Lee County Schools AIG Plan

2013-2016

The purpose is to inform and communicate

State Definition of AIG Students, Article 9B (N.C.G.S. § 115C-150.5)

Academically or intellectually gifted (AIG) students perform or show the potential to perform at substantially high levels of accomplishment when compared with others of their age, experiences or environment.

State Definition of AIG Students, Article 9B (N.C.G.S. § 115C-150.5)

Academically or intellectually gifted students exhibit high performance capability in intellectual areas, specific academic fields, or in both the intellectual areas and specific academic fields.

State Definition of AIG Students, Article 9B (N.C.G.S. § 115C-150.5)

Academically or intellectually gifted students require differentiated educational services beyond those ordinarily provided by the regular educational program. Outstanding abilities are present in students from all cultural groups, across all economic strata, and in all areas of human endeavor.

ACADEMICALLY OR INTELLECTUALLY GIFTED

CONTACT Sneha Shah-Coltrane, Director,

Gifted Education and Advanced Programs

http://www.ncpublicschools.org/academicservices/gifted/

State AIG Program

Dr. Lynn Warren – Director of Special Programs and Projects

Karen Foushee-Cameron District AIG Lead Teacher

Lee County Schools

4th Grade: May Dell Floyd

5th Grade: Angela Spurlin (Language Arts) Brandon Morehouse (Math)

** AIG Committee : Representatives from each grade level, an administrator, ESL, psychologist or

guidance, AIG lead contact.

AIG Team here at Deep River Elementary:

Revised Spring of 2013 AIG Advisory Council Surveys to students, parents, and educators Subcommittees:

◦ Parent Communication ◦ Review of the Lee County AIG Plan

Reviewed by the Curriculum and Instruction Committee

Board of Education adopted June 11, 2013

Lee County AIG Plan

Begins with teachers observing students for gifted characteristics using the Teacher’s Observation of Potential in Students (TOPS) form

Categories include: Learns Easily Show Advanced Skills Displays Curiosity & Creativity Has Strong Interests Shows Advanced Reasoning & Problem

SolvingDisplays Spatial Abilities Shows MotivationShows Social PerceptivenessDisplays Leadership

K-3 Nurturing

K-3 NurturingPrimary Education Thinking Skills (PETS) Materials have been purchased for each grade

level K-3.

Begins with whole class activities to introduce the thinking skill.

Then students are organized in flexible groups so that students may be nurtured in areas of strength as well as receive interventions in areas of need.

P.E.T.S.

Primary Education Thinking Skills (PETS) is a systematic enrichment thinking skills program for 1st and 2nd grade students.  Its purpose is to help primary aged students develop higher level thinking skills.  PETS follow the taxonomy of thinking skills outlined by Benjamin Bloom, presenting lessons in analysis, synthesis, and evaluation. 

Beginning of the school year

Renzulli checklists given to teachers.

CogAT test data

Team meets to analyze data

End of Third QuarterGrade averages and Renzulli checklists

completed and team meets to analyze data.

EOG data

Final decision

AIG Identification Criteria

Measuring Tool Score Points Weighting Student Achievement EOG 95th -100th Percentile 25 25% 88th-94th Percentile 20 80th-87 Percentile 15   Student Aptitude CogAT 90th -99th Percentile 2525% *Use the Age Score % 85th -89th Percentile 20 80th -84th Percentile 15   Student Performance Grades 93-100 2525% 85-92 15 80-84 5 *Use third quarter averages

Observable Student Behaviors Renzulli AIG 9 very high 128-172 2525% Checklist of high112-127 20 Displayed Characteristics  

Total 100% Range to qualify 70-100 points.  

