COCUMENT HESUHE

ED 279 113 EC 191 368

AUTHOR Amundsen, Jane; Joh:limn, Lawrence, J.TITLE Bringing Out Head Start Talents (BOHST). Talent

Identification.INSTITUTION Illinois Univ., Urbana. Inst. for Child Behavior and

Deveopment.SPONS AGENCY Administration for Children, Youth, and Families

(DHHS), Washington, D.C.PUB DATE 85NOTE 32p.; For project final report, see EC 191 364; for

project training materials, see EC 191 365-369.AVAILABLE FROH Disabled Citizens Foundation, 1304 W. Bradley,

Champaign, IL 61820 ($3.80; shipping add 10%,handling add $1.00).

PUB TYPE Tests/Evaluation Instruments (160)

EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS Check Lists; *Gifted; Interdisciplinary Approach;

Parent Attitudes; Preschool Education; *Talent;*Talent Identification; Teacher Attitudes

IDENTIFIERS Bringing Out Head Start Talent; *Project HeadStart

&BSTRACTThe manual contains three instruments (including

instructions and sample materials) used in the Bringing Out HeadStart Talents (BOHST) project to identify children with potentialtalent in one or more of the following six areas: intellectual,creative, leadership, visual and performing arts, academic,psychomotor. A teacher checklist and parent checklist each contain aset of four abilities or behaviors indicative of talent in each ofnine areas. Checklist ratings are recorded on the third instrument,the Talent Identification Summary. A final section in the manualoutlines the talent staffing process wherein a team of professionals,including the classroom teacher and perhaps the child's parents,review and finalize identification of those children who are toreceive talent programming. (JW)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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Bringing Out Head Start Talent.,

-aMIO./INNII.

Dr. Merle B. Karnes, Director

Jane Amundsen and Tsivia Cohen, Coordinators

Dr. Lawrenc3 J. Johnson, Evaluator

Institute for Child Behavior and DevelopmentUniversity of Illinois

Urbana-Champaign, IL 618011984-85

Materials written/adapted by: Jane Amundsen and Lawrence J. JohnsonGraphic assistance by: Sonja Williams

Organized and edited by: Jane Amundsen and Linda Flynn

Partially funded by:U.S. Department of Health and Human Services

Office of Human Development ServicesAdministration for Children Youth, and Families

CONTENTS

Pap

I. INTRODUCTION

U. TEACHER CHECKLIST

Instructions 2

Checklist

III. PARENT CHECKLIST

Instructions a

Sample Parent Letter 9

Checklist 10

IV. TALENT IDENTIFICATION SUMMARY

Instructions 15

Identification Summary 16

V. TALENT STAFFING

Review 17

INTRODUCTION

Talent identification Lin Eha aaon4 iojoe otop in the WNW procens. Onceall of the children have received the general programming (detectivc,inventor, and judge thinking Activities) you aro reedy to begin looking torthe children who demonatrate talent to ono or more of the following elktalent arenas

intellectuel vieual 4 performing arta (Art And muaic)creative academic (math, OCiOnc0; and readit#)leaderahip paychomotor

Identifying children with talento or gitta Le difficult at any age, ea-pecially at the preachool level before children have often had the ex-perience necepaary to fully develop And demonatrate their talents. Theproject uses information from the people who know the children beat--theirparents and teachersto assess children's akilla as accurately 44 Poutahle.It ia impoasible to determine with certainty which children win grow opto be among the 3-52 of gifted adults in our population. However, "byusing a wide net approach" and carefully eelecting 10-20Z of tho childrenwho show potential talent, we can help insure that children's strengthsare developed during their critical years.

This manual includes all tha materials needed to complete the BORST identi-fication process. Each section contains instructions and sample materialswhich may be photocopied for use in the identification process. The threeinstruments used for selecting children with potential talent are an follows:

1. Teacher Checklist2. Parent Checklist3. Talent Identification Summary

Both the parent and teacher checklists contain a set of four abilitiesor behaviors indicative of talent in each area. The tetcher rates eachchild in his or her classroom on the items tested. Parents fill outchecklist for their own child. Ratings from both of these checklists arerecorded on the Talent Identification Summary.

A final determination of which children are identified is made at a specialmeeting called the Talent Staffing. The teacher, aide, BORST trainer, andpossibly the child's parents meet to review the information recorded onthe Talent Identification Summary. The children selected as having poten-tial talent in one or more areas will then continue to the third step ofthe BORST process, Talent Programming. Talent Programming involves nur-turing the talents of the identified children through special small groupactivities and an individualized educational plan.

Through careful implementation o! this process, you can help insure thatno child's abilities are underatcd or overlooked.

