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Improving Gifted Identification

Published on Nov 18, 2015

Improving identification of giftedness in underrepresented student populations.

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PRESENTATION OUTLINE

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Improving Gifted Identification

by Dr. Karen A. Kraeger, Cobb County Schools
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Purpose:
Improve identification of students in underrepresented groups

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Who are Underrepresented Students?

  • Culturally/linguistically diverse
  • From Low Socio-Economic Status homes
  • Students with Disabilities
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Cobb County Schools Student Demographics 2013

  • African-American 32%
  • White 41%
  • Hispanic 18%
  • Asian 5%
  • Multi-racial 3%
  • Native American or Pacific Islander
  • English Learners 9%
  • Free/Reduced Lunch 45%
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So what?

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Cobb Gifted Demographics

  • English Learners 1%
  • Free/Reduced Lunch ?%
  • Culturally Diverse ?%
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Shouldn't the percentages be the same?

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What can we do?

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Learn how giftedness looks
in many types of students

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Gifted Characteristics

  • Prefer older playmates
  • Enjoy academic risk-taking
  • Exhibit Curiosity
  • Independent in Action
  • Like to try new things
  • Imaginative
  • Storehouse of information
  • Learn quickly
  • Varied interests
  • Mature sense of humor
  • Original/creative thinking
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Giftedness in English Learners

  • Become conversant in English in 12-18 months
  • Engage adults in lively conversation in native language and English
  • Fluent in nonverbal communication
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Giftedness in English Learners

  • May have high absenteeism due to taking on family responsibilities
  • Streetwise-Show leadership
Family Responsibilities: Translating, Caring for younger siblings, help with business matters

Streetwise: Might be positive or negative
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Giftedness and learning disabilities can "mask" each other causing the child to appear as an "average learner".

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Students Living in Poverty

  • Have a different language experience
  • Lower exposure to vocabulary
  • Different type of language
Vocabulary: 616 Words/hour spoken in homes of poverty, 1251 words/hour spoken in working class homes, 2153 words/hour spoken in professional homes

Type of language:
Lower SES homes use more command phrases, Higher SES homes use more questions to engage in conversation
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Giftedness in ELs & Low SES

  • May see higher relative math skills
  • Kids acquire vocabulary more slowly because fewer words are spoken overall
Math Skills: They require less language
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Giftedness in ELs & Low SES

  • Respond well to visual media
  • Respond well to hands-on concrete learning
Math Skills: They require less language
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Available Resources:
Presentations-GES3 & Improving Gifted ID

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GES-3 Rating Scale

  • The GES-3 was developed to aid in the identification and program planning for children and adolescents in our schools. The scale consists of 48 items. Each subscale is associated with one of the five characteristics identified in federal and state regulations.
Nationally Normed for gender, residence, ethnicity, geographic area, and educational attainment of parents.
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GES-3 Subscales

  • Intellectual
  • Creativity
  • Specific Academic Aptitude
  • Leadership Ability
  • Performing and Visual Arts
  • Motivation
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Next Steps:

  • Discuss with administrators
  • Train Teachers
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This presentation is available on
Cobb County Office 365.
The GES-3 Training Presentation is available on the Cobb County Intranet.

Karen Kraeger

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