# data[].attributes.headline
I would assume that the classroom teacher would refer a learner s/he believes to be GT to Teresa for testing. Parent approval is most likely needed to move forward with that process. These learners are the ones who above grade level and need to be challenged beyond what is being done in the regular classroom.

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I would assume that the classroom teacher would refer a learner s/he believes to be GT to Teresa for testing. Parent approval is most likely needed to move forward with that process. These learners are the ones who above grade level and need to be challenged beyond what is being done in the regular classroom.

# data[].attributes.body
Students who need more of a challenge in math and reading that is well above the rest of the classroom peers.

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KELP was a part of our KIBSD and students as young as kindergarten and sometimes could participate.  I had a child in KELP at Elementary level it seemed like a lot of EXTRA stuff at Middle School I felt like it was more purposeful/powerful

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KELP was a part of our KIBSD and students as young as kindergarten and sometimes could participate.  I had a child in KELP at Elementary level it seemed like a lot of EXTRA stuff at Middle School I felt like it was more purposeful/powerful

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Nothing. Have no idea how to identify or refer.

# data[].attributes.body
The answers I’ve received when I asked about identifying students before was that they are identified in kibsd by the school psych and a IQ test...we should have an Rti system to identify them and differentiate to their needs

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G and T students have not been identified to me. I would like to have specialists involved with knowing who these students are.

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Gifted students can be the quiet ones or the outgoing students who think deeper about subject matter. They must be referred by a teacher and or parent so an evaluation process can begin.

# data[].attributes.subject
Gifted students can be the quiet ones or the outgoing students who think deeper about subject matter. They must be referred by a teacher and or parent so an evaluation process can begin.

# data[].attributes.body
I have not worked with many GT students at the school. I'm not quite sure in what areas they may be qualified in.

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I know nothing about KIBSD's identification process or referral process.  I have experience in other districts.

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I know nothing about KIBSD's identification process or referral process.  I have experience in other districts.

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I am not very knowledgeable about our GT

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Do not have info on how to refer or the identification process

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Do not have info on how to refer or the identification process

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I would like to know why primary learners are not receiving support in this area.

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I would like to know why primary learners are not receiving support in this area.

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I know about identifying and referral to test- but I struggle with the lack of support for these students outside of the classroom

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I know about identifying and referral to test- but I struggle with the lack of support for these students outside of the classroom

# data[].attributes.body
Students begin to be identified early but will not be teted or served until 3rd grade. They are identified by teachers or parents. Once they are identified, there is a referral form that is filled out by the teacher. The principal and parents sign off on the form and then the students
are tested.

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How they are identified and what categories are used to classify someone as gifted and talented? For example, is it language, math, physical skills, musically, eyc

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I am not very knowledgeable about GT program

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If we have reconfigured schools would it be possible to create a better program for students to participate in GT activities.

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With parent consent students take a GT assessment. 

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With parent consent students take a GT assessment. 

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I want to know KIBSD's interpretation of G/T, the identification process, referral procedures in order to better support my students.

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I want to know KIBSD's interpretation of G/T, the identification process, referral procedures in order to better support my students.

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I know there is much testing involved in identifying gifted learners but it isn't always clear how some qualify and some do not. 

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I know there is much testing involved in identifying gifted learners but it isn't always clear how some qualify and some do not. 

# data[].attributes.body
I would like to know the strengths of the GT students. What areas do they thrive in and how can I possibly incorporate more in my class to enrich those areas more.

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Gifted/talented learners are those who need a greater challenge than what is offered to most students.

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Gifted/talented learners are those who need a greater challenge than what is offered to most students.

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I would like to know the identification process and the referral process.

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I would like to know the identification process and the referral process.

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I know very little about how GT students think or process

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They look at the world through a different lens.  They are often overlooked.  They at times become behavior problems due to lack of rigor.  They can be lazy.  THey can be eager learners.  They are just as different as all the other learners in the classroom and deserve the same amount as attention.

