Brush School District
RE2-J
Gifted Program
Handbook
(revised September 2015 in response to CDE updates)
“Striving to provide gifted and talented children the
opportunity to reach their full educational, emotional,
and social potential”
1
Table of Contents
Mission Statement…………………………………………….3
Purpose Statement……………………………………………3
District Goals………………………………………………….3
Beliefs………………………………………………….………4
Definition of Giftedness………………………………………4
Characteristics of Giftedness………………………………...5
Programming …………….……….…………………………..5
Areas of Identification...............................................................7
Identification Procedure……………………..………………..8
Appeals Process………………………………………………17
Nomination Form………….………………………………....18
Parent Inventory…...............…………..……………………..19
Nomination Form (Spanish)....................................................22
Gifted Education Glossary…………………………...……....23
Online Resources.......................................................................25
2
Brush School District RE2-J
Gifted Program
Mission Statement:
Educate every child at a level of challenge!
Purpose Statement:
The purpose of the Brush Public School’s Gifted Program is to provide opportunities for
students to reach their maximum potential at the appropriate level of challenge.
District Goals:
o To promote school communities which value intelligence, talent, the worth of
the individual, and excellence in all areas of endeavor.
o To provide relevant learning experiences which include a variety of curriculum
options, teaching methods and materials, and opportunities for interaction with
students with similar interests and abilities.
o To promote collaborative relationships between and among home, school, and
other community resources.
o To encourage students to progress at their optimal rates and to move toward
responsibility for their own learning.
o To foster student awareness, understanding and acceptance of self and others.
3
Beliefs:
o While all students have strengths, not all students are gifted.
o Students may be gifted in one or more areas.
o Gifted students have unique and varied cognitive and affective abilities and
needs.
o Gifted students appear in all populations and are entitled to programming which
fosters maximum academic and personal growth and provides adequate
assessments to document that growth.
o Gifted students are entitled to learn in an environment where their gifts and
abilities are acknowledged, valued, and nurtured.
o Gifted students are entitled to appropriate and varied programming options
throughout their school career.
o Gifted students need choice throughout their school career.
o Providing appropriate programming for gifted students is a responsibility shared
by classroom teachers, electives teachers, administrators, and parents.
o Gifted students must be active participants in and share responsibility for their
own learning.
Definition of Giftedness
Gifted refers to those students whose abilities, talents, and potential for accomplishment are so
outstanding that they require special provisions to meet their educational needs. Gifted students
are capable of high performance in any or a combination of these areas:
•
General intellectual ability
•
Specific academic aptitude
•
Creative, productive thinking
•
Leadership and human relations skills
•
Visual and performing arts
4
Characteristics of Giftedness
1. MOTIVATION - Evidence of desire to learn
2. INTERESTS – Intense and sometimes unusual interests
3. COMMUNICATION SKILLS – Highly expressive with words, numbers or symbols
4. PROBLEM-SOLVING ABILITY – Effective, often inventive, strategies for recognizing and
solving problems
5. MEMORY – Large storehouse of information on school or non-school topics
6. INQUIRY/CURIOSITY – Questions, experiments, explores
7. INSIGHT – Quickly grasps new concepts; sees connections; senses deeper meaning
8. REASONING - Logical approaches to figuring out solutions
9. IMAGINATION/CREATIVITY - Produces many ideas; highly original
10. HUMOR - Conveys and picks up humor well
11. INTENSITY - Strength of reaction, responses and behaviors
12. SENSITIVITY - Strong emotions to emotional stimuli
Programming Overview:
Gifted education programming includes a range and variety of options to address student needs. Programming
is adaptable to the resources within our district and may be delivered within the student’s regular classroom, in
classrooms at other schools and/or in special classes. Programming is linked to identified student strengths,
with options and strategies matched to the indentified academic and affective needs of students. Balanced
programming must include the four components below in order to provide for the needs of gifted students:
* Structure (where and when programming is provided)
* Differentiated Curriculum and Instruction (how programming is provided)
* Affective Guidance/College Planning (what student support is provided)
* Content Options (what programming is provided)
Programming ultimately seeks development of the whole child so that gifted students become successful adults
demonstrating self-esteem, self-efficacy and creative productivity. Therefore, learner outcomes in three main
areas serve as the program focus for all identified students. It is our intention that gifted students will:
* Perform at advanced and distinguished levels in their strength areas;
*Acquire autonomous learning skills in order to become independent, lifelong learners;
*Develop creative problem solving, questioning and presentation skills which can be applied to solving
authentic problems in any realm.
