IDV 4 Ashley Baker

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The process of identifying gifted children overlooks a category which is referred to as the Nonmodal Gifted Child.  The percentage of identified Nonmodal Gifted children are disproportionately low given our general population.  It is estimated the 1-2% of the disabled population is also gifted.  Since the diversity of the population is increasing and changing, so does the diversity of the Gifted Child category.  Nonmodal Gifted Children include the gifted disabled and the culturally different gifted.  Modal refers to the most commonly occurring pattern of characteristics; however, students from the gifted disabled are usually not recognized or identified as gifted due to policies within the PL 94-142 and the “oxymoron” of a person being disabled and gifted at the same time.  These students are typically not identified for several reasons.  PL 94-142, or better referred to as No Child Left Behind, has characteristics that overlap when referring to identifying the gifted student and the disabled student, recommendations for supporting the child usually focus on the disability and not the ability of the student, many standardized tests cater to the Caucasian, middle-class norm and many teachers and instructors are not able to observe the “ability” due to the disability and not having an opportunity in the classroom to demonstrate their ability.  Since one test cannot assess a disability and an ability concurrently, suggestions for identifying the nonmodal gifted student include testing for the disability first, apply accommodations and then allowing the student to use those accommodations to take a test that can identify them as gifted.    Another suggestion would be to implement opportunities within the Special Education curriculum in order to observe and document characteristics of a gifted student.  

One example of a nonmodal gifted student would be LW.  A student at our school who has an IEP and accommodations to assist him with a Visual-Motor Developmental delay.  LW has Extended Time, Scribe and Use Technology for Assignments and Test for his IEP accommodations.  LW has excellent memory of facts and events, markedly advanced interests and impressive knowledge within the fields of his interests.  LW does have an IEP; however, I have never seen nor been advised regarding a GSSP for him.  Suggested GSSP Services would be the following:

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Needs: Continuous progress, advanced critical reasoning instruction and strategies, problem solving strategies and real world problem solving.

Strategies:  Explore laterally, construct connections, complex topics, varied responses, problem solving.

Service Options:  Cluster Group (STEM class), collaboration, differentiated study experiences and acceleration by subject.

Another example of a nonmodal gifted student is the Culturally Different Gifted.  This category includes any student who does not fit the Terman stereotype of Caucasian, middle-class.  This Terman stereotype is based on the studies conducted by Terman in the early 1900’s and the “set” system which caters to the Caucasian, middle-class student.  Variations within the culturally different gifted groups that separate these groups from the norm include, but are not limited to: tradition, community and family, values and role within the school and with peers.  For example, traditionally the norm has been the Caucasian, middle class person, use of language within the Community or Family could be exposure to a limited vocabulary, limited formal style of speech, use of slang and using incorrect grammar.  Values might include the socially imposed sex role in American Society that expected(s) a women to value her marriage and family more than career and self-interest.  Examples of cultural variations with the context of school and within peer groups could include bullying, cliques, the desire to “fit in” and not “stand out”, especially during the development years of Middle School.  

One example of the Culturally Different Gifted Nonmodal Student would be TB.  TB is an African-American female at our school.  She traditionally does not fit the Terman Stereotype (based on his studies).  I would assess her values and self-esteem to be high due to strong, relevant role models.  She seems to relate to career-driven African American women who are successful in life, family and career.  Within school, she does have a “clique” that she is close with, she does tend to “show off” or act out behaviorally in an immature and sometimes “extreme” way to “fit in”.  She tends to successfully switch her 

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speech depending on the audience and cause of the conversation.  She can speak with her peers one way, yet still speak formally with adults and for presentations.

Another example of a nonmodal gifted is the underachieving student.  Definitions for the underachieving gifted are varied as well as the criteria for identification.  For this purpose, we will use the definition that states there is a difference between the child’s potential and the child’s performance, also stated that there is a failure to self-actualize.  Since the definition and the criteria for the underachieving gifted student is not well defined, identification must be taken within context and cause depending on the student.  One student example would be AT.  In AT’s context and cause, we must consider that there is personal and family characteristics that were in effect.  AT suffered from severe social anxieties, low self-esteem and a feeling of alienation.  This led to increased difficulties and frustration within the family and truancy within the school district, which eventually led to court.  Suggestions for these types of students would be Khan Academy, Study Island, our TLC @ Home program, individualized tutoring and study sessions and possibly a half day schedule.  Before coming to our school, AT was failing most of his classes, had become truant in the system and basically stayed at home in his room.  Since attending our school, he has improved his GPA, graduated with all A’s and B’s, had his own “clique” of friends and smiled more than any other student I had.  

          

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The process for gifted and talented identification in Fayette County Public Schools is graphed in Figure 1.  (Please see below or attached .pdf) 

Figure 1. FCPS GT Identification Process; Ashley Baker, 2013.

