The Changing Face of Giftedness
Alternative Methods for Identifying Gifted English Learners
California Department of Education
Accountability Leadership Institute for English Learner, Immigrant and Migrant
StudentsDecember 7, 2009
Presentation Goals
Provide participants with a framework for the identification of underrepresented populations in gifted education by – Building inter-program relationships– Using traditional and non-traditional approaches
About Santa Ana Unified School District
Seventh largest school district in the State; ranks as the number 1 port of entry for English language learners new to the U.S. statewide by Educational Testing Service.
Approximately 60% EL (mostly Spanish, Vietnamese and Khmer)
54,378 K-12 students at 54 school sites Approximately 80% on Free or Reduced Lunch
Source: Santa Ana Unified School District, Dept. of Research and Evaluation
SAUSD Race/EthnicComposition
2009-2010
94.8%
2.2% 1.8% 0.6% 0.4%0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Hispanic Asian White AfricanAmerican
Other
Source: SAUSDDept. of Research and Evaluation
GATE Program Participants
4,596 GATE Students Identified as of 12/04/09
Intermediate 33%
Elementary 28%
High School 39%
1
2
3
# of Boys = 2,312 # of Girls = 2,284
# of Students in SAUSD = 54,378
GATE students make up 8.5% of the Total # of students in SAUSD.
Source: SAUSDDept. of Research and Evaluation
Ethnic Breakdown of Identified GATE Students
2009-2010
Hispanic85.9%
Other0.9%
White3.9%
African American0.8%Asian
8.5%
Hispanic
Asian
White
AfricanAmericanOther
Source: SAUSDDept. of Research and Evaluation
What we have to share…
Partnership between GATE and English Learner Services Departments
Redefining appropriate GATE identification criteria in order to provide equal access to the GATE program in alignment with the GATE State Standards
Use of traditional and non-traditional methods to identify gifted students in under-represented populations by creating a student “portfolio”
NCLB 2002 Definition of Giftedness
“Gifted learners are students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities.”
Source: National Assoc. for Gifted Children
National GATE Standards
Two Important Guiding Principles of Student Identification:
Instruments used for student assessment to determine eligibility for gifted ed services must measure diverse abilities, talents, strengths and needs in order to provide students an opportunity to demonstrate any strengths
All student identification procedures and instruments must be based on current theory and research.
CA GATE Recommended Standards
Standard 2: Identification The district’s identification procedures are
equitable, comprehensive, and ongoing. They reflect the district’s definition of giftedness and its relationship to current State criteria.
All children are eligible for the nomination process regardless of socioeconomic, linguistic or cultural background and/or disabilities
District establishes and implements both traditional and non-traditional instruments and procedures in searching for gifted students
District actively searches for referrals among underrepresented populations
Research Clearly Says… We have not developed strong identification systems
that are flexible and dynamic enough to ensure the use of nontraditional measures routinely in the service of improving our "hit" rate for identifying these [underrepresented] students… Decision-making is still done with an eye to expediency rather than reflection on the merits of individual children, with an eye to finding "well-rounded" students rather than those with "peaks."
“Critical Issues in the Identification and Nurturance of Promising Students from Low
Income Backgrounds”Joyce VanTassel-Baska
The College of William & MaryWilliamsburg, VA
Source: www.gifted.uconn.edu
It’s A Journey
Into Something has
triggered a closer look at your district’s GATE population
Through You are fact-
finding and making some decisions about changes to your criteria
Beyond You continue to
collaborate and evaluate using data to modify/ refine on a regular basis
Years 1-2 Years 2-3 Years 4+
The Journey Begins..
Prior to 1999Prior to 1999 Stanford Binet
IQ Test
K-12 by referral only
Individual testing administered by psychologist
1999 - 20021999 - 2002 Naglieri
Nonverbal Ability Test (NNAT)
Mass-test at 2nd Grade; Grades 3-11 by referral
Administered by site GATE coordinator
Since 2002Since 2002 Dialogue with EL
Services Include looking
at alternative test scores (e.g. CELDT, Aprenda, Benchmarks, Reading Assessments)
Include a Parent Inventory
To Ensure Equal Access...
The NNAT (and since then NNAT2) was chosen because it is a fair evaluation of students’ nonverbal reasoning and general problem solving ability while remaining: •language free
•culturally fair
Sample Naglieri Questions…
Source: www.mypsychologist.com
Other Criteria Changes to Ensure Equal Access Include...
Traditional Standardized (CST) test
scores Report card grades SAUSD Proficiencies Teacher
recommendation Benchmark tests
Non-Traditional Rapid acquisition of English Rapid growth as seen in
standardized test scores within a two-year period of time from first to second test administration (e.g. from Below Basic to Advanced)
Parent Survey of Student Abilities
Places to Look for EL Gifted Potential
Multiple Measures (using data derived from the following sources)
– CST’s (using data to find EL students who score at mid-proficient or above, or show large growth in two years)
– CELDT scores (using data to find those EL students who made a jump of two proficiency levels or more)
– District Writing Proficiencies scores (using data to find EL students who demonstrate a rapid growth/improvement )
– Primary Language test scores such as Aprenda (using data to assess student’s academic ability in primary language)
– Benchmark Test scores (using data to find those EL students who are showing rapid acquisition of content knowledge)
Teacher Observation Matrix – – Providing teachers with a easy check list to assist in identifying
students with GATE potential
How does being an English learner affect being recognized as a gifted learner?
