Gifted and Talented

As the GT Facilitator, I am here to help you navigate the path for your gifted learner.

Please do not hesitate to contact me at hlstinnett@dcsdk12.org with questions

about identification, programming, etc.

Definitions of Giftedness:

Giftedness is the manifestation of performance or production that is clearly at the upper end of the distribution in a talent domain, even relative to that of other high-functioning individuals in that domain. Further, giftedness can be viewed as developmental, in that in the beginning stages, potential is the key variable; In later stages, achievement is the measure of giftedness; and in fully developed talents, eminence is the basis on which this label is granted. Psychosocial variables play an essential role in the manifestation of giftedness at every developmental stage. Both cognitive and psychosocial variables are malleable and need to be deliberately cultivated. (Subotnik, Olszewski-Kubilius, & Worrell, 2011)

Also...

Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching and counseling in order for them to develop optimally. (The Columbus Group, 1991)

Gifted and Talented in the MVHS Feeder:

We're joining the other schools in the Mountain Vista feeder area in the philosophy of aiding the classroom teachers with resources and strategies to help differentiate instruction to better meet the needs of all learners. Research supports the idea that by keeping our learners together, they all benefit socially as well as academically. We want all students to feel connected to everything that goes on in their classroom community. This includes mastery of the grade level curriculum, building positive relationships with peers, and gaining knowledge that comes from shared experiences and discussions with a diverse group. From the gifted and talented perspective, we want to meet the needs of the learner everyday, all day, rather than on Tuesdays at 10:30 or a few scheduled pull out times. Our teaching teams will work to meet each learner's needs on an on- going basis in the classroom. Some specific strategies you might see, are teachers differentiating the content, process and/or product according to a student's readiness, interests and/or learning profile. By working closely with the teachers, we hope to maximize every student's potential. The ultimate goal is that every child, whatever the extent of his or her gifts, is challenged and encouraged to pursue the potential of his or her own possibilities.

GT FAQs

1) Q How do I know if my child is "gifted"?

A There are many characteristics of gifted learners that can help teachers and GT

facilitators evaluate students. Approximately 2-5% of the population are truly

gifted. Another 15% of the population falls into the category of high achievers and

bright learners. Gifted children often have several unique characteristics that set

them apart from other learners in the classroom and need specialized learning plans to

meet their needs.

2) Q If my child qualifies for GT, what services are provided at my neighborhood school?

A Identified GT students at neighborhood schools receive a variety of services in and out

of the classroom. An Advanced Learning Plan (ALP) is written for all identified gifted

and talented students and is a legal document available to all teachers and staff

working with the student. This document outlines the student's strengths and interest

areas and identifies goals for the student yearly. Students are monitored by the GT facilitator

to ensure differentiated instruction and/or modified work is ongoing to meet their unique

needs. In addition, students are given opportunities for enrichment and extension in literacy and math.

3) Q My child took the CogAT this fall, when will I get the results?

A Results of CogAT testing should be out by early November. Once the results arrive,

there will be information attached to help you interpret and understand the

implications of your child's scores. High CogAT scores do not necessarily mean your student

will qualify as a GT learner.

4) Q How can my child qualify for GT programming?

A We follow CDE State Guidelines. A body of evidence must be built for any child to qualify for GT programming.

This evidence must includes qualifying scores from at least 3 of the 4 areas:

--> Aptitude (CogAT or other testing measuring Cognitive Abilities

in the 95% or above); and

--> Achievement (CMAS, iReady or other standardized

testing in the 95% or above); and

--> Student Performance (Progress Reports, Portfolios,

etc. showing documented high aptitude); and

--> Teacher Observable Behaviors.

DCSD Gifted and Talented Website