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They look at the world through a different lens.  They are often overlooked.  They at times become behavior problems due to lack of rigor.  They can be lazy.  THey can be eager learners.  They are just as different as all the other learners in the classroom and deserve the same amount as attention.

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I would like to know the age/grade ranges

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provide opportunities for arts integration

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provide opportunities for arts integration

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Learn differently sometimes appear to be "lost"
Refuse to do tasks they are not interested in or feel they will not be overly successful at...sometimes have difficulties with feelings of failure and taking risks (not all the time)
Often don't work well in groups

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I want to know what the referral process looks like now. It seems it is more difficult to qualify and many students are not being identified.

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I want to know what the referral process looks like now. It seems it is more difficult to qualify and many students are not being identified.

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Students who are GT learners tend to look at the world differently and may not organize their thoughts in the same way other do. Learning styles also play into this.

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Students who are GT learners tend to look at the world differently and may not organize their thoughts in the same way other do. Learning styles also play into this.

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How I can best support their learning needs

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How the teachers can actually receive support to support these children

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They seem to think outside of the box and seem to understand information quicker than most students.

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Gifted/talented learners often feel the need to be perfect and are afraid to make mistakes.

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Just that.  Who they are.

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They are advanced, asynchronous socially, perfectionism, and often times with emotional issues. 

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They are advanced, asynchronous socially, perfectionism, and often times with emotional issues. 

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None

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They can present as off task, ADHD, and behavioral (non-compliance)- can be stemmed from being bored and academic needs not being supported

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They need project-style learning experiences

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They need project-style learning experiences

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GT learners have made many applicable connections about their learning and understand on a level to where they can help other peers understand and apply that learning as well.

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How they think and what I can do to be supportive and u derstanding of their needs

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May be perfectionists in any one area, may be impatient with others

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May be perfectionists in any one area, may be impatient with others

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may have high vocabularies

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I would like to know more about who these children are, and how they think, and how to give them higher level opportunities in a music classroom.

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I try and include challenging elements/next level learning in activities that I 

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I try and include challenging elements/next level learning in activities that I 

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GT and RTI, how do we help our students who are "bored" resulting in behaviors in the classroom, but haven't yet tested for the GT program? 

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GT and RTI, how do we help our students who are "bored" resulting in behaviors in the classroom, but haven't yet tested for the GT program? 

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I want to know what data counts as relevant outside MAP and SIMSweb

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Teach to their interests.

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How do classroom teachers make the determination that a student needs to be referred? 

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How do classroom teachers make the determination that a student needs to be referred? 

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What is a protocol we can develop for GT learners other than putting them in a different reading or math group.  Academics isn't always the best choice for differentiation.

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They are sometimes misidentified as having ADHD.

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They are sometimes misidentified as having ADHD.

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Conversely, g/t students can also have disabilities (like ADHD).

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Ways to challenge these learners or better serve them in the regular classroom.

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What do we do with them in the general classroom?

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What do we do with them in the general classroom?

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Project based learning, purposeful challenges (creating restaurants for math, etc), application learning

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I'd like to learn more about their brain development and function.  I'd like to explore different ways to modify the curriculum to better reach these students without killing myself in the process.

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I'd like to learn more about their brain development and function.  I'd like to explore different ways to modify the curriculum to better reach these students without killing myself in the process.

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They often display behavior problems.

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I would like to know ways to enhance their music experience.

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SEL and a higher need for counseling compared to the general student population. 

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SEL and a higher need for counseling compared to the general student population. 

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While they can work on an advanced level, it's important that teachers make sure there are not gaps in learning. 

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While they can work on an advanced level, it's important that teachers make sure there are not gaps in learning. 

# data[].attributes.body
Also, there are different types of g/t learners  - for instance a student may be extremely mathematically talented, but need help in English.

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How can I use my curriculum to enrich the GT's learning further?

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how do we support the emotional development of our GT students

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how do we support the emotional development of our GT students

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Some of their behavior issues (if present) are as a result of being bored /not challenged.

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Some of their behavior issues (if present) are as a result of being bored /not challenged.