4-5 Grade AIG 4th & 5th grade AIG cluster classes

-Directly served in regular classrooms with formally identified students and grade level peers-Jacob’s Ladder materials created by The College of William & Mary -students will be taught Common Core in reading and math-students will be expected to work 1-2 years beyond grade level in the core areas of reading and mathematics

Ladder A Ladder B Ladder C

SequencingCause and EffectConsequences & Implications

DetailsClassificationGeneralization

ElementsInferenceTheme/Concept

Jacob's Ladder Reading Comprehension Program

Intended as a supplement to the William & Mary language arts units, Jacob's Ladder targets reading comprehension skills in high ability learners. In the form of three skill ladders connected to individual readings in poetry, myths/fables, and nonfiction, students move from lower order, concrete thinking skills to higher order, critical thinking skills. For example, Ladder A moves students from Sequencing to Cause and Effect to Consequences and Implications. These materials are now available from gifted education publisher, Prufrock Press.

Describe how students are grouped- 4th and 5th Cluster-grouped by homeroom.

4th Grade: AIG/Enrichment students will switch to Mrs. Floyd’s class from 8:15-11:30 to be served in math, reading/language arts.

5th Grade: Mr. Morehouse and Mrs. Spurlin Block to provide enriched instruction for AIG

and high ability students.

Elementary 4-5 Learning Environment at Deep River School

  Computer-Based

Instruction/Telecommunications Computer-based instruction can be used both to enrich the curriculum and to remediate specific skill deficits. This is particularly appropriate for gifted students having specific skill gaps (e.g., gifted underachievers, learning disabled, culturally diverse, and credit accrual).

Thematic Units Thematic units deal with information from various disciplines that is integrated under a broad based theme such as conflict, power, patterns, etc. Because it provides the opportunity to deal with content at a highly abstract level of sophistication, it is an appropriate way to modify curriculum for gifted students.

  Curriculum Compacting Curriculum

compacting is modifying or streamlining the regular curriculum in order to eliminate repetition of previously mastered material, upgrade the challenge level of the regular curriculum, and provide time for appropriate enrichment and/or acceleration activities while ensuring mastery of basic skills. Curriculum compacting can be implemented at any grade level and with minimum additional funding. Teachers do require training and support during implementation. During compacted time, students may pursue activities in their classroom, media center, or special resource center.

Mastery Learning Teachers design units of instruction with enrichment activities that students choose to pursue once they have demonstrated content mastery (85%) of the basic material. Reinforcement activities are also designed for students needing additional work or performing below mastery. The units are “learner based” but “teacher paced.” This allows teachers to appropriately pace the instruction for the entire class for an extended period of time (a marking period) and yet provide differentiation and an incentive for high performance. By “testing out”, students gain access to the enrichment activities. In a team situation, one teacher might take the “reinforcement group” and one the “enrichment group.” At the end of the unit, everyone begins again at the same place. In this way, enrichment and reinforcement groups remain flexible. This process is a district-wide option with the date of full implementation three to five years after initiation of plan.

Differentiated Units One of the most effective ways to deliver differentiated curriculum to gifted students is through designing differentiated units that incorporate individual learning abilities and levels of content and skill. This instructional design has proved to be an effective planning tool and is appropriate for gifted students in regular classrooms, part-time classes, resource settings, and full-time placements.

Tiered Assignments The teacher uses different levels of activities within a class to accommodate the needs and prior knowledge level of the student. Students may explore basically the same content but at different levels of complexity.

If a Differentiated Education Plan (DEP) is not meeting the needs of a student and a more specific individual plan is needed, an Individual Differentiated Education Plan (IDEP) should be developed to support student growth. The purpose of the Annual Review is not to re-evaluate the student by taking him/her through the entire identification process. If the student is performing satisfactorily, complete the AIG 17 Yearly Performance Review of Progress indicating services to be continued and notify parents.

Yearly Performance Review AIG 17

The purpose of the Annual Review is not to re-evaluate the student by taking him/her through the entire identification process. If the student is performing satisfactorily, (80 % or higher on EOG, EOC, or grades) complete the AIG 17 Yearly Performance Review of Progress indicating services to be continued and notify parents.

Sent home in the final report card.

Annual Reviews

Survey results reflect that this is an area which needs to be improved.

