O U T C O M E S for

Intellectually Gifted Education Programs

2017

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 2

Carey M. Wright, Ed.D.

S T A T E S U P E R I N T E N D E N T O F E D U C A T I O N

Kim Benton, Ed.D.

C H I E F A C A D E M I C O F F I C E R

O F F I C E O F E L E M E N T A R Y E D U C A T I O N A N D R E A D I N G

Nathan Oakley, Ph.D.

E X E C U T I V E D I R E C T O R

Robin Lemonis, M.Ed., CALT, LDT B U R E A U D I R E C T O R , Office of Intervention Services

Tenette Smith, Ed.D. B U R E A U D I R E C T O R

Jen Cornett G I F T E D E D U C A T I O N S P E C I A L I S T , Office of Intervention Services

The Mississippi State Board of Education, the Mississippi Department of Education, the Mississippi School for the Arts, the Mississippi School for the Blind, the Mississippi School for the Deaf, and the Mississippi School for Mathematics and Science do not discriminate on the basis of race, sex, color, religion, national origin, age, or disability in the provision of educational programs and services or employment opportunities and benefits. The following office has been designated to handle inquiries and complaints regarding the non‑discrimination policies of the above mentioned entities: Director, Office of Human Resources, Mississippi Department of Education, 359 North West Street, P.O. Box 771, Suite 203,

Jackson, MS 39205‑0771, (601)359-3511.

Mississippi Department of Education 359 North West Street P. O. Box 771 Jackson, Mississippi 39205-0771 (601) 359-3511 www.mdek12.org/ESE

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 3

A C K N O W L E D G E M E N T S

The Mississippi Department of Education gratefully acknowledges the following individuals who worked to develop the Outcomes for Intellectually Gifted Education Programs 2017.

C O N T R I B U T O R S

Theresa Bates Teacher, Oxford

Svetlana Lucas Teacher, Lamar County

Lora Beasley Teacher, Lamar County

Emily Nelson Executive Director of Leadership Development, Desoto County

Michael Cox Teacher, Humphreys County

Melissa Pierce Past President, Mississippi Association for Gifted Children

Pam Dearman Literacy Coach, Harrison County

Jenny Reynolds Teacher, Madison County

Terry Gressett Teacher, Union County

Margaret Snider Retired Teacher, Jackson

Dr. Gail Hammond Retired Teacher, Rankin County

Dr. Royal Toy Associate Professor, Mississippi University for Women

Von Jackson Teacher, Gulfport

Donna Welborn Psychometrist, Jackson

Pam Keith Retired Teacher, Newton County

Sherry Willis Teacher, Tupelo

O U T C O M E S S U B " C O M M I T T E E

Jennifer Martin Teacher, Rankin County

Carol Paola Mississippi Association for Gifted Children Executive Director Teacher, Long Beach

Laura McAlpin Teacher, Clinton

Connie West Gifted Program Coordinator, Vicksburg-Warren

Special thanks are given to the Mississippi Association for Gifted Children Executive Board and membership for their assistance in development and review on preliminary versions of this document.

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 4

Table of Contents

P R E F A C E ……………………………………………………………………………………. 5

I N T R O D U C T I O N …………………………………………………………………………. 7

O U TC OM E S B Y C OM P E T EN C Y ………………………………………………………. 8

Thinking Skills …………………………………………………………………………………… 9

Creativity ……………………………………………………………………………………….. 12

Information Literacy ………………………………………………………………………… 16

Success Skills …………………………………………………………………………………… 18

Affective (Social and Emotional) Skills ……………………………………………….. 21

Communication Skills ………………………………………………………………………. 23

O U TC OM E S B Y GR AD E L EV EL …………………………………………………….. 26

Second Grade ………………………………………………………………………………… 27

Third Grade ……………………………………………………………………………………. 31

Fourth Grade …………………………………………………………………………………. 35

Fifth Grade …………………………………………………………………………………….. 40

Middle School ………………………………………………………………………………… 44

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 5

P R E F A C E The 2013 Regulations for Gifted Education Programs document defines

intellectually gifted children as those children and youth who are found to have

an exceptionally high degree of intelligence as documented through the

identification process. The purpose of Gifted Education Programs in Mississippi

is to ensure that gifted children who demonstrate unusually high potential as

described above are identified and offered an appropriate education based upon

their exceptional abilities.

Gifted Education Programs in Mississippi shall be designed to

meet the individual needs of gifted children and shall be in

addition to and different from the regular program of

instruction provided by the district. Gifted children require

uniquely and qualitatively different educational experiences

beyond those available in the general education setting.

These educational experiences must address their

asynchronous development by supporting cognitive, creative,

and affective needs while helping them to realize abilities and

maximize potential.

In order for intellectually gifted students in Mississippi to be

challenged to reach their full potential, a well-defined set of

outcomes/competencies for gifted education programs is

essential. Gifted learners have the ability to demonstrate

mastery/understanding and the ability to use the process skills

outlined in the outcomes/competencies at a much younger age

and in greater depth and breadth than non-gifted learners.

While many of the outcomes/competencies established in this

document are desirable for all students, the point of

introduction, pace, depth, and complexity of instruction

require significant differentiation for gifted learners.

The overreaching competency for intellectually gifted programs

is metacognition, a process skill requiring mastery and use of

many other process skills. Simply put, metacognition is

“thinking about your own thinking.” Students should be aware

of the mental processes they utilize while engaged in learning.

They also should learn to self-regulate and oversee their own

learning in order to make changes as needed. This cognitive

goal should be the primary focus in guiding metacognitive

practices and gifted instruction.

Gifted learners need learning

experiences that are rich.

That is, they need learning

experiences that are

organized by key concepts

and principles of a discipline

rather than by facts.

They need content that is

relevant to their lives,

activities that cause them to

process important ideas at a

high level, and products that

cause them to grapple with

meaningful problems and

pose defensible solutions.

They need classrooms that

are respectful to them,

provide both structure and

choice, and help them

achieve more than they

thought they could. These

are needs shared by all

learners, not just those who

are gifted. But good

instruction for gifted learners

must begin there. Carol Ann Tomlinson, Ed. D.

The University of Virginia

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 6

Differentiated curriculum in the gifted class should develop and enhance the

process skills in the outcomes document, the teaching strategies notebook, and

required components of the gifted program standards document. Some gifted

education experiences should be short-term and exploratory to introduce ideas

and concepts not normally covered in the general education setting. The activities

should enhance the integration of advanced content and individual student’s

interests utilizing higher-level thinking skills, problem solving, critical thinking

skills, research skills, personal growth and human relations exercises, leadership

skills, and creative expression. Activities also should create an appreciation for

the multicultural composition of the school and community (Regulations for

Gifted Education Programs, 2013).

To maintain the integrity of gifted education programs in the State of Mississippi,

the needs of gifted students should be addressed based on the Outcomes for

Intellectually Gifted Education Programs in Mississippi 2017. This document

shall be the foundation for each school district’s Gifted Education Program

Instructional Management Plan.

Gifted Children’s Bill of Rights Y O U H A V E A R I G H T T O

know about your giftedness.

learn something new everyday.

be passionate about your talent area without apologies.

have an identity beyond your talent area.

feel good about your accomplishments.

make mistakes.

seek guidance in the development of your talent.

have multiple peer groups and a variety of friends.

choose which of your talent areas you wish to pursue.

not to be gifted at everything.

Del Siegle, President National Assosication of Gifted Children 2007 – 2009

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 7

I N T R O D U C T I O N This document is designed for use by teachers who serve gifted children. It is

structured to ensure that students have a strong foundation for applying each

grade-level standard. Teachers should work to continually build upon the grade-

level outcomes, while also challenging students to develop and expand upon each

competency through the gifted education program. Teachers may choose to

introduce higher outcomes at earlier grade levels to meet the individual needs of

students and classes and to ensure that students are appropriately and

meaningfully challenged.

Overview of Gifted Education Compe tencies

T H I N K I N G S K I L L S C R E A T I V I T Y

Given a topic/situation, the learner will

define and classify the problem(s), make

connections, and draw distinctions, analyze

information objectively and critically

(reflectively developing a relationship

between facts and values), and differentiate

truth and beliefs from his/her understanding

of what is logically and realistically possible.

Given a real-life situation, the student will be

able to select from divergent thinking,

analogical thinking, visualization, attribute

listing, morphological analysis, synectics,

intuitive thinking, spontaneous thinking,

creative problem solving, and/or the creative

process in an appropriate manner to develop

a workable solution(s).

