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Preparing for the Gifted and Talented Supplemental TExES Test


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Title: Preparing for the Gifted and Talented Supplemental TExES Test

Preparing for the Gifted and Talented
Supplemental TExES Test
  • Presented by Dr. Laura Mackay

How is the test organized?
  • Domain I Foundations of Gifted Education
    (approximately 40 of the test)
  • Standards Assessed
  • Gifted and Talented Supplemental Standard I
  • The teacher of gifted and talented students
    understands and applies knowledge of the
    historical, legal, and conceptual foundations of
    gifted education.
  • Gifted and Talented Supplemental Standard II
  • The teacher of gifted and talented students has
    comprehensive knowledge of the cognitive, social,
    and emotional characteristics and needs of these
  • Gifted and Talented Supplemental Standard VI
  • The teacher of gifted and talented students
    collaborates and communicates with students and
    parent(s)/guardian(s) colleagues and
    administrators professionals in business,
    industry, and universities and the public to
    support the education of gifted and talented
  • Gifted and Talented Supplemental Standard VII
  • The teacher of gifted and talented students
    fulfills professional roles and responsibilities
    and understands legal and ethical issues relevant
    to the education of these students.

How is the test organized?
  • Domain II Assessment, Curriculum, and Instruction
    (approximately 60 of the test)
  • Standards Assessed
  • Gifted and Talented Supplemental Standard III
  • The teacher of gifted and talented students
    understands and applies knowledge of assessment
    issues relevant to gifted and talented students,
    including identification, diagnosis, and
  • Gifted and Talented Supplemental Standard IV
  • The teacher of gifted and talented students
    understands and applies knowledge of systematic
    program and curriculum design.
  • Gifted and Talented Supplemental Standard V
  • The teacher of gifted and talented students
    creates a learning environment that reflects
    research-supported instructional practices.

  • Find the TIMELINE Cards on your table
  • Determine the order of events and create a
    physical timeline on your table.
  • There is a blank note-taking sheet in your packet.

Activity developed by Dr. Lynnette Breedlove
Texas GT Timeline
  • 1990 Texas State Plan for the Education of
    Gifted/Talented Students
  • Mandate to identify serve GT students
  • 1996 new Texas State Plan
  • Establish accountability (DEC) Acceptable
  • Provide guidelines for program improvement
    Recognized Exemplary
  • 2000 revised Texas State Plan
  • Innovative products performances

  • Marland Report, US Department of Education (1972)
  • Gifted and talented children are those identified
    by professionally qualified persons who by virtue
    of outstanding of abilities are capable of high
    performances. These are children who require
    differentiated educational programs and/or
    services beyond those normally provided in the
    regular school program in order to realize their
    contributions to self and society.
  • Children capable of high performance include
    those with demonstrated achievement and/or
    potential ability in any of the following areas
  • 1. general intellectual ability
  • 2. specific academic aptitude
  • 3. creative or productive thinking
  • 4. leadership ability
  • 5. visual and performing arts
  • 6. psychomotor ability

  • Jacob K. Javits Bill (1988)
  • The term gifted and talented student means
    children and youth who
  • 1. Give evidence of higher performance
    capability in such areas as intellectual,
    creative, artistic, or leadership capacity or
    in specific academic fields
    and who
  • 2. Require services or activities not ordinarily
    provided by the schools in order to
    develop such capabilities fully.

  • The Columbus Group (1991)
  • Giftedness is asynchronous development in which
    advanced cognitive abilities and heightened
    intensity combine to create inner experiences and
    awareness that are qualitatively different form
    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.

Texas Education Code
  • Texas Education Code,
  • Chapter 29, Subchapter D, 29.121 (1995)
  • In this subchapter, "gifted and talented
    students" means a child or youth who performs at
    or shows the potential for performing at a
    remarkably high level of accomplishment when
    compared to others of the same age, experience,
    or environment and who
  • 1. exhibits high performance capability in an
    intellectual, creative, or
    artistic area
  • 2. possesses an unusual capacity for
    leadership or
  • 3. excels in a specific academic field.

Characteristics of Giftedness
  • Look in your handout and find the Characteristics
    of Various Areas of Giftedness.
  • Match the area of giftedness below with the
    correct characteristics
  • General Intellectual Ability
  • Leadership
  • Creative Thinking
  • Psychomotor
  • Specific Academic Ability
  • Visual and Performing Ability

(No Transcript)
Texas Administrative Code
  • Complete the Texas Administrative Code Trivia
    page to see how much you know about the legal
    requirements in Texas!

