelings not taken seriously
Perceived as immature
Attempt unrealistic reforms
Set unrealistic high goals.
Characteristics/Possible Problems
Feelings of being different
Keen sense of humor
Possess unusual imagination
Respond and relate to older children and adults
Regard difference as bad, worthless
Confused when humor not understood
Seen as weird
Seen as show off, odd, critical
California GATE Program Standards
California GATE Program Standards
8 GATE Program Standards1. Program Design2. Identification3. Curriculum and Instruction4. Social and Emotional Development5. Professional Development6. Parent and Community Involvement7. Program Assessment8. Budgets
California GATE Program Standards
Standard 1: Program Design Provide a comprehensive continuum of services
and program options responsive to the needs, interests, and abilities of gifted students and based on philosophical, theoretical, and empirical support
A written statement of philosophy, goals, and standards appropriate to the needs and abilities of gifted learners
Provides appropriate administrative groupings and structures available to all gifted learners
Program is articulated with general education programs
Section 1: Program Design
Districts provide a comprehensive continuum of
services and program options responsive to the needs,
interests, and abilities of gifted students and based on philosophical, theoretical,
and empirical support.(EC 52205d and 52206a)
Section 1: Program Design
1:1
The plan for the district has a written statement of
philosophy, goals, and standards appropriate to the needs and abilities of gifted
learners.
Minimum Standards: 1:1One Year Approval
a. The plan includes an intellectual component with objectives that meet or exceed state academic content standards
b. The plan incorporates expert knowledge, is approved by local Board of Education, and is available.
c. The plan aligns with the available resources of the school, staff, parents, and community.
d. A GATE advisory committee representing educators, community and parents is formed to support the needs of the program.
Commendable Standards: 1:1Two Year Approval
a. The district plan is disseminated and easily accessible to parents and the community in pamphlet, website, or other forms.
b. Participation in the program is not limited by other problems of logistics.
c. A district GATE advisory committee representing all constituents meets on a regular basis to assist in program planning and assessment.
Minimum Standards: 2:1One Year Approval
a. All children are eligible for the nomination process regardless of socioeconomic, linguistic or cultural background, and/or disabilities.
b. The district establishes and implements both traditional and nontraditional instruments and procedures searching for gifted students. All data is used to ensure equal access to program services.
c. Referrals are sought from classroom teachers and parents. District actively searches for referrals among underrepresented populations.
d. Students may be nominated for participation more than once.
e. All staff receive training and information about the nomination process, including the characteristics of gifted learners and have access to nomination forms.
Commendable Standards: 2:1Two Year Approval
a. Training in the identification process is provided that is specifically appropriate for administrators, teachers, and support personnel.
b. The district maintains data on nominees and includes these data in reassessing students who referred more than once.
Exemplary Standards: 2:1Three Year Approval
No exemplars
Identification of Giftedness
California Department of EducationDefinition of Giftedness
IntellectualHigh
AchievementCreative
Specific Academic
LeadershipVisual and
Performing Arts
Intellectual: capable of achieving in all subject areas
Behaviors Scores high on tests
Understands complex concepts and perceives relationships
Interventions Independent study Mensa Historical philosophers
Analogy activities, concrete to abstract
Decision-making simulations aimed towards end goal
High Achievement: consistently produces ideas and/or products of excellence
Behaviors Demonstrates superior academic performance
Enjoys academically challenging activities
Interventions Evaluate a newspaper article
Hypothesize about chemical reactions
Create timetable for completion of enrichment activities
Provide opportunities to perform accelerated academic work
Specific Academic: functions at an advanced academic level in a particular subject area
Behaviors Succeeds with little effort
Scores high on specific subject areas
Demonstrates significant knowledge in specific academic area
Interventions Provide opportunities to participate in accelerated work
Engage in independent research project
Write hypothesis in area of scientific interest
Leadership: influence others, either positively or negatively
Behaviors Takes leadership role Takes active role in elected offices
Facilitates group dynamics or activities
Organizes and leads groups
Chosen to leadership position by peers
Interventions Provide opportunities to recognize strengths of team members
Train to be effective communicator; share feelings, active listening
Role-play different group roles
Encourage request for help
Visual & Performing Arts: displays exceptional ability to produce or perform in one or more areas of the fine arts
Behaviors Demonstrates superior artistic abilities
Demonstrates original talent in art, music, dancing, etc.
Successful in acting and performing for audiences
Interventions Arrange mentorship program w/local expert
Encourage public speaking for students with similar interests in the arts
Encourage student to participate in local artistic competitions
Creative: examine assumptions, restructure perceptions, construct new concepts and use them in productive ways
Behaviors Develops creative and original ideas
Has many projects or activities going on
Demonstrates wide variety of interests
Interventions Provide environment to share free from ridicule
Practice problem-solving having no correct answer
Encourage risk-taking in discussion groups, in accepting atmosphere non-judgmental
“The truly creative mind in any field is no more than this: a human creature born abnormally, inhumanly sensitive.
