Exceptional

StudentsGuide for raising a gifted and talented child

Recognizing and nurturing the

development of exceptional abilities

so that all gifted students demonstrate

positive self-esteem, high-level

thinking and creative productivity.

Raising

Recognizing and nurturing children with exceptional abilities

� RaisingExceptionalStudentsn

Torecognizeandnurturethedevelopmentofexceptionalabilitiessothatallgiftedstudentsdemonstratepositiveself-esteem,high-levelthinkingandcreativeproductivity,isthepur-poseoftheGiftedandTalentedPrograminPoudreSchoolDistrict.

Giftedchildrenarethosepersonsbetweentheagesoffiveand�1whoseabili-ties,talentsandpotentialforaccomplishmentaresooutstandingthattheyrequirespecialprovisionstomeettheireducationalneeds.

Giftedstudentsareca-pableofhighperformanceinanyoracombinationoftheseareasandthereforeprogrammingisof-feredthatmeetsthediverseneedsofallofourgiftedstudentsinthefollowingareas:*

n Generalintellectualabilityn Specificacademicaptituden Creative,productivethinkingn Leadershipandhumanrelationsskillsn Visualandperformingarts

Identifying gifted studentsThePSDidentificationprocessusesmultifacetedcriteriontohelpteachers,counselors,principals,gifted/talentedcoordinatorsandparentsmakeappropriate,responsibledecisionsaboutthelearningneedsofgiftedandtalentedstudents.InPoudreSchoolDistrict,screeningoccursforallstudentsinthirdgradewithformalidentifi-cationofgeneralintellectualabilityandspecificacademicaptitudereportedtothestatebegin-ninginfourthgrade.

Onceidentified,studentsremaininacohortofstudentsthrough1�thgrade.Studentswithiden-tifieddisabilities,whetherphysicalormental,orstudentswhosesecondlanguageisEnglishwillnotbedeniedgiftedandtalentedservicesand

mayneedspecialconsider-ationsintheidentificationprocess.

Standardized AssessmentsStudentsmustdemon-strateaneedforadditionallanguageartsand/ormathservicesonatleasttwoofthreecriteria,andtwoofthethreecriteriautilizedmustbestandardizedas-sessments.Thiscriterionincludes:

n AbilitiesTesting(95thpercentileorabove)n Norm-referencedAchievementTesting(95thpercentileorabove)

n Criterion-referencedAchievementTesting(toptwo-thirdsofadvanced)

n ObservationChecklists/Inventoriesn Performance

Poudre School District Assessmentsn CogAT(CognitiveAbilitiesTest)n NWEALevelsTestn CSAP(ColoradoSchoolAssessmentProgram)n PoudreAssessmentRatingSchemen Harrison’sObservationInventoryn KingoreObservationInventoryn ChecklistofTraitsforCulturalDiversePopulations

NOTE: Other assessments may be substituted as deemed appropriate by school and district personnel.

* Adapted from the Colorado Department of Education, Colorado Rules for the Administration of the Exceptional Children’s Act (1 CCR 301-8) Section 2220-R-8.01 Gifted and Talented Student Programming

RaisingExceptionalStudents � n

Trait, Aptitude, or Behavior

General Description

How It May Look

Issues It May Create

MotivationEvidence of desire to learn

Internal drive or encour-agement that initiates, directs, or sustains indi-vidual or group behavior in order to satisfy a need or attain a goal.

Demonstrates persistence in pursuing or completing self-selected tasks (may be culturally influenced); evident in school or non-school activities. Enthusiastic learner; has aspirations to be somebody, to do some-thing.

Strong will, resists di-rection. Impatient with peers for interrupting learning.

InterestsIntense, some-times unusual, interests

Activities, avocations, objects, etc., that have special worth or sig-nificance and are given special attention.

Unusual or advanced interests, topic, or activity; self-starter; pursues an activity unceasingly beyond the group.

Neglects duties or people during periods of focus, resists inter-ruptions, displays stubbornness. May appear disorganized or scattered, frustrated over lack of time.

Communication SkillsHighly expres-sive with words, numbers or symbols

Transmission and recep-tion of signals or mean-ings through a system of symbols (codes, gestures, language and numbers).

Unusual ability to communicate (verbally, non-verbally, physically, artistically, sym-bolically); uses particularly apt examples, illustrations or elaborations.

Dislikes unclear, illogi-cal areas (e.g. traditions and feelings).

Problem-Solving AbilityEffective, often inventive, strate-gies for recog-nizing and solv-ing problems

Process of determining a correct sequence of alternatives leading to a desired goal or to suc-cessful completion of a performance task.

