Gifted Learners - Gifted Education Communicator
Transcription
Gifted Learners - Gifted Education Communicator
Identifying Gifted Learners Summer 2012 Vol. 43 No. 2 N at i o n a l A d v i s o r y B o a r d Published by the California Association for the Gifted (CAG) G i f t e d E d u c at i o n C o m m u n i c at o r Acquisitions Editor Managing Editor Advising Editor Associate Editors Curriculum Photography Book Reviews Departments Technology Ideas The Amazing Brain Administrator Talk Tech Tools Web Watch Common Core for Gifted Learners Parent Talk Design DIRECTOR Illustrations Margaret Gosfield Karen Daniels Barbara Clark [email protected] [email protected] [email protected] Beth Littrell Dan Nelson Chris Hoehner [email protected] [email protected] [email protected] Barbara L. Branch Barbara Clark Carolyn R. Cooper Brian Housand Carolyn Kottmeyer Beth Littrell James T. Webb & Janet L. Gore Keir DuBois, BBM&D Strategic Branding Jon Pearson Ken Vinton www.bbmd-inc.com, (805) 667-6671 CA G E x e c u t i v e C o m m i t t e e 2 0 1 0 – 2 0 1 2 President President Elect Secretary Treasurer Chair, Educator Representatives Chair, Parent Representatives Past President Anna Williams Joan Linsay Kerr Dana Reupert Judith J. Roseberry Maryanna Gray Marie Thornsberry Deborah Hazelton CA G OFFICE Susan Seamons, Executive Director 9278 Madison Avenue, Orangevale, CA 95662 Tel: 916-988-3999 Fax: 916-988-5999 e-mail: [email protected] CAGifted.org letters to the editor Margaret Gosfield, Editor 3136 Calle Mariposa, Santa Barbara, CA 93105 Tel: 805-687-9352 Fax: 805-687-1527 e-mail: [email protected] Letters should include your full name, address, telephone, and e-mail address. Letters may be edited for clarity and space. Gifted Education Communicator ISSN 1531-7382 is published four times a year: Spring, Summer, Fall, and Winter. Opinions expressed by individual authors do not officially represent positions of the California Association for the Gifted. Advertising: For advertising rates and information, contact the CAG office at 916-988-3999 or visit the CAG website at CAGifted. org. Submission of material: To submit articles for publication, send articles by e-mail to the editor at gosfield@cox. net. All submissions will be given careful consideration. Photos and camera-ready artwork are particularly desirable. The editorial staff reserves the right to edit all material in accordance with APA style and Gifted Education Communicator policy. Reprinting of materials: Articles appearing in Gifted Education Communicator may be reprinted as desired unless marked by © or reprinted from another source. Please credit Gifted Education Communicator and send a copy of your publication containing the reprint to the editor. For electronic reprinting, please contact the editor for credit and linking protocol. Back issues: Printed back issues may be purchased (if available) for $12.00 per copy including postage. To order, contact the CAG office. Please note: GEC issues from Fall 2010 forward are available only in electronic format. Ernesto Bernal, Ph.D., Consultant San Antonio, TX George Betts, Ed.D., Professor University of Northern Colorado, Greeley, CO Victoria Bortolusssi, Ph.D., Dean Emeritus Moorpark College, Moorpark, CA Carolyn Callahan, Ph.D., Professor University of Virginia, Charlottesville, VA Barbara Clark, Ed.D., Professor Emeritus California State University, Los Angeles, CA Tracy Cross, Ph.D., Professor College of William and Mary, Williamsburg, VA James Delisle, Ph.D., Professor Kent State University & Twinsberg, Kent, OH Maureen DiMarco, Senior Vice President Houghton Mifflin Co. Jerry Flack, Ph.D., Professor Emeritus University of Colorado, Denver, CO Judy Galbraith, M.A., Author, Publisher Free Spirit Publishing, Minneapolis, MN James Gallagher,Ph.D., Senior Scientist Emeritus University of North Carolina, Chapel Hill, NC Julie Gonzales, Parent Colorado Association for Gifted & Talented Sandra Kaplan, Ed.D., Clinical Professor University of Southern California, Los Angeles, CA Frances Karnes, Ph.D., Professor The University of Southern Mississippi, Hattiesberg, MS Felice Kaufmann, Ph.D., Consultant New York University Child Study Center, New York, NY Jann Leppien, Ph.D., Professor University of Great Falls, Great Falls, MT Elizabeth Meckstroth, M.Ed., M.S.U.,Consultant Institute of Eductional Advancement, Evanston, IL Maureen Neihart, Psy.D., Associate Professor National Institute of Education, Singapore Sally Reis, Ph.D., Professor University of Connecticut, Storrs, CT Joseph Renzulli, Ph.D., Director National Research Center on the Gifted & Talented, Storrs, CT Sylvia Rimm, Ph.D., Director Family Achievement Clinic, Cleveland, OH Ann Robinson, Ph.D., Director, Center for Gifted Education University of Arkansas, Little Rock, AR Annemarie Roeper, Ed.D.,Consultant, Roeper Consultation Service, El Cerrito, CA Karen B. Rogers, Ph.D., Professor, University of St. Thomas, St. Paul, MN Judith Roseberry, M.A., Consultant Fountain Valley, CA Linda Silverman, Ph.D., Director, Gifted Development Center, Denver, CO Elinor Ruth Smith, Educational Consultant San Diego, CA Joan Franklin Smutny, M.A., Director, Center for Gifted Education Northern Illinois University, Dekalb, IL Robert Sternberg, Ph.D., Dean of Arts & Letters, Tufts University, Medford, MA Stephanie Tolan, M.A., Author, Consultant, Institute for Educational Advancement, Charlotte, NC Carol Ann Tomlinson, Ed.D., Professor University of Virginia, Charlottesville, VA Joyce VanTassel-Baska, Ed.D., Professor Emeritus, College of William & Mary, Williamsburg,VA Sally Walker, Ph.D., Executive Director, Illinois Association for Gifted Children, Roscoe, IL James Webb, Ph.D., Consultant, President. Great Potential Press/SENG, Scottsdale, AZ CONTENTS Summer 2012 | Volume 43 | Number 2 ISSN 1531-7382 DE PARTMENTS Pa r e n t ta l k 5 How do we find Gifted Children? James Webb & Janet Gore photo by dan nelson A d m i n i s t r at o r ta l k Identifying Gifted Learners FEATURES 9 Best Practices in the Identification of Gifted and Talented Students Susan K. Johnsen 15 19 22 26 27 33 Twice-Exceptional Students: An Endangered Species 7 IDENTIFYING Students for Gifted Education Services: Tips for handling the “Red Flags” Carolyn R. Cooper Common Core for Gifted Learners 30 Fractions on a Number Line: A Lesson for The Common Core State Standards Identifying Appropiate Learning Tasks for Gifted Students Beth Littrell W e b W at c h 35 Identifying Gifted Learners Carolyn Kottmeyer Barbara Gilman, Dan Peters, Mike Postma, & Kathi Kearney Technology Ideas for Home and School It Takes a Village: Identifying and Providing Services For Twice Exceptional Learners in the Elementary Grades 38 Khan Academy Barbara L. Branch Karen B. Rogers Bright Beyond Their Years: What are Parents to Think? Judy Galbraith Recommended Standards for Gifted and Talented Education California Department of Education Issues of Identification and Underrepresentation Barbara Clark NAGC Teacher Preparation and Program/Service Standards B OOK REVIE W S 41 2 4 Teaching ADVANCED LEARNERS in the General Education Classroom Edited By Christine Hoehner From the Editors Calendar of Conferences Cover Photo by Dan Nelson California Association for the Gifted 1 FROM THE EDITORS Q uick—what’s the number one frustration of local school district coordinators of services for gifted students? The Identification Process. This process is fraught with major expenditures of time and resources and laden with emotional stress in the interactions with school personal as well as parents. Most coordinators I know would gladly eliminate this part of their jobs if it weren’t so important! How else can we serve these children if we don’t know who they are? Additionally, how will we know what each gifted child needs in order to flourish at his or her optimal progress? The identification of gifted children is every much as important to these children as is the identification and diagnosis of children with learning disabilities. If gifted children are to be appropriately served, we must identify them in thoughtful, wideranging, equitable, and efficient ways. This is no small task! Leading the way in our feature article section is Susan Johnsen; Dr. Johnsen has provided outstanding leadership at Baylor University in Texas and with the National Association for Gifted Children—especially in identification and assessment of gifted children. Her article, “Best Practices in the Identification of Gifted and Talented Students,” provides a thoughtful look at the issues involved in identifying gifted children along with guidelines for carrying out the process. She sums up the process with three “must have” components: •equal access to a comprehensive assessment •qualities of procedures and assessment evidence, and •representativeness of diversity in the gifted education program. Dr. Johnsen’s article leads us into an area of diversity that is often overlooked or omitted, namely, the identification of twiceexceptional (2-e) learners: those who are both gifted and have learning challenges. They are often overlooked because their talents mask their learning difficulties, or omitted because school personnel (and sometimes parents too) think it is more important to focus on their disabilities rather than their strengths. Summit Center in northern California specializes in helping 2-e children and their parents receive the support and counseling they need to become all they can. I met Dr. Dan Peters at the NAGC conference in New Orleans last November; his immediate concern was that it is so difficult to get appropriate identification of these children—they keep falling through the cracks—especially in public schools. He and his colleagues, Bobbie Gilman, Mike Postma, and Kathi Kearney have prepared their article, “TwiceExceptional Students: An Endangered Species,” to help bring awareness of the needs of 2-e children to our readers. Karen Rogers of the University of St. Thomas in Minnesota follows with a case history of one district’s efforts to better identify and assess twice-exceptional learners. Dr. Rogers begins her article with, “ This is the story of one public school district that has been able to nurture its twice exceptional learners in an ef- 2 Gifted Education Communicator Summer 2012 fort to improve academic achievement in mathematics and reading/writing, intrinsic motivation to learn, and academic selfefficacy.” In her article, “It Takes a Village: Identifying and Providing Services For Twice Exceptional Learners In the Elementary Grades,” she describes the effectiveness of a group of dedicated, hard-working, and inspired teachers who make significant progress in their efforts. We don’t often reprint articles in this journal; however, some things haven’t changed and are worthy of repeating. In “Bright Beyond Their Years: What are Parents to Think?” Judy Galbraith provides answers to some of parents most asked questions including: •I’m fairly certain that my preschooler is smarter than most of her playmates. Do I need to do something about this? Or do I just let her be a kid, as they say, and let nature take its course? •Why do I need to discuss my son’s giftedness with him? He’s bright— can’t we just leave it at that? • What does exceptionally bright or gifted mean, exactly? I know my child is advanced, but what specifically should I be looking for? Finally, Barbara Clark’s earlier article, “Issues of Identification and Underrepresentation,” identifies some of the main factors cited when discussing the reasons why we have underrepresentation of culturally and linguistically different groups of children in gifted education programs. These include: •method of identification for gifted programs •definition of intelligence and giftedness •bias and prejudice of educators Dr. Clark looks at these factors through the lenses of what she calls the “discrimination theory” and the “distribution theory.” She concludes with several “actions” that we can take to eliminate underrepresentation of these groups in our programs. In addition, we’ve included two guidelines for identification and assessment as developed by the California Association for the Gifted and the National Association for Gifted Children. We hope that these articles and guidelines will provide useful tools for you in your ongoing process of identification in your districts and homes. Good wishes to all of you for a happy summer of recharging and enjoying your worlds. In the fall we will be back with our annual focus on “interdisciplinary studies.” This time we will be looking at “social studies,” a favorite of mine since I was a history teacher during all my years of teaching gifted students. —Margaret Gosfield, Acquisitions Editor W hen my daughter was around 3 years of age I started my Masters program in Gifted Education. I knew I did not want to be a teacher in a classroom but I knew I needed the information to best help her, and her then baby brothers. You see, we already knew she was most likely gifted. Our pediatrician told us. Random people told us. But even without other people mentioning her “brightness” we knew. Her developmental learning curve was well ahead of “the norm;” she started talking by about 7 months; her first word was not mommy or daddy—it was anchor. Go figure. Amongst other things, she could hold a good conversation by 1, and taught herself to read by 3. And frankly, her obvious intellectual growth at such a young age scared me; it scared me enough so I was driven to go for my masters because I knew I needed to arm myself with more information. One of the first classes I took was on Parenting Gifted Kids, taught by Robin Schader. During that course, I asked a lot about identification and assessment. And when I asked Robin, “When shall I get my daughter professional assessed?” she gave me an answer I’ll always remember: “When you need it.” As I’ve come to understand, identification without a specific purpose is not really that helpful. A generic label of giftedness does not truly give us anything of value. This is why schools with certain programs identify in a specific way— those students who meet the criteria for that particular program (whether it’s called gifted or something else) will be assessed as suitable. Parents need to understand this. The entire point of assessment and identification should be to help us develop an appropriate learning path for that specific child not because a label is important. Parents and teachers need to have the right information at their disposal at the right time. A solid identification process should help in the decision-making process for a specific program or learning process. What it should not do is leave parents and teachers with a “Now what do we do?” feeling. For some great resources and links to help you understand how to best use test scores, observation, and other forms of gifted evaluation, check out this issue’s Web Watch by Carolyn Kottmeyer. She’s put together an unparalleled combination of resources. And if you’re a teacher or parent looking to enrich a gifted child’s learning at home or to differentiate within a classroom for gifted children, Tech Tools shows you how to easily use Khan Academy in multiple ways. In Parent Talk this issue you will learn what a gifted child “looks” like, what to look for, and why it is important to identify gifted learners. For a fascinating read pertaining to the upcoming common core standards, read Fractions on a Number Line: A Lesson for The Common Core State Standards Identifying Appropriate Learning Tasks for Gifted Students. In the article, author Beth Littrel says: “In this lesson, I have not talked about the grade-specific benchmarks for student understanding, but rather the universal understandings that are the underpinnings of the Common Core.” Gifted identification is complicated. And because it is not a cut and dried process there are a lot of “red flags” associated with it. This issue we’re running a reprinted article for Administrator Talk because it gives easy-to-use Tips for handling some of the issues associated with gifted identification. It seems everyone is confused these days about how to identify gifted children as well as exactly when to identify. Whether you are a teacher or parent, arming yourself with the proper information, such as the resources in this issue, will help you make wiser choices for a gifted child. And when did I finally have my daughter assessed? When I needed it. Prior to her starting school I got a professional assessment by a psychologist who specializes in giftedness. The information I learned about my daughter was invaluable in regards to her areas of advancement, as well as the areas where she was at age level. It told me what I needed to know to ask the right questions, and in what areas I needed to make sure she received advanced curriculum. My daughter’s identification information gave me the clout I needed to go to the charter school I wanted her to attend, and convince them that indeed, skipping a few grades was the best choice for my daughter. After all, we need to face the fact that sometimes “this child needs more because her Mom said,” just isn’t enough. —Karen Daniels, Managing Editor California Association for the Gifted 3 CALENDAR OF CONFERENCES 2012 October 7–9 Kansas Association for Gifted, Talented and Creative Confratute July 8–13, 2012 The Neag Center for Gifted Education and Talent Development Overland Park Marriot, Overland Park, KS kgtc.org Storrs, CN http://www.gifted.uconn.edu/confratute/ October 11–12, 2012 Wisconsin Association for Talented & Gifted July 9–12, 2012 Israel Center for Excellence through Education Blue Harbor Resort, Sheboygan, Wisconsin Dells, WI http://www.watg.org/ Jerusalem, Israel http://jerusalem.icieconference.net July 13–14, 2012 Supporting Emotional Needs of the Gifted Milwaukee, WI http://www.sengifted.org July 16–17, 2012 Institute for Teachers of Gifted Youth University of South Dakota, Vermillion, SD http://www.usd.edu/education/gifted July 19–21, 2012 International Dabrowski Congress Denver, CO http://dabrowski9.weebly.com July 22–27, 2012 Gifted and Talented Edufest Boise State University, Boise, ID http://www.edufest.org/ July 25–27 California Association for the Gifted Teacher Institute Santa Barbara, CA cagifted.org SEPTEMBER September 23–24, 2012 South Dakota Association for Gifted Children Best Western Ramkota Inn, Pierre, SD http://www.sd-agc.org/ September 26–28 Mississippi Association for Gifted Children October 12–13 New York State Advocacy for Gifted and Talented Education SUNY Oneonta, Oneonta, NY http://agatenewyork.org/ October 14–16, 2012 Ohio Association for Gifted Children Annual Hilton Columbus-Easton, Columbus, OH http://www.oagc.com October 15–16, 2012 Iowa Talented and Gifted Association Airport Holiday Inn, Des Moines, IA http://iowatag.org/ October 21–22, 2012 Virginia Conference on Gifted Education Wyndham Virginia Crossings, Richmond, VA http://www.vagifted.org/ NOVEMBER November 15–18, 2012 National Association for Gifted Children Denver, CO http://www.nagc.org/ November 28–30, 2012 Texas Association for The Gifted And Talented CALIFORNIA ASSOCIATION FOR THE G IFTED 51st Annual Conference: MAGIC of the MIND February 15-17, 2013 Anaheim, CA For details and registration information, visit www.cagifted.org Up c o m i n g I s s u e s of The Gifted EDUCATION COMMUNICATOR Fall - Interdisciplinary Studies: Social Studies Winter - Twice-Exceptional Gifted Learners Spring - Giftedness for Life Dallas, TX http://www.txgifted.org/ MSU Riley Center, Meridian, MS http://magcweb.org/ 2013 September 27–28, 2012 Alabama Association for Gifted Children Advertisers Index California Foundation for Gifted Education 13 California Association for the Gifted February 15–17, 2013 CAG’s 51st Annual Conference 14 McWane Science Center, Birmingham, AL http://www.alabamagifted.org/ Anaheim Marriott, Anaheim, CA cagifted.org GEC Advertising Rates OCTOBER November 6–10, 2013 National Association for Gifted Children Ten Reasons for Joining CAG October 5–7, 2012 Beyond IQ (BIQ) West Coast Tentative, location to be announced 4 Gifted Education Communicator Summer 2012 Indianapolis, IN http://www.nagc.org/ Inside Back Cover Back Cover parent talk By James T. Webb & Janet L. Gore How do we find Gifted Children? Can we tell just by looking? photo by dan nelson Y es, when we have some education and training in what to look for. Parents are generally good at recognizing giftedness, though they tend to underestimate their child’s ability. Teachers, particularly when they have special training in traits of gifted children, can select children who are gifted, and these two approaches may be as good as formal testing (Webb, Gore, Amend, & DeVries, 2007). What does a gifted child look like? Gifted children are very different from one another, and there is no one “typical gifted child.” It is a myth that gifted children are unusually smart in all domains; however, they are advanced learners in at least one domain. Gifted children are frequently uneven in their development. They may be advanced in some domains (e.g., reading and other verbal skills) but not in others (e.g., math), or they may be advanced intellectually but not in social and emotional areas, which sometimes can make identification and school accommodations problematic. They might be talented in the arts—music, dance, drama, visual arts—or mechanics. They might be visual-spatial learners and not skilled at logical-sequential learning. They could be gifted and simultaneously have a learning disability, in which one condition masks the other. Also, there is a wide range of ability within the population of individuals we call “gifted,” and developmental milestone behaviors differ markedly. Your child could be mildly gifted, moderately gifted, highly gifted, exceptionally gifted, or profoundly gifted. Most gifted children know numbers, colors, and can read by age five, but some gifted children can do these same tasks by 12 months (Ruf, 2005). What should we look for? Foremost, we should look for intensity—intensity of emotion (often including occasional tantrums or hysterics in young children) and intensity of interest, concentration, sensitivity, and an active imagination that allows them to get “lost” in other worlds. Also, parents describe their gifted children as having occasional flashes of brilliance, unusual maturity, advanced vocabulary, unusual sense of humor, and intellectual curiosity about many things or sometimes about just one thing. Gifted children differ from other children, including smart children, in learning speed, application of concepts, level of interest, questioning style, concern with fairness, emotional outlook, and more (Strip & Hirsch, 2011). Parents can help by documenting and providing examples of the child’s work, perhaps creating a folder or portfolio containing the child’s artwork at different ages, written stories or poems, or photographs of complex Lego construction, rock or other collections, or other things the child has done that show advanced development (Kingore, 2001). These portfolios can help teachers understand the level of the child’s ability and thus appropriately increase the challenge and rigor of the curriculum for that child. Do gifted children sometimes hide their ability? Yes, some gifted children learn early to downplay, hide, or otherwise camouflage their ability—e.g., purposely putting some wrong answers on school papers—particularly if their learning needs are not addressed or if there is peer pressure to not stand out. If schoolwork is too easy, they may never learn how to study California Association for the Gifted 5 or work hard at something and become habitual underachievers. If that continues, it can be debilitating when they reach a place (like college) where they need study skills. Some gifted students become depressed over the difficulty of finding others like them or of not fitting in with their peers. If they can see how the world should be and how it misses the mark, they are at risk for existential depression, even at a young age. The more highly gifted the child, the more likely the child is to feel different. Is testing necessary? If teachers could concentrate on what each individual child can do and could modify curriculum accordingly, testing would seldom be necessary (Matthews & Foster, 2009). However, that is a difficult task to accomplish in a classroom filled with children. Ability and achievement testing can document what a child can do, and in that sense, testing is helpful for identification and for accurate educational placement. Testing helps discover not only strengths, but it also helps to pinpoint learning disabilities or learning weaknesses as well, so a plan can be put in place for remediation in some areas and advancement in other areas. To accurately measure a gifted child’s ability, above-level testing may be used; for example, a third grader is given a fourth- or fifth-grade achievement test to see how well he does. Tests should offer far more information than a single qualifying score. The more