Increasing the Identification of Gifted Students from Underrepresented Populations

Increasing the Identification of Gifted Students from Underrepresented Populations

________________, ESE Administrator Jeanette Lukens, School PsychologistExceptional Student Support Services

Sample County Public SchoolsApril, 2013

Learning Objectives

• Participants will understand the core attributes of giftedness as they are expressed in different cultural and environmental contexts

• Participants will increase their recognition of cognitive, physical, and affective characteristics of diverse gifted students

• Participants will understand their role in the screening and identification process

Agenda

• Gifted Eligibility Criteria• SCPS Gifted Identification Demographics• Target School Demographics• Concept of Giftedness• Characteristics of Diverse Gifted Students• Specific Domains for Diverse Gifted Students• Student Vignettes• Current Gifted Eligibility Procedures & Adaptations• Participant Role in Identification

Identifying Gifted Students From Underrepresented Populations

• As of 1993, the U.S. Department of Education reported that Black, Hispanic, and Native American students were underrepresented by 50%-70% in gifted education programs. (Naglieri & Ford, 2003)

• Black and Hispanic students are less than half as likely to be in gifted programs as White, American Indian or Asian students.

(Donovan & Cross, 2002 as cited in Callahan, 2005)

• Despite recent efforts to address this problem, the underrepresentation of minority students in gifted programs has been persistent and, for some groups, has increased.

(Ford, 1998 as cited in Naglieri & Ford, 2003)

• Sample County has developed an initiative making it a priority to search out and identify students from our underrepresented populations.

• Elementary Gifted Planning Committee – Mission

• To examine strategies needed to create an action plan to increase the identification of Gifted students who are low socioeconomic status (SES) or English Language Learners (ELL)

– Vision• To increase the participation of low SES and ELL students in the

Gifted Program to align more closely to the percentage of students in these categories attending Sample County Public Schools

Identifying Gifted Students From Underrepresented Populations

Gifted Eligibility Criteria• Plan A

Education for learners who are gifted has been included within Florida’s Exceptional Student Education (ESE) Programs since 1968. The first state mandate for gifted education was State Board Rule 6A-6.3019, FAC, which became effective July 1, 1977. This State Board Rule defined the gifted student as “one who has superior intellectual development and is capable of high performance” further defining the criteria for eligibility to include an intelligence quotient of two standard deviations or more above the mean on an individually administered standardized test of intelligence, a majority of characteristics of gifted children according to a standard scale or checklist, and a need for a special program (Special Programs, 1977).

• Plan BIn 1991, as a result of the Jacob K. Javits Gifted and Talented Students Education Act, the State of Florida revised their gifted rule to include specific criteria for traditionally underrepresented students. Section B of Board Rule 6A-6.03019(2)(b)1., FAC, provided greater flexibility in identifying students who are members of an underrepresented group, including limited English proficient (LEP) students and students from low socioeconomic status (SES) families, as measured by the student’s eligibility for the government-subsidized free and reduced lunch program. This section, which became known as Plan B, provided school districts with guidelines to develop a plan for increasing the participation of underrepresented groups in programs for gifted students.

Black White Hispanic Multiracial Asian/Pacific Islander Total0%

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2012 Elementary School and Gifted Student Membership by Racial/Ethnic Category

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Data generated from Skyward on 3/8/2013


Free/Reduced Lunch English Language Learners (LY & LF)0%

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2012 Elementary School and Gifted Student Membership by Category

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Sample ElementaryGifted Identification Demographics


Black Hispanic FRL ELL (LY/LF) Total Gifted0%

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2012 Sample Elementary School and Gifted Student Membership by Category

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Concept of Giftedness• Identifying giftedness can be a difficult task because

although certain characteristics can be generalized within this population, some gifted individuals may not possess the same characteristics as other gifted individuals or exhibit them in the same way. (Clark, 2013)

• Concept of giftedness as a psychological construct– Core Traits, Aptitudes and Behaviors of Giftedness– Classroom Behaviors of Gifted Students

Concept of GiftednessDefinitions and General Descriptions of the 10 Core Attributes of Giftedness

(Traits, Aptitudes and Behaviors)Frasier, et al, 1995

Core Attribute General Description

Motivation: evidence of desire to learnForces that initiate, direct and sustain individual or group behavior in order to satisfy a need or attained goal

Communication Skills: highly expressive and effective use of words, numbers, symbols, etc.

Transmission and reception of signals or meanings through a system of symbols (codes, gestures, language, numbers)

Interest: intense (sometimes unusual) interestActivities, avocations, objects, etc., that have special worth or significance and are give special attention

Problem Solving Ability: effective (often inventive) strategies for recognizing and solving problems

Process of determining a correct sequence of alternatives leading to a desired goal or to successful completion or performance of a task.

