Identification and Assessment of

Gifted/Talented Students

Keller ISD

PART 1: Recognizing Gifted Potential

Texas Definition of Gifted

• Many definitions of “giftedness” exist. The following is

the definition from Texas Education Code Chapter 29,

Subchapter D

§29.121 In this subchapter, “gifted and talented students”

means a child or youth who performs at or shows the potential

for performing at a remarkably high level of accomplishment

when compared to others of the same age, experience, or

environment and who: 1) exhibits high performance capability in an intellectual, creative, or artistic

area;

2) possesses an unusual capacity for leadership; or

3) excels in a specific academic field.

In KISD, we identify and serve intellectually gifted students.

Recognizing Qualities of Gifted Individuals in your Classroom

The process of identifying gifted characteristics

can be difficult! Sometimes, gifted traits

appear as “negative” or “challenging”

behaviors. Many confuse high achievers

with gifted students. The following lists of

common characteristics help guide us to

recognize potential giftedness.

Positive Characteristics of Giftedness

• Learns information quickly and easily; often has a detailed

memory

• Is highly imaginative. Is less inclined to follow the

organization and ideas of others

• Has an intense, sustainable interest. Asks many

questions. Is interested in a lot of things

• Has keen powers of observation and is able to identify

characteristics of new concepts and problems

• Can exam and recall details

• Reasons things out, thinks clearly, recognizes

relationships, comprehends meanings. Sees connections

Positive Characteristics of Giftedness

• Has longer attention span and interest span. Has hobbies or collections related to a specific field of interest

• Has greater than average ability to grasp concepts and see abstract relationships

• Has a large vocabulary which is used easily and accurately.

• Enjoys reading, usually at a mature level

• Follows directions easily

• Self-motivated, persistent. Has a strong desire to achieve

• Uses logic

• Is responsible and often seen by peers as a leader

Potentially Challenging Characteristics of Gifted Individuals • Easily bored with routine or rote assignments (“busy

work”)

• Wants to do things his or her way – challenges authority or rules

• Needs constant reassurance and praise

• Has difficulty moving from one task to another

• Becomes frustrated with peers who don’t see connections or relationships like they do

• Is irritated by having to explain everything

Potentially Challenging Characteristics of Gifted Individuals • Struggles with change or inconsistency

• Tends to be off task or have a “wandering mind”

• May not always pay close attention to directions and assumes he/she already knows how do something

• Uses sarcasm or adult humor

• Extremely upset when they “fail,” cannot accept being wrong

• Can assume authority and take over a group or even a classroom

• Can be unwilling to listen to the opinions of others and even be considered “bossy”

Common

Characteristic

Positive

Behavior

Potentially Challenging

Behavior

-Learns rapidly

-Retains information

easily and longer

-Masters basic skills early

-Early reader

-Becomes bored

-Resists rote and repetitive tasks

-Disruptive

-More curious

-Strong need to know

-Large stores of

information

-Prefers complexity

-Asks many questions and may

appear defiant

-Gets off topic frequently

-Independent thinker

-Questioning attitude

-Self confident

-Innovative & Creative

-Expresses original

opinions

-Challenges authority

-Rebellion

-Resists social norms and rules

-May feel isolated or

undervalued

A Comparison of Common Characteristics and Behaviors of Gifted Learners

What is “Gifted?”

High Achievers: • Remember the answers

• Work hard

• Attentive during lessons; follow directions precisely

• Complete assignments

• Enjoy school

• Memorizes well

• Get A’s

• Are pleased with their learning

• Are accurate and complete in answers

• Enjoy peers/classmates

• Accept rules and standards

Gifted Learners: • Ask the questions

• Know without working hard

• Exhibit strong feelings and opinions

• Question purpose

• Enjoy learning

• Guess and infer well; keenly observant

• May not be motivated by grades

• Are self critical

• Elaborate and discusses exceptions

• Seek out adults

• Create own goals

Adapted from Differentiation: Simplified, Realistic, and Effective: Grades K-12 by Bertie Kingore

Complete list is located within the attached document “High Achiever_Gifted_Creative”

used by permission

Kingore, B. (Spring 2004). High Achiever, Gifted Learner, Creative Learner.

Used by permission. Adapted from www.bertiekingore.com

An illustration of how a high achiever, gifted learner

and creative learner might respond differently to the

same assignment.

What do you really

want?

What I would like to do is…

What about…

High Achiever

Gifted Learner

Creative Learner

Kingore, B. (Spring 2004). High Achiever, Gifted Learner, Creative Learner. Used by permission. Adapted from www.bertiekingore.com

Different responses to the same question…

Oh! I know that

answer!

Yes, but… What??

High Achiever

Gifted Learner

Creative Learner

The Nomination Process

• Once gifted behaviors are noticed in a student,

teachers, parents, the student, or the student’s

peers may nominate a student for gifted testing.

• The first step is contacting the campus GT

Specialist K-6 or GT Liaison 7-12.

1. The GT Specialist or GT Liaison will provide a

parent inventory including parent consent to the

identification process.

2. The GT Specialist or GT Liaison will request

feedback from a KISD teacher familiar with the

student.

