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Giftedness is a Spectrum

Giftedness is a Spectrum

Gifted vs. Highly Gifted

Characteristics of the Profoundly Gifted

How do we support them?

State Plan and HG/PG

+4 SD

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160+

Students begin to demonstrate a need for GT services around this point.

Highly Gifted

ProfoundlyGifted

TE and Mildly/Basically Gifted Between 1 in 10 and 1 in 100 students At this level, you'll start to see students in need of some supports. Differentiation and interventions become increasingly necessary and more specific as you approach the 2nd standard deviation (+2SD) from the mean. The strategies we use in the general classroom become less effective as we reach this level. Students past the 1st standard deviation from the mean start to be identified for Talent Explore (TE) services. TE services often support student growth to the point that they are later recognized as needing GT supports, but TE is not a guarantee that the student will be identified as GT. As students approach the 2nd standard deviation (+2SD), they are increasingly likely to be in need of GT service and supports. Source: Extended IQ score WISC-IV, Technical Report #7 WISC–IV Extended Norms and publisher's 2008 NAGC presentation

General Gifted Between 1 in 100 and 1 in 1000 students The students in the 2nd standard deviation (+2SD) are solidly gifted. Their service needs are more pronounced, and they will not reach their full potential without some differentiation, extension, enrichment, acceleration, and/or intervention of beyond what is provided to the general education population. The learning needs of these students are proportional to the needs of students in need of learning interventions and supports (-2SD). Source: Extended IQ score WISC-IV, Technical Report #7 WISC–IV Extended Norms and publisher's 2008 NAGC presentation

Highly Gifted Around 1 out of every 10,000 students The students in the 3nd standard deviation (+3SD) are considered "Highly Gifted" or "HG." These students have learning needs that are as far removed from the General Education population as the General Education population's needs are from students receiving services and interventions for severe learning needs. However, where most students with severe learning needs have individualized supports, systems, and personnel (Life Skills, for example), most districts attempt to meet the needs of HG students with the same tools and strategies that they use for the general GT population. Source: Extended IQ score WISC-IV, Technical Report #7 WISC–IV Extended Norms and publisher's 2008 NAGC presentation

Exceptionally to Profoundly/Severely Gifted 1 out of every 1,000,000+ students Students approaching the 4th standard deviation (+4SD) are considered "Exceptionally Gifted." Any student beyond that mark is considered "Profoundly Gifted" (PG) or "Severely Gifted." Fewer than 1 in 1 million students are considered PG. The needs of these students are as far beyond those of the general Gifted population as the general Gifted population's needs are from those with severe learning needs. These students require extreme interventions and supports to be successful. They are incredibly asynchronous, meaning that they pick things up many times faster than their general Gifted peers, and they often require rapid acceleration or curriculum compacting to reach their potential. Source: Extended IQ score WISC-IV, Technical Report #7 WISC–IV Extended Norms and publisher's 2008 NAGC presentation

General Education Population About 2 out of every 3 students Half of all students fall within the 1st standard deviation from the mean (-1SD to 1SD). These students' educational needs can usually be met by general classroom instructional strategies. These students do sometimes need interventions and differentiation to support their needs, especially in areas of interest and passion, and, like all students, they will benefit from appropriate opportunities for leadership, creativity, and enrichment. As students approach the 1st standard deviation (±1SD), they may need some targeted support, but most strategies will meet their learning needs. Source: Extended IQ score WISC-IV, Technical Report #7 WISC–IV Extended Norms and publisher's 2008 NAGC presentation

Learning Supports Needed Between 1 in 10 and 1 in 100 students At this level, you'll start to see students in need of some supports. Differentiation and interventions become increasingly necessary and more specific as you approach the 2nd standard deviation (-2SD) from the mean. The strategies we use in the general classroom become less effective as we reach this level.

Students in Need of Strong Learning Supports and Interventions Between 1 in 100 and 1 in 1000 students As we approach the 3rd standard deviation (-3SD), general education instructional strategies become increasingly ineffective to support student needs. The necessary interventions and differentiation increase and become more specific and extreme. Further, students beyond the 3rd standard deviation (-3SD) and have learning needs as far removed from those receiving general Special Education interventions as those students' needs are from the general education population.