Academic Inhibitors: Teacher delays
identification of the student as a gifted learner until the child can speak fluent English.
Educators perceive limited English ability as synonymous with limited academic abilities.
Academic Facilitators: Gifted student becomes
excited and curious about the topic of the lesson.
Teachers recognize emerging bilingual ability and/or rapid acquisition of English as a potential indicator of giftedness.
Who Are the Gifted ELs in My Classroom?Gifted Behavior Student Student StudentCURIOUS: inquisitive; hyper-alert; doesn’t seem to miss a thing going on; many questions about the how and why of things; pursues interest in depthLEARNS QUICKLY: rapidly masters facts and rote skills; minimal instruction on routine tasks; recalls and applies info with easePERSISTENT: sustained goal-directed behavior; long attention span; self-motivated; often completely absorbed in tasks; able to ignore distractions
VERBALLY FLUENT: outstanding vocabulary; expresses opinions freely; shows humor; asks probing questions in L1.
RESPONSIBLE: independent worker; sought by others for ideas, decisions, and directions; organizes tasks; often serves as the leaderCREATIVE: original and inventive; gives clear and witty responses; flexible in ideas and actions; unconventional ideas; opinions and solutions to problems
CRITICAL THINKING: logical and analytical; unusually insightful; reasons out complicated things; evaluates situations; expresses criticism; is skepticalGENERALIZES: sees relationships/connections; integrates areas of knowledge; makes valid assumptions about people, events and thingsRESOURCEFUL: results-oriented; extremely productive; knack for using limited resources; prolific and creative; a thorough researcher
ELD Proficiency Levels
BeginningEarly Intermediate IntermediateEarly AdvancedAdvanced
Early Advanced and Advanced
Shared characteristics: Comprehend concrete and abstract topics Recognize language subtleties Produce, initiate, and sustain extended
interactions to specific purposes and audiences
Participate fully both in academic and non-academic settings requiring English
Early Intermediate
Teacher would: Use music, chants, poems, fables, fairy tales,
etc. to model sounds, rhythm, and patterns of language to promote oral language production
Use questioning techniques that prompt longer oral responses
Have students re-tell stories
Purposes of CELDT
To identify pupils who are English Language Learners
To determine the students’ proficiency levels To assess the progress in acquiring the
skills of listening, speaking, reading, and writing in English
To assist in reclassification
Looking at an Example of CELDT Growth Over Time
Student IDAcademic
Year Grade
06-07Proficiency Level
Overall Test
07-08 Proficiency Level
Overall Test
08-09 Proficiency Level
Overall Test
184963 2010 5 2 3 3
181735 2010 5 2 3 3
190742 2010 5 2 4 5
181999 2010 5 2 2 4
326045 2010 5 1 2
190640 2010 5 3 3 5
184231 2010 5 3 3 3
180599 2010 5 2 3 5
181269 2010 5 2 2 2
181821 2010 5 3 3 3
190878 2010 5 3 3 5
190896 2010 5 3 3 4
191022 2010 5 2 4 4
191066 2010 5 1 4 5
302606 2010 5 3 2 3
190916 2010 5 4 3 5
191116 2010 5 3 2 3
194671 2010 5 4 3 4
191064 2010 5 3 4 4
194526 2010 5 3 3 3
193758 2010 5 3 3 4
191219 2010 5 1 2 3
GATE characteristics shown by the elementary pupil in the classroom: Questioning beyond the level of classmates. Probes general statements. Asks how and why questions.
Behavior is shown (mark one): Frequently Sometimes NeverProvide a description of behavior you have observed:
Acknowledged to be a person who knows more. Sought by classmates for help. Always knows the right answers to teacher questions.
Behavior is shown (mark one): Frequently Sometimes NeverProvide a description of behavior you have observed:
Persistent or tenacious in responding to challenging tasks. Works beyond allotted class time to find an answer. Works on challenging tasks during time scheduled for other classroom activities.
Behavior is shown (mark one): Frequently Sometimes NeverProvide a description of behavior you have observed:
CREATIVE: Invents and originates; gives clever and witty responses; is flexible in ideas and actions; has unconventional ideas or opinions or solutions to problems; is resourceful; builds on and extends classroom activities; has a divergent way of doing things.
Behavior is shown (mark one): Frequently Sometimes Never Provide a description of behavior you have observed:
CRITICAL THINKER: Is logical and analytical; is usually insightful; reasons out complicated things; uses common sense; evaluates situations; expresses criticism; is skeptical; relates life experiences to classroom lessons.