Unusual ability to devise or adopt a sys-tematic strategy to solve problems and to change the strategy if it is not working; cre-ates new designs; inventor.

Resists routine prac-tice, questions teacher procedures.

MemoryLarge storehouse of informa-tion on school or non-school topics

Exceptional ability to retain and retrieve infor-mation.

Already knows; needs only 1-2 repetitions for mastery; has a wealth of information about school and non-school topics; pays at-tention to details; manipulates information.

Impatient with others for slowing pace of class.

Inquiry/CuriosityQuestions, experiments, explores

Method or process of seeking knowledge, un-derstanding or informa-tion.

Asks unusual questions for age; plays around with ideas; extensive exploratory behaviors directed toward eliciting infor-mation about materials, devices or situa-tions.

Ask embarrassing questions or lots of questions; especially “why?”

Characteristics of Exceptional Students

continued

� RaisingExceptionalStudentsn

InsightQuickly grasps new concepts; sees connec-tions; senses deeper mean-ings

Sudden discovery of cor-rect solution following attempts based primarily on trial and error; put-ting disparate elements together in unexpected ways.

Exceptional ability to draw inferences; appears to be a good guesser; is keenly observant; heightened capacity for seeing unusual and diverse relationships, integra-tion of ideas and disciplines.

Impatient with oth-ers. Chooses adult idea mates over same-age peers.

ReasoningLogical ap-proaches to figuring out solutions

Highly conscious, di-rected, controlled, active, intentional forward-looking, and goal-ori-ented thought.

Ability to make generalizations and use metaphors and analogies; can think things through in a logical manner; critical think-er; ability to think things through and come up with a plausible answer.

May reject parent or peer input, noncon-formist.

Imagination/CreativityProduces many ideas; highly original

Process of forming mental images of objects; qualities, situations, or re-lationships which aren’t immediately apparent to the senses; problem solving through non-traditional patterns of thinking.

Shows exceptional ingenuity in using everyday materials; is keenly observant; has wild, seemingly silly ideas; fluent, flexible producer of ideas; highly curious.

Constructs complicated rules, can be seen as bossy. May be seen as disruptive, out of step.

HumorConveys and picks up on humor well

Ability to synthesize key ideas or problems in complex situations in a humorous way; excep-tional sense of timing in words or gestures.

Keen sense of humor that may be gentle or hostile; large accumulation of information about emotions; capacity for seeing unusu-al; uncommon emotional depth; openness to experiences; sensory awareness.

May become “class clown” for attention. Peers may misunder-stand humor.

Intensity (“Over excitabilities”)Strength of reac-tions, responses, behaviors (the term “over excit-abilities” comes from Polish psychologist Dabrowski)

Very Strong, even extreme, responses to stimuli in five areas: emotional, intellectual, sensory, psychomotor, and imagination.

Intense desire for experiences in the area(s) of over excitability; powerful emotions; seeks intellectual stimulation; sensory expe-riences evoke strong responses; constant or repetitive movement or gesturing; intense fantasy life; may need creative outlets for intensity.

Frustrated with inac-tivity. May be seen as hyperactive, intolerant.

SensitivityStrong reactions to emotional stimuli

Events and situations in the affective and social domains elicit a stronger response than usual.

Strong sense of compassion; keen sense of justice; empathy; moral and ethical sensi-bilities; sense of being “different” socially; existential worrying; often overly self- critical.

Worries about humani-tarian concerns. Sensi-tive to criticism or peer rejection. Perfectionist, may become depressed.

Adapted from material from the National Research Center on the Gifted and Talented and Mary Ruth Coleman, Ph.D., University of North Carolina.

Characteristics of Exceptional Students continuedfrompage�

RaisingExceptionalStudents 5 n

Connected Math 1

Connected Math 2

Connected Math 3

Integrated Math 1

Integrated Math 2

Integrated Math 3

Pre-Calculus and/or AP Statistics

Inordertoprovidethebestpossibleeducationalopportunitiestogiftedchildren,PSDadvocatesavarietyofgifted“bestpractices”tomatchtheneedsofidentifiedstudents.

AcceleratedMath,adistrict-wideprogrambeginninginsixthgrade,allowsqualifyingstudentstotakemathcontentonetotwoyearsaheadoftheirclassmates.Thisacceleratedpaceaffordsstudentstheopportunitytotakecollege-levelmathinthehighschoolyearsaheadoftheirclassmates.

