gifted education and services investigation february 7, 2011 carlos seward and ann torian
TRANSCRIPT
GSI: Renaissance Academy
Gifted Education and Services InvestigationFebruary 7, 2011
Carlos Seward and Ann Torian
“Whoever you areWherever you find yourself on this journeyYou are welcome here."
Are we providing each student with the optimal learning experience?
http://www.youtube.com/watch?v=7bCRYdLmduY&NR=1
August Rush
GSI: Renaissance AcademyMission: In conjunction with school/parent/community partnerships, the mission of Renaissance Academy is to deliver relevant instructional services and promote self-determination, responsibility, and integrity in a safe learning environment that fosters in each individual a sense of self-esteem and importance to society.
Definition of Giftedness
The United States Department of Education defines Gifted and Talented Students as:
"those who have outstanding abilities, are capable of high
performance and who require differentiated educational
programs (beyond those normally provided by regular school
programs) in order to realize their contribution to self and
society."
MARY HALLStandardized Assessments: (Norm =100)
Additional Notes:
Intelligence Quotient 110Social Quotient 76Achievement Quotient 82Creativity Quotient 95
School adjustment: erratic, withdrawn, seeks attention, fails often
General emotional health: bites nails, phobias, attention seeking behavior, dominates peers
Interests: daydreams, prefers isolation, wants to be the center of attention
Vocational goals: none Personal goals: altruistic,
prefers to help elderly or poor
Eleanor Roosevelt
She was the First Lady to President Franklin
D. Roosevelt. However, her greatest legacy was
her work on the Universal Declaration
of Human Rights. Without any doubt, she
was the most influential member of the UN’s Commission on Human Rights.
Mary Hall aka
SAM EDDERStandardized Assessments: (Norm =100)
Additional Notes:
Intelligence Quotient 82 Social Quotient 74 Achievement Quotient 82 Creativity Quotient 110
School adjustment: very poor adjustment, considered unsociable and disturbed
General emotional health: certified emotional breakdown; removed from school temporarily
Interests: frequently withdraws into fantasy world
Vocational goals: none Personal goals:
independence from family
Albert EinsteinHe discovered the Theory of General Relativity which earned him a Nobel Peace Prize in 1921 in Physics.
SamEdderaka
WILLIAM HORNStandardized Assessments: (Norm =100)
Additional Notes:
Intelligence Quotient 159 Social Quotient 155 Achievement Quotient 166 Creativity Quotient 128
School adjustment: good organizer and leader
General emotional health: excellent, well-adjusted
Interests: basketball and math
Vocational goals: wants to teach math
Personal goals: wants to make a personal contribution to society
Bill Bradley
Rhodes scholar in math, professional
basketball player for the NY Knicks, former
senator from New Jersey, potential
presidential candidate
WilliamHornaka
ALBERT WRIGHTStandardized Assessments: (Norm =100)
Additional Notes:
Intelligence Quotient 112 Social Quotient 96th
percentile Achievement Quotient 78th
math 82nd reading Creativity Quotient 75th
percentile
School adjustment: good, well liked, respected, attendance irregular
General emotional health: good but can be argumentative
Interests: wrestling, practical jokes, reading, and traveling
Vocational goals: wants to own his own business
Personal goals: wants to have a “good” family
Abraham LincolnHe was our 16th president
and led this country through a devastating
time, the Civil War. His support helped the passing of the 13th
Amendment abolishing slavery. His great
leadership skills and strong beliefs are reasons as to why some feel that
he was the “Greatest American President.”
AlbertWright
aka
BILL RIDELLStandardized Assessments: (Norm =100)
Additional Notes:
Intelligence Quotient 81 Social Quotient 79th
percentile Achievement Quotient 54th
math 59th reading Creativity Quotient 80th
percentile
School adjustment: withdrawn, shy, reads well but uses poor grammar
General emotional health: likes to play with fire (burned down his father’s barn)
Interests: likes to build things Vocational goals: wants to be
a scientist or a railroad mechanic, good manual dexterity
Personal goals: wants to earn money
Thomas EdisonHe had less than three months of formal education but this did not deter him from inventing the first electric light bulb or creating the first electric distribution company. Mr. Edison holds the world’s record for the most U.S. Patents with a total of 1,093.
BillRidellaka
Ruth JacksonStandardized Assessments: (Norm =100)
Additional Notes:
Intelligence Quotient 138 Social Quotient 126 Achievement Quotient 149 Creativity Quotient 108
School adjustment: Top 5% of her class academically
General emotional health: good, self-confident
Interests: listening to rock music, playing guitar, student government
Vocational goals: wants to be a lawyer
Personal goals: ambitious, hard-working, wants to participate in the gifted program
Barbara JordanFirst black woman from the Deep South in U.S. Congress; One of her teachers said, “Oh hell, we never did anything for Barbara, just recognized her talent, and maybe polished it a little.”
RuthJackson
Regardless of ethnicity or poverty status, indicators of advanced ability include:
• The ability to manipulate a symbol system.• The ability to think logically.• The ability to use stored knowledge to solve
problems.• The ability to reason by analogy.• The ability to extrapolate knowledge to
different circumstances.• Creativity.
• (Griffin, 1992; Clasen, 1993; Coleman & Gallagher, 1995)
Regardless of ethnicity or poverty status, indicators of advanced ability include:
• Resiliency: the ability to cope with school while living in poverty with dysfunctional families.
• The ability to take on adult roles at home, such as managing the household and supervising siblings, even at the expense of school attendance and achievement.
• A strong sense of self, pride, and worth.• Leadership ability and an independent
mind.• Understanding one's cultural heritage.
(Griffin, 1992; Clasen, 1993; Coleman & Gallagher, 1995)
Teacher Input in the Gifted Identification Process Matters
“The identification and placement committee reviews all of the data presented. Based upon the information presented, the committee determines if the student needs gifted services at this time.”
RA Staff….
http://www.youtube.com/watch?v=UUH3tZuDrCY&feature=related
Please take time to listen