Oregon Sate Dept. of Education, Salew. Office ofspecific academic aptitude, creative or productive...

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Bagley, Richard: And CthersIdentifying the Talented and Gifted Students. OregonSeries on Talented and Gtfted Education.Northwest Regtonel Educational Lab., Portland, Oreg.;Oregon Sate Dept. of Education, Salew. Office ofTalented and Gifted Education.Office of EducatiOn-(DHEW) , Washington, D.C.79G007900756i8p.: For related information, see EC 123 523-531.Office of Marketing, Northwest Regional EducationalLaboratory, 710 S.W. 2nd Ave., Portland, OR 97204($2.95 each: $26.55 for the full set) ,

EDRS PRICE MF01 Plus Postage. PC Not Available from !DRS.DESCR/PTORS *Academically Gifted: Academic Aptitude; Art;

Creative Thinking: Cultural Differences;*Definitions: Elementary Secondary Education;*Gifted: Intelligence; Leadership.Gualities; *StateStandards: *Student Characteristics; StudentEvaluation: *Talent: *Talent Identification;Underachievement

-DENTIFIERS *Oregon .;

ABSTRACTPart of a set of 10 booklet& on talented and gifted .

education, the booklet discusses the identification of talented andgifted students. A definition of talented and gifted students isoffered, and 1.1-.8 implications for school programs considered. Stateof Oregon guidelines for talented and gifted programs are presented.General and specific characteristics of 4.ented and gifted studentsare listed and discussed, with methods of evaluation given for the_reas of general intellectual ability, specific academic aptitude,creative and productive thinking, leadership ability, and visual andperforming arts. Culturally different and und*rachieving talented andgifted students are also discussed. The value'of a systematicnondiscriminatory approach to identification is stressed. Included inthe appendixes are various forms,and guidelines pertaining to theidentification of oifted and talented students. (DLS)

***********************************************************************Reproductions supplied by EDRS are the best that can be made

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V

',TAIL() UV NUI ritt.t),AN,SENT OFF IcIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY

a

"PERMISSION TO REPMATERIAL IN MICRL

HAS BEEN GRANTED I

TO THE EDUCATIONALINFORMATION CENTE

IDENTIFYING TALENTED AND GIFTED STUDENTS

Richard BagleyKenneth FrazeeJean Hosey

James KononenRobert SiewertJan Speciale

Doris Woodfield

This series was cooperatively developed by thefollowing: Project Director - Robert Siewert,Specialisl, Talented and Gifted Programs, OregonDepartment of Education, Salem, Oregon; ProjectCoordinator - Carleen Matthews, Northwest RegionalEducational Laboratory; Series Editor - CandyWithycombe; and Richard Arends, University of Oregon.

Oregon Oregon State NorthwestAssociation for DEPARTMENT RegionalTalented OF EDUCATION EducationalAnd LaboratoryGifted

Copyright ()by the Oregon Department of Education, 1979.

The "Oregon Series on Talented and Gifted Education" ofwhich this booklet is a part, was made possible withthe support of the United States Office of Education,Department of Health, Education and Welfare, throughgrant #G007800756 to the Oregon Department ofEducation, Office of Talented and Gifted Education.However, the content does not necessarily reflect theposition or policy of HEW, and no official endorsementof these materials should inferred.

The Northwc.,t Regi.onal Educational Laboratory, undercontract with the Oregon Department of Education,provided technical assistance in the development of theseries and was granted license to publish the materialsfor nationwide distribution.

\All rights reserved. Nwpart of this booklet may bereproduced in any form or by any means withoutpermission in writing from the copyright holder.

STATEMENT OF ASSURANCE

It is the policy of these agencies that no peison besubjected to discrimina'-ion on the basis of race,national origin, religioh, sex, age, handicap, ormarital status in ahy program, service, or activity for '

which these agencies are responsible. They will complywith the requirements of state and federal lawsconcerning nondiscrimination and will strive by theiractions to enhance the dignity and worth of all persons.

ABOUT THE AUTHORS

Dr. Fay Haisley is a professor in thet

Department ofEducation at the University of Oregon and has beeninstrumental in organizing the University of Oregonmasters program.in gifted education.

George Wilhelmi has previously worked in giftededucation in COKnecticut and is presently the headteacher in the P.A.C.E. Program for.the talented andgifted in the Eugene School District, Eugene, Oregon.

RiChard Bagley, Kenneth Frazee, Jean Hosey, JamesKononen, Jan Speciale and Doris Woodfield wereparticipants in the. Summer Institute on Talented andGifted Education in Monmouth, Oregon, sponsored by theOregon Department of Education during the summer of1978. All are teachers either directly involved in theinstruction of talented and gifted children or ireinvolved in organizing programs 'in theit districts.

Sandra Howell has a long association with giftededucation in Oregon. Once a teaching assistant withElizebeth Monroe Drews and Portland State University,Sandra is now the project director. for M.A.C.E., aTitle.IV C project for talented and gifted children.

Alfreda Ebeling has training and experiente in thefield of counseling; and, as a mother of giftedchildren, has experienced the problems and approachesfor parental counseling. ,Alfreda is presently a freelance writer and consultant.

Kendra Morberg has her M.S. in gifted education fromthe University of Oregon and is presently teachingprimary grade talented and gifted children. Kendraalso participated in the State Task Force on EarlyIdentification and Programming for Gifted Childrenduring 1978-79 and co-authored the Task Force report.

Samellyn Wood.is presently conducting workshops andclasses in Oregon on parenting talented and giftedchildren, and is a co-author of Four Styles ofParenting.

Gail Horner and Sue Rits are parents of giftedchildren, are officers in he Oregon Association forTalented and Gifted, and are actively involved insupporting school programs for talented and giftedchildren. t

Veronica Boeholt is a member of the steering committeefor the talented and gifted program in the districtwhere she teaches. She is actively involved in theOregon Association for talented and Gifted, and wasamong the original organizers for this state Wideassociation.

Jackie Buisman is one of the originators of the OregonAssociation for Talented and Gifted and served as theorganization's president ;n 1978-79. Jackie ispresently a teacher of intermediate grade talented andgi.fted children, and is the mother of a giffed child..-

Special thanks to the following reviewers whocontributed helpful suggestions.

Gayle HendrickNancy LeahyLinda ContrerasRonald SmithPatricia Pintarach

Illustrated by:

Sharon TorvickWarren SchlegelMaggie Rogers

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Beaverton, OregonGladstone, OregonSacramento, CaliforniaPortland, OregonPortland, Oregon

Salem, OregonPortland, OregonPortland, Oregon

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FOREWORD ,

This booklet, in discussing the identification oftalented and gifted students, assumes that the school .

has conducted a needs assessment and has decided toimplement a gifte.d.program.

General and specific characteristics of talented andgifted students are listed, with methods of evaluationgiven for the ,areas of general intellectual ability,specific academic aptitude, creative or productivethinking, leadership ahility, and visual and performingarts.

T,Ile value of a 'systematic nondiscriminatory approach toidentifying talented and gifted students is stressed.

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TABLE OF CONTENTS

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FOREWORD

TALENTED AND GIFTED: A DEFINITIONAND IMPLICATIONS FOR SCHOOL PROGRAMS 1

WATE OF OREGON GUIDELINES FOR;ALENTED AND GIFTED PROGRAMS 7

CULTURALLY DIFFERENT TALENTED ANDGIFTED 15

UNDERACHIEVING TALENTED AND GIFTED 23

GENERAL INTELLECTUAL ABILITY 25 .

SPECIFIC ACADEMIC APTITUDE 31

CREATIVE AND PRODUCTIVE THINKING 35

VISUAL AND PERFORMIW ARTS 47

CEADERSHIP ABILITY 53

SUMMARY 57

REFERENCES .61ft

SOURCES OF INFORMATION 63

APPENDIX 65

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Setting: A ClassroomTime: The end of the school year

The teacher asked all of the students to write abouttheir summer plans and share them with the rest,of theclass in an hour.

Sherri found a large piece of butcher paper and beganwriting and drawing the summer acttvities she cherishedthe most. People were pictured swimmtpg, hiking,reading and talking. The fine detail and'use of coloron her figures wer,t extraordinary. Sherri's printingdemonstrated both exceptional control and her personalgrace.

As the children shared their work orally, Sherri stoodat the front of the class nervously feading her largeexpanse of paper. When she finished she looked up todelighted faces cirtling the room.

Her teacher's eyes showed great concern. Shecommented, "Sherri, why haven't you shared your artr"'before?' It is magnificent."