Varied programming offers many opportunities

Math Course Sequence in Poudre School District

Standard Pathway

*Options for AP Calculus: Calculus AB Calculus BC

xl = Accelerated

Accelerated Pathway (Examples)Grade Level

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12

Connected Math 1 Connected Math 2 xl

Connected Math 2 xl Connected Math 3 xl

Connected Math 3 xl Integrated Math 2

Integrated Math 2 Integrated Math 3

Integrated Math 3 Pre-Calculus

AP Statistics Pre-Calculus AP Calculus*

AP Statistics, CSU Calculus Pre-Calculus, or AP Calculus*

Thepathwaysshowninthechartbelowareexamplesofhowstudentsmayfollowthemathcoursesequencefromgrades6–1�.

6 RaisingExceptionalStudentsn

Gifted Option Description Ability Grouping The grouping of students based on individual instructional needs.

Advanced Placement College equivalent coursework completed at the high school level.

Affective Needs Counseling

Group or individual counseling to meet the social and emotional consider-ations of an individual.

Cluster Grouping The intentional placement of a group of similiar-ability students in an otherwise heterogeneous (mixed-ability) classroom for a particular learn-ing activity.

College and Career Planning

Group or individual planning for the college and/or career pathway beyond high school.

Content Acceleration Opportunities in which students take classes in a specific content area that are one or more grade levels above their actual grade in school.

Cooperative Learning Groups

Providing grouped activities for the purpose of developing peer interaction skills and cooperation. May be like- or mixed-ability groups.

Curriculum Compacting

Streamlining the regular curriculum to “buy time” for enrichment, acceler-ated content, and independent study. Usually involves pre-assessment of what student has already mastered.

Differentiation The modification of instruction based on a student’s readiness, learning stye and interest.

Enrichment The enhancement of the curricular program with additional opportunities for learning. Examples:

• Math/Science Olympiads • Science/Invention Fairs

• Future Problem Solvers • Lego Robotics

• Chess • Odyssey of the Mind

• Math Counts • Knowledge Bowl

• Spelling/Geography Bees • Colorado Math League

(NOTE: Not all enrichment opportunities are available at every school; for further details see the specific school’s plan.)

Full Grade Acceleration Students are advanced one or more full grades beyond their same age peers.

Flexible Grouping The continual grouping and regrouping of students based on readiness, learning style and interest.

Heterogeneous Grouping

The grouping of students by mixed ability.

Eachschoolhasdevelopeddifferentprogrammingoptionstomeettheneedsofthegiftedchildrenattheirsite.ThefollowingchartoutlinesinstructionalstrategiesandprogramsthataredesignedtopromotePoudreSchoolDistrict’smission:Educate...EveryChild,EveryDay.

Pleasenotethatnotallstrategiesandprogramsareavailableateachschool.Forfurtherdetailsaboutaspecificschool,refertothesiteplanavailablefromeachschool’soffice.

Diverse options allow schools to tailor programming to student populations

RaisingExceptionalStudents � n

Homogeneous Grouping

Students are taught in similar-ability groups.

Honors Classes Classes for gifted and high-ability students that move at a faster pace and require students to complete assignments that have more complexity, depth and novelty.

Independent Study Structured projects agreed upon by student and supervising teacher that allow a student to individualy investigate an area of high interest or to advance knowledge in that area.

Interest Grouping Grouping students of like interest on a regular basis during the school day for pursuit of advanced knowledge in a specific content area.

International Baccalaureate Diploma Program

Challenging curriculum, designed for motivated students who want to learn a variety of subjects at an advanced level and who want to embrace diversity and an understanding of different cultures; leads to a diploma that is widely recognized by the world’s leading universities.

Internship/Apprenticeship

Learning by practical experience under the direct supervision of a skilled practitioner.

Mentoring Establishment of one-to-one relationship between student and outside-of-school expert in a specific topic area.

Online Learning Opportunities for advanced instruction via the internet through an accred-ited school or university.

Post-Secondary Option Reimbursable college classes taken by 11th and 12th graders when classes in specific content area(s) have been exhausted at the local high school.

Pull-out Program Classes and activities that are held during the school day, but outside the regular classroom.

Shared Inquiry Discussions

Discussion centered around a common experience such as a science experi-ment or reading selection that requires student to use information acquired during the experience to answer questions.

Subject Integration Uniting two or more disciplines and their content through a conceptual theme, such as “origins” or “change” or “friendship.”

Diverse options allow schools to tailor programming to student populations

PoudreSchoolDistrict,throughtheofficeofGiftedandTalentedEducationalServices,providesabuilt-instructureforcontinualpro-gramreview,evaluationandaccountability.

TheDistrictGiftedandTalentedAdvisoryBoard,composedofparents,students,teach-ers,andadministrators,encouragesrepresen-tationfromavarietyofsites,aswellasel-ementaryandsecondarylevels.TheAdvisory

Boardmeetsfourtimesperyearandprovidesaforumforpolicydevelopment,anddataanalysis,aswellasameansforannualpro-gramreviewandreportstothecommunity.

