Part 1 Read the case study and answer the three questions. Case Study of Desi -2

Part 1
Read the case study and answer the three questions. Case Study of Desi -2.doc
Video instructions
Case Study of Desi
Desi’s Story
Desi is a Hispanic boy and English Language Learner in 5th grade. His class grades are typically above average and he is viewed as a leader in the classroom especially among other Black boys. Because of his inquisitive nature, Desi’s 3rd-grade teacher referred him for testing for the gifted program. Although Desi’s nonverbal assessment scores were high, the other assessment scores fell below the criteria for placement; so, the committee did not review his file (Table 1). In 4th grade, Desi’s grades began to fall. His teacher, Mr. Bagshaw, encouraged Desi to try harder on all his assignments, but Desi’s interest in school continued to diminish. During a parent-teacher conference, Desi’s mother shared that Desi has always been creative. Since he was a small boy, Desi made things with trash that he found around his home. Desi’s family does not have money for toys so he has always made his own toys. He has used cardboard boxes and other scraps to make houses with drawbridges, roller coasters, and even prosthetic hands. Mr. Bagshaw wondered at this description of Desi. He could not understand why Desi did not apply himself to his schoolwork with this same effort. Now in the 5th grade, Desi likes school better in Ms. Harris’s classroom because she lets students work in groups and they get to do science investigations.
Ms. Harris has noticed that Desi enjoys challenges, and he is one of the first students to make connections between concepts being taught. He is a great problem solver and is the first to offer a solution to a practical problem in the classroom. For example, students were complaining about always being late for lunch because they had to retrieve their lunch boxes from the cubbies in the back of the room. Desi asked Ms. Harris if they could put their lunch boxes in their desks instead of in the cubbies. Ms. Harris agreed to this solution if students would not access their lunches before lunch time. Desi then created a contract for students to sign indicating their agreement. When he presented the contract signed by the entire class to Ms. Harris, she praised him for his ingenuity and leadership.
Ms. Harris believes that Desi would benefit from gifted programming where he could explore more rigorous content and continue to develop his strengths in problem solving. She believes Desi would enjoy service-learning projects where he can address issues and concerns in his community and increase his leadership skills. Also, being in a predominantly white class, Ms. Harris is concerned that Desi’s cultural identity is being ignored. Participating in the gifted program should offer Desi individualized instruction tailored to his culture. Ms. Harris approached the District Gifted and Talented Coordinator about evaluating Desi for gifted programming. The coordinator explained the Desi was already tested and did not qualify. Ms. Harris is not sure what she should do. She is considering appealing the decision with the principal but in the meantime she is going to integrate more problem-solving activities in her classroom.
Table 1
XXX School Gifted and Talented Program
XXX School
Desi Smith Gifted and Talented Evaluation Profile
Date
Test Name
Score (raw or percentile)
Criteria (raw or percentile)
Spring 2019
Dynamic Learning Maps-ELA
Proficient
Advanced
Dynamic Learning Maps-Mathematics
Advanced
Advanced
CoGAT Verbal
76
96
CoGAT Quantitative
90
96
CoGAT nonverbal
100
96
Fall 2019
SAGES (Gifted Sample) Math
128
130
SAGES (Gifted Sample) Language Arts/Social Studies
118
130
SAGES (Gifted Sample) Reasoning
125
130
Torrence Creativity Test
92th percentile
95th Percentile
Teacher Rating Scale
82nd percentile
95th Percentile
Parent Rating Scale
90th percentile
95th Percentile
Gifted Program Demographics
Grades
School Demographics
Gifted Program Demographics
Programming
Grades 3-6
50% White; 35% Black; 10% Hispanic; 5% Other
96% White; 4% Black; 2% Hispanic
Pull-Out Classes 3rd-6th grade
From:
Dailey, D., & Buchanan, M. B. (2022). Recognizing and Developing STEM Talent Among Diverse Populations. In Creating Equitable Services for the Gifted: Protocols for Identification, Implementation, and Evaluation (pp. 189-204). IGI Global.
Looking at the chart at the bottom of the page, what gifted characteristics does Desi display?
Examining the gifted programming demographics in Table 1, what concerns would you have for Desi if he were placed in the gifted program?
How can Ms. Harris advocate for Desi’s placement in the gifted program?
Comparison of Gifted Learned
Gifted Characteristics (typical)
(Clark, 2013; Manning, 2006; Ritchotte et al., 2020)
Gifted Learners of Color and Underrepresented Populations
(Ford, 2013; Manning, 2006)
Gifted Science Learners (Taber, 2007a; Taber, 2007b)
Verbal ability
Monopolizes discussion and leads peers
Code switches between dominant language and language of their native culture
Communicates hypotheses and data with ease
Has an interest in derivation of science terms
Utilizes an extensive science vocabulary
Curious
Challenges status quo and relevancy of work
Observes and questions…desires to know the “why.” Interested in how things work
Sees and makes connections between complex relationships
Demonstrates impatience with drill and routine
Solves practical problems from an early age
Becomes bored by repetitive activities
Enjoys challenges
Solves complex, scientific problems
Independent
Viewed as a risk taker and nonconforming
Makes predictions and suggest alternative strategies or outcomes…often at the expense of pleasing others
Hypersensitivity
Confronts injustices
Shows a sense of Global Community
Often viewed as critical
Detects and communicates flaws in the reasoning of others
Visual-Spatial Skills
Likes puzzles and games of strategies
Quantifies experimental results
Identifies patterns in data
Produces models
Leadership
Is often a leader among social peers
Willing to be a group leader
Persistent
Demonstrates resilience
Perseveres in their own choice of activIt’s
Part 2
Countdown Reflection
Please provide a synopsis of what you learned from the information in this module. You should integrate the resources you engaged with in this module to help with this reflection.
3 Sentences on the Big Picture
What are the key points of content you reviewed? Summarize the main arguments or points across these materials in a minimum of three sentences..
2 Key Terms
Select two key terms from the material that you think are central to understanding the point of the content. List the term and summarize in your own words.
1 Question
Write 1 question about the materials you reviewed that you would like to discuss further or provide 1 insight that you discovered in this module.
Use the module 3 for this reflection. Answer part 1 & 2 separately.