- Please review the following nine children for placement into an Elementary School Gifted Program. Each child has been referred by a teacher for the final three slots in the program based upon some evidence of giftedness.
- In the box labeled “Recommendation for Programming,” please indicate your thoughts (pro and con) for admitting each particular child for a place in the gifted program based upon the information given.
- If you feel further evaluation is warranted, please indicate what else should be considered.
- Lastly, please choose three students and rank them as your first, second, and third choice for the three available spots.
|Name||Age/IQ||Academic Information||Social & Emotional||Interests & Skills||Family Information||Recommendation for Programming|
|Michael Grost||10/180+||Grade 6
Reading : 98th
|Aloof from his peers||Chess, math (he has had an original math theorem accepted by the American Association of Mathematics)||Above average SES
Father is an accountant, Mother is a homemaker.
Both parents Caucasian.
|Pros: This student is good for gifted program since he has strong mathematical skills and strong creativity that can help him prosper in his endeavors. In addition, the student has a high IQ with strong interest in chess and this makes him better placed for programming.
Cons: The problem with the student is the low social and emotional state. The student also hails from over served Caucasian population and from the fact that he is in the 6th grade.
|William Horn||10/159||Grade 5
|Well adjusted||Basketball, math, leadership||Above average SES
Father is a banker, mother is a homemaker. Both parents Caucasian.
|Pros: This student is good for gifted program since he is well adjusted in his social and emotional status. The student also has strong mathematical, reading, and creativity skills that are important for program. The interest and skills of this student also gives him a competitive advantage due to his ability to play basketball, strong math skills, and leadership skills.
Cons: This student hails from the over served Caucasian population and is in the fifth grade
|William Gunther||11/110||Grade 4
|He is a prankster who dislikes school. Others enjoy his sense of humor. However, he is shy.||Ranching, history, performing (he wants to join the circus).||Low SES
Father is a rancher and a senator for his reservation. Mother is deceased. Both parents Native American
|Pros: This student is moderately qualified for programming. His creativity is good. Despite having a good sense of humor, this student is shy and this may not fully capitalize on his sense of humor. However, both the parents being native Americans can inspire some hope in the student
as he joins the programming school.
Cons: The boy is young (11yrs) and is in the fourth grade. His reading ability and math is relatively low. This is coupled with the fact that he does not like school. Therefore, the chance of him improving his math and reading ability is also low. From the family history, the parents have no academic or professional occupation and are less likely to get encouragement into technical profession.
F.E: More needs to be dome on his work samples and creative design.
|Albert Wright||10/112||Grade 5
|He is self conscious about his large size and vision disorder (he has opthal-muscular weakness). School attendance is irregular.||Practical jokes and sports.||Low SES
Father is a carpenter and farmer and is involved with frequent lawsuits.
Mother is deceased. Both parents Caucasian.
|Pros: This student has good creativity, good reading, and strong math skills which is a plus for programming. In addition, the student has practical jokes a good like for sports. Since this student has health problems, his irregular school attendance may get worse and affect his performance in programming.
Cons: However, the student has low IQ which may limit his creativity in the programming. Since the mother is deceased, the student is somehow less motivated due to lack of motherly love. The father being a carpenter and a farmer, he is less likely to get enough motivation required for programming. The father being involved is several lawsuits also reduce the child morale for being an active member for programing.
F.E. He should be subjected to some gifted lessons to see how he would respond to them.
|Elaine Hawkins||12/108||Grade 6
|Well-liked by peers, but struggles with authority figures. She is stubborn and rebellious||Dance, art, and history||Low SES
Parents are separated. Father is an entrepreneur, mother is a music teacher. Both parents Caucasian.
|Pros: This student has strong creativity, reading ability, and good math skills. His reading, math, and creativity is likely to give him a plus in programming. Since the student is liked by the peers, he seems to possess good leadership skills. The student social well-being may somehow be affected due to the fact that his parents are separated. The father being an entrepreneur, the student is likely to cope well in programming.
Cons: Low IQ, However, his constant rebellion and conflict with the authority may limit his chances of progress in programing. The student also comes from over represented population (Caucasian) in addition to being in the 6th grade.
|Pearl Jackson||9/138||Grade 4
|She gets along well with her peers. She is obese, but does not seem bothered by it.||Rock music, guitar, wants very much to be in the gifted program despite parents’ objection.||Average SES
Father is a minister, mother is a homemaker. Both parents African American. Parents opposed to gifted program.
|Pros: This student has good creativity, good reading ability, and good math skills. In addition, the student ha a relatively good IQ that is a plus in programming consideration. Since she easily get along with others, she can easily learn much from the gifted program. Unlike other student, this student has a strong motivation to participate in the gifted program. In addition, she ails from the under-represented population (African-American).