Sherri replied, "There has never been enough time. Yousaid at the first of the year that we would spend mostof our time in drama, not art."

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TALENTED AND GIFTED: ,

X DEFINITION ANDIMPLICATIONS FOR SCHOOL PROGRAMS

ath

It is only when students have opportuOties todemonstrate their capacity that talented and giftedstudents can be identified. The primary concern inthis booklet is with understanding students' specialtalents and capabilities and measur,ing and identifyingthem through the most-efficient model and systemspossible.

WHO ARE THE GIFTED?

The U.S. Office of Education gives the followingdefinition for talented and gifted children.

"Gifted and talented children are thoseidentified by professionally'qualified people,,who, by virtue of outstanding abilities, arecapable of high performance. These arechildren who require special educationalprograms and services beyond those normallyprovided by the regular school program inorder to realize their contribution to selfand society."

These students comprise'approximately three to fivepercent of the national population.

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WHAT ARkLEARNER CHAiiAtTERISTI,CS 'OF THESE STUDENTS?'

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May V. Seagoe, Professor of Education at University ofCalffornia, Los Angeles, succinctly describes gifted-

' stvdents' learning characteristics and thetrrelatedfrustrations. Both factors must be considered when

. identifyin?r, talented and gifted students in order todevelop the best curriculum program design. In thebest program planning- the learners' characteristics,the related problems and curriculum dpsiga areinterwoven.

1Some Learning Characieristics of Gifted athildren

4 May V. SeagoeProfessor of Education

University of California, Los AngeleS

Characteristics Concomitant Problems

1. Keen poWer ofobservation;naive recepeivity;sense of thesignificant; will-ingnes's to examinethe unusual

2. Power ofabstraction,conceptualization,synthesis;'Iterest ininductive learningand problem solv-ing; pleasure inintellectualactivity

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1. Possible gUllibility

2. Occasional resistanceto dir6ction; rejectionor remission of detail

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3. Interest in cause-effect relatrons, -

ability to seerelltionships;interest inapplying concepts,love of truth

4. Liking for struc-ture and order;liking for con-sistency, as invane systems,number systems,clocks, calendars

5. Retwiveness

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Verbal proficiency,large vocabulary;facility inexpression;interest in reid-ing; breadth ofinf6rmatioA inadvanced areas

7. Questioningattitude, intel-

..lectual turiosity,inquisitive mind;intrinsic motiya-tion

3. Difficulty in\acceptingthe illogical

4. Invention of ownsystems, sometimesconflicting

S. 'Dislike for routine anddrill; need for earlymastery of foundationsktlls

6. Need for 'specializedreading vocabulary

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early; parent reFante to amount ot imespent reading; escapeinto verbalism

7. Lack of early home orschool stimulation

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8. Power of criticalthinking; skepti-Cism, evaluativetesting; self-critiOsm andself-checking

Creativeness andinventiveness;Jiking for newways of doingthings; interestin creating, brain

-storming, free-wheeling

10. Power of concen-trdtion; intenseattentiun thatexcludeS all else;long attention span

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11. Persistent, goal- ,

directed behavior

12. Sensitivity,ilituitiveness,empathy for others,need for emotionalsupport and asympathetic attitude

.13. High energy, alert-ness, eagerness;periods of, intensevoluntary effort

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8. Critical attitudetoward others; dis-couragement fromself-criticism

9. 11jection of theknown; need to inventfor oneself

10. Resistance to inter-ruption

11. Stubbornness

12. Need for succe,s andrecognition; sensitiv-ity to criticism;vulnerability to peergroup rejection

13. Frustration withinactivity and absenLeof progress.

14. Independence inwork and study;preference forindividualizedwork; self-relianceneed for freedom ofmovement and action

15. Versatility andvirtuosity;diversity ofinterests andabilities; manybobbies; proficiencyin art forms such asmusic and drawing

16. Friendliness andout-goingness

14. Parent anr! peer grouppressures and.non-conformity; prkbletnsof rejection andrebellion

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ls. Lack of homogeneity ingroup work; need,forflexibility andindividualization;need for help inexploring and develop-ing interests; need tobuild basic competenciesin major interests

16. Need for peer grouprelations in many typesof groups; problems indeveloping socialleadership

WHAT DOES THIS MEAN IN TERMS OF SPECIFIC CURRICULUMDESIGN?

2ducators today ,face the tremendous challenge ofproviding every child with opportunity to learn athis/her own rate and develop to the fullest potential.National funds have been targeted to school districtsfor remediation and impacting problems of poverty,-physical handicaps, emotional handicaps and learningdisabilitie3. The pendulum has begun to swing however,and special funds have been appropriated for programsand teacher training addressing the needs of talentedand gifted students.

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Talented and gifted students-may maSter the standardcurriculum program in one-third the time it takes otherstudents. What is the proper balance between basicskills teaching and higher cognitive reasoning forgifted.students? Ramas (1975) reports the need forcreating a 30-70 time split for the talented and gifted,student, between the teaching of basic'skills andproviding opportunities for higher cognitive learningin the areas of reasoning, drawing inferences andreaching conclusions. This is the opposite of the70-30split reported in the'normal school curriculum.Students with specialized talents will need attentionplaced at their level for maximal growth. Theircognitive growth should be accompanied by opportunitiesfor the development of social and emotional skills thatproduce feelings of self-confidence, capacitx forcaring and relating closely with other people.

The talented and gif'ted student possesses greatindependence, and develops special abilities, dilierse

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intcrests'rind breadth in the learning process.Interests are pursued simultaneously with the growth ofskills and khowledge in other fields. Martinson (1974)reported that gifted children frequently choose careers

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that reflect c

4ncern with society, in addition to

making these reer choices early in life.. Diversecurricular of rings need' to be available for thetalented and gifted student. Career awareness andcareer counseling must begPn early.

1Rcprinted hy permission from The Identification ofthe Gifted and Talented, Offi-C-6-67tFeVentura County,CaliForni5 Schools.

STATE OF OREGON GUIDELINESFOR TALENTED AND GIFTED PROGRAMS

For funding purposes, Oregon 5tatutes have identifiedthe talented and gifted student as one "who hasdemonstrated or shows potential for a very high levelof academic or creative aptitude which requires spec,ialeducational programs or se;vices in order to meet thepupil's needs."

Areas identified for funding purposes included:

o General intellectual abilityo Specific academic aptitudeo Creative and productive thinkingo Leadership abilityo Visual and performing arts

WHAT ARE METHODS FOR SELECTION IN THh STATE OF OREGON?

Oregon Administrative Rules require the use of multipleidentification processes. These guidelines state:

OAR 581-15-830 (1) In selecting talentedand gifted pupils to be served, schooldistricts shall use multiple methods. Nosingle test, score or measure shall bethe determining factor, and a cas studyformat is to be used in the finaldetermination. A minimum of three (3) ofthe following categories of tests andmeasures (a, b, c, d) shall he used in

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the identification of pupils for aprogrm or service. The testingrequirement is waived for grades K-3 forthe 1978-79 school year:

(a) Objective test information includingone or more of the following:(A) Intelligence tests(B) Achievement tests(C) Creativity tests(p) Other t,.!sts as approved by the

Department of Education

(b) Subjective measures and indicatorsincluding one or more of thefollowing:(A) Teacher(B) Self(C) Critical others

(c) Documentation by other qualifiedprofessionals in the given field orlields in which the pupil mayreceive special instruction orservices

(d) Other measures as approved by theOregon Department of Education priorto their use

HOW THIS BOOKLET ORGANIZES INFORMATION RELATED TO STATEOF OREGON METHODS FOR SELECTION

Objective test information is contained in threesections: intelligence tests are discussed under theheading "General Intellectual Ability," achievementtests are discussed under the heading "Specific

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Academic Aptitude," creativity tests follow the heading"Creative and-Productive thinking."

Subjective measures and indicators by teachers, thestudent and critical ofFers will be referencedspecifically in each of the five areas: GeneralIntellectual Ability, Specific Academic Aptitude,Creative and Productive Thinking, Leadership Ability,and Visual and Performing Arts.

Nomination forms are commonly identified as subjectivemeasures. They could be teacher nomination forms,adult, nomination forms (including both parents.andother community members), peer nomination forms,student self-assessments, and student interest surveys;

Nomination forms should generate quick responses togeneral questions about capacity, skills and abjlities,creativity and personal or affective characteri tics ofindividual students. The content.should be bro d witha simple format.

