GT Education

Question 1

According to the Javits Act, gifted and talented students are described as those who:
a. Have been assessed as having intelligence at least 30% above the national average,
and are not receiving services or activities to develop those capabilities
b. Are in the top 5% of their age group in terms of intellectual, creative, artistic, or
leadership areas, or in specific academic fields
c. Have achieved high accomplishment in intellectual, creative, artistic, or leadership
areas or in specific academic fields, and who have not been recognized and honored
in an appropriate manner
d. Have the capability for high accomplishment in intellectual, creative, artistic, or
leadership areas or in specific academic fields, and who need services or activities not
ordinarily provided by the school to develop those capabilities

Answer 1

Have the capability for high accomplishment in intellectual, creative, artistic, or leadership areas or in specific academic fields, and who need services or activities not ordinarily provided by the school to develop those capabilities. The Jacob Javits Gifted and Talented Students Education Act (Javits) is a federal program that addresses the needs of gifted and talented children. The purpose of the Act is to coordinate programs of scientific research, projects, pioneering approaches, and the like to enhance schools’ abilities to foster the educational needs of gifted and talented students.

Question 2

Gifted children typically get similar results with different types of I.Q. tests, such as the
Wechsler Preschool and Primary Scale of Intelligence (WPPSI), the Stanford-Binet
Intelligence Scale (SB), and the Wechsler Intelligence Scale for Children (WISC).
a. Neither true nor false
b. False
c. True
d. These I.Q. tests are not given to gifted students

Answer 2

False. While average and developmentally delayed children typically get very similar scores in a variety of I.Q. tests, gifted children more often get radically differing scores from test to test.

Question 3

Binh is in fifth grade. He was identified as gifted in leadership in third grade and entered into a Gifted and Talented program. He has always been mercurial, energetic, and moody, but until now it was not apparent that his studies were affected. Because his classroom behavior has worsened and his grades have been affected, his fifth grade teacher wanted him evaluated for Attention Deficit Hyperactivity Disorder. Should he be diagnosed with ADHD, what will happen to his gifted and talented status?
a. Because this has been a documented, ongoing problem, the district will temporarily
remove him from the Gifted and Talented program, concentrate on improving his
issues with attention and hyperactivity, and then re-enroll him once those things are
under control
b. He will remain in the program and it will be modified to become more appropriate for
his learning needs. It is illegal to discriminate against students with learning or
behavioral disorders
c. It will be discussed with the gifted teacher, his general classroom teacher, his parents,
and Binh. If Binh promises to monitor his behavior and work to the best of his
abilities, he will be permitted to stay
d. He will be removed from the Gifted and Talented program; his learning issues
preclude advanced studies. If, at some future point, he wants to return to the
program, he will have to be re-evaluated for it

Answer 3

He will remain in the program and it will be modified to become more appropriate for his learning needs. It is illegal to discriminate against students with learning or behavioral disorders.

Question 4

Students identified as gifted and talented can demonstrate serious lack of motivation that
hinders their performances. Some of the factors contributing to underachievement are low
self-efficacy, not finding the class interesting, not finding the class useful, a student’s lack of
self-regulation skills, and
a. When the work is too challenging
b. If the student is ostracized and unwilling to participate in class
c. Because the child is so bright, the family has treated him or her with indulgence. As a
result, the child expects to be treated as special
d. The work isn’t challenging enough

Answer 4

The work isn’t challenging enough. Gifted and talented students learn best when they are interested in the material, allowed to explore it independently and are challenged by it. They are not motivated by grades or products so much as by the learning process.

Question 5

According to Sternberg’s triarchic model of intelligence, three central qualities comprise giftedness: componential intelligence (the ability to analyze), experiential intelligence (the ability to think abstractly), and

a. Creative intelligence
b. Analytic intelligence
c. Contextual intelligence
d. Essential intelligence

Answer 5

Contextual Intelligence. According to Sternberg’s Triarchic Theory of Intelligence, componential intelligence (the ability to anyalyze, think in abstract terms and efficiently process information), experiential intelligence (the ability to creatively combine unrelated information and to perceive patterns in material that, on the surface, appears to be unrelated) and contextual intelligence (the ability to apply thinking skills to practical situations by reassessing one’s position in terms of strengths and weaknesses) are the three core qualities of giftedness.

Question 6

What type of assessment is often used to identify gifted students in leadership, creativity, or artistic areas?

a. Qualitative
b. Quantitative
c. Both a and b
d. Formal and informal

Answer 6

Qualitative. While is is appropriate to use both quantitative and qualitative approaches to identify 1st-12th grade students in terms of general intellectual ability or specific academic subjects, a district may choose to apply qualitative assessments only in order to identify gifted students in areas of creativity, the arts and leadership.

Question 7

The steps to curriculum compacting includes understanding learning objectives,
identifying students who can master objectives most quickly, pretesting, streamlining
instructional periods for students who understand objectives, and:
a. Recommending acceleration opportunities
b. Recommending students be advanced a grade
c. Reviewing assessments
d. Passing these students on to a Gifted and Talented teacher

Answer 7

Recommend acceleration opportunities. The steps to curriculum compacting include understanding learning objectives; identify students who can master objectives most quickly, pretest, streamline instructional period for students who understand objectives and recommending acceleration opportunities.

Question 8

When creating a Total Talent Portfolio, who is primarily responsible for deciding what to
include, maintaining the portfolio, and establishing goals?
a. The student and the teacher working as partners
b. The teacher in the primary position, supported by the student
c. The student in the primary position, with the teacher to review and approve
d. The student is primarily responsible

Answer 8

The student is primarily responsible. One of the purposes of the Total Talent Portfolio is to encourage student autonomy. In taking on responsibility in the selection of materials that will compose the TTP, updating the portfolio at regular intervals and establishing personal goals, the student assumes ownership and is therefore more committed. The teacher’s role is that of a guide, primarily in the process of review.

Question 9

“Gifted” students are federally defined as:
a. Those that score above 130 on a WISC test
b. There is no decisive federal definition; each state determines its own definition
c. Those who are academically 2 classes or more above peers
d. Those who exhibit extra-ordinary abilities in the areas of the arts, mathematics,
science, e. business, or leadership

Answer 9

There is no decisive federal definition; each state determines its own definition. This lack of cohesive classification can be problematic. For example, a child identified as gifted in one state may not be considered so in another. Should the child’s family relocate, this could potentially cause a schism that is damaging to the student’s equilibrium.

Question 10

SAGES stands for:
a. Standard Assessment Games for English Students, and describes informal
assessments based on cooperative games
b. Sagmore Adams Gates Educational Standards, and describes gifted standards for
grades 1-3
c. Screening Assessment for Gifted Elementary Students, and describes a standardized
assessment
d. Screening Assessment for Gifted Elementary Students, and describes an informal
assessment

Answer 10

Screening Assessment for Gifted Elementary Students, and describes a standardized assessment. Unlike many tools used to identify Gifted and Talented students, SAGES was designed expressly for that function. SAGES is also designed to reduce prejudice in gifted and talented testing.

Question 11

Why are open-ended responses of particular value to the teacher?
a. The encourage dialogue between teacher and student, or between student and peers
b. They give the teacher insight into how a particular student structures ideas, uses
language, and demonstrates understanding
c. They are not of particular value because they cannot be measured and do not remain
consistent through time
d. They support the gifted student’s emotional and psychological development by
demonstrating respect for the student’s abilities

Answer 11

They give the teacher insight into how a particular student structures ideas, uses language, and demonstrates understanding. Because open-ended questions are the beginning of dialogue, they also give the student the opportunity to express their ideas with creativity, and exhibit the degree of their abilities to abstract, find connections, analyze and assess ideas.

