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.
©AT&T Advertisement