Gifted Student Drop Out: Assessment, Prediction, and Services

Size: px
Start display at page:

Download "Gifted Student Drop Out: Assessment, Prediction, and Services"

Transcription

1 Gifted Student Drop Out: Assessment, Prediction, and Services Summary of Research Gifted and talented students are often overlooked when school drop out is considered. This may occur because the terms gifted and dropout are defined broadly and often vaguely in research. The Improving America s Schools Act of 1994 defined gifted and talented students as those that, give evidence of high performance capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities. The definition of dropout varies by research study; two common definitions of dropouts are students that are not attending school and students that fail to graduate on time. These definitions contribute to the difficulty in identifying and assessing gifted students and interpreting research that examines these topics together; the estimates of gifted students dropping out is highly debated and has ranged from 18% to 25% (Marland, 1972 as cited in Irvine, 1987; Renzulli & Park, 2002). The current report created by Key Data Systems addresses (1) issues related to identifying and assessing gifted students, (2) reasons for gifted students dropping out, and (3) approaches that may reduce gifted student drop out rates. Identifying and Assessing Giftedness Giftedness is assessed in multiple ways, making it difficult or impossible to identify students as gifted (Johnsen, 2009). Intelligence is one traditional measurement used to identify gifted students. Using intelligence and other traditional methods to assess giftedness often neglects students from economically disadvantaged backgrounds, racial and ethnic minority groups, limited English proficiency, and students with disabilities (Borland, 2004; Gubbins, 1995). Rather than identifying students by one characteristic, researchers suggest that students should be identified and assessed holistically. Key Findings To serve gifted students from economicallydisadvantaged backgrounds, racial and ethnic minority groups, individuals of limited English proficiency, and students with disabilities, schools should assess students using multiple methods and observers. Students that are gifted, drop out for similar reasons as non-gifted students (e.g., boredom, child-rearing, low SES). Creating relevant and engaging curriculum for all students will help increase all students achievement. Provide support services such as counseling for those with individual needs. 1

2 Holistic assessments use traditional and nontraditional tools that measure students emotional, social, cognitive, and physical features (Betts & Neihart, 1988; Gubbins, 1995). Some of these methods include: Focusing on proficiency rather than deficiency: provide challenging activities that can nurture gifts rather than skill-based activities that focus on students weaknesses (Gubbins, 1995; Johnsen, 2009). Using multiple performance assessments: provide a variety of opportunities, in addition to standard intelligence tests, for students to exhibit their gifts (see Borland, 2004 for a review; Gubbins, 1995; Johnsen, 2009). Creating student portfolios: collect samples of students work over time that include teacher, parent, peer, and self checklists, examples of work and performance measures, student background information, and individual and group tests (Coleman, 1994; Gubbins, 1995). Encouraging involvement: have multiple people (e.g., parents, teachers, and peers) help observe students and encourage the development of gifts in gifted students (Johnsen, 2009). Predictors of Gifted Student Drop Out Predictors of gifted high school student drop out, according to a national study (NELS: 88; Renzulli& Park, 2000, 2002) include: Low academic performance (i.e., failing school) Low academic engagement (i.e., not liking school) Low academic motivation (i.e., lower desire to finish college) Having personal issues (i.e., pregnancy or child-rearing, working while in school) Gender (males are three times more likely than females to drop out) Lower levels of parent education (father s education is more strongly related to drop out than mother s education) Lower SES (lowest 25% more likely to drop out) Racial/ethnicity minority group status (i.e., Hispanic and Native American ethnicities are associated with higher drop out rates than white) Many of the factors that predict drop out rates for gifted students also predict drop out rates for non-gifted students (e.g., see Archambault, Janosz, Fallu, & Pagani, 2008; Hunt & Hopko, 2009; Kaplan, Peck, & Kaplan 1995). Thus, strategies that reduce drop out for students in general may reduce drop out for gifted students as well (Borland, 2004). 2

3 Relevant Curriculum for Gifted Students To increase the development of students gifts, schools should worry less about identifying students as gifted and more about creating curriculum and instruction from which all students can excel (Borland, 2004). Providing relevant curriculum is thought to increase student engagement and therefore increase retention of gifted students (Archambault, Janosz, Fallu, & Pagani, 2009). Curriculum should include hands-on learning opportunities of interest to students (Gubbins, 1995) that address students individual learning styles (Hennessey, 2004). Giving students an opportunity to choose their activities, at least in part, can increase academic motivation, which is related to lower drop out (Vallerand, Fortier, & Guay, 1997). Additionally, having individual education plans or specific programs created for gifted students (e.g., pull-out, separate class) is associated with higher academic achievement (Gubbins, 1997). Many of these programs require training teachers to be flexible, positive, and creative (Bhaerman & Kopp, 1988). Online Gifted Education Resources The National Association for Gifted Children: The National Society for the Gifted and Talented: National Research Center for the Gifted and Talented: Center for Gifted Education Policy at the American Psychological Association: The Gifted Child Society: Gifted Students Institute: The Council for Exceptional Children: The California Association for the Gifted: Support Services for Gifted Students Although many of the feelings, attitudes, and behaviors that lead gifted students to drop out of school (e.g., failing school, pregnancy) can be addressed in counseling, few parents report seeking outside counseling (9.5%) including calling school counselors (22.8%), or calling children s teachers (26.1%; Renzulli & Park, 2000, 2002). According to profiles of the gifted and talented, gifted students can get bored, frustrated, have low self-esteem, can be uncertain about their social roles, have poor self-control, may not be supported in their creativity, and can be quiet or shy (Betts & Neihart, 1988). 3