To him…a touch is a blow, a sound is a noise, a misfortune is a tragedy, a joy is an ecstasy, a friend is a lover, a lover is a god, and failure is death.
Add to this cruelly delicate organism the over-powering necessity to create, create, create---so that without the creating of music or poetry or books or buildings or something of meaning, his very breath is cut off from him.
He must create, must pour out creation. By some strange, unknown, inward urgency, he is not really alive unless he is creating. “ -Pearl Buck-
California GATE Program Standards
Standard 2: Identification Procedures are equitable, comprehensive,
and ongoing. They reflect the district’s definition of giftedness and its relationship to current state criteria. The nomination referral process is ongoing and
includes K-12. A process is in place to ensure that all potentially
gifted students are appropriately assessed. Multiple service options are available within the GATE
program and between other educational programs. Placement is based on the assessed needs of the student and reviewed periodically.
Section 2: Identification
2:2
An assessment/identification process is in place to ensure that all potentially gifted students are appropriately assessed for identification
as gifted students.
Minimum Standards: 2:2One Year Approval
a. A committee including the GATE coordinator and certificated personnel, make final determinations on individual student eligibility for the program.
b. Evidence from multiple sources is used to determine eligibility and a data record or file is established for each nominee.
c. Parents and teachers are notified of a student’s eligibility for program placement and are informed of the appeal process.
d. Transfer students are considered for identification and placement in a timely manner.
Commendable Standards: 2:2Two Year Approval
a. The identification tools used are reflective of the district’s population.
b. The district makes timely changes in identification tools and procedures based on the most current research.
Exemplary Standards: 2:2Three Year Approval
a. Personnel trained in gifted education meet at regular intervals to determine eligibility of individual candidates.
b. The diversity of the district’s student population is increasingly reflected in the district GATE population.
Section 2: Identification
2:3
Multiple service options are available with the gifted education program and between other educational
programs. Placement is based on the assessed needs of the student and
is periodically reviewed.
Minimum Standards: 2:3One Year Approval
a. Students and parents are provided information and orientation regarding student placement and participation options. Signed parent permission for participation is on file.
b. Upon parent request the district provides identification information the parent may take to a new school or district.
c. Participation in the program is based on the criteria of identification is not dependent on the perception of a single individual. Once identified, a student remains identified as a gifted student in the district, though services to individuals may vary from year to year.
Commendable Standards: 2:3Two Year Approval
a. Before any student is
considered for withdrawal from
the program, interventions are
implemented and a meeting is held
with the parents and student.
Exemplary Standards: 2:3Three Year Approval
No exemplars
Traditional
Selection Implications
Atypical will be excluded
Population of gifted will be overrepresented by English-advantaged and under-represented by disadvantaged/ culturally different students
Positive Aspects
Easy to define to parents and boards…
Generally consistent with academic achievement
Potential Problems
Tends to exclude atypical students from gifted programs
Tends to shape gifted program into accelerated academics
Differentiated
Atypical student will be included in gifted program in significant numbers
No guarantee that the atypical selected will exactly match their proportion in the school population
Gets atypical into gifted program
Selection consistency: one set of criteria for both atypical and mainstream
Individual needs are clear
Not a “traditional” assessmentRequires explanation Provides more information than “traditional” May create overload for gifted programming until staff becomes familiar
Characteristics of Traditional Versus Differentiated Assessment
Education Code 56320 Individual Needs
*Administered by trained personnel in conformance with the instructions provided by the producer of the tests and other assessment materials, except that individually administered tests of intellectual or emotional functioning shall be administered by a credentialed school psychologist.
GATE Referral Flow Chart1. ALL GRADE 2 STUDENTS are screened with the Ravens.• For students who DO NOT qualify, no further assessment is
required.
2. Students who qualify, go on to Stage 2 of the screening process.
3. Teacher fills out the GATE Referral Form #1. Parent signs Parent Permission
Form.
4. School site team consisting of the Principal, classroom teacher, and district office
personnel and/or designee, reviews individual student file, makes a determination
and fills out the Identification Worksheet.
5. Students are sent a notification letter of qualification or non-qualification.
6. Students who qualify will fill out the Student Information Form at the school site.
Parents will fill out the Parent Information Form, which is sent home. Both Forms
will remain in the student’s cum file for teacher information, in planning
instruction.
7. Parent meeting is held to go over the identification process and procedures.
8. Students who do not qualify may go through an appeals process.
Ravens Progressive MatricesKey Points
Non-reading test
Fluid intelligence
Best and fairest method for
predicting scholastic aptitude
Untimed
Ravens Progressive Matrices
Consists of 60 tasks w/multiple choice
Tasks become progressively more difficult
Assesses “fluid” intelligence rather than a student’s achievement levels
Untimed but most complete items within 1 hour.
Ravens Ability Tested
Description of Ability [Handout]
Sample test items [Test Administration]
Ravens Progressive Matrices Sampler