Question 12

Self-efficacy, the belief in one’s ability to succeed at a particular task, is influenced by
past performance, observing the success of peers, verbal support and persuasion by others,
and
a. A willingness to take risks
b. A creative approach to the task at hand
c. Strong self-esteem
d. Physiological cues that indicate nervousness, such as sweating hands; or cues that
indicate confidence, such as a feeling of ease and control

Answer 12

Physiological cues that indicate nervousness, such as sweating hands; or cues that indicate confidence, such as a feeling of ease and control. Self-efficacy, the belief in one’s ability to succeed at a particular task, is influenced by past performance, observing the success of peers, verbal support and persuasion by others, and physiological cues that indicate nervousness, such as sweating hands, or confidence, such as a feeling of ease and control.

Question 13

Ms. Wing often groups her students by ability in order to provide them with efficient,
challenging instruction that proceeds at a pace appropriate to their development. She has
recently been under attack by some parents, who consider her methods elitist and
potentially racist. The parents further point out that so-called ‘gifted’ students don’t need
the depth of support that failing students require. The position taken by the National
Association of Gifted Children include(s) the following argument(s):
a. Athletically gifted individuals are regularly grouped by ability and have the best
success in such groupings
b. All areas of professional or graduate study/ preparation involve grouping
c. Ability grouping is a means by which gifted ELLS, students with economic
disadvantages, and those with learning disabilities can be challenged along with their
true peers
d. All of the above

Answer 13

The National Association of Gifted Children (NAGC) has taken a strong position on grouping. NAGC argues that athletically gifted individuals, whether children or adults, are regularly grouped by ability and have the best success in such groupings. Furthermore, all areas of professional or graduate study/ preparation involve grouping. Yet another argument is that ability grouping is a means by which gifted ELLS, students with economic disadvantages and those with learning disabilities can be challenged along with their true peers.

Question 14

Bloom’s taxonomy describes the three types of learning as:

a. Cognitive, affective, and psychomotor
b. Intellectual, emotional, and social
c. Intellectual, creative, and psychological
d. Cognitive, creative, and psychomotor

Answer 14

Cognitive, affective, and psychomotor. Bloom’s taxonomy includes three types of learning. The cognitive has to do with mental skills and is concerned with knowledge. The affective involves feelings and emotions and is concerned with attitude. Psychomotor examines manual/physical facility and is concerned with skills.

Question 15

Authentic assessment as it pertains to gifted students:
a. Assesses emotional development, using expressive models
b. Assesses learning using portfolios, performance, observations, and other assessments
that model real-world representations
c. Assesses a student’s sincerity or authenticity by using a lie-detector
d. There is no longer such an assessment; popular in the early 1970s, it was abandoned
in 1992 because results lacked clarity or concise information

Answer 15

Assesses learning using portfolios, performance, observations, and other assessments that model real-world representations. Authentic assessment tasks are not simply practice for the sake of practice; they are rehearsals for real-world experiences. They assess a wide array of literacy skills in the context of how that skill would be applied in the real world.

Question 16

Curriculum focusing on social awareness and adjustment, personal awareness and
adjustment, a study of attitudes, values, and the individual’s perceptions is:
a. Effective Curriculum
b. Sociological Curriculum
c. Affective Curriculum
d. Developmental Curriculum

Answer 16

Affective curriculum. Gifted students often feel their differences; they can be more highly attuned to surroundings and non-verbal cues, and they may be reluctant to take risks that would propel them beyond their comfort zones. Affective curriculum allows them the opportunity to explore social and deeply personal aspects of their giftedness.

Question 17

Mario is taking AP classes at his high school. This means:
a. Advanced Placement, in which all his high school coursework will also apply as
college credits
b. Alternative Potential. These are small, experimental classes taught to students who
have been identified as ‘alternative learners’
c. Accountability Projects. These are independent studies in which an individual or small
group works closely with a mentor, who may not be a teacher but someone with
professional experience in the student(s) area of interest. Students are held
accountable for their projects’ designs, implementation, and successful conclusions
d. Advanced Placement, in which high schools offer coursework meeting criteria
recognized by institutions of higher education. Often, college credit is earned when an
AP exam in specific content areas is passed

Answer 17

Advanced Placement, in which high schools offer coursework meeting criteria recognized by institutions of higher education. Often, college credit is earned when an AP exam in specific content areas is passed.

Question 18

Kingore Observation Inventory (KOI) is used to:
a. The correct name is the Kingmore Ongoing Index; it is used as a continuous informal
assessment
b. Evaluate students in the gifted program to determine if they should remain in the
program
c. Assess the capabilities of English Language Learners with learning disabilities that
might be considered for a Gifted and Talented program
d. Identify gifted and talented students, including those from culturally diverse
backgrounds or those who live at or below the poverty level

Answer 18

Identify gifted and talented students, including those from culturally diverse backgrounds or those who live at or below the poverty level. The Kingore Observation Inventory is an efficient assessment and differentiation process, identifies gifted and talented students via observing behaviors in seven categories.

Question 19

The Elementary and Secondary Education Act signed into law in 2002 is more
commonly known as:
a. The Javits Act
b. I.D.E.A.
c. No Child Left Behind
d. Forward into the Future

Answer 19

No Child Left Behind (NCLB). This legislation reauthorized the Elementary and Secondary Education Act, and allocated financial support for low-income student education, teacher recruitment, professional development, technology and the like. NCLB is aimed at increasing educational success and parental contribution, and charges districts with guaranteeing state proficiency standards in mathematics and reading are reached by 2014.

Question 20

A number of gifted high school students are in a Language Arts class. Is their AP teacher
obliged to differentiate the program of study for the gifted students?
a. No; if the teacher is already running a student-centered classroom, allowing students
choices in assignments, and using flexibility in student grouping, the teacher is
already differentiating. No further modification is required
b. No. All students in Advanced Placement courses are, by definition, gifted. Therefore,
differentiation is already taking place
c. No. The teacher can choose to differentiate the program, but by the time gifted and
talented students have entered high school, they have internalized sufficient
strategies to challenge themselves and independently promote their own education
d. Yes. If the teacher is already running a student-centered classroom, allowing choices
in assignments, and using flexibility in student grouping, the teacher is already
differentiating. The teacher has received additional training to allow him or her to
continue to modify classroom assignments to more profoundly challenge the gifted
students

Answer 20

Yes. If the teacher is already running a student-centered classroom, allowing choices in assignments and using flexibility in student grouping, she is already differentiating. She has received additional training to allow her to continue to modify classroom assignments to more deeply challenge the gifted students.

Question 21

Mr. Santiago has grouped students with similar interest in architecture and very
different learning styles. He has given them a complex project and suggested the initial step
to designing the project involves a brief, intense period in which all group members suggest
and consider any possible ideas without ranking or judging their value. He reminds them
that a flexible mind is capable of taking in more information and making brilliant creative
leaps. This creative approach to problem-solving is called:
a. Brainstorming
b. Brainraining
c. Multiple thought process
d. Creative braining

Answer 21

Brainstorming. Brainstorming is a highly-charged creative technique to approach problem-solving, in which group members spontaneously offer a wealth of associations, ideas and possible solutions. The group considers all possibilities without initial judgment, looking for creative possibilities that might otherwise be overlooked.