highly gifted the child, the more the child will be different from others and will need accommodations, so the information gained from testing should be used to help plan the child’s program; it should not be used just to qualify for admittance to a program. Generally, there is no need to test a young child unless there is a problem, such as with the child adjusting to school or finding friends. Most gifted children are happy until they encounter a structured environment where they have to wait while others learn things they already know how to do. In that case, a test score can help parents and school personnel know whether some type of acceleration or other accommodation is appropriate for the child. Why is it important to identify gifted learners? In the years that we have worked with gifted children and families, we have seen many improvements in procedures and policies to identify gifted children, which have led, in turn, to improved services. Still, thousands of families nationally remove their talented children from public schools because those schools don’t meet their child’s needs. Some send their children to private or charter schools, and others choose to educate their rapid-learning children at home. But what about those children whose parents can’t provide these alternatives? And what about the many children who fall through the cracks because teachers and parents don’t realize they are gifted? Our hope is that with the new, more inclusive definition of gifted children (NAGC, 2010) and with new understandings of the specific learning needs of gifted children based on research and experience (Gilman, 2008; Rogers, 2002; Ruf, 2005), school districts and state departments of education will create new, stronger policies and procedures that promote and support differentiated 6 Gifted Education Communicator Summer 2012 instruction and flexible pacing for rapid learners. Our world faces increasingly complex problems; we need the learning strengths of our gifted youth to help solve those problems. Importance of parents Because public school classrooms are currently organized by age and not by what a child knows or can do, parents must become their child’s advocate. Monitor your child’s progress. If your child is spending 75% of her day on curriculum she already has mastered, learn all you can about gifted education and the many possible options for your child that could be available through your current school. Then work with your child’s teacher to provide materials and tasks that will keep your child engaged in school and making continual progress in her learning. n References Gilman, R. (2008). Academic advocacy for gifted children: A parent’s complete guide. Scottsdale, AZ: Great Potential Press. National Association for Gifted Children. (2010). Redefining giftedness for a new century: Shifting the paradigm. Retrieved from www.nagc.org/uploadedFiles/About_NAGC/ Redefining%20Giftedness%20for%20a%20New%20Century.pdf Kingore, B. (2001). Using portfolios to document gifted learners’ talents. Retrieved from www.bertiekingore.com/giftedassessment.htm Matthews, D. J., & Foster, J. F. (2009). Being smart about gifted children: A guidebook for parents and educators (2nd ed.). Scottsdale, AZ: Great Potential Press. Rogers, K. B. (2002). Re-forming gifted education: How parents and teachers can match the program to the child. Scottsdale, AZ: Great Potential Press. Ruf, D. L. (2005) 5 levels of gifted. School issues and educational options. Scottsdale, AZ: Great Potential Press. Strip, C. A., & Hirsch, G. (2011). Helping gifted children soar: A practical guide for parents and teachers (2nd ed.). Scottsdale, AZ: Great Potential Press. Webb, J. T., Gore, J. L., Amend, E. A., & DeVries, A. R. (2007). A parent’s guide to gifted children. Scottsdale, AZ: Great Potential Press. JANET L. GOR E, M.A., M.Ed., has over thirty years experience in gifted education as a teacher, administrator, counselor, policy maker, and parent. For three years she was the State Director of Gifted Education in Arizona and served on the Board of Directors of the Arizona Association for Gifted and Talented. She is co-author of two major award-wining books—Grandparents’ Guide to Gifted Children and A Parent’s Guide to Gifted Children. JAMES T. WEBB, Ph.D., the founder of SENG (Supporting Emotional Needs of Gifted Children), has been recognized as one of the 25 most influential psychologists nationally on gifted education. The lead author of five books and several DVD s about gifted children, Dr. Webb served on the Board of Directors for the National Association for Gifted Children. In 2010 he received the prestigious Ruth A. Martinson Past-Presidents’ Award from the California Association for the Gifted. Administrator Talk By Carolyn R. Cooper IDENTIFYING Students for Gifted Education Services Tips for handling the “Red Flags” F or many administrators, from Long Island to Los Angeles and Butte to Biloxi, identifying students for gifted education services is a thorny issue. “Red flags” pop up immediately. Those I dealt with as a longtime administrator and still hear about now, as a consultant, are the following: • Few of us administrators have a thorough enough understanding of gifted students to get a handle on why we identify them in the first place. What are we looking for and why? • If a certain IQ score is a criterion for identification but a bright student scores a few points below it, can’t other criteria offset the difference? Smart kids aren’t always good test takers. • How do we identify students we suspect are gifted but hide their ability? They may need gifted education services, too. • Our central office handles the identification process. If our staff isn’t involved, how do we build their ownership in the gifted education program? Let’s examine briefly these “red flags” and try to make the identification issue less problematic for administrators responsible for its management. Tips proven useful to other administrators may help you, also. RED FLAG #1: FIRST THINGS FIRST! Do bright students really need special services? Won’t they make it on their own? Can’t these smart kids simply do more work in our general education curriculum? Answers: Yes. No. No—in that order. These questions are often asked by individuals with good intentions but limited, if any, knowledge of gifted and talented students—who they are, what their unique learning needs are, and what kind of curricular challenge their abilities require. This “disconnect” raises the first and most important red flag in the identification process, as illustrated in the following conversation with a principal. During my doctoral internship in the then-USOE’s Office for Gifted and Talented in Washington, DC, I had frequent conversations with administrators across the nation, calling for advice on serving their gifted and talented students. One caller I remember well was a frustrated principal. “We’ve identified all our gifted and talented kids,” he explained, “but we don’t know what to do now.” illustration by JON PEARSON Gently, I asked, “For what purpose did you identify them, Sir?” After pausing briefly, he replied, “Um, well, they need higher-level thinking skills.” His answer spoke volumes. He’d uttered words he’d heard but that had no bearing on identification. (Thinking skills should be embedded automatically in every discipline’s curriculum for all students.) What his answer did tell me, however, was that he and his staff had unknowingly skipped over the first rung on the identification ladder—the purpose of identifying their youngsters. He hadn’t scheduled time for the staff to meet together to express their biases for and against bright people. Thus, he and his staff hadn’t asked and answered the most basic question: “What do we believe bright, talented individuals should accomplish in our world?” Believing your most able students should learn to make a positive difference in the world is vastly different from believing they should be high school graduates at age 12, for example. The purpose must be clear from the start. If you don’t know where you’re going, any road will get you there. Because this baseline discussion hadn’t taken place, no statement of beliefs had been drafted for staff consensus either. These beliefs about bright people shape the programming your students need in order to accomplish your stated purpose. This statement, then, provides the foundation for developing and implementing the program’s objectives: criteria for identifying its participants; curriculum; teacher/facilitator’s responsibilities; and organization, daily operation, and accountability. Realizing his district, in effect, was asking its principals to build a house without a foundation, the caller said he would share his new information with other principals and his superintendent immediately. Further, he promised to assemble his entire staff so they could express their views about bright students and, then, reach consensus on a belief statement to govern their school’s services for its high-ability students. The principal also understood why the general curriculum wasn’t at all sufficient for bright kids—who would not make it on their own—and why assigning them more of the work they knew how to do already was the quickest route to turning bright kids off to school and, too often, to their dropping out altogether. California Association for the Gifted 7 RED FLAG #2: IDENTIFYING THE NOT-SO-GREAT TEST-TAKERS Although identification processes differ, defensible approaches based on high-quality research require using multiple criteria to find students whose high abilities need special programming. Both quantitative and qualitative criteria often are listed as “acceptable” indicators of these students’ need for learning experiences unlike those in the general curriculum. Quantitative criteria stipulated by your state’s department of education will likely include IQ and/or achievement scores. Note: Your state may set a cut-off score students must meet to be considered eligible for gifted education services. Your bright students who don’t test well won’t meet this cut-off, of course, so you need to be sure you use the other criteria in the state approved list that highlight a student’s strengths. Gifted education programming, in response to your staff ’s beliefs about your bright students, needs to capitalize on their abilities, not their weaknesses. Always keep the purpose of these services in the forefront of your decision-making. Qualitative criteria, equally as valid as quantitative ones, are especially important in identifying bright students with less-than stellar test-taking ability. These typically involve a review of a student’s portfolio of original products: audition of certain performancebased aptitude(s); accomplishments revealing the student’s abilities; detailed recommendation of teachers and/or others knowledgeable about gifted students; and evidence of the student’s reasoning and use of creativity, as revealed in an interview with a gifted education expert. All of these criteria need not be used, of course, but be certain that the ones you do use accomplish the purpose of validating a student’s need for gifted education services. Note, too, any alternate identification plans listed in your state regulations for students outside your mainstream population. These include youngsters with geographic, language, racial/ethnic, socioeconomic, and other cultural differences; visual or hearing impairments; learning disabilities; physical challenges; or behavioral difficulties that may indicate giftedness but are overlooked by teachers not trained to recognize it in unusual contexts. RED FLAG #3: FINDING GIFTED STUDENTS WHO HIDE THEIR TALENTS During the past 25 years much has been learned about “twice exceptional” (2e) students. These youngsters juggle two sets of seemingly-contradictory characteristics: (1) their special needs: limited reading skills; spelling and handwriting difficulties; short attention span; poor organization skills; and low self-esteem, and (2) the same characteristics of giftedness other gifted students have. Exceptional in both camps, 2e youngsters generally have received remediation (for their disabilities) exclusively. Their gifts and talents have been ignored. Typically these are students who have been poor readers from the outset. Being bright and sensitive, too, they are self-conscious about their low performance in reading groups or on writing tasks. School isn’t their favorite activity, and teachers see them as losers. From early in their academic career they have chosen to hide their talents from teachers, applying them instead at home and with other bright kids with similar interests. Finding these students requires: 8 Gifted Education Communicator Summer 2012 • knowing which fields they excel in • using available research information to identify their talents in those areas The federally-funded Javits Project HIGH HOPES (1993- 96), for instance, produced research indicating that gifted learning- disabled students excel in engineering, the sciences, visual arts and/or performing arts— fields that accommodate naturally their gifted characteristics as well as their special needs. Twice-exceptional students must be identified by observers trained to look for specific behaviors as students work on highly advanced, timed tasks in one or more of the above-mentioned areas in which they are genuinely interested. (The Project HIGH HOPES research lists the behaviors, provided by practicing professionals in each field that indicate particular talent in that field.) Students rated highly by the trained observers in this “audition” are then considered for a dually-differentiated curriculum that balances their gifts with their disabilities. Incidentally, the quality of these youngsters’ work stuns not only their teachers but their parents, as well! Attending to their gifts is the key. RED FLAG #4: BUILDING STAFF OWNERSHIP IN GIFTED EDUCATION SERVICES Since your staff has reached consensus on the purpose for appropriate, research-based services for your bright students, buying is underway already. We know initiatives that staff members help develop are generally implemented more easily than others, so tap both your formal and informal communication networks to build staff ownership in these services. First, have team, department, and grade-level leaders review with colleagues—using a low-key approach, of course—the purpose of special services for your bright students. Next, staff must understand the importance of knowing both the anticipated outcomes of each service their students are receiving and its student performance expectations. Also, teachers need to show interest in their students’ work while engaged in these services. This communication loop connects all parties involved. Finally, you’ll have your dissenters, but deputizing them as “program advisors” can go a long way to making them believers, eventually. And, predictably, converts them to a cause to become its strongest supporters! n CAROLYN R. COOPER, Ph.D., is a retired assistant superintendent and served as the specialist in gifted education with the Maryland State Department of Education for several years. A seasoned district-level coordinator of gifted education in several districts throughout the country, she was active for many years in the National Association for Gifted Children as well as in state and regional organizations advocating for and supporting gifted and talented youngsters. Most recently, she has completed a two-year term as editor of the GAMbit, the quarterly publication of the Gifted Association of Missouri. *Editor’s note: This article is reprinted from the Spring, 2007 issue of Gifted Education Communicator, which was also devoted to the topic of identification of gifted learners. The “red flags” are still there and it is important that administrators be aware of them. Best Practices in the Identification of Gifted and Talented Students ILLUSTRATION by JON PEARSON I n 2010, the National Association for Gifted Children (NAGC) published a revised set of the Pre-K to Grade 12 Gifted Programming Standards (NAGC, 2010). Based on the research literature, these standards were developed to offer guidance to educators in establishing quality gifted education programs. The standards include not only evidence-based practices, which were the focus of the 1998 NAGC Program Standards, but also student outcomes. The inclusion of student outcomes in the 2010 Programming Standards reflects not only the national movement toward accountability but also provides a way for educators to examine the effectiveness of their practices in all aspects of gifted programming. Since this special issue of the Gifted Education Communicator is focused on identification, I will use the national standards to provide a context for recognizing issues, student outcomes, and best practices in identifying gifted and talented students. Issues Underlying Best Practices in Identification Gifts and talents are dynamic and are developed over time. One of the issues that inform not only identification but also all of the Programming Standards is that gifts and talents are dynamic and are developed over time (NAGC, 2010). Since the Marland report in 1972, which broadened the definition of giftedness, and the 1993 National Excellence Report, which emphasized challenging students, gifted educators have begun to examine the developmental nature of gifts and talents. Theorists have suggested that general intelligence, domain-related skills, creativity, environmental, and nonintellective factors such as perseverance, self-concept, and mental health interact with one another in developing gifts and talents (Gagné, 1999; Renzulli, 1978; Tannenbaum, 2003). This developmental notion of giftedness is different than a traditional one that places more emphasis on the permanent nature of intelligence and is likely to influence the assessments selected for identifying students. For example, those that think intelligence is innate and less changeable are more likely to believe that scores derived from intelligence tests are the best assessments to use in discriminating between students who are and are not gifted. On the other hand, if educators believe in a more dynamic view, they are By Susan K. Johnsen more likely not only to collect information from traditional tests, but also to collect information over time or in interactive learning situations to learn about students’ abilities and their developmental trajectories (Lidz, 1991; McCoach, Kehle, Bray, & Siegle, 2001). Since the programming standards related to identification incorporate a more inclusive, developmental viewpoint, a broader range and more dynamic set of assessments are recommended for use in the identification process. Giftedness is exhibited across all diverse groups. Another issue that permeates the Pre-K-Grade 12 Gifted Programming Standards and identification procedures is that giftedness is exhibited across all diverse groups, which includes a broad range of racial, ethnic, income levels, and exceptionality groups (NAGC, 2010). It is well known that diverse groups of gifted students are underrepresented in gifted education programs (Daniels, 1998; Ford & Harris, 1994). Factors that appear to influence this underrepresentation relate to the (a) students’ abilities to access challenging learning experiences, (b) educators’ understanding of the diversity of students with gifts and talents, (c) qualities of specific instruments, and (d) interpretations of assessments (Ford & Harmon, 2001; Harris, Plucker, Rapp, & Martinez, 2009; Maker, 1996). Specific attention needs to be paid to ensuring that (a) definitions encompass a wide range of student characteristics, (b) environments encourage students to express diverse characteristics, (c) teachers and parents have knowledge and positive attitudes toward gifted education and about the diversity of gifted students, and (d) assessments minimize bias and are fair to all populations (Johnsen, 2012). Early recognition of potential improves the chances that gifts will develop into talents. Related to both the developmental nature of giftedness and the underrepresentation of students from diverse groups is the issue that early recognition of potential improves the chances that gifts will develop into talents. Students from diverse backgrounds who are identified early and attend schools and classes for gifted and talented students have higher achievement than those who are placed in general education classrooms with limited or no services (Borland, Schnur, & California Association for the Gifted 9 Foundational issues in identification: developing, diverse, early recognition, specific Student Outcomes Equal Access to assessment Quality Procedures And Evidence Representing Diversity Figure. 1 Wright, 2000; Cornell, Delcourt, Goldberg, & Bland, 1995; Johnsen & Ryser, 1994). Because school personnel do not have opportunities to observe each student’s talents and gifts in all settings, families, peers, neighbors, and others who have contact with gifted children may need to assist in the nomination process. To be effective, all educators need training regarding the range of characteristics within the gifted population, their role in developing gifts and talents, the identification process, and the benefits for children who participate in gifted education programming. Families are critical in providing early exposure to a talent domain, special learning outside of school, external incentives and quality education (Subotnik, Olszewski-Kubilius, & Worrell, 2011). Students exhibit their gifts and talents not only within a specific domain but also within an interest area. A final issue is that students exhibit their gifts and talents not only within a specific domain but also within an interest area (Johnsen, 2008). For example, a student with a talent in the scientific domain may have a particular interest in peregrine falcons. He may not show his knowledge and skills on a traditional, standardized grade-level achievement test or a school district benchmark test, but might show his interest through teacher or parent observations or in products from independent research opportunities. Each of these issues (e.g., gifts and talents are dynamic and developmental, diversity, early recognition, interest-specific gifts and talents) is reflected in the three NAGC Programming student outcomes within the Assessment Standard (NAGC, 2010). The first standard requires educators to create a classroom that differentiates for students with gifts and talent so that all students have access to a comprehensive assessment; the second, requires educators to implement an identification procedure that is comprehensive, fair, equitable, and incorporates multiple assessments; and the third, requires educators to focus on diversity. 