GSI: Renaissance Academy

Gifted Education and Services InvestigationFebruary 7, 2011

Carlos Seward and Ann Torian

“Whoever you areWherever you find yourself on this journeyYou are welcome here."

Are we providing each student with the optimal learning experience?

http://www.youtube.com/watch?v=7bCRYdLmduY&NR=1

August Rush

GSI: Renaissance AcademyMission: In conjunction with school/parent/community partnerships, the mission of Renaissance Academy is to deliver relevant instructional services and promote self-determination, responsibility, and integrity in a safe learning environment that fosters in each individual a sense of self-esteem and importance to society.

Definition of Giftedness

The United States Department of Education defines Gifted and Talented Students as:

"those who have outstanding abilities, are capable of high

performance and who require differentiated educational

programs (beyond those normally provided by regular school

programs) in order to realize their contribution to self and

society."

MARY HALLStandardized Assessments: (Norm =100)

Additional Notes:

Intelligence Quotient 110Social Quotient 76Achievement Quotient 82Creativity Quotient 95

School adjustment: erratic, withdrawn, seeks attention, fails often

General emotional health: bites nails, phobias, attention seeking behavior, dominates peers

Interests: daydreams, prefers isolation, wants to be the center of attention

Vocational goals: none Personal goals: altruistic,

prefers to help elderly or poor

Eleanor Roosevelt

She was the First Lady to President Franklin D.

Roosevelt. However, her greatest legacy was

her work on the Universal Declaration of Human Rights. Without any doubt, she was the

most influential member of the UN’s Commission

on Human Rights.

Mary Hall aka

SAM EDDERStandardized Assessments: (Norm =100)

Additional Notes:

Intelligence Quotient 82 Social Quotient 74 Achievement Quotient 82 Creativity Quotient 110

School adjustment: very poor adjustment, considered unsociable and disturbed

General emotional health: certified emotional breakdown; removed from school temporarily

Interests: frequently withdraws into fantasy world

Vocational goals: none Personal goals:

independence from family

Albert EinsteinHe discovered the Theory of General Relativity which earned him a Nobel Peace Prize in 1921 in Physics.

SamEdderaka

WILLIAM HORNStandardized Assessments: (Norm =100)

Additional Notes:

Intelligence Quotient 159 Social Quotient 155 Achievement Quotient 166 Creativity Quotient 128

School adjustment: good organizer and leader

General emotional health: excellent, well-adjusted

Interests: basketball and math

Vocational goals: wants to teach math

Personal goals: wants to make a personal contribution to society

Bill Bradley

Rhodes scholar in math, professional

basketball player for the NY Knicks, former

senator from New Jersey, potential

presidential candidate

WilliamHornaka

ALBERT WRIGHTStandardized Assessments: (Norm =100)

Additional Notes:

Intelligence Quotient 112 Social Quotient 96th

percentile Achievement Quotient 78th

math 82nd reading Creativity Quotient 75th

percentile

School adjustment: good, well liked, respected, attendance irregular

General emotional health: good but can be argumentative

Interests: wrestling, practical jokes, reading, and traveling

Vocational goals: wants to own his own business

Personal goals: wants to have a “good” family

Abraham LincolnHe was our 16th president

and led this country through a devastating

time, the Civil War. His support helped the passing of the 13th

Amendment abolishing slavery. His great

leadership skills and strong beliefs are reasons as to why some feel that

he was the “Greatest American President.”

AlbertWright

aka

BILL RIDELLStandardized Assessments: (Norm =100)

Additional Notes:

Intelligence Quotient 81 Social Quotient 79th

percentile Achievement Quotient 54th

math 59th reading Creativity Quotient 80th

percentile

School adjustment: withdrawn, shy, reads well but uses poor grammar

General emotional health: likes to play with fire (burned down his father’s barn)

Interests: likes to build things Vocational goals: wants to be

a scientist or a railroad mechanic, good manual dexterity

Personal goals: wants to earn money

Thomas EdisonHe had less than three months of formal education but this did not deter him from inventing the first electric light bulb or creating the first electric distribution company. Mr. Edison holds the world’s record for the most U.S. Patents with a total of 1,093.

BillRidellaka

Ruth JacksonStandardized Assessments: (Norm =100)

Additional Notes:

Intelligence Quotient 138 Social Quotient 126 Achievement Quotient 149 Creativity Quotient 108

School adjustment: Top 5% of her class academically

General emotional health: good, self-confident

Interests: listening to rock music, playing guitar, student government

Vocational goals: wants to be a lawyer

Personal goals: ambitious, hard-working, wants to participate in the gifted program

Barbara JordanFirst black woman from the Deep South in U.S. Congress; One of her teachers said, “Oh hell, we never did anything for Barbara, just recognized her talent, and maybe polished it a little.”

RuthJackson

Regardless of ethnicity or poverty status, indicators of advanced ability include:

• The ability to manipulate a symbol system.• The ability to think logically.• The ability to use stored knowledge to solve

problems.• The ability to reason by analogy.• The ability to extrapolate knowledge to

different circumstances.• Creativity.

• (Griffin, 1992; Clasen, 1993; Coleman & Gallagher, 1995)

Regardless of ethnicity or poverty status, indicators of advanced ability include:

• Resiliency: the ability to cope with school while living in poverty with dysfunctional families.

• The ability to take on adult roles at home, such as managing the household and supervising siblings, even at the expense of school attendance and achievement.

• A strong sense of self, pride, and worth.• Leadership ability and an independent

mind.• Understanding one's cultural heritage.

(Griffin, 1992; Clasen, 1993; Coleman & Gallagher, 1995)

What do you need to do if you suspect a student might be gifted?

Teacher Input in the Gifted Identification Process Matters“The identification and placement committee reviews all of the data presented. Based upon the information presented, the committee determines if the student needs gifted services at this time.”

RA Staff….

http://www.youtube.com/watch?v=UUH3tZuDrCY&feature=related

Please take time to listen