Question 22

Dr. Acevedo has a gifted child in her fifth grade classroom. In order to keep the student
engaged and motivated, which of these inclusion strategies should she permit the student?
a. Establish own learning goals; self-assess; move to an independent challenge activity
when student understands the lesson; encourage student to work with peers close to
his or her own intellectual level
b. Have student independently design his or her own curriculum based upon classroom
assignments; self-assess and self-grade; help establish learning goals for the class
c. Help teacher design his or her own curriculum based upon classroom assignments;
review student’s assessments and grades with the teacher; suggest learning goals for
the class
d. Help establish learning goals for the class; act as the teacher’s assistant teacher; grade
work of classmates for the teacher

Answer 22

Establish own learning goals; self-assess; move to an independent challenge activity when she understands the lesson; encourage her to work with peers close to her intellectual level. Research has proven these techniques more deeply engaged gifted students that traditional methods, and contribute to such students’ degree of motivation.

Question 23

A strategy whereby the curriculum is modified in depth, complexity, and originality, and
suggests the four concurrent directions of Core Curriculum, Curriculum of Connections,
Curriculum of Practice, and Curriculum of Identity, is called:
a. Multiple Curriculums Modification
b. Parallel Curriculum Model
c. Creative Multiple Curriculums
d. Parallel Creative Curriculums

Answer 23

Parallel Curriculum Model. This strategy modifies the curriculum in depth, complexity and originality and indicates four concurrent directions, Core Curriculum, Curriculum of Connections, Curriculum of Practice and Curriculum of Identity.

Question 24

Gifted and talented teachers are required to have 30 hours of specialized training within
the first semester of their teaching, followed by 6 additional hours of training per year. Who
determines the material to be covered in this training?
a. The school board
b. It is legislated by the state
c. It is a district decision
d. It is federally mandated

Answer 24

It is a district decision. Prior to assignment in the program, teachers who provide instruction and services for gifted students are required to 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. However, how many hours to devote to each category is left up to the district to determine.

Question 25

A 4th grade teacher has three gifted students in his general classroom. One strategy for differentiating their learning is extending lessons throughout the curriculum by comparing common themes and issues, studying the associations within and between individual disciplines over the course of time and/or from more than one viewpoint. The teacher is adapting the ____________ of his lessons in order to challenge his gifted students. a. Complications b. Complexity c. Enhancement d. Richness

Answer 25

complexity. Complexity is one strategy for differentiating learning. Extending lessons throughout the curriculum by comparing common themes and issues, studying associations within and between individual disciplines over the course of time and/or from more than one viewpoint are ways a teacher can adapt lessons in order to challenge gifted students.

Question 26

A middle school teacher has recommended a number of different approaches her students can take with a research project about their hometown. She has suggested students might like to study an aspect of community life (such as social clubs or church organizations) over a significant period of time; compare a variety of architectural styles that are currently found in homes in a certain area; or do a statistical analysis in an area of special interest. One of her students has particular interest in insects. The student has designed a project that tracks insect populations over a thirty-year period in order to understand how draining swampland, cutting trees, and other environmental changes affect such populations. Another student, a painter, is interested in a brief but important art movement that had its roots in the student’s hometown. Two students whose parents have recently divorced are designing a project that examines changes the family unit over a century. What teaching strategy is the teacher using? a. Continuum of learning experiences b. Array of learning experiences c. Simultaneous teaching within multiple disciplines d. Intellectual freedom of choice

Answer 26

Array of learning experiences. An array of learning experiences is defined as a menu of challenging learning experiences or opportunities that fit the unique interests and abilities of advanced level students.

Question 27

The Total Talent model considers which of the following? a. Student interest, learning styles, and extraordinary abilities b. Student’s abilities only c. Student’s interests and learning styles d. A student’s interests and learning styles and the student’s cognitive ability are equally considered

Answer 27

A student’s interests and learning styles and the student’s cognitive ability are equally considered. Total Talent Portfolios include attention to student interests and learning styles in addition to cognitive abilities that have traditionally contributed to educational decisions.

Question 28

The term ‘depth’ refers to a number of interconnected strategies employed when exploring an area of study in terms of content. Studying details, patterns, and cultural considerations; examining content from concrete to theoretical; moving from known and familiar to unknown and unfamiliar; and ______________ are among these strategies. a. Weighing knowledge of the physical world and the spiritual world b. Moving beyond theoretical concepts to real-world experience c. Considering all previous knowledge and projecting future knowledge d. Moving beyond fact to generalizations and principles

Answer 28

Moving beyond fact to generalizations and principles. Depth involves exploring content within a discipline; analyzing from the concrete to the abstract, familiar to the unfamiliar, known to the unknown; exploring the discipline by going past facts and concepts into generalizations, principles, theories, laws; investigating the layers of experience within a discipline through details, patterns, trends, unanswered questions, ethical considerations.

Question 29

Eduardo is extremely disorganized. He often fails to turn in work, claiming either that he did turn it in and the teacher lost it, or that it was never assigned. He spends most of his time trying to draw the attention of other 3rd graders through clownish behavior. When that fails, he often falls into depression, claiming that he is worthless. He has been identified as extremely gifted in math, but has fallen behind the rest of the class. What is most likely going on? a. He has Attention Deficit Hyperactivity Disorder b. He is demonstrating lack of motivation, and may be affected by Attention Deficit Hyperactivity Disorder or a learning disability as well c. It is likely he is either indulged or ignored at home and is acting out d. He simply lacks self-discipline

Answer 29

He is demonstrating lack of motivation, and may be affected by Attention Deficit Hyperactivity Disorder or a learning disability as well. Many gifted children are not wellorganized because they are deeply focused on ideas rather than on the physical world. Many gifted children lack social skills and are either withdrawn or demonstrate attention-seeking behaviors as a result. The cycle spirals downward, often ending in depression. He has been identified as gifted in mathematics, but has fallen behind the rest of his class instead of fulfilling his potential. He is a classically unmotivated gifted student, and might or might not be experiencing a learning disability or ADHD as well.

Question 30

Eduardo, the student in the above example, was referred for counseling as part of his intervention. Which of the following will the counselor most likely employ? a. Help him establish realistic goals for the foreseeable future; focus on his strengths; slowly remediate his weaknesses; do not compare his progress to that of others, but focus on improvements in terms of himself; determine his learning style; build selfesteem through counseling small-group or individual meetings b. Establish realistic short and long-term goals for him; focus on his strengths as well as his weaknesses; compare his progress against that of others, but only where the comparison is favorable; determine his learning style; encourage self-esteem through art therapy c. Assign realistic short and long-term goals and require he accomplish the steps involved; focus on helping him turn weaknesses into strengths; compare his progress against that of others, honestly and fully; determine his learning style; encourage selfesteem through talk therapy d. Assign realistic short and long-term goals and require he document the steps as he follows them; focus him on his weaknesses and assign him the task of developing ways to overcome them; compare his progress against that of others, honestly and fully; determine his learning style; refer him to a psychiatrist who can prescribe medications

Answer 30

Help him establish realistic goals for the foreseeable future; focus on his strengths; slowly remediate his weaknesses; do not compare his progress to that of others, but focus on improvements in terms of himself; determine his learning style; build self-esteem through counseling small-group or individual meetings.

