Post on 02-Jan-2016
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Academically / Intellectually Gifted Program
Winston-Salem / Forsyth County SchoolsBud Harrelson, AIG Program Manager
What are some characteristics of giftedness?
Many gifted children learn to read early, with better comprehension of the nuances of language. As much as half the gifted and talented population has learned to read before entering school.
Gifted children often read widely, quickly, and intensely and have large vocabularies.
What are some characteristics of giftedness?
Gifted children commonly learn basic skills better, more quickly, and with less practice.
They are better able to construct and handle abstractions.
They often pick up and interpret nonverbal cues and can draw inferences that other children need to have spelled out for them.
What are some characteristics of giftedness?
They take less for granted, seeking the "hows" and "whys."
They can work independently at an earlier age and can concentrate for longer periods.
Their interests are both wildly eclectic and intensely focused.
What are some characteristics of giftedness?
They often have seemingly boundless energy, which sometimes leads to a misdiagnosis of hyperactivity.
They usually respond and relate well to parents, teachers, and other adults. They may prefer the company of older children and adults to that of their peers.
What are some characteristics of giftedness?
They like to learn new things, are willing to examine the unusual, and are highly inquisitive.
They tackle tasks and problems in a well-organized, goal-directed, and efficient manner.
What are some characteristics of giftedness?
They exhibit an intrinsic motivation to learn, find out, or explore and are often very persistent. "I'd rather do it myself" is a common attitude.
Who are the gifted?
Children and youth with outstanding talent perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment.
Who are the gifted?
These children and youth exhibit high performance capability in intellectual, creative, and/or artistic areas, possess and unusual leadership capacity, or excel in specific academic fields. They require services or activities not ordinarily provided by the schools.
Who are the gifted?
Outstanding talents are present in children and youth from all cultural groups, across all economic strata, and in all areas of human endeavor.
Office of Educational Research and Improvement in the US Department of Education (1993)
What is a gifted child’s development like?
Asynchronous development• More advanced mentally than others their
chronological age
• Disparities between their intellectual abilities (mental age) and their physical abilities (chronological age)
Giftedness as described through asynchronous development
“…a greater awareness, a greater sensitivity, and a greater ability to understand and to transform perceptions into intellectual and emotional experiences.” (Roper, 1982, p. 21)
Giftedness as described through asynchronous development
“…advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm.” (Columbus Group, 1991)
Giftedness as described through asynchronous development
…highlights the complexity of the individual’s thought process, the intensity of sensation, emotion, and imagination, and the extraordinary awareness that results from this fusion. (Neihart, 2002)
What is a gifted child’s development like?
Feeling out of step with societal norms• Results in cognitive (academic) needs
• Results in social / emotional (affective) needs
What are the theories regarding intelligence?
Entity theory (Dweck, 1975, 2000) maintains that intelligence is a fixed trait of which we each have an allotted share and that there is little we can do to change it.
What characterizes an entity paradigm of intelligence?
Important to appear smart Need to excel over others Seek safe, low-effort successes in order to achieve
performance goals such as good grades or praise Will only try something new if they are assured of
appearing to be an expert instantly Highly vulnerable to minor setback Defensive
What are the theories regarding intelligence?
Incremental theory (Stipek & Mac Iver, 1989) states that, even though we differ in ability, intelligence is malleable and can be cultivated and increased through effort.
What characterizes an incremental paradigm of intelligence?
Focus on the challenge Engagement in learning at a risk of
appearing less smart Sticking with tasks until reaching mastery Persisent / resilience Focus on using rather than
demonstrating their new knowledge
Who perpetuates the entity paradigm?
Schools• Rarely encounter a task in school that they
can not master the first time
Parents• Well meaning praise from adults on how
smart the kid is instead of praising the child for hard work, trying new challenges, persistent efforts, and hardiness in the face of difficulties.
What all does this mean for my child?
Unique academic needs Unique social needs
What does this mean academically?
A gifted child has an advanced mental age when compared to her age-mates
The curriculum and expectations of their regular grade level are not aligned with their academic potential
What model does WSFCS use to meet the academic needs of gifted students?