Teacher nomination is one of the most widely used meansof identification.. Martinson (1974) speaks to theteacher's role in the, process of identification, aswell as the benefits to both students and teachers.\

Teacher participation in study and observation ofcharacteristics of the gifted is valuable inservicetraining; the judgment of teachers, when combinedwith other screening methods, increases thelikelihood that children will not be overlooked for,referral; although it would be difficult to prove;participation in nomination and selettion ofcandidates for testing should increase interest inthe gifted and increase teacher's awareness ofgifted children lnd their educational needs.

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Community members, school personner other than teachers(principals, counselors, librarians, etc.), and parentsmay have formed accurate*opinions of advanced knowledgeand unusual interest of specific students. A sampleadult nomination form located in the Appendix.

Ciha 'and others (1974) determined chat parents werehighly accurate predictors in identifying the talentedand gifted. The study also pointei out that parentscan overestimate their children's abilities. Parentnominations can help school personnel find cues togiftedness. One-page forms sent home to all parents inearly grades can provide indicators of students withunusual abilities. Information requested from theparents might include the child's hobbies or interests,books read, special needs or problems, unusualaccomplishments, talents, preferred activities whenalone,.relationships with others and any specialopportunities the child has experienced.

Peer nomination forms can be useful tools in theidentification process. Using the adult nominationform as a model, constrAict a form for students insimple, appropKiate language. If the focus area forthe form is art, For example, the comments mightinclude:

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o Who would you select to teach you an art skillyou wanted to learn?

o Who would you choose to make a beautiful giftfor you to share with someone you love?

The student interest survey can he used as a needsinformation gathering tool. It is designed forclassroom use to determine how students spend theirleisure time at school, home and in the community, aswell as their motivation and commitment to theirpersonal choices.' The survey form must be adapted to

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meet needs-bf vari-ous age levels. A sample studentinterest survey is located in the Appendix.

Documentation by other qualified professionals refersto the formation or a panel of experts whdr6Tmally

. evaluate the student's potential. Talented adults inthe fields of creative writing, music, drama, art,science, mathematics and other fields can facilitatethe identification process by offering their evaluativeassistance. Multiple benefits are derived from thisprocess, both in accurately assessing talent andinvolving community persons in tbe educational process.

The Connecticut Task Force Report (1974, p. 11)describes a method of identifying creative students. A

panelcis comprised of specialized teachers, experts inthe specific field under consideration, counselors andothers. The panel views performance, portfolios ofwork and other specific indicators. Imaginative'insight, interest level and involvement, and advancedskills are evaluated..

Artists in the.schools can identify the gifted andtalented, as well as provide inspirational models forthem. After the artist's residency program iscompleted, a community mentor might be recruited fotthe student needing additional .training.

Other measures could include autobiographicalstatements, major projects or performances, extracurricular activities, grades and other scholasticmeasures. They could also include interest surveys andinterviews.

Martinson (1974, p. 50) described the autobiographicalprocess for ideRtification of talented and giftedchildren. Cues indicative of hfgh abilities may,befound in oral and written autobiographies of eletentarystudents. Young children may respond best to thisprocess with the aid of a tape recorder. Secondary

students may reject this proc-ess, seeing i s aninvasion of privacy.

WHY USE SYSTEMS FOR IDENTIFICATION 6F TALENTED ANDGIFTED?

Oregon Administrative Rules require theuse of asystematic approach to identification. Theseguidelines state:

OAR 581-15-830 (6) The process foridentifying pupils as talented and giftedin one or more of the areas listed shallhe the respcnsibility of the district.The process,however, shall meet thefollowing crlteria:

(a) The identification-process shallinclude the following steps:(A) Screeninrof the total school

population to identifypotential talented and gifted

(B) Selection of talented andgifted by the selection team

.which may include professionalssuch as school psychologists,psychological examiners,administrators, teachers,counselors, special educators,community professionals, andothers as are appropriate tothe types ,of pupils beingselected

(C) Placement of, selected pupils

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A suggested model follows on the next page andillustrates the relation of each procedure to theothers in the identification system. In the pyramid,nomination and group sCreening occur within thecategory "screening process_" Indiridual testing,evaluation, and selection all occur within the category"selection process," and "placement" is the endproduct, occurring after all of the other processes.

The screening process considers 100 percent of thestudent population at the nomination level. Groupscreening could be accomplished with the top 20 to 25percent of the student population.

Selection could be given to the top 10 percent of theschool population. All of the students undergoingtesting procedures should be evaluated, and theinformation should be put into a case study.

Placement occurs for students who meet minimumeligibility,criteria, or who perform or demonstrate thepotential to perform in the top 3 percent of thenational school population.

13Of)

SP3CIAL,PROGRAMMINGPLACEMENT

Selection

Evaluation

Individual Testing

Group Screening

Nominations

A MODEL FOR IDENTIPICATION

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3

CULTURALLY DIFFERENT TALENTED AND GIFTED

Talented and gifted are not unique to one group, do notfavor one social class more than another, nor are theythe prerogative of any particular race or sex.Talented and gifted students are found in all racial,cultural, social and economic segments of society.However, many measurement instruments--achievement

. tests, individual intelligence tests, and groupintelligence tests--draw heavily on white middle-classlanguage, vocabulary, experience and values. Many ofthe instruments are loaded with environmentallydependent items. How then can we be sensitive toidentification of the culturally different child intalented and gifted programs?

Research provides some answers. Culturally differentstudents are those who fall outside the mainstream ofsociety's dominant cultpre. In the United States, theymay include Native Americans, Blacks, Chicanos, Asiansand others. Several studies 'show that other groups not.strictly categorized as "culturally f'ifferent," such as

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temales, the handicapped, urban and rural communities,the impoverished, and the linguistically different alsoneed special attention durihg the identificationprocesses.

WHAT DOES RESEARCH SAY ABOUT IDENTIFICATION OFCULTURALLY DIFFERENT TALENTED AND GIFTED.STUDENTS?

Renzulli (1973) reported the need for educationaltesting to be sensitive to linguistic differences amongstudents. If the language of an intelligence test is

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predicated on norms and values of only the dominantculture, how.can the "culturally different" student beidentified as talented and gifted by an intelligencetest? Renzulli stresses that talent searches must takeplace in the classroom on a regular basis.

Marland (1971) found that common usage of the moreeasily scored group tests failed to identify half of

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the gifted population.

Tongue and Sperling (1976) were very concerned aboutthe'limitations of standardized tests, and suggested ahroademing of the concept of giftedness to includeanswering the following questions:

o Can intelligence tests alone identify all giftedstudents?

-o Can "street smart" be its own kind of giftedness?

Will expanding the numbers of students served ina gifted program to include the upper 10 percentidentify more of the students needing specialtalented and gifted programming?

o Does high intelligence span all cultural,economic, ethnic and linguistic groups?

o Can you isolate productive thinking, planning,decision making, communication and leadershipfrom intellecttial talents?

HOW CAN SCHOOL PERSONS DESIGN PROCEDURES WHICH IDENTIFYTHE CULTURALLY DIFFERENT?

CSince intelligence tests alone cannot identify allforms of higher intellectual functioning, fromsophisticated accommodation of social rules (streetsmartness) to.the application of productive thinking,

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planning, and decision making skills, manyAifferent// method's, of identification must be Used.

Renzulli supports thiss .notion: "Decide on what type of'program you will have and then design theidentification system to fit the program." A diagramof RenzullPs concept dllustrates the relationshipbetween definition and identification.

RELATIONSHIP BETWEEN CONCEPTION AND DEFINITION OFGIFTEDNESS AND THE IDENTIFICATTCN SYSTEM

VALUES POLICY

CONCEPT OF GIFTEDNESS

DEFINITION OFGIFTEDNESS ABILITIE6

.FRACTICE

a

WMMTICNS

IDEHTIFICRTION,SYSTEMS

INSTRUMENTS,PROCEDURES

SCREENING

INFOPMATIONPROCESSING(COMMITTEE

ASSESSMENT)

(:I

DE0CmIi:I

P E:PG)4

,PLACEMENT

ReprCnted by permission fpom An Identification Model byCornelia Tongue and Charmjan Sperling, NorthC-arolinaState Department of Public Instruc,tion.

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Frank Williams was also concerned about the.netd. for'differentiated identification.. The following matrixhelps administrator af talented .and gifttd programsanalyze data that have been collected from many soufcesand focus them on the unique profile of each student.Williams' matrix"contains three categories silpported byappropriate procedures. These three categories are'test data, performance data and developmental data. Inaddition, five general talent categories are identified .

on the vertical axis. These talent categories are; .

academic/intellectuai, artistic/expressive,leadership/psychosocial, divergent production/process, and kinesthetic.

