coursescholar.comMiss Professor
Discussion 7 250-300 words
· Part A: Discuss the misconceptions you had about dyslexia before looking at the Mississippi Best Practices Dyslexia Handbook. Then discuss what you learned from the handbook that will inform your future instructional decisions for students with reading difficulties.
· Part B: Compare/contrast the outcomes included in the Outcomes for Intellectually Gifted Education Programs 2017 to your general knowledge about the Mississippi College and Career Ready Standards. Share a strategy you will use in the future (or have used) to differentiate instruction so that gifted students are challenged appropriately in your classroom.
O U T C O M E S
for
Intellectually Gifted
Education Programs
2017
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 2
Carey M. Wright, Ed.D.
S T A T E S U P E R I N T E N D E N T O F E D U C A T I O N
Kim Benton, Ed.D.
C H I E F A C A D E M I C O F F I C E R
O F F I C E O F E L E M E N T A R Y E D U C A T I O N A N D R E A D I N G
Nathan Oakley, Ph.D.
E X E C U T I V E D I R E C T O R
Robin Lemonis, M.Ed., CALT, LDT
B U R E A U D I R E C T O R ,
Office of Intervention Services
Tenette Smith, Ed.D.
B U R E A U D I R E C T O R
Jen Cornett
G I F T E D E D U C A T I O N S P E C I A L I S T ,
Office of Intervention Services
The Mississippi State Board of Education, the Mississippi Department of Education, the Mississippi
School for the Arts, the Mississippi School for the Blind, the Mississippi School for the Deaf, and the
Mississippi School for Mathematics and Science do not discriminate on the basis of race, sex, color,
religion, national origin, age, or disability in the provision of educational programs and services or
employment opportunities and benefits. The following office has been designated to handle inquiries and
complaints regarding the non‑discrimination policies of the above mentioned entities: Director, Office of
Human Resources, Mississippi Department of Education, 359 North West Street, P.O. Box 771, Suite 203,
Jackson, MS 39205‑0771, (601)359-3511.
Mississippi Department of Education
359 North West Street
P. O. Box 771
Jackson, Mississippi 39205-0771
(601) 359-3511
www.mdek12.org/ESE
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 3
A C K N O W L E D G E M E N T S
The Mississippi Department of Education gratefully acknowledges the following
individuals who worked to develop the Outcomes for Intellectually Gifted Education
Programs 2017.
C O N T R I B U T O R S
Theresa Bates
Teacher, Oxford
Svetlana Lucas
Teacher, Lamar County
Lora Beasley
Teacher, Lamar County
Emily Nelson
Executive Director of Leadership
Development, Desoto County
Michael Cox
Teacher, Humphreys County
Melissa Pierce
Past President,
Mississippi Association for Gifted Children
Pam Dearman
Literacy Coach, Harrison County
Jenny Reynolds
Teacher, Madison County
Terry Gressett
Teacher, Union County
Margaret Snider
Retired Teacher, Jackson
Dr. Gail Hammond
Retired Teacher, Rankin County
Dr. Royal Toy
Associate Professor, Mississippi University
for Women
Von Jackson
Teacher, Gulfport
Donna Welborn
Psychometrist, Jackson
Pam Keith
Retired Teacher, Newton County
Sherry Willis
Teacher, Tupelo
O U T C O M E S S U B ” C O M M I T T E E
Jennifer Martin
Teacher, Rankin County
Carol Paola
Mississippi Association for Gifted Children
Executive Director
Teacher, Long Beach
Laura McAlpin
Teacher, Clinton
Connie West
Gifted Program Coordinator,
Vicksburg-Warren
Special thanks are given to the Mississippi Association for Gifted Children Executive
Board and membership for their assistance in development and review on preliminary
versions of this document.