Acceleration• Gifted students receive daily instruction in
reading and mathematics that is beyond their current grade level
WSFCS Program Description
We offer different levels of advanced instruction to meet the academic needs of students.• Academically Gifted – AG
• Highly Academically Gifted - HAG
Elementary Program – AGThird through Fifth Grade
Minimally, AG students receive…• 1.5 hours of AG instruction daily
• in a separate classroom
• Reading and mathematics
• AIG licensed teacher
• Content is one or more years above grade level
Elementary Program – AGThird through Fifth Grade
Math Acceleration
3rd Grade 4th Grade 5th Grade
3rd Grade Math
4th Grade Math
5th Grade Math
6th Grade Math
Elementary Program – AGThird through Fifth Grade
English / Language Arts Strengthen their knowledge of concepts
covered in the grade level curriculum with the regular education teacher• Rapid, sophisticated, abstract
• More challenging reading
• Sophisticated writing
Elementary Program – AGThird through Fifth Grade
Schools have flexibility in program delivery
Homogeneous grouping of AG students
Resource model as describedRegular educational classroom
Elementary Program – HAGThird through Fifth Grade
HAG students receive…• All-day program
• Self-contained classroom
• Accelerated instruction in•Reading, Math, Science, Social Studies
• Generally two years above grade level
• Student product expectations are much higher than their age-mates
• Offered at Brunson
Middle Program – AGSixth through Eighth Grade
Continue to receive gifted instruction in language arts and math
Team approach Match continues to be one grade level
ahead, but students can choose not to be accelerated
Middle Program – AGSixth through Eighth Grade
Math Acceleration
6th Grade 7th Grade 8th Grade
7th Grade Math
Pre-Algebra
Algebra I
Middle Program – HAGSixth through Eighth Grade
HAG students receive… Gifted instruction in Language Arts, Math,
Social Studies, and Science Complete two high school math courses Complete on high school science course –
Environmental Science Self-contained classes Electives – Spanish, Latin, French Project Lead the Way – Engineering Magnet Offered only at Hanes
Middle Program – HAGSixth through Eighth Grade
Math Acceleration
6th Grade 7th Grade 8th Grade
Pre-Algebra Algebra I Geometry
WSFCS Program Description
Start in elementary school and continue through high school
We emphasize academic achievement and higher-level thinking and reasoning skills
WSFCS Program Description
Curriculum guidelines are pulled from the NC Standard Course of Study
Locally developed units enrich and accelerate the state curriculum
Schools have the flexibility to design services to meet students’ needs
WSFCS Program Description
To emphasize quality of work, to encourage creativity, problem solving, extensive reading, and peer interaction
To nurture students by combining academic rigor with encouragement and flexibility
Elementary Services – AGKindergarten – Second Grade
Services for students in kindergarten through second grade are provided on a consultative basis• AG resource teacher consults with
regular education classroom to differentiate curriculum, process, and products
High SchoolNinth through Twelfth Grade
Honors Courses Advanced Placement (AP) International Baccalaureate Early College at Forsyth Tech Early Graduate
What does all of this mean socially?
Remember that one of the greatest needs of youth as they mature is to be accepted by their peers• We ALL want friends
What does all of this mean socially?
Perfectionism Underachievement Positive friendship attributes
What does all of this mean socially?
Perfectionism• Normal
• Derive a very real sense of pleasure form the labors of a painstaking effort and who feel free to be less precise as the situation permits
• Neurotic• Are unable to feel satisfaction because in their own
eyes they never see to do things good enough to warrant that feeling
What does all of this mean socially?
Underachievement• Discrepancies between ability and
achievement over a substantial period of time
• Caused by• Unchallenging classroom
• Peer pressure to conform – be like everyone else
• Isolation from classmates
• Family dynamics
What does this look like socially?
To date, most interventions to reverse underachievement have met with limited success
What does all of this mean socially?
Aggravated by being part of another minority group…ethnic minority, child of poverty, female, learning disabled, limited English proficient, gay
What does this look like socially?
