Você está na página 1de 5

Gifted and Talented Education Student Nomination Form

Name of Student:
Expected Year of HS Graduation:
Please return form to G.A.T.E. Coordinator

ID Number:
Name of Nominating Staff Member:

LEARNING CHARACTERISTICS OF GIFTED AND TALENTED STUDENTS


The following is a list of learning characteristics which are found to exist to a large degree among students identified as gifted
and talented as compared with age/grade peers. While most students will demonstrate many of these characteristics, the gifted
and talented student will differ in the degree to which these characteristics are present.
INSTRUCTIONS
Indicate your choice by circling the corresponding letter following each statement.

DESCRIPTION OF BEHAVIORAL CHARACTERISTICS

FREQUENCY

1.

Understands complicated concepts and relationships.

2.

Possess an unusual amount of information for his/her age within subject area(s)

3.

Uses unusual vocabulary for his/her age in appropriate ways

4.

Is able to articulate ideas fluently

5.

Remembers facts accurately without special effort

6.

Combines ideas/materials in unique ways

7.

Probes beyond how and what to the why in his/her questioning.

8.

Creates products of unusual character and/or quality

a
a

b
b

c
c

d
d

e
e

11. Interest in cause-effect relationships; ability to see relationships

12. Develops structures and organizations. Invents original systems.

13. Indicates unusual retentiveness

14. Expresses a dislike for drill and routine.


15. Evidences power of critical thinking, evaluative processes,

a
a

b
b

c
c

d
d

e
e

including self checking or critical attitudes.


16. Indicates an ability for power of concentration;

capable of an intense kind of effort


17. Demonstrates sensitivity, need for emotional support.

9. Exhibits keen powers of observation


10. Demonstrates power of abstraction, conceptualization,
synthesis, and problem solving.

The gifted child tends to need substantial social support and peer acceptance.

Gifted and Talented Education Student Nomination Form


CREATIVE ABILITY CHECKLIST
Name of Student:
Expected Year of HS Graduation:
Please return form to G.A.T.E. Coordinator

ID Number:
Name of Nominating Staff Member:

Below are characteristics frequently shown by students with creative ability.


Please read each statement carefully and indicate the degree to which you have observed the trait or skill
in this student by placing an X in the appropriate column.

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.

Asks many and unusual questions which may be embarrassing, advanced or controversial;
Unaffected by peer criticism; high curiosity.
More impulsive and enthusiastic than others.
Displays a keen sense of humor and sees humor in situations others may not;
a sense of the absurd (parody, cartooning, double entendre)
Prefers variety and novelty in design, ideas, music, food, color, clothing,
methods of solving an old or new problem.
Is self-disciplined in area of creativity; able to produce idea or product in set time limit
collects things, sometimes randomly, other times with a definite purpose;
many hobbies (some long duration, but others short lived)
Invents solutions to established problems;
creates problems for which there are no apparent solutions
Has broad knowledge background
assembles or disassembles mechanical objects with little or no training
Shows greater tolerance for ambiguity and discomfort than others.
Shows emotional sensitivity
Attributes inanimate objects with life-like qualities (a pencil that thinks); vivid imagination
Has a richer fantasy life and greater involvement in daydreaming than others
Leaves out steps; proceeds from A to Z in one jump
Interrelates own experiences and draws on them spontaneously
Has high aesthetic values and judgment
Appears forgetful, chaotic, and oblivious to time constraints
(but within disorder there is a logic for the student)
Is enthusiastic and suggests other ideas;
is willing to overlook problems temporarily when confronted with a new solution
Takes risks
Critically examines authoritarian pronouncements
Sees hidden meanings or cause and effect relationships that are not obvious
Utilizes free time by making up games or other products
Evidences awareness of classroom events and questions them.

__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __

Gifted and Talented Education Student Nomination Form


LEADERSHIP OBSERVATION CHECKLIST
Name of Student:
Expected Year of HS Graduation:
Please return form to G.A.T.E. Coordinator

ID Number:
Name of Nominating Staff Member:

Below are characteristics frequently shown by the students with leadership ability. Please read each statement
carefully and indicate the degree to which you have observed the trait or skill in this student by placing an X in
the appropriate column.