5
Programming Components:
Students participating in the Gifted Program may have opportunities to:
o Pursue In-depth Investigations. Students choose a topic of high interest (a passion) and conduct
an in-depth study under the guidance of a faculty advisor. Community resources could also be
incorporated. With guidance from their advisor, the student prepares written objectives.
Progress of the study is monitored and a final product of the study or experience is defended.
o Utilize a Compacted Curriculum which is a process in which a student demonstrates proficiency
in a particular curriculum area and is accelerated in this area. Modifying or “streamlining” the
regular curriculum in order to eliminate repetition of previously mastered materials, allows for
upgrading the challenge level of the regular curriculum, and provides time for appropriate
enrichment and/or acceleration activities while ensuring mastery of basic skills.
o Employ Content Extension which is the process of extending the curriculum beyond what is
typical or expected in a class or grade level. Content extension includes:
Exposure beyond the regular curriculum – to new ideas, skills, and concepts not
encountered before.
Extension of the regular curriculum – going more broadly and deeply into the ideas
already introduced in that curriculum.
Extend learning beyond level through advanced content, materials, and complexity.
Concept development – using a concept introduced within the regular curriculum and
exploring its meaning and implications across the curricular areas.
o Participate in a Mentorship program. A student may conduct an in-depth study of or have
experiences in an area of interest with guidance from a mentor. This could include career
exploration, the study of advanced topics, or expanded development of talents. With guidance
from a mentor and an advisor, the student prepares written objectives. The progress of the
student is monitored and a final product of the study or experience is defended. A student may
also choose to serve as a mentor to a younger student who shares similar interests and high
abilities.
o Participate in Academic Contests. Students have access to a variety of competitions across
several disciplines. Examples include but are not limited to: Math/Science contests, spelling
bees, geography bees, Science Olympiad, Rocky Mountain Talent Search,
Regional/State/International Science Fairs, Knowledge Bowl, writing contests, art contests, and
various music contests and auditions.
o Pursue involvement in Enrichment Activities which are generally considered a horizontal
expansion (broadening) of particular topics presented in the classroom.
6
State Defined Areas of Gifted Identification
ECEA Rules, revised in 2015, specify the areas for gifted identification in Colorado. A
student maybe identified in one or more of these domains (areas):
Specific Academic Aptitude
Specific academic aptitude is exceptional capability or potential in an academic content
area(s) (e.g., a strong knowledge base or the ability to ask insightful, pertinent questions
within the discipline). All academic areas should be considered - Reading, Writing,
Mathematics, Science, Social Studies, World Languages.
Specific Talent Aptitude in Visual Arts, Performing Arts, Musical, Dance or
Psychomotor Abilities
Visual arts, performing arts, musical, dance or psychomotor abilities are exceptional
capabilities or potential in talent areas (e.g., art, drama, music, dance, body awareness,
coordination, and physical skills).
General or Specific Cognitive Ability
Intellectual ability is exceptional capability or potential recognized through cognitive
processes (e.g., memory, reasoning, rate of learning, spatial reasoning, ability to find and solve
problems, ability to manipulate abstract ideas and make connections).
Creative Ability
Creative or productive thinking is exceptional capability or potential in mental processes (e.g.,
critical thinking, creative problem solving, humor, independent/original thinking, and/or
products).
Leadership Ability
Leadership is the exceptional capability or potential to influence and empower people (e.g.,
social perceptiveness, visionary ability, communication skills, problem solving, inter-/intrapersonal skills, and a sense of responsibility).
7
GIFTED IDENTIFICATION
The identification process begins with a nationally norm referenced aptitude screening tool for all second grade
and sixth grade students. Students scoring at or above the 85th percentile are placed on the GT watch list for
additional testing.
Parents, teachers, counselors, community members and students are invited to submit the names of students
they view as potentially gifted or talented using nomination /characteristic sheets available in this handbook.
They are asked to indicate what they believe to be the student’s particular strength area(s).
The CogAT (Cognitive Abilities Test) full battery of tests will be administered after parent approval has been
given. This tests consists of three sections - Verbal, Quantitative, and Nonverbal.