Imagination/Creativity: Produces many ideas; highly original

Process of forming mental images of objects, qualities, situations, or relationships, which are not immediately apparent to the senses; solve problems by pursing nontraditional patterns of thinking

Memory: Large storehouse of information on school or non-school topics

Exceptional ability to retain and retrieve information

Inquiry: Questions, experiments, explores Method or process of seeking knowledge, understanding, or information

Insight: Quickly grasps new concepts and makes connections; senses deeper meanings

Sudden discovery of the correct solution following incorrect attempts based primarily on trial and error

Reasoning: Logical approaches to figuring out solutions

Highly conscious, directed, controlled, active, intentional, forward-looking, goal-oriented thought

Humor: Conveys and picks up on humor wellAbility to synthesize key ideas or problems in complex situations in a humorous way; Exceptional sense of timing in words and gestures

Concept of Giftedness Classroom Behaviors of Gifted Students

A child may show giftedness through academic ability.Does the student…

Show unusual ability in some area-reading, science, mathematics

Get math answers correctly, but find it difficult to tell you how

Show fascination with one field or interest and manage to include this interest in all topics discussed

Enjoy graphing everything and/or seem obsessed with probabilities

Enjoy meeting or talking with experts in this field Invent new obscure systems and codes

A child may show giftedness through creative ability.Does the student…

Try to do things in different, unusual, imaginative ways Create problems with no apparent solutions and enjoy asking you to solve them

Have a really zany sense of humor Love controversial and unusual questionsEnjoy new routines or spontaneous activities Have a vivid imaginationLove variety and novelty Seem never to proceed sequentially

A child may show giftedness through leadership ability.Does the student…

Organize and lead group activities and sometimes take over

Enjoy decision making and stay with that decision

Enjoy taking risks Synthesize ideas and information from a lot of different sources

Seems cocky, self-assured

(From Growing Up Gifted, 8th Edition by Barbara Clark, 2013)

Concept of Giftedness Classroom Behaviors of Gifted Students, continued

A child may show giftedness through cognitive ability.Does the student…

Ask a lot of questions Seem board and often have nothing to doShow a lot of interest in his or her progress Complete only part of an assignment or project and

then take off in a new direction

Have in-depth information on many things Stick to a subject long after the class has gone on to other things

Often wants to know why or how something is so Seem restless and leave his/her seat oftenBecome unusually upset at injustices DaydreamSeems interested in and concerned about social or political problems

Seem to understand easily

Often have a better reason for not doing what you want done than you have for asking him or her to do it

Like solving puzzles and problems

Resist requests to drill on spelling, math, facts, flash cards or handwriting

Have his/her own ideas about how something should be done and argue for it

Criticize others for dumb ideas Talk a lotBecomes impatient if his/her work is not perfect Love metaphors and abstract ideasSeem to be a loner Love debating issues

A child may show giftedness through performing arts ability.Does the student…

Seem to pick up skills in the arts without instruction-music, dance, drama, painting, etc

See minute detail in products or performances

Invent new techniques and/or experiment Have high sensory sensitivity


Characteristics of Diverse Gifted Students

• Culturally & Linguistically Diverse Students– English Language Learners (ELL) are students

currently receiving ESOL services (LY) or are within their two-year probationary period after dismissal (LF)

– Gifted Characteristics of ELL Students

Characteristics of Diverse Gifted Students, ELL StudentsCharacteristics of Gifted English Language Learners (ELL)

Aguirre and Hernandez, 1999 as cited in Wallace & Eriksson, 2006Eagerly shares his/her culture Shows strong desire to teach peers words from his/her

native languageHas a strong sense of pride in cultural heritage and ethnic background

Translates for peers and adults at a high degree of accuracy

Balances appropriate behaviors expected of the native culture and new culture

Possesses advanced knowledge of idioms and native dialects with ability to translate and explain meanings in English

Understands jokes and puns related to cultural differences

Reads in native language two grades or more above grade level

Functions at language proficiency levels above that of non-gifted peers who are Limited English Proficient

Able to code-switch

Possesses cross-cultural flexibility Has a sense of global community

Learns a second or third language at an accelerated pace Excels in math achievement

Characteristics of Gifted English Language Learners (ELL)Kent State University, U.S. Department of Education, 1992 as cited in Wallace & Eriksson, 2006

Exceptional learner (acquisition and retention of knowledge) Exceptional learner Learns quickly and easily Advanced understanding

Exceptional user(application and comprehension of knowledge) Exceptional use of knowledge Advanced use of symbols Demands a reason Reasons well

Exceptional generator (creator of knowledge) Highly creative Atypical thinking Keen sense of humor curious

Exceptional motivator(pursuer of knowledge) perfectionism initiation reflective long attention span leadership intensity

Characteristics of Diverse Gifted Students, ELL Students

Characteristics of Gifted English Language Learners (ELL)Bernal, 1974 as cited in Wallace & Eriksson, 2006

Enjoys intelligent (or effective) risk-taking behavior, often accompanied by a sense of drama

Exhibits characteristics, which are defined by the students’ native culture as fulfilling the characteristics of gifted children

Has older playmates and can easily engage adults in lively conversation

Is able to keep busy and entertained, for example, imaginative games and ingenious application, such as getting the most out of a few simple toys and objects