Bringing Out Head Start Talents

TEACHER CHECKLIST

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Screening for Talented Children

Teacher Checklist

MUSIC

1. Can tell if songs and rhythms are the same or different.

2. Uses music in original ways by experimenting with differentways of producing musical rhythms or sounds; creates musicwhich is original and has a distinctive style.

3. Easily repeats short rhythms heard (e.g can repeat hand-clappingpatterns); sings in tune or very nearly in tune le,g., when sheor he hears a familiar song, she or he can sing it back on pitch.

4. Has a long attention span for music and seeks out opportunitiesto hear and create music; is sensitive to the mood, rhythm,or character of music (e.g., responds through body movementsto changes in the tempo of the music),

subtotal

REAQINIC

1. Easily remembers symbols, letters, word, and can read simplewords, names, signs, etc.

2. Has a long attention span for reading activities, especially such

activities as learning about letters and listening to stories.

3. Has a large vocabulary (i.e knows a lot of words) and uses longer

sentences than other children his or her age.

4. Understands and remembers what has been read to him or her.

subtotal

13

Names of Children

Lug1. Rarely

2. Sometimes

3, Often

4, Almost Always

14

Screening for Talented Children

Teacher Checklist

MATH

1. Has advanad understandingof mathematical relationships (e.g.,sets, number, onetoone correspondence).

Names of Children

CODE

1. Rarely

2. Sometimes

3. Often

4. Almost Always

2. Shows strong interest in math activities, such as counting, measuring,weighing, ordering objects, and advanced understanding of conceptsrelated to time (clock, calendar) or money.

3: Can do simple addition or subtraction easily and often appliesmath skills to activities and projects other than math.

4. Understands and remembers mathematical symbols (e.g., numerals,operation signs such as +, x, or +).

subtotal

SCIENCE

1, Examines objects carefully or observes events closely and oftenasks about how things work.

2. Demonstrates an early understanding of abstract concepts (e.g.,gravity, energy, and evaporation) and of cause.effect (e.g., plantsneed water to grow, freezing, boiling, etc.).

3. Shows interest or exceptional skill in classifying and sorting.

4. Understands and remembers mathematical symools (e.g., numerals,operation signs such as +, x, or +),

subtotal

15

ci

16

Screening for Talented Children

Teacher Checklist

PSYCHOMOTOR.

1. Shows outstanding ability in combining already learned motor

skills (e.g., can combine running and jumping).

2, Demonstrates a wide range of movement (i.e., is especially agile

and flexible).

3. Shows advanced coordination and extremely good balance while

performing motor tasks.

4. Is especially physkally fit, has long endurance, and is very strong

for his or her age.

subtotal

Names of Children

CODE

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2. Sometimes

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4. Almost Always

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giL141° Bringing Out Head Start Talents

PARENT CHECKLIST

19

8

PARENT CHECKLIST

This checklist is designed to gather information from parents about each child'sabilities and interests. The talent areas are listed in the same order in thischecklist as they are in the Teacher Checklist and on the Talent IdentificationSummary.

INSTRUCTIONS:

1. Give a copy of the questionnaire to each child's parent(s) to be completedand returned as soon as possible.

2. Score each talent area (group of four items) by adding the ratings in eachcolumn, then totaling the sums. When you have scored all talent areas, yauwill have nine talent area scores.

3. Record each talent area score from the checklist onto the Talent Identifi-cation Summary within the appropriate talent area below the child's name.Be sare to record the scores in the column dpsignated "P" for Parent Check-list.

9

Dear Parents:

We are presently involved in a training project called BOHST (BringingOut Head Start Talents) from the University of Illinois. The purpose of thisproject is to train teachers in selecting and working with children who showtalent or potential talent in one or more of the following six areas: intel-lectual, creative, leadership, visual and performing arts (art and music),academic (reading, math, science), and psychomotor.

The BOHST Project's approach is to nurture the talents of identifiedchildren by providing them with special programming to meet their uniqueneeds. Through the BOHST training, creativity and problem solving is encouragedin all the children, and each child's individual strengths are emphasized.HowiFir, only a small percentage of children will be identified as potentiallytalented and will be programmed for accordingly.

Your child is being screened far this program. We would like more specificinformation about your child's interasts and abilities. Because you know yourchild best, please fill out the attached parent checklist and return it as soonas possible.

Thank you for your cooperation.

21

Parent Checklist

The purpose of this questionnaire is to gather specific information aboutyour child's abilities and interests. Please complete the information belowand the following checklist. Return it to your child's teacher as soon aspossible.

Your Name

Your Child's Name

Date

For each item below, please circle the number in the column whichbest indicates how frequently you feel your child shows the following behaviors.

.44' sg*1. Communicates and evresses ideas very well.

1 2 3 4

2. Is able to understand abstract or impliedrelationships (e.g., usually gets more outof a story, film, conversation, etc., than othershis or her age).