A Body of Evidence will be gathered on each student on the gifted watch list. Appropriate data must be
gathered in the following four categories: Intellectual Ability, Achievement, Behaviors/Characteristics, and
Demonstrated Performance. Each student's complete Body of Evidence will be reviewed by a gifted
identification committee and recommendations will be made for identification based upon the criteria set by the
Colorado Department of Education.
If there is not enough information to make an informed decision on a student, the student will be remain on the
watch list and reviewed over the course of following year as more information becomes available.
Parents will be notified in writing about the recommendation of the committee - Gifted Identification, Not
Identified, or Watch List.
8
A gifted identification assessment should include the following components:
• Multiple
sources
• Multiple
types
• Multiple
times
• Quantitative
and
qualitative
data
• Additional
supporting
information
..
• Team of
educators
• 1member
trained in
gifted
education
Determination
aligns with
state criteria
I \
Talent Pool
Determination
No Gifted
Determination
9
BOE
Qualifying Data
• Norm-referenced test
• Criterion-referenced test
• Norm-referenced
observation scale
• Performance evaluation
Additional Data
• Anecdotal records
• Interview
• Observation
• Checklist
Collection of data for a body of evidence (BOE) includes, but is not limited to assessment results from
multiple sources and multiple types of data (i.e., qualitative and quantitative data about achievement,
cognitive ability, performance, parent and teacher input, motivation and observations of gifted
characteristics/behaviors). The body of evidence contains data to identify the strength area(s) according
to the definition of gifted children, and also determines appropriate programming services.A body of
evidence may consist of the following assessments:
Cognitive Tests Cognitive tests are designed to measure a student’s general intellectual ability. Such
tests do not measure specific academic aptitude in various content areas such as reading or math. Many
general intelligence tests and checklists include items that assess both fluid reasoning, such as analogies,
block designs, and pattern arrangements, and crystallized abilities, such as mathematics problems,
vocabulary, and comprehension of reading passages (Johnsen, 2004).
Creativity Tests
Assessment data from standardized, norm-referenced creativity tests are used to determine if a student
demonstrates gifted ability in the area of creativity. Creative aptitude is demonstrated by a student
scoring 95th percentile or above on norm-referenced creativity tests (e.g., Torrance Tests of Creative
Thinking [TTCT], Profile of Creative Abilities [PCA]). Some students who do not achieve qualifying scores
on cognitive or achievement tests may still demonstrate many characteristics of giftedness. Many gifted
traits and behaviors are evidence of the high level of creativity typical of many gifted students.
Achievement Tests
Assessment data from standardized, criterion- and norm-referenced tests are utilized to determine if a
student demonstrates gifted ability in a specific academic area. Specific academic aptitude areas include
reading, writing, math, science, social studies, and world language. Specific talent aptitude areas include
visual arts, performing arts, music and dance. Specific academic and talent aptitude is demonstrated by a
student scoring at the advanced/distinguished level on criterion-referenced assessments and/or 95th
percentile or above on norm-referenced achievement tests. Districts may use alternative achievement
tests to determine advanced academic competence
10
Behavior Observation Scales
Gifted students often demonstrate characteristics that lead to a referral for the gifted
identification process. Through the use of these scales, educators and parents can identify
outstanding talent by observing students in one or more settings that enable them to display their
abilities. Characteristics such as leadership, motivation, memory, reasoning, creativity and sense of
humor become a focus rather than academic aptitude measured by many of the more traditional
tests students encounter in school. Norm-referenced observation scales are used as qualifying
data for gifted identification. These scales are a valid and reliable way for educators and parents to
evaluate gifted behavior characteristics.
Performance Evaluation
Gifted ability is often not measured on a specific assessment, but rather demonstrated through
some type of performance. Identifying a student with exceptional abilities in a content area or a
talent area such as art, music, dance, psychomotor, creativity or leadership requires an evaluation
of performance. There are many types of performance data that might be utilized to develop a
body of evidence. These may include:
•
•
•
•
Juried Performance: Students often participate in events within school or outside of school
that are judged and evaluated. Students receive some type of rating based on their
performance. Data from a valid and reliable juried performance may be considered as
qualifying evidence if the jury consists of a team of experts in their field. An example of such
a performance would be a student selected for a statewide choral group or debate team
Contest/Competition: Many contests and competitions are available to students within
school or outside of school. Top placement in a regional, state or national competition may
be considered as a qualifying measurement for gifted identification. An example of such a
performance would be a student finishing first in a state science fair or Future Business
Leaders of America (FBLA) categorical competition.