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 4
Table of Contents
P R E F A C E ……………………………………………………………………………………. 5
I N T R O D U C T I O N …………………………………………………………………………. 7
O U TC OM E S B Y C OM P E T EN C Y ………………………………………………………. 8
Thinking Skills …………………………………………………………………………………… 9
Creativity ……………………………………………………………………………………….. 12
Information Literacy ………………………………………………………………………… 16
Success Skills …………………………………………………………………………………… 18
Affective (Social and Emotional) Skills ……………………………………………….. 21
Communication Skills ………………………………………………………………………. 23
O U TC OM E S B Y GR AD E L EV EL …………………………………………………….. 26
Second Grade ………………………………………………………………………………… 27
Third Grade ……………………………………………………………………………………. 31
Fourth Grade …………………………………………………………………………………. 35
Fifth Grade …………………………………………………………………………………….. 40
Middle School ………………………………………………………………………………… 44
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 5
P R E F A C E
The 2013 Regulations for Gifted Education Programs document defines
intellectually gifted children as those children and youth who are found to have
an exceptionally high degree of intelligence as documented through the
identification process. The purpose of Gifted Education Programs in Mississippi
is to ensure that gifted children who demonstrate unusually high potential as
described above are identified and offered an appropriate education based upon
their exceptional abilities.
Gifted Education Programs in Mississippi shall be designed to
meet the individual needs of gifted children and shall be in
addition to and different from the regular program of
instruction provided by the district. Gifted children require
uniquely and qualitatively different educational experiences
beyond those available in the general education setting.
These educational experiences must address their
asynchronous development by supporting cognitive, creative,
and affective needs while helping them to realize abilities and
maximize potential.
In order for intellectually gifted students in Mississippi to be
challenged to reach their full potential, a well-defined set of
outcomes/competencies for gifted education programs is
essential. Gifted learners have the ability to demonstrate
mastery/understanding and the ability to use the process skills
outlined in the outcomes/competencies at a much younger age
and in greater depth and breadth than non-gifted learners.
While many of the outcomes/competencies established in this
document are desirable for all students, the point of
introduction, pace, depth, and complexity of instruction
require significant differentiation for gifted learners.
The overreaching competency for intellectually gifted programs
is metacognition, a process skill requiring mastery and use of
many other process skills. Simply put, metacognition is
“thinking about your own thinking.” Students should be aware
of the mental processes they utilize while engaged in learning.
They also should learn to self-regulate and oversee their own
learning in order to make changes as needed. This cognitive
goal should be the primary focus in guiding metacognitive
practices and gifted instruction.
Gifted learners need learning
experiences that are rich.
That is, they need learning
experiences that are
organized by key concepts
and principles of a discipline
rather than by facts.
They need content that is
relevant to their lives,
activities that cause them to
process important ideas at a
high level, and products that
cause them to grapple with
meaningful problems and
pose defensible solutions.
They need classrooms that
are respectful to them,
provide both structure and
choice, and help them
achieve more than they
thought they could. These
are needs shared by all
learners, not just those who
are gifted. But good
instruction for gifted learners
must begin there.
Carol Ann Tomlinson, Ed. D.
The University of Virginia
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 6
Differentiated curriculum in the gifted class should develop and enhance the
process skills in the outcomes document, the teaching strategies notebook, and
required components of the gifted program standards document. Some gifted
education experiences should be short-term and exploratory to introduce ideas
and concepts not normally covered in the general education setting. The activities
should enhance the integration of advanced content and individual student’s
interests utilizing higher-level thinking skills, problem solving, critical thinking
skills, research skills, personal growth and human relations exercises, leadership
skills, and creative expression. Activities also should create an appreciation for
the multicultural composition of the school and community (Regulations for
Gifted Education Programs, 2013).
To maintain the integrity of gifted education programs in the State of Mississippi,
the needs of gifted students should be addressed based on the Outcomes for
Intellectually Gifted Education Programs in Mississippi 2017. This document
shall be the foundation for each school district’s Gifted Education Program
Instructional Management Plan.
Gifted Children’s Bill of Rights
Y O U H A V E A R I G H T T O
know about your giftedness.
learn something new everyday.
be passionate about your talent area without apologies.
have an identity beyond your talent area.
feel good about your accomplishments.
make mistakes.
seek guidance in the development of your talent.
have multiple peer groups and a variety of friends.
choose which of your talent areas you wish to pursue.
not to be gifted at everything.
Del Siegle, President
National Assosication of Gifted Children 2007 – 2009
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 7
I N T R O D U C T I O N
This document is designed for use by teachers who serve gifted children. It is
structured to ensure that students have a strong foundation for applying each
grade-level standard. Teachers should work to continually build upon the grade-
level outcomes, while also challenging students to develop and expand upon each
competency through the gifted education program. Teachers may choose to
introduce higher outcomes at earlier grade levels to meet the individual needs of
students and classes and to ensure that students are appropriately and
meaningfully challenged.