4 Programs that address these needs include those that: Provide college and career information and planning. Teach nontraditional study skills. Build self-esteem. Build communication skills. In addition to multiple types of programs, the involvement of multiple people within these programs is required (e.g., parents, school, and community) to increase the potential for positive outcomes. Conclusion We found that identifying and assessing gifted students is difficult, that methods vary, and that students who are gifted drop out for similar reasons as non-gifted students. For this reason, educators should spend more time on creating relevant and engaging curriculum for all students in addition to providing support services that attend to gifted students individual needs. 4

5 References Archambault, I., Janosz, M., Fallu, J.-S., & Pagani, L. Student engagement and its relationship with early high school dropout. Journal of Adolescence 32 (2009): Betts, G. T., & Neihart, M. Profiles of the gifted and talented. Gifted Child Quarterly 32 (1988): Bhaerman, R.D., & Kopp, K.A. The School s Choice: Guidelines for dropout prevention at the middle and junior high school [Dropout Prevention Series]. Columbus, OH: Ohio State University, National Center for Research in Vocation Education, Borland, J.H. Issues and practices in the identification and education of gifted students from under-represented groups. Storrs, CT: University of Connecticut, The National Research Center on the Gifted and Talented, Coleman, L.J. Portfolio assessment: A key to identifying hidden talents and empowering teachers of young children. Gifted Child Quarterly 38 (1994): Gubbins, E.J. Reaching the Destination [Presentation Guidebook]. Storrs, CT: University of Connecticut, The National Research Center on the Gifted and Talented, Gubbins, E. J. Research Should Inform Practice. The National Research Center on the Gifted and Talented Newsletter, Storrs, CT: University of Connecticut, Spring 1997, (March 11, 2010). Hennessey, B.A. Developing creativity in gifted children: The central importance of motivation and classroom climate. Storrs, CT: University of Connecticut, The National Research Center on the Gifted and Talented, Hunt, M.K., & Hopko, D.R. Predicting high school truancy among students in the Appalachian South. Journal of Primary Prevention 30 (2009): Irvine, D.J. What research doesn t show about gifted dropouts. Educational Leadership 44 (1987): Johnsen, S.K. Practices for identifying gifted students. Principal 88 (2009): Kaplan, D.S., Peck, B. M., & Kaplan, H.B. A structural model of dropout behavior: A longitudinal analysis. Applied Behavioral Science Review 3 (1995): Marland, S.P., Jr. Education of the gifted and talented: Report to the Congress of the United States by the U.S. Commissioner of Education. Washington, D.C.: U.S. Government Printing Office, Renzulli, J.S., & Park, S. Gifted dropouts: The who and the why. Gifted Child Quarterly 44 (2000): Renzulli, J. S., & Park, S. Giftedness and high school dropouts: Personal, family, and school-related factors (Report No. RM02168). Storrs, CT: University of Connecticut, The National Research Center on the Gifted and Talented, Vallerand, R.J., Fortier, M.S., & Guay, F. Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology 72 (1997):

Strategies for Identifying the Talents of Diverse Students. ERIC/CUE Digest, Number 122.

Strategies for Identifying the Talents of Diverse Students. ERIC/CUE Digest, Number 122. Strategies for Identifying the Talents of Diverse Students. ERIC/CUE Digest, Number 122. The number of programs for gifted students is increasing nationwide, largely the result of Federal grants from the

More information

Identifying Gifted, Talented, or High Ability Students from Low-Income Families. Scott Peters, Ph.D. University of Wisconsin, Whitewater

Identifying Gifted, Talented, or High Ability Students from Low-Income Families. Scott Peters, Ph.D. University of Wisconsin, Whitewater Identifying Gifted, Talented, or High Ability Students from Low-Income Families Scott Peters, Ph.D. University of Wisconsin, Whitewater Marcia Gentry, Ph.D. Purdue Unviersity The topic of underrepresented

More information

EDSE 686 Emotional and Social Development of the Gifted and Talented (3) Spring, 2015

EDSE 686 Emotional and Social Development of the Gifted and Talented (3) Spring, 2015 EDSE 686 Emotional and Social Development of the Gifted and Talented (3) Spring, 2015 Jennifer Ritchotte, Ph.D. School Special Education University of Northern Colorado 970-351-1657 (UNC) 704-780-7171

More information

NAGC CEC Teacher Preparation Standards in Gifted and Talented Education

NAGC CEC Teacher Preparation Standards in Gifted and Talented Education NAGC CEC Teacher Preparation Standards in Gifted and Talented Education Standard 1: Learner Development and Individual Learning Differences Beginning gifted education professionals understand the variations

More information

Gifted and Talented 101. GT Department, Policies, & Procedures in Jefferson County School District

Gifted and Talented 101. GT Department, Policies, & Procedures in Jefferson County School District Gifted and Talented 101 GT Department, Policies, & Procedures in Jefferson County School District Matt Wilkinson Gifted and Talented Resource Teacher Jenn Mulhern Gifted and Talented Resource Teacher Tonight's

More information

Oregon Administrative Rules Talented and Gifted

Oregon Administrative Rules Talented and Gifted Oregon Administrative Rules Talented and Gifted 581-022-1310 Identification of Academically Talented and Intellectually Gifted Students (1) Each school district shall have local district policies and procedures

