Preparing for the
Gifted and Talented
Supplemental TExES
Test
Presented by: Dr. Laura Mackay
[email protected]
www.texes.ets.org/texes
How is the test organized?
Domain I Foundations of Gifted Education (approximately 40% of the test)
Standards Assessed:
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Gifted and Talented Supplemental Standard I:
The teacher of gifted and talented students understands and applies knowledge of the historical, legal, and
conceptual foundations of gifted education.
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Gifted and Talented Supplemental Standard II:
The teacher of gifted and talented students has comprehensive knowledge of the cognitive, social, and
emotional characteristics and needs of these students.
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Gifted and Talented Supplemental Standard VI:
The teacher of gifted and talented students collaborates and communicates with students and
parent(s)/guardian(s); colleagues and administrators; professionals in business, industry, and universities; and
the public to support the education of gifted and talented students.
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Gifted and Talented Supplemental Standard VII:
The teacher of gifted and talented students fulfills professional roles and responsibilities and understands legal
and ethical issues relevant to the education of these students.
How is the test organized?
Domain II Assessment, Curriculum, and Instruction (approximately 60% of the
test)
Standards Assessed:
 Gifted and Talented Supplemental Standard III:
The teacher of gifted and talented students understands and applies knowledge
of assessment issues relevant to gifted and talented students, including
identification, diagnosis, and evaluation.
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Gifted and Talented Supplemental Standard IV:
The teacher of gifted and talented students understands and applies knowledge
of systematic program and curriculum design.
Gifted and Talented Supplemental Standard V:
The teacher of gifted and talented students creates a learning environment that
reflects research-supported instructional practices.
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TIMELINE
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Find the TIMELINE Cards on your table
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Determine the order of events and create a
physical timeline on your table.
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There is a blank note-taking sheet in your
packet.
Activity developed by Dr. Lynnette Breedlove
Texas GT Timeline
 1990 Texas State Plan for the Education of Gifted/Talented
Students
 Mandate to identify & serve GT students
 1996 new Texas State Plan…
 Establish accountability (DEC) – “Acceptable”
 Provide guidelines for program improvement – “Recognized”
& “Exemplary”
 2000 revised Texas State Plan…
 Innovative products & performances
Definitions
Marland Report, US Department of Education (1972)
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Gifted and talented children are those identified by professionally qualified persons
who by virtue of outstanding of abilities are capable of high performances. These are
children who require differentiated educational programs and/or services beyond
those normally provided in the regular school program in order to realize their
contributions to self and society.
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Children capable of high performance include those with demonstrated achievement
and/or potential ability in any of the following areas:
1. general intellectual ability
2. specific academic aptitude
3. creative or productive thinking
4. leadership ability
5. visual and performing arts
6. psychomotor ability
Definitions
Jacob K. Javits Bill (1988)
The term gifted and talented student means children
and youth who:
1. Give evidence of higher performance capability in
such areas as intellectual, creative, artistic, or
leadership capacity or in specific academic fields;
and who
2. Require services or activities not ordinarily provided
by the schools in order to develop such capabilities
fully.
Definitions
The Columbus Group (1991)
Giftedness is asynchronous development in which
advanced cognitive abilities and heightened intensity
combine to create inner experiences and awareness
that are qualitatively different form the norm. This
asynchrony increases with higher intellectual
capacity. The uniqueness of the gifted renders them
particularly vulnerable and requires modifications in
parenting, teaching and counseling in order for them
to develop optimally.
Texas Education Code
Texas Education Code,
Chapter 29, Subchapter D, §29.121 (1995)
In this subchapter, "gifted and talented students"
means a child or youth who performs at or shows the
potential for performing at a remarkably high level of
accomplishment when compared to others of the same
age, experience, or environment and who:
1. exhibits high performance capability in an
intellectual, creative, or artistic area;
2. possesses an unusual capacity for leadership; or
3. excels in a specific academic field.
Characteristics of Giftedness
Look in your handout and find the Characteristics of Various
Areas of Giftedness.
Match the area of giftedness below with the correct characteristics:
 General Intellectual Ability
 Leadership
 Creative Thinking
 Psychomotor
 Specific Academic Ability
 Visual and Performing Ability
Texas Administrative Code
Complete the Texas Administrative Code Trivia
page to see how much you know about the legal
requirements in Texas!