Gifted vs. Highly Gifted

Gifted learners often absorb new concepts with very little repetition. But there is a population of outliers within the gifted population that can learn new material at an even faster rate. "Highly Gifted" learners represent the 98th-99th percentile of students. When allowed, most highly gifted learners master kindergarten skills by age four. If their needs go unmet, it is likely that they will quickly grow impatient with the slow pace of school. Students above this level, well within the 99th percentile, are considered "Profoundly" or "Severely" Gifted." These students have mastered all Kindergarten content by age 2. These students are able to accelerate through the curriculum so quickly that many districts do not know how to serve their needs. They may "max out" on what K-12 schools have to offer and begin college at a very early age (sometimes 10 or younger). Often, and when possible, a parent must pause their career to be a full-time advocate for their child, much like parents of children with a severe learning or developmental disability.

Giftedness is a Spectrum

Gifted vs. Highly Gifted

Characteristics of the Profoundly Gifted

How do we support them?

State Plan and HG/PG

According to the Davidson Institute, a research and educational institution for profoundly gifted learners, traits of Profoundly Gifted learners may include:

  • A constant and extreme need for intellectual stimulation
  • An ability to process and comprehend complex information quickly
  • A need to explore subjects much more deeply than their GT peers, especially in areas of interest
  • An insatiable curiosity; they may ask endless questions and inquiries
  • A need for subtlety and precision in thinking and expression. For example, they may often answer questions with “that depends…”
  • A struggle to focus on tasks that are not intellectually challenging, including repetitious ideas or material presented in small pieces
Source: Gifted Traits and Characteristics, The Davidson Institute, https://www.davidsongifted.org/prospective-families/gifted-traits-and-characteristics/

Characteristics of Profoundly Gifted Learners

Giftedness is a Spectrum

Gifted vs. Highly Gifted

Characteristics of the Profoundly Gifted

How do we support them?

State Plan and HG/PG

How do we support them?

Many of the strategies that teachers use for the general GT population will be somewhat beneficial for highly and profoundly gifted learners. Because Highly to Profoundly Gifted learners need less repetition to master concepts, they are able to accelerate through the curriculum much more quickly than their gifted peers, let alone their general education peers.

In Austin ISD, we understand that the general pacing of our classrooms may not be enough for some students, even with enrichment, depth, and complexity. In these cases, curriculum compacting, content acceleration, or grade-level acceleration (grade-skipping) are the best solution for a Highly to Profoundly Gifted learner. For more information see: The Acceleration Institute at the Belin Blank Center for Talent Development, www.accelerationinstitute.org

Giftedness is a Spectrum

Gifted vs. Highly Gifted

Characteristics of the Profoundly Gifted

How do we support them?

State Plan and HG/PG

3.7 Local board policies are developed that are consistent with State Board of Education rules on credit by examination and early high school graduation opportunities.3.8 Acceleration and flexible pacing are employed, allowing students to learn at the pace and level appropriate for their abilities and skills, and are actively facilitated by district administrators, counselors, and teachers.3.9 Local board policies are developed that enable students to participate in dual/concurrent enrollment, distance learning opportunities, and accelerated summer programs if available.4.2 Opportunities are provided for students to pursue areas of interest in selected disciplines through guided and independent research.4.5 Opportunities are provided to accelerate in areas of student strengths.4.6 Flexible pacing is employed, allowing students to learn at the pace and level appropriate to their abilities and skills.4.7 Scheduling modifications are implemented in order to meet the identified needs of individual students.4.9 Educators adapt and/or modify the core or standard curriculum to meet the needs of gifted/talented students and those with special needs such as twice-exceptional, highly gifted, and English learners.

The State Plan for GT Supports HG and PG Students...

Giftedness is a Spectrum

Gifted vs. Highly Gifted

Characteristics of the Profoundly Gifted

How do we support them?

State Plan and HG/PG