Question 31

How many hours of annual training are required of gifted teachers to retain eligibility? a. 15 b. 6 c. None d. 3

Answer 31

6. Teachers working with gifted students are required to complete 30 hours of professional development by the time they finish their first semester, followed by 6 additional hours annually.

Question 32

Who, in addition to gifted and talented teachers, are required to take 6 additional hours of training annually? a. Administrators and counselors who make programming or hiring decisions b. Only the teachers are required to have annual training c. Administrators who make programming or hiring decisions d. All teachers, although only gifted and talented teachers are required to have the initial 30 hours of training

Answer 32

Administrators and counselors who make programming or hiring decisions. All individuals who work with or for children identified as gifted or talented are required to complete 6 hours of training annually.

Question 33

``` In determining whether a gifted child is underachieving academically, what should be assessed? a. The child’s IQ b. The child’s academic ability c. The child’s academic performance d. The child’s psychological development ```

Answer 33

The child’s academic ability. Gifted children excel in one or more particular areas, but not many can be said to really excel across the board. Examining the gap between what a student is capable of and what that student is actually accomplishing is a good indicator of academic achievement

Question 34

According to Bloom’s taxonomy, knowledge, comprehension, application, analysis, synthesis, and evaluation belong to which domain? a. Intellectual b. Analytical c. Cognitive d. Mathematical

Answer 34

Cognitive. Bloom’s taxonomy places knowledge, comprehension, application, analysis, synthesis and evaluation in the cognitive Domain.

Question 35

Kaplan has determined that students with which set of beliefs achieve their goals at the highest level? a. Belief in self; determination; strong work ethic; willingness to conform b. Curiosity; adept at using multiple resources; willing to take risks; applies key words when asking questions c. Single-mindedness; determination; belief in self; strong work ethic d. Creativity; spontaneity; enthusiasm; joy

Answer 35

Curiosity; adept at using multiple resources; willing to take risks; applies key words when asking questions. According to Kaplan, belief sets are a strong indicator of learning success. Students who are curious, can move comfortably between resources, are willing to take risks, and listens for key words in questions achieve their goals at the highest level.

Question 36

Students who are gifted are required by federal law to have an Individualized Education Program (IEP). a. True. Students in all 50 states receiving any form of special education must have such a plan b. False. No such plan for children identified as Gifted and Talented has ever been federally mandated c. Neither true nor false. IEPs are used exclusively for students with learning disabilities or mental insufficiencies d. At one point this was true, but it has been overturned

Answer 36

False. No such plan for children identified as gifted and talented has ever been federally mandated. While gifted children do receive special education in terms of differentiation, federal law does not require they have IEPs as learning disabled children are.

Question 37

A student who has tremendous leadership potential has been charged with a series of tasks. She will gather a variety of types of information that describe her areas of strength and continually update this information; she will categorize this material as pertaining to ability, learning styles, social skills, and special interest; she will create a time line to consider options and guide decisions in her differentiation; she will communicate with the teacher regarding these options and decisions; and she will use the information to communicate with mentors, parents, and others about her development. What is she doing? a. Creating a Total Talent Portfolio b. Developing a number of assessment tools c. Developing a differentiation plan d. Creating a Personal Growth file

Answer 37

Creating a Total Talent Portfolio. A TTP gathers a variety of types of information describing a student’s areas of strength and interest and tracks it through time, updating as appropriate. This information is categorized (typically with a chart) and studied in order to set goals and determine differentiation. The gifted student is encouraged to develop autonomy by being primarily responsible for her TTP.

Question 38

Uneven social and intellectual development, being socially at variance with expectations of the classroom and of others at the same age, experiencing finely tuned emotions, and the resulting vulnerability is called: a. Social inequality b. Psychological ineptitude c. Asynchrony d. Serendipity

Answer 38

Asynchrony. According to 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 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.”

Question 39

Both qualitative and quantitative assessments must be used when identifying elementary, middle, and high school students, with what exception (s)? a. Teachers can choose to assess kindergarten students using only qualitative assessments b. For students being assessed for exceptional leadership abilities, creativity, or artistic areas, teachers can chose to assess qualitatively only c. Both a and b d. Neither a nor b

Answer 39

Many teachers prefer to assess kindergarten students using only qualitative assessments. In areas of creativity, artistic and leadership abilities, teachers can chose to use only qualitative assessments.

Question 40

Vertical alignment: a. Refers to the curriculum-enhancing strategy of stacking lessons into complex groups in order to challenge gifted learners b. Means working across the curriculum; various subjects are linked thematically and similar strategies are employed to make learning more relevant c. Is seating students according to how well they are achieving academic goals d. Refers to mapping the curriculum to build upon understanding and skills learned in the previous grade

Answer 40

Refers to mapping the curriculum to build upon understanding and skills learned in the previous grade. Vertical curriculum allows teachers to efficiently assess learning from the previous year in order to effectively concentrate time on developing further understanding and skills rather than wasting time with lessons that are redundant in terms of what students already know.

Question 41

Differentiation is: a. The practice of grouping students in terms of commonality; for example, grouping gifted students and average students separately b. Modifying lessons for the unique needs of a particular student c. Illegal in all 50 states, as it violates the 14th Amendment d. The practice of grouping students in terms of their differences; for example, grouping gifted and regular students, or grouping native English speakers with non-native speakers

Answer 41

Differentiate for those students who understand the concept but arrive at incorrect answers. By reviewing their steps, the teacher can determine why answers are incorrect and can demonstrate the correct approach. Concept is more important than content. If the students truly understand the ‘how’, they have the tools they need to arrive at the ‘what’. However, if a student demonstrates the same type of error repeatedly, she may not fully understand the concept. Concept is more important than content.

Question 42

Gifted and Talented underachievers can best be helped by parents and teacher who __________________ in an environment that______________. a. Share consistent expectations / is flexible, respects the student’s opinions, and does not demand absolute obedience b. Demand excellence / is firm, unbending, clear, and consistent c. Ask questions / is invigorating, inviting, inspiring, and flexible d. Offer support / is loving, understanding, accepting, and respectful

Answer 42

Share consistent expectations / is flexible, respects the student’s opinions, and does not demand absolute obedience. Gifted underachievers do best when teacher and parent expectations are consistent, and in learning and home environments are not overly rigid or demanding.

Question 43

Continuum of Learning Experiences refers to: a. Challenging experiences and opportunities that resonate with the specific interests and abilities of high-level students b. Unplanned learning experiences which are successful and therefore incorporated into the continuum c. The correct term is Continuous Learning Events d. Planned learning experiences that build upon a progressively stronger foundation from year to year

Answer 43

Planned learning experiences that build upon a progressively stronger foundation from year to year. A Continuum of Learning Experiences is a multi-year construct that relies upon each previous year to provide the framework for further academic and artistic development.

Question 44

A student who participates in a Gifted and Talented program at her school has been invited to visit family members in China with her parents. She will attend school there, and also be tutored so that she doesn’t fall behind. Her mother has asked how a two-month leave of absence will affect her participation in the Gifted and Talented program. Which of the following is most accurate? a. If the student takes a leave of absence, she is out of the program b. At any point, students will automatically receive furlough status of any length of time as long as the request is in writing six weeks prior to the furlough date c. If the student takes a leave of absence, she is out of the program. She can enroll again if the district is willing, but must go through nomination and evaluation procedures d. A student may be granted a leave of absence for specific reasons and for a preestablished length of time; the leave must be approved