10 Gifted Education Communicator Summer 2012 Student Outcome 1: Equal Access to a Comprehensive Assessment To ensure that all students have equal access to a comprehensive assessment, educators need to develop classroom environments that provide for individual differences. The first student outcome states, “All students in grades PK-12 have equal access to a comprehensive assessment system that allows them to demonstrate diverse characteristics and behaviors that are associated with giftedness” (NAGC 2.1, 2010). A differentiated classroom allows all students opportunities to demonstrate diverse talents and gifts. This classroom provides for individual differences in what students know and want to know (e.g., the knowledge and skills they are learning—the subject matter content), how quickly they learn the content (e.g., pacing and rate of learning), how they learn (e.g., preference for types of activities), and the environment where they learn (e.g., individual, small group, community) (Johnsen, Haensly, Ryser, & Ford, 2002). The placement of students in classrooms where teachers do not believe in gifted education or in special education resource programs should not preclude the student’s nomination or need for special programming in gifted education. Moreover, parents and families need to be educated about the characteristics of gifted and talented children and how to nurture these characteristics at home. Without training, parents from minority or lower income backgrounds, may be reticent to nominate their children for gifted education programs (Louis & Lewis, 1992; Scott, Perou, Urbano, Hogan, & Gold, 1992), and teachers may nominate only those children who reflect their conceptions of giftedness—academically able, verbal, and well-mannered (Fernández, Gay, Lucky, & Gavilan, 1998; Neumeister, Adams, Pierce, Cassady, & Dixon, 2007; Plata & Masten, 1998). Therefore, all educators, including parents, need to be trained about the variation in characteristics of students with gifts and talents and ways of developing classrooms and other learning environments that differentiate for individual differences (Johnsen, 2011a). This emphasis on equal access is similar to the Office for Civil Rights’ rules that emphasize disparity in referral rates, multiple alternative referral sources, and training of those involved in the identification process (Trice & Shannon, 2002). Meeting this standard is critical in addressing all of the foundational issues and in meeting the next two student outcome standards. Student Outcome 2: Qualities of Procedures and Assessment Evidence The second student outcome states, “Each student is able to reveal his or her exceptionalities or potential through assessment evidence so that appropriate instructional accommodations and modifications can be provided” (NAGC 2.2, 2010). The evidence-based practices that support this outcome focus on the procedures, the qualities of the assessment evidence, and the interpretation of multiple assessments. Procedures According to the first evidence-based practice, identification procedures need to be “comprehensive, cohesive, and ongoing” (NAGC 2.2.1, 2010). To be comprehensive and cohesive, identification procedures in the entire K-12 program need to be aligned with one another and address programming options in all domains (e.g., math, science, social studies, English/language arts, visual and performing arts). For example, if the school district serves students who are gifted in math at the secondary level, then those students with potential in this domain should also be identified at the elementary level as well. In addition, performance on assessments at the elementary level should predict performance at the secondary level and be of equivalent difficulty levels so that students are able to make transitions from one grade level to the next. Moreover, assessments need to be ongoing. Not all children have similar educational opportunities and may not demonstrate their potential until they have access to challenging curriculum or a special teacher who has preparation in gifted education. Once they experience the challenge, they are able to show their gift or talent. Qualities of Assessment Evidence Specific qualities of assessment evidence mentioned in the evidence-based practices include the use of multiple assessments that are qualitative and quantitative, dynamic, equitable, and technically adequate. Multiple assessments. Multiple assessments are used to provide a more comprehensive view of the student’s behaviors across settings. These assessments need to be aligned to the characteristics of the students and available programming. For example, assessments to identify students in the fine arts would be different from assessments that might be used to identify students in science. Assessments also need to be selected carefully so that not only a variety of behaviors within a domain are sampled but also multiple sources of information are included. No one test, or one source, can provide all the information about a student. Multiple sources such as parents, teachers, students, and peers provide a variety of perspectives about a student’s gifts and talents since no single source is able to observe a student in all contexts (Coleman & Cross, 2005). In addition, if the majority of students are from minority groups or special populations (e. g., English language learners, low income), then different types of assessments might need to be considered such as those that are nonverbal or linguistically-reduced. Qualitative and quantitative. Qualitative assessments use words to describe a student’s strengths and weaknesses whereas quantitative assessments use numbers. Using both qualitative and quantitative assessments provides a broader description of students’ gifts and talents and provides different types of information (Ryser, 2011b). An intelligence test uses standardized, controlled procedures, and provides information regarding a student’s potential in relationship to other students. On the other hand, a portfolio allows both the teacher and the student opportunities to select artifacts that might best represent the student’s talents in more authentic settings. However, when numbers are applied to qualitative assessments, the qualitative assessment becomes a quantitative assessment and loses its power in providing more information about the student (Ryser, 2011b). When quantitative assessments are used such as achievement tests, they need to have enough ceiling or be above grade level so that students are able to show what they know. If not, students who are gifted in a particular domain may appear to perform similarly to students who are on grade level since there is more error in the upper end of a scale. Dynamic. To determine potential, teachers can use dynamic assessments in the classroom where the teacher plans learning experiences, observes the student’s interaction with the task, and then scaffolds instruction to understand the student’s academic strengths and weaknesses (Swanson & Lussier, 2001). To examine abilities and discover potential, the tasks need to be novel, problem-based, and require complex strategies (Geary & Brown, 1991; Kurtz & Weinert, 1989; Scruggs & Mastropieri, 1985). Equitable. Special care needs to be taken to ensure that assessments minimize bias and are fair in identifying students from all groups. Tests or assessment procedures are biased if they differentiate between members of various groups on some characteristic other than the one being measured. For example, an assessment in math might be biased if it measures reading ability more than mathematical problem solving. When reviewing quantitative, standardized tests, educators need to make sure that (a) norms are representative of the national population, (b) linguistically-loaded items are limited when testing student who are English learners, (c) items discriminate equally well for each group, and (d) item content minimizes bias (Johnsen & Ryser, 1994; Ryser, 2011a; Salvia, Ysseldyke, & Bolt, 2007). Content bias can be reduced by using performance-based items, pantomimed instruction, practice items, untimed responses, abstract reasoning and problem solving, novel items, and nonverbal items (Castellano, 1998; Jensen, 1980; Joseph & Ford, 2006; Van-Tassel-Baska, Feng, & Evans, 2007). In some cases, a school district may want to contact an expert in test and measurement to develop local norms if the school district’s majority is a minority. California Association for the Gifted 11 Technically adequate. Professional organizations have established standards to ensure that tests are reliable and valid for their intended purposes (see American Educational Research Association, American Psychological Association, & National Council on Measurement in Education, 1999). Reliability is defined by consistency within the assessment, over time, and across raters. Validity represents how well the assessment measures what it’s supposed to measure. Resources are available to assist educators in examining the technical qualities of assessments so that they might make informed decisions (see Robins & Jolly, 2011, and Buros Institute of Mental Measurements [http://www.unl.edu/ buros] for test reviews). Interpretation of Assessments Once information is gathered from technically sound assessments, the data need to be interpreted by those who are familiar with the characteristics of gifted and talented students, particularly those from special populations, and gifted education services. The committee also needs to have psychometric knowledge and understand different types of scores such as raw scores, standard scores, percentile ranks; standard error of measurement; and the limitations of assessments (Johnsen, 2011b; NAGC, 2010). Extremely high, rigid cut-off scores on individual assessments should not be used because they do not consider the error in assessments. (For a more complete discussion of scores and error in assessments, see Johnsen, 2011b). The committee also needs to understand that all assessments have limitations and may not sample all of the behaviors that might show a particular student’s strengths. Data needs to be presented in a format so that the information from each assessment is available to the committee and shows each student’s strengths and weaknesses. The committee should take care in (a) not weighting one assessment more than another (quantitative receive more weight than qualitative), (b) using only standard or index scores when comparing performance across tests, (c) considering the error in measurement, and (d) considering best performance as an indicator of potential. Student Outcome 3: Representing Diversity The final student outcome in the area of identification states, “Students with identified needs represent diverse backgrounds and reflect the total student population of the district” (NAGC 2.3, 2010). Along with the selection of assessments that minimize bias, educators need to develop policies and procedures that foster equity. Some practices have often limited the inclusion of special populations. • First, exclusive definitions that focus on a narrow band of behaviors are less likely to identify students who manifest their talents in a variety of ways; therefore, it is helpful to identify students who have talents in all areas of the federal definition and use cut-off scores that are more inclusive (Passow & Frasier, 1996). • Second, the over reliance on traditional tests often prevents the referral of students who are at-potential (Ford & Harmon, 2001; Maker, 1996). Studies indicate that minority students perform better on nonverbal, problem solving, and performance-based types of assessments (Pierce et al., 2007; Van-Tassel-Baska et al., 2007; VanTassel-Baska, Johnson, & Avery, 2002). 12 Gifted Education Communicator Summer 2012 • Third, bias may occur in the process of referral because of educators’ misconceptions about children who have disabilities, who are economically disadvantaged or who are English learners (Johnsen & Ryser, 1994; McCoach et al., 2001; Plata & Masten, 1998). • Finally, educators’ attitudes may influence not only their referral but also their ideas about who should be served in gifted programs (Johnsen & Ryser, 1994). Given high stakes testing, teachers often look at areas that need to be remediated rather than talents that need to be developed. Extensive training needs to occur to help educators (a) overcome negative attitudes toward special populations of gifted students, (b) develop environments where all students are able to show their potential talents, and (c) value multicultural perspectives (Kitano & Pedersen, 2002). Summary Student outcomes and evidence-based practices in the 2010 NAGC Programming Standards focus on three areas of identification: • equal access to a comprehensive assessment • qualities of procedures and assessment evidence, and • representativeness of diversity in the gifted education program. In developing equal access, educators need to create environments where gifted students are able to show their individual strengths. Similarly, parents need to learn their role in developing their children’s talents. The identification process itself needs to be comprehensive, cohesive and ongoing and use multiple assessments from a variety of sources that are qualitative and quantitative, dynamic, equitable, and technically adequate. Educators need to be trained in how to use and interpret a variety of data. To increase diversity within the gifted education program, best practices indicate that definitions of giftedness need to be more inclusive, nontraditional tests need to be used, and educators need to be trained so that they accept a broader view of what characteristics constitute giftedness. Standards in identification are informed by the views that gifts and talents need to be identified early, developed over time, and exhibited across all diverse groups within domains and specific interest areas. When educators embrace these perspectives, more students who need supports and services in gifted education will be identified. n REFERENCES For a complete list of references for this feature, please see page 42 of this issue. SUSAN K JOHNSEN, PhD, is professor in the Department of Educational Psychology at Baylor University where she directs the PhD program and programs related to gifted and talented education. She is editor of Gifted Child Today and serves on the boards of Gifted Child Quarterly, Journal for the Education of the Gifted and Roeper Review. She is the author of Identifying Gifted Students: A Practical Guide(2nd ed). She is past president of The Association for the Gifted (TAG), Council for Exceptional Children and past president of the Texas Association for Gifted and Talented (TAGT). She has received awards for her work in the field of education, including NAGC’s President’s Award, TAG’s Leadership Award, TAGT’s President’s Award. Support Gifted Education in California! Our mission is to make a positive difference in the lives of gifted children and youth by generating funds to support research and development, scholarships, and gifted education projects. All funds will be distributed to meet the goals of the foundation. The Foundation generates funds to support: • Research and development of Gifted Education curriculum • Scholarships for students and teachers • Classroom grants to encourage innovation • Creation of an endowment to perpetuate the future of gifted education in the state of California 9278 Madison Avenue Orangevale, CA 95662 916-988-2909 — phone 916-988-5999 — fax [email protected] California Association for the Gifted 13 CAG’s 51st Annual Conference Magic of the Mind February 15-17, 2013 Anaheim Marriott Hotel Optional Pre-conference on Friday, February 15th with Demonstration Classrooms! Plan now to attend this wonderful conference with over 150 workshops and featured presentations. TEAM discounts available for TEAMS of 5 or more from one school or district. Featured Presenters include: Carolyn Callahan, University of Virginia Richard Cash, Bloomington, Minnesota Public Schools Marcy Cook, Math Consultant Hall Davidson, Discovery Education Brian & Angela Housand, Technology Consultants Sandra Kaplan, University of Southern California Sally Reis, University of Connecticut Joseph Renzulli, University of Connecticut Robin Schader, Parent Keynote Presentation All events will take place at the Anaheim Marriott Hotel. University credit offered by UCI, UCR, & USC. Discount Disneyland tickets available for purchase. Registration will open in September. Early-bird discount through 12/31/12. $295 for CAG Members, $395 for CAG Non-Members Unlocking Potential and Reaching for Excellence CAG’s Northern California Symposium for Educators and Parents Saturday, November 3, 2012 American Canyon High School, Napa, CA Keynote Address by Sandra Kaplan, Ed.D. • Learn strategies that unlock potential in ALL students while encouraging advanced students to soar • Over 40 workshops on hands-on classroom differentiation strategies that support the new Common Core State Standards, including sessions specific to elementary, middle, and high school educators, and techniques specific to teaching science, math, language arts and social studies • Special sessions for school administrators • Special sessions on serving gifted English Language Learners and other underserved populations • In-depth workshops on parenting gifted children: Intensity, creativity, advocacy, meeting social/ emotional needs, solutions to parenting dilemmas, and bringing out the best in our children. Register online or download the registration form at www.cagifted.org Twice-Exceptional Students An Endangered Species? ILLUSTRATION by JON PEARSON T he identification of gifted students with coexisting disabilities—the Twice-exceptional (2e)—has always been problematic. Such students send mixed messages to both parents and teachers. Those with specific learning disabilities reason well and grasp concepts quickly, but academic skills lag behind. Savvy teachers may recognize them by their contrasting abilities and inconsistent performance, or view them as “bright but lazy.” Gifted students with AD/HD may struggle with organization and present a pattern of high-test scores, but grades lowered by failure to turn in homework. Classroom focus may be an issue. They may be identified and helped with organizational skills, or deemed unqualified for services because their abilities are too advanced. Similarly, gifted students with autistic spectrum issues may struggle with social anxiety and overstimulation, but their adequate learning skills may dispel teacher concerns. Children with both AD/HD and Asperger Syndrome may need accommodations to develop advanced capabilities, but may be overlooked if achievement is not stellar. Sadly, many 2e students are missed when conflicting symptoms are not explored. Two very different outcomes are possible. Early identification and interventions for twice-exceptionality may eliminate years of frustration and permit 2e children to develop impressive potential. Conversely, a failure to identify twice-exceptional challenges and offer help may predispose a talented child to being undereducated and underemployed. Perhaps most damaging is the emotional ramification of appearing lazy and being blamed for real, albeit subtle, weaknesses throughout one’s education. A 2011 review of research, “Empirical Investigation of Twiceexceptionality: Where Have We Been and Where Are We Going?” By Barbara Gilman, Dan Peters, Mike Postma, & Kathi Kearney (Nicpon, M. F., Allmon, A, Sieck, B., and Stinson, R. D.) notes generally increasing acceptance in education of the existence of twice-exceptionality, but also the necessity to diagnose it through comprehensive assessment. Thorough individual assessment by psychologists and other relevant specialists is necessary to separate strengths from weaknesses, and determine the degree of relative deficits—keeping ability in mind. Discrepancies between high scoring abstract reasoning ability and lower scoring processing skills and academic achievement clarify that a child is gifted with learning disabilities, rather than just average. Weaknesses discovered in areas such as sensory processing, auditory processing or visual processing help to further document and explain the reasons for a student’s struggles. Such information is critical to determining the need for intervention and tailoring interventions to specific disabilities in children who are cognitively advanced. Changing the Rules for Disability Identification: From Relative to Absolute Services to twice-exceptional students maintained slow but steady progress in school districts prior to the reauthorization of federal special education law in 2004. Twice-exceptional instructional approaches were developed and some full-time programs for twice-exceptional students were launched. Progress was made possible by the fact that specific learning disabilities were diagnosed through readily available comprehensive assessment by school psychologists and other specialists, based on the presence of significant score discrepancies between ability and achievement. A student qualified if his or her academic achievement was not commensurate with ability—a relative performance requirement assuming achievement should approach ability. (This discrepancy California Association for the Gifted 15 can no longer be required for eligibility, but can be used.) Following on the heels of No Child Left Behind, which was designed to reach children who were not meeting minimal, standardized goals of achievement, the new Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) introduced an absolute performance requirement into the process of determining Specific Learning Disabilities. Children are now first evaluated by a Response to Intervention (RTI) process in the classroom, which seeks to locate students performing below average and provide levels of increasingly targeted interventions. Those children who subsequently need additional help are referred for special education and other services. However, many gifted/ learning disabled students are initially missed by RTI because they score in the average range due to strong compensation. Additional complications have arisen with RTI. While parents can directly request a special education evaluation, there is the increasing consensus (especially in debt-ridden states) that RTI should replace comprehensive assessment, and such evaluation is becoming more difficult to obtain. In addition, the RTI model has become very popular among gifted education advocates because it holds the promise of integrating interventions and accommodations for twice-exceptional students—and by extension, gifted children without disabilities—into regular education programs. If Verbal Comprehension (VCI)-132 (gifted, 98th percentile) Perceptual Reasoning (PRI)-119 (high average, 90th percentile) Working Memory (WMI)–110 (high average, 75th percentile) Processing Speed (PSI)-100 (average, 50th percentile) Annie’s Full Scale IQ score lacked meaning due to an over twostandard-deviation discrepancy between gifted verbal reasoning/ language skills (VCI) and speed on paper-and-pencil tasks (PSI). Annie’s General Ability Index score (GAI), summarizing the reasoning portions of the test, was 129 (97th percentile). Her individual subtest scaled scores ranged from the 99.6th percentile in abstract verbal reasoning (Similarities) to the 25th percentile in Coding (visual-motor speed/handwriting), a range of 10 scaled score points—over three standard deviations. This discrepancy suggests a child who experiences frustration when her hands cannot keep up with her fine mind. There were significant relative lows in vocabulary, reasoning with visual abstract patterns, and non-meaningful auditory memory, suggesting auditory and visual processing weaknesses. This is a classic 2e profile. • Woodcock-Johnson-III Tests of Achievement BRIEF READING-107 (average, 69th percentile) BRIEF MATH-117 (high average, 88th percentile) BRIEF WRITING-87 (low average, 20th percentile) We would expect Annie’s achievement scores to approach her “Some gifted students will appear average to avoid standing out from their peers. Others may habitually refuse to perform if the level of challenge in the classroom is perceived as too easy for them.” an RTI team can create needed interventions for children with disabilities, why can’t it also modify curriculum for advanced, gifted students? However, high hopes for RTI’s success with gifted and 2e children must be tempered by the fact that its use is largely voluntary, mandated by law only for children performing below grade expectations. Further complicating the situation for 2e students, some states are adding additional low achievement requirements (e.g., 12th or 5th percentile) on classroom assessments of reading, writing, spelling, or math for children to qualify for special education services. The ramifications of moving to absolute performance criteria to diagnose learning disabilities in gifted students are alarming. Moreover, to base eligibility for services for AD/HD, autistic spectrum, etc, significantly on performance—as is being done in many schools—simply cannot be justified. “Annie” Let’s consider a gifted child with learning disabilities through both comprehensive assessment and absolute performance. Annie left school in 2nd grade to homeschool because classroom struggles with reading and writing caused significant loss of self-esteem. Comprehensive testing revealed the following: • Wechsler Intelligence Scale for Children-Fourth Edition Annie earned these Composite/Index scores: 16 Gifted Education Communicator Summer 2012 IQ scores, for example, for Brief Reading (107) to more closely approximate Verbal Comprehension (132). However, Annie’s reading scored 25 points lower (over 1.5 standard deviations). Brief Writing (87) was 45 points lower (3 standard deviations). This is the pattern of many 2e children with reading disorders who have accompanying problems with written composition and spelling. Annie scored at the 19th percentile in Writing Samples and 26th percentile in Spelling. Specialist evaluations diagnosed visual processing, sensory processing, and auditory processing weaknesses—a combination not uncommon in children with dyslexia—for which Annie was undergoing therapies. As these had not resolved her reading/ writing difficulties, reading therapy would likely be needed. Response to Intervention, which seeks to locate children performing below grade level, did not identify Annie as a student in need. Her test scores, which clearly suggest a twice-exceptional child, found her to be below average (90) only in writing (87). She was missed through RTI, and had she been identified and offered interventions, services would have been discontinued once she reached the average level. Parents can request comprehensive assessment for special education, and services may be available to aid writing, spelling or reading—based on relative weaknesses. However, in states imposing a low absolute crite- rion, children such as Annie no longer qualify. Twice-exceptional Students—What Teachers Can Do The 2e child presents an extraordinary dilemma for any