Texas Administrative Code (89.1)
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89.1 Student Assessment
School districts shall develop written policies on student identification that are
approved by the local board of trustees and disseminated to parents. The policies
must:
(1) include provisions for ongoing screening and selection of students who perform
or show potential for performing at remarkably high levels of accomplishment in the
areas defined in the Texas Education Code, §29.121;
(2) include assessment measures collected from multiple sources according to each
area defined in the Texas State Plan for the Education of Gifted/Talented Students;
(3) include data and procedures designed to ensure that students from all populations
in the district have access to assessment and, if identified, services for the
gifted/talented program;
(4) provide for final selection of students to be made by a committee of at least three
local district educators who have received training in the nature and needs of gifted
students; and
(5) include provisions regarding furloughs, reassessment, exiting of students from
program services, transfer students, and appeals of district decisions regarding
program placement.
Texas Administrative Code (89.2)
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Professional Development
School districts shall ensure that:
prior to assignment in the program, teachers who provide instruction and
services that are a part of the program for gifted students have a minimum
of 30 hours of staff development that includes nature and needs of
gifted/talented students, assessing student needs, and curriculum and
instruction for gifted students;
teachers without training required in paragraph (1) of this section who
provide instruction and services that are part of the gifted/talented
program must complete the 30-hour training requirement within one
semester;
teachers who provide instruction and services that are a part of the
program for gifted students receive a minimum of six hours annually of
professional development in gifted education; and
administrators and counselors who have authority for program decisions
have a minimum of six hours of professional development that includes
nature and needs of gifted/talented students and program options.
Texas Administrative Code (89.3)
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Student Services
School districts shall provide an array of learning
opportunities for gifted/talented students in kindergarten
through Grade 12 and shall inform parents of the
opportunities. Options must include:
(1) instructional and organizational patterns that enable
identified students to work together as a group, to work with
other students, and to work independently;
(2) a continuum of learning experiences that leads to the
development of advanced-level products and performances;
(3) in-school and, when possible, out-of-school options
relevant to the student's area of strength that are available
during the entire school year; and
(4) opportunities to accelerate in areas of strength.
Texas State Plan
The Texas State Plan provides
regulations for gifted and talented
programs. Read the plan and be
familiar with it for the test.
The programs are rated independently
from school ratings.
Acceptable – legal requirement
Recommended
Exemplary
www.tea.state.tx.us/gted/GTStaPlaEng.pdf
State Plan - Assessment
I. Student Assessment
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Written policies on identification provided to parents
Written policies for furlough, reassessment, exit, transfer, and
appeals
Nomination and screening once a year
Identify and provide services K-12
Multiple sources used
Nonverbal tests or test in home language
Use at least 3 measures for each area you identify & serve
Qualitative and quantitative measures 1-12
All populations have access
Selection made by a committee of 3 with Nature/needs training
State Plan – Program Design
II. Program Design
 Array of learning opportunities in 4 core areas, during
the school day, and all year
 Work together, with others, and independently during
the school day and all year
 Out-of-school options in areas of strength
 Offer CBE and early graduation
 85% of state $$ go to identification and services
 comply with State Plan
State Plan – Curriculum and
Instruction
III. Curriculum & Instruction
 array of appropriately challenging learning
experiences in 4 core areas
 continuum of experiences leading to advancedlevel products and performances
 opportunities to accelerate in areas of strength
 district and campus improvement plans include
GT
State Plan – Professional
Development
IV. Professional Development
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prior to assignment, teachers complete 30 hours
(nature/needs, assessment, curriculum/instruction) *note:
many districts follow TAGT guidelines for 5 strands –
nature/needs, identification/assessment, social/emotional
needs, creativity/instructional strategies, differentiated
curriculum)
if not done prior to assignment, 30 hours must be done within
first semester teaching the students
teachers must do 6 hours of training annually in gifted
education
professional development is evaluated on an on-going basis
State Plan – Family/Community
V. Family-Community Involvement
 written policies are provided to parents
 array of opportunities K-12 are communicated
to parents
 program evaluated annually and parents are
included in the evaluation
Researchers and Important People
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These are some of the “big names” in the field
of gifted education. How many can you match?