I N F O R M A T I O N L I T E R A C Y C O M M U N I C A T I O N S K I L L S

Given a real situation, the student will

identify and define the problem, design a

research plan appropriate to the problem,

conduct the investigation, decide on the most

appropriate media for dissemination of the

findings/ solutions, and present the results

before an authentic audience.

Given the need to retrieve and/or

disseminate information, the students will

select and utilize the most appropriate media

based upon available resources, technology,

audience, and time available, for the most

effective communication of information,

ideas, feelings, and concepts and correctly

interpreting those of others.

A F F E C T I V E S K I L L S S U C C E S S S K I L L S

As a gifted learner, students will develop self-

acceptance and awareness and demonstrate

responsibility for personal growth along with

awareness of personal and cultural diversity

in others by recognizing forms of bias and

stereotypes in order to respect unique beliefs

and experiences in themselves and others by

understanding and embracing giftedness,

appropriately coping with stress in order to

become healthy, responsive, contributing,

and productive members of classroom

communities and society as a whole.

Given a real-life situation, the student will

utilize effective organizational, decision

making, goal-setting, project management,

and time management skills, including

controlling impulses and adapting to

unforeseen circumstances, in order to

develop solutions to problems and achieve

goals whether working individually or as a

leader or member of a team.

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 8

O U T C O M E S by

Competency

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 9

Thinking Skills C

OM

PE

TE

NC

Y

Given a topic/situation, the learner will define and classify the problem(s), make connections, and draw distinctions, analyze information objectively and critically (reflectively developing a relationship between facts and values), and differentiate truth and beliefs from his/her understanding of what is logically and realistically possible.

S E C O N D G R A D E O B J E C T I V E S

METACOGNITION (Abstract Thinking

and Reflection)

TS 2.1 Analyze abstract thinking skills modeled by others

TS 2.2 Compose lower-level questions to develop a foundation for higher-level inquiry

TS 2.3 Reflect upon learning experiences

CONVERGENT THINKING

(Logical Thinking)

TS 2.4 Apply analogical thinking to identify relationships between two familiar items or events to identify an unknown

TS 2.5 Apply deductive reasoning of general to specific information to analyze and organize sets of limited clues and reach logical conclusions

CRITICAL THINKING (Decision Making)

TS 2.6 Distinguish facts from opinions

TS 2.7 Inventory, compare, and contrast attributes of varying objects and ideas

TS 2.8 Identify, analyze, and evaluate information in order to make decisions, solve problems, and establish priorities

TS 2.9 Appraise implications and consequences of personal actions and decisions

T H I R D G R A D E O B J E C T I V E S

METACOGNITION (Abstract Thinking

and Reflection)

TS 3.1 Apply abstract thinking skills modeled by others

TS 3.2 Compose elaborating questions to extend and stretch learning

TS 3.3 Analyze, reflect upon, and justify learning experiences

TS 3.4 Observe and analyze reflective thinking modeled by others

CONVERGENT THINKING

(Logical Thinking)

TS 3.5 Apply inductive reasoning from specific to general information to predict probable conclusions

TS 3.6 Apply abstract reasoning to identify relationships in figural analogies from possible options

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 10

CRITICAL THINKING (Decision Making)

TS 3.7 Construct questions to deepen understanding

TS 3.8 Classify information into logical categories

TS 3.9 Discuss and analyze events in the news to develop an awareness of social issues and world cultures

TS 3.10 Identify and analyze relationship between ideas and data to determine cause and effect of actions and events

F O U R T H G R A D E O B J E C T I V E S

METACOGNITION (Abstract Thinking

and Reflection)

TS 4.1 Observe, analyze, and apply abstract thinking skills

TS 4.2 Develop hypothetical questions to explore possibilities

TS 4.3 Analyze, reflect upon, and justify learning experiences, identifying what was learned, tasks completed, skills developed, additional needs, and value of the experiences

CONVERGENT THINKING

(Logical Thinking)

TS 4.4 Demonstrate an understanding of analogical reasoning by identifying, explaining, and giving examples of the forms of analogies

TS 4.5 Utilize analogical reasoning to create analogies using multiple categories

TS 4.6 Apply deductive reasoning of general to specific information to analyze and organize multi-faceted clues and identify data to support logical conclusions

CRITICAL THINKING (Decision Making)

TS 4.7 Utilize intuitive thinking to deepen understanding and analyze varying perspectives

TS 4.8 Discuss and analyze events and issues for problem identification

TS 4.9 Assess the organization, content, value, effectiveness, and results of actions/decisions.

TS 4.10 Appraise implications and consequences of personal actions and decisions

F I F T H G R A D E O B J E C T I V E S

METACOGNITION (Abstract Thinking

and Reflection)

TS 5.1 Develop and ask hypothetical questions to explore possibilities and test relationships

TS 5.2 Analyze and establish needs for exploration of chosen topics

CONVERGENT THINKING

(Logical Thinking)

TS 5.3

Demonstrate depth of thought in deductive reasoning by evaluating and justifying data that supports logical conclusions drawn

CRITICAL THINKING (Decision Making)

TS 5.4 Appraise evaluation techniques for decision making

TS 5.5 Assess and analyze local, national, and world issues and defend opinions with supporting evidence

TS 5.6 Appraise implications and consequences of local and national events and decisions

TS 5.7 Prove or disprove ideas by presenting evidence

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 11

M I D D L E S C H O O L O B J E C T I V E S

METACOGNITION (Abstract Thinking

and Reflection)

TS MS.1 Develop and ask higher-level questions to clarify the coherence and logic of given information

TS MS.2 Reflect upon learning strengths and needs and establish learning goals for independent thinking and autonomous learning

CONVERGENT THINKING

(Logical Thinking)

TS MS.3 Demonstrate an understanding of analogical reasoning by identifying, explaining, and giving examples of the forms of analogies to support thoughts/ideas

TS MS.4 Demonstrate depth of thought in deductive reasoning by creating deductive reasoning problems with multi-faceted clues and justifying data included to support logical conclusions

CRITICAL THINKING (Decision Making)

TS MS.5 Identify, analyze, evaluate, and justify information in order to make decisions, form beliefs, solve problems, and set priorities based on evidence

TS MS.6 Appraise global implications and consequences of historic and current world events

TS MS.7 Recognize and assess hidden agendas

TS MS.8 Assess accuracy and relevance of points used to support conclusions and make decisions

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 12

Creativity C

OM

PE

TE

NC

Y

Given a real-life situation, the student will be able to select from divergent thinking, analogical thinking, visualization, attribute listing, morphological analysis, synectics, intuitive thinking, spontaneous thinking, creative problem solving, and/or the creative process in an appropriate manner to develop a workable solution(s).

S E C O N D G R A D E O B J E C T I V E S

CREATIVE THINKING Williams Model: Cognitive Domain

(Fluency/Flexibility/Originality/ Elaboration/Synthesis)

CR 2.1 Demonstrate fluency by brainstorming to generate a large quantity of ideas, thoughts, products, or plans to a given prompt

CR 2.2 Demonstrate flexibility by adapting given ideas, thoughts, products, or plans for many different uses

CR 2.3 Demonstrate originality by using given objects in ways different from their intended purposes

CR 2.4 Elaborate on given ideas, thoughts, products, or plans to create new possibilities

CR 2.5 Demonstrate synthesis by combining given ideas, thoughts, products, or plans in unusual ways

CREATIVE EXPRESSION Visual and Performing Arts

CR 2.6 Experiment with various materials and tools to create products related to personal interest or subject matter

CR 2.7 Identify and explain how and where different cultures record and illustrate stories and history of life through art

T H I R D G R A D E O B J E C T I V E S

CREATIVE THINKING Williams Model: Cognitive Domain

(Fluency/Flexibility/Originality/ Elaboration/Synthesis)

CR 3.1 Apply fluency by brainstorming to generate a large quantity of ideas, thoughts, products, or plans to a selected prompt

CR 3.2 Apply flexibility by adapting selected ideas, thoughts, products, or plans for many different uses

CR 3.3 Apply originality by using selected objects in ways different from their intended purposes

CR 3.4 Apply elaboration to selected ideas, thoughts, products or plans to create new possibilities

CR 3.5 Apply synthesis by combining selected ideas, thoughts, products or plans in unusual ways (morphological analysis)

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 13

CREATIVE THINKING Williams Model: Affective Domain

(Curiosity/Risk-Taking/ Complexity/Imagination)

CR 3.6 Demonstrate curiosity by selecting an idea, topic, product, or plan and based on interests, compile questions to be answered to gather additional information in a training activity

CR 3.7 Demonstrate risk-taking by making predictions and experimenting in an unstructured training situation

CR 3.8 Demonstrate complexity by organizing logical steps needed to accomplish selected ideas in a training activity

CR 3.9 Demonstrate imagination by visualizing ideas, the process to be followed, possible outcomes, and consequences of ideas, thoughts, or plans in a training situation

CR 3.10 Apply methods to overcome creative blocks (Brainstorm, SCAMPER, etc.)