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hcademtc/ipitual

Artistic/expressive

Leadership/psychosoi:isi

Divergentproduutioh/procesh

Kinesthetic

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AN IDENTIFICATION MATRIX

TEST DATAPEROPNANCE DATA

NominationsCheckliSts, Scales

DEVELOPMENTALDATA

Case studies,anecdotes.

biographicaldata andinterviews

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As previqusly discussed talented and gifted studentscan be located in all sectors of society, in all races,all Cultures, and in all social and economic groups,.Many measurement instruments haVe been validatedprincipally on one racial and/or the dominant economicgroup. Holding these two premises in mind, educatorsmust be concerned with the ways "culturally different"students are identified in a.talented and gifted ftft

program. It becomes equally important to look at waysthe "culturally different" students are not identifiedin a talented and gifted program, and to Fegin usingidentification procedures that seek out neededinformaion. The example on the following page showshow this information Can be summarized.

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WILLIAMS' MATRIX ADAPTED TO SNOWTHE IDENTIFICATION OF MAINSTREAMED GIFTED

AND CULTURALLY DIFFERENT GIFTED STUDENIS

TEST DATAPERFORMANCE DATI:

Case studies,aneMotes,

biographicaldata apdinterviews

.

Generalintellectual

X

.._

X

0

X

0

.

X

0

X XXXXX0 0 0, 0

X

0

Specific adademicaptitude

X

0

X

0

.....

X X

0

X

0

X

0

X

0

X

0

Creative orProductivethinking

X

0 0

X

. . .00000XXXXX X

0

LeadershipX X

0

X

0

X

0

X

q

X

0

X

0

ViNual andperforming arts

X

0 0

X X

0

X,

0

XXXX0 0 0 0

X

. 0

X--the mainCteamed gifted student0the culturally different gifted student

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UNDERACHIEVING TALENTED AND GIFTED

Underachievement may result when certain traits orcharacteristics of talented and gifted students turninto difficulties.

o A gifted student's sensitivity andperceptiveness can manifest itself in tremendousinner conflict,.pressure and supersensitivenessto others.

o . A gifted student's perfectionism, perseveranceand conscientiousness may result indestructively high pressure from adultexpectations, aS well as tremendous pressurefrom within to pursue, master, create andachieve.

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o A gifted student's independence of thinking andnonconformity needs to be balanced with feedbackfrom the self and others who value- thatdifferentness. If the balance is notmaintained, disharmony can create feelings ofnot being OK or of being inadequate, as well asfeelings of social isolation.

o A gifted student's drive to discover and createwithin a strong personal framework ofindependence, self-direction and self-sufficiency must be valued, encouraged andprovided for within a school setting. If thelearning style is not provided for, the giftedstudent may lose personal drive to acquireknowledge as rapidly as personal capacity allows.

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Early, identification of the gifted, coupled withunderstanding of giftedness and how gi,ftednessdetermines needs in curriculum content and teacherfacilitation, can prevent problems ofunderachievement. The inner direction of the studentrequires the teacher to.become a resource person and

catalyst for learning. The content of curriculum mustprovide for'great involvement, exploration andexpansion of interests. Opportunities must bepresented for problem-solving. An individualizedappToach will reduce pressure and allow the 'giftedstudent to reach closer towards optimal functioning.

GENERAL INTELLECTUAL ABILITY

e,

ELIGIBILITY CRITERIA.

STATE OF OREGON

OAR 581-15-830 (4) (a) Pupils selectedas having outstanding general intellectualability.witl perform at or above the 97thpercentile on nationally standardizedtests or demonstrate the potential toperform at this level as judged by theselection team based upon other ,

informatign contained in the case study.A test of intelligence shall be used asone of the identification measures.

Talented and gifted students who qualify within thearea of "general intellectual ability" are thosestudents who score in the top three percent on anintelligence test. These are students who needindividual programming in terms of acceleration throughindepth studies or special classes. Talented andgifted students in this category pften hays outstandingabilities in more than one area.

25 3:3

HOW TO SCREEN FOR GENERAL INTELLECTUAL AMITY

Group intelligence tests make it possible to test largenumbers of students in a comparatively short time.,However, it must pe stressed that group tests shouldnot be regarded as anything more than a screeningdevice. Other instruments should bp used to supportthe.'findings of group,intelligence tests,

Test manuals should be 'consulted to alloW for error ofmeasurement on the various-tests used. Since there isa possibility that some gifted students may "slipthrough" such screening, use 120 as the cut-off scoreand collect additional data on those students. Teacherchecklists, achievement tests and.records andparent/pediatric records of development may also servethe screening process.

HOW TO IDENTIFY GENERAL INTELLECTUAL ABILITY

Individual intel/i ence tests admInistered by a trained ,person can provi e more personalized data on studentswho appear.to have extremely high intellectnalability.' A greater range'of abilities can be testedand an interpretation of the quality of performance ispossible on an individual intelligence test. These,tests cannot begin to measure all human abilities', butdo identify talented and gifteFitudents moreeffectively than group intelligence tests.

An individual test will take approximately an hour togive. The individual Slosson test may be given intwenty to thirty minutes and is based on items in thefull Stanford-Binet. When the fullest possibleinformation is required, do not use the Slosson test.It is also important to use an individual test whichprovides an adequate ceiling. Gallagher (1966) statesth a t a number of research studies have compared the IQranges that can be measured on the Stanford-Binet and

26 1")td,0

.;the Wechsler Intelligence Scale for children. The.studies conclude that the Ainet has the highest rangeof the two tests.

There is controversy about the reliability of group andindividual intelligence tests for very young childrenfrom preschool age to second grade. Take care here touse many Sources of data in addition to.intelligencetests. Some other sources of appropriate data forselection in this area might include:

o Achievement tests t.

o Aptitude testso Records of performance.o Nomination forms, including teacher checklists

and developmental recoards from parents and ,peeridentification

o Personality testsa Creativity testso ,Student interviews',

Problems associated With the individual intelligencetests can include: content issues relating to studentswith language or socio-economic disadvantages; the costof the tests; and the lack of trained personnel toadminister and interpret the tests.

Two charts follow. The first one is "A Model forIdentifying Intellectually Gifted" and it shows asystem.approach for identification. The second chartis a compilation of data about intelligence tests--howthey are given, who is qualified to give them, theapproximate time of administering them and appropriate ,

Trades or age levels.

3527

PLACEMENT

Individual student assessment ,

Parental due process

/Evaluation/ of tests,

//a'll data combinedchecklists and

SELECTION

Decision makingby selection team

,/ Stanford-Binet Case studies completed. Wechsler Slosson

Peabody Picture Vocabtilary

otis-Lennon Lorge-Thorndike SCREENING

Criteria-based mortnations through use ofchecklists, school records and developmental data

All students have

opportunity in thisstep

IDENTIFICATION MODEL FOR INTELLECTUALLY GIFTED

q()

2 8

INTELLIGENCE TESTS

Group//

IndividualAdministered

Specialistby

Teachr

ApproximateTime

.in minutes

Gristles

or AgLevels

Cognitive Abilities TestX X X 210 X-12

c Columbia Mental Maturity(Non-Verbal)

X X . X I-4

Lorge-ThorndikeIntelligence Tests ILTITI

X.

X

,

X X-12

Otis-LennonX X X 40 - SO K-12.

,

Peabody PictureVocabulary (Non-verbal4

X X X , 152 1/2 years

to 18 years

Raven Progressive Matri ces(obo-verbal)

X X X X 10 - 15S years

to adult

, SlossonX X X 20 - 30

Infancy

to adult

Stanford-BinetX X 60

2 years

to adult

Wechsler AdultIntelligence Scale X X 60 16 years +

Wmchsler IntelligenceScale for Children-Revised(WISC-11)

X X 60 6 yearsto 16-11

Wechsler Prschool 6 PrimaryScale of Intelligence

(NIPPSI)X X

,

60 4 years to6 1/2 years

2 9

SPECIFIC ACADEMIC APTITUDE

ELIGIBILITY CRITERIASTATE OF OREGON

OAR 581-15-:830 (4) (b) Pupils identifiedas having an outstanding specific .

academic aptitude will perform at orabove the 97th percentile in one or moreareas of academic performance, ordemonstrate the potential to perform atthis level as judged by the selectionteam based upon other information in thecase study. A test of academicachievement must be used as one of theidentification methods.

1.

Studehts who show high academic aptitude are those whohave demcnstrated superior ability or potential in aspecific academic area. These students may or may nothave IQ scores meeting eligibility for intellectuallygifted programs.