Models of Giftedness
Barbara Clark
Models of Giftedness
Francoys Gagne
Models of Giftedness
Howard Gardner
Spatial
Musical
LogicalMathematical
Linguistic
BodilyKinesthetic
Interpersonal
Intrapersonal
Naturalist
Existentialist (?)
Models of Giftedness
Joseph Renzulli
Models of Giftedness
The Triarchic Theory of Intelligence was
formulated by Robert J. Sternberg, a prominent figure
in the research of human intelligence. The theory by
itself was groundbreaking in that it was among the
first to go against the psychometric (g –factor)
approach to intelligence and take a more cognitive
approach. Sternberg’s definition of intelligence is “(a)
mental activity directed toward purposive adaptation to, selection
and shaping of, real-world environments relevant to one’s life”
(Sternberg, 1985, p. 45), which means that intelligence
is how well an individual deals with environmental
changes throughout their lifespan. Sternberg’s theory
comprises three parts: componential, experiential, and
practical
Analytical (componential)
Creative (experiential)
Practical (contextual)
Practical
Synthetic
Analytical
Models of Giftedness
Abraham Tannenbaum
Models of Giftedness (002)
Vygotsky’s Zone of Proximal Development
The average student
knows less so they have
a bigger zone of
development by the
end of the year
The gifted student
knows more so their
zone of development is
less than the average
student to get to the
same place.
Avg.
Student
Gifted Student
Mastery of
grade level
TEKS
Zone of
Proximal
Development
This is why we say that
gifted children learn the least
each school year. We do not
push their zones of
development.
Models of Giftedness (002)
Jerome Bruner
Emphasis is on big CONCEPTS. A concept
crosses time, culture and discipline. Concepts
are big ideas, not facts.
For example: How has the concept of change
influenced the study of biology?
Models of Giftedness (002)
Bruner (continued)
In a well developed paragraph, compare the
causes of the Civil War to causes of civil unrest
during another time in history.
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Vs.
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a well developed paragraph, compare the
causes of the Civil War.
Which is a concept? Which is coverage or simply stating
facts?
Social and Emotional Needs (002)
Write down everything you remember about how
to meet the social
of gifted students.
and emotional needs
Social and Emotional (002)
Did you include…
Support Groups
Discussion Groups
Bibliotherapy
Referral to school guidance or counseling services
Mentorships
Recognize cultural influences
SENG
Asynchrony (002)
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Physical
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Social
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Emotional
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Cognitive
Average child
Gifted child
Social and Emotional (002)
Locus of Control
Intrinsic
Extrinsic
Gifted students are more intrinsically
motivated.
Introverted
Extroverted
Social and Emotional (002)
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Write down everything you know about
underachievement.
What causes it?
How can you solve the problem of
underachievement in gifted students?
Social and Emotional (002)
Underachievement
Gifted students who underachieve can do so for many
reason. One of the biggest academic reasons is school
work that is not challenging!
Signs usually begin in third/fourth grade. Middle school
or junior high usually marks the highest point of
consistent underachievement. Some reverse in high
school, but most continue the pattern into adulthood.
The earlier you intervene the better.
Social and Emotional (002)
Underachievement
 Sylvia Rimm’s Trifocal Model
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Assessment:
Communications
Changing Expectations
Identification
Correction of Deficiencies
Modifications at Home or School
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Conforming/NonConforming Dependent
Conforming Dominant
NonConforming Dominant
Assessment, Curriculum and
Instruction (003)
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What is the difference between a formal and
informal assessment?
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What does the state law say you must include?
A minimum of 3 criteria that include both
quantitative and qualitative data.
 All populations must have access
 Review state plan
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Assessment, Curriculum and
Instruction (003)
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Quantitative data: Usually an ability or achievement
test. May be norm or criterion referenced.
Norm Referenced (COGAT, OLSAT, IQ Test)
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Compares student’s score to a norm group
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Ability – ability to learn, do not need instruction, IQ (Cogat, NNAT)
Achievement – content knowledge, usually measures instruction
(ITBS)
Criterion Referenced (TAKS or CBE)
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Measure to an existing standard
Does NOT compare students
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Qualitative data: Observation form, authentic
assessment, portfolio assessment, environmental
assessment, performance assessment, case
studies, interest surveys, student interviews,
anything that is more subjective. Evaluation
based on a rubric or rating scale. Sometimes
there are multiple evaluators and you need interrater reliability.