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After school program, extension questions/projects, partner with high grade teachers 

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After school program, extension questions/projects, partner with high grade teachers 

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If a student is bored during most of the class work they are doing, they are probably needing more of a challenge. Being able to identify that is important.

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The process of identifying these students as 'gifted' has changed significantly in my tenure in the district. It's important to use multiple teaching strategies to recognize the needs of all of our learners. It's best teaching practice.

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The process of identifying these students as 'gifted' has changed significantly in my tenure in the district. It's important to use multiple teaching strategies to recognize the needs of all of our learners. It's best teaching practice.

# data[].attributes.body
I generally try to use college level ideas and words, dotted in here and there in my regular music classes. If it’s over a student’s head, they don’t respond.  I have seen children with higher level thinking skills, perk up and hyper focus on my face.

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How do we identify GT students

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I often have extra challenges for my higher achievers or I "employ" them as a TA to assist others.

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Teach to different learning styles, have open ended questions and time for students to process their learning. Use extensions to coursework when needed to help challenge them on a given topic. GT students can be used as a resource as a helper for others - by teaching a topic, they can show their own understanding of a topic but also may explain something to another student that may make more sense to them than how the teacher has explained it to them

# data[].attributes.subject
Teach to different learning styles, have open ended questions and time for students to process their learning. Use extensions to coursework when needed to help challenge them on a given topic. GT students can be used as a resource as a helper for others - by teaching a topic, they can show their own understanding of a topic but also may explain something to another student that may make more sense to them than how the teacher has explained it to them

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none

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how does pulling students out for GT services impact their education 

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how does pulling students out for GT services impact their education 

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Questioning strategies, ability groups and STEM projects.

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How to support them in an authentic way. How to communicate with parents about Identifying.

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I want clarity on if this is pull out, push in, the responsibility of the teacher, the coach, Teresa

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Gifted students sometimes would rather work alone because they "got it" quicker than others. Sometimes GT students will show frustration with slower learners and dislike cooperative group work.

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Gifted students sometimes would rather work alone because they "got it" quicker than others. Sometimes GT students will show frustration with slower learners and dislike cooperative group work.

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what resources are readily available in KIBSD, how are others supporting/guiding GT leaners

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what resources are readily available in KIBSD, how are others supporting/guiding GT leaners

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How do their brains process learning differently from our regular ed. learners?

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How do their brains process learning differently from our regular ed. learners?

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How can my extra support benefit the learner? What approaches should I take? I often think that a little more independency during class can give them a sense of freedom and success.

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I know “bad” behaviors can be an indicator 

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I know “bad” behaviors can be an indicator 

# data[].attributes.headline
What we should be doing to encourage them better.

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What we should be doing to encourage them better.

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I want to challenge GT learners, but not just pile on more work. They should be valued and not just set to work on their own to keep them busy. How do I help them work with others and appreciate what others have to offer.

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I want to challenge GT learners, but not just pile on more work. They should be valued and not just set to work on their own to keep them busy. How do I help them work with others and appreciate what others have to offer.

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social emotional learning- why do they want to work independently

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social emotional learning- why do they want to work independently

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Differentiated instruction. Have them assist others.

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Differentiated instruction. Have them assist others.

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I think t by ey think more outside the box.

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I think t by ey think more outside the box.

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If there is a clear set of characteristics we should notice

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If there is a clear set of characteristics we should notice

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Just as many ideas and strategies as I can gather.

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Teaching ELAP we don't get to see the GT learners. However, if you could do our assessments in Tagalog, we could probably see a few more GT learners because they would understand a little better what is asked of them.

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What resources are available to help support GT learners? 

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What resources are available to help support GT learners? 

# data[].attributes.headline
Pinpoint learning styles and offer choices as to projects and subject matter for further study. 

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Pinpoint learning styles and offer choices as to projects and subject matter for further study. 

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I want to learn ways to enhance without giving too much individualized projects 

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I want to learn ways to enhance without giving too much individualized projects 