Cons: Her obesity can act as a stumbling block to her achieving her dreams in the gifted program since she is less concerned with it.
|Mary Hall||11/110||Grade 5
|She has some phobias, and teachers have noted attention seeking behaviors. She is a bit sickly and misses school often.||Prefers time to herself. She is very good with young children and visits the elderly with her grandmother, which she enjoys.||Average SES
Both parents deceased, both Caucasian. Mary is being raised by her grandmother.
|Pros: She seems mature since she spends a good time with the elderly.
Cons: This student is relatively weak in creativity, reading ability, and math skills. In addition, this student has a relatively low IQ. Due to her phobias and attention seeking behaviors, the student may not cope well with the gifted program. Since the student has poor health, her regular attendance of the gifted program can greatly be interfered with. The student may not well interact with her peers in the gifted program since she loves children and the elderly. Since both parents are deceased, the student lacks parental love and this may further affect her social standing.
|Bill Ridell||11/81||Grade 4
|Started school late due to health issues which have caused some deafness.||He is very mechanical and likes to build things. He is stubborn and tends to be aloof, perhaps due to hearing disability.||Average SES
Father is unemployed, looking for work, mother is a teacher. Family relocated from Canada, both parents Caucasian.
|Pros: The student has a good mechanical knowledge,
Cons: Despite having good creativity, this student has low reading ability and math skills. This is further complicated with low IQ, which may make it difficult for the student to cope in the gifted program. The student also has poor health and this may make it complex for her in the gifted program. His stubbornness may hamper his efforts in the gifted program. The mother being a teacher is likely to encourage the student to perform well in the gifted program. However, her employed father and low SES may slow down his efforts at gifted program.
|Sam Edder||9/82||Grade 4
|Has been diagnosed with an emotional disability, does not get along with peers.||Plays the violin well. Likes to read and enjoys fantasy play.||Average SES
Father is self-employed, mother is a homemaker.
|Pros: A good level of creativity, and he hails from the underserved population. The student is well versed with playing violin and the love for reading, which makes him a good candidate for the gifted program.
Cons: His reading ability and math skills are a big impediment to the gifted program. In addition, the student has a low IQ and this makes it hard for him to improve his math and reading abilities. The problem is further complicated with emotional disability and his cozy relationship with peers.
|Please indicate choice of three children for selection for the gifted program:
1) Pearl Jackson: Relatively high IQ, good reading, creativity, and math skills. He really wants to be in the gifted program
2) William Horn: Relatively high IQ, good reading, creativity, and math skills. Good leadership and social skills.
3) Michael Grost: He has high IQ, good reading, creativity, and math skills. So far, he has developed a mathematical theorem accepted by the American Association of Mathematics.
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What surprised you? What did you find difficult about completing the activity?
What surprised me is that none of the students was 100% perfect in joining the gifted program since they were limited in one way or the other (Warne et al, 2013). Most students with high IQ have high creativity, reading ability, and good math skills. Health challenges pose a great challenge to students with ability to excel in the gifted program (Assouline & Lupkowski, 2005). Comparing the different traits of the student was a quite a challenge since each of them had their own strengths and weaknesses. Specifically, it was pretty complex for me to choose between Michael Grost and William Horn since they have nearly similar attributes. The demographics of the students chosen in the gifted program also need to be checked to avoid taking students from the same demographics (Soon & Gentry, 2009). Despite the exercise being interesting, it is very cumbersome in selecting the best students for the gifted program. According to Rodgers (2002), the person in charge of selecting individual to the gifted program should be very careful, lest he leaves out the deserving students.
Rogers, K. B. (2002). Re-forming Gifted Education: How Parents and Teachers Can Match the Program to the Child. Scottsdale, AZ: Great Potential Press
Soon, S. Y., & Gentry, M. (2009) Racial and ethnic representation in gifted programs: Current status of and implications for gifted Asian American students. Gifted Child Quarterly, 53, 121-136.
Warne, R. T., Anderson, B., & Johnson, A. O. (2013). The impact of race and ethnicity on the identification process for giftedness in Utah. Journal for the Education of the Gifted, 46, 487-508.
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