CREATIVE EXPRESSION Visual and Performing Arts

CR 3.11 Make, explain, and justify connections between artists and artwork or artwork and history

CR 3.12 Analyze and utilize the elements of art (line, shape, value, color, texture) through various materials and tools to explore personal interests, questions, and subject matter

F O U R T H G R A D E O B J E C T I V E S

CREATIVE THINKING Williams Model: Cognitive Domain

(Fluency/Flexibility/Originality/ Elaboration/Synthesis)

CR 4.1 Apply fluency by brainstorming to generate a large quantity of ideas, thoughts, products, or plans to solve a given problem

CR 4.2 Apply flexibility by adapting generated ideas, thoughts, products, or plans for many different creative uses to solve a given problem

CR 4.3 Apply originality in generating original ideas or alternative solutions to given problems

CR 4.4 Elaborate on identified ideas, thoughts, products or plans to solve a given problem

CREATIVE THINKING Williams Model: Affective Domain

(Curiosity/Risk-Taking/ Complexity/Imagination)

CR 4.5 Apply curiosity in compiling questions to be answered to solve a given problem

CR 4.6 Apply risk-taking by making predictions and experimenting in an unstructured setting to solve a given problem

CR 4.7 Apply complexity of thought to organize logical steps needed to solve a given problem

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 14

CR 4.8 Apply imagination by visualizing ideas, the process to be followed, possible outcomes, and consequences of ideas, thoughts, or plans to solve a given problem

CR 4.9 Demonstrate the ability to follow the Creative Problem Solving (CPS) process to solve a given problem

1. Identify and define a problem 2. Gather ideas and data 3. Brainstorm aspects of the problem 4. Identify underlying problems or sub-

problems 5. Produce alternative solutions 6. Develop criteria for judging solutions 7. Evaluate alternative solutions using the

criteria 8. Select and implement chosen solutions.

CREATIVE EXPRESSION Visual and Performing Arts

CR 4.10 Interpret art by analyzing the mood suggested by a work of art and describing relevant subject matter

CR 4.11 Analyze and utilize principles of design (contrast, repetition, alignment, proximity) to create various products based on subject matter or personal interest

F I F T H G R A D E O B J E C T I V E S

CREATIVE THINKING CR 5.1 Apply the CPS process to solve an identified problem

1. Identify and define a problem 2. Gather ideas and data 3. Brainstorm aspects of the problem 4. Identify underlying problems or sub-

problems 5. Produce alternative solutions 6. Develop criteria for judging solutions 7. Evaluate alternative solutions using the

criteria 8. Select and implement chosen solutions.

CR 5.2 Reframe ideas through various points of view to enhance meaning

CR 5.3 Examine various meanings, contexts, and points of view including humor and opportunities for change

CR 5.4 Apply thinking strategies modeled by mentors

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 15

CREATIVE EXPRESSION Visual and Performing Arts

CR 5.5 Create a product (work of art, design, presentation, or media) to meet an identified goal based on personal interest or subject matter

CR 5.6 Develop criteria to analyze a work of art, design, or media to meet an identified goal

M I D D L E S C H O O L O B J E C T I V E S

CREATIVE THINKING CR MS.1 Apply the CPS process to solve an identified problem, develop and present a plan of action to an authentic audience

CR MS.2 Manage creative flow

CR MS.3 Set goals with purpose and meaning

CR MS.4 Adjust the creative process based on feedback

CR MS.5 Focus on the task at hand and long term goal without distraction

CREATIVE EXPRESSION Visual and Performing Arts

CR MS.6 Select and apply principles of design and produce a product (work of art, design, or media) that clearly communicates information and ideas

CR MS.7 Apply relevant criteria to examine, reflect upon, and plan revisions to a product in process

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 16

Information Literacy C

OM

PE

TE

NC

Y

Given a real situation, the student will identify and define the problem, design a research plan appropriate to the problem, conduct the investigation, decide on the most appropriate media for dissemination of the findings/ solutions, and present the results before an authentic audience.

S E C O N D G R A D E O B J E C T I V E S

INFORMATION LITERACY

IL 2.1 Identify topics for research based on interests

IL 2.2 Formulate questions for study

IL 2.3 Analyze topics to determine needed research

IL 2.4 Interpret research from teacher-approved resources

IL 2.5 Assemble information to provide new knowledge or understanding in a particular area

T H I R D G R A D E O B J E C T I V E S

INFORMATION LITERACY

IL 3.1 Examine a historical event or person by analyzing and synthesizing historical information

IL 3.2 Assemble information by conducting interviews related to research topics

IL 3.3 Employ various digital tools, media, and strategies to locate and collect accurate and reliable information

IL 3.4 Create and visually organize information using maps, webs, chronological order, sequence, or compare/ contrast

IL 3.5 Demonstrate ability to effectively interpret and evaluate information by distinguishing between fact and opinion/ point of view in a variety of situations

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 17

F O U R T H G R A D E O B J E C T I V E S

INFORMATION LITERACY

IL 4.1 Conduct experiments and investigations by effectively utilizing the Scientific Method

IL 4.2 Assemble information by utilizing effective survey techniques

IL 4.3 Create and visually organize information using charts, tables, graphs, evidence, or patterns

IL 4.4 Justify conclusions and generalizations based upon data gathered through research

F I F T H G R A D E O B J E C T I V E S

INFORMATION LITERACY

IL 5.1 Analyze the difference between primary and secondary sources

IL 5.2 Utilize primary and secondary sources to provide new knowledge or understanding in a particular area

IL 5.3 Define and identify use of propaganda techniques to clarify ideas, judge information, solve problems, and evaluate reliability of information

IL 5.4 Assess the validity, reliability, and relevance of the information collected

IL 5.5 Apply a fundamental understanding of the ethical and legal issues surrounding the access and use of information

M I D D L E S C H O O L O B J E C T I V E S

INFORMATION LITERACY

IL MS.1 Identify areas of individual research based upon intense interest

IL MS.2 Design investigations and defend processes and findings

IL MS.3 Manage the flow of information by applying the appropriate research methodology

IL MS.4 Demonstrate an understanding of hidden agendas by critical analysis and evaluation of information

IL MS.5 Based upon data gathered through research, infer future trends, directions, similarities, and differences

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 18

Success Skills C

OM

PE

TE

NC

Y

Given a real-life situation, the student will utilize effective organizational, decision making, goal-setting, project management, and time management skills, including controlling impulses and adapting to unforeseen circumstances, in order to develop solutions to problems and achieve goals whether working individually or as a leader or member of a team.

S E C O N D G R A D E O B J E C T I V E S

SUCCESS SKILLS SS 2.1 Individually demonstrate the ability to maintain self-control of emotions and actions in a variety of situations

SS 2.2 Individually identify and assess the merit and or importance of personal characteristics, ideas, interests, preferences, and products

CAREER EXPLORATION SS 2.3 Identify occupational areas of personal interest and aptitude through classroom experiences

LIFE SKILLS

SS 2.4 Demonstrate the ability to accept responsibility for given tasks and consequences for actions in a variety of situations

SS 2.5 Demonstrate the ability to organize, prioritize, and complete tasks in a timely manner

COLLABORATION SKILLS

SS 2.6 As a group leader, effectively work with group members to keep the group on task

SS 2.7 As a group member, demonstrate effective speaking and listening skills

T H I R D G R A D E O B J E C T I V E S

SUCCESS SKILLS SS 3.1 Individually demonstrate the ability to organize materials, set priorities, and evaluate progress for task completion

SS 3.2 Individually demonstrate strategies for managing stress, coping with difficulties, and effectively approaching conflict with others

CAREER EXPLORATION SS 3.3 Identify occupational areas of personal interest and aptitude for possible vocational development

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 19

LIFE SKILLS

SS 3.4 Study and apply the accepted rules of etiquette for interpersonal interaction in a variety of social situations

SS 3.5 Demonstrate initiative in accepting and successfully meeting challenges in a variety of situations

COLLABORATION SKILLS

SS 3.6 As a group leader, effectively work with group members to identify problems, ideas, and solutions