More information

Career Development in a College

Career Development in a College Cuyamaca Community College Career Development in a College Success Course Marsha Fralick The Institution Cuyamaca College is a public community college located in El Cajon, California. It is a commuter

More information

Chapter 6. Accommodating Student Variability

Chapter 6. Accommodating Student Variability Chapter 6 Accommodating Student Variability REWIND! Student Differences So Far Chapter 4: Intelligence and Measuring Intelligence Learning Styles Gender Differences Chapter 5: Cultural Diversity Socioeconomic

More information

THE FRAMEWORK: STUDENTS WITH DIVERSE NEEDS

THE FRAMEWORK: STUDENTS WITH DIVERSE NEEDS When implementing the Core Curriculum Content Standards, schools must provide all students with appropriate challenges so that raised expectations do not result in lowered expectations for the exceptionally

More information

Causes and Consequences of Underachievement and Non Achievement. Shelagh A. Gallagher, Ph.D. Engaged Education

Causes and Consequences of Underachievement and Non Achievement. Shelagh A. Gallagher, Ph.D. Engaged Education Causes and Consequences of Underachievement and Non Achievement Shelagh A. Gallagher, Ph.D. Engaged Education sgallagher5@carolina.rr.com Seminal Work: Giftedness, Conflict and Underachievement Joanne

More information

The Impact of Student Engagement on Learning: The Critical 10th EPC for California By: Cricket F.L. Kidwell, Ed.D. Student Engagement The Problem

The Impact of Student Engagement on Learning: The Critical 10th EPC for California By: Cricket F.L. Kidwell, Ed.D. Student Engagement The Problem By: Cricket F.L. Kidwell, Ed.D. This article appeared in Leadership Magazine, Journal of the Association of California School Administrators (ACSA), March-April 2010 Something is amiss in the California

More information

Education. Gifted and Talented Education (GATE) Specialized Studies

Education. Gifted and Talented Education (GATE) Specialized Studies Education Gifted and Talented Education (GATE) Specialized Studies University of California, Irvine Extension s professional certificate and specialized studies programs help Improve Your Career Options

More information

Ryde East Public School 12 Twin Road, North Ryde, NSW 2113 Tel: Fax:

Ryde East Public School 12 Twin Road, North Ryde, NSW 2113 Tel: Fax: Ryde East Public School 12 Twin Road, North Ryde, NSW 2113 Tel: 9878 3681 9888 5620 Fax: 9878 6029 Email: rydeeast-p.school@det.nsw.edu.au Rationale: ENRICHMENT POLICY Written February 2015 Gifted and

More information

COLLEGE PREPARATION QUESTIONNAIRE

COLLEGE PREPARATION QUESTIONNAIRE COLLEGE PREPARATION QUESTIONNAIRE A. High School Attended: B. Month and year graduated from high school: C. I was enrolled in college track classes during high school (select one): Yes: No: D. Gender:

More information

Transfer. Withdrawal

Transfer. Withdrawal Definition Gifted means students who perform or show potential for performing at remarkably high levels of accomplishment when compared to others of their age, experience, or environment and who are identified

More information

Alexandria City Public Schools PROPOSED TALENTED & GIFTED (TAG) PROGRAM

Alexandria City Public Schools PROPOSED TALENTED & GIFTED (TAG) PROGRAM Alexandria City Public Schools 2012-2016 PROPOSED TALENTED & GIFTED (TAG) PROGRAM Donna Brearley Talented & Gifted Coordinator Adele Morris Chair, Talented and Gifted Advisory Committee Definition of Gifted

More information

Annotated Bibliography

Annotated Bibliography Name: Susan Mayberry Date: Summer 2009 Class: Cohort 25-02 Course: MAT 735 Meeting the Needs of Diverse Students Instructor: Adam Holden Unit: #4 Assignment: #5 Annotated bibliography Annotated Bibliography

More information

Colorado Gifted Program

Colorado Gifted Program Summary Colorado Gifted Program "Gifted and talented children" means those persons between the ages of five and twenty-one whose abilities, talents, and potential for accomplishment are so exceptional

More information

IDENTIFICATION & SERVICES FOR GIFTED STUDENTS

IDENTIFICATION & SERVICES FOR GIFTED STUDENTS IDENTIFICATION & SERVICES FOR GIFTED STUDENTS Rita Glavan Gifted Services Coordinator ************************************** rglavan@cwls.us (614) 833-2172 Canal Winchester Local School District 100 Washington

More information

Standards for the School Counselor [23.110]

Standards for the School Counselor [23.110] II. STANDARDS FOR THE SCHOOL SERVICE PERSONNEL CERTIFICATE Standards for the School Counselor [23.110] STANDARD 1 - Academic Development Domain The competent school counselor understands the learning process

More information

Gifted in the 21 st Century

Gifted in the 21 st Century Gifted in the 21 st Century A Report of Findings and Recommendations Prepared by the 2002 Ohio Gifted Task Force Columbus, Ohio A Report of Findings and Recommendations Table of Contents Executive Summary...1

More information

Gifted and Talented Program Summary

Gifted and Talented Program Summary Gifted and Talented Program Summary INTRODUCTION The Gifted and Talented (GT) Program summary is intended to assist in providing parents an overview and understanding of the identification and selection

More information

GIFTED AND TALENTED STANDARDS

GIFTED AND TALENTED STANDARDS GIFTED AND TALENTED STANDARDS Standard I. The teacher of gifted and talented students understands and applies knowledge of the historical, legal, and conceptual foundations of gifted education. Standard