1 2 3 4

3. Is very good at solving problems and atapplying what she or he has learned toeveryday situations. 1 2 3 4

4. Learns easily and quickly with good memoryskills; tends to know about things of whichother children are unaware.

1 2 3 4

TOTAL I(for teachers'use only)

22

V.

1. Often has many ideas or solutions to problemsfor a given skuation. 1 2 3 4

1 Elaborates or adds detail to art work, playor conversation. 1 2 3

NO

4

3. is highly imaginative in art Work, play, useof materials, or ideas; and often gives unusualrftponses.

1 2 3 4

4. Is flexible (i.e., able to apiroach a problemor use materials in more than one way). 1 2 3 4

TOTAL II(for teachers'use only) .

1. Adjusts quickly to new situations and interactseasily with other children and adults. 1 2 3 4

2. Tends to direct activities in which she orhe is involved and assumes responsibilitybeyond what is expected for his or her age.

1 2 3 4

3. Is often chosen or sought out by other childrenas a playmate. 1 2 3 4

4. Shows a unique awareness of the needs ofothers (e.g., other chilcken often come tohim or her for help).

1 2 3 4

TOTAL III(for teachers'

23

12

.-----......... - .Works seriously on art project* and pu muchsemi mien (rem them. 1 2 3 4

2. Experiments with different art materials anduses them in original ways, or produces artwork which is very original. 4

3. Has advanced skills in using art materials anddoes art work which is exceptional incomposition theism., unity, use of space),design, color.

4

4. Shows a very urong interest in and remembersin great detail what she or he has seen. 4

TOTAL W(for !Leathers'use only)

s

1. Can tell if songs and rhythms are the same ordifferent. 1 2 3 4

2. Uses music in original ways by e*perimentingwith different ways of producing musicalrhythms or sounds; creates music which isoriginal and has a distincti've style.

1 2 3 4

3. Easily repeats Short rhythms heard (e.g., canrepeat hand-clapping patterns): sings in tune orvery nearly in tune (e.g., when she or he hearsa familiar songshe or he can sing it bad onPitch).

12 3

4. Has a long attention span for music and seeksout opportunities to hear and create music; issensitive to the mood, rhythm, or character ofmusic (e.g., responds through bod)' MOverrken isto changes in the tempo of the music/.

1

IIIIIIIIIMIIII2 3 4

IIITOTAL V(for teachers'use only)

24

13

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4

f1. Eatily remembers symbols, letters, words, and

can read simple words, names, signs, etc. 1 2 3

2. Has a long attention span for reading activitiesespecially such activities as learning aboutletters and listening to stories.

IIIIIi

1 2 3

,

4

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3. Has a large vocabulary (i.e., knows a tat Ofwords) and uses kager sentences than other

ldren his or her age.1

.0

2

U

3

1

4. Understands .and remembers what hes beenread to him or her.

1 2

..

3 4

TOTAL VI((or teachers'use only)

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1. Has advanced understanding of mathematicalrelationships (e.g.. sets, number, one-to-onecorrespondence).

1 2 3 4

2) Shows strong merest in Math =Wines. suCitas counting, measuring, weighing, orderingobjects. and advanced understanding ofCeincepts related to time (clock, calendar) ormoney.

1 2 3 4

3. Can do simple addition or stibtraction easilyand often applies math skills to activitiesand proiecu other than math.

1 2 3 4

4. Understands and remembers mathematicalsymbols tu.g., numerals, operation signs suchas .. 1 2 3 4

TOTAL VIIt for teachers'arcs. 'antis')

25

,

1. Esaminas obiects carefully er obsorvos eventsclosely and often alias abaut 110. thattp wort.

1 2 3

2. Demonstrates an early uniderstandring a(itntra43 CONDePti 02.g... Plants need water togrow4 trotting. boiling,

1 2 3 4

3. Shows interest or exceptional still inclassifying and sorting.

1 2 3 4

4. Sas a tong attention wan for scienceacsivitits; is hishty alert to J remembersscientific facts and details U.

1 2 3

VTV

,

A

tfor teachers'vse only)

1. Shows outstanding ability ks combining alreadylearned motor sicills 4*4. can combinerunning and forripingt. 1 2 3 4

2. Demonstrates a Wit* range of movementis 4it14Pe3ny agillo artd aleslib400. 1 2 3

3. Shows advanced coordination and *mem*good balance while performing motor taiSs.

1 2 3

P.

4

4. Is especially pttysically M. has ions endurance,and is wiry stoxse for his or her age. 1 2 3 4

TOTAL IX4for teachers'use onto

26

ItII_ III

NIL_ ..Bringing Out Head Start Talents

TALENT

IDENTIFICATION

SUMMARY

BOHSTTalent Identification Summary

INSTRUCTIONS:

15

I. In the spaces provided, write the name, birthdate, and gender of each child.

2. Record the total talent area scores from both the Parent Checklist (labeled"P") and the Teacher Checklist (labeled "T") in the appropriate columnbelow each talent area. The talent areas appear in the same order on theParent Checklist, the Teacher Checklist, and the Talent IdentificationSummary.