SS 3.7 As a group member, work collaboratively in a group (know when to speak and know when to listen)

F O U R T H G R A D E O B J E C T I V E S

DECISION MAKING AND PROBLEM

SOLVING SKILLS

SS 4.1 Individually identify personal problems, utilize visualization to weigh the possibilities, make judgements, and defend decisions

CAREER EXPLORATION SS 4.2 Identify career options through experiences and interviews with experts in the field and career counselors

LIFE SKILLS

SS 4.3 Demonstrate the ability to establish budgets and manage money in a variety of situations

COLLABORATION SKILLS

SS 4.4 As a group leader, effectively work with group members to establish goals and objectives for successful collaboration

SS 4.5 As a group member, work collaboratively to achieve a common goal

F I F T H G R A D E O B J E C T I V E S

RISK-TAKING SKILLS

SS 5.1 Individually demonstrate the willingness to expose oneself to failure, take a chance/ risk, function under conditions devoid of structure, and defend ideas with regard to identified issues

PERSEVERANCE/TASK COMMITMENT

SS 5.2 Individually demonstrate the ability to persevere and successfully complete tasks in a timely manner even under adverse circumstances

CAREER EXPLORATION SS 5.3 Demonstrate and practice the ability to interact in an appropriate manner in a variety of social and business related situations

LIFE SKILLS

SS 5.4 Examine and apply the accepted rules of business protocol in a variety of business and social situations

SS 5.5 Adapt to varied roles, job responsibilities, schedules, and context

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 20

COLLABORATION SKILLS

SS 5.6 As a group leader, effectively work with group members to identify ethical implications of group processes and decisions

SS 5.7 As a group member, take a stand for personal convictions and demonstrate respect/ tolerance for other points of view

M I D D L E S C H O O L O B J E C T I V E S

GOAL SETTING

SS MS.1 Individually use information gained through self-evaluation to establish attainable goals and set priorities for a variety of purposes and projects

ETHICAL AWARENESS

SS MS.2 Individually demonstrate the ability to behave in an honorable and truthful manner under adverse circumstances

CAREER EXPLORATION SS MS.3 For chosen or identified career options, identify high school educational requirements, college requirements and expectations, scholarship, loan/ grant opportunities, and procedures for college and workplace applications/resumes

LIFE SKILLS

SS MS.4 Demonstrate the ability to adapt to change in a climate of changing expectations and priorities

COLLABORATION SKILLS

SS MS.5 As a group leader, assure and defend that the decisions of the group are effective and ethical

SS MS.6 As a group member, demonstrate the ability to work cooperatively to detect moods, temperaments, motivations, and intentions of others

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 21

Affective (Social and Emotional) Skills C

OM

PE

TE

NC

Y As a gifted learner, students will develop self-acceptance and awareness and

demonstrate responsibility for personal growth along with awareness of personal and cultural diversity in others by recognizing forms of bias and stereotypes in order to respect unique beliefs and experiences in themselves and others by understanding and embracing giftedness, appropriately coping with stress in order to become healthy, responsive, contributing, and productive members of classroom communities and society as a whole.

S E C O N D G R A D E O B J E C T I V E S

AFFECTIVE SKILLS

AS 2.1 Assess individual learning styles, interests, personality styles, and expression preferences

AS 2.2 Identify feelings and emotions in self

AS 2.3 Develop behavioral strategies appropriate to the situation

AS 2.4 Identify and assess strengths and weaknesses as a baseline for improvement

AS 2.5 Analyze, evaluate, and respond appropriately to various forms of body language (non-verbal cues)

AS 2.6 Participate in community-building skills

AS 2.7 Recognize contributions and achievements of various cultures

T H I R D G R A D E O B J E C T I V E S

AFFECTIVE SKILLS

AS 3.1 Demonstrate an understanding of personal asynchronous development

AS 3.2 Understand and analyze feelings and emotions in self

AS 3.3 Express and manage emotions in positive ways

AS 3.4 Accept responsibility for choices made

AS 3.5 Analyze, evaluate, and respond appropriately to various forms of body language (non-verbal cues)

AS 3.6 Recognize contributions and achievements of various cultures

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 22

F O U R T H G R A D E O B J E C T I V E S

AFFECTIVE SKILLS

AS 4.1 Demonstrate an understanding of and reflect upon personal gifted characteristics

AS 4.2 Demonstrate an understanding and assess the social, emotional and academic implications of giftedness

AS 4.3 Identify sources and possible solutions of stress and anxiety

AS 4.4 Develop and model self-discipline

AS 4.5 Show evidence of delayed gratification and impulse control

AS 4.6 Demonstrate respect and empathy for others

F I F T H G R A D E O B J E C T I V E S

AFFECTIVE SKILLS

AS 5.1 Develop and demonstrate appropriate self-efficacy and self-talk

AS 5.2 Identify and utilize appropriate personal perceptual filters and defense systems for situations

AS 5.3 Develop and demonstrate a healthy perception of perfectionism in accomplishing tasks

AS 5.4 Demonstrate an understanding of how attitudes, attention, and commitment can affect one’s knowledge and self-control

AS 5.5 Demonstrate the ability to accept failure as a part of growth

AS 5.6 Differentiate constructive and destructive criticism

M I D D L E S C H O O L O B J E C T I V E S

AFFECTIVE SKILLS

AS MS.1 Demonstrate an understanding of ethical practices

AS MS.2 Develop and demonstrate a healthy response toward peer pressure and expectations of others

AS MS.3 Demonstrate and understanding of ways in which attitudes, attention, and commitment can affect one’s knowledge and self-control

AS MS.4 Set goals for self-improvement and take the necessary steps to reach them

AS MS.5 Differentiate constructive and destructive criticism

AS MS.6 Recognize and assess various forms of bias in self and others and demonstrate strategies for addressing bias in social situations

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 23

Communication Skills C

OM

PE

TE

NC

Y

Given the need to retrieve and/or disseminate information, the students will select and utilize the most appropriate media based upon available resources, technology, audience, and time available, for the most effective communication of information, ideas, feelings, and concepts and correctly interpreting those of others.

S E C O N D G R A D E O B J E C T I V E S

SPEAKING CM 2.1 Communicate complete thoughts, give directions and instructions, participate in informal speaking activities and storytelling activities

LISTENING CM 2.2 Demonstrate effective listening behaviors in formal and informal settings

CM 2.3 Give appropriate feedback and contributions of relevant information

CM 2.4 Follow oral directions with three or more steps

WRITING CM 2.5 Analyze various types of writing (including poetry)

CM 2.6 Create original written products based on real or imagined circumstances to communicate ideas and feelings

CM 2.7 Write over short time frames (a single sitting or a few class times)

T H I R D G R A D E O B J E C T I V E S

SPEAKING CM 3.1 Communicate in complete thoughts with clarity to an audience in formal and informal settings

CM 3.2 Give precise directions and instructions for complex activities

LISTENING CM 3.3 Demonstrate effective listening behaviors in formal and informal settings

CM 3.4 Give appropriate feedback and contributions of relevant information

CM 3.5 Follow oral directions with three or more steps

WRITING CM 3.6 Analyze informal writing styles (essays, journals, diaries, and blogs)

CM 3.7 Utilize informal writing styles (essays, journals, diaries, and blogs) to communicate ideas and feelings

CM 3.8 Support opinions with written reasoning based on facts

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 24

F O U R T H G R A D E O B J E C T I V E S

SPEAKING CM 4.1 Communicate complete thoughts and information with clarity to an appropriate audience

CM 4.2 Give precise instructions for complex tasks and self-evaluate utilizing preset criteria

CM 4.3 Participate in a variety of formal/ informal speaking activities and self-evaluate utilizing preset criteria

LISTENING CM 4.4 Demonstrate effective listening behaviors in formal and informal settings

CM 4.5 Identify the purpose, content, organization, and delivery of oral communication and evaluate based upon preset criteria developed by teacher and class

CM 4.6 Listen to oral directions for understanding and organize directions for complex tasks

WRITING CM 4.7 Analyze the writing style of scripts (commercials, plays, etc.)

CM 4.8 Create scripts (commercials, plays, etc.) to communicate ideas and feelings

CM 4.9 Utilize dialog to develop characters

F I F T H G R A D E O B J E C T I V E S

SPEAKING CM 5.1 Use appropriate oral communication for a variety of purposes, and communicate effectively to establish a relationship with an audience

CM 5.2 Participate in a variety of formal/ informal speaking activities, evaluating self and peers on criteria determined by the student or others

LISTENING CM 5.3 Demonstrate effective listening behaviors (understanding, organizing, and evaluating information)

CM 5.4 Identify the purpose, content, organization, and delivery of oral communication, and evaluate based upon preset criteria developed by teacher and class

CM 5.5 Listen to oral directions for understanding and organize directions for doing complex tasks

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 25

WRITING CM 5.6 Analyze a variety of written genres (Comedy, Satire, Thriller, Action, etc.)