Texas Administrative Code (89.1)
  • 89.1 Student Assessment
  • School districts shall develop written policies
    on student identification that are approved by
    the local board of trustees and disseminated to
    parents. The policies must
  •   (1) include provisions for ongoing screening
    and selection of students who perform or show
    potential for performing at remarkably high
    levels of accomplishment in the areas defined in
    the Texas Education Code, 29.121
  •   (2) include assessment measures collected from
    multiple sources according to each area defined
    in the Texas State Plan for the Education of
    Gifted/Talented Students
  •   (3) include data and procedures designed to
    ensure that students from all populations in the
    district have access to assessment and, if
    identified, services for the gifted/talented
  •   (4) provide for final selection of students to
    be made by a committee of at least three local
    district educators who have received training in
    the nature and needs of gifted students and
  •   (5) include provisions regarding furloughs,
    reassessment, exiting of students from program
    services, transfer students, and appeals of
    district decisions regarding program placement.

Texas Administrative Code (89.2)
  • Professional Development
  • School districts shall ensure that
  • prior to assignment in the program, teachers who
    provide instruction and services that are a part
    of the program for gifted students have a minimum
    of 30 hours of staff development that includes
    nature and needs of gifted/talented students,
    assessing student needs, and curriculum and
    instruction for gifted students
  • teachers without training required in paragraph
    (1) of this section who provide instruction and
    services that are part of the gifted/talented
    program must complete the 30-hour training
    requirement within one semester
  • teachers who provide instruction and services
    that are a part of the program for gifted
    students receive a minimum of six hours annually
    of professional development in gifted education
  •  administrators and counselors who have authority
    for program decisions have a minimum of six hours
    of professional development that includes nature
    and needs of gifted/talented students and program

Texas Administrative Code (89.3)
  • Student Services
  • School districts shall provide an array of
    learning opportunities for gifted/talented
    students in kindergarten through Grade 12 and
    shall inform parents of the opportunities.
    Options must include
  •   (1) instructional and organizational patterns
    that enable identified students to work together
    as a group, to work with other students, and to
    work independently
  •   (2) a continuum of learning experiences that
    leads to the development of advanced-level
    products and performances
  •   (3) in-school and, when possible, out-of-school
    options relevant to the student's area of
    strength that are available during the entire
    school year and
  •   (4) opportunities to accelerate in areas of

Texas State Plan
The Texas State Plan provides regulations for
gifted and talented programs. Read the plan and
be familiar with it for the test. The programs
are rated independently from school
ratings. Acceptable legal requirement Recommend
ed Exemplary
State Plan - Assessment
  • I. Student Assessment
  • Written policies on identification provided to
  • Written policies for furlough, reassessment,
    exit, transfer, and appeals
  • Nomination and screening once a year
  • Identify and provide services K-12
  • Multiple sources used
  • Nonverbal tests or test in home language
  • Use at least 3 measures for each area you
    identify serve
  • Qualitative and quantitative measures 1-12
  • All populations have access
  • Selection made by a committee of 3 with
    Nature/needs training

State Plan Program Design
  • II. Program Design
  • Array of learning opportunities in 4 core areas,
    during the school day, and all year
  • Work together, with others, and independently
    during the school day and all year
  • Out-of-school options in areas of strength
  • Offer CBE and early graduation
  • 85 of state go to identification and services
  • comply with State Plan

State Plan Curriculum and Instruction
  • III. Curriculum Instruction
  • array of appropriately challenging learning
    experiences in 4 core areas
  • continuum of experiences leading to
    advanced-level products and performances
  • opportunities to accelerate in areas of strength
  • district and campus improvement plans include GT

State Plan Professional Development
  • IV. Professional Development
  • prior to assignment, teachers complete 30 hours
    (nature/needs, assessment, curriculum/instruction)
    note many districts follow TAGT guidelines
    for 5 strands nature/needs, identification/asses
    sment, social/emotional needs, creativity/instruct
    ional strategies, differentiated curriculum)
  • if not done prior to assignment, 30 hours must be
    done within first semester teaching the students
  • teachers must do 6 hours of training annually in
    gifted education
  • professional development is evaluated on an
    on-going basis

State Plan Family/Community
  • V. Family-Community Involvement
  • written policies are provided to parents
  • array of opportunities K-12 are communicated to
  • program evaluated annually and parents are
    included in the evaluation

Researchers and Important People
  • These are some of the big names in the field of
    gifted education. How many can you match?