educational setting, especially those faced with continued budget shortfalls and staff reductions. Ideally, comprehensive assessment will locate such students and guide teachers in targeted interventions and accommodations. However, in the absence of adequate assessment and trained specialists, what can teachers do? • First, realize and recognize the differences between high achievement and innate ability. Some gifted students will appear average to avoid standing out from their peers. Others may habitually refuse to perform if the level of challenge in the classroom is perceived as too easy for them. • Second, understand that twice-exceptional students compensate for their disabilities with advanced reasoning, and the combination of their strengths and weaknesses may be puzzling. Learn to detect the subtle clues of a 2e student’s weakness. Look for capable learners who lack the skills to organize, complete, and submit work. Consider whether the absence of social skills, as is prevalent with Aspergers Syndrome, is disguising a student’s true intellectual capacity. Social anxiety can prevent the 2e child from participating in classroom activities, even inhibiting the ability to think properly. Rec- include a dyslexic gifted child in the advanced language arts group to benefit from the higher level content and literature study, while accommodating for reading or writing needs. Include the child with advanced mathematical reasoning in the high math group, but allow the use of a calculator for dyscalculia. What Schools Can Do Schools can play a dynamic role in identifying and educating twice-exceptional students. Have professional, knowledgeable staff available to advocate for 2e students, train other classroom teachers on the nuances of 2e characteristics, and encourage the use of multiple assessments to diagnose both the strengths and weaknesses of the child. Allow parents the option to obtain outside testing to further clarify a child’s needs. Finally, make Response to Intervention resources available to twice-exceptional students performing well below their potential in one or more areas, regardless of absolute performance level. What Parents Can Do • Trust your instincts about your child! While you may not know why your child is struggling or how to help, you do know when something is not right. You recognize when your child “Twice-exceptional children are typically diagnosed by complex scoring profiles. The absolute level of performance is not a key factor. A child thus diagnosed with a learning disability has the right to receive an individualized learning plan.” ognize children who exhibit sensory weaknesses: the inability to see or hear correctly, or the tendency to overstimulate with bright lights, loud talk, or particular seating arrangements. Acknowledge those students who show flashes of brilliance but underachieve. Do they struggle with sound/symbol relationships, math facts or spelling, but power through activities using contextual clues and extraordinary effort? Are they capable but refusing to write? High performing except when timed? Do they demonstrate high verbal abilities but have difficulty with calculation? All such indicators suggest the need for further diagnosis. • Third, avoid the temptation to view lower-than-expected achievement as a motivational issue. Most 2e children want to do well. Viewing them as “lazy” or “irresponsible” leads to even higher levels of anxiety and/or frustration. Some 2e children will become self-critical to the point of inertia, refusing to participate in any classroom activity in which they do not feel successful. Realize the importance of your support to the 2e child. • Fourth, every 2e child has the best chance for success when taught first to his or her strengths, with accommodations offered secondarily (as gently as possible). Teach at the child’s conceptual level, then accommodate. For example, is unduly frustrated, exhausted, irritable, anxious, underperforming, unengaged in learning, and/or disliking school. A parent’s concern that a child is underperforming for his or her ability is a critical indicator of the need to explore learning, processing, and developmental issues, and either rule out or address them. If someone tells you your 2e child is just average, don’t hesitate to disagree! • Share concerns with your child’s teacher or support team. Work collaboratively with the RTI committee. If sufficient clarification of problem areas and appropriate services fail to materialize in a timely manner, look further. Because comprehensive assessment is so important, consider either private testing or assessment through your school. If you choose the latter, make a request for such in writing (not email) to your school’s special education department. Include your permission for the testing in your letter. The school must determine what testing needs to be done in “all areas of suspected disability,” and has 60 calendar days (unless your state regulations specify a different timeline) to determine if your child is eligible for special education services. Keep in mind that a 2009 Supreme Court Decision found the public schools liable to pay private school tuition for a child whose needs were not adequately assessed or addressed (see Dixon, S. G., Eusebio, E. C., Turton, W. J., Wright, P. W. D., & Hale J. B., 2011). California Association for the Gifted 17 Conclusion Discrepancies between reasoning strengths and weaknesses in all suspected areas can and should be used to determine whether a gifted child has a learning or processing issue (the 2006 clarification of IDEA 2004 allows this). Twiceexceptional children are typically diagnosed by complex scoring profiles. The absolute level of performance is not a key factor. A child thus diagnosed with a learning disability has the right to receive an individualized learning plan— provided state laws don’t introduce stumbling blocks. If classroom accommodations are sufficient, a Section 504 Plan can be created. The larger question remains: What happens to twice-exceptional students missed by RTI and rendered invisible by a host of new regulations not planned with them in mind? What alternatives do parents have who cannot provide private comprehensive assessment and therapeutic interventions? Court challenges and new Office of Civil Rights rulings may help 2e Online Resource Guide Final rules on the implementation of IDEA 2004. (2006, August 14). Retrieved from United States Department of Education Federal Register, Rules and Regulations: 71, 156, 46647, http://www.gpo.gov/fdsys/pkg/ FR-2006-08-14/pdf/06-6656.pdf. Dixon, S. G., Eusebio, E. C., Turton, W. J., Wright, P. W. D., & Hale J. B. (2011). Forest Grove School District v. T.A. Supreme Court case: Implications for school psychology practice. Journal of Psychoeducational Assessment, 29(2), 103-113. doi: 10.1177/0734282910388598. Retrieved from http://ospa.wildapricot.org/Resources/Documents/JPA %20Dixon%20et%20al.%20Forest%20Grove%20v%20TA.pdf Foley Nicpon, M., Allmon, A., Sieck, B., & Stinson, R.D. (2011) Empirical Investigation of Twice-exceptionality: Where Have We Been and Where Are We Going? Gifted Child Quarterly 2011 55(1), 3-17. Originally published online 13 October 2010 doi: 10.1177/0016986210382575 http://gcq.sagepub.com/content/55/1/3. Learning Disabilities Association of America (2010). The Learning Disabilities Association of America’s white paper on evaluation, identification, and eligibility criteria for students with specific learning disabilities. Retrieved from http://www.ldanatl.org/pdf/LDA%20White%20Paper%20on%20 IDEA%20Evaluation%20Criteria%20for%20SLD.pdf. Musgrove, M. (2011). A Response to Intervention (RTI) process cannot be used to delay-deny an evaluation for eligibility under the Individuals with Disabilities Education Act (IDEA). Retrieved from United States Department of Education, Office of Special Education and Rehabilitative Services website: http://www2.ed.gov/policy/speced/guid/idea/ memosdcltrs/osep11-07rtimemo.pdf. U. S. Department of Education. (2007). Building the Legacy: IDEA 2004. Q and A: Questions and answers on response to intervention (RTI) and early intervening services (EIS), January). Retrieved from http://idea.ed.gov/ explore/view/p/%2Croot%2Cdynamic%2CQaCorner%2C8%2C. Wrightslaw, Twice-exceptional Children: Gifted Students with Disabilities http://www.wrightslaw.com/nltr/09/nl.0922.htm. 18 Gifted Education Communicator Summer 2012 children one day regain their status as gifted students with disabilities, eligible for assistance to derive a free and appropriate education. It is our responsibility to make the pendulum swing back sooner than later. n Barbara (Bobbie) Gilman is Associate Director of the non-profit Gifted Development Center in Denver, which specializes in the assessment of gifted children, with and without disabilities, for educational planning, advocacy and parenting. She consults with parents worldwide and is a popular speaker. Bobbie trains testers in the intricacies of gifted assessment, and has been active in test development with major testing companies. She wrote Academic Advocacy for Gifted Children: A Parent’s Complete Guide and Challenging Highly Gifted Learners (for teachers). She chairs the National Association for Gifted Children’s Assessments of Giftedness Special Interest Group. DAN PETERS, Ph.D., licensed psychologist, is Co-Founder and Clinical Director of the Summit Center, specializing in the assessment and treatment of gifted, talented, and creative individuals and families. He is also Co-Director of Camp Summit for the Gifted, Talented, and Creative. Dr. Peters speaks regularly at state and national conferences on a variety of gifted issues. He consults with GATE and Special Education Departments, and trains and consults with teachers and parents about understanding, teaching, and raising gifted children. Dr. Peters serves on the Supporting the Emotional Needs of the Gifted (SENG) Editorial Board and is Associate Chair of the National Association of Gifted Children’s (NAGC) Assessments of Giftedness Special Interest Group. MICHAEL POSTMA, Ed.D., is the Executive Director for Metrolina Regional Scholars Academy, a school for highly gifted students, in Charlotte, North Carolina. Dr. Postma holds an Ed.D. in Educational Leadership, an M.A. in Gifted Education, and a B.A. in History. Michael and his wife Julie, have four children including two who have been diagnosed with Asperger’s Syndrome. KATHI KEARNEY, M.A. Ed., is the founder of the Hollingworth Center for Highly Gifted Children, a national resource and support network for exceptionally gifted children and their families. She has worked with gifted children as a teacher and administrator in a wide variety of settings, urban and rural, in public, private, religious, and home schools. Kathi is a recognized expert on homeschooling exceptionally gifted children. An excellent diagnostician, she works primarily in New England. It Takes a Village Identifying and Providing Services For Twice Exceptional Learners in the Elementary Grades photo by dan nelson T his is the story of one public school district that has been able to nurture its twice exceptional learners in an effort to improve academic achievement in mathematics and reading/writing, intrinsic motivation to learn, and academic self-efficacy. In fact, it is the story of one school, an urban academic magnet school for gifted children, within a very large Midwestern district that collaborated in a project that would train its teachers to work with these children, carefully search for them by examining all the information they could find on all 1,024 students in the school, and carefully collect student growth data over the course of three years. It is a story of success. And it is the story of a “village.” Finding Twice Exceptional Learners The story began in the spring of 2009 when the school “village” showed up at the first steering committee meeting of the newly funded Javits project, Project 2Excel, at the University of St. Thomas. The school principal, social worker, two special education specialists, the curricular/instructional coach, and the gifted specialist attended that day, making it clear that they were all in with both feet. Although the project itself would involve four school districts with very different demographics, it was stipulated that each district could make its own decisions about who the experimental and control teachers would be in the project, who would participate in the identification process, and how growth data would be collected. And, true to form, each of the four districts took very different approaches to this identification process. This story, however, is about the school that did it “the best”! The first major activity to be completed that spring was to de- By Karen B. Rogers velop an identification protocol to “find” twice exceptional learners—that is, those who were gifted but also presented educators with four general categories of special exceptionality: • specific learning disabilities • emotional/behavioral disorders • autism spectrum disorders • attention deficit disorders Based on previous research in the field, it became important to use individual IQ data in addition to other instruments. In the case of this school for which children qualify by high scores on the Naglieri Nonverbal Ability Test, it meant providing each of the potential twice-exceptional learners with an individually administered Wechsler Intelligence Scale for Children–IV. Children in the school who had already been referred for or had qualified for special education services had this test in their files. For them, educators needed only to look for discrepancies among the four index scores on the test. The rest came through a referral process organized by this village. First, third grade teachers that fall were asked to nominate children who did not seem to be “thriving” in their classrooms, or about whom they had concerns. Each of these nominated students was subsequently tested, with special attention given for evidence of disability or disorder rather than just plain underachievement, perfectionism, or issues with family dysfunction, poverty, or cultural pressures. To this were added the nominations of the instructional coach/gifted specialist who, in demonstrating various lessons in classrooms, would notice such issues as distraction, California Association for the Gifted 19 anxiety, withdrawal, hyperactivity, or other nonproductive behaviors in her whole classroom interactions. The most effective identifier of all, however, in this village was the school nurse. Paradoxically, many of the parents, whose children had qualified for the gifted program, did not want the school to know about other issues, and therefore these issues were not to be found in the student files. The nurse, however, was aware of every child who might be on medication for anxiety, depression, attention deficit disorders, or showed up at her door on a regular basis; likewise, she was aware of siblings in the school who were diagnosed with special needs even if the third grade sibling was not formally identified as such. The “village”, then, at this school found their twice exceptional sample by pooling all the data they collected from a variety of perspectives and resources. In all, 16 children were verified as twice exceptional learners in this third grade class, representing approximately 14% of the upcoming fourth grade class of gifted learners who would be in Project 2Excel. In the second year of the study, a similar process was conducted for all grade levels, 2–8, in the school and a similar percentage was found in the early grades, with slightly higher percentages found in the latter grades with this identification protocol. The overall prevalence, when all data were verified using additional instruments and checklists specific to disability or disorder areas, was found to be approximately 20% of this “homogeneous” population of gifted learners presented with some special needs exceptionality. It quickly became clear that Project 2Excel had a lot of work to do in this school! Nurturing the Teachers The plan for this project included five goals, and with identification protocol set, there were still four goals to be implemented. The second goal was to provide support and professional development for the “experimental” teachers who were assigned for the fourth and subsequently fifth grade classrooms. There was a fivepronged training put in place: 1. on-line certification in twice exceptional education in six graduate level tuition-free courses 2. a materials budget to purchase special equipment, books, materials that are effective with twice exceptional learners 3. monthly in-service training sessions on practical topics such as assistive technology, child profiling, and social skills training 4. budget for individual planning and writing time for twice exceptional strategy development 5. bimonthly classroom observations and feedback from the project director and managers Again, each of the four participating schools could choose how they would use their budgets, although all were expected to participate in the certification training. The school with its village perspective quickly carved out its plans for how to proceed once the children were in the classroom setting. All certification coursework was on-line in virtual meeting rooms that met 1–2 times per month. The group of educators who decided to take this training included the assistant principal, the 20 Gifted Education Communicator Summer 2012 social worker, one of the two special educators, four experimental teachers (4th and 5th grade), and the instructional coach/gifted specialist. The school had made a commitment that instead of including potential teachers for the grades beyond grade 5, that two of the teachers would “loop” into grade 6 to provide continuity for these children. Because of this decision, it was possible, given the limited funds of the grant to train the larger team rather than classroom teachers alone. In between online class times, the group met voluntarily as a study group, collaborating on their projects and products for the class, and making meaning of the overwhelmingly large number of materials on the subject of twice exceptionality. Their writing and planning time budget was used on a weekly basis to bring forward the details of each child, profiling each one and making a joint plan for addressing the needs of each, using Baum’s strategy of addressing exceptionality issues through each child’s strengths and talents. The village decided to forego individual writing time in favor of working as a team to “figure out” the needs of each identified twice exceptional learner. The actual implementation of these profile plans, then, became a village project plan—who would come in during math time to help this child stay focused? Who would provide Yoga Calm time for the small group who were overwhelmed or stressed out on a frequent basis during the day? The coordination and teamwork planned by this group working together was remarkable, to say the least. The materials budget for the group was spent in the first year on alterations they could make to the physical environment of the classroom and to the physical comfort of the twice-exceptional learners in those experimental classrooms. Mutedly colored parachute cloth covers were sewn for the florescent lighting in the classrooms, weighted blankets and fidgets were made for children to use when they felt stressed and needed to calm down, yoga balls replaced some chairs, and pacing lanes were created by the rearrangement of desks and tables for those who needed to get up and walk around when trying to stay focused on teacher presentations. Although the monthly in-service trainings were optional— teachers could come (and the school would be paid for their substitutes for these day-long sessions)—the educator team in this school did not miss a single one. They came as a group, participated as a group, and spent time both during and after these sessions adapting and applying the strategies presented to their own setting. Consequently, when project personnel came to visit the classrooms, it was almost immediately observed that the strategies taught, the materials budget used, and the on-line training provided were being used by the experimental teachers and reinforced by the team that supported their work with the students. Nurturing the Twice Exceptional Learners in Project 2Excel Pre- and post-data collection was an important part of this research project. This meant that the 16 learners needed to be brought together outside of their regular classroom to take tests of achievement in mathematics and reading/ language arts [out-oflevel Iowa Tests of Basic Skills Abbreviated Version (ITBS)], intrin- sic motivation assessments [Children’s Academic Intrinsic Motivation Inventory (CAIMI)], and measures of self-efficacy (Harter Self-Perception Inventory). For children with twice exceptionality, the testing process can be stressful, even when additional time and a calm testing environment can be provided. These sessions became “banana bread sessions.” The children would be provided with slices of banana bread as they completed each of the required assessments. Needless to say, great quantities of banana bread were consumed at each testing session. Likewise, school team members not including the classroom teachers, worked along side of the project director and managers to assist the kids in staying focused on completing the assessments, finding quiet spaces in the library or parts of the testing room, and monitoring the length of the banana bread breaks. The children seemed to look forward to these banana bread sessions across time! One could state that assessment was differentiated for these learners in the complexity of the measures themselves, the atmosphere and conditions (location, time allowances, seating) under which the testing took place, and in the children’s investment in the test sessions. They knew they were “helping” the researcher in finding how their minds worked and that their job was an important one. They asked regularly about what we were finding and how we were “helping” their teachers. They saw themselves as part of the village! The special education resource room in this school became a place where identified twice exceptional children in the two experimental classrooms could do writing tasks or research projects when the stimulation in their regular classroom became too overwhelming for them to be able to function and focus. The resource room had several computer notebooks available, co-writer programs, and other assistive technology devices that these learners could use to complete their classroom projects, in addition to access to the social worker and special educators who were housed there. With a quick nod from their classroom teacher, the children knew they could go to the resource room to use the programs and technology housed there. It was eye opening to watch many of these twice exceptional learners come to take responsibility for and “enjoy” writing projects over time, when they had initially seen the organizing of longer term projects involving writing as “painful.” Across the two and a half years for which this project was funded, several of these students learned to self-advocate for what they needed to complete classroom project requirements without the classroom teachers or village team members directly telling them what to do, step-by-step. They learned to negotiate and ask for the help they needed to get their work completed. And their pre- and post- assessments of achievement on state tests scores and achievement measures (MAP scores, ITBS scores), academic self-efficacy (Harter Self Perception Inventory) and academic intrinsic motivation (CAIMI) grew concomitantly! Lessons Learned About Twice Exceptional Students And Their Teachers Lesson 1. It takes more than a single classroom teacher or a single special educator to identify a child who is twice excep- tional. The social worker, the school nurse, the gifted teacher, the principal or assistant principal all have additional perspectives on what is intervening in a child’s capability to “thrive” in a gifted setting. What is particularly of concern though, is how one can figure out whether a child is truly “thriving” in a more heterogeneous setting. As James Webb has told us in his work, twice-exceptional children may be performing at an “acceptable level” because their gifts are supporting them, but certainly not having their gifts fully developed. In this case, the gifted magnet school made it easier to find twice exceptionality than is usually the case. Lesson 2. A classroom teacher cannot provide the services and strategies a twice-exceptional child needs on a daily basis alone. A plan that involves other members of school staff is critical to fully addressing the needs of such a child. Unfortunately, a strategy for stress release or attention refocusing often has a short shelf life for these kids. Jump roping in the