CM 5.7 Communicate ideas and feelings through application of a chosen genre

CM 5.8 Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events

M I D D L E S C H O O L O B J E C T I V E S

SPEAKING CM MS.1 Utilize appropriate oral communication a variety of purposes and communication effectively to establish, build and maintain a relationship with audience

CM MS.2 Participates in a variety of formal/ informal speaking activities evaluating self and peers on criteria determined by the student or others

CM MS.3 Demonstrate the ability to persuade through oral expression by assimilating multiple facts and opinions to support an argument

LISTENING CM MS.4 Demonstrate effective listening skills in formal and informal settings to facilitate communication

CM MS.5 Identify the purposes, content, organization and delivery of oral communication and evaluate based on preset criteria developed by the student

CM MS.6 Listen to oral directions for understanding and organize directions for doing complex tasks

WRITING CM MS.7 Analyze the writing style of arguments and debates

CM MS.8 Write arguments and debates to support claims with clear reasons and relevant evidence to communicate ideas and feelings

CM MS.9 Write over an extended time frame (multiple class times)

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 26

O U T C O M E S by

Grade Level

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 27

Second Grade

T H I N K I N G S K I L L S

Given a topic/situation, the learner will define and classify the problem(s), make connections, and draw distinctions, analyze information objectively and critically (reflectively developing a relationship between facts and values), and differentiate truth and beliefs from his/her understanding of what is logically and realistically possible.

METACOGNITION (Abstract Thinking

and Reflection)

TS 2.1 Analyze abstract thinking skills modeled by others

TS 2.2 Compose lower-level questions to develop a foundation for higher-level inquiry

TS 2.3 Reflect upon learning experiences

CONVERGENT THINKING (Logical Thinking)

TS 2.4 Apply analogical thinking to identify relationships between two familiar items or events to identify an unknown

TS 2.5 Apply deductive reasoning of general to specific information to analyze and organize sets of limited clues and reach logical conclusions

CRITICAL THINKING (Decision Making)

TS 2.6 Distinguish facts from opinions

TS 2.7 Inventory, compare, and contrast attributes of varying objects and ideas

TS 2.8 Identify, analyze, and evaluate information in order to make decisions, solve problems, and establish priorities

TS 2.9 Appraise implications and consequences of personal actions and decisions

C R E A T I V I T Y

Given a real-life situation, the student will be able to select from divergent thinking, analogical thinking, visualization, attribute listing, morphological analysis, synectics, intuitive thinking, spontaneous thinking, creative problem solving, and/or the creative process in an appropriate manner to develop a workable solution(s).

CREATIVE THINKING Williams Model: Cognitive

Domain

(Fluency/Flexibility/Originality/ Elaboration/Synthesis)

CR 2.1 Demonstrate fluency by brainstorming to generate a large quantity of ideas, thoughts, products, or plans to a given prompt

CR 2.2 Demonstrate flexibility by adapting given ideas, thoughts, products, or plans for many different uses

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 28

CR 2.3 Demonstrate originality by using given objects in ways different from their intended purposes

CR 2.4 Elaborate on given ideas, thoughts, products, or plans to create new possibilities

CR 2.5 Demonstrate synthesis by combining given ideas, thoughts, products, or plans in unusual ways

CREATIVE EXPRESSION Visual and Performing Arts

CR 2.6 Experiment with various materials and tools to create products related to personal interest or subject matter

CR 2.7 Identify and explain how and where different cultures record and illustrate stories and history of life through art

I N F O R M A T I O N L I T E R A C Y

Given a real situation, the student will identify and define the problem, design a research plan appropriate to the problem, conduct the investigation, decide on the most appropriate media for dissemination of the findings/ solutions, and present the results before an authentic audience.

INFORMATION LITERACY

IL 2.1 Identify topics for research based on interests

IL 2.2 Formulate questions for study

IL 2.3 Analyze topics to determine needed research

IL 2.4 Interpret research from teacher-approved resources

IL 2.5 Assemble information to provide new knowledge or understanding in a particular area

S U C C E S S S K I L L S

Given a real-life situation, the student will utilize effective organizational, decision making, goal-setting, project management, and time management skills, including controlling impulses and adapting to unforeseen circumstances, in order to develop solutions to problems and achieve goals whether working individually or as a leader or member of a team.

SUCCESS SKILLS SS 2.1 Individually demonstrate the ability to maintain self-control of emotions and actions in a variety of situations

SS 2.2 Individually identify and assess the merit and or importance of personal characteristics, ideas, interests, preferences, and products

CAREER EXPLORATION SS 2.3 Identify occupational areas of personal interest and aptitude through classroom experiences

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 29

LIFE SKILLS

SS 2.4 Demonstrate the ability to accept responsibility for given tasks and consequences for actions in a variety of situations

SS 2.5 Demonstrate the ability to organize, prioritize, and complete tasks in a timely manner

COLLABORATION SKILLS

SS 2.6 As a group leader, effectively work with group members to keep the group on task

SS 2.7 As a group member, demonstrate effective speaking and listening skills

A F F E C T I V E ( S O C I A L A N D E M O T I O N A L ) S K I L L S

As a gifted learner, students will develop self-acceptance and awareness and demonstrate responsibility for personal growth along with awareness of personal and cultural diversity in others by recognizing forms of bias and stereotypes in order to respect unique beliefs and experiences in themselves and others by understanding and embracing giftedness, appropriately coping with stress in order to become healthy, responsive, contributing, and productive members of classroom communities and society as a whole.

AFFECTIVE SKILLS

AS 2.1 Assess individual learning styles, interests, personality styles, and expression preferences

AS 2.2 Identify feelings and emotions in self

AS 2.3 Develop behavioral strategies appropriate to the situation

AS 2.4 Identify and assess strengths and weaknesses as a baseline for improvement

AS 2.5 Analyze, evaluate, and respond appropriately to various forms of body language (non-verbal cues)

AS 2.6 Participate in community-building skills

AS 2.7 Recognize contributions and achievements of various cultures

C O M M U N I C A T I O N S K I L L S

Given the need to retrieve and/or disseminate information, the students will select and utilize the most appropriate media based upon available resources, technology, audience, and time available, for the most effective communication of information, ideas, feelings, and concepts and correctly interpreting those of others.

SPEAKING CM 2.1 Communicate complete thoughts, give directions and instructions, participate in informal speaking activities and storytelling activities

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 30

LISTENING CM 2.2 Demonstrate effective listening behaviors in formal and informal settings

CM 2.3 Give appropriate feedback and contributions of relevant information

CM 2.4 Follow oral directions with three or more steps

WRITING CM 2.5 Analyze various types of writing (including poetry)

CM 2.6 Create original written products based on real or imagined circumstances to communicate ideas and feelings

CM 2.7 Write over short time frames (a single sitting or a few class times)

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 31

Third Grade

T H I N K I N G S K I L L S

Given a topic/situation, the learner will define and classify the problem(s), make connections, and draw distinctions, analyze information objectively and critically (reflectively developing a relationship between facts and values), and differentiate truth and beliefs from his/her understanding of what is logically and realistically possible.

METACOGNITION (Abstract Thinking

and Reflection)

TS 3.1 Apply abstract thinking skills modeled by others

TS 3.2 Compose elaborating questions to extend and stretch learning

TS 3.3 Analyze, reflect upon, and justify learning experiences

TS 3.4 Observe and analyze reflective thinking modeled by others

CONVERGENT THINKING (Logical Thinking)

TS 3.5 Apply inductive reasoning from specific to general information to predict probable conclusions

TS 3.6 Apply abstract reasoning to identify relationships in figural analogies from possible options

CRITICAL THINKING (Decision Making)

TS 3.7 Construct questions to deepen understanding

TS 3.8 Classify information into logical categories

TS 3.9 Discuss and analyze events in the news to develop an awareness of social issues and world cultures

TS 3.10 Identify and analyze relationship between ideas and data to determine cause and effect of actions and events

C R E A T I V I T Y

Given a real-life situation, the student will be able to select from divergent thinking, analogical thinking, visualization, attribute listing, morphological analysis, synectics, intuitive thinking, spontaneous thinking, creative problem solving, and/or the creative process in an appropriate manner to develop a workable solution(s).