Answer 44

A student may be granted a leave of absence for specific reasons and for a preestablished length of time; the leave must be approved. The leave of absence must all be requested at minimum six weeks prior to the furlough date.

Question 45

The Total Talent Portfolio is a systematic method of gathering, analyzing, and classifying students’ abilities in order to: a. Protect gifted children with learning disabilities from falling through the cracks b. Help the teacher determine how to enrich and accelerate students’ learning based upon their individually unique profiles c. Help older students with transition and placement into jobs at which they are likely to excel d. Give teachers visual and logistical models whereby they can decide which crosscurriculum strategies are most likely to succeed for individual students

Answer 45

Help the teacher determine how to enrich and accelerate students’ learning based upon their individually unique profiles. The Total Talent Portfolio is a systematic method of gathering, analyzing and classifying students’ abilities, given equal weight to interests and learning styles as to cognitive skills to aid the teacher in deciding how to enrich and accelerate students’ individualized learning based upon their unique profiles.

Question 46

Howard Gardner’s theory of Multiple Intelligences suggests which categories of intelligences? a. Dramatic, musical, verbal, mathematical, dance-oriented, sports-oriented, scientific, and socially concerned b. Verbal linguistic, mathematical, musically attuned, visual special, body embraced, interpersonal, naturalistic, and existential c. Verbal linguistic, mathematical logical, musical, visual spatial, body kinesthetic, interpersonal, naturalistic, and existential d. Emphatic, recessive, aggressive, assertive, dogmatic, apologetic, determined, and elusive

Answer 46

Verbal linguistic, mathematical logical, musical, visual spatial, body kinesthetic, interpersonal, naturalistic, and existential. Gardner’s theory of multiple intelligences addresses the nature of intelligence and challenges the accuracy of previous models in determining degrees of intelligence. His theory is based upon the belief that a person who excels in one area may not show outstanding ability in another, and that all people can be described as exhibiting certain types of intelligence and therefore having differing ways of learning. Bodily kinesthetic learners learn best hands-on. Interpersonal learners learn best when they work within a group. Verbal-linguistic learners are word-oriented, and learn best by reading, writing, and discussing. Logical-mathematical learners base their learning in logic, reason and abstraction. Naturalistic individuals need prior knowledge and experience in order to internalize new information because they recognize and classify in their learning. Visual spatial learners are especially good at mental visualization involving 3 dimensions. Musical learners are sound and rhythm oriented and may learn best when listening to oration, and may use musical phrases as a tool to remembering information.

Question 47

A parent has approached his daughter’s teacher and is frustrated because the child seems to be completely without motivation. The father has tried rewarding his daughter for exemplary work, punishing her for inadequate work, and reviewing her work before she turns it in to ascertain if it is complete, to no avail. The father knows the daughter is extremely capable intellectually and artistically. He feels both angry at what he sees as her laziness, and guilty for not being able to motivate her. The teacher tells him: a. To modify his strategy. He should BOTH reward exemplary work and punish inadequate work at the same time b. That until the child takes full responsibility for her actions, no one can motivate her. Withdrawing his involvement will likely result in the girl becoming more motivated c. That gifted student’s value learning over performance. Her lack of motivation shouldn’t be an occasion for blame. Instead of focusing on grades and performance, the father might consider exploring some learning opportunities in areas of the girl’s interest. For example, a visit to an art museum followed by a trip to the library for books about a particular art movement might motivate the student d. That he is doing all he can do; his methods are fine, and if he changes his course at this point it will do more harm than good

Answer 47

That gifted student’s value learning over performance. Her lack of motivation shouldn’t be an occasion for blame. Instead of focusing on grades and performance, the father might consider exploring some learning opportunities in areas of the girl’s interest. For example, a visit to an art museum followed by a trip to the library for books about a particular art movement might motivate the student.

Question 48

The first step in having a student considered for a gifted program is nomination via a Student Observation Form submitted by whom? a. Teachers or parents b. Other community members c. School administrators and other personnel d. Any of the above

Answer 48

To be considered for a gifted program, a student must be nominated. Anyone can make the nomination, including family members, teachers, school administrators and other school personnel, and community members who are familiar with the child’s abilities.

Question 49

The National Research Center on the Gifted and Talented is: a. A federally-funded center with the charter of developing effective methods of identification and testing of Gifted and Talented students, and programming for such students b. A federally-funded center with the charter of developing effective methods of showcasing gifted students by funding venues for student performances and presentations c. A privately-funded center with the charter of developing effective methods of showcasing gifted students by funding venues for student performances and presentations d. A state-funded center with the charter of developing effective methods of identification and testing of Gifted and Talented students, and programming for such students

Answer 49

A federally-funded center with the charter of developing effective methods of identification and testing of gifted and talented students, and programming for such students. The National Research Center on the Gifted and Talented is one of three components of the Javits Act, a reauthorization of The Elementary and Secondary Education Act.

Question 50

Each school district receives an annual allotment equal to that district’s adjusted base allotment multiplied by 0.12 for each student per year. What percentage of students in average daily attendance can be considered for Gifted and Talented funding? a. 2.5% b. 5% c. 10% d. 8.3%

Answer 50

5%. School districts are given an annual allotment equal to a particular district’s base allotment multiplied by 12 per student per year. No more than 5% of the total number of students can be considered for Gifted and Talented funding.

Question 51

A district’s written policy regarding student identification must: include provisions for continuing screening; include assessment procedures from a number of sources; ensure that all populations have assessment available; ensure final selections are made by at minimum three local educators with specialized training; and: a. Include provisions about reassessment, exiting strategies, and readmission policies b. Include provisions about furloughs, reassessment, exiting strategies, transferring students, and the district decision appeals process c. None of the above; the district is not required to have a written policy d. Include provisions about furloughs, reassessment, exiting strategies, transferring students, and parental involvement

Answer 51

Include provisions about furloughs, reassessment, exiting strategies, transferring students, and the district decision appeals process. A district’s written policy regarding student identification must include provisions for continuing screening; assessment procedures from a number of sources; insure that all populations have assessment available; insure final selections are made by at minimum three local educators with specialized training; and contain provisions regarding furloughs or leaves of absence, reassessment, exiting strategies, transferring students and the process by which appeals can be made.

Question 52

Luis has been identified as gifted in Mathematics, however, he has been underachieving in that area as well as others for over a year. Shastique is a talented scientist, and has suddenly begun failing most of her classes. She has become withdrawn and easily irritated. Clara, a prima ballerina, is extremely upset that her schoolwork doesn’t reflect what she knows she is capable of. Underachievement requires immediate attention: a. For Luis and Shastique only; Clara’s concern, since her schoolwork is acceptable, is unwarranted b. For Shastique only; the suddenness suggests something may have happened at home or elsewhere that must be addressed. Clara is simply being overemotional and Luis appears to be lazy and must learn to motivate himself c. For all three students. Underachievement is considered to be a serious problem if it is severe (considerably below grade level), long term, or creating anxiety in the student d. For Luis only; his underachievement is clearly long-term

Answer 52

For all three students. Underachievement is considered to be a serious problem if it is severe (considerably below grade level), long term, or creating anxiety in the student. Although the three students described are involved in different scenarios, all should receive intervention.

Question 53