Examples of how we will communicate with you:

Lee County Website Teacher Web Pages Class Dojo / Calendar Weekly Newsletter (4th)

Communication between the Teacher and Parents

PAGE sponsors the Lee County Spelling Bee. This year the Lee County Spelling Bee will

be in February. PAGE is asking that each school have their

school Spelling Bee before Christmas If you would like more information about

PAGE please sign up at the end of the meeting to be placed on a communication list.

PAGE – Partners for the Advancement of Gifted Education

KaleidoscopeTwo-Week Summer Enrichment Program

Rising sixth graders Two weeks in June 8:00 – 12:00 at one

of the middle schools Parents provide

transportation Optional Washington,

D.C. trip

Optional trip to Washington D.C.

Registration for camp is around $30.00. If you are interested in your child going on

the Washington, D.C. trip start saving now. The trip for June 2014 will be around $697.00 if at least 70 students sign up for the trip.

More information will be provided for this year’s fifth graders in September.

Planning for Kaleidoscope

Differentiated Education Plan

Service Options: Learning Environment ____ Enrichment ____ Cluster Grouping ____Math ____ Reading ____ Resource Class ____Math ____Reading ____ Cross-Grade Grouping _____Math _____Reading ____ Grade Acceleration

____ Dual Enrollment

____ Other (Please specify):

_________________________________

DEP

Service Options: Content Modification Learning Centers Computer-Based Instruction Thematic Units Curriculum Compacting Mastery Learning Differentiated Units Tiered Assignments Contracts Independent Investigations Individualized Differentiated Education Plan (IDEP)

Other (Please specify):

DEP

At this time Or At an individual parent conference

Signing the Differentiated Education Plan (DEP or AIG 7)

Question and Answer Tme

Additional slides follow which you may or may not decide to use.

Additional slides follow…

All teachers will be given the Renzulli checklist.

The checklist is to be completed over time.

What are the opportunities within your classroom for the student to demonstrate these behavior?

Your search begins at the beginning of the school year.

CogAT scores - Use the Age Score % You will not use or enter the Composite score. Enter scores for Verbal, Quantitative, and Non-

verbal scores even if the score is below the criteria cut off score.

For math, during the decision making stage, you will use the higher of the two - Quantitative or Non-verbal.

Invite all third and fifth grade teachers to the AIG Team meeting to analyze the data and discuss the students.

Is there a student who should be added to the pool?

Enter into the database in January …

The averages for the first three quarters for reading and math for all of the students who are in the pool or for any students who you think should be considered for the AIG program.

Complete and enter the Renzulli checklist for all students who are in the pool.

Analyze the data and discuss the students.

Is there a student who should be added to the pool?

Enter into the database at the end of third quarter…

Enter the End-of-Grade % for math and reading.

Analyze the data and make a final decision for each student in the pool.

Complete the AIG 11 database and e-mail a copy of the file to Dr. Warren, one to your principal, and one to your NCWISE operator.

At the end of the year enter..

Use AIG 17 Year Performance Review of Progress (Annual Review)

Send home a copy in the final report card.

Annual Reviews

“Selection of students for special programs should be based on a relatively equivalent balance of tests and non-test based information.”

Joseph Renzulli

“The ultimate test of any identification system is the degree to which it has successfully identified students who can and do profit from and succeed in the educational programs that are provided.”

Joseph Renzulli

“Some young people show their potential at certain times and under certain circumstances.”