CREATIVE THINKING Williams Model:

Cognitive Domain

(Fluency/Flexibility/Originality/ Elaboration/Synthesis)

CR 3.1 Apply fluency by brainstorming to generate a large quantity of ideas, thoughts, products, or plans to a selected prompt

CR 3.2 Apply flexibility by adapting selected ideas, thoughts, products, or plans for many different uses

CR 3.3 Apply originality by using selected objects in ways different from their intended purposes

CR 3.4 Apply elaboration to selected ideas, thoughts, products or plans to create new possibilities

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 32

CR 3.5 Apply synthesis by combining selected ideas, thoughts, products or plans in unusual ways (morphological analysis)

CREATIVE THINKING Williams Model: Affective

Domain

(Curiosity/Risk-Taking/ Complexity/Imagination)

CR 3.6 Demonstrate curiosity by selecting an idea, topic, product, or plan and based on interests, compile questions to be answered to gather additional information in a training activity

CR 3.7 Demonstrate risk-taking by making predictions and experimenting in an unstructured training situation

CR 3.8 Demonstrate complexity by organizing logical steps needed to accomplish selected ideas in a training activity

CR 3.9 Demonstrate imagination by visualizing ideas, the process to be followed, possible outcomes, and consequences of ideas, thoughts, or plans in a training situation

CR 3.10 Apply methods to overcome creative blocks (Brainstorm, SCAMPER, etc.)

CREATIVE EXPRESSION Visual and Performing Arts

CR 3.11 Make, explain, and justify connections between artists and artwork or artwork and history

CR 3.12 Analyze and utilize the elements of art (line, shape, value, color, texture) through various materials and tools to explore personal interests, questions, and subject matter

I N F O R M A T I O N L I T E R A C Y

Given a real situation, the student will identify and define the problem, design a research plan appropriate to the problem, conduct the investigation, decide on the most appropriate media for dissemination of the findings/ solutions, and present the results before an authentic audience.

INFORMATION LITERACY

IL 3.1 Examine a historical event or person by analyzing and synthesizing historical information

IL 3.2 Assemble information by conducting interviews related to research topics

IL 3.3 Employ various digital tools, media, and strategies to locate and collect accurate and reliable information

IL 3.4 Create and visually organize information using maps, webs, chronological order, sequence, or compare/contrast

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 33

IL 3.5 Demonstrate ability to effectively interpret and evaluate information by distinguishing between fact and opinion/ point of view in a variety of situations

S U C C E S S S K I L L S

Given a real-life situation, the student will utilize effective organizational, decision making, goal-setting, project management, and time management skills, including controlling impulses and adapting to unforeseen circumstances, in order to develop solutions to problems and achieve goals whether working individually or as a leader or member of a team.

SUCCESS SKILLS SS 3.1 Individually demonstrate the ability to organize materials, set priorities, and evaluate progress for task completion

SS 3.2 Individually demonstrate strategies for managing stress, coping with difficulties, and effectively approaching conflict with others

CAREER EXPLORATION SS 3.3 Identify occupational areas of personal interest and aptitude for possible vocational development

LIFE SKILLS

SS 3.4 Study and apply the accepted rules of etiquette for interpersonal interaction in a variety of social situations

SS 3.5 Demonstrate initiative in accepting and successfully meeting challenges in a variety of situations

COLLABORATION SKILLS

SS 3.6 As a group leader, effectively work with group members to identify problems, ideas, and solutions

SS 3.7 As a group member, work collaboratively in a group (know when to speak and know when to listen)

A F F E C T I V E ( S O C I A L A N D E M O T I O N A L ) S K I L L S

As a gifted learner, students will develop self-acceptance and awareness and demonstrate responsibility for personal growth along with awareness of personal and cultural diversity in others by recognizing forms of bias and stereotypes in order to respect unique beliefs and experiences in themselves and others by understanding and embracing giftedness, appropriately coping with stress in order to become healthy, responsive, contributing, and productive members of classroom communities and society as a whole.

AFFECTIVE SKILLS

AS 3.1 Demonstrate an understanding of personal asynchronous development

AS 3.2 Understand and analyze feelings and emotions in self

AS 3.3 Express and manage emotions in positive ways

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 34

AS 3.4 Accept responsibility for choices made

AS 3.5 Analyze, evaluate, and respond appropriately to various forms of body language (non-verbal cues)

AS 3.6 Recognize contributions and achievements of various cultures

C O M M U N I C A T I O N S K I L L S

Given the need to retrieve and/or disseminate information, the students will select and utilize the most appropriate media based upon available resources, technology, audience, and time available, for the most effective communication of information, ideas, feelings, and concepts and correctly interpreting those of others.

SPEAKING CM 3.1 Communicate in complete thoughts with clarity to an audience in formal and informal settings

CM 3.2 Give precise directions and instructions for complex activities

LISTENING CM 3.3 Demonstrate effective listening behaviors in formal and informal settings

CM 3.4 Give appropriate feedback and contributions of relevant information

CM 3.5 Follow oral directions with three or more steps

WRITING CM 3.6 Analyze informal writing styles (essays, journals, diaries, and blogs)

CM 3.7 Utilize informal writing styles (essays, journals, diaries, and blogs) to communicate ideas and feelings

CM 3.8 Support opinions with written reasoning based on facts

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 35

Fourth Grade

T H I N K I N G S K I L L S

Given a topic/situation, the learner will define and classify the problem(s), make connections, and draw distinctions, analyze information objectively and critically (reflectively developing a relationship between facts and values), and differentiate truth and beliefs from his/her understanding of what is logically and realistically possible.

METACOGNITION (Abstract Thinking

and Reflection)

TS 4.1 Observe, analyze, and apply abstract thinking skills

TS 4.2 Develop hypothetical questions to explore possibilities

TS 4.3 Analyze, reflect upon, and justify learning experiences, identifying what was learned, tasks completed, skills developed, additional needs, and value of the experiences

CONVERGENT THINKING (Logical Thinking)

TS 4.4 Demonstrate an understanding of analogical reasoning by identifying, explaining, and giving examples of the forms of analogies

TS 4.5 Utilize analogical reasoning to create analogies using multiple categories

TS 4.6 Apply deductive reasoning of general to specific information to analyze and organize multi-faceted clues and identify data to support logical conclusions

CRITICAL THINKING (Decision Making)

TS 4.7 Utilize intuitive thinking to deepen understanding and analyze varying perspectives

TS 4.8 Discuss and analyze events and issues for problem identification

TS 4.9 Assess the organization, content, value, effectiveness, and results of actions/decisions.

TS 4.10 Appraise implications and consequences of personal actions and decisions

C R E A T I V I T Y

Given a real-life situation, the student will be able to select from divergent thinking, analogical thinking, visualization, attribute listing, morphological analysis, synectics, intuitive thinking, spontaneous thinking, creative problem solving, and/or the creative process in an appropriate manner to develop a workable solution(s).

CREATIVE THINKING Williams Model: Cognitive Domain

(Fluency/Flexibility/Originality/ Elaboration/Synthesis)

CR 4.1 Apply fluency by brainstorming to generate a large quantity of ideas, thoughts, products, or plans to solve a given problem

CR 4.2 Apply flexibility by adapting generated ideas, thoughts, products, or plans for many different creative uses to solve a given problem

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 36

CR 4.3 Apply originality in generating original ideas or alternative solutions to given problems

CR 4.4 Elaborate on identified ideas, thoughts, products or plans to solve a given problem

CREATIVE THINKING Williams Model: Affective Domain

(Curiosity/Risk-Taking/ Complexity/Imagination)

CR 4.5 Apply curiosity in compiling questions to be answered to solve a given problem

CR 4.6 Apply risk-taking by making predictions and experimenting in an unstructured setting to solve a given problem

CR 4.7 Apply complexity of thought to organize logical steps needed to solve a given problem

CR 4.8 Apply imagination by visualizing ideas, the process to be followed, possible outcomes, and consequences of ideas, thoughts, or plans to solve a given problem

CR 4.9 Demonstrate the ability to follow the Creative Problem Solving (CPS) process to solve a given problem

1. Identify and define a problem 2. Gather ideas and data 3. Brainstorm aspects of the problem 4. Identify underlying problems or

sub-problems 5. Produce alternative solutions 6. Develop criteria for judging solutions 7. Evaluate alternative solutions using

the criteria 8. Select and implement chosen solutions.