In the above example involving Luis, Shastique, and Clara, which set of strategies is most likely to motivate these students? a. Extra-credit work to earn bonus grades; put them in leadership positions; and insist upon excellence b. Focusing on strengths; let students design their own projects; and differentiated instruction c. Therapy; put them in a leadership position for class project which the student designs; and insist upon excellence d. Compassionate, authentic dialogue; extra time to complete work; and rubrics which student uses to self-assess

Answer 53

Focusing on strengths; let students design their own projects; and differentiated instruction. As a result of their own sensitivity and peers’ sense of them as ‘other’ or ‘strange’, many gifted students are vulnerable to insecurities. Focusing on their strengths is one step in gifted intervention. Gifted students are also highly motivated by their individual interests; allowing them to design their own projects can engage them at a level classroom work does not. Differentiated instruction is essential to the education of gifted and talented students; curriculum compacting, proper pacing and deepening the lesson are all ways in which differentiation can be useful.

Question 54

Qualitative measures: a. Are standardized tests used to assess students b. Are assessments that demonstrate to what degree a student’s product (artistic or core) demonstrates a high degree of quality c. Include all the documents, records, assessments, and products involving a student who is working solely independently, in quarantine d. Are anecdotal records, observations, interviews, student products, checklists, and similar materials

Answer 54

Are anecdotal records, observations, interviews, student products, checklists, and similar materials. In contrast, quantitative measures involve standardized testing.

Question 55

Bruner, one of the central figures of the ‘cognitive revolution,’ later became critical of his earlier position and turned his attention to the matter of how _________ shapes thinking. a. Creativity b. Art c. Science d. Culture

Answer 55

Culture. Bruner's original position on education underwent a major shift by the mid 1990s. In The Culture of Education he expresses the position that it is impossible to think outside of culture; regardless of how interior or ‘mental’ the process, thinking requires the framework or grid of culture.

Question 56

A second-grade teacher has a student who is a very talented artist. The girl has a parent who has asked the teacher how the parent can get involved. Which of the following would be appropriate suggestions for the teacher to make? a. Take ongoing notes on her daughter’s experiences with the program. Write an evaluation of the program’s strengths and weaknesses at the end of the school year b. Join the advisory committee to assist in future program planning c. Help locate mentorship possibilities and independent study opportunities in the district d. All of the above

Answer 56

All of the above. Parental involvement is an important piece in successful education. The teacher could suggest the mother take ongoing notes on her daughter’s experiences with the gifted program; give her evaluation of the program’s strengths and weaknesses at the end of the school year; join the advisory committee to assist in future program planning; and help locate mentorship possibilities and independent study opportunities in the district.

Question 57

Who is responsible for identifying gifted and talented students? a. Each county establishes its own guidelines based upon State Board of Education criteria, which apply to all schools in the county b. The State Board of Education is responsible for designing a systematic plan which includes assessment, evaluation, curriculum, and planning. Each district must abide by this overreaching plan, all owing slight modifications when necessary and approved c. Each building designs its own system for identifying and serving Gifted and Talented students. It must follow loose guidelines suggested by the district, which in turn, follows loose guidelines suggested by the State d. Each district develops and implements a program that is based upon criteria determined by the State Board of Education, which includes identifying and serving gifted and talented students

Answer 57

Each district develops and implements a program that is based upon criteria determined by the State Board of Education, which includes identifying and serving gifted and talented students.

Question 58

A fourth-grade classroom has four students identified as gifted and talented. There are no special classes in the building. This is a problem because: a. All buildings in every district are required to (a) identify gifted and talented students and (b) offer these students differentiated instruction by qualified teachers in pull-out or self-contained classrooms b. Any buildings in all districts whose population include identified gifted and talented students are required to offer these students differentiated instruction by qualified teachers in pull-out or self-contained classrooms c. This is not a problem, as long as the teacher has obtained 30 hours of professional development and 6 additional hours annually; the gifted students work in groups of three; the gifted students also work independently; and the gifted students have opportunities to work with other students. In addition, the teacher should be able to provide these opportunities to a sufficient degree to challenge the gifted students in addition to serving the remainder of the students d. This is not a problem as long as the gifted and talented students are able to receive services through community and professional organizations as well as after-school activities

Answer 58

This is not a problem, as long as the teacher has obtained 30 hours of professional development and 6 additional hours annually; the gifted students work in groups of three; the gifted students also work independently; and the gifted students have opportunities to work with other students. In addition, the teacher should be able to provide these opportunities to a sufficient degree to challenge the gifted students in addition to serving the remainder of the students.

Question 59

Which is superior in terms of program design accountability, improvement, and development? a. A district’s promise to guarantee that student assessment and services comply with accountability standards b. Continuing formative and summative evaluation strategies that are based on quantitative and qualitative data which is reviewed by the school board c. A number of evaluation activities designed to find areas of weakness or inconsistency d. Advisement by an organized group consisting of parents, GT students, school staff, and GT staff who meet at regular intervals to study policies and procedures and make recommendations to the district

Answer 59

Continuing formative and summative evaluation strategies that are based on quantitative and qualitative data which is reviewed by the school board. This provides superior accountability over a district’s promise to guarantee student assessment and services comply with accountability standards; multiple evaluations to locate areas of weakness; or advisement by a group of parents, students, and school staff who study policies and procedures and make recommendations to the district.

Question 60

Once a student has been nominated for a gifted and talented program via a Student Observation Form, he or she ________ be assessed. a. Will b. Might c. Will not; nomination guarantees assessment d. Must

Answer 60

Might. The decision of whether to assess a child is made by a committee and is partially based on observable academic strength according. If the G/T Committee decides a particular child should be assessed, parents must first give permission.

Question 61

There have been a number of belief systems regarding the nature of intelligence. According to Spearman, intelligence is a measurable cognitive capacity to which a constant number can be assigned; an individual who is intelligent in one area is equally intelligent in others. For Gardner, there are several distinct types of intelligences, and an individual might excel in one area but not another. Sternberg theorizes intelligence is reflected in how successfully an individual handles the changing environment through time. He located cognitive processes in three processes; performance components, knowledge-acquisition components, and: a. Metaphoric components b. Analytic components c. Supercomponents d. Metacomponents

Answer 61

Metacomponents. Sternberg theorizes intelligence is reflected in how successfully an individual handles the changing environment through time. He located cognitive processes in three processes; performance components, knowledge-acquisition components and metacomponents. Metacomponents are self-aware processes that contribute to making decisions and solving problems; they can be seen as instances of the mind being aware of the mind.

Question 62

What is the difference between a raw score and a scale score? a. Raw scores are used on specific tests to show how well a student did; this score is not necessarily consistent from test to test. A scale score translates raw scores onto a measurement common to all forms of testing for a particular assessment b. There is no difference; both terms refer to the score a student receives c. A raw score is shown as an error number while a scale score is indicated by a percentage. For example, if a student takes a test with 100 questions and misses 7, the raw score is -7 and the scale score is 93%. d. Scale scores are used on specific tests to show how well a student did; this score is not necessarily consistent from test to test. A raw score translates scale scores onto a measurement common to all forms of testing for a particular assessment