Portfolio: Over time, some students develop a portfolio of work that might be evaluated by a
team of experts in the field. The advanced/distinguished rating of a portfolio may be
considered as qualifying evidence for gifted identification. A valid and reliable rubric is used
in the evaluation of a portfolio to ensure consistency and equal opportunity. An example
would be a collection of a student’s art work throughout elementary school and the portfolio
being evaluated by a committee of district art teachers and local artists.
Classroom Performance: Classroom teachers are often critical in providing qualitative data
about a student’s performance within the classroom. As the curriculum experts, teachers can
identify those students working above their same-age peers. Advanced classroom
performance must be measured through examples of above grade-level work. Earning an “A”
in a class does not necessarily indicate exceptional performance. Grades lack standardization
and are influenced significantly by students' motivation, classroom behavior, personal
appearance, and study habits.
11
Department of Gifted Education
Area of Giftedness: Specific Academic Aptitude (with Cognitive)
Content areas for specific academic aptitude include: reading, writing, math, science, social studies and world
language.
Two pathways may lead to identification in the area of specific academic aptitude.
First, a student may score 95th percentile or above on one or more batteries of a cognitive test and
demonstrate aptitude on two specific academic measures.
Cognitive Test 95th percentile or above on one or more batteries and
…two measures from any area or combination of areas below
Criterion- or Norm-referenced Achievement Test
•Advanced/Distinguished State
Assessment and/or
•95th percentile or above on
norm-referenced achievement
test and/or
•95th percentile or above on
CDE Resource Bank or district
bank of approved assessments
for non-state tested standards
Norm-Referenced Observation Scale
•95th percentile or above on
normed observation scale for
specific content area
Performance Evaluation
Specific Academic
Aptitude
Reading, Writing,
Math, Science,
Social Studies,
World Language
•State or national academic
contest – top place or ranking
and/or
•Expert juried performance
(Advanced or Distinguished)
and/or
•Teacher/Expert assessed portfolio
review (Advanced /
Distinguished/Above Grade Level)
12
Area of Giftedness: Specific Academic Aptitude (without Cognitive)
Content areas for specific academic aptitude include: reading, writing, math, science, social studies and world
language.
Two pathways may lead to identification in the area of specific academic aptitude.
Second, a student may not score 95th percentile or above on a cognitive assessment. However, a review
team may determine a comprehensive body of evidence demonstrates gifted academic ability. Content
specific measurement tools to meet criteria for identification should include at least three or more
measures from two of the three areas below. When cognitive data does not meet gifted criteria,
identification in a specific academic aptitude requires an examination of multiple data points and trends
over time.
Three or more measures from two of the three areas below
Criterion- Norm-referenced Achievement Test
•Advanced/Distinguished State
Assessment and/or
Norm-Referenced Observation Scale
•95th percentile or above on
norm-referenced achievement
test and/or
•95th percentile or above on
normed observation scale for
specific content area
•95th percentile or above on
CDE Resource Bank or district
bank of approved assessments
for non-state tested standards
Performance Evaluation
•State or national academic
contest – top place or ranking
and/or
Specific Academic
Aptitude
Reading, Writing,
Math, Science,
Social Studies,
World Language
•Expert juried performance
(Advanced or Distinguished)
and/or
•Teacher/Expert assessed portfolio
review (Advanced /
Distinguished/Above Grade Level)
13
Department of Gifted Education
Area of Giftedness: Specific Talent Aptitude
Identification in the talent domains requires the examination of a variety of instruments and multiple
pathways that lead to identification. Talent domains include: visual arts, performing arts, music, dance,
psychomotor, creativity and leadership. Often criterion- or norm-referenced assessments are not available in
a talent area; therefore performance evaluation is an important component in the body of evidence. If data
from a valid and reliable test are not available to demonstrate exceptional ability, two or more indicators in
the performance area may be used to meet identification criteria along with an exceptional rating on a
norm-referenced observation scale. Identification in area of psychomotor is designated for national-level
athletes who require programming accommodations to address the number of school days that might be
missed during training and/or competitions. Districts are not required to provide or financially support
athletic coaching, training or competitions for students identified in this area.
