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Highly to Profoundly Gifted Learners - Principal/Counselor
Blake Haygood
Created on April 20, 2023
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Transcript
ProfoundlyGifted
Highly Gifted
Students begin to demonstrate a need for GT services around this point.
160+
+4 SD
State Plan and HG/PG
How do we support them?
Characteristics of the Profoundly Gifted
Gifted vs. Highly Gifted
Giftedness is a Spectrum
Giftedness is a Spectrum
State Plan and HG/PG
How do we support them?
Characteristics of the Profoundly Gifted
Gifted vs. Highly Gifted
Giftedness is a Spectrum
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.
Gifted vs. Highly Gifted
State Plan and HG/PG
How do we support them?
Characteristics of the Profoundly Gifted
Gifted vs. Highly Gifted
Giftedness is a Spectrum
Characteristics of Profoundly Gifted Learners
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
State Plan and HG/PG
How do we support them?
Characteristics of the Profoundly Gifted
Gifted vs. Highly Gifted
Giftedness is a Spectrum
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
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.
How do we support them?
State Plan and HG/PG
How do we support them?
Characteristics of the Profoundly Gifted
Gifted vs. Highly Gifted
Giftedness is a Spectrum
The State Plan for GT Supports HG and PG Students...
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.