hall will work for a couple of weeks, for example, and then a new stress reliever will need to be put into place. Lesson 3. In this project the prevalence of twice exceptionality, when it includes autism, learning disability, emotional/ behavioral disorders, and attention deficit issues, was approximately 20% of the identified gifted population. And among this 20% even if two of the expected six members of one’s 30child classroom (calculated on this prevalence) were 2X/2E, the degrees of severity could vary greatly. What that means is that a large number of strategies need to be available for teachers to use. There will not be a small set of strategies that will work across all exceptionality areas, let alone within one exceptionality area. The more we learn about twice exceptionality, the more it becomes evident that this is going to be difficult for teachers to manage. And, although it may be easier to manage this in a gifted self-contained setting, it will never be very easy. To leave on a positive note, however, some excellent protocols for identification and strategies for managing twice exceptional issues were developed in Project 2Excel. You are invited to take a look at the project website and download the teaching strategies developed by the teachers in our project, the parent resource training manuals to help support the parents of twice exceptional learners, and to imbibe in the research and literature of the field via the annotated bibliography you will find there. For more information about the project and the materials available, visit the Project 2Excel website at www.stthomas. edu/project2excel n KAREN ROGERS, Ph.D., is a Professor of Gifted Studies in the College of Applied Professional Studies at the University of St. Thomas in Minneapolis, Minnesota, where she has taught and conducted research since 1984. She received one of seven Javits grants in late 2008 for a five year grant to train teachers and provide classroom support for twice-exceptional elementary learners. For the past year she has been closing down the project prematurely due to government de-funding of all Javits programs. California Association for the Gifted 21 Bright Beyond Their Years What are Parents to Think? By Judy Galbraith ILLUSTRATION by JON PEARSON John was driving to the store with his son, Lars. “Dad,” Lars asked, “if there’s no air in space, how does the sun burn?” “You don’t need oxygen for a nuclear reaction,” John responded. “Oh, that’s right,” said Lars. “I forgot.” Lars was 4. M any parents have stories about their kids that involve disarming or amusing questions, but there is something about the questions asked by exceptionally intelligent children that stop us in our tracks. It’s questions like the one above, that go beyond why the sky is blue, that cause parents to look at their child in a new light. (How does a 4 year old know about nuclear energy, for example?) Could your son or daughter be exceptionally bright? How do parents begin to answer that whopper of a question? The definitions of exceptional intelligence are many and varied, and they can elicit very emotional responses. What do you think of when you hear the label gifted and talented? Genius? Highly intelligent? The truth is, there is no “right” answer to this question, and the labels certainly mean different things to different people. Chances are you’re reading this because you suspect that your child or a child you know may be gifted. You’ve observed how she interacts with her same-age peers and have noticed that there are marked differences in your child’s vocabulary, artistic ability, or grasp of advanced concepts. Perhaps you’ve been told by a caregiver or teacher that your child is ahead of others in her daycare or school setting—or quite the opposite, that she seems detached and bored, which may be a sign that she already knows the material being presented. 22 Gifted Education Communicator Summer 2012 be some!) from family members, peers, and teachers, your child is likely to feel awkward, alone, or even odd. We know that nature determines our genetic makeup, but nurturing shapes our outcome as well. “By learning as much as you can about giftedness, you’ll be in a better position to learn how to support, encourage, and advocate for your child.” As you’re wondering if your child may indeed be exceptionally bright, you may also be wondering if you should do anything about your child’s intelligence level. In my work of more than 20 years with gifted children, teens, and their parents, I firmly believe that it is the parents’ responsibility to recognize their children’s abilities, positively embrace the giftedness, and forge an appropriate educational path together with the child. PARENT QUESTIONS I’m fairly certain that my preschooler is smarter than most of her playmates. Do I need to do something about this? Or do I just let her be a kid, as they say, and let nature take its course? During a trip to the bookstore with her parents, Jessie, 3 1/2, pulled a book from the shelf and started reading it aloud. Her parents had no idea that she knew how to read. In presentations to thousands of parents of gifted kids from around the country, parents, often shyly, approach me with such questions as, “If my preschooler is reading, should I have her tested to see if she’s gifted?” Or, “My son has an incredible memory and his reasoning drives my husband and me nuts. What do we do to keep him challenged but also not let him talk us down?” It’s worth noting that while parents may seek out information in articles or books authored by experts in giftedness, they are almost afraid to discuss their child’s exceptional ability with others, even someone who specializes in the subject. I believe that exceptional intelligence, regardless of type, is nothing to hide. By learning as much as you can about giftedness, you’ll be in a better position to learn how to support, encourage, and advocate for your child. As a parent, it’s important to take the lead in keeping your child’s learning path appropriate for his or her ability level. And just as important, help your child positively embrace his or her abilities. If you don’t do that, your child is left alone to sort out how to feel about his or her abilities. When there are confusing mixed messages (and there will When Kendall was 3, her mother found her sitting on the sofa, looking thoughtfully at her feet. “What’s up?” her mother asked. “I’m tying my shoes,” the little girl replied. “Really? I didn’t know you could tie your shoes.” “I can’t tie them with my fingers,” Kendall said. “So I’m tying them with my thoughts.” Why do I need to discuss my son’s giftedness with him? He’s bright—can’t we just leave it at that? I’ve interviewed and surveyed thousands of gifted kids. Many have said that their parents rarely discuss giftedness with them. As a result, some children concluded that it was something secretive and therefore bad, which increased their fears of being different. It’s been documented by many experts in the field that virtually all exceptionally bright children know they are different by the time they are five or six years old. This awareness of difference can bring many positive results, but it can also turn into feelings of being strange or “weird” if the differences are not acknowledged and discussed openly. When kids hear misconceptions of giftedness (such as the myth that if you’re gifted in one area, you’re gifted in all areas, or if you’re gifted you can make it on your own), intellectual power and talent become more of a burden than a blessing. No matter how mature a child might seem at the time, the wrong messages result in making gifted kids want to downplay, deny, or hide their giftedness. This is why your support is so vital. Children will decide early on if they think their gifts are positive or negative. If they believe in themselves and know they have the loving support of their parents, their positive self-esteem will travel with them into middle school (when gifted kids often struggle the most in relationships with classmates and peers) and through high school. My first grader is insistent that she should join a higher grade, but she’s so young. Shouldn’t she stay with kids her own age? Some kids have an uncanny way of figuring out what to do when their needs in school aren’t being met. Take seven-year-old Emily from Michigan who realized after beginning kindergarten that even though she was in the second grade reading group, she needed to advance out of kindergarten completely and into the second grade. “Kindergarten was too easy,” she said. “I had already learned my alphabet, and I could read, so I didn’t need to learn it again.” Emily refused to go to kindergarten after the sixth week, according to her mother. Emily discussed the issue with her parents, and then together they approached her teachers. Ultimately, Emily moved ahead to the second grade, where she thrived. Having already participated in the second grade reading group, Emily was now among her peers. As this testimonial illustrates, a flexible parent who really listens is better equipped to support, encourage, and advocate for appropriate education options for a child. My 5-year-old is reading at a third grade level, but he is, California Association for the Gifted 23 after all, still a 5-year-old. Why should I treat him differently from any other child? Another common question people ask is if gifted kids really are that different from other kids. Children who are exceptionally bright are still kids, but they are different. They often feel more intensely, they challenge more emphatically, they know so much more! Think about what it means to read at age 4, for example. Not only does the child have a skill that most other kids the same age don’t have, but being able to read changes a kid’s life forever. The world broadens beyond family, school, and community. Reading isn’t just a skill, like tying your shoes; it’s a profound awakening. What does it mean to have an advanced vocabulary? Gifted children will soon discover that they can’t always communicate with kids their age. Being just plain smarter than most other kids they know—or more curious, energetic, focused, complex, or creative— can set them apart. The sooner you accept and welcome the fact that your child isn’t like other kids, the happier you’ll both be, and the more you’ll be able to help your child. Remember— these differences don’t mean “better than,” they mean “different from.” Acknowledging a child’s giftedness does not mean the child is better than other kids. Developing respect for others and learning good social skills is as vital to a gifted child’s upbringing as it is for any other child. Henry was speaking in complete sentences at a year and a half. By age 2, when playing with children his age, he’d ask his parents, “Why don’t they talk to me?” His long, involved, made-up stories already included words like “difficult,” “arrange,” “ignoring,” and “serious.” His friends didn’t talk to him because they didn’t have the words to converse at his level—a fact his parents found hard to explain. What does exceptionally bright or gifted mean, exactly? I know my child is advanced, but what specifically should I be looking for? Giftedness used to mean (and still does in some circles) that someone tested in the top five percent of the population on general intelligence tests. Today we know it means so much more. In a 1993 report, the U.S. Department of Education defined giftedness in this way: Children and youth with outstanding talent perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment… These children or youth exhibit high performance capability in intellectual, creative, and/or artistic areas, possess an unusual leadership capacity, or excel in specific academic fields. They require services or activities not ordinarily provided by the schools. PARENTS SHOULD LOOK FOR... Schools, governmental agencies, researchers, advocacy groups, educators, and even the dictionary hold differing definitions of giftedness and how to best address it. Parents may be the best judges of their children’s needs, but to the person unfamiliar with giftedness, 24 Gifted Education Communicator Summer 2012 recognizing exceptional intelligence can be difficult. Some widely accepted characteristics of giftedness include the following: Advanced Intellectual Ability: This is the trait most people think of when they hear the word “gifted.” A child with advanced intellectual ability may seem just plain smart in a lot of areas, including some that might surprise you. He may come up with new ideas and concepts on his own and apply them in creative and interesting ways. At the beginning of first grade, Raoul drew a life-sized portrait and presented it to his teacher. She was puzzled, so he explained that it was a self-portrait “without his skin on.” She said it looked messy, so he went back to his work table to simplify it. When he brought it to her again, he had color-coded the nervous, skeletal, and muscular systems in red, blue, and black. Verbal Proficiency: This is one of the most obvious signs that a child is gifted. Suddenly she’s speaking in complete sentences or using words you didn’t know she knew. Like two-year-old Olivia whose friends were baffled by her advanced words, a verbally proficient child may talk early, skipping the period of grammatical errors that most toddlers go through, and pronouncing words correctly from the start. Curiosity: If a child is very smart, chances are he’ll also be very curious. And if he has strong verbal skills, he’ll use them to satisfy his curiosity. Gifted kids want to know something about everything (and everything about some things), and they’re not shy about asking. When Matt was 7, his parents bought him a science encyclopedia. It was 700 pages long and written at a middle-school level. Matt insisted that the encyclopedia be his “bedtime story” until his father had read the whole thing from cover to cover. “Positively embracing and encouraging the giftedness within your child may be the best gift you will ever give to her. Making your son or daughter aware that you value and support his or her abilities, while embracing them as a child.” Creativity: Creativity is another obvious sign of giftedness. Many artists, musicians, dancers, writers, and other creative types make their gifts public. Showing, performing, and seeing their work in print is part of the fun. High Energy: A child with high energy may stay active until he drops—all day and into the night—moving around a lot and refusing to be idle. He may need constant stimulation when not focused and concentrating on something that holds his interest. Focus, Passion, Intensity: Gifted children are famously focused. They have incredibly long attention spans for topics that interest them. A child with focus, passion, and intensity may get immersed, even obsessed, and lost in her own world. Logical Thinking: The logical thinker may come up with powerful, persuasive arguments for almost anything, and he may complain loudly when things aren’t fair. Jake, 3 years old, had always called his dad by his first name, Joe. His mother didn’t like this, so she asked her husband to talk with Jake about it. Their conversation went like this: Joe: “Jake, Mom would really like it if you would call me Dad.” Jake: “Because you’re my dad, and I’m your son?” Joe: “Yes.” Jake: “Then are you going to call me Son?” Joe: “Would you like me to call you Son?” Jake: “No, I would like you to call me Jake. And I will call you Joe.” Sensitivity: Many people can accept that gifted kids have adultlike intelligence at times, but kids with adult-like emotions are harder to accept. A sensitive child may have empathy at an early age, as well as a social conscience. Sense of Humor: Perhaps because they’re bright and curious, energetic and emotional, creative and passionate, many gifted kids also have a well-developed sense of humor. A child who does may love to laugh, and he may make up riddles and jokes with double meanings. Exceptionally bright children may display one or several of the above characteristics. Follow your instincts if you believe your child should be evaluated—and start researching ways to nurture him or her and yourself. PARENT ACTION What can I do to nurture my child, now that I’m aware of his giftedness? A good first step is to talk with your child’s teachers or caregivers. Many children, including gifted children, behave very differently at school than at home, so you may see things in your child that teachers do not (and vise-versa). At home, there are many things a parent can do to encourage a young learner: • Spend time together with your child exploring and playing. • Remember that your little one is a kid! Laugh, play, and include healthy childhood activities. Being exceptionally bright shouldn’t mean studying 12 hours a day. • Learn with your child—keep lots of books and other reading materials around the house. • Help your child to learn persistence and risk taking by trying new things yourself. • Limit exposure to TV and computer games. Encourage activities that engage your child’s mind and body. • Provide ample opportunities for enrichment—going deeper into subjects that interest your child, or working on higherlevel skills. • The child who seems hungry to learn at home may be bored (and as a result, distracted) at school. Communicate early and often with your child’s teachers and caregivers about ways to ensure an appropriate education for your child. • Explore the gifted programs available in your school district so you know what options exist. • Attend conferences, and bring your child along if possible. You’re talking about her, why shouldn’t she be part of the dialog? • Don’t allow yourself to become isolated. Research support organizations for parents of gifted kids so you keep learning. • Reach out to other parents. You’ll find camaraderie and possibly a new friend that your child may connect with on a deeper level. Positively embracing and encouraging the giftedness within your child may be the best gift you will ever give to her. Making your son or daughter aware that you value and support his or her abilities, while still embracing them as a child, is an important step toward celebrating life on the bright side. n REFERENCES: Delisle, J., & Galbraith, J. (2002). When gifted kids don’t have all the answers. Minneapolis: Free Spirit Publishing. Galbraith, J. (2000). You know your child is gifted when… a beginner’s guide to life on the bright side. Minneapolis: Free Spirit Publishing. Schultz, R.A. & Delisle, J. (2006). Smart talk: What kids say about growing up gifted. Minneapolis: Free Spirit Publishing. Smutny, J.F. (2001). Stand up for your gifted child: How to make the most of kids’ strengths at school and at home. Minneapolis: Free Spirit Publishing. U.S Department of Education. (1993). National excellence: A case for developing america’s talent. Washington, D.C. Walker, S.Y. (2002). The survival guide for parents of gifted kids. Minneapolis: Free Spirit Publishing. JUDY GALBRAITH, M.A., is author (with Jim Delisle) of The Gifted Teen Survival Guide. She also is author of The Gifted Kids’ Survival Guide (For Ages 10 & Under), You Know Your Child Is Gifted When…. Judy is founder and president of Free Spirit Publishing, the Minneapolis based home of award winning learning resources. A former classroom teacher specializing in gifted education, Galbraith recognized a clear need for positive, practical books to help children and teens navigate life’s challenges. She began Free Spirit Publishing in 1983, which has become the leading publisher of learning tools that support young people’s social-emotional and educational needs. *Editor’s note: This article is reprinted from the Spring 2007 issue of Gifted Education Communicator that also dealt with the issue of identification of gifted learners. California Association for the Gifted 25 Recommended Standards for Gifted and Talented Education California Department of Education 3 Section 2: Identification The district’s identification procedures are equitable, comprehensive, and ongoing. They reflect the district’s definition of giftedness and its relationship to current state criteria. (EC 52202: Title 5 Regulations, Section 3822) 2:1 The nomination/referral process is ongoing and includes students K-12. Minimum Standards: One year approval a. All children are eligible for the nomination process regardless of socioeconomic, linguistic or cultural background, and/or disabilities. b. The district establishes and implements both traditional and nontraditional instruments and procedures for searching for gifted students. All data is used to ensure equal access to program services. c. Referrals are sought from classroom teachers and parents. District actively searches for referrals among underrepresented populations. d. Students may be nominated for participation more than once. e. All staff receive training and information about the nomination process, including the characteristics of gifted learners and have access to nomination forms. Commendable Standards: Two year approval a. Training in the identification process is provided that is specifically appropriate for administrators, teachers and support personnel. b. The district maintains data on nominees and includes these data in reassessing students who are referred more than once. Exemplary Standards: Three year approval. 2:2 An assessment/identification process is in place to ensure that all potentially gifted students are appropriately assessed for identification as gifted students. Minimum Standards: One year approval a. A committee, including the GATE coordinator and certificated personnel, make final determinations on individual student eligibility for the program. b. Evidence from multiple sources is used to determine eligibility and a data record or file is established for each nominee. c. Parents and teachers are notified of a student’s eligibility for program placement and are informed of the appeal process. d. Transfer students are considered for identification and placement in a timely manner. Commendable Standards: Two year approval a. The identification tools used are reflective of the district’s population. b. The district makes timely changes in identification tools and procedures based on the most current research. Exemplary Standards: Three year approval a. Personnel trained in gifted education meet at regular intervals to determine eligibility of individual candidates. b. The diversity of the district’s student population is increasingly reflected in the district GATE population. 