1. Giftedness By Jean Hussey-Stone

2. Definition Definition of Giftedness A gifted child is one who shows or has the potential for an exceptional level of performance in one or more areas of expression. (Pierangelo and Giuliani). The traditional definition of someone who is gifted includes those individuals with an IQ of 130 or higher; however, others only acknowledge those who have an IQ of 160 or higher. The traditional definition of someone who is gifted includes those individuals with an IQ of 130 or higher; however, others only acknowledge those who have an IQ of 160 or higher.

3. Exceptional Learners Students with: Mental retardation Mental retardation Learning disabilities Learning disabilities Emotional disturbance or behavior disorder Emotional disturbance or behavior disorder Hearing and language impairments Hearing and language impairments Visual impairments Visual impairments Attention deficit hyperactivity disorder Attention deficit hyperactivity disorder Other health and physical impairments Other health and physical impairments Severe and multiple disabilities Severe and multiple disabilities Gifted and talented students Gifted and talented students

4. Why are gifted students considered Exceptional Learner? Teachers need to plan for gifted children so they don’t get bored Teachers need to plan for gifted children so they don’t get bored Emotional and social needs equal to or greater than those of peers Emotional and social needs equal to or greater than those of peers Negative peer pressure Negative peer pressure Drop out due to neglect and apathy Drop out due to neglect and apathy

5. Five Elements of Giftedness -according to the National Association for Gifted Children

6. Types of programs included in gifted child curriculum Enrichment Enrichment Acceleration Acceleration

7. Classroom Management There are many different strategies that can be used to better enhance the learning experiences for gifted children. A few to consider would be: Pick up the pace of learning. Pick up the pace of learning. Give the child challenging problems. Give the child challenging problems. Create cooperative projects and problems that call for more creative thought and critical thinking. Create cooperative projects and problems that call for more creative thought and critical thinking. Let the child chair class committees, direct plays, or assume other active peer-leadership roles. Let the child chair class committees, direct plays, or assume other active peer-leadership roles. Don’t repress creativity by rejecting an unusual idea. Don’t repress creativity by rejecting an unusual idea.

8. Federal Funding Jacob K. Javits Gifted and Talented Students Education Program Statistics Originally passed by Congress in 1988 as part of the Elementary and Secondary Education Act to support the development of talent in U.S. schools. The only federal program dedicated specifically to gifted and talented students. The purpose of the Act is to orchestrate a coordinated program of scientifically based research, demonstration projects, innovative strategies, and similar activities that build and enhance the ability of elementary and secondary schools to meet the special educational needs of gifted and talented students.

9. Federal Gifted Education Policies

10. Maximillian Sherr - Gifted

11. The question mark The question mark Local school huge – gang feeding grounds Local school huge – gang feeding grounds Permit – not guaranteed Permit – not guaranteed Applied to magnet – Max qualified Applied to magnet – Max qualified SAS – endowed by the state of CA SAS – endowed by the state of CA

12. Why would you want to do that to your child? The Cons Competition, favoritism, the blame game Competition, favoritism, the blame game 1.5 to 2 hours of homework, even holidays 1.5 to 2 hours of homework, even holidays Strong union – can’t fight the system Strong union – can’t fight the system Complaining results in retaliation Complaining results in retaliation Gifted are MORE sensitive Gifted are MORE sensitive Quality is more important than quantity Quality is more important than quantity

13. The Pros New school LAUSD New school LAUSD Much less homework (10-20 minutes) Much less homework (10-20 minutes) Better grades, more interest Better grades, more interest Max says he’s learning a LOT more Max says he’s learning a LOT more Max nowhere near “lost,” as one heartless Max nowhere near “lost,” as one heartless teacher predicted teacher predicted

14. Buncombe County AIG Mission Statement The comprehensive instructional program in Buncombe county Schools will prepare out students to be lifelong learners, effective citizens, and skilled thinkers. The comprehensive instructional program in Buncombe county Schools will prepare out students to be lifelong learners, effective citizens, and skilled thinkers.