Models of Giftedness
  • Barbara Clark

Models of Giftedness
  • Francoys Gagne

Models of Giftedness
  • Howard Gardner

Models of Giftedness
  • Joseph Renzulli

Models of Giftedness
The Triarchic Theory of Intelligence was
formulated by Robert J. Sternberg, a prominent
figure in the research of human intelligence. The
theory by itself was groundbreaking in that it
was among the first to go against the
psychometric (g factor) approach to
intelligence and take a more cognitive approach.
Sternbergs definition of intelligence is (a)
mental activity directed toward purposive
adaptation to, selection and shaping of,
real-world environments relevant to ones life
(Sternberg, 1985, p. 45), which means that
intelligence is how well an individual deals with
environmental changes throughout their lifespan.
Sternbergs theory comprises three parts
componential, experiential, and
practical Analytical (componential) Creative
(experiential) Practical (contextual)
Models of Giftedness
  • Abraham Tannenbaum

Models of Giftedness (002)
  • Vygotskys Zone of Proximal Development

Mastery of grade level TEKS
The average student knows less so they have a
bigger zone of development by the end of the year
Avg. Student
Zone of Proximal Development
The gifted student knows more so their zone of
development is less than the average student to
get to the same place.
Gifted Student
This is why we say that gifted children learn the
least each school year. We do not push their
zones of development.
Models of Giftedness (002)
  • Jerome Bruner
  • Emphasis is on big CONCEPTS. A concept crosses
    time, culture and discipline. Concepts are big
    ideas, not facts.
  • For example How has the concept of change
    influenced the study of biology?

Models of Giftedness (002)
  • Bruner (continued)
  • In a well developed paragraph, compare the causes
    of the Civil War to causes of civil unrest during
    another time in history.
  • Vs.
  • In a well developed paragraph, compare the causes
    of the Civil War.
  • Which is a concept? Which is coverage or simply
    stating facts?

Social and Emotional Needs (002)
  • Write down everything you remember about how to
    meet the social and emotional needs of gifted

Social and Emotional (002)
  • Did you include
  • Support Groups
  • Discussion Groups
  • Bibliotherapy
  • Referral to school guidance or counseling
  • Mentorships
  • Recognize cultural influences
  • SENG

Asynchrony (002)
  • Physical
  • Social
  • Emotional
  • Cognitive

Average child
Gifted child
Social and Emotional (002)
  • Locus of Control

Gifted students are more intrinsically motivated.
Social and Emotional (002)
  • Write down everything you know about
  • What causes it?
  • How can you solve the problem of underachievement
    in gifted students?

Social and Emotional (002)
  • Underachievement
  • Gifted students who underachieve can do so for
    many reason. One of the biggest academic reasons
    is school work that is not challenging!
  • Signs usually begin in third/fourth grade.
    Middle school or junior high usually marks the
    highest point of consistent underachievement.
    Some reverse in high school, but most continue
    the pattern into adulthood. The earlier you
    intervene the better.

Social and Emotional (002)
  • Underachievement
  • Sylvia Rimms Trifocal Model
  • Assessment
  • Communications
  • Changing Expectations
  • Identification
  • Correction of Deficiencies
  • Modifications at Home or School
  • Conforming/NonConforming Dependent
  • Conforming Dominant
  • NonConforming Dominant

Assessment, Curriculum and Instruction (003)
  • What is the difference between a formal and
    informal assessment?
  • What does the state law say you must include?
  • A minimum of 3 criteria that include both
    quantitative and qualitative data.
  • All populations must have access
  • Review state plan

Assessment, Curriculum and Instruction (003)
  • Quantitative data Usually an ability or
    achievement test. May be norm or criterion
  • Norm Referenced (COGAT, OLSAT, IQ Test)
  • Compares students score to a norm group
  • Ability ability to learn, do not need
    instruction, IQ (Cogat, NNAT)
  • Achievement content knowledge, usually measures
    instruction (ITBS)
  • Criterion Referenced (TAKS or CBE)
  • Measure to an existing standard
  • Does NOT compare students

