Jeannie Fisher, Campus Specialist
CHARACTERISTICS
OF THE GIFTED AND TALENTED STUDENT
THE ROLE OF ADVANCED PLACEMENT IN TALENT DEVELOPMENT
MANSFIELD HIGH SCHOOL ADVANCED PLACEMENT PROGRAM
GIFTED PROGRAM TERMS AND DEFINITIONS
CAMPUS OPPORTUNITIES FOR THE GIFTED AND TALENTED STUDENT
ONLINE RESOURCES AND PERIODICALS
Download
Referral Form in English
(.pdf
file; requires free Adobe Acrobat available for download at page
bottom)
Download
Referral Form in Spanish
(.pdf
file; requires free Adobe Acrobat available for download at page
bottom)
ACCEL MISSION STATEMENT
It is the goal of Mansfield I.S.D. to identify all students with exceptional ability or the potential for exceptional ability, so that each identified ACCEL student will be given the opportunity to reach his or her maximum potential. Mansfield High School serves students identified with talents and abilities who perform or show the potential for remarkably high levels of accomplishment.
THE ROLE OF ADVANCED PLACEMENT IN TALENT DEVELOPMENT
The role
of quality instruction and master teaching is central to talent
development. Gifted students reported AP to be the most beneficial
program taken during their high school years (Kolitch &
Brody, 1992). Research on the benefits of Advanced Placement
course work includes the following:
· accelerated learning
· improved motivation, scholarship and confidence of
gifted and talented students over time
· prevention of habits of mental laziness
· earlier access to and completion of more advanced
opportunities
· reduction of the total cost of university education
and time towards degree and professional preparation
· critical in promoting the academic talent development
process
· represents coursework calibrated to selective college
curriculum and is assessed by teams of secondary and university
faculty
· represents the best gauge we have in American education
of successful curriculum collaboration across K-12 and higher
education
· represents the hallmark program for judging the quality
of student learning at secondary level through the use of
recommended course syllabi and standardized exams
· central as an example of differentiated curriculum
· exemplary of a tailored curriculum that recognizes
advanced cognitive capacities such as abstract reasoning,
higher level thinking, and rapid learning rate in students
· provides a rich and complex set of learning experiences
· comprehensive by specific subject area and has promise
for earlier articulation of major skills and processes
· greater learning for gifted students in mathematics
and the sciences
·
student acquisition of core knowledge used by professionals
and the tools to inquire about how knowledge is generated
in a given field
· fosters in gifted learners a deep level of understanding
about "how the world works" and provides a starting
place for creative original work
- Joyce Van Tassel-Baska, Ed.D. College of William and Mary
MANSFIELD HIGH SCHOOL ADVANCED PLACEMENT PROGRAM
In the ninth through twelfth grades, gifted students are served through Advanced Placement (AP) and Pre-AP Courses. See the Course Description Book (.pdf file; requires free Adobe Acrobat available for download at page bottom) for more specific information.
Mansfield High School provides curriculum offerings for students with special talents and abilities. The goal of the honors program is to challenge and stimulate students to the highest level of their abilities. However, students and parents should be very sensitive to the demanding nature of Advanced Placement courses. Students will be asked to be involved in college level activities, particularly in the areas of writing skills, reading, and test taking. Advanced Placement courses place a high degree of emphasis on the student's own self-motivation, study skills, and the ability to self-direct his or her own learning. Advanced Placement Courses, because of their academic rigor, are assigned a weighted grade factor of an additional 10 points. Qualifying for honors/Pre-AP or Advanced Placement courses is based on past performance, prerequisite courses, teacher approval or recommendation, and parental approval. Students who qualify are encouraged to enroll in more advanced classes. In addition to the honor/Pre-AP courses, some junior and senior level courses are also college level classes that prepare student for the Advanced Placement examinations given by the College Board in May. These courses require one to perform at the level of a college freshman. A successful score on the examination gives the students college credit for the courses taken in high school, subject to the approval of the student's selected college. It is the responsibility of the student to inquire if the college of choice accepts advanced placement exam credit and to request that credit be given. Advanced Placement courses offered include English III and IV, United States History, Spanish, German, French, Calculus, Economics, Government, Biology, Chemistry, Physics, Environmental Science and Computers. It is the responsibility of the student to obtain and follow the summer reading list and testing schedule, when required, for these courses.