15. Program Goals Goal 1: Identify students who need differentiated services through the use of multiple criteria. Goal 1: Identify students who need differentiated services through the use of multiple criteria. Goal 2: Provide an array of services at each grade level to meet the needs of gifted students. Goal 2: Provide an array of services at each grade level to meet the needs of gifted students. Goal 3: Offer on-going professional development opportunities to build cluster teacher proficiencies, to enhance AIG staff expertise and to support state licensure in gifted education. Goal 3: Offer on-going professional development opportunities to build cluster teacher proficiencies, to enhance AIG staff expertise and to support state licensure in gifted education. Goal 4: Enhance communication, cooperation and collaboration among teachers, administrators, parents, and students regarding services for gifted students. Goal 4: Enhance communication, cooperation and collaboration among teachers, administrators, parents, and students regarding services for gifted students. Goal 5: Advocate for the allotment of appropriate resources for the implementation of the Gifted Education Program plan. Goal 5: Advocate for the allotment of appropriate resources for the implementation of the Gifted Education Program plan. Goal 6: Monitor the effectiveness of services for gifted students working toward continuous improvement of the program. Goal 6: Monitor the effectiveness of services for gifted students working toward continuous improvement of the program.

16. Indicators of Giftedness according to Buncombe County Plan and Procedures Student Achievement Student Achievement Student Interest Student Interest Student Motivation to Learn Student Motivation to Learn Student Aptitude Student Aptitude Student Performance Student Performance Observable Student Behaviors Observable Student Behaviors

17. Methods for Identifying Gifted Students Mass screening Mass screening Individual nominations Individual nominations Transfers Transfers

18. Buncombe County AIG Budget 2007-2008 Local Funding State Funding Federal Funding Title IX Grant $93,000$1,045,000$41,700 Total$1,179,700

19. References Krocker-Hymes, K. (2006). Funding Gifted Programs Must Be National Priority. Education Week, 26(12), 32-34. Retrieved from Academic Search Premier database. Krocker-Hymes, K. (2006). Funding Gifted Programs Must Be National Priority. Education Week, 26(12), 32-34. Retrieved from Academic Search Premier database. Samuels, C. (2008). Advocates Worry Gifted Funding Veering Off Course. Education Week, 27(24), 19-21. Retrieved from Academic Search Premier database. Samuels, C. (2008). Advocates Worry Gifted Funding Veering Off Course. Education Week, 27(24), 19-21. Retrieved from Academic Search Premier database. Davidson Institute for Talent Development. North Carolina Statistics, Legislation and Policies Retrieved November 3. 2009 from http://www.davidsongifted.org/db/state_policy_north_carolina_10028.aspx Davidson Institute for Talent Development. North Carolina Statistics, Legislation and Policies Retrieved November 3. 2009 from http://www.davidsongifted.org/db/state_policy_north_carolina_10028.aspx http://www.davidsongifted.org/db/state_policy_north_carolina_10028.aspx Pierangelo, R. & Giuliani, G.A. (2001). What Every Teacher Should Know about Students with Special Needs. Illinois: Research Press. Pierangelo, R. & Giuliani, G.A. (2001). What Every Teacher Should Know about Students with Special Needs. Illinois: Research Press. National Association for Gifted Children. Standards in Gifted and Talented Education. Retrieved November 2, 2009 from http://www.nagc.org/index.aspx?id=1863 National Association for Gifted Children. Standards in Gifted and Talented Education. Retrieved November 2, 2009 from http://www.nagc.org/index.aspx?id=1863http://www.nagc.org/index.aspx?id=1863 Sadker, D.M., Sadker, M.P. & Zittleman, K.R. (2008). Teachers, Schools, and Society. New York: McGraw-Hill. Sadker, D.M., Sadker, M.P. & Zittleman, K.R. (2008). Teachers, Schools, and Society. New York: McGraw-Hill. North Carolina Association for the Gifted and Talented. Gifted Children are… Retrieved November 2, 2009 from http://www.ncagt.org/index.php?option=com_content&task=view&id=39&Itemid=46 North Carolina Association for the Gifted and Talented. Gifted Children are… Retrieved November 2, 2009 from http://www.ncagt.org/index.php?option=com_content&task=view&id=39&Itemid=46 http://www.ncagt.org/index.php?option=com_content&task=view&id=39&Itemid=46