  • Qualitative data Observation form, authentic
    assessment, portfolio assessment, environmental
    assessment, performance assessment, case studies,
    interest surveys, student interviews, anything
    that is more subjective. Evaluation based on a
    rubric or rating scale. Sometimes there are
    multiple evaluators and you need inter-rater

Normal Bell Curve
Assessment (003)
  • Out of Level of Testing pioneered by Julian
    Stanley. Test students with the SAT in 7th or
    8th grade.
  • Ceiling Effect The top score a student can
    obtain on a test, regardless of what they know.
    Many gifted students know more, but cannot show
    this knowledge because the test stops or runs out
    of questions.

Assessment (003)
  • Steps in the Identification Process
  • Training
  • Referrals
  • Selection
  • Recommended
  • Not Recommended
  • Appeals

  • What issues do you see in the assessment process?
  • Problem Areas
  • Constraints
  • Obstacles
  • Challenges

Issues in Assessment (003)
  • Disproportionate Demographics
  • Widen referral pool
  • Multiple measures
  • Performance measures
  • Check normative sample
  • Twice Exceptional (Spec. Ed.)
  • Individual testing
  • Use subtests
  • Multiple measures
  • English Language Learners
  • Nonverbal tests
  • Performance measures
  • Train ESL/Bil teachers in GT

Make sure your assessment matches your program
Systematic Program and Curriculum Design (004)and
Research Supported Practices (005)
  • Acceleration is an excellent option!
  • 1. Early Admission to Kindergarten
  • 2. Early Admission to First Grade
  • 3. Grade-Skipping
  • 4. Continuous Progress
  • 5. Self-Paced Instruction
  • 6. Subject-Matter Acceleration/Partial
  • 7. Combined Classes
  • 8. Curriculum Compacting
  • 9. Telescoping Curriculum
  • 10. Mentoring
  • 11. Extracurricular Programs
  • 12. Correspondence Courses
  • 13. Early Graduation
  • 14. Concurrent/Dual Enrollment
  • 15. Advanced Placement
  • 16. Credit by Examination
  • 17. Acceleration in College

Look to see if the student needs acceleration in
only one content area or across all areas.
A Nation Deceived (
Systematic Program and Curriculum Design (004)and
Research Supported Practices (005)
  • Different Grouping Options by Karen Rogers
  • Full-time GT (pure GT)
  • Cluster grouping (6-8 or more)
  • Grouping for acceleration (compacting,
    non-graded, plus traditional acceleration)
  • Subject specific enrichment
  • Cross-grade, non-graded
  • Pull-out
  • Within class by ability
  • Within class by achievment
  • Cooperative heterogeneous groups

Systematic Program and Curriculum Design (004)
  • What They Say
  • Not the real world
  • GT get the good teachers
  • Lose role models in other classes
  • Discipline problems in other classes
  • State Plan
  • Alone
  • With non-GT
  • With GT

Curriculum Design (004) and Research Supported
Practices (005)
  • Content what they learn
  • Process how they learn it
  • Product how they show you what they learned
  • Interest
  • Pace acceleration, reduced assignments
  • Breadth skills (research, critical thinking,
    creative thinking)
  • Depth deeper in a topic
  • Complexity issues, connections between topics
  • Must have an array of learning experiences as
    well as a continuum of learning experiences.

Curriculum Design (004)
  • Have mentors and independent study

Research Supported Instructional Practices (005)
  • How is a teacher different in each of the
    following roles?
  • Facilitator
  • Advocate
  • Researcher
  • Collaborator

Research Supported Instructional Practices (005)
  • Curriculum rules same as any other
  • Vertical alignment
  • Assess appropriately
  • Evaluate curriculum evaluate program
  • Change what YOU are doing to meet the needs of
    the STUDENTS

  • 70 multiple-choice questions (10 not scored)
  • Single items
  • Cluster items
  • 2 or more questions
  • Relate to stimulus (scenario)
  • You can write in the test book, but must
    bubble your answers on the test

Practice Test
  • You can do it!
  • Complete questions 1 through 17
  • We will discuss each question
    after everyone has finished.

1 C
2 B
3 B
4 D
5 A
6 D
7 C
8 A
9 B
10 A
11 D
12 B
13 C
14 D
15 C
16 A
17 D
  • Sir Francis Bacon (1597)