More information

Special Populations of Gifted Learners revised 2012 Syllabus

Special Populations of Gifted Learners revised 2012 Syllabus Special Populations of Gifted Learners revised 2012 Syllabus Course Description This course will focus on traditionally underserved learners who possess unique characteristics and needs. Participants will

More information

Identifying Elementary Hispanic Gifted Students Utilizing the Hispanic Bilingual Gifted Screening Instrument (HBGSI)

Identifying Elementary Hispanic Gifted Students Utilizing the Hispanic Bilingual Gifted Screening Instrument (HBGSI) Identifying Elementary Hispanic Gifted Students Utilizing the Hispanic Bilingual Gifted Screening Instrument (HBGSI) Dr. Alma L. Contreras-Vanegas Sam Houston State University Dr. Beverly Irby Sam Houston

More information

Alignment of MN Board of Teaching Standards of Effective Practice with Key Assessments and MSUM Conceptual Framework

Alignment of MN Board of Teaching Standards of Effective Practice with Key Assessments and MSUM Conceptual Framework Alignment of MN Board of Standards of Effective Practice with Key Assessments and MSUM Conceptual Framework 8710.2000 Standards of Effective Practice Subp. 3., student learning. A teacher must understand

More information

... and. Uses data to help schools identify needs for prevention and intervention programs.

... and. Uses data to help schools identify needs for prevention and intervention programs. Rubric for Evaluating North Carolina s School Psychologists Standard 1: School psychologists demonstrate leadership. School psychologists demonstrate leadership by promoting and enhancing the overall academic

More information

District Contact Information. Sandra M. Plantz, Gifted Coordinator. Gallia County Local Schools 230 Shawnee Lane Gallipolis, OH 45631

District Contact Information. Sandra M. Plantz, Gifted Coordinator. Gallia County Local Schools 230 Shawnee Lane Gallipolis, OH 45631 District Contact Information Sandra M. Plantz, Gifted Coordinator Gallia County Local Schools 230 Shawnee Lane Gallipolis, OH 45631 Phone: 740-446-7917 Fax: 740-446-8182 Email: gl_splantz@seovec.org District

More information

for LM students have apparently been based on the assumption that, like U.S. born English speaking children, LM children enter U.S.

for LM students have apparently been based on the assumption that, like U.S. born English speaking children, LM children enter U.S. 1 The Effects of Counseling on Academic Achievement among Language Minority (LM) Middle School Students Timothy Fitzgerald Garnet-Patterson Middle School District of Columbia Public Schools Submitted June

More information

ILLINOIS SCHOOL REPORT CARD

ILLINOIS SCHOOL REPORT CARD Plum Grove Jr High Palatine CCSD 5 Rolling Meadows, ILLINOIS GRADES : 7 8 Plum Grove Jr High 2 ILLINOIS SCHOOL REPORT CARD and federal laws require public school districts to release report cards to the

More information

Standards for the School Social Worker [23.140]

Standards for the School Social Worker [23.140] Standards for the School Social Worker [23.140] STANDARD 1 - Content The competent school social worker understands the theories and skills needed to provide individual, group, and family counseling; crisis

More information

What are some key terms I need to understand about gifted/talented education? Intellectual or General Intellectual Ability-- Creative-- Artistic--

What are some key terms I need to understand about gifted/talented education? Intellectual or General Intellectual Ability-- Creative-- Artistic-- What are some key terms I need to understand about gifted/talented education? Intellectual or General Intellectual Ability--Possessing superior intelligence with potential or demonstrated accomplishments

More information

Profiles of the Gifted and Talented

Profiles of the Gifted and Talented Davidson Institute for Talent Development www.davidsoninstitute.org Close Window Profiles of the gifted and talented Author(s): Betts, G. & Neihart, M. Source: Gifted Child Quarterly 1988 Abstract After

More information

ADHD and Children Who Are Gifted. ERIC Digest #522.

ADHD and Children Who Are Gifted. ERIC Digest #522. ERIC Identifier: ED358673 Publication Date: 1993-07-00 Author: Webb, James T. - Latimer, Diane Source: ERIC Clearinghouse on Disabilities and Gifted Education Reston VA. ADHD and Children Who Are Gifted.

More information

ILLINOIS SCHOOL REPORT CARD

ILLINOIS SCHOOL REPORT CARD 5-8-9-6- MASCOUTAH ELEM SCHOOL MASCOUTAH C U DISTRICT 9 MASCOUTAH, ILLINOIS GRADES : PK K 5 6 MASCOUTAH ELEM SCHOOL ILLINOIS SCHOOL REPORT CARD and federal laws require public school districts to release

More information

Gifted and Talented Program

Gifted and Talented Program Gifted and Talented Program Primary Enrichment Program Grades K-2 Program for Academics, Creativity, and Enrichment Grades 3-12 Howe Independent School District Table of Contents Page(s) District Program

More information

Wasatch County School District Title I Parent Involvement Policy

Wasatch County School District Title I Parent Involvement Policy Wasatch County School District Title I Parent Involvement Policy Wasatch County School District Board of Education recognizes that parental involvement is the key to student academic achievement. Research

More information

Courses offered through the Teacher Education and Master of Arts in Teaching Programs are as follows:

Courses offered through the Teacher Education and Master of Arts in Teaching Programs are as follows: Courses offered through the Teacher Education and Master of Arts in Teaching Programs are as follows: EDUC 202 (F) CONTEMPORARY ISSUES IN EDUCATION(3-0-3) Exploration of current issues and controversies

More information

Identifying and Serving Culturally and Linguistically Diverse Gifted Students

Identifying and Serving Culturally and Linguistically Diverse Gifted Students Identifying and Serving Culturally and Linguistically Diverse Gifted Students Introduction As the nation becomes more and more diverse, gifted education programs should reflect changing U.S. demographics.

