identification of gifted students as a problem- … · (d) leadership ability: a pupil displays the...

IDENTIFICATIONOFGIFTEDSTUDENTSASAPROBLEM-SOLVINGANDDECISION-MAKINGPROCESS

E . J E A N G U B B I N S , P h . D . U N I V E R S I T Y O F C O N N E C T I C U T e j e a n . g u b b i n s@ u c o n n . e d u www . g i f t e d . u c o n n . e d u

Mission

Goals

Objec/ves Programming

Iden/fica/on

Evalua/on

E.J.GUBBINSUCONN

NEEDSASSESSMENT

IDENTIFICATION

SCREENING

PLACEMENT

U C C

A

T

I

P

WHATMAKESGIFTEDNESS?

JosephS.Renzulli

InCertainPeople

AtCertainTimes

UnderCertainCircumstances

Three-ring Conception of Giftedness Joseph S. Renzulli, 1978

TRAITS, APTITUDES, & BEHAVIORS

HumorConveys and picks up on humor.

Problem-Solving AbilityEffective, often inventive, strategies for recognizing and solving problems.

Communication SkillsHighly expressive and effective use of words, numbers, and symbols.

MotivationEvidence of desire to learn.

InterestsIntense (sometimes unusual) interests.

InquiryQuestions, experiments, explores.

MemoryLarge storehouse of information on school ornon-school topics.

InsightQuickly grasps new concepts and makes connections; senses deeper meanings.

Imagination/CreativityProduces many ideas; highly original.

ReasoningLogical approaches to figuring out solutions.

Mary Frasier

TALENTDEVELOPMENT

E.J.GUBBINSUCONN

manifest

emergent

latent

TheNa/onalResearchCenterontheGiBedandTalented,UniversityofConnec/cut,Storrs,CT(2004)

“Thatstudentsdiffermaybeinconvenient,butitisinescapable.Adap:ngtothatdiversityistheinevitablepriceofproduc:vity,highstandardsandfairnesstothestudents.”

Sizer, T. (1984). Horace’s Compromise: The dilemma of the American high school. Boston, MA: Houghton-Mifflin.

TheodoreSizer,1984,p.194

STATEDEFINITIONSOFGIFTED&TALENTED(2012-2013)

0

5

10

15

20

25

30

35

40

#States(n=44)

IDENTIFICATIONCRITERIA(2012-2013)

0 5 10 15 20 25 30

NoRequiredCriteria/Methods

NotSpeci`ied

Other

Nominations

RatingsofStateApprovedInstruments

AchievementData

IQTests

MultipleCriteriaModel

#States(n=43)

NAGCPROGRAMMINGSTANDARD2:ASSESSMENT

2.1.Iden/fica/on.AllstudentsingradesPK-12haveequalaccesstoacomprehensiveassessmentsystemthatallowsthemtodemonstratediversecharacteris/csandbehaviorsthatareassociatedwithgiBedness.

2.2.Iden/fica/on.Eachstudentrevealshisorherexcep/onali/esorpoten/althroughassessmentevidencesothatappropriateinstruc/onalaccommoda/onsandmodifica/onscanbeprovided.

2.3.Iden/fica/on.Studentswithiden/fiedneedsrepresentdiversebackgroundsandreflectthetotalstudentpopula/onofthedistrict.

NAGCPROGRAMMINGSTANDARD2:ASSESSMENT

2.4.LearningProgressandOutcomes.StudentswithgiBsandtalentsdemonstrateadvancedandcomplexlearningasaresultofusingmul/ple,appropriate,andongoingassessments.

2.5.Evalua/onofProgramming.Studentsiden/fiedwithgiBsandtalentsdemonstrateimportantlearningprogressasaresultofprogrammingandservices.

2.6.Evalua/onofProgramming.Studentsiden/fiedwithgiBsandtalentshaveincreasedaccessandtheyshowsignificantlearningprogressasaresultofimprovingcomponentsofgiBededuca/onprogramming.

Who?

What?

When?

Where?

Why?

How?

IDENTIFICATIONASPROBLEMSOLVING

DecisionMaking:Op/onsWhataremyalterna/ves?

Op/onsConsidered

ConsequencesWhatwillresultifItakethisop/on?

Support

Whatevidenceistherefor

thinkingeachconsequencewilloccur?