Joseph Renzulli

page vii of the manual 

Gifted behaviors can be found "in certain people (not all people), at certain times (not all the time), and under certain circumstances (not all circumstances).“

Joseph Renzulli

Observation is useful in recognizing children with high potential who are :

Culturally or linguistically diverse

Economically disadvantage

Twice exceptional

Observation

Over multiple time periodsNatural learning environments

Across settingsAcross tasks U-STARS pages 2-3

Observations

Positive’s and Negative of These Characteristics

High Energy Intellectual

Curiosity Creative, original,

and inventive Good memory,

ability to retain information

Perfectionist

Concern with moral issues and fairness

Analytical and critical thinker

Rapid learner Sensitivity Keen sense of

humor

Learning or Cognition – Behaviors that reflect an individual’s ability to perceive and acquire knowledge

Creativity – Behaviors that reflect an individual’s ability to produce original, novel, and unique ideas or products

Motivation – Behaviors that reflect an individual’s ability to bring energy to bear on problems to task

Leadership – Behaviors that reflect an individual’s ability to guide or direct actions by other students

page 7

What are the opportunities within your classroom for the student to demonstrate these behavior? .

What are the opportunities within your classroom for the student to demonstrate these behaviors?

1. You have not observed these behaviors. 2. You have occasionally observed these

behaviors. 3. You have usually observed these

behaviors. 4. You almost always or always have

observed these behaviors.

1. Often offers unusual and unique responses to problems and questions. Puts unrelated ideas together in new and different ways.

2. Is a high-risk taker; is adventurous and speculative. Possesses a “let’s try” approach in play.

3. May be non-conforming. Accepts disorder, is not interested in details; is individualistic; does not fear being different. This could be viewed as a positive or a negative.

4. Displays a keen sense of humor. May be the class clown.

5. Demonstrates exceptional ability in written expression; creates stories, plays, etc. How would this look in a math class?

6. Generates a large number of ideas or solutions to problems and questions.

7. Enjoys exploring materials and invents new ways to work with common materials. (Is imaginative in associating ideas with materials.) Science activities or consider drawings

8. Can make use of his knowledge of both cultural systems to influence outcomes to this advantage.

9. Shows interest in learning more about cultural background and/or in relating his cultural experiences to social and scientific phenomena explanations presented in the classroom.

Creativity Characteristics Creativity – Behaviors that reflect

an individual’s ability to produce original, novel, and unique ideas or products

1. Becomes absorbed and truly involved in certain self-selected tasks. (It is sometimes difficult to get him/her to move to another topic or to stop a task).

2. Is independent and self-sufficient. Requires little direction from others. (May resist directions.)

3. Is self-critical; not easily satisfied with own speed or products. (Sometimes is critical of others.) This could be seen as a positive or negative.

4. Is easily bored with routine tasks. Requires little drill to grasp concepts. (Needs to know reason for activity.) This could be seen as a positive or negative.

5. Is able to concentrate for a longer period of time than other children of same age.

6. Is quite concerned with right and wrong, good and bad. Can be argumentative.

7. Often is self-assertive. (Can be stubbornly set in ideas.)

8. Is consistently productive. Takes advantage of opportunities to learn.

9. Enjoys the challenge of new and difficult activities.

10. Is interested in many adult problems. World problems - environment, fairness, tsunami, earthquake, politics

Motivational Characteristics

LEP population operates in two worlds. Other students from different groups may also.

Motivation – Behaviors that reflect an individual’s ability to bring energy to bear on problems to task

1. Has an advanced vocabulary for age; expresses himself/herself well. (Can put stories in his/her own words.) (Talks in conversational manner; listens and responds appropriately.)

2. Is curious about many activities and places outside immediate environment and experience.

3. Tries to discover the how and why of things; wants to know what makes things work; takes things apart. Think about your science lessons.

4. Is a keen and alert observer. Pays unusual attention to detail. Usually “sees more” or “gets more” out of a story, activity, etc. than others. (Spots details other children miss.) Discussions in reading groups or in class.

5. Reasons things out for self; sees logical and common answers. Recognizes relationships. Makes connections.6. Shows a preference for more difficult materials; atlases, encyclopedias, etc. Examines pictures in books and

magazines to learn about things (even when he/she cannot read the material).Technology or electronic media

7. Has quick recall of factual information.

8. Asks many provocative questions about topics in which young children do not ordinarily have an interest. Generates questions of his/her own. Discussion groups Math groups

9. Uses words in unique ways to express feelings, observations, and knowledge.

10. Has advanced number concepts and understands relationships among and between various coins. Understands function of clocks, calendars, etc.

