Identification and Assessment of
Gifted/Talented Students
Keller ISD
PART 1: Recognizing Gifted Potential
Texas Definition of Gifted
• Many definitions of “giftedness” exist. The following is
the definition from Texas Education Code Chapter 29,
Subchapter D
§29.121 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)
2)
3)
exhibits high performance capability in an intellectual, creative, or artistic
area;
possesses an unusual capacity for leadership; or
excels in a specific academic field.
In KISD, we identify and serve intellectually gifted students.
Recognizing Qualities of Gifted
Individuals in your Classroom
The process of identifying gifted characteristics
can be difficult! Sometimes, gifted traits
appear as “negative” or “challenging”
behaviors. Many confuse high achievers
with gifted students. The following lists of
common characteristics help guide us to
recognize potential giftedness.
Positive Characteristics of Giftedness
• Learns information quickly and easily; often has a detailed
memory
• Is highly imaginative. Is less inclined to follow the
organization and ideas of others
• Has an intense, sustainable interest. Asks many
questions. Is interested in a lot of things
• Has keen powers of observation and is able to identify
characteristics of new concepts and problems
• Can exam and recall details
• Reasons things out, thinks clearly, recognizes
relationships, comprehends meanings. Sees connections
Positive Characteristics of Giftedness
• Has longer attention span and interest span. Has hobbies
or collections related to a specific field of interest
• Has greater than average ability to grasp concepts and see
abstract relationships
• Has a large vocabulary which is used easily and accurately.
• Enjoys reading, usually at a mature level
• Follows directions easily
• Self-motivated, persistent. Has a strong desire to achieve
• Uses logic
• Is responsible and often seen by peers as a leader
Potentially Challenging
Characteristics of Gifted Individuals
• Easily bored with routine or rote assignments (“busy
work”)
• Wants to do things his or her way – challenges
authority or rules
• Needs constant reassurance and praise
• Has difficulty moving from one task to another
• Becomes frustrated with peers who don’t see
connections or relationships like they do
• Is irritated by having to explain everything
Potentially Challenging
Characteristics of Gifted Individuals
• Struggles with change or inconsistency
• Tends to be off task or have a “wandering mind”
• May not always pay close attention to directions and
assumes he/she already knows how do something
• Uses sarcasm or adult humor
• Extremely upset when they “fail,” cannot accept being
wrong
• Can assume authority and take over a group or even a
classroom
• Can be unwilling to listen to the opinions of others and
even be considered “bossy”
A Comparison of Common Characteristics and
Behaviors of Gifted Learners
Common
Characteristic
Positive
Behavior
Potentially Challenging
Behavior
-Learns rapidly
-Retains information
easily and longer
-Masters basic skills early
-Early reader
-Becomes bored
-Resists rote and repetitive tasks
-Disruptive
-More curious
-Strong need to know
-Large stores of
information
-Prefers complexity
-Asks many questions and may
appear defiant
-Gets off topic frequently
-Independent thinker
-Questioning attitude
-Self confident
-Innovative & Creative
-Expresses original
opinions
-Challenges authority
-Rebellion
-Resists social norms and rules
-May feel isolated or
undervalued
What is “Gifted?”
High Achievers:
Gifted Learners:
• Remember the answers
• Work hard
• Attentive during lessons; follow
directions precisely
• Complete assignments
• Enjoy school
• Memorizes well
• Get A’s
• Are pleased with their learning
• Are accurate and complete in
answers
• Enjoy peers/classmates
• Accept rules and standards
•
•
•
•
•
•
•
•
•
•
•
Ask the questions
Know without working hard
Exhibit strong feelings and opinions
Question purpose
Enjoy learning
Guess and infer well; keenly observant
May not be motivated by grades
Are self critical
Elaborate and discusses exceptions
Seek out adults
Create own goals
Adapted from Differentiation: Simplified, Realistic, and Effective: Grades K-12 by Bertie Kingore
Complete list is located within the attached document “High Achiever_Gifted_Creative”
used by permission
An illustration of how a high achiever, gifted learner
and creative learner might respond differently to the
same assignment.
What do
you really
want?
High
Achiever
What I
would like
to do is…
Gifted
Learner
What
about…
Creative
Learner
Kingore, B. (Spring 2004). High Achiever, Gifted Learner, Creative Learner.
Used by permission. Adapted from www.bertiekingore.com
Different responses to the same question…
Oh! I know
that
answer!
High
Achiever
Yes, but…
Gifted
Learner
What??
Creative
Learner
Kingore, B. (Spring 2004). High Achiever, Gifted Learner, Creative Learner.
Used by permission. Adapted from www.bertiekingore.com
The Nomination Process
• Once gifted behaviors are noticed in a student,
teachers, parents, the student, or the student’s
peers may nominate a student for gifted testing.
• The first step is contacting the campus GT
Specialist K-6 or GT Liaison 7-12.
1. The GT Specialist or GT Liaison will provide a
parent inventory including parent consent to the
identification process.
2. The GT Specialist or GT Liaison will request
feedback from a KISD teacher familiar with the
student.
PART 2: Overview Of Identification and
Assessment in Texas & KISD
The Texas State Plan for the Education
of Gifted/Talented Students
• Just as schools and districts receive ratings from TEA,
the gifted programs in each district can also be
determined as “In Compliance”, “Recognized” or
“Exemplary” as categorized by the state plan
• Section 1 of the Texas State Plan for the Education of
G/T students states:
Assessment instruments and gifted/talented identification
procedures provide students an opportunity to
demonstrate their diverse talents and abilities.
