1. Gifted Identification Janice Estabrook, Lancaster-Lebanon IU 13

2. Group Activity: Defining “Gifted” What does it mean to be gifted? How would you define a gifted student?

3. There is No Right Answer… Comparing Definitions Is It a Cheetah? See Wiki for documents on gifted characteristics “Definitions” Handout

4. Gagné’s Theory Gifts Innate ability or capacity in some domain of ability Something a child is born with Comparatively greater degree than others Potential can be very general or very specific in nature Talents Extraordinary performance Skill based

5. Karen Rogers on Gifts and Talents Re-Forming Gifted Education Great Potential Press Research-Based Behaviors of Five Major Domain Profiles Characteristics and Behaviors of Gifts and Talents Objective and Subjective Measures of Gifts and Talents Tables 2.1, 2.2, 2.3-Re-Forming Gifted Education

6. Essential Questions Why does the definition of gifted matter? What are our responsibilities to students in Pennsylvania in the area of Gifted Education? What are the steps in the referral and identification process according to Chapter 16?

7. Activity What students are easily identified as gifted? List their traits. What groups of students are often overlooked? Share your thoughts. Why does the definition of gifted matter?

8. Groups Often Overlooked When Identifying Gifted Students Students who perform poorly on tests Troublemakers Students with disabilities Young children Girls Boys Borderline cases Largest group: students from minority or nonmainstream populations Range of cultural, racial, ethnic and socioeconomic backgrounds Jim Delisle and Barbara A. Lewis, The Survival Guide for Teachers of Gifted Kids

9. Underrepresentation of Culturally Diverse Students “ The underrepresentation of Black and Hispanic students in gifted education is meaningful and statistically significant. For example, as of 2006, the most recent data for which federal statistics are available, Black students are underrepresented by 48%; more specifically, 253,000 more Black students should be identified as gifted (Ford, Grantham, & Whiting, 2008). Likewise, Hispanic students are underrepresented by 38%, resulting in another large number of students who are not accessing gifted education curriculum, programs, and services.” ~ Donna Y. Ford, Ph. D.

10. Core Attributes Communication Skills Humor Imagination/Creativity Inquiry Insight Interest Memory Motivation Problem Solving Reasoning Mary Frasier recommends these for all children in any social or economic group: Survival Guide for Teachers of Gifted Kids, Delisle and Lewis

11. Identification Individualization Differentiation What are our responsibilities to students in Pennsylvania in the area of Gifted Education?

12. School Districts must adopt and use a system for identifying all students within the district who are thought to be gifted and in need of specially designed instruction. Public awareness activities must be designed to reach parents of students in the public schools and the parents of school-age children not enrolled in the public schools. Local newspapers and other media Student handbooks District website Chapter 16.21 Identification: Screening and Evaluation

13. Referral Process: Screening District derived process – systematic review of universal screening data Does not require parent permission, but it is a good practice Possible Examples: Teacher Information Form, K-BIT, Data Review, Naglieri, OLSAT How does your school treat the universal screening process?

14. Gifted Multidisciplinary Evaluation (GMDE) When does the process continue to a gifted evaluation? Following the district’s screening process, the student is thought to be gifted and in need of specially designed instruction If a parent requests an evaluation Permission to Evaluate – Sent to parent within 10 calendar days of oral or email request to any profession in the school. Only one evaluation is permitted per year. A hearing officer requests an evaluation

15. Gifted Multidisciplinary Team (GMDT) Team Includes: Parent(s) Current teacher(s) School psychologist Persons familiar with student’s educational performance and/or cultural background Persons familiar with evaluation techniques

16. GMDT Considerations Student should be notified prior to testing in order to reduce anxiety—make them comfortable, try to lessen stress. Gifted identification is a team process Decision must NOT be made by the psychologist alone. Communication (even email, if necessary) must take place among all team members. Equal vote by all members of the team regarding eligibility.

17. Identifying the Gifted in PA IQ of 130 or higher or when multiple criteria indicate gifted ability. Determination of gifted ability will not be based on IQ score alone. Deficits in memory or processing speed cannot be the sole basis upon which a student is determined to be ineligible for gifted special education Assessment by a certified school psychologist is required If a student is both gifted and eligible for special education, the procedures in Chapter 14 shall take precedence

18. Multiple Criteria for Gifted Identification Achievement A year or more above grade achievement level for the normal age group in one or more subjects as measured by nationally normed and validated achievement tests able to accurately reflect gifted performance. (22 Pa. Code §16.21(e)(1)) Assessments should have high enough ceiling to reflect academic performance

19. Multiple Criteria (continued) Rate of Acquisition, Rate of Retention An observed or measured rate of acquisition/retention of new academic content or skills that reflect gifted ability. (22 Pa. Code §16.21(e)(2)) Demonstrated Achievement Demonstrated achievement, performance or expertise in one or more academic areas as evidenced by excellence of products, portfolio or research, as well as criterion- referenced team judgment. (22 Pa. Code §16.21(e)(3))

20. Multiple Criteria (continued) Early Skill Development Early and measured use of high level thinking skills, academic creativity, leadership skills, intense academic interest areas, communications skills, foreign language aptitude or technology expertise. (22 Pa.Code §16.21(e)(4)) Intervening Factors Masking Giftedness Documented, observed, validated or assessed evidence that intervening factors such as English as a second language, learning disability, physical impairment, emotional disability, gender or race bias, or socio/cultural deprivation are masking gifted abilities. (22 Pa. Code §16.21(e)(5))

21. Must be shared with parents in writing within 60 calendar days of the signed Permission to Evaluate Gifted Written Report (GWR)

22. IF…the student is not gifted and therefore is NOT ELIGIBLE for gifted placement and programming Then…Report is shared with current teacher(s) and NORA is completed checking #5 GWR

23. IF… the student is gifted but does not need specially designed instruction, and therefore is NOT ELIGIBLE for gifted placement and programming. Then…Report is shared with current teacher(s) and NORA is completed checking #5 GWR

24. IF… the student is gifted AND is in need of specially designed instruction, and therefore IS ELIGIBLE for gifted placement and programming. Then…Report is shared with current teacher(s) GIEP must be developed within 30 calendar days after issuance of the GWR GWR

25. Essential Questions Why does the definition of gifted matter? What are our responsibilities to students in Pennsylvania in the area of Gifted Education? What are the steps in the referral and identification process according to Chapter 16? QUESTIONS OR COMMENTS?

26. Janice Estabrook Gifted Education and Enrichment Coordinator Lancaster-Lebanon IU 13 janice_estabrook@iu13.org (717) 606-1732 Thank You!