Exhibits leadership behavior and emphasizes interpersonal skills

Is ‘street-wise’ and recognized by others as possessing the ability to ‘make it’ in the dominate society

Rapidly acquires English language skills once exposed to it and given the opportunity to use it expressively

Accepts responsibilities at home normally reserved for older children, for example, supervision of younger sibling


• Low Socioeconomic Status (SES) Students– Low SES students are from families that have

qualified for free or reduced school lunch– Gifted Characteristics of Low SES Students

Characteristics of Diverse Gifted Students, Low SES Students



Traditional Gifted Students

Culturally & Linguistically

Diverse Gifted Students

Low SES Gifted Students

Shows superior reasoning powersOutstanding problem-solving abilityShows persistent intellectual curiosityIs markedly superior in quality and quantity of written and/or spoken vocabularyReads avidly and absorbs books well beyond his or her yearsLearns quickly and easily and retains what is learnedShows insight into arithmetical problems Shows creative ability or imaginative expression Sustains concentration for lengthy periods, outstanding responsibility and independence in classroom workShows initiative and originality in intellectual workObserves keenly and is responsive to new ideasShows social poise and an ability to communicate with adults in a mature wayGets excitement and pleasure from intellectual challenge, subtle sense of humor

Shows superior reasoning powers Shows persistent intellectual curiosity Has a wide range of interests, often of an intellectual kindLearns quickly and easily and retains what is learnedShows insight into arithmetical problems

Shows creative ability or imaginative expression Shows initiative and originality in intellectual workGets excitement and pleasure from intellectual challenge; shows an alert and subtle sense of humor.Shows resourcefulness (the ability to solve problems by ingenious methods)

Shows superior reasoning powers Shows persistent intellectual curiosityHas a wide range of interests, often of an intellectual kindLearns quickly and easily and retains what is learnedShows insight into arithmetical problems Shows creative ability or imaginative expression Shows initiative and originality in intellectual workGets excitement and pleasure from intellectual challenge; shows an alert and subtle sense of humor

Specific Domains to Consider for Diverse Gifted Students

Specific Domains to Consider for Diverse Gifted Students, cont.



Student Vignettes

• Vignettes of gifted students from underrepresented populations

• Opportunity for participants to identify gifted characteristics

Current Gifted Eligibility Procedures

• All students will be considered for eligibility under Plan A.

• If a student from an underrepresented population (either ELL or low SES) needs further consideration, the student study team will complete the eligibility matrix.– Part A of the matrix takes into account the screening procedures and the

individual screening used for all students• Includes Achievement Test Standard Scores, Academic Performance, Parent

Checklist, Teacher Checklist, and Intellectual Screening Results

– Part B of the matrix takes into account the intellectual testing results and the portfolio of student products

– The student must have a score of 65 points to be eligible for gifted services

Current Gifted Eligibility Procedures

• The Elementary Gifted Planning Committee developed recommendations to increase the participation of low SES and ELL students in the Gifted Program to align more closely to the percentage of students in these categories attending Sample County Public Schools

• Recommendations include– Increasing professional development opportunities– Review and possible revision of current Plan B Gifted Characteristics

Checklist– Review and possible revision of Talent Development – Possible administration of large-scale screening instrument

Participant Role in Identification of Diverse Gifted Students

• Teacher Specific Roles in Identification– The most critical element in identifying gifted students– Must realize that the student’s culture will influence what gifted

behaviors will be observed and how they will be exhibited.– Should be aware that giftedness is not necessarily manifested in

academic achievement.• Teachers are involved with

– Initial referral for Gifted Program eligibility– Completion of Gifted Characteristics Checklist, Teacher Version– Statement of Need for Gifted Program– If Plan B Matrix is utilized

• Evidence of Student Achievement• Portfolio of Student Products

ReferencesCastellano, J. (2006). Bilingual education issues: Haitian and haitian-american students

in gifted education. In B. Wallace & G. Eriksson (Eds.), Diversity in gifted education (9-20). New York, NY: Routledge.

Clark, B. (2013). Growing up gifted: Developing the potential of children at school and at home (8th ed.). Boston, MA: Pearson.

Development of Educational Plans for Exceptional Students who are Gifted, 6A-6.030191, FAC. (2005). State Board of Education Rule, Florida Department of Education.

ERIC Clearinghouse on Handicapped and Gifted Children (1990). Giftedness and the gifted: What’s it all about, what does giftedness mean. ERIC EC Digest #E476. Retrieved from: http://www.nagc.org/index.aspx?id=121

Frasier, M. M., et. al. (1995). Core attributes of giftedness: A foundation for recognizing the gifted potential of minority and economically disadvantaged students. Storrs, CT: The National Research Center on the Gifted and Talented.

Nielen, E. (1994). Characteristics of twice-exceptional children. University of New Mexico.

http://www.nagc.org/index.aspx?id=121

Documents

Increasing the Identification of Gifted Students from Underrepresented Populations