How do I know it is springtime? I am in the middle of the gifted screening process where we look for the students who will benefit from being included in gifted programming as they enter into the fourth grade. As a team, we meet and review the information that has been gathered and from that make our determinations. Our information package includes report cards, checklists and relevant work submitted by teachers. Parents have also completed checklists and included their observations. At the top of the pile are the off-level cognitive testing results. All that is left is to sift through the information gathered, then based on the needs identified and the resources available, make our recommendations. At first blush it feels overwhelming, and with good reason.
“It is inevitable that different values and priorities influence the ways we conceptualize giftedness and define the mission of gifted education.” David Yun Dai and Fei Chen in Three Paradigms of Gifted Education: In Search of Conceptual Clarity in Research and Practice, Gifted Child Quarterly, Summer 2013
It is no secret that within the gifted community there is a lack of agreement on what it means to be gifted. From a cognitive psychology perspective there are gifted individuals with FSIQ scores ranging from superior to profound alongside prodigies who may only be gifted in a specific domain. The talent driven perspective contends that giftedness not necessarily identified by a test, but should include “other talents” that when paired with motivation and/or the ability to be “school smart” demonstrate excellence and achievement that may not indicative of a particular IQ score. There are our creatives, whose unique perspectives and uncanny ability to make connections take us by surprise, but who may not fit well in a typical classroom setting. But let us not forget our twice exceptional students who may have extraordinary strengths that may not be visible due to a learning disability, ADHD, ASD or physical impairment and whose strengths may be additionally masked by their ability to compensate for weaknesses or invoke behaviors to hide their weaknesses. And for the most part we don’t even consider how giftedness might be defined (or not) in different cultures. It is no surprise that many might find the process behind who is determined to be gifted in different jurisdictions mysterious.
Despite the lack of agreement within the gifted community, each year individuals around the world get a new way of understanding what makes them unique: in some cases a code for their cumulative file- gifted. The responsibility our assessment team is given is tremendous but before we begin, we always go back to the research and review our understanding of giftedness in light of the programming we are able to offer and the needs of the students who have been referred to us. Each year we “tweak” the program to adjust for emerging needs that may not be currently met or research we have gathered to support how we look at the information being provided. There are some referrals that don’t get decided on until we gather more information, some that are very straight forward and still others that involve a lot of rich discussion. While a part of me wishes that I had a Hogwart’s Sorting Hat, I learn so much from these conversations that by the time we are done, I am feeling confident about our decisions and looking forward to having meaningful conversations with parents and colleagues.
So does this mean there is no real mystery? Absolutely not. We do the best we can with the tools and information that we are given but truth be told, tests and portfolios only tell us so much. We know that every year some students get missed for many reasons: not identified at all or identified for referral but poor results on assessments and it is this knowledge that keeps us vigilant…is there something we missed? Something we should do differently? And so we do our best to remain open to feedback from teachers and parents once the process is complete. But the fact that our tools and methods are imprecise is as much a blessing as a problem. Children should be mysterious. They should be unpredictable. They should be full of possibilities and potentials that we cannot even begin to imagine because the secret to the universe is that within each of us is something that could never have been anticipated that will emerge when the time is right. Being able to measure or predict something like that would not only be a bad thing, but would rob us of possibilities that we cannot even begin to imagine.
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