Normal Bell Curve
Assessment (003)
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Out of Level of Testing – pioneered by Julian
Stanley. Test students with the SAT in 7th or 8th
grade.
Ceiling Effect – The top score a student can
obtain on a test, regardless of what they know.
Many gifted students know more, but cannot
show this knowledge because the test stops or
runs out of questions.
Assessment (003)
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Steps in the Identification Process
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Training
Referrals
Selection
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Recommended
 Not Recommended
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Appeals
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What issues do you see in the assessment
process?
Problem Areas
 Constraints
 Obstacles
 Challenges
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Issues in Assessment (003)
 Disproportionate Demographics
 Widen referral pool
 Multiple measures
 Performance measures
 Check normative sample
 Twice Exceptional (Spec. Ed.)
 Individual testing
 Use subtests
 Multiple measures
 English Language Learners
 Nonverbal tests
 Performance measures
 Train ESL/Bil teachers in GT
Make sure your assessment matches your program
goal!
Systematic Program and Curriculum
Design (004)and Research Supported
Practices (005)
Acceleration is an excellent option!
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1. Early Admission to Kindergarten
2. Early Admission to First Grade
3. Grade-Skipping
4. Continuous Progress
Look to see if the
5. Self-Paced Instruction
student needs
6. Subject-Matter Acceleration/Partial Acceleration
7. Combined Classes
acceleration in only one
8. Curriculum Compacting
content area or across
9. Telescoping Curriculum
10. Mentoring
all areas.
11. Extracurricular Programs
12. Correspondence Courses
13. Early Graduation
14. Concurrent/Dual Enrollment
15. Advanced Placement
16. Credit by Examination
17. Acceleration in College
18. Early Entrance into Middle School, High School, or College
Acceleration
A Nation Deceived (www.nationdeceived.org)
Systematic Program and Curriculum
Design (004)and Research Supported
Practices (005)
REVIEW THE STATE PLAN
Different Grouping Options by Karen Rogers
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 Full-time GT (pure GT)
 Cluster grouping (6-8 or more)
 Grouping for acceleration (compacting, non-graded, plus traditional
acceleration)
 Subject specific enrichment
 Cross-grade, non-graded
 Pull-out
 Within class by ability
 Within class by achievment
 Cooperative heterogeneous groups
Systematic Program and Curriculum
Design (004)
What “They” Say
 Not the real world
 GT get the “good” teachers
 Lose role models in other classes
 Discipline problems in other classes
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State Plan
 Alone
 With non-GT
 With GT
Curriculum Design (004) and
Research Supported Practices (005)
 Content – what they learn
 Process – how they learn it
 Product – how they show you what they learned
 Interest
 Pace – acceleration, reduced assignments
 Breadth – skills (research, critical thinking, creative
thinking)
 Depth – deeper in a topic
 Complexity – issues, connections between topics
 Must have an array of learning experiences as well
as a continuum of learning experiences.
Curriculum Design (004)
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Have mentors and
independent study
Research – Supported Instructional
Practices (005)
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How is a teacher different in each of the
following roles?
Facilitator
Advocate
Researcher
Collaborator
Research – Supported Instructional
Practices (005)
Curriculum rules same as any other
 Vertical alignment
 Assess appropriately
Evaluate curriculum & evaluate program
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MONITOR and ADJUST
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Change what YOU are doing to meet the needs of the
STUDENTS
TExES TEST
70 multiple-choice questions (10 not scored)
Single items
Cluster items
• 2 or more questions
• Relate to stimulus (scenario)
You can write in the test book, but must
bubble your answers on the test
Practice Test
You can do it!
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INDIVIDUALLY…
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Complete questions 1 through 17
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We will discuss each question
after everyone has finished.
1
C
2
B
3
B
4
D
5
A
6
D
7
C
8
A
9
B
10
A
11
D
12
B
13
C
14
D
15
C
16
A
17
D
SCORE IT!
KNOWLEDGE IS POWER
Sir Francis Bacon (1597)