Numerous achievement tests are available. Some schooldistricts use achievement tests routinely to monitorand chart the progress of entire school populagons.When used with entirc school Populations, achieivementtests may provide an excellent screening device for a,talented and gifted program.

Select particular achievement tests which measureacademic aptitude in the identified talented and giftedprogram areas. If mathematics is identified as a

31 39

1,

kogram area,,find a mathemati/cs- achievement test tomeasure the studentLs functioning in that area.Achievement tests may not measure the true ability-ofthe underachieving gifted student. 'The tests may,select students with average ability who .are highlymotivated and hardworking.

A model for identifying specific'academic aptitudewould include four steps:

Screening with schoolwide achievement tests andnokaination form

o Small group or individual testing, checklists,and performance'data

o Conferences and interviews

o Selection, placement and program operation

An illustrated model follows:

PLACEMENT

Individual student assessment


SELECTION

Small group of

individual area testingChecklistsPerformance


Case studies completed

,14

-Screening-

Aceilemi,:'schievement tests

Nominations

SCREENING

All students haveopportunity in thisstep

114,11rIE;cATI 14 MiOLL FuR AcADEMIc APTITUDE

3239

The following charf represents a.range of achievementtests.

ACHIEVEMENT TESTS-1

,

Group. IndividualAdminiscered

Specialistby

Teacher

ApprocimateTime

in minutes

.Gradesor Age

Levels

California Achievemeni Tests X K-12

Comprehensive Test of,

Fia4!! Skals, icTIKIl.Z.)

..,X

'

X 170 - 257 2-12.

.Iowa Test 01 Ba4ic Skills

4

X K-12

-..

Jastak Wide Range

Achievement Test (WRAT1 X X,

,

X 20 - 30 K7adult

. ... .

Key Math Diagnostic '

Arithmetic Test X X X 30 K-12

Metropolitan.

Achievegent Tests X 'X

A

.120 K-10

'

teaboly Individualfwhievement Test X X 30 - 40 K-12

stanford Achievement J'et X

,

.,

X 127 - 300 1-10

fln WRAi, the spelling and arithmetic sections can be given to groups,reading 14 qtven individuajly. A. 4

v

33

41g

CREATIVE AND PRODUCTIVE THINKING.


OAR 581-15-830 (5) Pupils selected ashaving outstanding talent in thefollowing category will demorrstrate theability to perform in the top threepercent of the national school population:(a) Pupils selected as creativelygifted shall demonstrate outstandingcreative ability in thinking andproduction.

Creative thinking is used synonymously with divergentthinking--thinking which generates y ideas, avariety of ideas, new and unique ideas.

HOW ARE STUDENTS SELECTED AS CREATIVE THINKERS?

Selection of talented and gifted students in the areaof creative thinking falls into the three phases:nominations, creativity tests and creative achievements.

3511

\,

Nominations for students\in the creative thinking areaMcoeT-Tom parents, peers,', self and,other'commusitypeople. Creative ,thinking rating scales are helpfulhere, as for example the Renzulli-Hartman Scales, orthe Williams Scale. Anyone nomimating a student shouldprovide evidence to support the nomination. Othercreativity nomination forms are available from avariety of sources.

General personal characteristics of talented and giftedstudents in the.creative tfiinking area are:

o Originality. The student enjoys th,e unusual,questions established methods, and thinks inuncommon ways.

0o Pluency. The student has several ideas or

answers about issues and questions.

o Flexibility. The student thinks of many ways touse an object rather than just common use. Thestudent thinks of many possibilities for solvingproblems.

o Elaboration. The student enjoys embellishingthe work of others. The student uses greatdetail in his/her drawing.and in other work.

o Inquisitiveness. The student explores andquestions many ideas and projects. The studentcontinually searches for new experiences and newthoughts.

o Imagination. The student uses imagination totell stories about places and things neverpreviously experienced. The student wondersfreely about life experiences.

364r)

4;t,

o Coura e. Th2 student has a high sense ofa venture'', enjoys being involved in ideas andprojets not,triea before, and is unafraid torisk or take thantes.., The student believes inhis/her Own ideds, can set igh personal goalsfor acCompai§hment, and can admit mistakes orfailures,

.

o Com lexit . 'The student enjoys difficult tasks,an wor ing on problem solving withoutassistence. The student is interested incomplicated things and ideas.

The Torrance Figural Test is probably the most widelyused test for creative thinking. It does, however,require training to evaluate.

There is disagreement about reliability in testing andmeasUrement of creative thinking. Primary issues ofconcern are:

o Is creativity best measured through paper andpencil activities?

o Does a testing atmosphere, a forced commitmentto task and performing within someone else'srigid time schedule produce creativity?

o Can creativity tests predict future crertiVeproduction?

Creative achievements of students can be ils-gd as aselection method. 'nese might be judged by APappropriate committee or even a panel of expeiets knownfor their creativity. What will be the criteria forthe selection of panel or committee members? Howobjective will, the panel's process be? Creativeqinking test data and creative thinking rating scalesmight assist the panel's focus for studentidentification.

37

1.

Identification of talented and gifted students who arecreative thinkers is best accomplished through avariety of selection methods. The following chart isnot necessarily hierarchical; one method May be just asvalid as another. Do not eliminate students on thebasis of any cne method.

PLACEMENT

IndivAual student assessment


Creative productionjudged by committeeor panel of experts

Creativity teatsauthored by

Torrance, Wallach and Kogan,Guilford, Graves, etc.

SELECTION



Nominations from parents,teachers, peers, self, others

Renzulli-Hartman Scale,Williams Scale, etc.

SCREENING

tDENTIFICATION MODEL FOR CREATIVE THINKING

38


HOW DOES PRODUCTIVE THINKING DIFFER FROM CREATIVETHINKING?

Productive thinking is problem solving, producing a

practical solution for a recognized need. Creativethinking may be involved in the problem-solving processto brainstorm alternate solutions. In creativethinking, fantasy and imagination are utilized andvalued. Creative thinking may be concerned with thepractical and impractical. Productive thinking,however, is concerned primarily with practicalsolutions for recognized problems. The productivethinker enjoys looking at the problem-solving processesand inventing mens to better implement, manage andevaluate solution-oriented activities.

WHAT IS A GOOD METHOD FOR LOOKING AT PRODUCTIVETHINKING?

There are seven steps in the problem-solving process.They are:

o Recognizing that a problem existso Gathering informationo Analyzing the datao Defining or redefining the problemo Hypothesizingo Selecting course(s) of actiono :Implementation

In each of these steps, generalized studentcharacteristics are exhibited. Creative application ofproblem-solving skills is showiljn observable studentbehaviors. The following chart from the New York StateGuidelines for the Identification of the Gifted andTalented' Friustrates how tr) focus on creative problem-s6iv Frig .

39 4 1".;

t.

Generalized Observable StudentUWWYWT-e-Trit i cs Behaviors

STEP ONE: Recopizing that a problem exists

The student:is curious, perceptive,

sensitive, intuitive,skeptical;

has the capacity forbeing puzzled;

has to "find out;"wants to'understand the

world--to know whatmakes things "tick.,"

is very aware ofpeople's thoughts andfeelings asks many questions and

more complex thanagemates;

identifies severalaspects of a problemarea;

asks about'gaps ormissing links, flowsand deficiencies;

Aakes a broad look atproblems, issues andsituations questions common,

ordinary, events andideas that most takefor granted

40

STEP TWO: Gathering Information

. The student:is open, receptive to newideas, new people andtasks;

has acquired knowledge andconcepts considered basicto his or her field ofgiftedness;

knows and can apply thefundamental cognitiveskills neeaed-to gainnew knowledge dndunderstandinv

knows, understands and isable to use the written orvisual symbols to gaininformation basic to ihefield;

is able to deferjudgment is "into everything," has

unusual sources ofinformation, does notsummarily rejectfindings, ideas,behaviors on the basisof their source;

seeks information from a. great variety of :

sources;accepts conflicting data;can apply previous learn-

ings to new situations;can translate to oral

language data acquiredfrom observation

41 4 1

STEP THREE: Analyzing the data

The student:is logical in thought;is organized mentally;can classify;can distinguish between

cause and effectrelationships, facts'and-hypotheses, the relevantand irrelevant differencesand similarities;

.can apply sequencing skills;is able to thinkconvergently expresses ideas volumi-

nously through use ofsymbols appropriate tothe fiels1;

identifies quicklylimilarities anddifferences andparadoxes;

describes a sequence ofevents or ideas;

has rapid insights intocause/effect relation-ships;

points out relationshipsbetween conceptualareas not usuallyrelate4

establishes a network ofrelated facts andconcepts;

likes to organize andbring structure tothings,.people and'situations;

explains underlyingprinciples easily;