Overview of Gifted Education Compe tencies
T H I N K I N G S K I L L S
C R E A T I V I T Y
Given a topic/situation, the learner will
define and classify the problem(s), make
connections, and draw distinctions, analyze
information objectively and critically
(reflectively developing a relationship
between facts and values), and differentiate
truth and beliefs from his/her understanding
of what is logically and realistically possible.
Given a real-life situation, the student will be
able to select from divergent thinking,
analogical thinking, visualization, attribute
listing, morphological analysis, synectics,
intuitive thinking, spontaneous thinking,
creative problem solving, and/or the creative
process in an appropriate manner to develop
a workable solution(s).
I N F O R M A T I O N L I T E R A C Y
C O M M U N I C A T I O N S K I L L S
Given a real situation, the student will
identify and define the problem, design a
research plan appropriate to the problem,
conduct the investigation, decide on the most
appropriate media for dissemination of the
findings/ solutions, and present the results
before an authentic audience.
Given the need to retrieve and/or
disseminate information, the students will
select and utilize the most appropriate media
based upon available resources, technology,
audience, and time available, for the most
effective communication of information,
ideas, feelings, and concepts and correctly
interpreting those of others.
A F F E C T I V E S K I L L S
S U C C E S S S K I L L S
As a gifted learner, students will develop self-
acceptance and awareness and demonstrate
responsibility for personal growth along with
awareness of personal and cultural diversity
in others by recognizing forms of bias and
stereotypes in order to respect unique beliefs
and experiences in themselves and others by
understanding and embracing giftedness,
appropriately coping with stress in order to
become healthy, responsive, contributing,
and productive members of classroom
communities and society as a whole.
Given a real-life situation, the student will
utilize effective organizational, decision
making, goal-setting, project management,
and time management skills, including
controlling impulses and adapting to
unforeseen circumstances, in order to
develop solutions to problems and achieve
goals whether working individually or as a
leader or member of a team.
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 8
O U T C O M E S
by
Competency
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 9
Thinking Skills
C
O
M
P
E
T
E
N
C
Y
Given a topic/situation, the learner will define and classify the problem(s), make
connections, and draw distinctions, analyze information objectively and critically
(reflectively developing a relationship between facts and values), and differentiate truth
and beliefs from his/her understanding of what is logically and realistically possible.
S E C O N D G R A D E O B J E C T I V E S
METACOGNITION
(Abstract Thinking
and Reflection)
TS 2.1 Analyze abstract thinking skills modeled by others
TS 2.2 Compose lower-level questions to develop a foundation for
higher-level inquiry
TS 2.3 Reflect upon learning experiences
CONVERGENT
THINKING
(Logical Thinking)
TS 2.4 Apply analogical thinking to identify relationships between
two familiar items or events to identify an unknown
TS 2.5 Apply deductive reasoning of general to specific information
to analyze and organize sets of limited clues and reach
logical conclusions
CRITICAL THINKING
(Decision Making)
TS 2.6 Distinguish facts from opinions
TS 2.7 Inventory, compare, and contrast attributes of varying objects
and ideas
TS 2.8 Identify, analyze, and evaluate information in order to make
decisions, solve problems, and establish priorities
TS 2.9 Appraise implications and consequences of personal actions
and decisions
T H I R D G R A D E O B J E C T I V E S
METACOGNITION
(Abstract Thinking
and Reflection)
TS 3.1 Apply abstract thinking skills modeled by others
TS 3.2 Compose elaborating questions to extend and
stretch learning
TS 3.3 Analyze, reflect upon, and justify learning experiences
TS 3.4 Observe and analyze reflective thinking modeled by others
CONVERGENT
THINKING
(Logical Thinking)
TS 3.5 Apply inductive reasoning from specific to general
information to predict probable conclusions
TS 3.6 Apply abstract reasoning to identify relationships in figural
analogies from possible options
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 10
CRITICAL THINKING
(Decision Making)
TS 3.7 Construct questions to deepen understanding
TS 3.8 Classify information into logical categories
TS 3.9 Discuss and analyze events in the news to develop an
awareness of social issues and world cultures
TS 3.10 Identify and analyze relationship between ideas and data to
determine cause and effect of actions and events
F O U R T H G R A D E O B J E C T I V E S
METACOGNITION
(Abstract Thinking
and Reflection)
TS 4.1 Observe, analyze, and apply abstract thinking skills
TS 4.2 Develop hypothetical questions to explore possibilities
TS 4.3 Analyze, reflect upon, and justify learning experiences,
identifying what was learned, tasks completed, skills
developed, additional needs, and value of the experiences
CONVERGENT
THINKING
(Logical Thinking)
TS 4.4 Demonstrate an understanding of analogical reasoning by
identifying, explaining, and giving examples of the forms
of analogies
TS 4.5 Utilize analogical reasoning to create analogies using
multiple categories
TS 4.6 Apply deductive reasoning of general to specific information
to analyze and organize multi-faceted clues and identify data
to support logical conclusions
CRITICAL THINKING
(Decision Making)
TS 4.7 Utilize intuitive thinking to deepen understanding and
analyze varying perspectives
TS 4.8 Discuss and analyze events and issues for problem
identification
TS 4.9 Assess the organization, content, value, effectiveness, and
results of actions/decisions.