Concurrently,thereisacommitteeateachschoolsitemadeupoffaculty,staffandpar-entswhoshareinformation,developbuildingplansandreviewandevaluateprogrameffec-tiveness,annually.

Program evaluation involves parents, students and staff

� RaisingExceptionalStudentsn

n Allowyourgiftedchildtoexperiencethewondersandfreedomofchildhood.

n Donotexpectadultbehaviorfromagiftedchild.

n Beawareofthedifferencebetweenpushingandstretchingyourchildbothinschoolandinoutsideactivities.

n Encourageabalancebetweenrigorousacademics,passionareasandextra-curricularactivitieswithoutoverextending.

n Encouragesaferisk-taking.Recognizemis-takesasanopportunitytolearn,notamarkoffailure.

n Nurturethepassions,strengthsandinterestswithinyourchild.

n Makefreetimearegularpastimetoencour-agecreativeplay,quietreflectionandday-dreaming.

Effectivecommunicationbetweenparentsandschoolpersonneliscrucialtothestudent’sday-to-daysuccessfullearningexperiencesandlong-termsupportforindividualneeds.

Successfulpartnershipsbetweenhomeandschoollargelydependuponcommonknowledge,directandhonestcommunica-tion,mutualrespectandfocusonsolutionsthroughsharedresponsibility.

Asparentsbeginthejourneywiththechildfromkindergartentohighschoolgradua-tion,thefollowingguidelinesoffersoundadviceforeffectivecollaborationandposi-tivesupportonbehalfofgiftedlearners.

n Valueandpraisehardwork,self-satisfactionandcreativityoverachievement,excellenceandperfection.

n Modelrespectforothersandtheirabilities.

n Encouragepersonalresponsibility.

n Provideguidanceinorganizationskillssothatschoolworkcanbeaccomplishedinatimelyandlowstressenvironment.

n Maintainyoursenseofhumor.

n Encourageyourchildtobecomehis/herownadvocate,tocommunicatetactfullyandrespectfully,toseeksolutionstoproblems,andtobesensitivetoothersalongtheway.

n Readavailablebooks,journalsandothermaterialsrelatedtogiftedchildren.

Practical suggestions for supporting your child’s needs

What you can do at home

RaisingExceptionalStudents 9 n

What you can do at schooln Inadvocacymeetingswithschoolperson-nel,offerexamplesofwhatyourchild’sstrengthsare,aswellaswhattheyenjoycreating,learning,doingorreadingathome.Don’tfocusonthe“giftedandtalented”label.

n Alwayscommunicatewithyourchild’steacherfirst.

n Offerstudentandparentalinputonthede-velopmentoftheGiftedEducationPlan.

n Seekeducationaloppor-tunitiesthatmeetyourchild’sspecificneedsandlearningstyles.

n Volunteerinyourchild’sclassroomorotherareasoftheschoolsuchasthemediacenterorcomputerlab.Workwithwillingclassroomteacherstohelporganizecurriculum-relatedfieldtrips,guestspeakers,topicdisplays,etc.Workwithwillingprincipalstocoordinateschoolwideenrichmentactivities.

n Representgiftedandtalentedneedsonschooland/ordistrictcommittees.

n Bespecificaboutanyconcernsyoumayhave,whatstrategiesyouhavetriedathome,andaskforsuggestedwaysyouandyourchild’steachercanworktogethertosolveanyproblem.

n Scheduleindividualconferenceswithteach-erstodiscussyourchild-specificissues.

How your community can helpn Attendgiftedandtalentedprogramsandconferencesincludingstateandnationaleventsthatspeaktotheneedsofgiftedchildren.

n Seekresourcesandconnectionstoenhanceprogramoptionsforgiftedchildren.

n Encourageopportunitiestolearnfromtheexpertsandbuildpublicsupportformeet-ingtheeducationalneedsofgiftedchildren.

n Participateinadvocacyworkatthelocal,stateandnationallevel.

n Inviteadministrators,teach-ers,schoolboardmembers,andotherstojoinyouinhearingexpertsontopicsingiftededucation.

n Readavailablebooks,jour-nalsandothermaterialsrelatedtogiftedchildren.

n Networkwithotherinter-estedparents,teachersandcommunitymembers,aswellasrepresentatives

fromotherschoolsandschooldistrictsforideasandsupportonbehalfofgiftedchildren.

n Identifycurrentpolicymakers,schoolboardmembers,administratorsandteacherswhosupportexcellenceingiftededucationandpubliclyacknowledgetheirsupport.