42

iS able to reach acceptedand generally approvedanswers

STEP FOUR: Defining or redefining thelroblem

The student:is able to relate informa-

tion to moral, ethicaland aesthetic values, ofself and others;

can deal with ambiguities;can think divergently;enjoys the process of

searching for "important"or "highly significant"issdes or problems that'are not run-of-the-mill;

is interested in moral andhumane issues such asreligion, politics,environment, war, carefor the elderly, what is"fair" and "just" treat-ment;

likes to try new things,is a risk-taker;

is idealistic (or naive);enjoys complexities;is able to synthesize.. assesses the problem in

terms of values;relates information andevents to valuepositions;

defines or redefines theproblem in terms of anexpressed valueposition;

seems to say, "Why nottry for the longshot?";

43

A

"digs into" things;analyzes a multiple

choice question andshows how more thanone choice could becorrect given certainsituations

STEP FIVE: Hypothesizing

The student:is able to generate ideasand is inventive,original, fluent,flexible;

is able to elaborate;likes to fantasize and

, use imagination arranges and recomkinesdata to create newstructures.for looking,at the problem;

can think of new wars touse old or standardideas and things;

can think of novel,unique or unusualpossibilities;

can think of manypossibilities;

can think of differentkinds of possibil-ities, manipulates,adapts and modifiesideas;

can embellish thepossibilities

44

STEP SIX: Selecting course(s) of action

The student:is able to predict;is able to select andapply technicalevaluation criteriaand valuing pro-cesses makes predictions;

sets achievable long- andshort-range goals and

objectives;supports ideas andopinions with evidence

STEP SEVEN: Implementafion

The student:develops a product,process or performancewhich is judged assuperior in qualityand unusual seems to have no fear of

failure but uses trialand error construc-tively;

i-, resourceful;%ants to carry.through

and finish a project;is task-oriented;plans ald organizes

carefully;takes the initiative;is a "doef," finishesprojects

Reprinted by permission of the New York State EducationDepartment.

45 5/

SUMMARY

It.is important for students with the gift for creative, and productive thinking to have the opportunity to

. understand real needs in their home, school andcommunity settings, and to especially have theopportunity to contribute to solutions in thesesettings. Programs Oat feature .community jobsettings, home-based projects, school governanceactivities, as'well as local civic and politicalprojects, offer .the kinds of realistic environments and.progeammatic information that productive thinkersneed. For the-;e reasons, talented and gifted programswhich emphasize experimental learning processes and"life-role projects" are more likely to effectiirelyboth identify and serve productive thinkers.

46r'$)Oid

r.

VISUAL AND PERFORMING ARTS


OAR 581-15-830 (5) Pupils selected 4shaVing outstanding talent in thefollowing categories will demonstrate theability to perform in the top threepercent of the national school population:

(b) Pupils selected as havingoutstanding talent in the visual andperforming arts shall be identifi0 usingother professional judgment anddocumentation as one of theidentification methods.

Artistically talented students are those who showexceptionally high potential for expressing themselvesaesthetically in the fine arts, crafts, graphics,music, dance, drama and mime. Since assessmentnecessitates aesthetic value judgments, a great deal ofcare mast be taken in attempting to identify thetalented and gifted in visual and performing arts.Direct obse'rvation of performance by recognizedprofesionals working in the particular field of thevisual or performing arts is more meaningful thanresults obtained from test scores. No such tests have

47

yet been validated, mor do existing ones attempt tomeasure quality.

Three steps could be involved ii. identification:

o Direct informal observation of performanceo Nominationso Evaluation by a panel of eXperts

Direct informal observatidn and nominations may °comefrom teachers, parents, peers or communify members.'Located in'the Appendix is,the UNICORNUCOPTA: AGUIDEBOOK FOR GIFTED AND TALENTED. It is a'guidebookfor teacher nominations of-talented and gifted studentsin thq, areas 'of sLientific talent, dramatic talent,intellectual talent, musical talent and artistic talent.

Staff members, experts in the field and tocal artistscomprise a panel of experts. This panel 'receives worksamples ane-fi&FTUiTios, and may view student auditionsor,performances 15efore they select the talented andgifted.

An identificatiOn model, list of tests and bibliographyfollow.

to

4

48

54

PLX:EMENT .

Individual student asessment

Parental due proceri

SELECTION

//Decision makingby selection team

Parwl of exports Case studies comple,ed

Inforwal Observationof all students


Ir:EMTIFI,:iTioN MODEL FoR VISUAL AND PERFORMING ARTS

r-4 9 t-tJ

Bibliography: Visual and Performing Arts

Crockenberg,' Susan B. "Creativity Tests: A.Boonor Boondoggle for Education." Review ofEducational Research, 42 (1972) 27-45:

Human Individual Pot( tialities. Unicornucopia:A Guidebook for Gifted and Talented. Kyrene SchoolDistrict #78, Available through ERIC Clearinghouseon Handicapped and Gifted. For copies, write toArizona Department of Education, ESEA Title IIIGifted/Guidance, 1535 Jefferson, Phoenix, Arizona.1977.

Johnson'and Hess. Tests in the Arts. CentralMidwestern Regional Educational Laboratory.CAREL. '0646 St. Charles Rock Road,'St. Ann,Missouri 63074. September 1971.

Kreuger, Mark L. and Neuman, E. Perspectives on,Gifted and Talented Fducation: Arrts andFiimanities. A compendium for fHiNationalConference on Arts and Humanities/Gifted andTalented. Division of Gifted andiTalented, 1920Association Drive, Reston, Virginia 22091. October1974.

Martinson, Ruth A. The Identification of theGifted and Talented. Office of the Ventura CountySuperintenJiiit oi,Schools, Ventura, California. 4

June 1974.

Williams, Frank. "An Identification Matrix"

Williams, Frank E., director and editor.Creativity at Home aAd in School. Macalester-CreattvifY Project, Macalester-College, St. Paul,Minnesota 55101. 1968.

SU

Tests: Visual and Performing Arts

(See also tests for Creative/Divergent Thinking.)

Alpha Biog:raphical Inventory (grades 9-12).Institpte for Behavioral Research in. Creativity,Salt 14tke City, Utah.

Barrori-Welsh Art Scale: A Portion of the WelshFigure Preference Test (ages 6-18). ConsultingPsychologists Press, Inc.

Biographical Inventory, Form R (grades 9 12).Creativity in art and music, academics, andleadership

Ashton, Dudley. Gross Motor Rhythm Test. October1953. Subject runs, walks, or skips to rhyOms.

Beach, Frank A., Schrammel, H.E. Beach Music Test(grade 7-college). Music, pitch, musical training,age, aural identification, composer identification,visual note reading, pair comparisons, standardobjectives.

Measures of Musical Abilities (ages 7-14). 1966.MMA. 1 form (33-1/3 rpm record). Manual (8pages), $1.65 per set. Arnold Bently. George G.Harris Co.: Ltd. (U.S. Distributor.OctoberHouse, Inc.). Received good reviews in Buros.

Musical Aptitude Profile (grades 4-1Z). MPA. 11scores. Edwin Gordon. Houghton-Mifflin Co.

51

LEADERSHIP ABILITY


OAR 581-15-830 (5) Pupils selected ashaving outstanding talent in thefollowing categories will demonstrate theability to perform in the top threepercent of the,national school population:

(c) Pupils selected as demonstratingoutstanding leadership ability in eitheracademic or nonacademic settings shall beidentified on the basis of professionaljudgment and, where appropriate, shouldinclude peet reCommendation.

Leadership may be defined as the force by which anindividual exerts influence on the release, channelingor control of thoughts, energies and emotions ofothers. This force may be direct or indirect,,constructive or destructive. Personal characteristicsthat determine the quality of leadership include:

o Personality and charactero Knowledge and experienceso Special capacity, talent or skill

53

4

o Problem-solving skillso Clarity of communication--both verbal and

nonverbalo Creative imagination

A recommended five-part identification procedure wouldinclude nominations from peers, teachers and'communitymembers, observations and checklists, self-concept,self-esteem measurement such as the Coppersmith, aninterview by a Committee of leaders, and selectionthrough case studies. See the identification model forleadership ability.

:!.ACEIMENI

Indiviaual student a.:sessment

larental IL plue,.,SS

//.6oloction

/ through,ase studies

Interviews

by c,mmunity leaderl;

3e1 f-y3teemMea:.-11-,r,kt Woppet!iMith)

:ALECTION



,A:servation

iy of ehectlists

lonS EI,Mr1

h,t, anI ,ommunity members

SCREENING

54

I.T LfADIR:.DIP

4.