BEHAVIORS,
CHARACTERISTICS, MISCONCEPTIONS AND CONFLICTS
of the Gifted and Talented
1.
GENERAL INTELLECTUAL ABILITY
2. SPECIFIC SUBJECT MATTER APTITUDE
3. CREATIVE AND PRODUCTIVE THINKING ABILITY
4. LEADERSHIP ABILITY
5. SOCIAL AND EMOTIONAL CHARACTERISTICS
THAT MAY LEAD TO CONFLICT
Giftedness is not easily defined. It is unique to the individual. Generally, gifted students are those with outstanding talent and abilities who perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment.
The common view of the gifted is one that may be based upon misconceptions. One fallacy is that gifted students come from white middle- and upper-class families. Facts, however, indicate that the gifted reflect all cultural, ethic, racial, and socioeconomic groups. Another misconception is that the gifted are guaranteed success in life. For this reason, it is thought that these talented individuals do not require special help in school or anywhere else. In reality, everyone benefits from encouragement, help, and guidance to make the most of their abilities.
Another common belief is that gifted individuals are good at everything they do. Clearly, while some may be multi-talented, others are exceptional in only a few things. The following four categories offer insight to giftedness in specific areas. The characteristics are common but not universal.
1. GENERAL INTELLECTUAL ABILITY (aptitudes or abilities
to reason, perceive, and understand) - Students who are gifted
in general intellectual ability are likely to exhibit many
of the following traits or have the potential to do so.
extensive
and detailed memory
prompt recall
advanced vocabulary
inquisitive mind
rapid acquisition of information
sound judgment
broad base of knowledge
advanced concept formations
analytical thinking or reasoning
observes keenly and is responsive to new ideas
shows superior abilities to reason, generalize, and/or problem
solve
shows persistent intellectual curiosity
has a wide range of interests and may develop one or more
interests to considerable depth
reads avidly
learns quickly and retains what is learned
sustains concentration for lengthy periods on topics or activities
of interest
high standards for self
shows initiative, originality, or flexibility in thinking
considers problems from a number of viewpoints
enjoys intellectual challenge
2. SPECIFIC SUBJECT MATTER APTITUDE (advanced achievement
in academics such as language arts-- reading, writing, speaking,
listening-- mathematics, the sciences, social studies, foreign
languages, and/or other content areas) - Students may exhibit
these characteristics in only one content area. These behaviors
and characteristics include:
intense,
sustained interest
high motivation
extensive/detailed memory
prompt recall
advanced vocabulary
an inquisitive nature
rapid acquisition of information
sound judgment
broad base of knowledge
advanced concept of formations
analytical thinking or reasoning
keen observations
3. CREATIVE AND PRODUCTIVE THINKING ABILITY (a mental
process where the expectation is that something new and original
will be produced) - The result of this thinking may not be
wholly predictable by either the student or the teacher when
the process begins. Likewise, it may not be new and original
to the entire world; however, the result is unique for the
person due to creative and productive thinking. Students who
are gifted in this type of thinking should have the opportunity
to demonstrate their behavior/characteristics in unique ways
at various times in diverse settings. Possible characteristics
and behaviors:
unique
applications
extreme fluency of thoughts and ideas
almost insatiable curiosity
risk-taker
non-conformist
acceptance/tolerance of disorder
delayed closure
contributor of new ideas and or/or products
challenger of existing ideas and/or products
possesses in-depth foundational knowledge
persistence
task commitment
observer of different relationships between extremes
sense of humor
playful spirit
rich imagination
4. LEADERSHIP ABILITY (the power or talent to guide, direct,
or influence others to follow a course of action or thought)
- Possible characteristics and behavior:
well-organized
self-confident
persuasive communicator
risk-taker
empathic
empowers others
respected by others
recognized as a leader
problem-finder
visionary
readily adaptable to new situations
highly responsible
motivator
manipulator of systems
sophisticated interpersonal skills
cooperative attitude
maintains on-task focus
5. SOCIAL AND EMOTIONAL CHARACTERISTICS THAT MAY LEAD TO
CONFLICT - Some gifted individuals possess and/or experience
social and emotional characteristics that may, actually, hinder
success and productivity in the educational environment. These
may include:
anger
genuine boredom with routine tasks
delinquency, truancy, high drop-out rates
depression
very high IQ
introversion
inability to meet the expectations of others
lack of motivation
overexcitabilties (overly sensitive and empathetic in perception
of the “world”)
difficulties in peer relations
perfectionism
overachievement
underachievement
low self-concept/self-esteem
stress
resists change from interesting topics and/or activities
overly critical of self and others
argumentative
non-conformity
dominating or withdrawing in cooperative learning situations
GIFTED PROGRAM TERMS AND DEFINITIONS
Commonly
referred to ranges of giftedness:
MG - Moderately Gifted (IQ 130 - 145) (2 standard deviations
from the mean)
HG - Highly Gifted = (IQ 145 - 160) (3 standard deviations
from the mean)
EG - Extremely Gifted = (IQ 160 - 180) (4 standard deviations
from the mean)
PG - Profoundly Gifted = (IQ 180+) (5 or more standard deviations
from the mean)
Although many assume IQ is distributed along a "normal" bell curve, new research suggests that there are more individuals at the high and low ends of the IQ distribution than the normal curve would predict. Despite the high level of controversy surrounding IQ and its measurement, it is used frequently in discussion of gifted kids because there are strong clinical correlations between IQ levels as measured by the instruments we have available today and certain characteristics, including appetite for and speed of processing "input," and sensitivity to physical and emotional environment.