TS 4.10 Appraise implications and consequences of personal actions
and decisions
F I F T H G R A D E O B J E C T I V E S
METACOGNITION
(Abstract Thinking
and Reflection)
TS 5.1 Develop and ask hypothetical questions to explore
possibilities and test relationships
TS 5.2 Analyze and establish needs for exploration of chosen topics
CONVERGENT
THINKING
(Logical Thinking)
TS 5.3
Demonstrate depth of thought in deductive reasoning by
evaluating and justifying data that supports logical
conclusions drawn
CRITICAL THINKING
(Decision Making)
TS 5.4 Appraise evaluation techniques for decision making
TS 5.5 Assess and analyze local, national, and world issues and
defend opinions with supporting evidence
TS 5.6 Appraise implications and consequences of local and national
events and decisions
TS 5.7 Prove or disprove ideas by presenting evidence
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 11
M I D D L E S C H O O L O B J E C T I V E S
METACOGNITION
(Abstract Thinking
and Reflection)
TS MS.1 Develop and ask higher-level questions to clarify the
coherence and logic of given information
TS MS.2 Reflect upon learning strengths and needs and establish
learning goals for independent thinking and autonomous
learning
CONVERGENT
THINKING
(Logical Thinking)
TS MS.3 Demonstrate an understanding of analogical reasoning by
identifying, explaining, and giving examples of the forms of
analogies to support thoughts/ideas
TS MS.4 Demonstrate depth of thought in deductive reasoning by
creating deductive reasoning problems with multi-faceted
clues and justifying data included to support logical
conclusions
CRITICAL THINKING
(Decision Making)
TS MS.5 Identify, analyze, evaluate, and justify information in order to
make decisions, form beliefs, solve problems, and set
priorities based on evidence
TS MS.6 Appraise global implications and consequences of historic
and current world events
TS MS.7 Recognize and assess hidden agendas
TS MS.8 Assess accuracy and relevance of points used to support
conclusions and make decisions
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 12
Creativity
C
O
M
P
E
T
E
N
C
Y
Given a real-life situation, the student will be able to select from divergent thinking,
analogical thinking, visualization, attribute listing, morphological analysis, synectics,
intuitive thinking, spontaneous thinking, creative problem solving, and/or the creative
process in an appropriate manner to develop a workable solution(s).