Answer 62

Raw scores are used on specific tests to show how well a student did; this score is not necessarily consistent from test to test. A scale score translates raw scores onto a measurement common to all forms of testing for a particular assessment.

Question 63

Ten year old Ming has exceptional musical abilities. She can hear a piece of music once and immediately play it on a variety of instruments, and her singing range is phenomenal. She is new to the U.S., and speaks little English. She has learning disabilities and is dysgraphic. She is easily excited. Her classmates find her: a. Delightful; her excitability coupled with her musical talents are entertaining b. Odd; her lack of English, terrible handwriting, nervousness, and bizarre musical talents make her seem abnormal c. Acceptable. Fifth graders typically don’t exclude one another d. Fascinating; her musical talent coupled with her excitability and lack of English make her an interesting distraction to their schoolwork

Answer 63

Odd; her lack of English, terrible handwriting, nervousness, and bizarre musical talents make her seem abnormal. Many gifted children are highly sensitive and can be far more easily excited that their average peers. They may not know how to relate to other children, and as a result lack social skills. Ming’s lack of English, terrible handwriting, nervousness and musical talents might make her seem abnormal to her classmates.

Question 64

Jasmine, a highly gifted 7th grade student, is picked on by a group of girls. She is mocked for her clothing, which is not fashionable, for her slight stutter, and for her tremendous abilities in Mathematics. The girls call her ‘freakish’ and ‘weird.’ Jasmine is deeply hurt by this, and has approached a trusted teacher for advice. What should the teacher suggest? a. The teacher should immediately step in, asking to meet with the girls’ parents to discuss their daughters’ unacceptable behavior. b. The teacher should immediately step in, asking to meet with the girls’ parents and Jasmine’s parents to discuss the unacceptable behavior of the girls who are teasing. c. The teacher should speak with the girls individually, informing them that their behavior is unacceptable. Then the teacher should monitor their actions and words toward Jasmine for several weeks to determine if they are still picking on her. d. The teacher should talk with Jasmine to help her understand what is most troubling to her. Once Jasmine understands what bothers her and what she would like changed, she should be encouraged to speak with the girls to let them know their behavior is hurtful and that she wants it to stop. If Jasmine requests it, the teacher can also be present to let the girls know this issue is serious, although she should let Jasmine do most of the talking.

Answer 64

The teacher should talk with Jasmine to help her understand what is most troubling to her. Once Jasmine understands what bothers her and what she would like changed, she should be encouraged to speak with the girls to let them know their behavior is hurtful and that she wants it to stop. If Jasmine requests it, the teacher can also be present to let the girls know this issue is serious, although she should let Jasmine do most of the talking.

Question 65

Parental permission to assess a student for a gifted program is: a. Required b. Not required, in order to avoid a hardship for students who meets the qualifications but do not have supportive parents c. Not required; one of the premises of gifted education is developing a sense of independence and personal responsibility in students d. Required only if a student requests parental involvement

Answer 65

Required. Unless the student has been emancipated, a parent or guardian must give written permission before that student can participate in a Gifted and Talented program.

Question 66

As described in a study by Dr. Siegle of the Neag Center for Gifted Education, self-efficacy is best defined as: a. An individual’s belief or feeling about his or her worth to the world or a specific part of it b. An individual’s belief or feeling about his or her ability regarding a specific undertaking c. An individual’s belief or feeling about his or her ability to accomplish a goal in an efficient manner d. An individual’s belief or feeling about how his or her worth will increase if he or she accomplishes a task efficiently and exceptionally well

Answer 66

An individual’s belief or feeling about his or her ability regarding a specific undertaking. An unmotivated gifted student may have low self-efficacy, believing that a task, project or other undertaking is beyond his abilities.

Question 67

What is the difference between dual and concurrent enrollment? a. Concurrent enrollment means being enrolled in a college while still attending high school in order to get college credits. Dual enrollment is enrolling in a college while still in high school in order to get both high school and college credit at the same time b. There is no difference; the terms mean the same things c. Dual enrollment means being enrolled in a college while still attending high school in order to get college credits. Concurrent enrollment is enrolling in a college while still in high school in order to get both high school and college credit at the same time d. The correct term is concurrent enrollment; there is no such thing as dual enrollment

Answer 67

Concurrent enrollment means being enrolled in a college while still attending high school in order to get college credits. Dual enrollment is enrolling in a college while still in high school in order to get both high school and college credit at the same time.

Question 68

Fifth-grade Esmeralda, a gifted writer, told the school counselor that it really isn’t her fault that much of her school work never makes it to the teacher’s hand. She perceives herself as fairly vulnerable in a difficult world. Her little brother goes through her book bag and tears up her papers. Her handwriting isn’t very good no matter how hard she tries and she can’t read her own notes. Her mother forces her to stay inside on nice days to do homework that is boring. Sometimes other kids on the bus take her homework and throw it away. Esmeralda is also convinced that when she does manage to turn in the work, the teacher herself misplaces it. She appears to believe her excuses, and doesn’t see any way to overcome them. What’s going on? a. She has a high external locus of control b. She has a low external locus of control c. She has a low internal locus of control d. She has a high internal locus of control

Answer 68

She has a high external locus of control. Locus of control is the degree to which an individual believes she can control events or actions that impact them. The more in control an individual believes herself to be, the higher her internal locus of control. The less in control an individual believes herself to be, the higher her external locus of control. In this example, the student blames other students, her brother and her teacher for missing schoolwork, believing herself to have no control in these matters. Her locus of control is external, and the degree to which she feels out of control indicates it is also high.

Question 69

Pfeiffer’s Gifted Rating Scales is used to: a. Weigh the pros and cons of entering a student into a gifted program b. Determine what percentage of the budget should be allocated to gifted programs by considering what ratio such program(s) are scaled to c. Measure gifted intelligence overall d. Measure the degree of disability a gifted, learning-disabled student has

Answer 69

Weigh the pros and cons of entering a student into a gifted program. Pfeiffer’s Scales is a time-efficient way to assess giftedness using six scales for students beyond kindergarten. It is administered by teachers and covers intellectual ability, academic ability, creativity, artistic talent, leadership ability, and motivation.

Question 70

A gifted high school student is concerned that her school records might include misinformation. Her parents have requested his records for review. What must the school do? a. Obtain written permission directly from the student first b. Provide the records within 7 days c. Provide the records within 45 days d. The school can refuse; by law, they own the records and may share them as they see fit, regardless of requests

Answer 70

Provide the records within 45 days. The Family Educational Rights and Privacy Act (FERPA), is a federal law that addresses student rights regarding their records. Among FERPA regulations is the requirement that a student be given records within 45 days of request.

Question 71

A differentiation strategy for students with high ability involves streamlining work to match ability, thereby creating a more challenging environment. This is called: a. Curriculum packaging b. Curriculum packing c. Curriculum compacting d. Curriculum packeting

Answer 71

Curriculum compacting. Curriculum compacting is a differentiation strategy for students with high ability involves streamlining work to match ability, thereby creating a more challenging environment. The three steps to compacting are determining goals, identifying students, and offering acceleration and enrichment opportunities. Curriculum compacting eliminates repetition of lessons that have already been learned, and speeding up lessons to match the learner’s pace.

Question 72

Gifted students who receive a vertical score equal to or greater than the Met Standard at a grade level higher than their own have already met the standard at their grade level. Is this statement true or false? a. True. This is one of the ways gifted students are identified b. True, although a student might meet the standard at a higher grade level in one subject but not in all subjects c. True. Additionally, gifted students whose vertical score in a particular subject is equal to or greater than the Met Standard at a higher grade level should be working at that higher level, either by taking those classes at that grade level or via differentiation d. False