PART 2: Overview Of Identification and Assessment in Texas & KISD

The Texas State Plan for the Education of Gifted/Talented Students

• Just as schools and districts receive ratings from TEA,

the gifted programs in each district can also be

determined as “In Compliance”, “Recognized” or

“Exemplary” as categorized by the state plan

• Section 1 of the Texas State Plan for the Education of

G/T students states:

Assessment instruments and gifted/talented identification

procedures provide students an opportunity to

demonstrate their diverse talents and abilities.

TEA GT documents can be found online:

http://www.tea.state.tx.us/index2.aspx?id=6420

How does this look in KISD?

Section 1.1

• KISD offers the nomination forms in both Spanish and English, to better communicate to families in a language that they understand.

• Families and staff are informed of student placement and given opportunities to schedule conferences to discuss the assessment data.

Section 1.2

• KISD has written policies that include provisions regarding furloughs, reassessment, exiting of students from program services, transfer students, and appeals of district decisions regarding program placement.

How does this look in KISD?

Section 1.3

• Opportunities for assessment occur at least once per

school year.

Section 1.4

• Students in grade K-12 are assessed and served in the

G/T program.

Section 1.5

• Students are assessed with qualitative and

quantitative assessments. Additional measures

include teacher and parent inventories as well as

optional portfolios and interviews.

How does this look in KISD?

Section 1.6

• Alternate tests and additional measures may be

utilized to identify students of all populations.

Section 1.7

• Selection of students is made by a committee of at

least one administrator, one classroom teacher and

one gifted and talented specialist or liaison. Each

member of the committee has completed thirty hours

of training and has current update hours.

PART 3 : The Identification Process in KISD

The ID and Assessment Process

Decision

Committee

Reviews Data

Collect Quantitative Data

(Aptitude and

Achievement Tests)

Collect Qualitative Data

(teacher and parent surveys,

interviews, portfolios)

Referral

Anyone can refer a child for the

G/T program

Observations in the classroom

Observations

• Teachers actively search for signs of

giftedness within their classroom.

Observations in the classroom

Referral Process

• Anyone may refer a K-12 student for the

KISD GT Program

• Parent must provide consent for testing

Observations in the classroom

Referral

Anyone can refer a child for the

G/T program

Qualitative Data

• Parent Inventory

• Teacher Inventory

• Portfolios

• Interviews

Observations in the classroom

Referral

Anyone can refer a child for the G/T

program

Collect Qualitative Data

(teacher and parent surveys,

interviews, portfolios)

Quantitative Data

• Aptitude Testing

– Non-verbal

– Verbal

• Achievement Data

• Math

• Reading

Observations in the classroom

Referral

Anyone can refer a child for the

G/T program

Collect Qualitative Data

(teacher and parent surveys,

interviews, portfolios)

Collect Quantitative

Data

(Aptitude and

Achievement Tests)

Otis-Lennon School Ability Test (OLSAT)

Naglieri Nonverbal Ability Test (NNAT)

When modern IQ tests were devised, the mean score within an

age group is set to 100 and the standard deviation (SD) almost

always to 15. Thus, the intention is that approximately 95% of the

population scores within two SDs of the mean, (IQ between 70

and 130)

IQ Range IQ Classification % of World

Population

140+ Highly Gifted 0.4%

130+ Gifted 2%

115-129 High Intelligence 5%

110-115 High Average 25%

90-109 Average 50%

Admission/Review/Exit Committee “A.R.E.”

• Committee Members: – Administrator

– General Education Teacher

(with 30 GT core hour training)

– G/T Specialist

– Counselor or other personnel may be invited to attend.

• All qualitative and quantitative data are recorded on the Student Profile Form for committee review

Observations in the classroom

Referral

Anyone can refer a child for the

G/T program

Collect Qualitative Data

(teacher and parent surveys,

interviews, portfolios)

Collect Quantitative

Data

(Aptitude and

Achievement Tests)

Committee

Reviews Data

Committee Decision

• Committee members review for evidence in these categories:

– Qualitative

– Quantitative

• After reviewing data, the committee makes one of the following decisions:

– Recommendation for Placement

– Provisional Placement

– Not Recommended for Placement

– Additional Data Requested

Observations in the classroom

Referral

Anyone can refer a child for the

G/T program

Collect Qualitative Data

(teacher and parent surveys,

interviews, portfolios)

Collect Quantitative

Data

(Aptitude and

Achievement Tests)

Committee

Reviews Data

Decision

After the A.R.E. Meeting

• Notification letters will be MAILED to the students’

home.

• Students who are placed in the G/T program are

monitored for success. If needed, students may be

placed on a growth plan, furloughed, reassessed, or

exited.

• If a student is not placed in the program, parents

may appeal the decision and the committee will

gather additional data and review the decision.

References

• Brady, S. (Spring 2008). The Kingore observation inventory. Tempo, 28 (2), 30-34.

• Kingore, B. (2004). Differentiation: Simplified, realistic, and effective – How to challenge advanced potential in mixed-ability classrooms. Austin, TX: Professional Associates Publishing.

• Kingore, B. (Spring 2004). High Achiever, Gifted Learner, Creative Learner. Used by permission. Adapted from www.bertiekingore.com

• Kingore, B. (2007). Recognizing gifted potential: Planned experiences with the KOI. Austin: Professional Associates Publishing.

• TAGT Core Knowledge Areas and Teacher Competencies can be found at : http://www.txgifted.org/files/pdf/CoreKnowledgeAreas.pdf

• The Texas State Plan can be found at: http://www.tea.state.tx.us/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=2147487537&libID=2147487535