More information

Péter-Szarka Szilvia, PhD. University of Debrecen, Hungary European Talent Centre Buapest 11 February, 2014, Slovenia

Péter-Szarka Szilvia, PhD. University of Debrecen, Hungary European Talent Centre Buapest 11 February, 2014, Slovenia * Péter-Szarka Szilvia, PhD University of Debrecen, Hungary European Talent Centre Buapest 11 February, 2014, Slovenia * National Talent Support Council Talent Support Councils (78) Talent Points (1183)

More information

Indiana Academic Standards for Exploring College & Careers

Indiana Academic Standards for Exploring College & Careers A Correlation of To the Exploring College & Careers INTRODUCTION This document demonstrates how meets the Indiana Middle School Academic Standards for. Correlation page references are Student Edition,

More information

An Overview of Gifted and Talented Identification and Services

An Overview of Gifted and Talented Identification and Services An Overview of Gifted and Talented Identification and Services Columbus City Schools Gene T. Harris, Ph.D., Superintendent/CEO Gifted and Talented Department Toia Robinson, Supervisor Shepard Center 873

More information

EHA, IEE, IFB-RA, IKA, IKA-RA, IOA-RA, JOA-RA Instruction and Program Development. Gifted and Talented Education

EHA, IEE, IFB-RA, IKA, IKA-RA, IOA-RA, JOA-RA Instruction and Program Development. Gifted and Talented Education POLICY Related Entries: Responsible Office: BOARD OF EDUCATION OF MONTGOMERY COUNTY EHA, IEE, IFB-RA, IKA, IKA-RA, IOA-RA, JOA-RA Instruction and Program Development Gifted and Talented Education A. PURPOSE

More information

PROGRAMS FOR GIFTED STUDENTS

PROGRAMS FOR GIFTED STUDENTS IGBB PROGRAMS FOR GIFTED STUDENTS District Goal for the Gifted and Talented Education Program The goal of the Deer Creek Gifted and Talented Education Program is to provide a wide variety of educational

More information

The Student in Higher Education: Nontraditional Student Retention. Betty A. Allen University of Alabama

The Student in Higher Education: Nontraditional Student Retention. Betty A. Allen University of Alabama The Student in Higher Education: Nontraditional Student Retention Betty A. Allen University of Alabama In the 1980s, the nontraditional student became the norm in student populations in colleges and universities.

More information

Evaluating Contributions to Diversity for Faculty Appointment and Promotion Under APM-210

Evaluating Contributions to Diversity for Faculty Appointment and Promotion Under APM-210 Summary The University of California remains dedicated to building a more diverse faculty, particularly those from under-represented racial and ethnic populations in the U.S. In the near future, a more

More information

National Middle School Association. Call for Presentations. 33 rd Annual Conference & Exhibit

National Middle School Association. Call for Presentations. 33 rd Annual Conference & Exhibit National Middle School Association Call for Presentations 33 rd Annual Conference & Exhibit November 2 4, 2006 NMSA 33 rd Annual Conference and Exhibit Nashville, Tennessee November 2 4, 2006 Middle level

More information

Online Gifted Endorsement Program. College of Education, Criminal Justice, and Human Resources

Online Gifted Endorsement Program. College of Education, Criminal Justice, and Human Resources Online Gifted Endorsement Program College of Education, Criminal Justice, and Human Resources Course 6063: Collaboration and Consultation on Behalf of Children and Youth who are Gifted, Creative, or Talented

More information

COLLEGE OF EDUCATION DEPARTMENT OF SPECIAL EDUCATION SYLLABUS. The College of Education CAREs

COLLEGE OF EDUCATION DEPARTMENT OF SPECIAL EDUCATION SYLLABUS. The College of Education CAREs 1 COLLEGE OF EDUCATION DEPARTMENT OF SPECIAL EDUCATION SYLLABUS The College of Education CAREs The College of Education is dedicated to the ideals of Collaboration, Academic Excellence, Research, and Ethics/Diversity.

More information

Underachievement Among Gifted Minority Students: Problems and Promises

Underachievement Among Gifted Minority Students: Problems and Promises Underachievement Among Gifted Minority Students: Problems and Promises ERIC EC Digest #E544 Authors: Donna Y. Ford and Antoinette Thomas June 1997 The majority of articles and studies on gifted minority

More information

Guiding Principles for Student Success

Guiding Principles for Student Success Guiding Principles for Student CREC magnet schools have adopted a set of guiding principles to inspire high intellectual performance and to ensure each student s success. These principles set forth the

More information

2010 Noel-Levitz Student Satisfaction Inventory

2010 Noel-Levitz Student Satisfaction Inventory 2010 Noel-Levitz Student Satisfaction Inventory Texas A&M University-Corpus Christi Prepared by The Office of Planning & Institutional Effectiveness Spring 2010 Survey Administration o The Noel Levitz

More information

(i) The program shall prepare candidates who are familiar with the historical foundations of gifted and talented education;

