Transcript No Slide Title

A gifted person is someone who shows, or has
potential for showing, an exceptional level of
performance in one or more areas of expression.
Some of these abilities are very general and can
affect a broad spectrum of the person’s life. Some
are very specific talents and are only evident in
particular circumstances. It is generally recognized
that approximately 5% of the student population in
the United States are considered gifted.
• Superior Cognitive
• Specific Academic
(Mathematics, Science, Reading, Social Studies)
• Creativity
• Visual and Performing Arts
• Outstanding mental
capacity compared to
other children their
age
• abstract reasoning
• logical reasoning
• memory
• spatial relations
Preformed at or above the 95%
on an approved individual or group
standardized nationally normed
achievement test
 Cognitive Abilities Test, Form 5 (CogAT)
Criteria: Screening score higher than 112;
Identification score of 128 or higher
 Raven Progressive Matrices
Criteria: Screening score higher than 112;
Identification score of 128 or higher
• Possessing either potential or demonstrated ability
to perform at an exceptional high level in a
specific academic area
• Typically at least above average intelligence
• Extremely capable of high performance in one or
few academic areas
• Achievement tests 95% or higher in Reading,
Language Arts, Math, Science or Social Studies.
Terra Nova (CTBS/5) Survey
Criteria: Screen score higher than the 85%; Identification
score of 95% or above in any area
Metropolitian
Criteria: 95% or higher in any area
• Perform at exceptional high levels in
creative thinking and divergent approaches
to conventional tasks
• Innovative or creative reasoning
• Advanced insight and imagination
• Unique problem solvers
• Demonstrate fluency, elaboration ,
flexibility, and originality
 Gifted and Talented Evaluation Scale
(GATES) Section 3
Criteria: Identification Score of 77
 Cognitive Abilities Test, Form 5 (CogAT)
Criteria: Identification score higher than 112;
Demonstrating outstanding aesthetic
production, accomplishment, or creativity in
one of the following areas:
Art
Music
Dance
Drama
 Gifted and Talented Evaluation Scale (GATES) Section 3
Criteria: Identification Score of 77
 Audition Process
 Very Alert
 Vivid Imagination
 Long Attention Span
 High Degree of Creativity
 Excellent Memory
 Rapid Learner
Advanced Vocabulary
 Very Observant
Very Curious
More Than One Imaginary Companion
 Intense Interest in Books
 Interest in Math Games
 Interest in Puzzles
 Interest in Calculators
 Interest in Computers
 Many Talents
 Great Number of Interests
 Willing to Invest Time in Interests
 Sophisticated Sense of Humor
 Intense Reactions to Frustration
 Perfectionistic
 Chooses Older Companions
 Likes to Play Alone
 Great Concern with Morality and Justice
 Acts Mature for Age
Highly Competitive
Strong Leadership Ability
• Differentiation
• Clustering
• Resource Room Pullout
• Acceleration by
Subject or Grade
• Mentorships
• Honor Classes
• Academic
Competitions
• Seminars, Small
Group Enrichment
• Adjustment of pace, depth, and
delivery of content to meet student
needs
• Replacement or adjusting assignments
so that they assure appropriate level of
challenge and continuous progress
• All students cover same comparable
material but process and product are varied
• Teachers design multilevel activities into
assignments that allow students to succeed
and progress wherever they are in content.
• Allows students to build on prior
knowledge and prompt continuous progress
A 3-step process
• assess what the student knows
• plans for learning what is not known
• plans for freed-up time in enrichment or
acceleration
Provides experience for students to develop
planning and research skills at advanced
levels
• student and teacher identify problem that would
enrich or extend the basic curriculum unit.
• identify resources
• identify methods
• identify strategies
• establish time lines
• provide guidance and feedback
•
•
•
•
Analytical thinking
Creative thinking
Critical thinking
Organizational thinking
• Encourages content related connections
• Pursuing to intensity topics of interest or
passion
• Incorporates multiple intelligence's
• Students are a part of many groups - based
on match of task to student
• Teachers may create skill-based or interestbased groups
• Movement among groups is common
• Differentiation occurs by moving grouped
students into advanced skills
Primary Education Thinking Skills Program
• Deductive Logic
• Analysis
• Inventive Thinking
• Creative Thinking
• Judging
• Mental Manipulation of Shapes
Grades 1 & 2 meet in the Matrix Room during the
Waterford Lab Time approximately 55 minutes per
week.
This minimizes the amount of direct instruction the
students miss in their regular classroom.
Progress reports will be issued twice a year.
Look for the Clear Take Home Folders.
Mrs. Goad is at Kilgour on Mondays, Tuesdays, and
Fridays.
Subject Level Acceleration
• moving students or groups of students
through content at a rapid pace or moving
students where the appropriate pace or
instruction is occurring
Grade Acceleration
• moving students who needs can best be met
by grade advancement
Students work with resource teacher,
parent volunteer, older student or
community member who can guide their
growth in a particular area.
.
Courses which offer more challenging
material through higher levels of
content, process, and products.
• Provide enrichment for students who
demonstrate mastery and competence
with work
• Are differentiated so that they are
appropriately challenging
• Offered during the school day
Scholarly competitions and organizations
• Odyssey of the Mind
• Imagination Destination
 Includes Student Assessment Data File
 Includes your child’s strengths and interest
 Includes Service Delivery During Regular School Day
 Includes Grade level service specifications
 Includes Parent/Guardian signature
 Completion Date Prior to December
 Please Sign –up for a conference time or return conference
preference sheet as soon as possible.
Dates and times to be announced.
Raising and nurturing a gifted child can be an exciting yet
daunting challenge.
A gifted child often develops cognitively at a much faster
rate then they develop physically and emotionally, posing
some interesting problems.
The key to raising gifted children is respect: respect for their
uniqueness, respect for their opinions and ideas, respect for
their dreams.
.
Parent Association Tab
Dues are required
Offers informational and a political
voice
Sponsors professional and parental
workshops
Membership handouts available
Websites Containing Information Pertinent to Gifted
Parents/Guardians
Resources to Investigate
Handout available
• Contact your child’s teacher.
• Call Carol Goad or Kirk Haynes, Gifted/Talented Resource
Teachers at Kilgour Elementary or e-mail [email protected].
• Contact your Principal, Angela Cook
• Contact Betsy Onnen, Coordinator of Gifted Programming,
Cincinnati Public Schools