All students have(tportuuity in thisstep

A leadership scale, might be developed to bring aboutconsistency when considering all students. A sampleform follows for individual teacher and schoolmodification.

...,AMPLE FORM

IN LEADERSHIP

g,-4

0VI

-,-,,

tel ZUoU ..-1

0 to

, 10 AF

.c.'UW4

m 44

.. I0.1

. F4J

1. Languaye; Expresses self well, has both a good ccamandf

of language and can be easily understood'c

J. flevonsibil.ity; Shows responsibility and ability to,

' carry through,on identified tasksI,--,

4----..

,

1. Collaboration; Show, collaborative behavior with peers,teachers

1

4. Sociabilitx: Enjoys relating and working with otherpebple

5. .Dominancv: Generally directs activities pursued

6. Flexibility and adaptability: Tolerates changes in

.

routine, adjusts easily to new situations

7. Physi.cal strenIttr: ,;hows strength, endurance and good:. health through bodily .2ontrol and eeect posture

--

H, itnifiden,ei r,els pride of self and assuredness whentalking oi work.ing with others

.

_

J. ActlyAt.I._ kvel: Ose,i qtvat energy. maintains activeparticipattn with pe.,ple and projeets and ghows greatenthusiaJm tor people mil prolocts

10. Li.kinli Appear,. well-liked by peer!-: and other,:

-

11. Problem 4olyjn,l; FA, 111t,110s ;rout, communiation, con-fiict tett,in Atld mothInVilt toward realization of goals

1.,!. Knowlastle 411,1 ,,skr1141cv: 1,1-0:WISV!; maturity inhandling esi,rienic-., staident:1"iefet to for specialknowledqe

55

SUMMARY

THE CASE STUDY

The end product of the identification process is the'case study. All information conc;.!rning a student'sunique abilities, talentS and special accomplishmentsis placed here. The study can include information onthe student's stimulation at home, language, health andspecial i.nterests. The parental interest in thestudent's achievement might also be noted ,in the casestudy. Academic records, including test scores andgrades should be placed here. All of the nominationforms, interview data and panel information must'alsobe included.

While some educators are concerned that case studieswill be time consuming, dispersement of case studiesamong yarious staff members on approximately 5 percent.of the student population makes the' task appear lessburdensome.

WHO IS THE GIFTED CHILD?

The U.S. Office of Education gives the followingdefinition for talented and gifted childrf .

"Gifted and talented children are thoseidentified by professionally qualified people,who, by virtue of outstanding abilities, arecapable of high performance. These arechildren who require differentiatededucational programs and services beyond those

57

61

.\

normally provided by the regular schpolprogram in order to realize their cotributionto self and society." ,

\

Areas identiTied for lunding purposes in the State ofOregon include:

o General intellectual abilityo Specific academic aptitudeo Creative and productive thinkingo Leadership abilityo Visual and performing arts

HOW DO WE HELP THE TALENTED AND GIFTED STUDENTS REACHTOWARDS THEIR POTENTIAL?

Talented and gifted students must have opportunities tpstretch to theirlimits. Identification of thesestudents is the first step towards providing thatopportunity'. Designing challenging programs that meetthe unique needs of individual students is the school'ssecond step toward assisting the fullest development of,human potential.

WHAT PROCESSES OF IDENTIFICATION MUST WE BE SENSITIVETOWARDS?

Since we are concerned with exceptional students, we. must also be concerned with exceptional processes. In

the area of testing, the following points should bekept in mind:

Group intelligence tests give imprecise dataabout ildividual student functioning. Thqy

measure general functioning.

o Individual intelligence tests Measure studentfunctioning on a more specific and precise.level.

To measure a student's optimal level offunctioning, an individual test must have a highenough ceiling to measure capacity. Certain,tests have higher. ceilings than others.

o Instruments mist be located, or systems must beutilized; that identify culturally different,students.

Instruments used for identification must besensitive to the area being measured. Forinstance, an intelligence test does not locatestudents with the most creative thinking withinthe school. An intelligence test will notlocate the most talented dancers,- musicians- orartists. An intelligence test will not measurea student's ability to lead peers. There aresome areas of talented and giIted programs whichcannot be adequately measured by tests. Theseareas require.more observations by teachers andother experts sensitive to both those individualareas and individual students.

WHAT IS THE VALUE OF EARLY IDENTIFICATION OF THETALENTED AND GIFTED?

As with other exceptional students like thehandicapped, early identification of the talented andgifted is necessary in order for the student to receiveadequate stimulatiom and substantial educationalsupport. To keep the talemted and gifted student'smind continually nurtured, and to provide freedom for. vindividual growth, schools must locate students shortlyafter their entrance to the schooling process. Allresearch shows that if students are not identified orchanneled fur their giftedness at an early age, thereis a higher probability of underachievement.

59

q3

IS THERE A RELATIONSHIP IN QUALITY BETWEEN A.SCHOOLDISTRICT'S IDENTIFICATION OF TALENTED AND GIFTEDSTUDENTS AND ITS ABILITY TO BUILD HIGH LEVEL PROGRAMS?,

The quality of a school district's identificationprocess is determined by its fairness, its diligentfollow-through and its precision. Talented and giftedstudents should Tepresent both-sexes and all races,cultures and sodio-cconomic groups, if theidentification process has been fair. If the processis precise, individual students will be selected forspecific criteria in the funded areas. Precision willpinpoint the talented and gifted students withinindividual buildings and individual school districts.Follow-through in the identification process providescontinual documentation of an individual's profile,culminating in a case study. Precision andfollow-through in the identification process providethorough knowledge about specific students as well asthe entire school population, allowing for more ,

appropriate educational programming for the talentedand gifted.

ok

60 ,)

4

REFERENCES

1. T. Ciha, R. Harris and C. Hoffman, "Parents asIdentifiers of,Giftedness, Ignored but Accurate,"Gifted Child Quarterly. 1974, 18, 191-195.

2. Connecticut Task Force on Identification,Identification of the Gifted and Tatented.Hartford; Connecticut, State Department ofEducation, 1974.

3. J.J. Gallagher, Research Summary on Gifted ChildEducation. Springfield, Illinois, State DepartmentoE Rublic Instruction, 1966.

4. S. Marland, Education of the Gifted and Talented:Re ort to the Congress of the United States by the

ommissioner of Edutation. Washington D.C.:U.S. Office of- Education, 1971.

5. R. Martinson, The Identification of tile Gifted andTalented, Ventura, California, Ventura CountySuperintendent of Schools, 1974.

6. S. Ramas, "Don't Forget the Gifted," Teacher, 1975,93,.46-48.

7. J. Renzulli, "Talent Potential in Minority GroupStudents," Exceptional Children, 1973, 39, 437-444.

8. C. Tongue and C. Sperling, An IdentificationModel: Gifted and Talented, North Carolina StateZepartment of Publi-c Instruction, 1976.

6 1

SOURCES OF INFORMATION'ON TALENTED AND GIFTED

Association for the cifted (TAG)Council for Exceptiorial Children1920 Association DrilieReston, Virginia 22091

Bob Siewart, Specialist for Talented and GiftedRod Meyer, Center foriProgram CoordinationOregon Department of EducationSalem, OTegon 97310

ERIC Clearinghouse oWNandicapped and Gifted1920 Association DriveReston,.Virginia 22091

National Association for Gifted Children.(NAGC)217 Gregory DriveHot Springs, Arkansas 71901

National/State Leadersbip Training Institute on Gifted/Talented

316 West Second Street PHOC .

Los Angeles, California 90012

Office of Gifted and Talented, TISOE'Room 21007th and D Street S.W.Washington, D.C. 20202

Oregon Association for Talented and Gifted (OATAG)P.O. Box 930Beaverton, Oregon 97005

6 3

Area:To:From:

ADULT NOMINATION.FORM

Artistic Talent

Giftecl and Talented Nomination Committee

Directions: We want to identify students with highinterest and talent in the artistic area. If you knsowany students who fit any or all of the descriptivestatements below, please submit their names on thisform. Concentrate your thinking on a person who:

.o Draws many hings,,showing both a wide range pfinterests'a well as the ability to show finedetail, and represent many things artistically

o Enjoys wafking with artistic materials like paints,clay and fabric -

co Show.; originality in art ta,sks by creating"differently" than others

o Uses art as an important forar6f commu. .cation aboutpersonal' feelings and expeTiences

o Enjoys creating artistically, is both serious aboutthe work and finds great satisfaction in both theprocess and personal produtts

ç Experiments freely with art, shows a high sense1ofadventure and experimentation with new ideas,materials and concepts

o Shows a special interest in artistic works or.products of others, appicciates the works of otherartists and learns from them

o Has a keen eye for color, texture, form and design

o Uses perspective/depth, in drawings and paintings4

Name(s) submitted:

67

Area:To:

From:

STUDENT SELF ASSESSMENT

Artistic Talent

Gifted and Talented Nomination Committee

Directions: You have been identified with a stronginterest in artistic activities. We want to find out,more about your work in this area, and hould like youto answer our questions as best you can. Thinking ofyour best work in art, please describe it rind thenanwer the questions about the work.