(i) The program shall prepare candidates who are familiar with the historical foundations of gifted and talented education; Effective May 15, 2014 505-3-.90 GIFTED IN-FIELD EDUCATION ENDORSEMENT PROGRAM (1) Purpose. This rule states field-specific content standards for approving endorsement programs that prepare individuals

More information

AISD Parent Survey Results

AISD Parent Survey Results 2004-2005 AISD Parent Survey Results School The following report contains the results of the 2004-2005 AISD Parent Survey for your campus and all AISD schools at your level. The first section of this report

More information

MAYLAND EARLY COLLEGE HIGH SCHOOL (MECHS) Application for School Year

MAYLAND EARLY COLLEGE HIGH SCHOOL (MECHS) Application for School Year MAYLAND EARLY COLLEGE HIGH SCHOOL (MECHS) Application for School Year 2014-2015 The Mission of Mayland Early College High School (MECHS) is to provide a personalized learning environment, create a seamless

More information

Gifted Program Evaluation Study Janesville, Wisconsin October 2007

Gifted Program Evaluation Study Janesville, Wisconsin October 2007 Gifted Program Evaluation Study Janesville, Wisconsin October 2007 The purpose of this report is to provide a formative assessment on the gifted and talented program in Janesville, WI. The evaluation study

More information

VISION 2020 WCPSS Strategic Plan

VISION 2020 WCPSS Strategic Plan VISION 2020 WCPSS Strategic Plan January 20, 2015 Vision, Mission, Core Beliefs, Goal Statement Vision Statement All WCPSS students will be prepared to reach their full potential and lead productive lives

More information

Evaluation of Differential Item and Test Functioning of the HOPE Teacher Rating Scale. Scott J. Peters University of Wisconsin Whitewater

Evaluation of Differential Item and Test Functioning of the HOPE Teacher Rating Scale. Scott J. Peters University of Wisconsin Whitewater HOPE Scale Invariance 1 Running Head: HOPE Scale Invariance Evaluation of Differential Item and Test Functioning of the HOPE Teacher Rating Scale Scott J. Peters University of Wisconsin Whitewater Marcia

More information

Revisiting Larry P. v. Riles

Revisiting Larry P. v. Riles Revisiting Larry P. v. Riles Holly Evans-Pongratz hevanspongratz@cde.ca.gov & Bernard Yaklin byaklin@cde.ca.gov CALIFORNIA DEPARTMENT OF EDUCATION Jack O Connell, What is the Larry P. v. Riles case? Began

More information

GASTON EARLY COLLEGE HIGH SCHOOL APPLICATION

GASTON EARLY COLLEGE HIGH SCHOOL APPLICATION GASTON EARLY COLLEGE HIGH SCHOOL APPLICATION The following components of the application process must be completed and submitted to the selection committee. The selection committee will review each application

More information

Sample Self Reflection Tool on the Ten Wisconsin Teaching Standards

Sample Self Reflection Tool on the Ten Wisconsin Teaching Standards Sample Self Reflection Tool on the Ten Wisconsin Teaching Standards Instructions: This self reflection tool is designed to provide a personal profile of classroom performance assets based on the Wisconsin

More information

Vinal Technical High School

Vinal Technical High School 900-18 Richard Shellman, Principal Javette Gianelli-Allen, Asst. Principal Nelson A. Rivera, Asst. Principal STRATEGIC SCHOOL PROFILE 2012-13 Connecticut Technical High Edition Vinal Technical High Connecticut

More information

CEC Performance-Based Standards Gifts/Talents Standard 1: Foundations

CEC Performance-Based Standards Gifts/Talents Standard 1: Foundations CEC Performance-Based Standards Gifts/Talents Standard 1: Foundations Historical foundations of gifted and talented education. Models, theories, and philosophies that form the basis for gifted education.

More information

State College Area School District

State College Area School District State College Area School District Enrichment/Gifted Support Enrichment Specialists Elementary Amy Warner-RP & HO/LE Ron Kauffman-EP & PFE Diane Reed-FA & GW Nancy Tamminga-CS & MNE Middle School High

More information

BCSD EXCEL Program: Experiential Curriculum for the Enrichment of Learning

BCSD EXCEL Program: Experiential Curriculum for the Enrichment of Learning Gifted and Talented Education Service Delivery Plan BCSD EXCEL Program: Experiential Curriculum for the Enrichment of Learning BOONE COMMUNITY SCHOOL DISTRICT 2015-16 2 TABLE OF CONTENTS Mission and Vision..

More information

Counselor Education Program Survey

Counselor Education Program Survey Counselor Education Program Survey 1. Gender: Male 42.9% 3 Female 57.1% 4 2. Ethnic Background: African American 0.0% 0 Asian 0.0% 0 Hispanic (Non-White) 0.0% 0 Native American 14.3% 1 White (Non-Hispanic)

More information

Gifted/Talented 3-Year Plan POCATELLO/CHUBBUCK SCHOOL DISTRICT #25 Submitted October 2016

Gifted/Talented 3-Year Plan POCATELLO/CHUBBUCK SCHOOL DISTRICT #25 Submitted October 2016 Gifted/Talented 3-Year Plan POCATELLO/CHUBBUCK SCHOOL DISTRICT #25 Submitted October 2016 A. PHILOSOPHY STATEMENT Please describe how your school/district mission, vision, core values relate to the education

More information

Interview Contact Information Please complete the following. This information will be used to contact you to schedule your child s interview.

