# data[].attributes.headline
Model: Creative Problem Solving (Parnes, 1967)

# data[].attributes.subject
Model: Creative Problem Solving (Parnes, 1967)

# data[].attributes.body
Objective finding
Why do critics think identifying gifted underachievers and providing services is not worth it?

# data[].attributes.headline
Reasons for underachievement in gifted students

# data[].attributes.subject
Reasons for underachievement in gifted students

# data[].attributes.headline
What are the problems faced by the gifted-especially the underachieved 

# data[].attributes.subject
What are the problems faced by the gifted-especially the underachieved 

# data[].attributes.headline
What are the different types of underachieving gifted students? 

# data[].attributes.subject
What are the different types of underachieving gifted students? 

# data[].attributes.headline
What happens to those underachievers who do not receive services?

# data[].attributes.subject
What happens to those underachievers who do not receive services?

# data[].attributes.headline
Additional Resources on underachieved gifted students 

# data[].attributes.subject
Additional Resources on underachieved gifted students 

# data[].attributes.attachment_link.title
The underachievement of gifted students: What do we know and where do we go?

# data[].attributes.attachment_link.description
This article by Sally Reis and D. Betsy McCoach reviews years of studies on underachievement among the gifted. It explores some of the problems of identifying these students. The authors also include suggestions for those interested in pursuing potentially promising new lines of research and inquiry in this area.

# data[].attributes.attachment_link.title
Keynote Dr. Sylvia Rimm - World Gifted 2015

# data[].attributes.body
Educators not having the time, resources or training to identify and reverse underachievement in gifted students.

# data[].attributes.headline
How can educators be equipped to handle the problem of underachievement? 

# data[].attributes.subject
How can educators be equipped to handle the problem of underachievement? 

# data[].attributes.body
·         Diagnostic tests (alternative tests for minorities)

·         Teacher/parent/peer observations and recommendations

·         Examples of student work

·         Counselor’s notes

·         Student Self-advocacy

·         Teacher training

·         Response to Intervention and SAT process

·         Differentiated Instruction

·         Develop a growth mindset (Dweck, 2006)

·         School Wide Enrichment Model (Renzulli, 1977; Renzulli & Reis, 1985, 1997

# data[].attributes.headline
Among the ideas generated, which ones are feasible? 

# data[].attributes.subject
Among the ideas generated, which ones are feasible? 

# data[].attributes.body
Diagnostic tests (alternative tests for minorities)

·         Great for identification purposes

·         Alternative assessments are required for students with factors- culture, linguistic differences, socio-economic status etc. Also, for twice exceptional students.

Teacher/parent/peer observations and recommendations

·         For identification and monitoring growth

Examples of student work

·         For identification and monitoring growth

Counselor’s notes

·         For identification and monitoring growth

Student Self-advocacy

·         For identification purposes

Response to Intervention (RTI) and SAT process

·         For identification, monitoring growth and providing instructional and counseling services in a general education classroom.

·         As it is already in place for most schools at the elementary level, requires less resources.

·         The specific needs of gifted students might not be covered.

Teacher training

·         Most important component for identification, monitoring growth and to provide adequate services to students

·         Must be on-going, requires time, resources and commitment

Differentiated Instruction

·         An absolute must in regular, special education and gifted classrooms

·         Requires teacher training.

·         Must be on-going

Develop a growth mindset (Dweck, 2006)

·         Must be incorporated within regular classrooms and special ed

·         Requires teacher training. Must be on-going

Talent Pool Program

·         Identify high potential learners using some of the above-mentioned ideas.

·         Total Talent Portfolios from the SEM could be included for identification purposes.

·         Can serve as a first step to SEM

·         Requires stakeholders’ training. Must be on-going and requires resources

·         Requires adequate planning, monitoring and adjustments.

School Wide Enrichment Model (SEM) (Renzulli, 1977; Renzulli & Reis, 1985, 1997)

·         Can be incorporated across all levels, in all classrooms.

·         Requires teacher training. Must be on-going and requires resources

·         Requires adequate planning, monitoring and adjustments.

Analysis:

·         The ideas have been categorized based on stakeholder responsibility.

·         Diagnostic/standardized tests may not be a true indicator of student potentials. Alternative assessments could be used. Multiple methods of assessments must be used.

·         Teacher training is perhaps the most important requirement in this process. Teachers feel overburdened when there is no training or a proper planning for a program is in place.

·         The above-mentioned ideas (except RTI and SAT) can be incorporated within the School-Wide Enrichment Model.

Conclusion: Implement a Talent Pool Program as a school-wide initiative. It helps to identify high-potential students using multiple criteria. Teachers will not be over-burdened with responsibility as it involves other stakeholders and adequate planning and training.

# data[].attributes.body
Implement a Talent Pool Program
Explanation of the Talent Pool Program

Purpose (Why): Identify gifted underachievers (high potential students) and reverse underachievement

When: At all grade levels, beginning with the elementary grade levels

How: Multiple assessment criteria- Total Talent Portfolios, Recommendations, Alternative Assessments (DISCOVER, FTAP). Alternative identification criteria may include

Work samples • Anecdotal records • Continuous progress data • Parent interview or questionnaire• Behavior checklists • Self-advocacy

Provide the following services based on their needs

Differentiated experiences • Cluster groups • Seminars and pullouts • Curriculum compacting/acceleration by subject • Collaborative teaching and consultation services • Distance learning • Independent study • Mentorships • Special counseling services

# data[].attributes.headline
How can we ensure the success of the action plan? 

# data[].attributes.subject
How can we ensure the success of the action plan? 

# data[].attributes.body
Teacher Training: Growth Mindset

# data[].attributes.attachment_link.title
Mindset Kit - 5-session professional learning series, Growth Mindset for Educator Teams

# data[].attributes.attachment_link.description
This 5-session professional development series helps teams of educators develop the skills needed to implement growth mindset practices. Each session is one hour long and covers a topic from the Growth Mindset for Teachers Course.

# data[].attributes.body
Total Talent Portfolio

# data[].attributes.body
Total Talent Portfolio for Elementary Grades

# data[].attributes.body
School-Wide Enrichment Model

# data[].attributes.attachment_link.readable_text
Services for Entire School Population
Designated Arts Enrichment for Artistically Talented Students

Any Acceleration Options such as the following: Early Admission, Ability Grouped Classes, Grade Skipping, Duel Enrollment (College), On-Line Accelerated Courses, Other(Please Specify Below)

Advanced Training for Teachers of the Gifted

Field Experiences (Internships, Mentorships, Service Learning Projects)

Staff Development for General Faculty

Other (please specify acceleration options not listed above):
Governor's Schools, Independent Study
Services for Identified Talent Pool Students Services for Entire School Population Other (please specify acceleration options not listed above):

# data[].attributes.attachment_link.description
Services for Entire School Population Designated Arts Enrichment for Artistically Talented Students Any Acceleration Options such as the following: Early Admission, Ability Grouped Classes, Grade Skipping, Duel Enrollment (College), On-Line Accelerated Courses, Other(Please Specify Below) Advanced Training for Teachers of the Gifted Field Experiences (Internships, Mentorships, Service Learning Projects) Staff Development for General Faculty Other (please specify acceleration options not listed above): Governor's Schools, Independent Study Services for Identified Talent Pool Students Services for Entire School Population Other (please specify acceleration options not listed above):

# data[].attributes.headline
Differentiated Instruction in the classrooms 

# data[].attributes.subject
Differentiated Instruction in the classrooms 