Positive friendship attributes• Competition
Procedures for IdentificationAcademically Gifted (AG)
Program
Group or Individual IQ/Aptitude Score is 95th percentile
The sum of Achievement and Aptitude percentile scores is 180 or more
93rd* Percentile in Aptitude or Achievement with K-2 Assessment one year or more above grade level or End of Grade at the 92nd percentile in Reading & Math
Highly Academically Gifted (HAG) Program
IQ/Aptitude score is 99th percentile with minimum 95th percentile in Achievement
The sum of Achievement and Aptitude percentile scores is 195*or more
99th percentile in Aptitude or Achievement with K-2 Assessment two years or more above grade level or End of Grade at the 99th percentile in Reading & Math
Retest Options – Second Grade
AG At least one score of
an 85
HAG At least one score of
a 99 and one score of 94
•Retests are administered at the school level
•Parent(s) choose which test students will retake
Retest Options
Students are given one retest option If additional retesting is desired, parents
pursue testing at their own expense with a private psychologist• Submit – AIG-2 Form: Prior Notice of
Independent Evaluation Form
Further testing – Fifth Grade
AG / HAG services for middle school
Students who have a 93rd %ile on Reading or Math 4th EOG
Tested regardless of AG status
Quarterly Testing Opportunities
New Students Private School Students Home Schooled Students May test at any of our 4 quarterly testing
sessions Join the test roster by contacting their
residential public school
What is the Cognitive Abilities Test (CogAT)?
Aptitude Test• Measures a student’s potential for future
learning
Three sections• Verbal (48 questions)
• Nonverbal (48 questions)
• Quantitative (48 questions)
Primary uses of CogAT
To guide efforts to adapt instruction to the needs and abilities of students
To provide an alternative measure of cognitive development
To identify students whose predicted levels of achievement differ markedly from their observed levels of achievement
Primary Battery (K-2)
Oral VocabularyVerbal Reasoning
Verbal Reasoning.....
Relational ConceptsQuantitative Concepts
Quantitative Reasoning.....
Figure ClassificationMatrices
Nonverbal Reasoning.....
General Reasoning Ability
No readingTests untimed (paced by teacher)Mark directly in booklet
Cognitive Abilities Test (CogAT)
Raw score is converted to percentile score by comparison to other children the exact same age and grade• Age is given in year and month
We use the highest of the two scores in AIG Identification
Relationships among Stanines, Percentile Ranks, and Standard Age Scores
134 - 150
Ability Profile Level
Median (middle) age stanine
6 A
5 B (V+)
8 C (Q+ V-)
2 E (N+ V-)
CogAT 6 ‘ABC’ Profile system
Measuring the pattern “A” profiles: Confidence bands overlap for all
three scores. Scores are at roughly the sAme level
“B” profiles: One score is aBove or Below the other two scores, which do not differ
“C” profiles: Two scores Contrast
“E” profiles: Extreme B or C profiles (>=24)
“A” Profile
1 25 50 75 99
V 120 89Q 116 84N 125 94
SAS PR
“B” Profiles
1 25 50 75 99
V 120 89Q 116 84N 100 50
SAS PR
1 25 50 75 99
V 95 38Q 92 31N 110 73
SAS PR
N-
N+
“C” Profile
1 25 50 75 99
V 120 89Q 110 73N 100 50
SAS PR
V+ N-
Extreme “C” Profile
1 25 50 75 99
V 120 89Q 107 67N 92 31
SAS PR
SAS Max – SAS Min = 28 E (V+ N-)
Interpretation of Ability Profile
www.cogat.com
Parenting Gifted Students
Creativity Imagination Opportunity Questioning Exploration Encouragement
What role do parents play in developing the gifted student?
Importance of finding and developing one’s abilities
Achievement at the highest level possible Independent thought Independent expression Active-recreational pursuits Cultural and intellectual pursuits
What role do parents play in developing the gifted student?
Demonstrate the love for work and learning
Model independent learning outside of structured settings
Model risk-taking, coping with setbacks, and failure
Build social networks that can give emotional support
Parenting Gifted Students
Items to pay attention to in school• Rich vocabulary instruction
• Choice
• Comparisons among genre
• Process, process, process
• Depth and detail
• Rigor
What is rigorous instruction?
Goal of helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging (Strong, Silver, and Perrini, 2001).
What legal rights does my gifted child have in NC?
Article 9B mandates and funds gifted education in NC
State allows the district to determine identification and service model
Three year plan for services
What is rigorous instruction?
Rigor is the quality of instruction that requires students to construct meaning and impose structure on situations rather than expect to find them already present (Resnick,1987).
Organizations and Resources
NC Association for the Gifted and Talented
www.ncagt.org
National Association for Gifted Children
www.nagc.org
Central Office Contact Information
Bud Harrelson
AIG Program Manager
336-748-3426
charrelson@wsfcs.k12.nc.us
www.wsfcs.k12.nc.us
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