Answer 72

False. Vertical scores at a particular grade level indicate the degree of mastery of that subject at that grade level. This number is unrelated to the Standards established at a higher grade level. Vertical scores are not the same as Standards.

Question 73

What is a test ceiling?

Answer 73

The highest score it is capable of yielding.

Question 74

What are parents rights during gifted IEP meetings?

Answer 74

1. Equal partners in IEP planning for their child. 2. Parents should bring their own ideas to the meetings. 3. Accommodations to the general classroom could be written in gifted IEP's. 4. Acceleration in grade or subject does not violate the school districts policy. 5. If parents find that the proposed IEP does not meet a certain educational need for their child, they should bring this up for the school to define and the team to find ways to meet it. This includes advocating for courses initially not offered by the school or not at their child's grade level.

Question 75

What is PLEP?

Answer 75

Present Levels of Educational Performance. Objective assessments are needed to establish the students PLEP. Do not use report cards as they measure grades in the past which may show A's but the class is grade levels below this student, or may show C's and F's because the student was so bored with the class.

Question 76

Main parts of the Gifted IEP.

Answer 76

1. Student's Present Levels of Educational Performance (PLEP). 2. State the students educational goals. 3. Include short-term learning objectives. 4. Outlines for specially designed instruction for the gifted student and explains teach methods for attaining student short-term outcomes and long-term goals.

Question 77

What are goals vs. objectives?

Answer 77

Goals are the long-term targets for a student's education. They do not need to be specific or measurable. More general and global but specific to the individual student. Objectives represent short-term targets. They should be both specific and measurable. After the goals are determined, the objectives then specify the smaller steps the student must achieve toward eventually meeting the associated goal. The objectives are also the IEP teams way of measuring student progress toward a goal.

Question 78

NORA

Answer 78

Notice of Recommended Assignment - Given to parents at the end of a gifted IEP meeting for them to sign. Parents can wait to sign, ask for amendments or additions requests to the IEP.

Question 79

SDI

Answer 79

Specially Designed Instruction - 1. Gifted education and general education for gifted students are not seperate entities: gifted students needs must be met in BOTH distric figted programs and general education classrooms. 2. General education teachers cannot refuse to implement GIEPs' parents have recourse. 3. General education teachers have access to all parts of GIEPs.

Question 80

Content skills vs. Process skills

Answer 80

Content skills involve acquiring and retaining the information presented in a specific instructional subject area. (learning the correct meaning of vocabulary words, factual material, mathematical equations, etc). Process skills involve more interpretation of information (he can interpret events in terms of its historical context, such as the frame of reference and viewpoints affecting participants). Process skills include analyzing information through comparisons-contrasts; generalizations; finding cause-and-effect relationships; classifying the sequencing; summarizing; and drawing inferences, conclusions, and predictions.

Question 81

Qualitative research vs. quantitative research

Answer 81

Qualitative research methods use statistical procedures to measure. Quantitative research typically analyzes components of giftedness/gifted education.

Question 82

What is curriculum compacting?

Answer 82

Is a way to streamline regular curricula for gifted students who learn faster. Compacting also can fill instruction gaps for students accelerating to higher grades and for those using the time saved by compacting to pursue enrichment activities.

Question 83

Guilford Battery of Tests

Answer 83

Guildford battery of tests is for creative thinking. It contains ten tests of different types of divergent thinking, a cognitive process associated with creativity. Half of the tests are verbal measures, and half are nonverbal/figural measures.

Question 84

Bloom identifies the following skills, in order of increasing complexity, for a teacher to use when writing questions for study, discussion, review, and/or testing.

Answer 84

knowledge, or knowing facts such as names, dates, events, etc; comprehension, or understanding the facts known; application, or applying understanding to other situations/examples; analysis, or breaking information down into its components; synthesis, or creatively combining/integrating components; and evaluation, or assessing the accuracy, meaning, relevance, utility, and application of information.

Question 85

What are the affective process models?

Answer 85

The affective domain relates to the emotions, emotional responses to the environment, and the interactions with the social environment, including an individual's motivation, attitudes, perceptions, and values.

Question 86

What are the 5 levels of Krathwohl's Taxonomy of the Affective Domains?

Answer 86

1. Receiving: Students show awareness of and attention to stimuli presented by teachers. 2. Responding: Students commit to discovery, seek out learning activities, and feel satisfaction from participating in the process. 3. Valuing: Students demonstrate decision-making about a value, their engagement with it, and their commitment to it. 4. Organizing: Students construct a belief system/value system, including attitudes, which they organize by the interrelationships of its components. 5. Characterizing by a value or set: Students have organized and internalized their value system and can apply it to many circumstances as a philosophy of life.

Question 87

What is the cognitive process models or cognitive domain?

Answer 87

Mental processes by which students learn and think.

Question 88

Does internal motivation or external motivation encourage creativity?

Answer 88

Internal motivation encourages creativity. This finding is called the Intrinsic Motivation Principle of Creativity. Intrinsically movivated students do tasks for their own sake because they enjoy them, so their rewards come from within them.

Question 89

What is extrinsically motivated students looking for?

Answer 89

Extrinsically motivated students do tasks for a reward coming from outside them.

Question 90

What are the five environmental constraints that destroy internal motivation and creativity?

Answer 90

1. Expected reward - students work to receive some externally bestowed reinforcement, rather than being internally motivated to be creative for its enjoyment. 2. Expected evaluation - students limit creative exploration, working instead to score well on a test. 3. Competition - rather than exploring a subject creatively to see where it leads, students focus on besting other students by obtaining the highest scores. 4. Surveillance - When students know they are being observed, they feel less free to engage in creative exploration or find divergent solutions. 5. Time limits - when students know they are being times, they feel pressured.

Question 91

What are the current research studies on gifted education practices in the United States?

Answer 91

Employing enrichment and curriculum enhancement strategies used in the instruction of students who are gifted promotes higher achievement for all students.

Question 92

What issues has historically presented the greatest challenge to gifted education in the United States?

Answer 92

Equity and Excellence

Question 93

What are direct results of the Jacob K. Javits Gifted and Talented Students Education Act of 1988 on gifted education in the United States?

Answer 93

Three primary components: researching effective methods of testing, identification, and programming; awarding grants to colleges, states, and districts that focus on underrepresented populations of gifted students; and providing grants to states and districts for program implementation.

Question 94

Compared to same-age peers, children who are gifted are more likely to demonstrate:

Answer 94

Early sense of justice and idealistic thinking.

Question 95

What is a significant difference between students who are gifted and the general population?

Answer 95

By a significant margin, students who are gifted are more likely to be introverts than the general population.

Question 96

What types of information would a teacher gain if they subscribed to Gifted Child Quarterly?

Answer 96

Scientifically-based studies and manuscripts addressing policy implications in the field of gifted education.

Question 97

What is the purpose of reviewing IQ test scores?

Answer 97

Gaining insight into student's preexisting knowledge.

Question 98

A test that obtains information about students' motivation, special interests, insight, and problem-solving abilities.

Answer 98

Frasier Talent Assessment Profile.

Question 99

What is the primary benefit of telescoping (three years of academic work are collapsed into two years)?

Answer 99

Enabling students to earn advanced credit or placement at an earlier point in their academic careers.

Question 100

What is the most important consideration in the evaluation of gifted education programs?

Answer 100

The performance indicators used in the evaluation link directly to one or more of the program's objectives.