11. Possesses lots of information about a variety of topics (beyond the usual interests of youngsters his age For example in brainstorming, expressed interest in reading selections. Or in casual conversations with the student.

Learning Characteristics Learning or Cognition – Behaviors that reflect an individual’s ability to perceive and acquire knowledge

1. Accepts and carries responsibility well; can be counted on to do what he/she promises and usually does it well.

2. Adapts readily to new situations; is flexible in thought and action and does not seem disturbed when normal routine is changed. (exceptions such as LD or Asperger's Syndrome)

3. Is self-confident with children of own age as well as with adults. Frequently assumes a leadership role.

4. Can express self well; has good verbal faculty and is usually well understood. Class presentations.

5. Is cooperative; tends to avoid bickering and is generally easy to get along with.6. Tends to dominate others; generally directs the activity in which he/she is involved.

(May be seen as “bossy” by other children.)7. Organizes material in a way that is meaningful.8. Expresses little fear of the unknown or of the difficulty of a task.9. Likes to organize and brings structure to things, people, and situations.10. Is able to predict from present information. Invents new ways to work with

common materials.

Leadership Characteristics

What opportunities whether small group or whole class are available.?

Leadership – Behaviors that reflect an individual’s ability to guide or direct actions by other students .

11. Volunteers new information and ideas or presents new information about cultural differences or similarities or about materials learned outside of class.

12. Is able to function successfully in both cultures, or culturally relevant activities of both cultures(i.e. help children who are less acculturated to understand other culture’s values, etc.)

Think about the culture of your classroom- there is diversity there Home vs. school culture.

13. Is able to generalize/transfer culture-specific skills, notions or concepts between cultures

Respecting a person who may not celebrate Christmas or Halloween.

Leadership Characteristics

This is the identification criteria; however, identification is a process.

I Am Gifted

http://www.teachertube.com/viewVideo.php?video_id=126234&title=I_am_Gifted&ref=Rebelhunter47

“Once the child is admitted, performance is always more important than the entry criterion or score.”

page 25

Common Characteristics  Highly motivated  Advanced communication skills  Well-developed memory  Insightful  Imaginative and Creative

Advanced ability to deal with symbols

Advanced and intense interests

Advanced problem solving abilities

Inquisitive

Advanced reasoning capabilities  Keen sense of humor

  http://www.twicegifted.net/id2.html

Challenging Characteristics

Heightened sensitivity  Preoccupied with a need to understand

Perfectionism  Asynchronous (uneven) development  Emotional intensity  Early awareness of being different

Anxiety caused by advanced knowledge

  Need for mental stimulation

Nonconformity

Questioning of authority

Overexcitability

Introversion 

From:  Methods and materials for teaching the gifted by Karnes & Bean, 2001, Prufrock Press.

   

Neihart, M. Gifted Child Quarterly National Association for Gifted Children (NAGC) Vo. 44, No. 4, pp. 222-230 Fall 2000

This article by Maureen Niehart suggests approaches for the teacher who works with young people with Asperger's Syndrome. AS is a disorder in the autism spectrum that is observed in some gifted children. Gifted children may be very difficult to diagnose with AS because the disorder may resemble other problems such as a learning disability or simply just similar traits of a gifted child. Common traits of gifted AS children are listed and compared to children who are gifted without AS in order to help identify these individuals.

ABSTRACTAsperger's Syndrome is a pervasive developmental disorder characterized by deficits in social communication and by repetitive patterns of behaviors, or interests. It is observed in some gifted children. The author proposes that gifted children with Asperger's Syndrome may not be identified because their unusual behaviors may be wrongly attributed to either their giftedness or to a learning disability. The article discusses ways in which Asperger's Syndrome might be missed in gifted children and proposes guidelines for differentiating characteristics of giftedness from characteristics of Asperger's Syndrome.