Performance Evaluation - and
•State or national talent
contest - top place or ranking
and/or
•Expert juried performance
(Advanced or Distinguished)
and/or
•Portfolio review (Advanced or
Distinguished)
Norm-Referenced Observation Scale - and
•95th percentile or above on
normed observation scale in area
of talent
Criterion/NormReferenced Test*
•95th percentile or above on
norm-referenced creativity test
and/or
•Advanced/95% or above on
approved criterion-referenced
specific talent test and/or
Specific Talent
Aptitude
Visual Arts,
Performing Arts,
Music, Dance,
Psychomotor,
Creativity,
Leadership
•95th percentile or above on
cognitive measure
*If criterion- or norm-referenced
tests are not available, two
performance evaluations are
required along with observation
scale
14
Department of Gifted Education
Area of Giftedness: General Intellectual Ability
Students may qualify in the area of general intellectual ability with a score of 95th percentile or above on one
or more batteries of a cognitive test. The determination team must collect and review additional data for the
body of evidence to develop the student’s learning profile. A gifted determination based solely on a cognitive
assessment score, without any other qualifying data, is the exception. A review team should use their
professional judgment to determine if identification is appropriate by examining supplemental or nontraditional information collected through interviews, observations or performances beyond the academic
content areas. Students from underrepresented populations may not demonstrate gifted abilities through the
use of traditional assessment data. When only cognitive ability assessment data meets criteria in a body of
evidence (95th percentile or above), the review team may determine that the student is identified with general
or specific intellectual ability. This meets portability requirements.
Cognitive Test
•95th percentile or above on one or more
batteries on an intellectual ability assessment
General
Intellectual
Ability
Observation/Performance
Checklist/Inventory
Interview
15
Portability
AU alignment with statewide
identification procedures
Transfer of Body of
Evidence (BOE) and
Advanced Learning
Review of ALP
within 45 days
Request of
additional BOE if
needed
Communication
with parents within
60 days
The Exceptional Children’s Education Act (ECEA) requires that a student who moves
from one district in Colorado to another district in the state retains his/her gifted
identification. This concept is referred to as “portability.”
Portability means that a student’s identification in one or more categories of giftedness transfers
to any district in the state. Gifted programming must continue according to the receiving district’s
programming options. Portability of identification is a part of the student’s permanent record and
Advanced Learning Plan. AUs will determine the process and procedure used to ensure the
appropriate and timely transfer of a student’s Advanced Learning Plan that includes the student’s
gifted identification profile (bodyof evidence). The transfer process may include secure electronic
file transfers or mailing of the student’s record to the new district/school. When a student transfers
from one district to another, it is important that the sending district include gifted education
records with all other student records sent to the receiving district. Names and contact information
of AU Gifted Directors/Coordinators may be found on the CDE Gifted Education website.
Although rules require portability, districts have the autonomy to select the specific instruments
and procedures that will be utilized for gifted identification. These assessment tools may vary
across districts but the criteria do not vary. If the receiving district’s gifted review team
determines the previous district identified the student using criteria not aligned to state guidelines,
the rule for portability does not apply. If this is the case, it is the responsibility of the receiving
district to consult with the former district, parents and students to re-evaluate the identification
determination.
The rule for portability does not apply to students moving into Colorado from another state.
However, the receiving school should review the student’s records for evidence of giftedness, and
then determine whether additional assessment is necessary to confirm if the student meets Colorado
criteria for gifted identification. Districts should also be aware of the parameters within the Military
Compact Agreement for identified gifted students moving to Colorado as a result of a military transfer.
The Compact states: The receiving state school shall initially honor placement of the student in
educational programs based on current educational assessments conducted at the school in the
sending state or participation/placement in like programs in the sending state. Such programs include,
but are not limited to: 1) gifted and talented programs; and 2) English as a second language (ESL).
This does not preclude the school in the receiving state from performing subsequent evaluations to
ensure appropriate placement of the student.
16
Appeals Process
The appeals process begins when a student and/or parent are not satisfied with the decision of the
team in planning the student's educational programming and when determining need for gifted
education services. This process involves the reconsideration of any of the assessment processes,
body of evidence data, or programming for gifted and talented services.
Before a formal appeal, an attempt should be made at the building level to resolve the
disagreement. The student or parent shall request a conference with the building level Gifted
Education Coordinator and/or building principal and the district Gifted Education Coordinator in
order to review the student’s body of evidence and to obtain a thorough explanation of the
screening process and its purpose.