10 RaisingExceptionalStudentsn

Distinguishing Characteristics of Gifted Students with Disabilities TerryFriedrichs,Ph.D.This reference book offers information for par-ents, policy makers, and teachers about the traits of gifted students with learning, emotional, physi-cal, visual, hearing, mental, and multiple disabili-ties—often referred to as twice-exceptional. This book helps in the identification of both strengths and weaknesses in these students.

The Gifted Kids Survival Guide JudyGalbrath,M.A.This book has helped countless gifted children in the elementary grades realize they’re not alone, they’re not “weird,” and being smart is a bonus, not a burden.

The Gifted Kids Survival Guide: A Teen Handbook JudyGalbrath,M.A.andJimDelislePh.D.Written with help from hundreds of gifted teen-agers, this book is the ultimate guide to surviv-ing and thriving in a world that doesn’t always value, support, or understand high ability.

Perfectionism: What’s Bad About Being Too Good?

MiriamAdderholdt,Ph.D.andJanGoldbergThis thought-provoking, encouraging book ex-plains the differences between healthy ambition and unhealthy perfectionism and gives strategies for getting out of the perfectionism trap—from recognizing the symptoms to rewarding yourself for who you are, not what you do.

Re-forming Gifted Education KarenB.Rogers,Ph.D.From her analysis of research that spans a full century, Dr. Rogers describes various types of gifted children, as well as options for school en-richment and acceleration.

The Social and Emotional Development of Gifted Children

EditedbyMareenNeihart,SallyM.Reis,NancyM.RobinsonandSidneyM.MoonThis book offers an examination of the essential topics teachers, parents, and researchers need to know about the social and emotional develop-ment of gifted children.

The Social and Emotional Lives of Gifted KidsTracyL.CrossThis book tackles important and timely issues dealing with the social and emotional needs of today’s gifted child. This concise, sensitive look at gifted children offers unique insights into the lives of these children.

Some of My Best Friends are BooksJudithWynnHalstedBooks can be wonderful bridges for communi-cation on feelings, values and decision-making. This extensive index makes it easy to select ap-propriate books that are interesting to a particu-lar child.

Special Populations in Gifted Education JaimeA.CastellanoThis book recognizes the reality that gifted stu-dents come from all backgrounds and is a valu-able resource tool to parents, educators and ad-ministrators who choose to promote access, equity and excellence to all special populations.

The Survival Guide for Parents of Gifted KidsSallyYahnkeWalkerThis book is the first place to turn for facts, in-sights, strategies, and sound advice on raising a gifted child.

Resources to use for further investigation

RaisingExceptionalStudents 11 n

When Gifted Kids Don’t Have All the AnswersJimDelisle,Ph.D.andJudyGalbraith,M.A.This book offers proven, practical suggestions for encouraging social and emotional growth for gifted children.

When Gifted Kids Underachieve

FrancesA.Karnes,Ph.D.andKristenR.Stephens,Ph.D.This guide offers advice and guidance for un-derstanding the pressures students face in school and at home, adjusting curriculum to engage these students, improving the self-concept of students, and working with parents to reverse the patterns of underperformance.

Electronic ResourcesCognitive Abilities Test (CogAT) Interactive Profile Interpretation Systemwww.cogat.com

Colorado Department of Education (Gifted and Talented) www.cde.state.co.us/gt/index.htm

Hoagies Gifted Education Pagewww.hoagiesgifted.com

A Nation Deceivedwww.nationdeceived.org

Poudre School District (Gifted and Talented)www.psdschools.org/curriculuminstruction/programs/giftedtalented/index.aspx

Rocky Mountain Talent Searchhttp://www.du.edu/education/ces/rmts.html

Advocacy Groups National Association for Gifted Children (NAGC)

Anationaladvocacygroupthatpublishesquarterlynewsletters,Gifted Child Quarterly andParenting for High Potential, andholdsanannualconferenceeachNovemberforpar-entsandprofessionals.

Membershipinformationavailableatwww.nagc.org

Colorado Association of Gifted and Talented (CAGT)

Astateadvocacygroupthatholdsanannualfallconferenceforparentsandprofessionalsandpublishes,The Kaleidoscope,aquarterlynewsletter,formembers.

Membershipinformationavailableatwww.coloradogifted.org

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PublishedSpring�006

Refer to the PSD web site for yearly updates: www.psdschools.orgSearch: Exceptional Students

Educate... Every Child, Every Day

VisionPoudre School District

exists to support and

inspire every child to

think, to learn, to care,

and to graduate prepared

to be successful in a

changing world.