Behavior is shown (mark one): Frequently Sometimes NeverProvide a description of behavior you have observed:
OPTIONAL STATEMENT: Test scores and grades may not reflect this student's potential because (comment on cultural, linguistic, environmental, economic, motivational, medical, or other factors):
Why can’t humans be born with the ability to use camouflage for protection.
When the class was working on cause and effect senteces, he created his own sentences and asked for additional time to write more sentences.
On our museum field trip, he was one of the few students who could correctly answer the docent’s questions.
When students were asked how they could come up with 90 cents, all of them said to use 90 pennies or 9 dimes. He also said he could use 3 quarters, 1 dime and 1 nickel.
Students shows use of logic in his thinking and test-taking, but has a hard time verbally engaging in discussion.
Student demonstrates rapid growth in everyday use of written and oral English and is very creative in non-verbal tasks.
SAUSD 2007 Source: Spring Branch ISD: www.springbranchisd.com
SAUSD Gifted and Talented Education Parents’ Characteristics Inventory: Grades 3-5
Date of Birth:
Student’s Name: Grade: School:
Your child has been referred for Gifted and Talented Education consideration. We value parent feedback during the process of identification for the GATE program. Please take a few moments to read through the following statements and appropriately check the characteristics you have observed in your child. If you have additional comments, you may write them at the bottom of this form or on an attached piece of paper. Please note that in the identification and selection process, this inventory is only one of several items considered by the Placement Committee. Completing this form does not indicate automatic GATE program identification.
All the
Time Often Occasionally
Seldom or never
1. Solves problems in many different ways.
2. Displays a clever sense of humor (intellectually playful).
3. Often foresees a variety of possible outcomes in a situation.
4. Displays leadership qualities.
5. Is very observant and notices details others miss.
6. Becomes extremely interested in a topic.
7. Sees relationships between different ideas and objects.
8. Learns very quickly.
9. Has a large vocabulary.
10. Displays originality.
11. Is very curious about many things.
12. Is sensitive to problems, is ready to question or change situations, sees inconsistencies, suggests improvements.
13. Is aesthetically responsive to beauty in arts and nature.
14. Is sensitive to others, easily understands how others feel or think, easily hurt by others’ negative actions.
15. Is self-critical, at times mistrusts own ability, hard on self in self-evaluation.
Additional Comments: My daughter is often the child who tells other kids how to play a game. However, she gets impatient when they don’t understand quickly. She is always concerned with fairness. I often see her become very critical of herself and her schoolwork, especially when it comes to drawing a picture or completing a project. When she is interested in a subject she becomes very engrossed in it. She really likes horses and wants to know about every type of horse there is. My daughter makes me laugh because she has a sense of humor that seems like an adult.
Parent/Guardian Signature: Relationship: Date:
Please return this inventory in a sealed envelope back to the GATE site coordinator OR by mail, directly to the SAUSD GATE Department, within ONE WEEK of receiving this form.
Enrollment by Ethnicity91.5%
3.8%0.8%
1.0%3.0% 0.9%
71.9%
1.6%
12.2%13.4%
0%
20%
40%
60%
80%
100%
Asian Hispanic African American White Other
SAUSD
GATE
Sou
rce:
SA
US
D, D
ept.
of R
esea
rch
and
Eva
luat
ion
2.2%
94.8%
0.6% 1.8% 0.4%
8.5%3.9%
0.9%0.8%
85.9%
0%
20%
40%
60%
80%
100%
Asian Hispanic African American White Other
SAUSD
GATE
1999-2000
2009-2010
SAUSD Migrant Education and GATE
2%1.5%
0%
2%
4%
6%
8%
10%
Migrant Education
SAUSD
GATE
Sou
rce:
SA
US
D,
Dep
t. o
f R
esea
rch
and
Eva
luat
ion
2008-2009
SAUSD English Learners and GATE
Sou
rce:
SA
US
D,
Dep
t. o
f R
esea
rch
and
Eva
luat
ion
2008-2009
58.3%
6.1%
0%
10%
20%
30%
40%
50%
60%
English Learners
SAUSD
GATE
SAUSD English Learners* and GATE
2008-2009
Sou
rce:
SA
US
D,
Dep
t. o
f R
esea
rch
and
Eva
luat
ion
82.3%
64.1%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
English Learners (*including R-FEP)
SAUSD
GATE
And Our Journey Continues…
We continue to look at… Data Other non-traditional indicators such as a Parent
Inventory which allows us to know what characteristics parents might observe at home (where they are expressive in their primary language)
Inter-program collaboration Staff development that focuses on appropriately
differentiated instructional pedagogy for gifted EL students
What the research says
Final Thoughts…
“It is often said that youth are the most important natural resource of a nation. Gifted programs can help youth of all cultures and languages to become productive citizens and critical thinkers, ensuring that the future of the country is in good hands.”
Jaime Castellanos“Identifying and Assessing Gifted
Bilingual Hispanic Students”, 1988
Source: www.gt-CyberSouce.org
Contact Us
Santa Ana Unified School District: 714-558-5501
– Nuria Solis, Director, EL Services– Kathy Apps, GATE Coordinator, 6-12