If the outcome of the conference at the building level is not to the satisfaction of the student and/or
parent's satisfaction, then a written appeal must be submitted to the district superintendent or their
designee. The written appeal must contain a statement of the complaint, any evidence in its support,
the solution desired, the student and parent's signature, and the date the appeal is submitted. The
superintendent, or his/her designee, must schedule and hold a conference with the submitting party
and the CBOCES Gifted Education Coordinator within two weeks of receiving the written appeal. At
the end of this meeting, the decision of the superintendent is final.
17
STUDENT NOMINATION FORM
for Gifted Identification
Student Name:
School:
Grade Level:
I believe that
is performing well above grade level
or demonstrates exceptional strengths in the following areas. I would like his/her performance and
achievement to be reviewed to determine eligibility for gifted education services.
Suspected Areas of Exceptional Ability (check all those that apply):
General Ability (critical and creative thinking, problem solving, learning aptitude)
Specific Talent Aptitude
____Music ____Visual Arts ____Performing Arts _____Psychomotor
____Specific Academic Aptitude
____Math ____Reading ____Writing
____World Languages
____Social Studies ___Science
Creativity
Leadership
I feel this candidate should be nominated because of the following qualities:
(Parent) I have completed the attached parent inventory. (Teachers will complete a Gifted
Evaluation Scale provided by the GT Coordinator)
(Parent)I understand that group tests of ability or achievement may be administered to my child
as part of the identification process.
Nominator’s Signature
Please mark appropriate box:
Self
Date
Peer
Parent
Staff
Please return nomination form to the student’s school office or District GT Coordinator.
Thank-you.
18
GIFTEDNESS PARENT INVENTORY
Student __________________________________ Grade _____ School _____________________ Date _______________________________
This checklist is based on areas of strength within content areas. Please mark the frequency your student/child exhibits each behavior and
consider his/her behavior in a variety of settings. After each section, space is allowed for specific examples or explanations you would like to
include.
READING
1
.
2
.
3
.
4
.
5
.
6
.
7
.
8
Seldom
or Never
Sometimes
Often
Almost
Always
Is an avid reader; dependent on books for entertainment/information.
Understands a variety of reading material including: fiction, non-fiction, biographies
autobiographies, encyclopedias, atlases, etc.
Grasps metaphors, analogies, and satire; constantly draws analogies between two
seemingly different events, forms, and objects.
Has an advanced vocabulary; uses terms in a meaningful way; has verbal behavior
characterized by “richness” of expression elaboration, and fluency.
Recalls details with inferences (i.e. makes connections between details or ideas
presented in reading material).
Interprets literature in a more abstract manner with more complete understanding of
figurative language (i.e. personification, symbolism).
Can accurately comprehend and interpret what is read.
Demonstrates skill in finding and using information from a complex variety of
sources.
Comments:
WRITING
1.
Demonstrates advanced level of written expression in stories or poetry.
2.
Intense interest in and dedication to writing.
3.
Sensitive to sounds, structure, meanings, and functions of words in written form.
4.
Displays a strong grasp of editing.
5.
Uses a variety of sentence structure and displays organized thoughts in written form.
6.
Uses descriptive words to add color, emotion, and beauty; uses colorful and
imaginative figures of speech; i.e. puns and analogies.
7.
Displays accurate and specific word choice including relevant details, examples, or
advanced vocabulary.
8.
Writes essays, stories, and other papers notes for clarity, fluency, and merit.
Seldom
or Never
Sometimes
Often
Almost
Always
Comments:
19
ORAL COMMUNICATION
1.
Exhibits richness of oral expression and elaboration; can explain his/her self well and
in a complete manner.
2.
Modifies and adjusts expression of ideas for maximum reception; finds variety of
ways to express ideas so that others will understand.
3.
Has an advanced vocabulary.
4.
Uses voices expressively to convey or enhance meaning.
5.
Can convey information non-verbally through gestures, facial expressions, and body
language.
6.
Is an interesting story teller; captivates interest of audience.
7.
Engages in stimulating discussions and debates related to ideas.
8.
Prefers verbal responses to written responses in choosing project/product options.
Seldom
or Never
Sometimes
Often
Almost
Always
Comments:
MATH
1
.
2
.
3
.
4
.
5
.
6
.
7
.
8
Seldom
or Never
Sometimes
Often
Almost
Always
Seldom
or Never
Sometimes
Often
Almost
Always
Enjoys dealing with abstract symbol systems, such as numbers, codes, computer
language.
