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AGENDA Purpose of Meeting Introductions Characteristics of the Gifted
Identification Process & Important Dates Contact Info.
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GT Awareness Parent Meeting
Gifted and Talented Characteristics and Identification Jada Mullins, Montgomery ISD Director of Special Programs (936)
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From http://txgifted.org/what-giftedness
What is giftedness? "Gifted and talented student" 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: exhibits high performance capability in an intellectual, creative, or artistic area; possesses an unusual capacity for leadership; or excels in a specific academic field. From
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Characteristics of Gifted Children
Keen power of observation Power of abstraction, conceptualization, synthesis, interest in problem solving Questioning attitude, intrinsic motivation Critical thinker, self-checking Creativeness and inventiveness Power of concentration, long attention span Persistent, goal-directed behavior Sensitivity, intuitiveness, empathy for others Independence in work and study with preference for individual work Diversity of interests and abilities Found in all cultural groups, all races, and all economic groups
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Aren’t all students gifted?
Don’t confuse “giftedness” with “personal strengths” Identifying needs of students is important when they vary significantly from his/her classmates. It’s not about worth. It’s about need. While we all have personal strengths and weaknesses (things we do better or worse than others), we wouldn’t identify our weaknesses as disabilities. Personal strengths don’t translate to “gifts” in the educational context. We don’t consider gifted students to have more worth. We don’t consider students with disabilities to have less worth. It comes down to what students need.
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High Achiever Gifted Learner Creative Thinker Remembers the answers Poses unforeseen questions Sees exceptions Is interested Is curious Wonders Is attentive Is selectively mentally engaged Daydreams; may seem off task Generates advanced ideas Generates complex, abstract ideas Overflows with ideas, many of which will never be developed Works hard to achieve Knows without working hard Plays with ideas and concepts Answers the questions in detail Ponders with depth and multiple perspectives Injects new possibilities Performs at the top of the group Is beyond the group Is in own group Responds with interest and opinions Exhibits feelings and opinions from multiple perspectives Shares bizarre, sometimes conflicting opinions Learns with ease Already knows Questions: What if... Needs 6 to 8 repetitions to master Needs 1 to 3 repetitions to master Questions the need for mastery Comprehends at a high level Comprehends in-depth, complex ideas Overflows with ideas--many of which will never be developed Enjoys the company of age peers Prefers the company of intellectual peers Prefers the company of creative peers, but often works alone Understands complex, abstract humor Creates complex, abstract humor Relishes wild, off-the-wall humor Grasps the meaning Infers and connects concepts Makes mental leaps: Aha! Completes assignments on time Initiates projects and extensions of assignments Initiates more projects than will ever be completed Is receptive Is intense Is independent and unconventional Is accurate and complete Is original and continually developing Enjoys school often Enjoys self-directed learning Enjoys creating Absorbs information Manipulates information Improvises Is a technician with expertise in a field Is an expert who abstracts beyond the field Is an inventor and idea generator Memorizes well Guesses and infers well Creates and brainstorms well Is highly alert and observant Anticipates and relates observations Is intuitive Is pleased with own learning Is self-critical Is never finished with possibilities Gets A's May not be motivated by grades Is able Is intellectual Is idiosyncratic Allow time for participants to check their work. Point out to participants again that the three categories are not mutually exclusive. A gifted learner may not possess all of the characteristics in the center column, and each child will have unique qualities and attributes. Kingore, B., Ph.D., (2004). High Achiever, Gifted Learner, Creative Thinker, Professional Associates Publishing. Used with permission. Szabos, J. (1989). Bright Child, Gifted Learner. Used with permission.
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Student Identification Process
Screening – Level One Classroom Planned Experiences (K-5) Free Association Screening Tool Parent survey Teacher Survey District Universal Screening Data (Nationally Normed) (If the child’s scores indicate the need for further testing, they will move on to Level Two & will be tested.) Testing – Level Two Must score in the top 5% OLSAT
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Calendar and Timelines
September 25 - Community GT Awareness Meeting October 19 - Parent Initiated Referral Deadline January 11 - Notification to parents regarding Level 1 mailed January Level 2 Testing of students who qualified February 22 – Notification to parents regarding Level 2 mailed (Kindergarten) March 1 - Kindergarten services begin April 12 – Notification to parents regarding Level 2 mailed (GRADES 1-11)
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Calendar and Timelines (continued)
May 3 - Appeals request due to campus counselor May 10- Appeals portfolios due May District level appeals June 3 - Appeals notification to parents August st-12TH grade services begin
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Program coMPONENTS Elementary Level Secondary Level Other Components
Cluster grouping in the regular classroom Differentiation as appropriate Texas Performance Standards Project required Secondary Level Independent study class available to high school junior and seniors Pre-AP, AP, Dual Credit Texas Performance Standards Project available Other Components Destination Imagination Fine Arts electives Clubs Contests
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More Information and Forms
MISD Website: Follow this path: Departments Curriculum and Instruction Student Services Gifted and Talented Questions? Please contact your child’s counselor or Jada Mullins, Director of Special Programs: or (936)
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