3. Total the Parent and Teacher scores for each talent area and record in thebox provided.

4. Circle any total score which is equal to or above the cut-off score of 24and write these potential talent areas in the space provided in the right-hand column. The children with one or more potential talent areas will bediscussed at the Talent Staffing to determine who will be identified forBOHST programming.

TALENT IDENTIFICATION SUMMARY

Toachor

School

City, Stata

Cut-Of I' Score 24 24 24 24 24 24 24 24 24 POtf TJ.ant

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TIander

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IUNMINI

Bringing Out Head Start Talents

TALENT STAFFING

HORSTTalent Staffing

haP"e

The purpose of the talent itaffing in to review and finalixe identificationor the potentially gifted or talented children. Thene children are thosewho will receive talent programming during the latter part of the year.Giftedness in difficult to determine at any age, but especially At the pre-school level before children have had the opportunity to develop and demon-strate their talents. Thus, A careful review of the ntrengtha of eachchild who scored at or above the cut-off on the Talent IdentificationSummary will increase the accuracy of the identification process. Further-more, because teachers and parents are likely to apply the ratings differ-ently, it is important to look at the scores as a whole and discuss majordiscrepancies. Thus the Talent Staffing can help assure that no child'spotential is overlooked or everrated.

Who Should Be Included?

The Talent Staffing team should include the clauaroom teacher, the aideor assistant, and the BOHST trainer. In addition, any auxiliary staffwho are well acquainted with the children such as a speech and langnagetherapist, occupational therapist, social worker, or psychologist shouldbe included. A child's parent* may also be invited. Prior to the staffingthe BOHST trainer should observe the children who will be reviewed andtake special note of any characteristics exhibited which may indicatetalent. In addition, each team member should receive a copy of the TalentIdentification Summary to review beforehand.

Which Children Ara Eligible?

The children to be reviewed at the staffing are those whose score equalsor exceeds the cut-off of 24 in one or more talent areas. If the childpasses the cut-off in more than one talent area, only the top one or twoareas need to be reviewed. It is unlikely that all the children reviewedat the staffing will go on to be identified as potentially gifted ortalented and thus be eligible for talent programming. Overall, approximately10-202 of the class should be identified as potentially gifted or talented;however, there is a wide variation in the percentages of children identi-fied at individual sites. If there is doubt about whether or not a childis truly talented, it is better to "cast a wide net." Over identifyingchildren is preferable to taking the risk of neglecting a child's potential.Regardless of whether a child is later defined as gifted or talented,she or he will have received the benefit of de-eloping an area of strength.

What are the Criteria?

In reviewing each eligible child's potential talent area(s), four setsof criteria should be considered. The following questions address thosecriteria and can be used as guidelines for discussion.

1. Does the child ekhibit many of the characteristics commonlyattributed to children who are gifted or talented in that area?

31

10

Refer to the hendout* Common Charactorietica of Children withTalent* Children with potential talent will exhibit many ofthese 4herettetiotiee; however* no child will fit 411 thedeecriptionn.

2. In the child eignificantly auperior to hin clenomatea orpeers in that talent area?

Does the child "shine" in that area? Is s/he especially in-terested in and good at activities in that area? Diecuss thechild's skill compared with other children of the same of age.Keep in mind that developmental levels expected Of a three.lear..old are quite different from those expected of a five-year-old.

3. Do the ratings en the Parent Checklist and the Teacher Checklistgenerally seem accurate?

Review the child's ratings to ascertain whether the scores appearto be generally too high or too low. You may want to resssessa talent area by completing the chekliat again or by askinganother person to complete the checklist and compare the scores.Also keep in mind that because parents often have no standardin which to compare their child* they may significantly overrateor underrate their child's ebilities. Thus* wide discrepanciesbetween parent and teacher scores need to be reviewed.

4. Does the additional information provided by other team membersseem to verify the child's talent potential?

Valuable information can be gained by observing a child in othersettings or from different perspective,. Behaviors not generallyexhibited in the classroom may appear during one-to-one sessionswith the speech and language therapist or in the more familiarhome sutting. Thus, data gathered from other team members canhelp provide a more well-rounded picture of a child's potential.

After thane questions have been discussed, it 1.3 up to the team to make afinal determination of which children will be identified as potentiallygifted or talented. These are the children who will be eligible for thenext step in the BOHST process, Talent Programming. The identifiedchildren and their talent area(s) should be noted on the Talent Identifi-cation Summary.

32