Enjoys working with patterns, relationships, diagrams, graphs, tables, geometric
properties, algebraic concepts, puzzles.
Uses logic and can follow through on a chain of reasoning to make a sound decision.
Demonstrates interest and stamina in learning and solving problems.
Preference for studying and analyzing mathematical ideas and concepts.
Sets up original mathematical procedures and can communicate the reasoning used in
problem solving.
Can easily compute numbers and problem solving mentally.
Demonstrates advanced level of mathematics.
Comments:
SCIENCE
1
.
2
.
3
.
Interested in science books, videos, and television programs; keeps up with new
developments and technologies in science areas; enjoys finding information through
personal research.
Sees connections, sees relationships of science to real world.
Good at exploring, questioning, investigating, studying things in details.
20
4
.
5
.
6
.
7
.
8
Understands scientific method, able to formulate hypotheses, and conduct
experiments.
Intense interest in science-related classes and career areas.
Accumulator of objects, information and data-collects and organizes into meaningful
groups, classes, and hierarchies; has personal collections, i.e. rocks, leaves, shells,
gadgets, etc.
Sets up original scientific research and reports work; shows sense of detail.
Exhibits enjoyment of the outdoors and demonstrates a definite connection to nature.
Comments:
LEADERSHIP
1
.
2
.
3
.
4
.
5
.
6
.
7
.
8
Seldom
or Never
Sometimes
Often
Almost
Always
Displays a genuine interest in others through empathy and intuition; sensitive to
moods, intentions, motivations, and feelings of others.
Assumes leadership role in group situations; is persuasive, charismatic, a role model.
Carries responsibility well, conscientious; can be counted on to follow through on
promises.
Other students turn to him/her for assistance; can influence the opinions and actions
of others; likes to help with peer mediation.
Enjoys being around people; sociable; prefers not to be alone; participates in social
and extra-curricular activities.
Can express self well; has good verbal abilities and is usually well understood.
Successfully organizes and directs peers to solve problems and attain objectives; see
alternative ways to distribute tasks to others.
Concerned with the ethical consequences of personal/others’ behaviors as well as
society; may possess innate sense of justice; forsees consequences of actions.
Comments:
Nomination Form
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FORMA DE NOMINCIÓN ESTUDIANTIL
Nombre del Estudiante:
Escuela:
Nivel de Grado:
Yo creo que
esté desempeñando habilidades supriores
para su nivel de grado o demostrando fuerzas excepcionales en las siguientes áreas. Yo quisiera que sus
habilidades sean revisadas y que se determine elegibilidad para los servicios de educación de dotados.
Áreas Sospechas de Habilidad Excepcional (marque todos los que apliquen):
Habilidad General (el pensar críticamente y creativamente, resolver problemas, aprendizaje,
aptitud)
Música/Visual/Artes Escénicas (haga lista de cuales específicamente)
Creatividad
Liderazgo
Capacidad Académica Especifica:
Lectura
Escritura
Matemáticas
Ciencia _____Social Studies
____ World Languages
Yo pienso que éste/a candidato/a debe ser nominado/a por razón de las siguientes cualidades:
(Padre y Maestro) He llenado el índice acompañante, si es que se aplica.
Yo entiendo que se pueden administrar exámenes de habilidades en grupos a mi hijo/a como parte del
proceso de identificación.
Firma del Nominador
Por favor indique el cuadro apropiado:
Fecha
Estudiante
Compañero/a
Padre
Facultad
Por favor regrese la forma a la oficina escolar de su. Gracias.
Nomination Form
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Gifted Education Glossary
Ability Grouping: The flexible regrouping of students based on individual
instructional needs.
Acceleration: Moving at a faster pace through academic content.
Advanced Learning Plan (ALP): A plan developed annually that develops
programming options and sets goal for the Gifted Learner.
Affective Education: Study of emotions, identifying and dealing with them.
Affective Needs: The social and emotional considerations of an individual.
Articulation: The process of moving students between grades and learning
levels.
Asynchronous Development: Differing rates for physical, cognitive, and
emotional development. For example, a gifted child may be chronologically 13
years old, intellectually 18, emotionally 8, and physically 11. The discrepancies are
greatest for everyone at the chronological age of about 13, but the extremes
displayed by gifted children have led some experts to define giftedness itself as
asynchronous development. If you tell a gifted child to "Act your age!" s/he could
legitimately respond: “Which one?”