On a clinical (or classroom!) level, differences in IQ scores are predictive of the degree to which significant differences in learning needs exist. These differences explain the observation that EG and PG kids find their needs unmet in gifted programs designed for children who are MG - HG. The learning needs of an EG child are as different from those of an MG child as an MG child's needs are from those of an average child.
Advanced Placement - College-level courses for high school students.
CA - Chronological Age
Cluster Classes - Placing gifted and talented students in a special class or together in a group in one regular class.
Compacted Courses - Individual accommodation in which a student's demonstrated mastery of the subject unit at hand excuses him or her from repetitive work designed to develop that mastery in those who don't yet have it. Championed by Joseph Renzulli and Linda H. Smith, compacting allows students to "buy back" time the teacher had planned to spend on one thing and invest it in an area of interest mutually acceptable to teacher and student.
Continuous Progress - Students progress in the curriculum according to ability rather than grade level.
Correspondence Courses - Courses offered by correspondence, usually for geographical reasons.
Distance Learning - A high-tech alternative to correspondence courses, these classes are offered via satellite or internet.
Dual Enrollment - Students take courses part time at college in addition to attending classes at their regular school.
Early Entrance - Early entrance into school before the usual entrance age or date.
Early Graduation - Student achieves his or her diploma ahead of the usual age or date.
Enrichment - The process of covering a subject in great depth than is usual, or tackling subjects not usually covered. Frequently offered as an alternative to acceleration in accommodating gifted students.
EPGY, CTY, CTD, TIP - Well-regarded programs for gifted students run by top U.S. universities. Further information on these programs is available from the GT-World Links page
Grade Skipping (also called Grade Acceleration) - Advancing or accelerating gifted and talented students through grades ahead of the usual age or date.
Home Schooling - Removing a student from school-based instruction and teaching him or her at home. Once a strategy used primarily by religious communities to preserve their value systems, home schooling is increasingly used by families of gifted children when efforts to accommodate student learning needs within the school system have met with failure.
IQ - Intelligence Quotient. The ratio of mental age to chronological age. (IQ=MA/CA*100)
MA - Mental Age
Magnet Schools - A public school accommodating students over a wide geographical area, often organized around a particular teaching philosophy or discipline. Montessori and Performing Arts magnets are two examples. Gifted and Talented Magnets also exist in some communities.
Mentorships - Students are linked with a specific person (teacher, parent or older student).
Pull-out - Students are "pulled" from classes for an hour or more each week for extension or enrichment study.
Stanford-Binet - The Stanford-Binet test is predominantly a verbal test, developed in 1910. It was the as the first widely used intelligence test. It is, with the Wechsler tests, considered to be a standard test used by psychologists and schools. It provides multiple I.Q. scores (S.A.S.'s). It scores verbal, nonverbal, mathematical reasoning and short term memory (for a far more detailed and understanding of tests and the statistics involved, please visit Our GT Testing Information page or other sites listed on our GT Links Collection Page).
Subject Acceleration - Allowing a student to take one or more classes with the children in the grades ahead of him or her. A second-grader with strong mathematics talent might be subject accelerated into the fourth grade math class.
