GENERAL INFORMATION ABOUT GIFTEDNESS, ENRICHMENT, and GUIDED STUDIES
*Kansas defines giftedness as “performing or demonstrating the potential for performing at significantly higher levels of accomplishment in one or more academic fields due to intellectual ability, when compared to others of similar age, experience and environment.” Though there are many types of giftedness, in our state we only formally identify those who have academic gifts.
*There is no single indicator for giftedness. In Lawrence, we use a case study approach, which includes a team that considers demonstrated academic performance (grades and school successes), achievement (standardized test scores, extra projects and activities, extracurricular activities), intellectual ability (cognitive scores), and behaviors/characteristics (anecdotal information from parents, teachers, and the student). Students who meet these criteria must also demonstrate a need for gifted services in order to be, or to remain, identified.
*Identified gifted students in Kansas have the same IEPs, rights, and protections as all other special education students. This is not the case in many other states.
*”Enrichment” is what we do with high-achieving and gifted kids. “Gifted” is a special education label that applies to about 3% of the general population. “Differentiation” is an educational philosophy that supports the notion that schools, especially in the regular classrooms, need to constantly tailor content, schedules, and teaching methods to meet all students at their current levels.
*Not all guided studies students are or will be identified gifted. Students may be high achievers and have academic strengths that are enhanced by enrichment opportunities, but they might not formally qualify as gifted. Consequently, guided studies groups are flexible and are based on current student needs.
*Meeting the needs of high-achieving and gifted students takes a collaborative effort between involved adults. Students are gifted all day, every day, not just during the times they are in guided studies.
*Gifted students need the opportunity to make the same growth as other students. If they are beginning at a high academic level, they need learning opportunities that challenge them to grow beyond their current status.
*These are some common difficulties for gifted students:
-Asynchronous Development: Some students develop intellectually much more quickly than emotionally or physically. This can create feelings of frustration and emotional overreaction to common situations. It can also cause social problems, as students may find it hard to relate to their chronological peers. Some gifted students may seem immature.
-Perfectionism: Many gifted students place a lot of pressure on themselves to be perfect. This pressure can also come from outside, especially if people unfairly expect students who may be gifted in a few areas to be perfect in all areas. Accepting criticism and facing challenges are particularly difficult for perfectionist students, and they may develop negative attitudes or avoidance behaviors as a result.
-Emotional intensity: Many students with intellectual intensity often have correlating emotional intensity, which causes them to feel deeply about everyday situations. They may have intense reactions to perceived issues of injustice and unfairness, may keep close score of interpersonal relationships, or may seem introverted to protect themselves from overstimulation.
-Argumentative: Advanced language and reasoning skills coupled with emotional sensitivities about issues of right and wrong can result in argumentative, manipulative, or bossy behaviors in some gifted students.
-Stereotyping and Bullying: Common stereotypes of gifted students include absent-minded, physically weak, nerdy, and socially awkward. Such unfair stereotypes can lead to bullying. Introverted students or students who prefer to spend time alone engaged in an area of high interest may be particular targets.
-Poor work habits: Because most schoolwork comes easily to most gifted students, many develop unhealthy work habits. Some have gotten by for years working quickly and haphazardly. When faced with challenging academic material as they get older, these students have difficulties working diligently, and often struggle with accepting criticism, getting things wrong, and coping with setbacks.
-Boredom: Learning time that is spent covering material that they already know or have mastered can lead to behavior problems or a lack of enthusiasm for learning.
-Time management/Life balance: Often gifted and high-achieving students are involved in a wide variety of activities, which can cause problems with time management or keeping their lives balanced and healthy. Anxiety, sleep problems, and overwhelmed feelings are common effects.
GUIDELINES FOR PARTICIPATION IN GUIDED STUDIES AND/OR ENRICHMENT GROUPS
*Participation should be based first and foremost on current needs of the student. Needs may change as the year goes on, which means a particular student’s enrichment situation may also change.
*Guided studies groups should not be the whole of a student’s gifted education. Gifted kids need differentiated opportunities all the time. Just as any students with exceptionalities are accommodated throughout their day, gifted students need learning opportunities that are tailored to their needs.
*These are general guidelines we use when considering students for guided studies. Students should exhibit most of these:
A) 95th+ percentile on a recent MAP score or other academic assessment
B) Exemplary on Kansas State Assessment
C) Consistently high level of performance in the classroom
D) Successful past participation in enrichment activities
E) Several of these learner characteristics:
*asks for more or harder content
*goes above and beyond regular requirements
*exceptionally creative/vivid imagination
*able to grasp new concepts quickly
*has extensive vocabulary and/or background knowledge
*intense (this could include emotional and intellectual intensity)
*exceptionally curious
*becomes deeply engrossed in interests, or has a wide range of interests
*exceptional ability in math and/or reading
*advanced observation skills
*able to make high-level connections between concepts
*able to analyze and evaluate effectively and efficiently
*strong leadership skills
*exceptional logical reasoning skills
Participation should be revisited regularly to make sure the child’s current need is driving the decision. Guided studies groups should be flexible.