Interview Contact Information Please complete the following. This information will be used to contact you to schedule your child s interview. Golden Triangle Early College High School Program Interview Contact Information Please complete the following. This information will be used to contact you to schedule your child s interview. Student Name

More information

SECTION 4: MASTER OF EDUCATION DEGREE

SECTION 4: MASTER OF EDUCATION DEGREE SECTION 4: MASTER OF EDUCATION DEGREE Beginning with the summer session in 1954, a fifthyear program of teacher education leading to the degree Master of Teaching was instituted at Northwestern Oklahoma

More information

THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES

THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES Instructor: David Dietrich, Ph.D. Office: 219 McWherter, Jackson State Community College, Jackson, TN 38301 Phone: 731.267.2949 or

More information

Review of AVID Research

Review of AVID Research Review of AVID Research Watt, K.M., Mills, S.J., & Huerta, J. (In Press.). Identifying attributes of teacher leaders within the AVID program: A survey of school principals. Journal of School Leadership.

More information

EDP 548 EDUCATIONAL PSYCHOLOGY. (3) An introduction to the application of principles of psychology to classroom learning and teaching problems.

EDP 548 EDUCATIONAL PSYCHOLOGY. (3) An introduction to the application of principles of psychology to classroom learning and teaching problems. 202 HUMAN DEVELOPMENT AND LEARNING. (3) Theories and concepts of human development, learning, and motivation are presented and applied to interpreting and explaining human behavior and interaction in relation

More information

The MetLife Survey of

The MetLife Survey of The MetLife Survey of Preparing Students for College and Careers Part 2: Teaching Diverse Learners The MetLife Survey of the American Teacher: Preparing Students for College and Careers The MetLife Survey

More information

School Climate Survey Linworth Alternative Program

School Climate Survey Linworth Alternative Program School Climate Survey Linworth Alternative Program Prepared for Worthington City Schools August 2013 In the following report, Hanover Research provides school-level responses to a survey administered to

More information

TExES Gifted and Talented Supplemental (162) Test at a Glance

TExES Gifted and Talented Supplemental (162) Test at a Glance TExES Gifted and Talented Supplemental (162) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources.

More information

Program Administrator Definition and Competencies

Program Administrator Definition and Competencies I. Program Administrator Definition The program administrator is the individual responsible for planning, implementing, and evaluating a child care, preschool or kindergarten program. The role of the administrator

More information

Humboldt Community School District Talented and Gifted Program

Humboldt Community School District Talented and Gifted Program Humboldt Community School District Talented and Gifted Program Table of Contents A. Mission Statement 2 B. Philosophy 2 C. Rationale 2 D. Target Population 3 E. Differentiated Program 3-5 F. Identification

More information

AETNA HPPI ACADEMY PROGRAMS APPLICATION

AETNA HPPI ACADEMY PROGRAMS APPLICATION AETNA HPPI ACADEMY PROGRAMS APPLICATION The Aetna Health Professions Partnership Initiative Academy Sponsored By: Uconn Health Department of Health Career Opportunity Programs Aetna Health Professions

More information

DATA, DATA, DATA Steps and Tools for Planning and Using Your Data

DATA, DATA, DATA Steps and Tools for Planning and Using Your Data DATA, DATA, DATA Steps and Tools for Planning and Using Your Data It is no longer enough for Professional School Counselors to answer the question, What do school counselors do? Professional School Counselors

More information

DATE ISSUED: 10/15/ of 6 UPDATE 103 BQ(LEGAL)-A

DATE ISSUED: 10/15/ of 6 UPDATE 103 BQ(LEGAL)-A PLANNING AND DECISION-MAKING PROCESS EVALUATION ADMINISTRATIVE PROCEDURE FEDERAL REQUIREMENTS A board shall adopt a policy to establish a district- and campuslevel planning and decision-making process

More information

PEER-REVIEWED PUBLICATIONS

PEER-REVIEWED PUBLICATIONS PEER-REVIEWED PUBLICATIONS A substantial portion of ATDP s research has appeared in peer-reviewed academic journals. The articles that are summarized below cover a wide variety of topics, but they have

More information

*Domains One, Two, Three, and Five are identical for high schools, middle schools/junior high schools, and elementary schools.

*Domains One, Two, Three, and Five are identical for high schools, middle schools/junior high schools, and elementary schools. Index 1 Domain One exceeded Phase-in Level II performance standard aggregated across grade levels by subject exceeded ELL progress measure expectations ( or L) EOC substitute assessment Percentage of students

More information

The residency school counselor program does not prepare candidates to design, deliver, and

The residency school counselor program does not prepare candidates to design, deliver, and STANDARD V: KNOWLEDGE AND SKILLS SCHOOL COUNSELORS -Building on the mission to prepare educators who demonstrate a positive impact on student learning based on the Improvement of Student Achievement act

More information

Pathways: A Student-Centered Approach to Educational Success

Pathways: A Student-Centered Approach to Educational Success Pathways: A Student-Centered Approach to Educational Success Nemecio R. Chavez, Jr., Melanie J. Martin, and Enrico Pontelli Department of Computer Science, MSC CS, New Mexico State University, P.O. Box

More information

INDIANA STANDARDS FOR CAREER AND TECHNICAL PROGRAMS

INDIANA STANDARDS FOR CAREER AND TECHNICAL PROGRAMS INDIANA STANDARDS FOR CAREER AND TECHNICAL PROGRAMS 1 Table of Contents Introduction...1 Accountability System...3 Preface...4 Standards for All Career and Technical Program Areas**...5 Student Safety...6