2:3 Multiple service options are available within the gifted education program and between other educational programs. Placement is based on the assessed needs of the student and is periodically reviewed. Minimum Standards: One year approval a. Students and parents are provided information and orientation regarding student placement and participation options. Signed parent permission for participation is on file. b. Upon parent request the district provides identification information the parent may take to a new school or district. c. Participation in the program is based on the criteria of identification and is not dependent on the perception of a single individual. Once identified, a student remains identified as a gifted student in the district, though services to individuals may vary from year to year. 26 Gifted Education Communicator Summer 2012 Commendable Standards: Two year approval a. Before any student is considered for withdrawal from the program, interventions are implemented and a meeting is held with the parents and student. Exemplary Standards: Three year approval California State School Board approved 10/01; revised 07/05 Issues of Identification and Underrepresentation photo by dan nelson I t is true that giftedness at the highest level can be found in every cultural group. It is also true that the incidence of participation in gifted programs by some of the racial, ethnic, and socio-economic groups in society varies from group to group; it is far lower among some of the culturally and linguistically diverse (C&LD) groups such as the Hispanic-American, African-American, and the American Indian than participation by Anglo-American and Asian-American groups. A number of factors have often been cited as contributors to this underrepresentation. Primary among them are the: • method of identification for gifted programs • definition of intelligence and giftedness • bias and prejudice of educators An extraordinary amount of writing, research, and concern has been focused on these factors. But are these the issues that are most responsible for the very real problem of underrepresentation obvious in gifted programs in schools today? Do these issues provide the best framework to use in planning research and seeking solutions? How do culture and linguistic differences impact intelligence and the incidence of giftedness? Is the issue of underrepresentation even about racial and ethnic diversity? THE DISCRIMINATION THEORY There are currently at least two theories that are in use to explain the unequal representation of racially and ethnically diverse groups in gifted education. The discrimination theory is supported by those who believe that underrepresentation is created by inappropriate identification procedures, limited definitions of in- By Barbara Clark telligence and giftedness, and prejudice on the part of members of the educational community. This group believes that there would be equal representation of all diverse groups in gifted programs in direct proportion to the demographics of the district if the educational community took the following action. Change biased identification practices. The advocates for this view believe that traditional tests are unfair to anyone outside of the mainstream culture, because they are too limiting in the type of information sought and often normed on quite different populations than those that are underrepresented. These advocates believe that the standards set by the schools of what must be known do not include the type of information, abilities, and skills developed by these populations, making it impossible for them to test well. Non-verbal tests are suggested as better at finding these abilities and skills. From this belief, a new cadre of such tests has been developed to fill this gap. In addition there is concern among advocates of the discrimination theory that in the identification process too much emphasis is placed on checklists used by teachers that list only behaviors atypical of students in underrepresented groups. They are concerned by the use of low-test scores and additional criteria such as school attendance and class behavior to eliminate students. Change the definitions of intelligence and of giftedness, the term used to label a high level of intelligence. The current definitions are seen as too narrow and skewed toward AngloAmerican and Asian-American groups. In addition to the intellectual thinking skills it is believed that emotional, social, kinesthetic, and interpersonal skills should be included in the California Association for the Gifted 27 definitions and characteristics used to define giftedness. The manifestation of creativity should be considered important even in the absence of more rational skills and abilities. Standards for what needs to be learned and what represents intelligence need to be changed to better fit the values, attitudes, and opportunities of the underrepresented students. Prevent bias and prejudice among members of the educational community from blocking the entry of the underrepresented students into the gifted programs. While teachers are often the gatekeepers determining who will be selected for gifted programs, many teachers lack knowledge in regard to the characteristics, values, and differing abilities of students from underrepresented groups. Research has shown that teachers often have low expectations for diverse students. Advocates of this point of view refer to such expectations as deficit thinking. They find that such thinking causes diverse students to doubt their ability and to sabotage their own achievement. In summary, advocates of the discrimination theory believe that giftedness is evenly distributed across all demographic groups, but the traditional methods of identifying students for gifted programs are culturally biased preventing equity in the identification process and limiting access to gifted programs. In this view, adoption of a quota system to ensure that all cultural groups—usually defined by these advocates by race—are equally represented in the same proportion in the classroom that they are found in the community is justified. If we were to look with more openness and willingness to change the standards of what information must be known and what skills must be learned, discrimination theorists believe we would find equal numbers of gifted learners in every racial and ethnic group. All other points of view are regarded as deficit thinking and dismissed as racially biased. Much of the current writing, thinking, discussion, and activity in the field of gifted education is based on the discrimination theory as the only possible explanation for underrepresentation. THE DISTRIBUTION THEORY Although much of what has been discussed about underrepresentation from the discrimination theory point of view certainly needs our attention, there is a second theory that suggests that giftedness actually is unequally distributed across demographic groups. Advocates of the distribution theory of underrepresentation are concerned about how this unequal development is caused and how it can be prevented. A significant body of information has shown that there are real differences in the level of important intellectual skills and achievement ability among racial and ethnic groups and that these IQ/achievement gaps and what caused them are real and important. These advocates point out that cultural groups differ on availability of support systems, provision of resources, priority given to certain kinds of talent, individual initiative, and leadership, among other factors. What is valued by the culture is produced by the culture. From decades of research from the neurosciences it is known that the development of intelligence is an interactive process. The growth of intelligence depends on the interaction between the inherited neurological patterns of the individual and the en28 Gifted Education Communicator Summer 2012 vironment in which the individual is developing. A high level of growth of intelligence requires a variety of intellectually challenging experiences in a responsive, stimulating environment from the earliest years of the child’s life. Therefore, the following conditions must be considered as important reasons for underrepresentation among cultural groups: • Low socioeconomic status (SES) homes tend to have restricted environments both in terms of learning materials and opportunities available and in practices of child-rearing. • Larger percentages of African-Americans, Hispanic-Americans, and American Indians grow up in low SES circumstances than do Anglo-Americans and Asian-Americans. • Low SES students are generally much less likely Advocates of the distribution theory believe that the larger issues in underrepresentation are not about race or discrimination; they are about economics. It has been found to be easier to identify gifted students from middle-class homes, regardless of their racial or cultural group than to identify giftedness in homes in poverty. Underrepresentation of gifted children from poverty crosses all racial and ethnic groups. Poverty is not just about money. Rather it is important to understand that poverty involves the extent to which an individual does without resources. Not only financial resources but emotional, intellectual, and physical resources; relationships and role models; and innumerable external support systems. The major difference between children from poverty and other children, say researchers in this area, is in the type and quantity of opportunities inherent in the child’s environment. Regarding the use of quota systems in the identification process, it is significant that limited experience in the early environment provides limited skills. A child raised in these environments needs opportunities for development of such skills, not for the more advanced or complex work found in gifted programs. If there is no match between the experiences needed by the child and the goals and curriculum of the gifted program, placing the child in the program will only lead to frustration and further damage intellectually and academically. In regard to testing, it should be noted, that those in the field of psychometrics continue to publish data showing that the gifted students in underrepresented groups actually do better on standardized testing than on non-verbal testing and confirm that two quite different groups are formed from the results of these two testing formats. Terms like underrepresentation and quota requirements are less applicable when the limitations of opportunity the student has previously experienced are considered. Here is the dilemma of excellence versus equity. Why shouldn’t we strive for both? It will take a long-term effort requiring systemic change in the belief systems and cultural practices that shape early learning and childrearing necessary to optimize brain development. Disparity cannot be satisfactorily alleviated through changes in either the definition of giftedness or the identification process. ACTIONS TO ALLEVIATE UNDERREPRESENTATION From both theories comes knowledge of the following conditions that can appropriately be said to create underrepresentation and that we must work to alleviate: • Biased beliefs about the diverse populations. The appropriate action would be to work to change these beliefs. • Lack of opportunity for early learning. Act to make sure the parents from all cultures are given information on the essential experiences a child needs to develop intellectually and knowledge of activities that provide such experiences. • Lack of opportunity to learn school skills and testing skills. The appropriate action would be to provide opportunities for learning basic skills that may be missing. Use of dynamic assessment or the “test-learn-test” framework would be of benefit. • Fear the students have of rejection by their culture and peer group if they participate in school related learning and/or intellectual skill building, especially if they are successful. There is evidence that many outstanding African-American students are performing less well than they are able to avoid the threat of being viewed by members of their culture as a negative stereotype. This is one of the most difficult problems to remedy. Having the student examine the consequences, both short term and long term, of participation and nonparticipation, may be of help in removing this self-defeating block. It is clear that opportunities for growth must be provided for culturally diverse students, but in so doing, we must guard against changing cultural and family patterns just because they are different. Diversity is the cornerstone of developing potential and only patterns that inhibit the development of that potential need modification. Potential for giftedness may be found regardless of the cultural background in the manner in which abilities are expressed, such as: • a strong desire to learn • intense, sometimes unusual interests • unusual ability to communicate with words, numbers, or symbols. • effective, often inventive strategies for recognizing and solving problems • exceptional ability to retain and retrieve information, resulting in a large storehouse of information • extensive and unusual questions, experiments, and explorations • a quick grasp of new concepts, connections; a sense of deeper meanings • logical approaches to figuring out solutions • an ability to produce many highly original ideas • a keen, often unusual sense of humor Needed is the development of enriched learning opportunities through which youngsters can actually demonstrate their potential by their performance and products, making self-identification an integral part of the assessment process. Those who work in gifted programs should continue to search out the extraordinarily talented in all social groups by using the soundest techniques at their disposal. The problems of identifying and nurturing talent potential are not resolved by formulating constructs of giftedness solely for minority and economically disadvantaged students that differ from those for the majority populations, by lowering the criteria or standards for excellence or outstanding performance, or by seeking different areas of talent in various populations. The challenge is one of creating opportunities that take culture and context into account to enhance the possibilities for identifying potential of many kinds in all populations. Appropriate opportunities and conditions must be provided to nurture potential into giftedness. Underrepresentation is a far more complex problem than a change of testing can solve. We should not trade excellence for equity. We must aim for increasing both. Gifted education programs should continue to do what they do best and what no other education program attempts to do: provide a variety of educational opportunities for exceptionally able children so that they may realize their potential. Finding ways to change the IQ/achievement gap between cultures at the level of causation instead of the level of its symptoms should be an important part of the mission for programs in gifted education and talent development. If we could help all families in all cultural groups in culturally sensitive ways to understand what experiences are essential to develop the child’s intelligence at the beginning of their lives, the current waste of human potential would change and discussion of theories of underrepresentation would be unnecessary. n REFERENCES: Ford, D. Y. (2003). Equity and excellence: Culturally diverse students in gifted education. In N. Colangelo, & G. A. Davis (Eds.), Handbook of gifted education (3rd ed., pp. 506520). Boston: Allyn and Bacon. Ford, D. Y. (2006). Creating culturally responsive classrooms for gifted students. Understanding Our Gifted. 19(1), 10-14. Frasier, M., Garcia, J. H., & Passow, A. H. (1995). A review of assessment issues in gifted education and their implications for identifying gifted minority students. Research Monograph 95204. Storrs, CT: National Research Center on the Gifted and Talented. Gottfredson, L. S. (2004). Realities in desegregating gifted education. In D. Boothe, & J.C. Stanley (Eds.), In the eyes of the beholder: Critical issues for diversity in gifted education (pp. 139-155). Waco, TX: Prufrock Press. Miller, L. S. (2004). Promoting sustained growth in the representation of African Americans, Latinos, and Native Americans among top students in the United States at all levels of the educational system. Storrs, CT: The National Research Center on the Gifted and Talented. Slocumb, P. D. (2001). Giftedness in poverty, Gifted Education Communicator, 32(4), 6-11. Slocumb, P. D., & Payne, R. K. (2000). Removing the mask: Giftedness in poverty. Highlands, TX: RFT. BARBARA CLARK, Ed.D., is a Professor Emeritus in the Charter College of Education at California State University, Los Angeles. She is the author of the widely used text, Growing Up Gifted, soon to appear in its eighth edition (2013). Dr. Clark is a past president of the World Council for Gifted and Talented Children, the National Association for Gifted Children, and the California Association for the Gifted as well as the Advising Editor of Gifted Education Communicator. She is a recognized scholar and has presented major addresses and workshops throughout the United States and the world. *Editor’s note: This article is a reprint from the Spring, 2007 issue of Gifted Education Communicator, pp22–25. California Association for the Gifted 29 Common Core for Gifted Learners By Beth Littrell ILLUSTRATION by JON PEARSON Fractions on a Number Line A Lesson for The Common Core State Standards Identifying Appropriate Learning Tasks for Gifted Students I recently spoke with a coordinator from another district who was concerned about the identification process, and choices between equity and excellence. While she was asking how we identify gifted students in our district, I was answering with how we identified service. When it became clear that we were discussing two different topics, I clarified that my charge was not to “label,” but to identify the most appropriate placement for students based on a range of data. I wish I could go back to the beginning of that conversation and the implication that we have to choose between equity and excellence. In fact, I think that the only way we can ever achieve either is by providing both. This week, I was speaking to a friend who is taking an art class. In each class, they learn a new medium or technique, and then present their artwork for critique at the next meeting. On the day I was talking with her, a guest teacher had come, and had judged last week’s work by this week’s rubric. My friend was understandably disheartened. Over the past several issues of this journal, I have written about Response to Instruction and Intervention (RtI2), par30 Gifted Education Communicator Summer 2012 ticularly those Tier One strategies for initial instruction. With Common Core State Standards on the horizon, it is important to begin looking at those standards as a way to establish learning goals for students that are both equitable and excellent. By this, I mean that lessons must provide the rich complexity of learning tasks required for engagement of our gifted learners with appropriate scaffolds to give all students an entry point. And we have to be explicit about what we are asking. In the lesson presented here, the standards call for sophistication in process, and flexibility in processes. Math standards are beginning to call for mathematical understanding that transcends arithmetical steps. You can’t get an “A” by simply giving an accurate number for each question mark, and this paradigm shift has to be explicitly explained to parents and students so that we don’t have the same mis-match of expectation and evaluation that frustrated my friend. In my perfect world, the critique would be a conversation between the student and the teacher. Two questions would guide the conversation: 1) What did you learn, and how did you 0 ? 1 0 ? 1 ? 0 1 0 3 1/3 ? ? 1 ? 4 ? 5 6 ? 3 ? 5 5 0 ? 0 1/7 48 60 ? ? ? 0 learn it? and 2) What are your next steps based on this learning? In my current situation, my “students” are teachers who are working toward a professional clear credential. Of course, like my friend’s art teacher, I offer some insights and coaching tips based on what I see, but I first make sure that they have taken the professional responsibility of self-reflection, and that I am responding with the right rubric. It is a sad day, indeed, when a student has discovered a fabulous new understanding, and I count it “wrong” because I didn’t understand their insight, and didn’t take the time to process their answer. I look forward to the implementation of the Common Core State Standards. I believe that they will foster problem-finding and problem solving, curiosity, abstract thinking, lateral and relational thinking skills that are highly motivational and engaging for gifted students, and that develop the intellect in all students. In this article, I will be exploring the Standards for Mathematical Practice from the Common Core State Standards, and offering a task for home or school that is designed to help students develop as mathematicians. In this article, I ? 5 ? Figure. 1 will be using a lesson inspired by April Cherrington, the Math Coordinator in the San Mateo County Office of Education. The Task: Assuming that each number line has marks that are equally spaced (except the third one in this picture, which has one of the segments divided in half ), decide what number (fraction) is represented by each question mark (?), and then use precise, academic mathematical language to convince a peer, parent, or teacher that your answer is right. To do this, you will need to practice the Standards for Mathematical Practice that are the preface to the Common Core State Standards for Mathematics. Each of the standards for mathematical practice are included, in bold face, with a brief description of my vision for using that particular standard in this context. Don’t look through the journal for answers to these questions. I haven’t included my answers because it’s not a number that is most important, but rather, a creative process that proves to yourself, beyond a shadow of a doubt, that your solution is correct. Instead of offering my solution, I’ve offered California Association for the Gifted 31 some questions prompted by the National Council for Teachers of Mathematics (NCTM) and the National Research Council’s report, Adding it Up. All of these prompts are discussed in the introduction to the Common Core State Standards which can be found on the website for the California Department of Education (CDE) at www.cde.ca.gov Make sense of problems and persevere in solving them The first step in this task is to figure out what we have to find. As I presented this problem to fourth and fifth graders, I had to begin by examining assumptions: • Do number lines “start” at zero? • Are there numbers on the number line that are not represented in the part of the line that is pictured in any problem or scenario? After students examine their assumptions about a problem, the next task is to find an entry point. For me, the second number line is a much easier entry point than the first one, but the two are related, and the first line could have a second answer, which is prompted by the second line. Nobody said we had to start at the top and move to the bottom, but as teachers (in the classroom or at home), we should create progressive matrices in which we can use learning from early tasks to provide entry points as we persevere in more complex problems. On this point, Carol Dweck’s MindSet makes an important point. All students, and particularly gifted students, must adopt a growth mindset of perseverance in the face of adversity. When we think that we know an answer because we are “smart,” then as the problems get more challenging, and we no longer know the answer without an intellectual struggle, we tend to throw our hands up in despair and say, “I guess I’m smart, but not smart enough to do this problem.” When, on the other hand, we believe that we found an answer because we worked hard, then challenging problems become a delightful opportunity to work harder. Reason abstractly and quantitatively In the old paradigm, we cut up cakes and pizzas to represent fractions. As we consider fractions on a number line, we begin to reason about the relationship of a fraction and the whole numbers that surround it. By discussing each fraction in its quantitative relationships to other numbers on the number line, we “decontextualize,” or abstract the situation with symbolic representation. Construct viable arguments and critique the reasoning of others. The more interesting mathematical discussion comes from the discussion in which students prove, with evidence, the reliability of their solution, and listen to alternative pathways. This is an excellent time to practice the language of a mathematician, noting patterns, trends, systems or rules, and to look at each problem from a variety of contexts. As adults, we should model precise academic language from many disciplines, and expect the same from our children. 32 Gifted Education Communicator Summer 2012 Coaching in this strategy might start with cloze sentences that require minimal answers, and build to frames that are much more open-ended. For example, in the first number line, • I noticed that there were ___ intervals between zero (0) and one (1), and the question mark (?) was located at the ___ interval. Therefore, I believe that ___ can be substituted for the question mark. Beginning in the fifth example, a frame is much more appropriate than a cloze sentence. You might consider something like, • The strategy I used to determine the value of each interval was _________________________. • Extending this strategy, I believe that ___ can be substituted for the question mark because _________________________. In a math class, it is important to coach intellectual peers to challenge the assumptions and require evidence in the form of a model, diagram, or action that provides evidence of a viable argument. By listening to a variety of reasonable pathways, students will learn to think in new modalities. If I solve these problems from the perspective of a chess player, I’m going to have different reasoning than if I solve them from the standpoint of an artist or a linguist or an accountant or a psychologist…. Model with mathematics The first thing that comes to my mind is “write a scenario (problem) that could be solved with this graphic.” One of my students (a math teacher) got out colored pencils and modeled by coloring each whole number interval in a different color. An engineering student talked about the algorithms that would prove the answers, and my mom saw these problems as pieces of cloth from which she could make a quilt. Use appropriate tools strategically Tools can include pencils, paper, scissors, rulers, protractors, calculators, spreadsheets, statistical analysis packages, mom, dad, brother, sister, teacher, or friend. My favorite mathematical tool is my cell phone. I have stubbornly held on to my 7-year old flip phone because I am addicted to the internet and e-mail, and know that if it was always in my pocket, I could easily disconnect from the three-dimensional world. But my cell phone has one important feature that makes it my best math asset. “*4” calls my mom, I am able to reason through complex problems. That human connection with a person who makes time every day to let me unleash my thinking in its wild, abstract frenzy, is my life-line to coherent, logical expression. Try using a different tool to model or explain each line of the problem presented here, or in your math homework tonight. Attend to precision In the beginning of this article, I said that it wasn’t a number that mattered to me on this. But that’s only because my assumption is that if you engage in this task, you will engage on a level that transcends precision. Please do not mistake that statement for a lackadaisical disregard for precision. 