Gifted children with Asperger's Syndrome

http://www.davidsongifted.org/db/Articles_id_10167.aspx

Differentiating Characteristic Ordinary Gifted Gifted with Asperger's Syndrome

Speech Patterns Normal, but may have language of older child

Pedantic, seamless speech

Response to Routines May passively resist, but will often go along

Very low tolerance for change, agitation, aggression

Disturbance of Attention If disturbance exists, it is usually external

Disturbance is internal

Humor Engages in socially reciprocal humor Can do word play, but typically doesn't understand humor that requires social reciprocity

Motor Clumsiness Not characteristic of most gifted children 50-90 % of Asperger children manifest

Inappropriate Affect Not a characteristic Nearly always observed

Insight Insight usually good Usually remarkably absent

Stereotypy Not a characteristic May be present

Table 1

Proposed Characteristics to Differentiate Ordinary Gifted Children from Gifted Children with Asperger's Syndrome

Identifying Gifted Children with Asperger's SyndromeIt is imperative that gifted children with AS be diagnosed so that they can effectively secure appropriate services. Parents and teachers may agree that "something is wrong," but not know what. Identifying these students only as gifted or learning disabled is not as effective and can contribute not only to misunderstandings about the true nature of the child's difficulties, but also to the formulation of an inappropriate educational plan (Barron & Barron, 1992; Dewey, 1991; Grandin, 1992; Klin & Volkmar, 1995; Levy, 1988; Minshew, 1992; Schopler, 1985). To identify AS in gifted children, two things are needed: a thorough developmental history and insight into the motivation behind certain behaviors (Atwood, 1998; Levy, 1988; Tsai, 1992). Without these two, there is a danger that AS will be over--or under--diagnosed. Symptoms of the disorder in a gifted child may be mistakenly attributed to the child's giftedness, rather than to the disorder. At other times, an AS child's giftedness may be discounted or considered irrelevant to his or her development. Accurate diagnosis of AS in gifted children requires the participation of an experienced, interdisciplinary team. Parents should be actively involved in the assessment since developmental history is so important to confirming or ruling out the diagnosis. Table 2 provides the diagnostic criteria for AS from the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV; APA, 1994). Tony Atwood (1998) explained that, in addition to the developmental history, a diagnostic evaluation will usually include some formal testing, an assessment of movement skills, observations of the child's social reciprocity in situations engineered to elicit a variety of specific behaviors, and observations of the child's pragmatic use of language. Readers interested in a more comprehensive discussion of diagnostic tools and procedures are referred to his work.

Gifted Children High Achievers Highly curious Knows the answers Has wild, crazy ideas Has good ideas Plays around, yet can test well Works hard to achieve high scores Detail oriented Answers the questions 1-2 repetitions for mastery 6-8 repetitions for mastery Prefers older children or adults Enjoys peers Makes inferences Grasps the meaning Extremely intense Receptive and willing Creates new designs Copies information accurately Manipulates information Absorbs information Excellent guesser Excellent memorizing skillsLikes complexity Enjoys sequential information Is keenly observant Alert and on-task Highly self-critical Pleased with own efforts Asks the hard questions Knows all the answers Works beyond the group Works in the top group Enjoys learning new things Enjoys school Rebels against routine Enjoys routine Becomes the class clown Conforms to accepted behavior

Read more: http://www.primary-education-oasis.com http://www.primary-education-oasis.com/gifted-characteristics.html#ixzz1sJjMxwoi

In what ways do you provide opportunities for students to demonstrate the characteristics?

 

Consideration 1: There is no such thing as a perfect identification system.

Consideration 2: The objective data vs. subjective date trade-off.

Consideration 3: People, Not instruments, make decisions.

Consideration 4: Avoid the multiple-criteria screening smokescreen

Consideration 5: What will we call selected students?

Consideration 6: The relationship between identification and programming.