TEA GT documents can be found online:
http://www.tea.state.tx.us/index2.aspx?id=6420
How does this look in KISD?
Section 1.1
• KISD offers the nomination forms in both Spanish and
English, to better communicate to families in a language
that they understand.
• Families and staff are informed of student placement
and given opportunities to schedule conferences to
discuss the assessment data.
Section 1.2
• KISD has written policies that include provisions
regarding furloughs, reassessment, exiting of students
from program services, transfer students, and appeals
of district decisions regarding program placement.
How does this look in KISD?
Section 1.3
• Opportunities for assessment occur at least once per
school year.
Section 1.4
• Students in grade K-12 are assessed and served in the
G/T program.
Section 1.5
• Students are assessed with qualitative and
quantitative assessments. Additional measures
include teacher and parent inventories as well as
optional portfolios and interviews.
How does this look in KISD?
Section 1.6
• Alternate tests and additional measures may be
utilized to identify students of all populations.
Section 1.7
• Selection of students is made by a committee of at
least one administrator, one classroom teacher and
one gifted and talented specialist or liaison. Each
member of the committee has completed thirty hours
of training and has current update hours.
PART 3 : The Identification Process in KISD
The ID and Assessment Process
Decision
Committee
Reviews Data
Collect Quantitative Data
(Aptitude and
Achievement Tests)
Collect Qualitative Data
(teacher and parent surveys,
interviews, portfolios)
Referral
Anyone can refer a child for the
G/T program
Observations in the classroom
Observations
• Teachers actively search for signs of
giftedness within their classroom.
Observations in the classroom
Referral Process
• Anyone may refer a K-12 student for the
KISD GT Program
• Parent must provide consent for testing
Referral
Anyone can refer a child for the
G/T program
Observations in the classroom
Qualitative Data
•
•
•
•
Parent Inventory
Teacher Inventory
Portfolios
Interviews
Collect Qualitative Data
(teacher and parent surveys,
interviews, portfolios)
Referral
Anyone can refer a child for the G/T
program
Observations in the classroom
Quantitative Data
• Aptitude Testing
– Non-verbal
– Verbal
• Achievement Data
• Math
• Reading
Collect Quantitative
Data
(Aptitude and
Achievement Tests)
Collect Qualitative Data
(teacher and parent surveys,
interviews, portfolios)
Referral
Anyone can refer a child for the
G/T program
Observations in the classroom
Otis-Lennon School Ability Test (OLSAT)
Naglieri Nonverbal Ability Test (NNAT)
When modern IQ tests were devised, the mean score within an
age group is set to 100 and the standard deviation (SD) almost
always to 15. Thus, the intention is that approximately 95% of the
population scores within two SDs of the mean, (IQ between 70
and 130)
IQ Range
IQ Classification
% of World
Population
140+
Highly Gifted
0.4%
130+
Gifted
2%
115-129
High Intelligence
5%
110-115
High Average
25%
90-109
Average
50%
Admission/Review/Exit Committee
“A.R.E.”
• Committee Members:
– Administrator
– General Education Teacher
(with 30 GT core hour training)
– G/T Specialist
– Counselor or other personnel may be
invited to attend.
•
All qualitative and quantitative data are
recorded on the Student Profile Form
for committee review
Committee
Reviews Data
Collect Quantitative
Data
(Aptitude and
Achievement Tests)
Collect Qualitative Data
(teacher and parent surveys,
interviews, portfolios)
Referral
Anyone can refer a child for the
G/T program
Observations in the classroom
Committee Decision
•
•
Committee members review for evidence
in these categories:
– Qualitative
– Quantitative
After reviewing data, the committee makes
one of the following decisions:
– Recommendation for Placement
– Provisional Placement
– Not Recommended for Placement
– Additional Data Requested
Decision
Committee
Reviews Data
Collect Quantitative
Data
(Aptitude and
Achievement Tests)
Collect Qualitative Data
(teacher and parent surveys,
interviews, portfolios)
Referral
Anyone can refer a child for the
G/T program
Observations in the classroom
After the A.R.E. Meeting
• Notification letters will be MAILED to the students’
home.
• Students who are placed in the G/T program are
monitored for success. If needed, students may be
placed on a growth plan, furloughed, reassessed, or
exited.
• If a student is not placed in the program, parents
may appeal the decision and the committee will
gather additional data and review the decision.
References
• Brady, S. (Spring 2008). The Kingore observation inventory.
Tempo, 28 (2), 30-34.
• Kingore, B. (2004). Differentiation: Simplified, realistic, and effective –
How to challenge advanced potential in mixed-ability classrooms.
Austin, TX: Professional Associates Publishing.
• Kingore, B. (Spring 2004). High Achiever, Gifted Learner,
Creative Learner. Used by permission. Adapted from
www.bertiekingore.com
• Kingore, B. (2007). Recognizing gifted potential: Planned
experiences with the KOI. Austin: Professional Associates
Publishing.
• TAGT Core Knowledge Areas and Teacher Competencies can
be found at :
http://www.txgifted.org/files/pdf/CoreKnowledgeAreas.pdf
• The Texas State Plan can be found at:
http://www.tea.state.tx.us/WorkArea/linkit.aspx?LinkIdentifier=id
&ItemID=2147487537&libID=2147487535