99% isn’t close enough in many situations. If 99% of our flights had safe landings, few of us would fly. Accuracy and precision is a habit of mind that must be developed and nurtured, but in the new standards, that’s the starting point, not the end. Correct calculation to predictable algorithmic problems might make an adequate arithmetician; mathematicians go way beyond. Look for and make use of structure Look for and express regularity in repeated reasoning These last two standards seem inexorably linked. When April Cherrington came to our district to discuss these new standards, we broke into teams and opened envelopes in which much simpler problems were presented. The most complex of the problems was similar to the number line in the fifth line of the examples that I generated for this article. But, as one who rarely follows a sequential set of instructions, I began with the first one I pulled from the envelope instead of ordering them from a to g. My team helped me focus on an appropriate structure, and we quickly saw patterns in the first problems that helped us solve the more complex ones in the three minutes we were allotted. Creating simpler problems that express the same mathematical ideas can be the scaffold needed for students who are not ready to move as quickly to the complex as I have done in this example. This is where the art of teaching applies. What are the structures that would help students make the leap from the fourth line to the fifth? How might students create problems that “fill in the gaps,” or “leaps to understanding” that might be larger than they can navigate? Bloom called it “Application” or “Analysis.” Finding the critical attributes, discussing the patterns, and performing an audit on thinking cause us to be able to navigate a mathematical scenario with fluidity, precision, and elegance. In this lesson, I have not talked about the grade-specific benchmarks for student understanding, but rather the universal understandings that are the underpinnings of the Common Core. It is my hope that you will look at the CDE website to investigate your own grade-appropriate standards, and then think about an inquiry that engages all of these scholarly habits. n Resources Common Core State Standards: California. www.cde.ca.gov/ci/cc Dweck, Carol S. (2007). Mindset: The New Psychology of Success. New York: Ballantine Books, a division of Random House, Inc. Kilpatrick, J., Swafford, J., Findell, B. (2001). Adding it Up: Helping Children Learn Mathematics. Washington, D.C.: National Academy Press. National Council of Teachers of Mathematics (NCTM). www.nctm.org BETH LITTRELL, M.Ed. is the Resource Specialist for GATE, BTSA Advisor, and RtI2 Middle School Facilitator in the San Mateo-Foster City School District in California. She has worked with gifted students and their teachers for 26 years. She serves as Associate Editor for Curriculum & Instruction for the Gifted Education Communicator. NAGC Teacher Preparation and Program/Service Standards Gifted Education Programming Standard 2: Assessment Introduction Knowledge about all forms of assessment is essential for educators of students with gifts and talents. It is integral to identification, assessing each student’s learning progress, and evaluation of programming. Educators need to establish a challenging environment and collect multiple types of assessment information so that all students are able to demonstrate their gifts and talents. Educators’ understanding of non-biased, technically adequate, and equitable approaches enables them to identify students who represent diverse backgrounds. They also differentiate their curriculum and instruction by using pre- and post-, performance-based, product-based, and out-of-level assessments. As a result of each educator’s use of ongoing assessments, students with gifts and talents demonstrate advanced and complex learning. Using these student progress data, educators then evaluate services and make adjustments to one or more of the school’s programming components so that student performance is improved. Standard 2: Assessment Description: Assessments provide information about identification, learning progress and outcomes, and evaluation of programmingfor students with gifts and talents in all domains. Student Outcomes 2.1. Identification. All students in grades PK-12 have equal access to a comprehensive assessment system that allows them to demonstrate diverse characteristics and behaviors that are associated with giftedness. Evidence-Based Practices 2.1.1. Educators develop environments and instructional activities that encourage students to express diverse characteristics and behaviors that are associated with giftedness. 2.1.2. Educators provide parents/guardians with information regarding diverse characteristics and behaviors that are associated with giftedness. California Association for the Gifted 33 2.2. Identification. Each studentreveals his or her exceptionalities or potential through assessment evidence so that appropriate instructional accommodations and modifications can be provided. 2.2.1. Educators establish comprehensive, cohesive, and ongoing procedures for identifying and serving students with gifts and talents. These provisions include informed consent, committee review, student retention, student reassessment, student exiting, and appeals procedures for both entry and exit from gifted program services. 2.2.2. Educators select and use multiple assessments that measure diverse abilities, talents, and strengths that are based on current theories, models, and research. 2.2.3 Assessments provide qualitative and quantitative information from a variety of sources, including off-level testing, are nonbiased and equitable, and are technically adequate for the purpose. 2.2.4. Educators have knowledge of student exceptionalities and collect assessment data while adjusting curriculum and instruction to learn about each student’s developmental level and aptitude for learning. 2.2.6. Educators inform all parents/guardians about the identification process. Teachers obtain parental/ guardian permission for assessments, use culturally sensitive checklists, and elicit evidence regarding the child’s interests and potential outside of the classroom setting. 2.3. Identification. Students with identified needs represent diverse backgrounds and reflect the total student population of the district. 2.3.1. Educators select and use non-biased and equitable approaches for identifying students with gifts and talents, which may include using locally developed norms or assessment tools in the child’s native language or in nonverbal formats. 2.3.2. Educators understand and implement district and state policies designed to foster equity in gifted programming and services. 2.4.1. Educators use differentiated pre- and post- performance-based assessments to measure the progress of students with gifts and talents. 2.4. Learning Progress and Outcomes. Students with gifts and talents demonstrate advanced and complex learning as a result of using multiple, appropriate, and ongoing assessments. 2.4.1. Educators use differentiated pre- and post- performance-based assessments to measure the progress of students with gifts and talents. 2.4.2. Educators use differentiated product-based assessments to measure the progress of students with gifts and talents. 2.4.3. Educators use off-level standardized assessments to measure the progress of students with gifts and talents. 2.4.4. Educators use and interpret qualitative and quantitative assessment information to develop a profile of the strengths and weaknesses of each student with gifts and talents to plan appropriate intervention. 2.4.5. Educators communicate and interpret assessment information to students with gifts and talents and their parents/guardians. 2.5. Evaluation of Programming. Students identified with gifts and talents demonstrate important learning progress as a result of programming and services. 2.5.1. Educators ensure that the assessments used in the identification and evaluation processes are reliable and valid for each instrument’s purpose, allow for above-grade-level performance, and allow for diverse perspectives. 2.5.2. Educators ensure that the assessment of the progress of students with gifts and talents uses multiple indicators that measure mastery of content, higher level thinking skills, achievement in specific program areas, and affective growth. 2.5.3. Educators assess the quantity, quality, and appropriateness of the programming and services provided for students with gifts and talents by disaggregating assessment data and yearly progress data and making the results public. 2.6. Evaluation of Programming. Students identified with gifts and talents have increased access and they show significant learning progress as a result of improving components of gifted education programming. 2.6.1. Administrators provide the necessary time and resources to implement an annual evaluation plan developed by persons with expertise in program evaluation and gifted education. 2.6.2. The evaluation plan is purposeful and evaluates how student-level outcomes are influenced by one or more of the following components of gifted education programming: (a) identification, (b) curriculum, (c) instructional programming and services, (d) ongoing assessment of student learning, (e) counseling and guidance programs, (f ) teacher qualifications and professional development, (g) parent/guardian and community involvement, (h) programming resources, and (i) programming design, management, and delivery. 2.6.3. Educators disseminate the results of the evaluation, orally and in written form, and explain how they will use the results. 34 Gifted Education Communicator Summer 2012 W E B W ATCH By Carolyn Kottmeyer Identifying Gifted Learners I dentifying gifted kids is one of the easiest and hardest tasks in gifted education. Why? Because some gifted kids “jump off the page” at you, making it infinitely clear that they’re extra-ready for learning, while others hide from identification for more reasons than a millipede has legs. Beyond the obvious complications of gifted students who do not speak English as their first language, and those who are growing up in cultures that do not emphasize the value of gifted identification or advanced education, there are other complications caused by learning disabilities or relative weaknesses in some area, students who just don’t think like the test is testing, and students who are far more interested in something outside of school to “waste time” with extra-hard school and homework often associated with the gifted program. There are internet sites to help. Let’s begin on a lighter note. Is It A Cheetah, stephanietolan. com/is_it_a_cheetah.htm, by Stephanie Tolan, is a great analogy for the gifted identification. Tolan details the difficulty identifying the “potential” cheetah… how do you measure potential? She notes the trouble identifying the twice exceptional cheetah… it’s not at all the same as using the cheetah’s characteristic spots. And her Is It A Cheetah analogy is a great way to start the gifted identification conversation with a teacher or grandparent. Enjoy! What does it feel like to be the gifted child? Here’s a letter that tries to get inside the head of the young gifted child, to offer the teacher some insight into the child, and a bit of understanding into pushy yet exhausted parents. Wenda Sheard’s A September Secret, HoagiesGifted.org/september_secret.htm, makes it easy to understand why the gifted child can have so much trouble sitting still and listening quietly in a Kindergarten, 1st or 2nd grade class that offers no new learning for the autopedantic child. When gifted identification is mentioned, someone in the area is bound to utter the timeless phrase, “All children are gifted.” Take a moment and read one response to this mindless comment, All Children Are Gifted, www.HoagiesGifted.org/all_children. htm, Editor’s Reflections by Michael C. Thompson, Editor, Our Gifted Children. And don’t miss the education details he adds in A Response to the “All Children are Gifted” Comment, www. giftedkids.about.com/od/gifted101/a/gifted_response.htm. In it, he recounts a second grader’s joke, similar to jokes heard in many gifted homes. “Mom: We have to eat and run. Son: Like carnivorous pantyhose?” But don’t you know, All Children Are Gifted! For observation-based identification of gifted children, Dr. Linda Silverman and the Gifted Development Center (GDC) in Denver have one of the largest qualitative data collections on gifted and exceptionally gifted children. Read What We Have Learned About Gifted Children, www.gifteddevelopment.com/ What_is_Gifted/learned.htm, highlights of the GDC’s 30 years of assessment, including variations between girls and boys, and other observations. Note that not all of the GDC observations are duplicated in research-based studies of gifted children. For example, while the GDC observes that nearly 70% of their assessed children are introverts, other research studies suggest that the percent of introverts / extraverts may be closer to the 50%/50% observed in the general population. Still, these observations are invaluable and are for the most part not included in research-based studies anywhere else. Moving to research-based identification of gifted children, let’s visit the National Research Center on the Gifted and Talented, NRC/GT at University of Connecticut in Storrs. This 21-questions True or False quiz on gifted research offers citations for each question. You may be surprised at what the research says! Distinguishing Myths From Realities: NRC/GT Research, www.gifted.uconn.edu/nrcgt/newsletter/winter98/wintr983. html, asks such simple questions as “Gifted children identified during their preschool years tend to stay ahead of other children with regard to academic performance.” NRC/GT research shows that this is Reality, and offers us the research citation to back it up. Check out their survey for 20 more research-based realities and myths that you may hear in gifted education. Whether you are a teacher, school counselor, psychologist, or parent, you need to know how to use the child’s test scores to determine gifted identification. If you are a psychologist or school psychologist, you know that you are responsible for checking with the test publisher for additional information released after the latest test protocol. If you use the WISC-IV for assessment of gifted school-aged children, the additional information available from the publisher includes bulletins on two additional scores affecting gifted identification, both released years after the WISC-IV and its original scoring manual was published. The first bulletin, WISC-IV Technical Report #4 General Ability Index, www. pearsonassessments.com/hai/Images/pdf/wisciv/WISCIVTechReport4.pdf, tells psychologists about the alternative score recommended by the National Association for Gifted Children (NAGC) for identification of gifted children. This General Ability Index (GAI) score considers those subscales measuring characteristics commonly associated with academic giftedness, while removing subscales measuring other characteristics that are not as highly correlated with giftedness. For more details, read the NAGC position paper, Use of the WISC-IV for Gifted Identification, www.nagc. California Association for the Gifted 35 org/index.aspx?id=2455, which summarizes the use of the GAI in gifted identification in a quick, easy to read form for “school psychologists, coordinators of gifted programs, teachers, and all professionals who determine placements based on IQ scores.” The second bulletin, Technical Report #7 WISC–IV Extended Norms, www.pearsonassessments.com/NR/rdonlyres/C1C19227BC7946D9-B43C-8E4A114F7E1F/0/WISCIV_TechReport_7. pdf, offers an Extende d Score that supplements the WISC-IV Full Scale score by giving credit for extra items the child may have gotten correct, but were not included in the Full Scale score due to subtest ceilings. This Technical Report defines to the assessment professional when the Extended Score should be calculated, and how to calculate and report the Extended Score for the WISC-IV. Parents should also be aware of the WISC-IV Technical Bulletins because sometimes the testing professionals haven’t had the opportunity to keep current with these more recent publications from the WISC-IV test publisher, now Pearson Assessment. In this case, this knowledge gives parents questions to discuss with the assessor in order to gain more details and better understand the results of their child’s gifted assessment including the WISC-IV. Are you a teacher? Miraca Gross and the University of New South Wales created an entire professional development curriculum for teachers of the gifted, including a detailed section on Gifted Identification, now offered free by the Australian Government. And before you say, “This isn’t Australia,” take the time to review this excellent curriculum. The issues facing us, the students we’re educating us, and even the research supporting various educational options are all common to our countries. Australia and the United States are not nearly as far apart educationally as they are geographically. Gifted Education Professional Development Package, www.dest.gov.au/sectors/school_education/publications_resources/profiles/gifted_education_professional_development_package.htm, includes Module Two, a comprehensive module on gifted identification for early childhood, primary and secondary grade teachers. Using both subjective and objective measures and emphasizing multiple identification criteria, this module pays particular attention to students from minority and disadvantaged groups, of great import for gifted identification of the diverse populations of both the U.S. and Australia. Looking for more details on the Identification fo Gifted Students? Visit Hoagies’ Gifted Pages on Gifted Identification, www. HoagiesGifted.org/identification.htm and Testing and Assessment www.HoagiesGifted.org/testing.htm, for more Q&A, research, books, and other resources on the identification and testing of gifted students… everything the gifted parent, teacher, or psychologist needs to know but won’t find collected anywhere else. Kids Korner and Teens Territory One of the greatest fall activities for kids of all ages is Geocaching, www.geocaching.com. Autumn sports amazing days and cool nights, gorgeous colors in the woods and great activities in the cities and towns. And you can find all of these while Geocaching. What is Geocaching, you ask? The easiest way to describe it is as a world-wide hide-and-seek game with over 1.7 million hides so far, all over the world… plus two on the International Space Station! 36 Gifted Education Communicator Summer 2012 While most of us will never get to the ISS, we can try to find any number of the rest of the geocaches (caches) here on earth. For a quick video that explains it better in pictures than words, click on the “Geocaching in 2 minutes” video link. And Geocaching is a sport that appeals to all ages and styles of gifted kids because you can cache in cities, suburbia or the back woods, you can find caches that are tiny magnetic containers attached to commonplace items, or large ammo cans hidden under trees in the woods, you can walk a few feet from your house or car to the nearest cache, or you can hike miles into the forest or desert to find a single cache. Getting started with Geocaching is easy, too. Create a free account at www.geocaching.com, and then under Play, you can “Hide & Seek” caches in your area. I’m more visual, so I click “Map this location” and see all my local caches on a street or satellite map. Many caches can be found without a GPS device, just by printing the map and counting the number of buildings or trees from a landmark. If you have a smart-phone, you have a GPS! Download a free GPS app, type in the latitude and longitude from the website, and you’re on your way to finding caches in the woods and other places where an aerial map just won’t suffice. Do your kids love puzzles? Check out the Puzzle Caches. Each puzzle cache is unique; some require local knowledge (how many lightening rods are on the top of the historic building at this location?), and others needing a flexible mind and keen brain (can you solve this numeric puzzle and turn it into coordinates for a cache?). Use the cache name and description as hints, and solve the puzzles…or create and hide your own Puzzle Caches for others to figure out and find! The great thing about Geocaching is that you can do it yearround, where you live or where you travel, alone or with family and friends. There are even Geocaching events, where groups of geocachers getting together to picnic, clean up a park, canoe, or even celebrate geocaching milestones. Geocaching is fun for all ages! For more on Geocaching, visit Hoagies’ Gifted Education Page: Geocaching: The sport for gifted kids of all ages, www.HoagiesGifted.org/geocaching.htm Some days we need indoor games, and this quarter we’ve got computer-based games of all kinds for kids of all ages. MathPlayground Logic Games, www.mathplayground.com/ logicgames.html, has great logic games for kids of all ages. I spent several fun hours “testing” Factory Balls, a game where I had to figure out how to apply the rules in the right order to follow the logic steps to decorate the balls the way they needed to look. Kids also recommend Civiballs, and many of the other logic games, but I decided I’d spent enough “testing” time today! Kids today love adventure games, and Lure of the Labyrinth, www.labyrinth.thinkport.org combines a fun adventure game with pre-algebra math problems… yes, math is fun. With a wealth of intriguing math-based puzzles wrapped into an exciting narrative game, students work to find their lost pet - and save the world from monsters! Who knew math could be such an adventure? For our youngest kids, PBS Kids, www.pbskids.org, offers a great collection of fun, including math, reading, and just plain fun games and activities. CyberChase, www.pbskids.org/cyber- chase, is a fun math game, teaching kids that math is everywhere. Kids Island,www.pbskids.org/island, is full of pre-reading fun for kids age 2-5, and it’s available in English or Español. And The Cat in the Hat Knows A Lot About That!, www.pbskids.org/catinthehat, offers online games and videos plus printable activities to do at home! Some PBSKids games are designed especially for mobile phones and tablets. And all the PBSKids sites offer hints for Parents and Teachers using their sites, including information on child development, pointers to different games that support that development and even fun related activities to do together at home. Leave it to PBS to offer the best online for our kids! But sometimes we want to get our kids off the computers and into the “real world.” Hoagies’ Gifted Kids & Teens: Smart Toys and Games, www.HoagiesGifted.org/smart_toys.htm, is a collection of the most popular games for gifted kids. These are not the games you’ll find in the big-box toy store, nor the “most popular” games on the online-giant store’s site. Instead these games come from small and medium-sized award-winning game companies from the U.S. and around the world. These are the games that our kids will cherish and keep to play with their kids, and family game nights that everyone will remember for years to come. Hoagies’ Gifted Kids & Teens: Smart Toys and Games is divided into categories, from Smart Games for Young Kids to Smart A Response to the “All Children are Gifted” Comment www.giftedkids.about.com/od/ gifted101/a/gifted_response.htm A September Secret www.HoagiesGifted.org/september_ secret.htm All Children Are Gifted www.HoagiesGifted.org/all_children.htm Distinguishing Myths From Realities: NRC/GT Research www.gifted.uconn.edu/nrcgt/newsletter/ winter98/wintr983.html Gifted Education Professional Development Package www.dest.gov.au/sectors/school_ education/publications_resources/ profiles/gifted_education_professional_ development _package.htm Hoagies’ Gifted: Gifted Identification www.HoagiesGifted.org/identification.htm Hoagies’ Gifted: Testing and Assessment www.HoagiesGifted.org/testing.htm Is It A Cheetah www.stephanietolan.com/is_it_a _cheetah.htm Families and Party Games, from Smart Word Games to Smart Math Games, from Smart Construction Toys to Smart Strategy Games and more. Check out your favorite category, or visit