CREATIVE EXPRESSION Visual and Performing Arts

CR 4.10 Interpret art by analyzing the mood suggested by a work of art and describing relevant subject matter

CR 4.11 Analyze and utilize principles of design (contrast, repetition, alignment, proximity) to create various products based on subject matter or personal interest

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 37

I N F O R M A T I O N L I T E R A C Y

Given a real situation, the student will identify and define the problem, design a research plan appropriate to the problem, conduct the investigation, decide on the most appropriate media for dissemination of the findings/ solutions, and present the results before an authentic audience.

INFORMATION LITERACY

IL 4.1 Conduct experiments and investigations by effectively utilizing the Scientific Method

IL 4.2 Assemble information by utilizing effective survey techniques

IL 4.3 Create and visually organize information using charts, tables, graphs, evidence, or patterns

IL 4.4 Justify conclusions and generalizations based upon data gathered through research

S U C C E S S S K I L L S

Given a real-life situation, the student will utilize effective organizational, decision making, goal-setting, project management, and time management skills, including controlling impulses and adapting to unforeseen circumstances, in order to develop solutions to problems and achieve goals whether working individually or as a leader or member of a team.

DECISION MAKING AND PROBLEM SOLVING SKILLS

SS 4.1 Individually identify personal problems, utilize visualization to weigh the possibilities, make judgements, and defend decisions

CAREER EXPLORATION SS 4.2 Identify career options through experiences and interviews with experts in the field and career counselors

LIFE SKILLS

SS 4.3 Demonstrate the ability to establish budgets and manage money in a variety of situations

COLLABORATION SKILLS

SS 4.4 As a group leader, effectively work with group members to establish goals and objectives for successful collaboration

SS 4.5 As a group member, work collaboratively to achieve a common goal

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 38

A F F E C T I V E ( S O C I A L A N D E M O T I O N A L ) S K I L L S

As a gifted learner, students will develop self-acceptance and awareness and demonstrate responsibility for personal growth along with awareness of personal and cultural diversity in others by recognizing forms of bias and stereotypes in order to respect unique beliefs and experiences in themselves and others by understanding and embracing giftedness, appropriately coping with stress in order to become healthy, responsive, contributing, and productive members of classroom communities and society as a whole.

AFFECTIVE SKILLS

AS 4.1 Demonstrate an understanding of and reflect upon personal gifted characteristics

AS 4.2 Demonstrate an understanding and assess the social, emotional and academic implications of giftedness

AS 4.3 Identify sources and possible solutions of stress and anxiety

AS 4.4 Develop and model self-discipline

AS 4.5 Show evidence of delayed gratification and impulse control

AS 4.6 Demonstrate respect and empathy for others

C O M M U N I C A T I O N S K I L L S

Given the need to retrieve and/or disseminate information, the students will select and utilize the most appropriate media based upon available resources, technology, audience, and time available, for the most effective communication of information, ideas, feelings, and concepts and correctly interpreting those of others.

SPEAKING CM 4.1 Communicate complete thoughts and information with clarity to an appropriate audience

CM 4.2 Give precise instructions for complex tasks and self-evaluate utilizing preset criteria

CM 4.3 Participate in a variety of formal/ informal speaking activities and self-evaluate utilizing preset criteria

LISTENING CM 4.4 Demonstrate effective listening behaviors in formal and informal settings

CM 4.5 Identify the purpose, content, organization, and delivery of oral communication and evaluate based upon preset criteria developed by teacher and class

CM 4.6 Listen to oral directions for understanding and organize directions for complex tasks

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 39

WRITING CM 4.7 Analyze the writing style of scripts (commercials, plays, etc.)

CM 4.8 Create scripts (commercials, plays, etc.) to communicate ideas and feelings

CM 4.9 Utilize dialog to develop characters

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 40

Fifth Grade

T H I N K I N G S K I L L S

Given a topic/situation, the learner will define and classify the problem(s), make connections, and draw distinctions, analyze information objectively and critically (reflectively developing a relationship between facts and values), and differentiate truth and beliefs from his/her understanding of what is logically and realistically possible.

METACOGNITION (Abstract Thinking

and Reflection)

TS 5.1 Develop and ask hypothetical questions to explore possibilities and test relationships

TS 5.2 Analyze and establish needs for exploration of chosen topics

CONVERGENT THINKING

(Logical Thinking)

TS 5.3

Demonstrate depth of thought in deductive reasoning by evaluating and justifying data that supports logical conclusions drawn

CRITICAL THINKING (Decision Making)

TS 5.4 Appraise evaluation techniques for decision making

TS 5.5 Assess and analyze local, national, and world issues and defend opinions with supporting evidence

TS 5.6 Appraise implications and consequences of local and national events and decisions

TS 5.7 Prove or disprove ideas by presenting evidence

C R E A T I V I T Y

Given a real-life situation, the student will be able to select from divergent thinking, analogical thinking, visualization, attribute listing, morphological analysis, synectics, intuitive thinking, spontaneous thinking, creative problem solving, and/or the creative process in an appropriate manner to develop a workable solution(s).

CREATIVE THINKING CR 5.1 Apply the CPS process to solve an identified problem 1. Identify and define a problem 2. Gather ideas and data 3. Brainstorm aspects of the problem 4. Identify underlying problems or sub-problems 5. Produce alternative solutions 6. Develop criteria for judging solutions 7. Evaluate alternative solutions using the criteria 8. Select and implement chosen solutions.

CR 5.2 Reframe ideas through various points of view to enhance meaning

CR 5.3 Examine various meanings, contexts, and points of view including humor and opportunities for change

CR 5.4 Apply thinking strategies modeled by mentors

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 41

CREATIVE EXPRESSION Visual and Performing Arts

CR 5.5 Create a product (work of art, design, presentation, or media) to meet an identified goal based on personal interest or subject matter

CR 5.6 Develop criteria to analyze a work of art, design, or media to meet an identified goal

I N F O R M A T I O N L I T E R A C Y

Given a real situation, the student will identify and define the problem, design a research plan appropriate to the problem, conduct the investigation, decide on the most appropriate media for dissemination of the findings/ solutions, and present the results before an authentic audience.

INFORMATION LITERACY

IL 5.1 Analyze the difference between primary and secondary sources

IL 5.2 Utilize primary and secondary sources to provide new knowledge or understanding in a particular area

IL 5.3 Define and identify use of propaganda techniques to clarify ideas, judge information, solve problems, and evaluate reliability of information

IL 5.4 Assess the validity, reliability, and relevance of the information collected

IL 5.5 Apply a fundamental understanding of the ethical and legal issues surrounding the access and use of information

S U C C E S S S K I L L S

Given a real-life situation, the student will utilize effective organizational, decision making, goal-setting, project management, and time management skills, including controlling impulses and adapting to unforeseen circumstances, in order to develop solutions to problems and achieve goals whether working individually or as a leader or member of a team.

RISK-TAKING SKILLS

SS 5.1 Individually demonstrate the willingness to expose oneself to failure, take a chance/ risk, function under conditions devoid of structure, and defend ideas with regard to identified issues

PERSEVERANCE/TASK COMMITMENT

SS 5.2 Individually demonstrate the ability to persevere and successfully complete tasks in a timely manner even under adverse circumstances

CAREER EXPLORATION SS 5.3 Demonstrate and practice the ability to interact in an appropriate manner in a variety of social and business related situations

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 42

LIFE SKILLS

SS 5.4 Examine and apply the accepted rules of business protocol in a variety of business and social situations

SS 5.5 Adapt to varied roles, job responsibilities, schedules, and context

COLLABORATION SKILLS

SS 5.6 As a group leader, effectively work with group members to identify ethical implications of group processes and decisions

SS 5.7 As a group member, take a stand for personal convictions and demonstrate respect/ tolerance for other points of view

A F F E C T I V E ( S O C I A L A N D E M O T I O N A L ) S K I L L S

As a gifted learner, students will develop self-acceptance and awareness and demonstrate responsibility for personal growth along with awareness of personal and cultural diversity in others by recognizing forms of bias and stereotypes in order to respect unique beliefs and experiences in themselves and others by understanding and embracing giftedness, appropriately coping with stress in order to become healthy, responsive, contributing, and productive members of classroom communities and society as a whole.