S E C O N D G R A D E O B J E C T I V E S
CREATIVE THINKING
Williams Model: Cognitive
Domain
(Fluency/Flexibility/Originality/
Elaboration/Synthesis)
CR 2.1 Demonstrate fluency by brainstorming to generate a
large quantity of ideas, thoughts, products, or plans
to a given prompt
CR 2.2 Demonstrate flexibility by adapting given ideas,
thoughts, products, or plans for many different uses
CR 2.3 Demonstrate originality by using given objects in
ways different from their intended purposes
CR 2.4 Elaborate on given ideas, thoughts, products, or
plans to create new possibilities
CR 2.5 Demonstrate synthesis by combining given ideas,
thoughts, products, or plans in unusual ways
CREATIVE EXPRESSION
Visual and Performing Arts
CR 2.6 Experiment with various materials and tools to
create products related to personal interest or
subject matter
CR 2.7 Identify and explain how and where different
cultures record and illustrate stories and history of
life through art
T H I R D G R A D E O B J E C T I V E S
CREATIVE THINKING
Williams Model:
Cognitive Domain
(Fluency/Flexibility/Originality/
Elaboration/Synthesis)
CR 3.1 Apply fluency by brainstorming to generate a large
quantity of ideas, thoughts, products, or plans to a
selected prompt
CR 3.2 Apply flexibility by adapting selected ideas,
thoughts, products, or plans for many different uses
CR 3.3 Apply originality by using selected objects in ways
different from their intended purposes
CR 3.4 Apply elaboration to selected ideas, thoughts,
products or plans to create new possibilities
CR 3.5 Apply synthesis by combining selected ideas,
thoughts, products or plans in unusual ways
(morphological analysis)
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 13
CREATIVE THINKING
Williams Model: Affective
Domain
(Curiosity/Risk-Taking/
Complexity/Imagination)
CR 3.6 Demonstrate curiosity by selecting an idea, topic,
product, or plan and based on interests, compile
questions to be answered to gather additional
information in a training activity
CR 3.7 Demonstrate risk-taking by making predictions
and experimenting in an unstructured training
situation
CR 3.8 Demonstrate complexity by organizing logical
steps needed to accomplish selected ideas in a
training activity
CR 3.9 Demonstrate imagination by visualizing ideas, the
process to be followed, possible outcomes, and
consequences of ideas, thoughts, or plans in a
training situation
CR 3.10 Apply methods to overcome creative blocks
(Brainstorm, SCAMPER, etc.)
CREATIVE EXPRESSION
Visual and Performing Arts
CR 3.11 Make, explain, and justify connections between
artists and artwork or artwork and history
CR 3.12 Analyze and utilize the elements of art (line, shape,
value, color, texture) through various materials
and tools to explore personal interests, questions,
and subject matter
F O U R T H G R A D E O B J E C T I V E S
CREATIVE THINKING
Williams Model: Cognitive Domain
(Fluency/Flexibility/Originality/
Elaboration/Synthesis)
CR 4.1 Apply fluency by brainstorming to generate a large
quantity of ideas, thoughts, products, or plans to
solve a given problem
CR 4.2 Apply flexibility by adapting generated ideas,
thoughts, products, or plans for many different
creative uses to solve a given problem
CR 4.3 Apply originality in generating original ideas or
alternative solutions to given problems
CR 4.4 Elaborate on identified ideas, thoughts, products
or plans to solve a given problem
CREATIVE THINKING
Williams Model: Affective Domain
(Curiosity/Risk-Taking/
Complexity/Imagination)