ValueHowimportant

istheconsequence?

Why?

Whoarethegiftedandtalentedstudents?

Whyarewestrivingto`indthem?Howdowe`indthem?

E.J.GUBBINSUCONN

ARIZONASTATEDEFINITION

“‘Giftedchild’meansachildwhoisoflawfulschoolage,whoduetosuperiorintellectoradvancedlearningability,orboth,isnotaffordedanopportunityforotherwiseattainableprogressanddevelopmentinregularclassroominstructionandwhoneedsspecialinstructionorspecialancillaryservices,orboth,toachieveatlevelscommensuratewiththechild’sintellectandability.”

(ArizonaRev.Stat.§15-761(8))

ProgrammingMandated

CALIFORNIASTATEDEFINITION“Eachdistrictshalluseoneormoreofthesecategoriesiniden/fyingpupilsasgiBedandtalented.Inall

categories,iden/fica/onofapupil’sextraordinarycapabilityshallbeinrela/ontothepupil’schronologicalpeers.

(a)IntellectualAbility:Apupildemonstratesextraordinaryorpoten/alforextraordinaryintellectual

development.(b)Crea/veAbility:Apupilcharacteris/cally:1.Perceivesunusualrela/onshipsamongaspectsofthepupil’senvironmentandamongideas;2.Overcomesobstaclestothinkinganddoing;3.Producesuniquesolu/onstoproblems.(c)SpecificAcademicAbility:Apupilfunc/onsathighlyadvancedacademiclevelsinpar/cularsubject

areas.(d)LeadershipAbility:Apupildisplaysthecharacteris/cbehaviorsnecessaryforextraordinary

leadership.(e)HighAchievement:Apupilconsistentlyproducesadvancedideasandproductsand/oradains

excep/onallyhighscoresonachievementtests.(f)VisualandPerformingArtsTalent:Apupiloriginates,performs,produces,orrespondsat

extraordinarilyhighlevelsinthearts.(g)Anyothercategorywhichmeetsthestandardssetforthintheseregula/ons.”(CaliforniaCodeRegs./tle5,§3822)

ProgrammingNotMandated

Intellectual Crea5veSpecificAcademic

Leadership HighAchievement

Visual/Performing

Arts

Other

GEORGIASTATEDEFINITION

“GiBedStudent–astudentwhodemonstratesahighdegreeofintellectualand/orcrea/veability(ies),exhibitsanexcep/onallyhighdegreeofmo/va/on,and/orexcelsinspecificacademicfields,andwhoneedsspecialinstruc/onand/orspecialancillaryservicestoachieveatlevelscommensuratewithhisorherabili/es.”

(GeorgiaComp.R.&Regs.r.160-4-2-.38)

ProgrammingMandated

Whatarethemostappropriatetoolsforiden/fyingstudents’giBsandtalents?

Howarethedatafrom

varioustoolsanalyzedandinterpreted?

Whoisresponsiblefor

iden/fyingstudents’giBsandtalents?

E.J.GUBBINSUCONN

TestData§ Individualintelligencetest§ Groupintelligencetest§ Creativitytest§ Norm-referencedachievementtest

§ Criterion-referencedtest§ AcademicgradesNomination§ Teacher§ Parent§ StudentBiographicalor

AutobiographicalData§ Interview§ Casestudy§ Narrativeoranecdotalrecommendation

Activity-basedAssessment§ DevelopmentalidentiHication§ Diagnosticplacement§ ResponsestoimprovisedactivitiesEvaluationofStudentWork§ Productreview§ Portfolioreview§ AuditionRatingScalesorBehavioral

Checklist§ Teacher§ Parent§ Student

E.J.GUBBINSUCONN

DelSiegle

AcademicAbili/esGroupAdministeredTests

Springofgrades2-11TalentPool85thpercen5le(localnorms)—AchievementTest

120orabove—IntelligenceTest

TeacherRa:ngsLearning,Mo5va5on,Crea5vity

Alterna:veToolsNomina:ons

Self,Peer,Teacher,Administrator,ParentAcademicGradesWri:ngSamples

Students’Educa:onalProfilesAcademicAchievementsandAccomplishments

CaseStudies

Con:nuumofPrograms&ServicesMatchTalentsandAbili5estoGoals

Gubbins,E.J.(2006).Construc/ngiden/fica/onprocedures.InJ.H.Purcell&R.D.Eckert,Designingservicesandprogramsforhigh-abilitylearners:AguidebookforgiMededuca:on(pp.49-61).ThousandOaks,CA:CorwinPress.

