Teacher / Parent Rating Choices For The 9-12 Grade Gifted Students

These are elected by parents of the children at the school - or they may be appointed by the

In 2015, I wrote about my personal philosophy of the gifted learner. I stated in my paper that, “Giftedness is not a one, set definition. The definition of gifted must encompass intellect, ability, creative talent as well as emotional awareness. It cannot be micro-managed and be a “one size fits all” definition” (Dauber, 2015). People, who are gifted, need differentiation and opportunity to express, demonstrate and show their giftedness. Educators must be able to provide opportunities for the gifted learner to express his/her abilities and/or talents. Gifted students learn differently and require special educational experiences in order to grow academically and achieve their highest potential. Therefore, the education field must be able to understand not only the cognitive side of a gifted learner but the affective or social/emotional aspects too.

One of the difficulties in identifying the needs of low-income students is the profound cultural barriers which exist that prevent their strengths and deficits from being identified. Children from low-income homes frequently have poorer vocabularies and a weaker basis of the type of knowledge that is frequently considered 'intelligence' on most forms of assessment. A low-income child's IQ may be high, even though he lacks a framework of accepted middle-class knowledge. "In January 2003, the National Academy of Sciences released a report on the seeming overrepresentation of minorities in special education and underrepresentation of those students in gifted education. The NRC reported that, nationwide, 7.47 percent of all white students and 9.9 percent of Asian students are placed in gifted programs. Meanwhile, 3.04 percent of African-American students, 3.57 percent of Hispanic students, and 4.86 percent of American Indian students are classified as gifted" (GT-minority identification, 2003, ERIC Clearinghouse). The discrepancy, the NAS believed, could not be solely explained by talent alone but was at least partially rooted in the methods of identifying students labeled as gifted. Biases in standardized and other tests identifying student strengths, combined with prejudices, however unintentional, amongst educators and administrators lead to under-identification of the gifted

Middle school is a period of transition for adolescents. Students are no longer the children were once were in elementary school; they are beginning to mature into the adults they will need to become. Gifted learners at the middle-school level face the same developmental and tasks tasks and challenges that their peers do. Yet, gifted learners also possess traits that are different from their peers, which often make them misunderstood or ignored. The need for teachers to identify these students and differentiate instruction in a way that addresses the needs of the gifted students in the classroom is becoming more crucial than ever.

Are run by the school governing body, who decide on the school admission policy with the local education authority. The

6. Write a letter to the Gifted Program Administrator appealing this decision. In your letter, make sure you reference all the relevant assessment about Gayle, including her academic grades, scores on the assessment instruments (e.g., WJ III ACH, CogAT, and the relevant SRBCSS subtest scores) as well as

these programs do very little to improve and increase the productivity of the students that are in

A Gifted and talented (G/T) student” is “one 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” (Aldine ISD Board Policy Manual, 2014). The Texas Education Agency (TEA) provides a state plan, which outlines the standards for Texas schools to be in compliance. It also offers the educational opportunities these students should receive. In fact, there are performance measures for five aspects of G/T programs including student assessment, service design, curriculum and instruction, professional development, and family and community involvement. The plan assists districts in delivering these comprehensive services to

The third option is for them to decide and vote to determine where each of their children would choose to go to school

According to the FCCPS definition of giftedness, the will “screen to identify and to appropriately place student with specific aptitudes and achievement in the pertinent and academically advances programs (…Language Arts, Mathematics)”. Students must receive between the 93rd-99th percentiles on Specific Academic Aptitude assessments, or the average of their scores must be between the 93rd and 99th percentiles. FCCPS uses multiple assessments to test for SAA in reading and math including: SAGES, Raven, STAR Math, STAR Reading, CogATs, and the SOLs (FCCPS, Local Plan for the Education of the Gifted, p. 7).

Adolescents face many developmental tasks: physically, cognitively, socially and emotionally. For example, puberty happens, intellectual interests expand, moral thinking happens, sense of identity is initiated, independence is worked towards, there is conflict with adults, and peer influence becomes an issue—to say the least. This particular read focuses on twelve west coast inner city students and the developmental and environmental tasks that impact their education. Professionals often use the word resilience, or suggest that students become resilient, without putting much thought into the difficulties that students must recover from.

Validity is the assessment of the test’s informational construct, content, and criterion (Jarosewich, Pfeiffer, & Morris, 2002). Despite the fact that GATES does not reference any giftedness theory or theory of support, content validity is confirmed for GATES since the test was developed based on literature reviews, critiques of existing rating scales, and academic and test construction experts of the field (Jarosewich, Pfeiffer, & Morris, 2002, p. 330). A combination between federal guidelines on giftedness and a confirmatory item analysis is the basis of GATES creation.

Gifted students should be provided advanced opportunities to be challenged, to experience both success and growth, to develop higher level study, creativity, and productivity. To develop their interests and talents their individual characteristics, needs, learning rates, motivations for learning, cognitive abilities, and interests must be taken into account. Differentiation can be included in the curriculum by incorporating acceleration, complexity, depth, challenge, and creativity. Students can also be given fewer tasks to master a standard, use multiple resources and higher-level skills, conduct research, develop products, make cross-disciplinary

Teachers start the screening process by sending a nomination to the selection committee where the decision is made. The selection committee, based upon the nomination, will proceed with the process or

Before the 1950s, most educators and school systems tended to follow Louis Terman’s example and based most decisions about gifted individuals on IQ and scholastic achievement scores. Standardized group intelligence tests, such as California Test of Mental Maturity, were often used to determine IQ. In these tests, educators were looking for exceptional ability in verbal or performance IQ, or a combination of the two. For the final identification, individual IQ tests such as the Wechsler scales and the Stanford Binet were used. Most school systems around this time considered an IQ of 130 or above to fall in the "gifted" range. This information comes from a book by Frederick B. Tuttle, Laurence A. Becker, and Joan A. Sousa (48).