1. Project description:

2. How long did the.project take':

3. Describe the ways you like the work.

4. How would you rate its quality in terms of fair,good, very good and outstanding?

5. Did anyone help you on this project?

6. Thinking more generally about art, what activitiesdo you enjoy most like drawing, painting, makingcollages, creating sculptures, weaving, stitchery,etc.?

7. Do you have any special skills using art tools.andequipment?

8. Have you ever received any special training inart? If yes, describe.

9. Have you ever received any special awards or honorsin art? Please dnscribe them.

68

6,9

STUDENT INTEREST SURVEY

Name

Date

Directions: Please list in top priority your favoriteactvities at sichool, home and in the cbmmunity.Please list thoSe activities that you select when youhave free *time, and then think of how .often you choosethose activities.

How often I chpose ( h activityWhat I select/ Very ,ry WheneverLike to do Little Often Often I Can

1

3.

4.

Expanding on each one of those activities, describe howlong you have been interested lin that activity and whatyou do in that activity.

1

How long I've'ActivitY name .41ctivity Desc,ription been interested

2.

3.

4.

69

*UNICORNUCOPIA: A GUIDEBOOKFOR GIFTED AND TALENTED

Prepared byHUMAN INDIVIDUAL POTENTIALITIES

Kyrene School District #288700 South Kyrene RoadTempe, Arizona 85284

Ben Furlong, ED.D.Superintendent

1977

This product.will be available throughERIC Clearinghouse on Handicipped and Gifted

-

Additional copies of this guidebookmay be obtained from:

Arizona Department of Education. ESEA Title III Gifted/Guidance

.1535 West JeffersonPhoenix, Arizona 85007

--rnrruv-garE:---rFr;io-fvFi--i-g-dfbreTowk--roTF teaCTernominations of talented -and gifted children. Areasidentified for teacher focus are scientific talent,dramatic talent, psychomotor talent, intellectualtalent, musical talent and artistic talent. Seven totwelve statements describing performance and attitudecharacteristics of talented and giffed children ineach specific arca are provided for eacher,focus.

*Reiir

71

KYRENE SCHOOL DISTRICTESEA 7ITLE III

HUMAN INDIVIDUAL POTENTIALITIES

TEACHER WORKSHEET FOR IDENTIFYING SCIENTIFIC TALENT

If a child can be described by all or part of any of the following state-ments, put the number of each characteristic which applies to him/her afterhis/her name:

1. Is clear and accurate in oral and 7.

written expression.2. Reads above grade level materials. 8.I. Performs arithmetical operations

above grade level.Has good coordination. 9.

. Does more than the assignment. 10.6. Rises above the failures met in

experimenting or making projects.

TEACHER SCHOOL

Wants to know the reasons andcauses for things.Engages in his own specialprojects, spending much timeand effort.Reads much scientific material.Appears to enjby discussingscientific tol4cs.

DATE

Pupil's Name Number of Characteristics Remarks

7 2

KYRENE SCHOOL PISTRICTESEA TITLE III

HUMAN INDIVIDUAL PO1ENTIALITIES

TEACHER WORKSHEET FOR IDENTIFYING CHILDREN WITH DRAMATIC TALENT

If a child can be described by all or part of any of the following state-ments, put the number of each characteristic which applies to him/her

his(het name.

1. Readily shifts into thr, role ofanother character, animal orobject.

2. Shows interest in dramaticactivities.

3. Uses voice to reflect changesof idea and mood.

4. Understands and portrays theconflict in the situation, whengiven the opportun.ity to actout a dramatic event.'

5. Communicates feelings by meansof f,wial expression, gestures,and bodily movements.

TEACHER

Pupil's Name

Enjoys evoking emotionalresponses from listeners.

7. Shows unusual ability todramatize feelings andexperience.

8. Moves a dramatic situationto a climax and brings it toa well-timed conclusion whentelling a story.

9. Gets a good deal of satisfac-tion and happiness from play-acting or dramatizing.

10. Writes Original plays ormakes up plays from stories.

11. Can imitate others; mimicspeople and animals.

SCHOOL

Number of Characteristics

DATE

Remarks

,"

7 3

KYRENE SCHOOL DISTRICTESEA TITLE III


TEACHER WORKSHEET FOR IDENTIFYING CHILDREN WITH PSYCHOMOTOR TALENT

If a child can be described by all or part of any of the following state-ments, put the number of each characteristic which applies to him/her after

his/her name:

1. Is energetic and seems to needconsiderable exercise to'ttayhappy.

2. Enjoys participating in highlycompetitive games.

3. Is consistently outstanding inmany kinds of competitivegames.

4. Is one of the fastest runners inthe class.

TEACHER

Pupil's Name

.SCHOOL

5. Is one of the best cockdinatedchildren in the class.

6. Likes outdoor sports, hiking,camping.

7. Is willing to spend much timepracticing physical activitiessuch as shooting baskeek,playing tennis, passing a ball.

Number of Characteristics

DATE

Remarks

a

7 4

0



TEACHER RATING SHEET FOR IDENTIFYING CHILDREN WITH INTELLECTUAL TALENT

)a child can be described by all or part of any of the following state-m nts, put the number of each characteristic which applies to him/hera ter his/her name.

1. Learns quickly and easily.2. Uses common sense.'3. Comprehends meanings easily,

thinks clearly, sees relation-ships.

4. Retains well.5. Has knowledge about ind an

interest in a variety ofthings.

6. Uses a large vocabularyeffectively.

TEACHER SCHOOL

Pupil's Name Number of

7. Reads books above grade level.8. Can do difficult mental tasks.9. Shows an interest in a wide

range of things, asks intelli-gent questions.

10. 0o,.:s some above grade level work.11. Uses good and sometimes unusual

methods of work.12. Is very observant, alert,

responds readily.

DATE

Characteristics Remarks

7 5



TEACHER WORKSHEET FOR IDENTIFYING CHILDREN TALENTED IN MUSIC

1. Has good coordination.2. Has a good sense of rhythm.3. Has excellent discrimination.4. Understands musical symbols

and relationships vividly.5. Shows enjoyment of musical

activities.

TEACHER

Pupil's Name

SCHOOL

6. Performs with musical feeling.7. Has a degree of tonal memory.8. Responds readily to rhythm,

melody, and harmony.9. Plays one or more musical instru-

mencs.well and/or sings well.10. Makes up original tunes.

DATE

Number of Characteristics Remarks

7 6I i)



TEACHER WORKSVEET FOP IDENTIFYING CHILDREN WITH ARTISTIC TALENT

If a child can be described by all or part of any of the following state-mehts, put the number of each characteristic which applies to him/herafter his/her name.

1. Draws variety of things (not 6.Just jets or horses or people.)

2. Puts depth into pictures, plans 7.pictures, and uses good propor-tion.

3. Takes art work seriously. Seems 8.to find much satisfaction in it.Shows originality. Dra0s thingsin ways no other children do.

5. Is willing to try out new ,9.materials and experiences.

TEACHER

Pupil's Name

SCHOOL--7

Numher of Characteristics

Fills extra time with drawingand painting activities.Uses art to express his/herowm experiences, his/her ownfeelings.Is interested in other people'sart work. Can appreciate,criticize, and learn from other'swork!Likes to model with clay, carvesoap, or work with other formsof three-dimensional art.

_DATE

Remarks

I.

7 7 1

r

Oregon Series on Talented& Gifted Education

Identifying the Talented and Gifted'Administering Policy for Talentedand GiftedTalented and Gifted Education PolicyParenting Gifted ChildrenOrganizing a Parent Support Groupfor Talented and GiftedrIttlented and Gifted School ProgramsThe Gifted Preschool ChildCharacteristics of Talented andGifted ChildrenWho Is Gifted?

Counseling Your Gifted Child

0-80354-12f

Oregon Sate Dept. of Education, Salew. Office ofspecific academic aptitude, creative or productive...

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