WISC III - Wechsler Intelligence Scale for Children III. The universal standard which psychologists often use. It is standardized for children from age 6 to 16. The test is divided into two main sections. The Verbal Scale which measures children's ability to express themselves verbally and how well they are able to understand what is being said to them; and The Performance Scale measures the nonverbal areas such as spatial relationships. Other Wechsler Scales include The Wechsler Preschool and Primary Scales of Intelligence; The Wechsler Adult Intelligence Scale; The Slosson Intelligence Test; The Test of Nonverbal Intelligence Test and The Leiter International Performance Scale.
MANSFIELD
HIGH SCHOOL
CAMPUS OPPORTUNITIES FOR THE GIFTED GRADES 9-12
Academic
Decathlon
Art Club
Band
Basketball
Bell Guard
Cheerleading
Chess Club
Choir
Color Guard
Crime Stoppers
Cross Country
Debate
Distributive Education Club of America (DECA)
Drama Club
Drill Team
Elementary Student Teacher Assistants (ESTA)
Fellowship of Christian Athletes (FCA)
Football
French Club
Future Farmers of America (FHA)
Future Homemakers of America (FHA)
German Club
Golf
Health Occupation Science Association (HOSA)
Ice Hockey
Jazz Band
JROTC
Key Club
Literary Club
Media Tech
Multicultural Club
National Honor Society
Newspaper
O.E.A./B.P.A
Pipin’Hot Bowl of Comedy Troupe
Powerlifting
Public Witness
Science and Environmental Club
Scrabble Club
Soccer
Spanish Club
Step Team
Student Council
Swim Team
Tennis
Track
UIL Competitions (Academic, Athletic, Band, Choir, Drama)
Volleyball
Yearbook
The
Davidson Foundation - awards grants to non-profit organizations
whose work supports the Foundation's mission.
The Davidson
Institute for Talent Development - a collection of PG
(profoundly gifted) resources.
FamilyEducation.com - get specific about where your child excels, and how you
can challenge her
an expert answers your questions about your child and giftedness.
Find in-depth tools, programs, and materials to learn and
do more.
The Gifted Development Center - information about identification, assessment, counseling, learning styles, programs, presentations, and resources for gifted children and adults. Materials on visual-spatial learners, resources for understanding and helping gifted children, personnel to assist you, links to other resources.
Hoagies' Gifted Education Page - complete sections for parents, educators and students.
Institute for Educational Advancement - gifted & talented resource center; contests, awards and scholarships; distance learning opportunities.
Teacher's Tips - Gifted & Talented Resources - National Research Center on the Gifted & Talented, National Foundation for Gifted & Creative Children, Center for Talent Development Network.
Texas
Association for the Gifted and Talented - Gifted and talented
related publication resources
Fact and statistic sheet.
Texas Education Agency – Division of Advanced Academic Services - Education programs for gifted and talented students, Texas Advanced Placement Incentive Program, Scholarship program for early high school graduates.
GIFTED PERIODICALS
Gifted
Child Today
Directed at teachers and parents, this publication avoids
jargon and provides practical advice on working with gifted,
creative, and talented children.
Prufrock
Press
PO Box 8813
Waco, TX 76714-8813
Journal for the Education of the Gifted (JEG)
This is the official publication of The Association for
the Gifted (TAG) and is aimed at the experienced reader of
the literature.
TAG
1920 Association Drive
Reston, VA 22091
Gifted Child Quarterly
The official publication of the National Association for
Gifted Children (NAGC), it contains articles of interest to
professionals and those with some reading experience in the
field of gifted education and counseling. NAGC membership
includes the journal. Web address http://www.nagc.org
NAGC
1707 L Street, N.W. Suite 550
Washington, DC 20036
Roeper Review
This journal focuses on current research and issues that
relate to the lives and experiences of gifted children.
Roeper
Review
PO Box 329
Bloomfield Hills, MI 48013
Journal for the Education of the Gifted
Journal
for the Education of the Gifted
University of North Carolina Press
PO Box 2288
Chapel Hills, NC 27515-2288
Tempo
A quarterly journal published by the Texas Association
for Gifted and Talented, it reaches an audience of more than
8,000.
Tempo
5521 Martin Lane
El Paso, Texas
Updated Wednesday, July 12, 2006 10:16 AM