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information forms.",{"name":74,"@type":61,"acceptedAnswer":75},"How are student placement decisions supported in the workshop?",{"text":76,"@type":64},"Participants use collected information to prepare and interpret student profile analyses, then determine the appropriateness of each student's placement based on the constructed profiles.","https://schema.org",{"og:url":32,"og:type":79,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":81,"canonical":32},"index,follow",{"doc_id":83,"site_id":7},138819,1787489748,{"code":4,"msg":86,"data":87},"success",[88,92,96,99,104,109,114,118,123,126,130],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Story & 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PUB DATE\n\nCONTRACT  \n# NOTE\n\nPUB TYPE  \nEDRS PRICE  \nDESCRIPTORS  \n# ABSTRACT\n\nDOCUMENT RESUME  \nSpicker,Howard H.;Aamidor,Shirley E.  \n# Project Spring II:Identifying Rural Disadvantagedand Ethnically Diverse Gifted Students.Indiana Univ.,Bloomington.\n\nDepartment of Education,Washington,DC.96  \nR206A20011  \n205p.;For related documents,see EC 305293-294.Guides -Classroom Use-Teaching Guides(ForTeacher)(052)  \nMF01/PC09 Plus Postage.  \n*Ability Identification;Cu1tural Background;*Economically Disadvantaged;Elementary Education;Evaluation Methods;*Gifted Disadvantaged;*InserviceTeacher Education;*Minority Group Children;ProgramImplementation;Rural Education;StudentCharacteristics;*Student Evaluation;StudentPlacement;Talent;Workshops  \nThis manual was developed as part of a project toidentify and serve the needs of gifted and talented economicallydisadvantaged students(grades 3-8)from ethnically diversepopulations.Section 1 presents a leader's manual for a workshopdesigned to help teachers understand that many gifted students arenot being identified for program intervention with traditionalidentification procedures and that innovative procedures must be usedto find bright children in al1 cultures and populaiions.The workshopexamines traditional identification procedures and characteristics ofgifted children,characteristics of students from rural and  \neconomically disadvantaged backgrounds who are Hispanic and AfricanAmerican,and the role of teachers in identifying these hidden giftedstudents through the use of innovative identification methods.Section 2 presents a workshop manual on preparing teachers to use newprocedures and instruments in ability identification,includingcontests,writing samples,the Torrance Streamlined Test of CreativeThinking,parent information,community/adu1t information,andteacher recommendations.Section 3 shows participants how to puttogether a profile analysis using information and material collectedon each student and how to determine the appropriateness of thestudent's placements.Copies of overheads and handouts are providedin the appendices.(CR)  \n**********☆*************☆☆*☆☆☆六**☆☆☆☆☆☆☆☆☆☆☆☆☆☆☆☆☆☆☆☆☆☆☆☆☆☆☆☆**☆☆*☆☆☆☆☆*Reproductions supplied by EDRS are the best that can be made☆*from the original document.☆  \n****☆☆☆☆☆☆☆☆☆☆☆☆☆☆☆*☆☆☆☆☆☆**☆☆***☆*☆☆☆☆☆☆☆☆☆☆☆☆☆☆☆☆☆☆☆****☆☆*☆☆☆☆☆☆☆☆☆  \n11S DEPABTMENT OE EDLICATION  \no        ol CArtnnnl R⁰onrcn andlmorowem0n  \nEDUCATIONAL RESOURCES INFORMATION  \nCENTER(ERIC)  \n/This document has been reproduced asorur trorm物a nprson o orCanlzatiooriginating it.  \n□ Minor changes have been made toimprove reproduction quality  \n● Pnints of yiew or oninions statedin thidocument do not necessarily representofficial QERI position or policy.  \n# PROJECT SPRING I\n\nDENTIFYING RURAL DISADVANTAGEDand ETHNICALLY DIVERSEGIFTED STUDENTS  \nSpecial PopulationsRural Information Networkfor the Gifted  \nHoward H.Spicker,Project DirectorShirley E.Aamidor,Project Coordinator  \nProject SPRING was funded by a grant from the Jacob K.Javits Giftedand Talented Students Education Act,U.S.Department of Education(GrantNo.R206A20011)  \n# PROJECT SPRING Ⅱ\n\nDENTIFYING RURAL DISADVANTAGEDand ETHNICALLY DIVERSEGIFTED STUDENTS  \nSpecial PopulationsRural Information Networkfor the Gifted  \nHoward H.Spicker,Project DirectorShirley E.Aamidor,Project Coordinator  \nProject SPRING Ⅱ was funded by a grant from the Jacob K.Javits Gifted andTalented Students Education Act,U.S.Department of Education(GrantNo.R206A20011)  \nTABLE OF CONTENTS  \nPreface …………………………………………………………………………………………………………………………………………………………………ii  \nAcknowledgments: …………………………………………………………………………………………………………………………………iii  \nSection One: Identification Awareness Workshop  \nIntroduction to Identification Awareness Workshop ……………………………………………………………………1  \nTraditional Identification …………………………………………………………………………………………………………………………………3  \nSpecial Rural Populations ………………………………………………………………………………………………………………","cbCaieNXUuCANPDP","https://ap.wps.com/l/cbCaieNXUuCANPDP","pdf",3050380,189,"English","# Preface\n# Acknowledgments\n# Section One: Identification Awareness Workshop\n## Introduction to Identification Awareness Workshop\n## Traditional Identification\n## Special Rural Populations\n## Role of Teachers\n## Work Samples and Test Data\n## Anecdotal Data\n## Student Contests and Products\n## Additional Standardized Measures\n## Summary of Identification Awareness\n# Section Two: Nontraditional Identification Instruments and Procedures Workshop\n## Introduction to Nontraditional Identification Instruments and Procedures Workshop\n## Contests\n## Creative Writing Samples\n## Torrance Streamlined Tests of Creative Thinking\n## Storytelling Festival\n## Parent Information Survey\n## Adult/Community Information Survey\n## Teacher Information Form\n## Summary of Nontraditional Identification Instruments and Procedures\n# Section Three: Selecting Rural Disadvantaged Gifted Students Workshop\n## Introduction to Selecting Rural Disadvantaged Gifted Students Workshop\n## Preparing a Profile\n## Constructing a Profile\n## Interpreting a Profile\n## Making Placement Decisions\n## Traditional Gifted Student Profile\n## Nontraditional Gifted Student Profiles\n## Summary of Selecting Rural Disadvantaged Gifted Students\n# Appendices: Overheads and Handouts","[{\"question\":\"What is the goal of Project Spring II?\",\"answer\":\"Project Spring II aims to identify and serve gifted and talented students in grades 3–8 who are economically disadvantaged and come from ethnically diverse populations.\"},{\"question\":\"How does the manual address shortcomings of traditional identification procedures?\",\"answer\":\"It explains that many gifted students are not identified through traditional methods and therefore innovative procedures and instruments must be used to find bright children across cultures and communities.\"},{\"question\":\"What tools and data sources are included in the nontraditional identification workshop?\",\"answer\":\"The manual provides workshop activities and procedures using contests, creative writing samples, Torrance Streamlined Tests of Creative Thinking, storytelling festivals, surveys for parents and adults/community members, and teacher information forms.\"},{\"question\":\"How are student placement decisions supported in the workshop?\",\"answer\":\"Participants use collected information to prepare and interpret student profile analyses, then determine the appropriateness of each student's placement based on the constructed profiles.\"}]","Project Spring II - Identifying Rural Disadvantaged and Ethnically Diverse Gifted Students | PDF",476]