1. The George Betts Model: Profiles of the Gifted and Talented Talented and Gifted Department

2. Profiles of the Gifted and Talented  Type I - The Successful  Type II - The Challenging  Type III - The Underground  Type IV - The Dropout  Type V - The Double-Labeled  Type VI - The Autonomous Learner

3. Type I THE SUCCESSFUL  As many as 90% of the identified TAG students  Discovers what “sells” at home & school  Convergent thinker  Learns & tests well  Eager for approval  Liked by peers  Positive self-concept  Unaware of deficiencies

4. Type I - Successful Feelings and Attitudes  Boredom  Dependent  Anxious  Guilty about failure  Self-critical  Diminished feelings of self & right to emotions Behaviors  Perfectionist  High achiever  Non-risk taking  Accepts systems  Seeks teacher approval & structure School Support Accelerated & enriched curriculum; Time for personal interest; Compacted learning; Time with intellectual peers

5. Type II THE CHALLENGING  Divergently gifted  Often go unidentified  Question authority  Don’t conform - haven’t learned to use the system  Receive little recognition for accomplishments  Struggle with self-esteem  At risk as eventual drop out

6. Type II - Challenging Feelings and Attitudes  Frustration and Boredom  Impatience  Defensiveness  Heightened sensitivity  Uncertain about social roles Behaviors  Corrects teacher  Questions rules  Honest, direct  Mood swings  Inconsistent work  Poor self-control  Competitive Tolerance; Give them Choice in Assignments; Placement with appropriate teacher; Cognitive & social skill development; Behavior contracts

7. Type III THE UNDERGROUND  Middle school females hiding giftedness  High School boys dealing with athletic or social pressures  Want to be included in non-gifted peer group  May be radical transformation from earlier grades  Their needs are often in conflict with expectations of teachers & parents

8. Type III - Underground Feelings and Attitudes  Unsure; Insecure  Pressured  Confused  Diminished feelings of self Behaviors  Denies talent  Drops out of advanced classes  Resists challenges  Wants to belong socially  Changes friends Recognize ability and properly place in advanced classes with the opportunity to take breaks. Provide same sex role models. Continue to give college and career information.

9. Type IV THE DROPOUT  Angry with adults & with themselves; Defensive  System has not met needs for many years; Burn-out or Spaced-out  Depressed & withdrawn or acts out  Interests are outside realm of regular school curriculum  Poor self-concept School Support Diagnostic testing; Counseling; Nontraditional opportunities and study skills; In-depth studies; Alternative out of classroom learning; Mentorships; GED

10. Type V THE DOUBLE-LABELED  Physically or emotionally challenged  Learning disabilities  Limited English Proficiency  Typically not identified gifted  Programs don’t integrate their varying needs  Discouraged, frustrated, rejected, helpless, powerless or isolated  School system tends to focus on the weaknesses School Support Placement in advanced classes; Opportunities for advanced work in ability area; Provide needed resources; Provide alternative learning experiences Give individual counseling

11. Type VI THE AUTONOMOUS LEARNER (The end goal for all students)  Few demonstrate this at an early age  Work effectively in school system  Use the system to create new opportunities  Strong, positive self-concept  Positive attention & support for accomplishments  Respected by adults & peers  Leadership roles  Independent, self-directed

12. Type VI - Autonomous Learner Feelings and Attitudes  Self-confident  Self-accepting  Enthusiastic  Accepted by others Behaviors  Appropriate social skills  Independent worker  Develops own goals  Follows through with plans  Works without approval  Follows strong areas of passion  Creative  Stands up for convictions

13. Type VI - Autonomous Learner School Support  Curriculum and instruction offered at the student’s rate and level of learning  Compacted curriculum  Mentorships  Dual enrollment or early admission to college  College & career opportunities