Cluster Grouping: The intentional placement of a group of similar-ability
students in an otherwise heterogeneous (mixed-ability) classroom for a particular
learning activity.
Cross-grade/Multi-age Grouping: Grouping strategy that mixes children of
different ages for instruction.
Curriculum Compacting: An instructional strategy in which a student’s grasp of
a subject area is frequently reassessed by the instructor and, following
demonstration of mastery of the subject, the student is allowed to progress to the
next level or is given more in-depth work in the same subject area.
Differentiation: The modification of programming and instruction based on a
student’s academic need and intellectual ability.
Enrichment: The enhancement of the curricular program with additional
opportunities and avenues of learning.
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Heterogeneous Groups: Groups of students with different ability levels.
Homogeneous Groups: Groups of students with similar ability levels.
Independent Study: Students demonstrating content mastery and having a
special interest may contract with a teacher for an independent study project.
Together they plan a method of investigating the problem or topic and agree on a
product.
Learning Contracts: An agreement between the teacher and student granting
certain freedoms and choices about how a student will complete tasks, and the
student agrees to use the freedoms appropriately in designing and completing work
according to specifications.
Mentorship: A cooperative arrangement between a student and a professional
adult for the purpose of sharing common interests in a particular skill, knowledge
or career orientation.
Modifications: Gifted students with special education needs would have their
ALP’s written with potential modifications for the standards in the area of
disability.
Out-of-Level Testing: Testing typically given to a particular grade or age of
student and used to assess abilities of younger students at a higher level than their
developmental peers.
Perfectionism: The desire to execute tasks flawlessly. Gifted children may
develop perfectionism after entering school, as they perform better than their
classmates. Later, such perfectionism may lead to avoiding challenges so as not to
appear imperfect.
Pull-Out Programs: Classes and activities held during the school day but outside
the regular classroom.
Tiered Assignments: Assignments are designed for different abilities and
learning styles.
Twice-Exceptional: Gifted students with disabilities.
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Additional Resources:
The following resources may be helpful to facilitate understanding of the unique gifts and
talents of the GT child.
Colorado Department of Education (CDE) This link within the larger Colorado
Department of Education is provided to assist with questions that both educators and
parents may have around working with gifted and talented students.
12 Traits of Gifted: http://www.cde.state.co.us/gt/12traitsof-giftedness
Video Top 10 Myths of Gifted: https://www.youtube.com/watch?v=MDJst-y_ptI
http://www.cde.state.co.us/gt/index.htm
Colorado Association for Gifted and Talented (CAGT) CAGT is a non-profit
organization of parents, educators, and others interested in promoting suitable
education, including creative stimulation, for gifted and talented children, while also
seeking public recognition and aid for the special needs of these children.
http://www.coloradogifted.org/
National Association for Gifted Children (NAGC) NAGC is a non-profit organization of
parents, teachers, educators, other professionals and community leaders who unite to
address the unique needs of children and youth with demonstrated gifts and talents as
well as those children who may be able to develop their talent potential with appropriate
educational experiences. http://www.nagc.org/
The National Research Center on the Gifted and Talented (NRCG/T)NRCG/T
promotes and publishes research on current and emerging issues in the education of
gifted and talented students. http://www.gifted.uconn.edu/nrcgt.html
Gifted Child Monthly This is an on-line newsletter for parents and teachers of gifted and
talented children. https://gifted-children.com/
Hoagie’s Kids and Teens Links to contests and awards, hot topics, internet investigations,
lists of movies with gifted kids as the leading characters, and much, much more!
http://www.hoagiesgifted.org
GT World This site offers an on-line support for parents http://gtworld.org
Pre-K Smarties Information in raising gifted infants and preschoolers.
http://preksmarties.com/gifted.htm
SENG (Social Emotional Needs of Gifted) SENG is dedicated to fostering the social
emotional needs of gifted adults and children. At this site, current articles and
conference information are available that serve to support social and emotional issues
that affect the gifted population. http://www.sengifted.org/
Twice Exceptional Newsletter This site has articles, resources, events and book
recommendations for families with twice exceptional children. http://2enewsletter.com
Davidson Institute is a national nonprofit organization dedicated to supporting profoundly
gifted students18 and under. http://www.davidsongifted.org/
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