them all. And enjoy a Family Game Night this weekend! Here at Kastle Kottmeyer we have 2 or more teens for any game night, plus often teens’ parents, too. Our most recent favorite games are Dutch Blitz, a fast-moving card game for 2-4 players, Dominion and all its add-ons, a strategy card game for 2-4 players, Carcassone, a tile laying game for 2-5 players, 10 Days In… a travel board game for 2-4 players that comes in U.S.A., Europe, Africa, Asia, and the Americas versions, and 7 Wonders, a card/board game for 3-7 players. Which ones will be your family favorites? Enjoy all the great sites on the Kids Korner and Teens Territory this issue, and we’ll be back next issue with even more interesting internet sites to visit. Until then… n Technical Report #4 WISC-IV General Ability Index www.pearsonassessments.com/hai/Images/ pdf/wisciv/WISCIVTechReport4.pdf Technical Report #7 WISC–IV Extended Norms Carolyn Kottmeyer is the director and founder of the award-winning Hoagies’ Gifted Education Page HoagiesGifted.org and Hoagies’ Kids and Teens Page HoagiesKids.org. Carolyn can be found on Facebook at www.facebook.com/HoagiesGifted or on Twitter @ HoagiesGifted. Kids Island pbskids.org/island The Cat in the Hat Knows A Lot About That! pbskids.org/catinthehat www.pearsonassessments.com/NR/ rdonlyres/C1C19227-BC79-46D9B43C-8E4A114F7E1F/0/WISCIV_ TechReport _7.pdf Use of the WISC-IV for Gifted Identification www.nagc.org/index.aspx?id=2455 Kids Korner and Teens Territory www.Geocaching www.geocaching.com Hoagies’ Gifted: Geocaching: The sport for gifted kids of all ages www.HoagiesGifted.org/geocaching.htm Hoagies’ Gifted Kids & Teens: Smart Toys and Games www.HoagiesGifted.org/smart_toys.htm PBS Kids www.pbskids.org CyberChase pbskids.org/cyberchase California Association for the Gifted 37 Technology Ideas for Home and SchooL By Barbara L. Branch Khan Academy T he theme of this issue of the GEC is Identifying Gifted Learners. Teachers and parents are often looking for ways to provide differentiated instruction for identified students. Salman Khan, a graduate of MIT, created Khan Academy by developing instructional videos for his cousins. He realized that many family members and friends could use videos which he uploaded to YouTube. Now, Khan Academy has over 3000 videos with instruction and practice in science, math, social science, economics, banking, test prep, CST and humanities. The topics are growing daily. Watch a video of Khan discussing the Khan Academy at http://vodcasting.ning. com/video/salman-khan-lets-use-video-to. 38 Gifted Education Communicator Summer 2012 photo by dan nelson Students and teachers can sign in with Facebook or Google accounts. The site is totally free and can be used by individuals or classes of students. As individuals proceed through the courses, details of their progress are shown in charts in their profile. After completing a video, students can comment or ask further questions in a chat room style. There are practice sessions and assessments. Teachers can review the progress of each student in their class in a statistical format. The videos are shown on a tablet using software that allows for writing and drawing. Only Khan’s voice is heard in the videos as you watch the tablet light up with drawing and writing to explain the concept being taught. I watched several Physics videos and enjoyed Khan’s friendly, casual, but very instructive delivery. I like his style of presenting in very small bite-size chunks that should inform any type of learner. Watch the video at www.http://singularityhub.com/2011/02/13/yes-the-khan-academy-is-the-future-of-education-video/ to get an excellent overview of the structure of the Kahn Academy. The use of the Khan Academy to support curriculum opens a revolutionary discussion of the approach to teaching and learning. At this point in the revolution of technology, we should suggest that Khan Academy not be used as a replacement for a curriculum. It should be used as a resource and supplement for a curriculum that also includes problem solving and concept development. Using the videos to supplement teacher instruction leaves the teacher with more opportunity to provide a human connection to students as a tutor, supporter, and a connection to the real world. Below are various ways Kahn Academy videos can be used to implement strategies of differentiation and instruction for parents and teachers: 1. Compacting Teachers: Khan Academy videos can be used to compact a unit of instruction for quicker, more advanced learners. Students can progress through a topic such as algebra in less time than it would take to study the same topic in the regular classroom pace. This would work well for a cluster group of gifted learners in a regular classroom or even a single gifted student. The teacher does not have to provide instruction but is available for assistance. Parents: Students, who are working through a unit of study faster than their classmates, can view the videos at home. Parents should view the videos with the students, to understand what is being taught and to assist when necessary. 2. Flipped classroom Teachers: Historically, teachers have lectured or presented lessons during the school day and then assigned homework for students to practice the topic of the lecture. In the flipped classroom, teachers video their lectures and assign them for homework. Students then return to school the next day to practice what they viewed the night before The teacher is available to assist with questions and misunderstandings. With Khan Academy, teachers can assign Khan’s videos to view as homework instead of videotaping their own lectures. The videos can be viewed and reviewed as many times as necessary to help the student learn the information in the lesson. See http://connectedprincipals.com/ archives/1534 for a further discussion of the flipped classroom. Parents: Parents can support the flipped classroom by viewing the videos with their children. Parents will know what is being taught and can assist with practice and test preparation. You might even learn something new. 3. Homeschooling Teachers & Parents: In homeschooling, parents become teachers. Many gifted children are homeschooled because the regular school program does not provide enough challenge. Khan Academy videos can be used by homeschoolers to learn new topics. Kahn provides practice and assessment. 4. Finding and filling the gaps Teachers: Khan suggests that all students begin with the basic exercises. When you get 10 right answers in a row, you are prompted to move to the next level. At any time that you need a hint or need to watch an instructional video, you can do so and then return to the practice exercises. There is also a scratchpad built in so that paper and pencil are not needed. Teachers can use the exercises to pre-test and then compact or accelerate a unit of study. Students can skip through material they know, to arrive at a new level of study they have not experienced. Students can also view a video and do practice exercises to fill a skill gap. Parents: Parents can ask a child to review a video that focuses on a skill that is lacking or weak. By reviewing the videos and engaging in the exercises, the student can “catch up” with what was missed or with what needs reinforcement while the class moves forward with the next lesson. The student is working in their own private environment, so there is no embarrassment about what they do not know or where they need extra practice. Parents don’t have to be coercive or know how to support the learning. Parents just have to support the use of the videos and exercises 5. Sick days, snow days, and vacation Teachers: When students are out ill, they often miss valuable class lectures and discussions. With Khan Academy, students can watch a video of the topics they missed. When districts have snow days they could ask students to review Khan Academy videos. It would keep students engaged on days they should be in school and parents would be very happy to have students engaged in something educational. Parents: Parents can ask their children to review Khan Academy videos of the school core content while home ill, or when a snow day or vacation occurs. Students stay current with their school work and parents feel that the time at home is not wasted. 6. Learning Contracts & Learning Centers Teachers: When teachers use learning contracts or learning centers, they are matching students’ readiness to the students’ interests and learning styles. Khan Academy can be a learning center station where students watch videos and do practice exercises on the topics for which they are ready. Learning contracts often allow students to explore an area of interest that is an offshoot of the current core curriculum that will not be explored by other students in the class. The contract allows a student to explore a topic with more depth and complexity. The Khan Academy videos may not provide the depth and complexity, but can be a springboard for further research by the student. For example, Kahn created a video on Communism to support some of the history videos he has created. Students could use the information provided in this video to California Association for the Gifted 39 challenge and master it rather than give up for “fear of failure.” Parents: Allow your child to use Khan Academy to review and practice lessons that are not mastered. Your perfectionistic child may resist practice and review when others are aware of their struggles. Motivation will return when the student is allowed to explore the areas of failure in a personal lesson and practice arena. Taking a risk can become appreciated when one is not constantly judged by others, including teachers and student peers. See what happens when your child takes the challenge of learning through Khan Academy. “We often learn more from trying something and not succeeding than we do from trying something and succeeding, especially if we limit ourselves to only trying “easy” things that we know we’ll be successful at” (from http://thefischbowl.blogspot.com/.) The best thing about Khan Academy is that students will try and can succeed. Teachers: Teachers create flexible groups to provide remediation or advanced lessons. Instead of gathering students in a flexible group with teacher support, students can work with Khan Academy as a flexible group and allow the teacher to work with students who need direct teacher support. When I was teaching in the 1980’s I had a classroom aid that could help students with remediation or advanced support. Today, Khan Academy can be my classroom aid. Parents: Parents can support flexible grouping by encouraging their child to take on the learnings of Khan Academy. 8. Common Core State Standards help them understand and begin to ask questions about Communism that would lead to further research. Parents: Your child might express an interest in a topic that emerges in the classroom instruction. Using the same example, as above, the child might show an interest in learning more about Communism as the class is learning about the Soviet Union in World History. You could encourage the viewing of the information in Khan Academy about Communism. The video would then lead to other questions and an interest in further research by the student on their own. Gifted students often find interest in topics that emerge in class but are not discussed further. The Khan Academy allows for the beginning of further research to supplement the students’ interests. 7. Building Motivation Teachers: Gifted children are often unmotivated to continue to learn when they feel frustrated by failure. These gifted students are perfectionist and often have fear of failure. The Khan Academy videos can provide a way for gifted students to review and practice a new learning without fear of others knowing that they have failed. The student can review and practice as much as is needed until mastery is reached. This will provide motivation to continue to improve. It might teach children to take a 40 Gifted Education Communicator Summer 2012 Teachers: California and 47 other state are adopting the Common Core State Standards (CCSS) and merging them with the common core state content standards. The beauty of the CCSS is they require more depth and complexity. There are practice standards and concept standards asking students to go deeper into higher level thinking skills. Khan Academy provides students with the opportunity to acquire the practice standards. Khan Academy is beginning to develop videos that help students practice problem solving or delve deeper into concepts. I would encourage Kahn to continue to develop videos that encourage students to go deeper. Parents: Parents can help their children to obtain the Common Core State Standards by using Khan Academy to review or advance forward in new areas of learning. Have fun with Khan Academy. Send me your thought and experiences. [email protected] and www.drbabs.wikispaces.com. n BARBARA L. BRANCH, Ed.D., teaches two professional development courses in two Certificate Programs for educators. in the Sacramento area. She is retired from 35 years in the Sacramento City Unified School District where she served gifted children as a teacher, principal, and district gifted director. She is a member of the board of directors for the California Association for the Gifted as the educator representative from the Capital Region and is chairman of the Capital Region GATE Consortium. She also teaches geocaching to 4th and 5th graders in the Academic Talent Search Program at Sacramento State University. book reviews Teaching ADVANCED LEARNERS in the General Education Classroom By Joan Franklin Smutney and S.E. von Fremd (2011) Corwin Press Paperback, Thousand Oaks, CA $34.95, 188 pp. ISBN 978- 1 -4129- 7545- 2 A REVIEWED BY CHRISTINE HOEHNER n often-heard plight: “I love bright learners in my room. I just don’t have time to make special studies, activities, lessons for these advanced kids.” Here is the remedy book. TEACHING ADVANCED LEARNERS in the General Education Classroom, by Joan Franklin Smutney and S.E. von Fremd. Honoring the educator and profession, authors Smutney and von Fremd acknowledge that the readers of their book have little time, few funds and may have little or no training in educating gifted students. I particularly love that this book provides simple strategies to engage all the students and that the chapters are short and to the point, especially in this climate where there is not enough time, money or possibly expertise. The book quotes Theodore Roosevelt: “Do what you can, with what you have, where you are.” Chapter 1 shares the nuts and bolts of do “with what you have” for a bright learner. Within this chapter is a fact sheet that asks the question “should gifted learners be a priority?” The five bullets included on the fact sheet, clearly lay out the arguments for why they are not a priority and why they should be; pointing to the understanding that without attending to this need, the next generation will be deprived of innovators that can successfully compete in the global market. Contained in Chapter 2, are many ideas for resources. I’m particularly fond of the excerpt from a teacher who reluctantly acquiesced when the parent (of a bright child) asked if she could help in the classroom. Albeit reluctantly agreed and in agreeing, the teacher found a tremendous resource. Yes, some parents have different agendas in volunteering, but most are genuine in caring and ready to be of help. In my Highly Gifted classes, I would voraciously collect parent occupations and interests, and then offer (after 1 session of parent training) “Mini Courses”, four one-hour sessions each taught by a parent. Here, the “Do what you can” often pays off for more than just the learners. Parents really are a tremendous resource. Chapter 4 is by itself, worth owning this book; here Smutney and von Fremd enumerate many strategies for “Meeting the Needs of Advanced Students”. The authors put forth many important considerations – looking at classroom space, daily routines and atmosphere – and that these support student safety, sharing, security, and comfort. Included are ideas for pacing, assessing levels of thinking, application to the arts. Best of all, suggestions abound in this chap- ter, for taking the material the teacher is using and the thinking processes needed and tweaking them in ways that the authors call ‘low preparation adjustment”. Couple this idea with a whole section on “anchoring changes to what the teacher is already doing” and meeting the needs of bright students becomes less formidable than thinking that the whole content or curriculum has to be revised. Very appealing. The “where you are.” The other six chapters in the book Teaching Advanced Learners are equally meritorious. Discerning appropriate goals, beginning strategies (personal and academic for students), groupings (or individual) for optimal learning at higher levels, assessments, extending learning in the content areas (Language Arts, Social Studies, Math, Science) are clearly delineated. The “What you can, where you are”. My very favorite chapter, though, is Chapter 8. Here the encouragement for “falling in love with something” is presented. Really loving to stretch the students’ minds to figure out the problem or project is enervating, exciting, yes, even challenging! Whether it be academic, artistic, intellectual, creative, or emotional, Chapter 8 encourages finding something irresistibly good about teaching. Becoming passionate. Finding that intensely interesting educational something that will thrive on its own strength against criticism, will lift the energy that comes with personal fulfillment, and will keep the focus magnetized toward the goal in the face of interruptions. “Falling in Love.” A thoroughly enjoyable and enlightening book, TEACHING ADVANCED LEARNERS in the General Education Classroom is a definite must as a resource in every classroom. Christine Hoehner is Associate Editor for Book Reviews for the Gifted Education Communicator. She is retired from the Glendale Unified School District gifted program in southern California and can be reached at [email protected] California Association for the Gifted 41 R ef e r e n c e s c o ntinued from p. 12: best practices in the identification of gifted and talented students American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association. Borland, J. H., Schnur, R., & Wright, L. (2000). Economically disadvantaged students in a school for the academically gifted: A post-positivist inquiry into individual and family adjustment. Gifted Child Quarterly, 44, 13-32. Castellano, J. A. (1998). Identifying and assessing gifted and talented bilingual Hispanic students (Report No. EDO-RC97-9). Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools. (ERIC Document Reproduction Service No. ED. 423104). Coleman, L. J., & Cross, T. L. (2005). Being gifted in school: An introduction to development, guidance, and teaching. Waco, TX: Prufrock Press. Cornell, D. G., Delcourt, M. A. B., Goldberg, M. D., & Bland, L. C. (1995). Achievement and self-concept of minority students in elementary school gifted programs. Journal for the Education of the Gifted, 18, 189-209. Daniels, V. I. (1998). Minority students in gifted and special education programs: The case for educational equity. Journal of Special Education, 32, 41-44. Fernández, A. T., Gay, L. R., Lucky, L F., Gavilan, M. R. (1998). Teacher perceptions of gifted Hispanic limited English proficient students. Journal for the Education of the Gifted, 21, 335-351. Ford, D. Y., & Harmon, D. A. (2001). Equity and excellence: Providing access to gifted education for culturally diverse students. Journal of Secondary Gifted Education, 12, 141–148. Ford, D. Y., & Harris, J. J. III (1994). Multicultural gifted education. New York, NY: Teachers College Press. Gagné, F. (1999). My convictions about the nature of abilities, gifts, and talents. Journal for the Education of the Gifted, 22, 109-136. Geary, D. C., & Brown, S. C. (1991). Cognitive addition: Strategy choice and speed-of-processing difference in gifted, normal, and mathematically disabled children. Developmental Psychology, 27, 398-406. Harris, B., Plucker, J. A., Rapp, K. E., & Martinez, R. S. (2009). Identifying gifted and talented English language learners: A case study. Journal for the Education of the Gifted, 32, 368-393. Jensen, A. R. (1980). Bias in mental testing. New York, NY: Free Press. Johnsen, S. K. (2008). Identifying gifted and talented learners. In F. Karnes & K. Stephens, Achieving excellence: Educating the gifted and talented (pp. 135-153). New York, NY: Merrill Education/Prentice Hall. Johnsen, S. K. (2011a). Using standards to design identification procedures. Tempo, 31(2), 8-15. Johnsen, S. K. (2011b). Making decisions about placement. In 42 Gifted Education Communicator Summer 2012 S. K. Johnsen (Ed.), Identifying students: A practical guide (2nd ed., pp. 119-149). Waco, TX: Prufrock Press. Johnsen, S. K. (2012). The assessment standard in gifted education: Identifying gifted students. In S. K. Johnsen (Ed.) NAGC Pre-K-Grade 12 gifted education programming standards: A guide to planning and implementing high-quality services (pp. 71-96). Waco, TX: Prufrock Press. Johnsen, S. K., Haensly, P., Ryser, G., & Ford, R. (2002). Changing general education classroom practices to adapt for gifted students. Gifted Child Quarterly, 46, 45-63. Johnsen, S. K., & Ryser, G. (1994). Identification of young gifted children from lower income families. Gifted and Talented International, 9(2), 62–68. Joseph, L., & Ford, D. Y. (2006). Nondiscriminatory assessment: Considerations for gifted education. Gifted Child Quarterly, 50, 42-51. Kitano, M. K., & Pedersen, K. S. (2002). Action research and practical inquiry: Multicultural-content integration in gifted education: Lessons from the field. Journal for the Education of the Gifted, 26, 269-289. Kurtz, B. E., & Weinert, F. E. (1989). Metacognition, memory performance, and causal attributions in gifted and average children. 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DISPLAY RATES DIMENSIONS Ad Type A B C D E 1x bundle rate (Spring GEC & CAG Conference Program Book) Ad Unit 1x 2x 3x 4x Inside back $1,000 $1,750 $2,500 $3,250 full page Full Page $500 $950 $1,350 $1,700 $950 2/3 page $400 $760 $1,080 $1,360 $950 1/2 page $350 $660 $930 $1,160 $950 1/3 page $250 $460 $630 $760 $950 1/4 page $200 $360 $480 $560 $950 1/6 page $150 $260 $330 $360 $950 Ad Unit Full Page 2/3 page 1/2 page (vert) 1/2 page (horiz) 1/3 page 1/4 page 1/6 page Closing Dates: Spring - January 15 - Summer - April 15 Fall - July 15 - Winter - October 15 For information, contact: [email protected] or call 916-988-3999 Size (inches, W x H) 7 1/4 x 9 3/4 4 3/4 x 9 3/4 3 1/2 x 9 3/4 7 1/4 x 4 3/4 2 1/4 x 9 3/4 3 1/2 x 4 3/4 2 1/4 x 4 3/4 1/4 Full 1/3 2/3 1/2 (horiz) 1/2 (vert) 1/6 Company Name Contact name address CITY STATE ZIP Telephone FAXE-MAIL Ad Type A BCDE AD unit Inside back cover, full page Full Page 2/3 page 1/2 page (vert.) 1/2 page (horiz.) 1/3 page 1/4 page 1/6 page ISSUE Spring Summer Fall Winter PAYMENTEnclosed is payment of US $ Check No. Visa Card No. Exp. Date MasterCard Card No. Exp. Date Signature Please mail completed order form with check & artwork to CAG Office, 9278 Madison Avenue, Orangevale, CA 95662 California Association for the Gifted 43 Thank You for Being a Member of the 9278 Madison Avenue Orangevale, CA 95662 California Association for the Gifted Parents and educators in the California Association for the Gifted (CAG) have been the principal supporters of gifted learners in California since 1966. The program benefits that gifted children enjoy today are a direct result of that support online go to www.cagifted.org/registernewmembers.cfm Want to Join? ToTo join print a form go to www.cagifted.org/associations/7912/files/MembershipFormOrangevale.pdf Need to Renew? To renew go to www.cagifted.org/payduesmbrtype.cfm MEMBERSHIP APPLICATION Ten Reasons 6. 7. 8. 9. 10. If you are not already a CAG member, please use the application below to become a continuing supporter of gifted education. CAG is active in lobbying efforts to promote appropriate education for gifted and talented students and assigns $5.00 of each membership to CAG/PAC, CAG’s Political Action Committee. Dues payments are not tax deductible as charitable contributions for federal income tax purposes. Name: Last First Middle Initial why you should be a Member of the California Association for the Gifted: Preferred Mailing Address: City / State / Zip : Your membership supports CAG’s work with the California department of Education E-Mail Aand ddreCalifornia’s ss: PrefeinrreCalifornia. d Phone: ( legislators, to ensure that gifted education continues 1. 2. 3. 4. 5. Calif. County: Your membership supports scholarships and grants recognizing educational ) School excellence,and awards honoringDistrict: distinguished service in the field of gifted education. 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