Please complete the following checklist by numbering what best represents your observations of the student. Use the rubric listed below to determine your rating:1. You have not observed these behaviors.2. You have occasionally observed these behaviors3. You have usually observed these behaviors.4. You almost always or always have observed these behaviors

1. Often offers unusual and unique responses to problems and questions. Puts unrelated ideas together in new and different ways.

2. Is a high-risk taker; is adventurous and speculative. Possesses a “let’s try” approach in play.

3. May be non-conforming. Accepts disorder, is not interested in details; is individualistic; does not fear being different.

4. Displays a keen sense of humor. 5. Demonstrates exceptional ability in written

expression; creates stories, plays, etc. Math Class??

Creativity Characteristics

6. Generates a large number of ideas or solutions to problems and questions.

7. Enjoys exploring materials and invents new ways to work with common materials. (Is imaginative in associating ideas with materials.)

8. Can make use of his knowledge of both cultural systems to influence outcomes to this advantage.

9. Shows interest in learning more about cultural background and/or in relating his cultural experiences to social and scientific phenomena explanations presented in the classroom.

Creativity Characteristics

1. Becomes absorbed and truly involved in certain self-selected tasks. (It is sometimes difficult to get him/her to move to another topic or to stop a task).

2. Is independent and self-sufficient. Requires little direction from others. (May resist directions.)

3. Is self-critical; not easily satisfied with own speed or products. (Sometimes is critical of others.)

4. Is easily bored with routine tasks. Requires little drill to grasp concepts. (Needs to know reason for activity.)

5. Is able to concentrate for a longer period of time than other children of same age.

Motivational Characteristics

6. Is quite concerned with right and wrong, good and bad.

7. Often is self-assertive. (Can be stubbornly set in ideas.)

8. Is consistently productive. Takes advantage of opportunities to learn.

9. Enjoys the challenge of new and difficult activities.

10. Is interested in many adult problems. World problems environment, fairness

Motivational Characteristics

1. Has an advanced vocabulary for age; expresses himself/herself well. (Can put stories in his/her own words.) (Talks in conversational manner; listens and responds appropriately.)

2. Is curious about many activities and places outside immediate environment and experience.

3. Tries to discover the how and why of things; wants to know what makes things work; takes things apart.

4. Is a keen and alert observer. Pays unusual attention to detail. Usually “sees more” or “gets more” out of a story, activity, etc. than others. (Spots details other children miss.)

5. Reasons things out for self; sees logical and common answers. Recognizes relationships.

Learning Characteristics

6. Shows a preference for more difficult materials; atlases, encyclopedias, etc. Examines pictures in books and magazines to learn about things (even when he/she cannot read the material).

7. Has quick recall of factual information. 8. Asks many provocative questions about topics in

which young children do not ordinarily have an interest. Generates questions of his/her own. Discussion groups. Math????

9. Uses words in unique ways to express feelings, observations, and knowledge.

10. Has advanced number concepts and understands relationships among and between various coins. Understands function of clocks, calendars, etc.

11. Possesses lots of information about a variety of topics (beyond the usual interests of youngsters his age

Learning Characteristics

1. Accepts and carries responsibility well; can be counted on to do what he/she promises and usually does it well.

2. Adapts readily to new situations; is flexible in thought and action and does not seem disturbed when normal routine is changed.

3. Is self-confident with children of own age as well as with adults. Frequently assumes a leadership role.

4. Can express self well; has good verbal faculty and is usually well understood.

5. Is cooperative; tends to avoid bickering and is generally easy to get along with.

6. Tends to dominate others; generally directs the activity in which he/she is involved. (May be seen as “bossy” by other children.)

Leadership Characteristics

7. Organizes material in a way that is meaningful.

8. Expresses little fear of the unknown or of the difficulty of a task.

9. Likes to organize and brings structure to things, people, and situations.

10. Is able to predict from present information. Invents new ways to work with common materials.

11. Volunteers new information and ideas or presents new information about cultural differences or similarities or about materials learned outside of class.

Leadership Characteristics