Identification of a gifted/talented student can occur at any time during K-12th grade.  In grades K-3, students are informally identified using a minimum of three sources of documentation.  Accepted documentation include work samples, anecdotal records, teacher recommendations, parent questionnaire/referrals and available diagnostic data.  No standardized test id required for informal identification.  Once a K-3 student is identified as gifted/talented, they are placed in their school’s “Primary Talent Pool”, or PTP, and provided opportunities such as cluster accelerated groups, differentiated instruction and special services.  In the Fall of 2rd grade, all students are required to take an achievement 

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test and a mental ability test.  This test is used to identify gifted and talented students for formal identification for 4th grade and beyond.  If a student is informally identified as gifted/talented and participates in PTP, this does not automatically identify them for formal identification.  They still have to complete the tests in the Fall of 3rd grade.  Also, once a student is formally identified as gifted/talented, they receive a GSSP with special services and they remain “identified” until they graduate.  In the formal screening, students complete a general intelligence test and must attain a score in or above the 96th percentile.  Students also complete a Specific Academic Aptitude test and must attain a score of or above the 96th percentile.  (Special cases may be considered if a student receives a score within the 94th percentile, additional documents are taken into account as well as if there is room within the program).  In the 2nd grade, a parent has the option to have the child complete a test for acceptance in accelerated cluster programs.  In the Fall of 3rd grade, students are given an achievement test and a mental ability test.  See Figure 1 for list of tests.  In the 7th grade, ACT is given for 7th grade Talent Search, Fall of 8th grade, the EXPLORE achievement test is given, and then Fall of 10th grade, the PLAN achievement test is given.  

Formal screening also includes documentation for Creativity, Leadership and Visual/Performing Arts.  Forms of documentation are as follows.  For Creativity, creative writing samples, high scores on creative ability tests (such as Williams or Torrence), behavioral checklists, observations specific to creative behavior, observations of original ideas, products or problem-solving.  For Leadership, sociograms, peer recommendations, behavioral checklists or observations specific to leadership behavior, portfolio documents that display leadership qualities/abilities, offices held in extracurricular activites or student government.  For Visual/Perfoeming Arts, awards or critiques of performances or events, letters of recommendation, and/or a portfolio of visual or performing arts abilities.  Students may be identified in one area or several.  In additiona to these “Screening” criteria (general intelligence, specific aptitude, creativity, leadership, VAPA), students must then have two additional pieces of documentation in the area of their strength.  These pieces of documentation include diagnostic data, checklists, portfolio work, teacher recommendations, parent questionnaire/referrals, auditions, anecdotal recorda and/or leadership 

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positions in organizations.  These are all reviewed by the GT Committee to determine identification and services.  Tests scores from General Intelligence tests and Specific Aptitude tests must be recent within 3 years.  There are continuous efforts for gifted identification for a child in grades 4-12.  Accepted documentation includes referrals from GT teacher, classroom teacher, counselor, parent or the student.  Testing can be provided if necessary.  Student applications are available online or paper copy.  

In Fayette County Public Schools, students who are identified for IEP or 504 Special Services and who also are identified as gifted/talented are considered “twice exceptional”.  According to 704 KAR 3:285 Section 4 Item (2) a,b,c; school personal shall take into consideration environmental, cultural, and disabling conditions which may mask a child’s true abilities, that lead to exclusion of otherwise eligible students, such as an exceptional child, a child who is disadvantaged or an underachieving child.  Alternative assessments and methods of documentation are available.  The identification process is the same for all students but alternative assessments and methods of documentation are available.  The GT committee reviews this documentation for areas of strength. Specific alternative assessments and methods are not communicated.  Once identified, the IEP and 504 plans supercede the GSSP.  The GSSP is used to outline the goals, communicate with parents and document the type, location and services provided.  (which doesn’t really matter if the IEP/504 plans supercede the GSSP...?)  The GSSP plans match the students needs, abilities, interests and learning styles.  Parents are able to provide input at any time, schools are required to provide an annual report as well as updated semester information.  Teachers are expected to provide differentiated activities and strategies that meet the goals of the GSSP.  These activities and strategies include future problem solving, invention projects, creative 

products and contests, to name a few.  Assistance in GT practices may also be provided by the district resource specialist, who is Lee Hamburger for FCPS.

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For the 2011-2012 school year, 14.6% of the K-12 student population was identified as gifted/talented.  

See Figure 2 for specific percentages:

Figure 2

Identification Areas	GT Student Population Percentage
General Intellectual	43.5%
Creative/Divergent Thinkers	11.2%
Leadership	19.5%
Specific Academic Aptitude	25%
VAPA	11.9%

Figure 3. GT Ethnic Student Population

Ethnicity	GT Student Population Percentage
Caucasian	89.4%
African American	4.6%
Hispanic	1.6%
Asian	1.9%
America Indian/Alaska Native	0.1%
Other	1.2%

Figure 4. GT Special Populations

Special Population	GT Student Population Percentage
English Language Learners	5.8%  (2010-2011 school year)
IEP	5%  (2009-2010 school year)
504	1.6%  (2010-2011 school year)
Disadvantaged Status	6.5%  (2010-2011 school year)
Special Education	1.2%  (2010-2011 school year)

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In conclusion, current identification procedures for all gifted students need to improve and adapt to an everchanging population.  Nonmodal gifted students who are not always identified include the gifted disabled, the culturally different and the underachieving gifted.  Several factors hinder the identification process including the tests themselves, human stereotyping, missed identification and School District practices.  In order to improve our identification procedures, a more “culture-fair” test (or tests) need to be issued, teachers need to be trained to have a “keen” eye to spot the ability, students need to be taken within their own personal context and cause and District Policies should take into account the GSSP along with the IEP and 504 plans.