AFFECTIVE SKILLS

AS 5.1 Develop and demonstrate appropriate self-efficacy and self-talk

AS 5.2 Identify and utilize appropriate personal perceptual filters and defense systems for situations

AS 5.3 Develop and demonstrate a healthy perception of perfectionism in accomplishing tasks

AS 5.4 Demonstrate an understanding of how attitudes, attention, and commitment can affect one’s knowledge and self-control

AS 5.5 Demonstrate the ability to accept failure as a part of growth

AS 5.6 Differentiate constructive and destructive criticism

C O M M U N I C A T I O N S K I L L S

Given the need to retrieve and/or disseminate information, the students will select and utilize the most appropriate media based upon available resources, technology, audience, and time available, for the most effective communication of information, ideas, feelings, and concepts and correctly interpreting those of others.

SPEAKING CM 5.1 Use appropriate oral communication for a variety of purposes, and communicate effectively to establish a relationship with an audience

CM 5.2 Participate in a variety of formal/ informal speaking activities, evaluating self and peers on criteria determined by the student or others

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 43

LISTENING CM 5.3 Demonstrate effective listening behaviors (understanding, organizing, and evaluating information)

CM 5.4 Identify the purpose, content, organization, and delivery of oral communication, and evaluate based upon preset criteria developed by teacher and class

CM 5.5 Listen to oral directions for understanding and organize directions for doing complex tasks

WRITING CM 5.6 Analyze a variety of written genres (Comedy, Satire, Thriller, Action, etc.)

CM 5.7 Communicate ideas and feelings through application of a chosen genre

CM 5.8 Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 44

Middle School

T H I N K I N G S K I L L S

Given a topic/situation, the learner will define and classify the problem(s), make connections, and draw distinctions, analyze information objectively and critically (reflectively developing a relationship between facts and values), and differentiate truth and beliefs from his/her understanding of what is logically and realistically possible.

METACOGNITION (Abstract Thinking

and Reflection)

TS MS.1 Develop and ask higher-level questions to clarify the coherence and logic of given information

TS MS.2 Reflect upon learning strengths and needs and establish learning goals for independent thinking and autonomous learning

CONVERGENT THINKING

(Logical Thinking)

TS MS.3 Demonstrate an understanding of analogical reasoning by identifying, explaining, and giving examples of the forms of analogies to support thoughts/ideas

TS MS.4 Demonstrate depth of thought in deductive reasoning by creating deductive reasoning problems with multi-faceted clues and justifying data included to support logical conclusions

CRITICAL THINKING (Decision Making)

TS MS.5 Identify, analyze, evaluate, and justify information in order to make decisions, form beliefs, solve problems, and set priorities based on evidence

TS MS.6 Appraise global implications and consequences of historic and current world events

TS MS.7 Recognize and assess hidden agendas

TS MS.8 Assess accuracy and relevance of points used to support conclusions and make decisions

C R E A T I V I T Y

Given a real-life situation, the student will be able to select from divergent thinking, analogical thinking, visualization, attribute listing, morphological analysis, synectics, intuitive thinking, spontaneous thinking, creative problem solving, and/or the creative process in an appropriate manner to develop a workable solution(s).

CREATIVE THINKING CR MS.1 Apply the CPS process to solve an identified problem, develop and present a plan of action to an authentic audience

CR MS.2 Manage creative flow

CR MS.3 Set goals with purpose and meaning

CR MS.4 Adjust the creative process based on feedback

CR MS.5 Focus on the task at hand and long term goal without distraction

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 45

CREATIVE EXPRESSION Visual and Performing Arts

CR MS.6 Select and apply principles of design and produce a product (work of art, design, or media) that clearly communicates information and ideas

CR MS.7 Apply relevant criteria to examine, reflect upon, and plan revisions to a product in process

I N F O R M A T I O N L I T E R A C Y

Given a real situation, the student will identify and define the problem, design a research plan appropriate to the problem, conduct the investigation, decide on the most appropriate media for dissemination of the findings/ solutions, and present the results before an authentic audience.

INFORMATION LITERACY

IL MS.1 Identify areas of individual research based upon intense interest

IL MS.2 Design investigations and defend processes and findings

IL MS.3 Manage the flow of information by applying the appropriate research methodology

IL MS.4 Demonstrate an understanding of hidden agendas by critical analysis and evaluation of information

IL MS.5 Based upon data gathered through research, infer future trends, directions, similarities, and differences

S U C C E S S S K I L L S

Given a real-life situation, the student will utilize effective organizational, decision making, goal-setting, project management, and time management skills, including controlling impulses and adapting to unforeseen circumstances, in order to develop solutions to problems and achieve goals whether working individually or as a leader or member of a team.

GOAL SETTING

SS MS.1 Individually use information gained through self-evaluation to establish attainable goals and set priorities for a variety of purposes and projects

ETHICAL AWARENESS

SS MS.2 Individually demonstrate the ability to behave in an honorable and truthful manner under adverse circumstances

CAREER EXPLORATION SS MS.3 For chosen or identified career options, identify high school educational requirements, college requirements and expectations, scholarship, loan/ grant opportunities, and procedures for college and workplace applications/resumes

LIFE SKILLS

SS MS.4 Demonstrate the ability to adapt to change in a climate of changing expectations and priorities

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 46

COLLABORATION SKILLS

SS MS.5 As a group leader, assure and defend that the decisions of the group are effective and ethical

SS MS.6 As a group member, demonstrate the ability to work cooperatively to detect moods, temperaments, motivations, and intentions of others

A F F E C T I V E ( S O C I A L A N D E M O T I O N A L ) S K I L L S

As a gifted learner, students will develop self-acceptance and awareness and demonstrate responsibility for personal growth along with awareness of personal and cultural diversity in others by recognizing forms of bias and stereotypes in order to respect unique beliefs and experiences in themselves and others by understanding and embracing giftedness, appropriately coping with stress in order to become healthy, responsive, contributing, and productive members of classroom communities and society as a whole.

AFFECTIVE SKILLS

AS MS.1 Demonstrate an understanding of ethical practices

AS MS.2 Develop and demonstrate a healthy response toward peer pressure and expectations of others

AS MS.3 Demonstrate and understanding of ways in which attitudes, attention, and commitment can affect one’s knowledge and self-control

AS MS.4 Set goals for self-improvement and take the necessary steps to reach them

AS MS.5 Differentiate constructive and destructive criticism

AS MS.6 Recognize and assess various forms of bias in self and others and demonstrate strategies for addressing bias in social situations

C O M M U N I C A T I O N S K I L L S

Given the need to retrieve and/or disseminate information, the students will select and utilize the most appropriate media based upon available resources, technology, audience, and time available, for the most effective communication of information, ideas, feelings, and concepts and correctly interpreting those of others.

SPEAKING CM MS.1 Utilize appropriate oral communication a variety of purposes and communication effectively to establish, build and maintain a relationship with audience

CM MS.2 Participates in a variety of formal/ informal speaking activities evaluating self and peers on criteria determined by the student or others

CM MS.3 Demonstrate the ability to persuade through oral expression by assimilating multiple facts and opinions to support an argument

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 47

LISTENING CM MS.4 Demonstrate effective listening skills in formal and informal settings to facilitate communication

CM MS.5 Identify the purposes, content, organization and delivery of oral communication and evaluate based on preset criteria developed by the student

CM MS.6 Listen to oral directions for understanding and organize directions for doing complex tasks

WRITING CM MS.7 Analyze the writing style of arguments and debates

CM MS.8 Write arguments and debates to support claims with clear reasons and relevant evidence to communicate ideas and feelings

CM MS.9 Write over an extended time frame (multiple class times)

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 48

R E F E R E N C E S During the development of the Intellectually Gifted Education Program Outcomes, the

following documents were reviewed by members of the Gifted Education Work Group

and Outcomes Sub-Committee:

Alabama Gifted Education Programs: Standards and Student Outcomes.

Alabama State Department of Education, 2015.

Florida’s Frameworks for K-12 Gifted Learners. Florida Department of

Education Bureau of Exceptional Education and Student Services, 2013.

Gifted and Talented Program Approval Standards. Arkansas Department of

Education, 2009.

Mississippi College and Career Ready Standards. Mississippi Department of

Education, 2016.

NAGC Pre-K to Grade 12 Gifted Programming Standards. National Association

for Gifted Children, 2010.

National Core arts Standards: A Conceptual Framework for Arts Learning.

State Education Agency Directors of Arts Education, 2014.

P21 Common Core Toolkit. Partnership for the 21st Century Skills, 2011.

South Carolina Gifted and Talented Best Practices Manual. South Carolina

Department of Education, 2006.

Suggested Outcomes for Intellectually Gifted Education Programs Grades 2-8 in

Mississippi. Mississippi State Department of Education, 1994.

Twenty-first Century Student Outcomes. Partnership for 21st Century Learning

(P21), 2007.