More information

Identifying & Supporting Students with Mathematical Gifts & Talents:

Identifying & Supporting Students with Mathematical Gifts & Talents: Identifying & Supporting Students with Mathematical Gifts & Talents: Tim M c Clare The Nova Scotia Summit on Gifted Education and Talent Development Mount Saint Vincent University May 23-25, 2012 E-mail:

More information

ILLINOIS SCHOOL REPORT CARD

ILLINOIS SCHOOL REPORT CARD 17-2-15-2-24 Lincoln Elem Clinton CUSD 15 Clinton, ILLINOIS GRADES : 2 3 2 1 3 Lincoln Elem 1 ILLINOIS SCHOOL REPORT CARD and federal laws require public school districts to release report cards to the

More information

Gifted: Curriculum and Instructional Strategies Course Syllabus

Gifted: Curriculum and Instructional Strategies Course Syllabus Gifted: Curriculum and Instructional Strategies Course Syllabus Course Description Educators identify research-based practices and models designed to meet the needs of gifted learners and develop differentiated

More information

Myths & Misconceptions of the Gifted Child. Week 1 - Nature & Needs of Gifted Students

Myths & Misconceptions of the Gifted Child. Week 1 - Nature & Needs of Gifted Students Myths & Misconceptions of the Gifted Child Week 1 - Nature & Needs of Gifted Students Describe a gifted child Did you say Quiet, reflective? Neat, organized? Accurate, specific? Creative, unpredictable?

More information

1.1 Demonstrates deep knowledge of subject-matter content and an ability to organize related facts, concepts, and skills

1.1 Demonstrates deep knowledge of subject-matter content and an ability to organize related facts, concepts, and skills Alabama Quality Teaching Standard 1, Content Knowledge: To improve the learning of all students, teachers master the disciplines related to their teaching fields including the central concepts, important

More information

Art Policy. Policy Updated: Summer 2015 Date for Review: Summer Brookside Primary School Art Policy

Art Policy. Policy Updated: Summer 2015 Date for Review: Summer Brookside Primary School Art Policy Art Policy Policy Updated: Summer 2015 Date for Review: Summer 2018 1 Art Policy Contents 1 Aims and Objectives... 3 2 Teaching and Learning... 3 3 Teaching Styles... 4 4 Subject Content... 4 5 Assessment...

More information

2012 Noel-Levitz Student Satisfaction Inventory

2012 Noel-Levitz Student Satisfaction Inventory 2012 Noel-Levitz Student Satisfaction Inventory Texas A&M University-Corpus Christi Prepared by The Office of Planning & Institutional Research Spring 2012 Survey Administration o The Noel Levitz Student

More information

7. Students with Disabilities in Elementary and Middle School: Progress among Challenges By Jose Blackorby and Mary Wagner

7. Students with Disabilities in Elementary and Middle School: Progress among Challenges By Jose Blackorby and Mary Wagner 7. Students with Disabilities in Elementary and Middle School: Progress among Challenges By Jose Blackorby and Mary Wagner This report addresses the question of how students with disabilities are doing

More information

Closing the Achievement Gap

Closing the Achievement Gap Oregon Department of Education Office of Educational Improvement and Innovation Oregon s Plan for Success for All Students Volume I, No. 1 August 2005 255 Capitol St. NE Salem, OR 97310 Phone (503) 947-5600

More information

Our school helps students succeed through quality staff, parent involvement and community partnerships.

Our school helps students succeed through quality staff, parent involvement and community partnerships. Anchorage School District School Report Card for Northern Lights ABC School, K-8 2424 E. Dowling Rd., Anchorage, AK 99507-1972 Phone: 907-742-7500 Fax: 907-742-7530 www.asdk12.org Principal Karen Wallace

More information

ILLINOIS SCHOOL REPORT CARD

ILLINOIS SCHOOL REPORT CARD Highland Park High Twp HSD 3 Highland Park, ILLINOIS GRADES : 9 2 Highland Park High 2 8 ILLINOIS SCHOOL REPORT CARD and federal laws require public school districts to release report cards to the public

More information

Special Education Matrix

Special Education Matrix Special Education Matrix INTASC Standards Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually

More information

During the past five years ( ), 932 teachers in Duval County have taken one or more of the Gifted Endorsement Add-on classes.

During the past five years ( ), 932 teachers in Duval County have taken one or more of the Gifted Endorsement Add-on classes. Duval County Public School s Add-On Program for the Gifted Endorsement I. Introduction In order to teach students who are identified as gifted a classroom teacher must: Be certified in the subject area

More information

Joseph S. Renzulli Sally M. Reis M. Katherine Gavin Del Siegle Rachel Sytsma

Joseph S. Renzulli Sally M. Reis M. Katherine Gavin Del Siegle Rachel Sytsma Four New Scales for Rating the Behavioral Characteristics of Superior Students Joseph S. Renzulli Sally M. Reis M. Katherine Gavin Del Siegle Rachel Sytsma Neag Center for Gifted Education and Talent Development

More information

Beyond Achievement, Student/Staff/Parent Surveys used for Edina District School Profiles and Accountability System

Beyond Achievement, Student/Staff/Parent Surveys used for Edina District School Profiles and Accountability System Beyond Achievement, Student/Staff/Parent Surveys used for Edina District School Profiles and Accountability System Yi Du, Ph.D. Director of Research and Evaluation Larry Feglesten Director of Planning

More information