E.J.GUBBINSUCONN

Ar/s/cTalents&Abili/esNomina:ons

Self,Peer,Teacher,Administrator,Parent

TeacherRa:ngsArt,Music,Dance,Theater

PorNoliosGuidedCollec5onRelatedtoAr5s5cTalentsandAbili5es

PerformancesAudi5ons,Presenta5ons,JuriedShows,Recitals

Students’Educa:onalProfilesRa5ngsofPanelofAr5sts

CaseStudies

Con:nuumofPrograms&ServicesMatchTalentsandAbili5estoGoals

Gubbins,E.J.(2006).Construc/ngiden/fica/onprocedures.InJ.H.Purcell&R.D.Eckert,Designingservicesandprogramsforhigh-abilitylearners:AguidebookforgiMededuca:on(pp.49-61).ThousandOaks,CA:CorwinPress.

E.J.GUBBINSUCONN

IDENTIFICATIONPROCEDURES

•  Group Administered Tests

•  Teacher Ratings

•  Alternative Tools: Nominations, Academic Grades, Writing Samples

•  Students’ Educational Profiles

•  Continuum of Programs and Services

SCREENINGPROFILEINNEEDOFREVISION

Achievement 95+ LP

Intelligence 135+

Learning Rating 35+

Motivation Rating 35+

Total

Student 1

95 135 35 33 298

Student 2

99 140 40 40 319

Student 3

96 137 36 37 306 ✗

Comprehensive Mul:pleMeasures

AssessmentInterven:on

Theory-based

Codified

✔

✔ ✔

✔

✔

GUIDING PRINCIPLES (LANDRUM, CALLAHAN, & SHAKLEE,2001)

1.  Comprehensiveandcohesiveprocessforstudentnomina/onmustbecoordinated

2.  Instrumentsmustmeasurediverseabili/es,talents,andstrengths

3.  Studentassessmentprofileshouldguideinterven/on

GUIDING PRINCIPLES (LANDRUM, CALLAHAN, & SHAKLEE,2001)

4. Iden/fica/ontheoriesandprac/cesmustbebasedoncurrenttheoryandresearch

5. Wridenproceduresmustincludeprovisionsforinformedconsent,studentreten/on,studentreassessment,studentexi/ng,andappealsprocedures

Provides logical, direct statements of where to start the process

Public information in written form

Reflects characteristics of student population Incorporates multiple tools to document students’ abilities and talents Reflects students’ needs and definition of giftedness

ISOURIDENTIFICATIONSYSTEMEFFECTIVE?

E.J.GUBBINSUCONN

Test

Sco

re C

riter

ia[A

ppro

ximat

ely 50

% o

fth

e Tale

nt P

ool]

Non-

Test

Crit

eria

[App

roxim

ately

50%

of

the T

alent

Poo

l]Step 1

Step 2

Step 3

Step 4

Step 5

Step 6

Test ScoreNominations

[Automatic, and Based onLocal Norms]

Teacher Nominations[Automatic Except in Cases of Teachers

Who Are Over or Under Nominators]

99th%ile

92nd%ile

Alternative PathwaysSpecial Nominations

Notifi cation of ParentsAction Information Nominations

CaseStudyCaseStudy

Total Talent Pool Consists of Approximately 15%

of the General Population

IDENTIFYING GIFTED AND TALENTED CHILDREN

J. S. Renzulli

ProgrammingOptions

MaryM.Frasier(1992)E.J.GUBBINSUCONN

SCREENING,NOMINATION,&IDENTIFICATION

u NeedsAssessmentu PreparationProgramforYoungStudentsu UniversalScreeningu InstrumentsMatchedtoGoals/Objectivesu SelectionProcedures:TeamApproachu CaseStudiesu FinalSelectionofStudents

"I have no special gift."I am only passionately curious.""

— Albert Einstein"

Notice anything different about that little schoolboy?""Who could have guessed that one day he would turn the Universe on its head.""Where will tomorrow's Einsteins come from?""From our nation's schools,"of course.

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