CR 4.5 Apply curiosity in compiling questions to be
answered to solve a given problem
CR 4.6 Apply risk-taking by making predictions and
experimenting in an unstructured setting to solve a
given problem
CR 4.7 Apply complexity of thought to organize logical
steps needed to solve a given problem
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 14
CR 4.8 Apply imagination by visualizing ideas, the
process to be followed, possible outcomes, and
consequences of ideas, thoughts, or plans to solve
a given problem
CR 4.9 Demonstrate the ability to follow the Creative
Problem Solving (CPS) process to solve a given
problem
1. Identify and define a problem
2. Gather ideas and data
3. Brainstorm aspects of the problem
4. Identify underlying problems or sub-
problems
5. Produce alternative solutions
6. Develop criteria for judging solutions
7. Evaluate alternative solutions using the
criteria
8. Select and implement chosen solutions.
CREATIVE EXPRESSION
Visual and Performing Arts
CR 4.10 Interpret art by analyzing the mood suggested
by a work of art and describing relevant
subject matter
CR 4.11 Analyze and utilize principles of design (contrast,
repetition, alignment, proximity) to create
various products based on subject matter or
personal interest
F I F T H G R A D E O B J E C T I V E S
CREATIVE THINKING CR 5.1 Apply the CPS process to solve an identified
problem
1. Identify and define a problem
2. Gather ideas and data
3. Brainstorm aspects of the problem
4. Identify underlying problems or sub-
problems
5. Produce alternative solutions
6. Develop criteria for judging solutions
7. Evaluate alternative solutions using the
criteria
8. Select and implement chosen solutions.
CR 5.2 Reframe ideas through various points of view to
enhance meaning
CR 5.3 Examine various meanings, contexts, and points
of view including humor and opportunities
for change
CR 5.4 Apply thinking strategies modeled by mentors
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 15
CREATIVE EXPRESSION
Visual and Performing Arts
CR 5.5 Create a product (work of art, design, presentation,
or media) to meet an identified goal based on
personal interest or subject matter
CR 5.6 Develop criteria to analyze a work of art, design, or
media to meet an identified goal
M I D D L E S C H O O L O B J E C T I V E S
CREATIVE THINKING CR MS.1 Apply the CPS process to solve an identified
problem, develop and present a plan of action to
an authentic audience
CR MS.2 Manage creative flow
CR MS.3 Set goals with purpose and meaning
CR MS.4 Adjust the creative process based on feedback
CR MS.5 Focus on the task at hand and long term goal
without distraction
CREATIVE EXPRESSION
Visual and Performing Arts
CR MS.6 Select and apply principles of design and produce
a product (work of art, design, or media) that
clearly communicates information and ideas
CR MS.7 Apply relevant criteria to examine, reflect upon,
and plan revisions to a product in process
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 16
Information Literacy
C
O
M
P
E
T
E
N
C
Y
Given a real situation, the student will identify and define the problem, design a research
plan appropriate to the problem, conduct the investigation, decide on the most
appropriate media for dissemination of the findings/ solutions, and present the results
before an authentic audience.
S E C O N D G R A D E O B J E C T I V E S
INFORMATION LITERACY
IL 2.1 Identify topics for research based on interests
IL 2.2 Formulate questions for study
IL 2.3 Analyze topics to determine needed research
IL 2.4 Interpret research from teacher-approved
resources
IL 2.5 Assemble information to provide new knowledge
or understanding in a particular area
T H I R D G R A D E O B J E C T I V E S
INFORMATION LITERACY
IL 3.1 Examine a historical event or person by analyzing
and synthesizing historical information
IL 3.2 Assemble information by conducting interviews
related to research topics
IL 3.3 Employ various digital tools, media, and
strategies to locate and collect accurate and
reliable information
IL 3.4 Create and visually organize information using
maps, webs, chronological order, sequence, or
compare/ contrast
IL 3.5 Demonstrate ability to effectively interpret and
evaluate information by distinguishing between
fact and opinion/ point of view in a variety of
situations
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 17
F O U R T H G R A D E O B J E C T I V E S
INFORMATION LITERACY
IL 4.1 Conduct experiments and investigations by
effectively utilizing the Scientific Method
IL 4.2 Assemble information by utilizing effective
survey techniques
IL 4.3 Create and visually organize information using
charts, tables, graphs, evidence, or patterns
IL 4.4 Justify conclusions and generalizations based
upon data gathered through research
F I F T H G R A D E O B J E C T I V E S
INFORMATION LITERACY
IL 5.1 Analyze the difference between primary and
secondary sources
IL 5.2 Utilize primary and secondary sources to
provide new knowledge or understanding in a
particular area
IL 5.3 Define and identify use of propaganda
techniques to clarify ideas, judge information,
solve problems, and evaluate reliability of
information
IL 5.4 Assess the validity, reliability, and relevance of
the information collected
IL 5.5 Apply a fundamental understanding of the
ethical and legal issues surrounding the access
and use of information
M I D D L E S C H O O L O B J E C T I V E S
INFORMATION LITERACY
IL MS.1 Identify areas of individual research based
upon intense interest
IL MS.2 Design investigations and defend processes
and findings
IL MS.3 Manage the flow of information by applying
the appropriate research methodology
IL MS.4 Demonstrate an understanding of hidden
agendas by critical analysis and evaluation
of information
IL MS.5 Based upon data gathered through research,
infer future trends, directions, similarities,
and differences
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 18
Success Skills
C
O
M
P
E
T
E
N
C
Y
Given a real-life situation, the student will utilize effective organizational, decision
making, goal-setting, project management, and time management skills, including
controlling impulses and adapting to unforeseen circumstances, in order to develop
solutions to problems and achieve goals whether working individually or as a leader or
member of a team.
