GT & Disproportionate Representation

A Caucasian girl who knows all the answers, is behaviorally compliant, and wear glasses…does not represent the diversity of this group of students.

No funding it is not a category under IDEA Low teacher referral IQ 130 (child is performing better than 96% of the population) Creative Academic Intellectual Underachievers (self-selected) “you’re so good in math, why can’t you do better in all your other subjects.” Economically disadvantaged Highly talented with specific aptitudes.

GT + LD Show creative potential but also behave disruptively Retain one grade Their giftedness is missed in the early grades Bore, display similar behaviors like ADHD or CD ODD (oppositional defiant disorder)

Gifted ≠ Bright Are beyond group Create new designs Show strong interest Plays around, yet test well Prefer company of adults or smart peers Top of group Understand visual abstractions Listen with interest Work hard Enjoy the company of peers

Giftedness is genetic Environment does affect, looking at IQ test Boys are underrepresented at the early years, high school girls may be more likely to avoid expressing..

Students with GT are found in every ethnic group or socio economical status (SES) Jewish and Asian are more frequently identify African American are underrepresented Disadvantaged families and linguistically different, are infrequently identify as gifted. (referral bias, environmental factors)

GT/ELL Has been acknowledge for many years, still ELL students are undeserved in GT programs, but overrepresented in special education programs. Significant rise for other minority groups, but not sustained rise for Hispanic students Nation at Risk 1980s 1990s in most districts little changed has seen in Hispanic students Rapid increase 1979 (1 in 10), 2003 (1 in 5)

Challenging academic work in the native language We focused on the weakness rather than their cognitive strength ELL students have fewer opportunities to be noticed

Gallagher and Coleman(1994) found two barriers Lack of communication between ELL/educators/special ED teachers. Lack of explicit identification Teachers have low expectations Biases in standardized test( In English) Lack of cultural relevancy of our definition of giftedness A study by Peterson and Margolin(1997) found that teachers don’t refer ELL students (co-operate, answer questions and are punctual)

Mps 2nd grade GT test

Cognitive Ability Test-Form 7(CogAT7)

Parents are notified by a letter send home in their native language. 2/3 of identified children are placed in one classroom, part-time GT coaches the elementary teacher. No especial accommodations for any 2nd grader that takes the test.

“If their English wasn’t good, the kids wouldn’t never exceed expectations” Article Tests are not culturally appropriate

Questions When testing for giftedness (in English) are accommodations fair for ELL students whose parents don’t speak English? Explain more What kind of talents GT ELL students might exhibit?

Resources Plucker, Jonathan A, Harris Bryn, Rapp Kelly E, Martinez Rebecca. “Identifying Gifted and Talented English Language Learners: A Case Study.” pp. 368-393. http://files.eric.ed.gov/fulltext/EJ835865.pdf Cognitive Abilities Test Practice Activities. https://staff.mpls.k12.mn.us/Depts/TalentDevGiftEdu/Documents/Assessm entAndIdentification/Practice_Activities_Screening_Form_Level_8.pdf. Accessed 15 October 2016. Zentall, Sydney. “Student With Mild Exceptionalities.” Sage Publications, Inc. 2014.