PERSONAL TRAITS
Takes Initiative
Takes the lead in group activities
Influences the behavior of others
Is sensitive to others feelings
Is self confident
Controls own emotions
Respects rights of others
Is a constructive member of the group
Sets high standards by self
Is respected by peers;
Others seek his/her ideas
Is a risk taker
Is energetic, enthusiastic, persevering
Is responsible
Has many new ideas or insights
Is assertive
Is diplomatic in group or peer relations
Is organized
Is flexible

__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __

GROUP SKILLS
Follows well
Accepts Responsibility
Determines appropriate behavior
Organizes others
Directs activities
delegates responsibility
simulates actions
establishes the mood of the group
makes decisions in the best
interest of the group
fosters team spirit
brings about group security
cooperates with others
works toward group goals
encourages the exercise of
individual freedom
helps others
respects the ideas of others
copes with unpleasantness

Cognitive Skills
Knows what is going on
Figures out what is wrong; shows others how to solve problems
Handles abstract ideas and sees a broad perspective; sees whole while others focus on parts
Projects into future, seeing consequences of decisions
Communicates ideas clearly and concisely
Learns from personal experience
Gauges appropriateness of decisions, directions, or suggestions and timing for them
Learns from the experiences of others
Makes individuals feel needed and productive
Exhibits empathy for others
Allows for the for the exercise of individual freedom
Controls situations
Displays firmness with fairness

__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __

__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __
__ __ __ __

Gifted and Talented Education Student Nomination Form


TALENT IDENTIFICATION/COMMITTEE REVIEW
Name of Student:
Expected Year of HS Graduation:
Particular Media or Talent:
Please return form to G.A.T.E. Coordinator

ID Number:
Name of Nominating Staff Member:

This form is to be completed by the members of the Reviewing CommitteeVisual and Performing Arts. Characteristics
under each category need to be evaluated in order to determine to what degree the student demonstrates those characteristics
that are well beyond those of their chronological peers.
LOW
I.

ABILITY IN THE VISUAL ARTS


Demonstrates the ability to paint, sculpt, photograph, or arrange media
in a non-prescribed manner that suggests unusual talent/creativity.

HIGH

Can be very creative/imaginative in utilizing unrelated materials


or forms in a unique manner

Is sensitive to environment and demonstrates an unusually advanced


understanding of the elements in the environment.

Can put depth, balance, proportion, and originality into art works
and art activities beyond age level.

Participates in a performing area and demonstrates unusually advanced


proficiency/creativity.

Given an option, student will dramatize situations through dance, music,


mime, or abstract form with unusually advanced skill.

Demonstrates an understanding of concepts, relationships, theories,


or implications far beyond age level.

II. ABILITY IN THE PERFORMING ARTS


Demonstrates the ability to create/perform in the areas of music/drama
which suggests unusual talent

Elements reviewed for identification (portfolio, performance, videotape)


__________________________________________________________________________________________
Recommendations for identification and program
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Committee Members Signatures
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Gifted and Talented Education Student Nomination Form


TEACHER CHECKLIST OF STUDENT BEHAVIOR
(identifying underachieving and high risk gifted students, prevalent among underachieving girls and
minority students)
Name of Student:
Expected Year of HS Graduation:
Please return form to G.A.T.E. Coordinator

ID Number:
Name of Nominating Staff Member:

1. Observable gifted behavior:


_____
_____
_____
_____
_____
_____
_____

shows high verbal fluency and advanced vocabulary (in dominant language)
is alert and keenly observant, zany sense of humor
constantly wants to know why
may have extraordinary amounts of information in areas of interest
demonstrates potential to perform significantly above grade level
is creative and inventive with body, objects, language, imagination, popular culture
displays higher levels of thinking: sees relationships, perceives cause and effect, combines isolated bits of
information into meaningful wholes.

2. Observable behavior which tends to screen the gifted OUT of GATE identification/programs
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____

is bored with routine tasks, refuses to do rote homework


difficult to get student to move on to new topic
is self-critical, impatient with failures
is overtly critical of others, of teacher or of systems
often disagrees vocally with others, with authority figures
jokes or puns at inappropriate times
emotionally sensitive, may overreact, get angry or frustrated easily, ready to cry or lose control of emotions
if things go wrong, exceptional need to talk about feelings.
not interested in details, turns in messy work
perfectionistic, throws away multiple drafts in frustration, never finishes a project
refuses to accept authority, nonconforming, stubborn
tends to dominate others
sensitivity to cultural, physical, lifestyle differences in self and others
overly conscious of fair and unfair
constantly tags, doodles or does artwork of high quality in inappropriate ways

3. Contributing factors which may inhibit gifted identification/potential:


_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____

low self-esteem
emotional interference
language (LEP/NEP/ESL)
residential mobility
indifference to classroom talk
lack of self-direction
extreme social direction, seems hyper
physical disability
cultural difference
poor attendance
lack of attention
inability to make closure
unstable home environment
boldly courts disaster, has death wish