S E C O N D G R A D E O B J E C T I V E S
SUCCESS SKILLS SS 2.1 Individually demonstrate the ability to maintain
self-control of emotions and actions in a variety
of situations
SS 2.2 Individually identify and assess the merit and or
importance of personal characteristics, ideas,
interests, preferences, and products
CAREER EXPLORATION SS 2.3 Identify occupational areas of personal interest and
aptitude through classroom experiences
LIFE SKILLS
SS 2.4 Demonstrate the ability to accept responsibility for
given tasks and consequences for actions in a
variety of situations
SS 2.5 Demonstrate the ability to organize, prioritize, and
complete tasks in a timely manner
COLLABORATION
SKILLS
SS 2.6 As a group leader, effectively work with group
members to keep the group on task
SS 2.7 As a group member, demonstrate effective speaking
and listening skills
T H I R D G R A D E O B J E C T I V E S
SUCCESS SKILLS SS 3.1 Individually demonstrate the ability to organize
materials, set priorities, and evaluate progress for
task completion
SS 3.2 Individually demonstrate strategies for managing
stress, coping with difficulties, and effectively
approaching conflict with others
CAREER EXPLORATION SS 3.3 Identify occupational areas of personal interest and
aptitude for possible vocational development
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 19
LIFE SKILLS
SS 3.4 Study and apply the accepted rules of etiquette for
interpersonal interaction in a variety of social
situations
SS 3.5 Demonstrate initiative in accepting and successfully
meeting challenges in a variety of situations
COLLABORATION
SKILLS
SS 3.6 As a group leader, effectively work with group
members to identify problems, ideas, and solutions
SS 3.7 As a group member, work collaboratively in a group
(know when to speak and know when to listen)
F O U R T H G R A D E O B J E C T I V E S
DECISION MAKING
AND PROBLEM
SOLVING SKILLS
SS 4.1 Individually identify personal problems, utilize
visualization to weigh the possibilities, make
judgements, and defend decisions
CAREER EXPLORATION SS 4.2 Identify career options through experiences
and interviews with experts in the field and
career counselors
LIFE SKILLS
SS 4.3 Demonstrate the ability to establish budgets and
manage money in a variety of situations
COLLABORATION
SKILLS
SS 4.4 As a group leader, effectively work with group
members to establish goals and objectives for
successful collaboration
SS 4.5 As a group member, work collaboratively to achieve
a common goal
F I F T H G R A D E O B J E C T I V E S
RISK-TAKING SKILLS
SS 5.1 Individually demonstrate the willingness to expose
oneself to failure, take a chance/ risk, function under
conditions devoid of structure, and defend ideas with
regard to identified issues
PERSEVERANCE/TASK
COMMITMENT
SS 5.2 Individually demonstrate the ability to persevere and
successfully complete tasks in a timely manner even
under adverse circumstances
CAREER EXPLORATION SS 5.3 Demonstrate and practice the ability to interact in an
appropriate manner in a variety of social and
business related situations
LIFE SKILLS
SS 5.4 Examine and apply the accepted rules of business
protocol in a variety of business and social situations
SS 5.5 Adapt to varied roles, job responsibilities, schedules,
and context
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 20
COLLABORATION
SKILLS
SS 5.6 As a group leader, effectively work with group
members to identify ethical implications of group
processes and decisions
SS 5.7 As a group member, take a stand for personal
convictions and demonstrate respect/ tolerance for
other points of view
M I D D L E S C H O O L O B J E C T I V E S
GOAL SETTING
SS MS.1 Individually use information gained through self-
evaluation to establish attainable goals and set
priorities for a variety of purposes and projects
ETHICAL AWARENESS
SS MS.2 Individually demonstrate the ability to behave
in an honorable and truthful manner under
adverse circumstances
CAREER EXPLORATION SS MS.3 For chosen or identified career options, identify
high school educational requirements, college
requirements and expectations, scholarship, loan/
grant opportunities, and procedures for college and
workplace applications/resumes
LIFE SKILLS
SS MS.4 Demonstrate the ability to adapt to change in a
climate of changing expectations and priorities
COLLABORATION
SKILLS
SS MS.5 As a group leader, assure and defend that the
decisions of the group are effective and ethical
SS MS.6 As a group member, demonstrate the ability to work
cooperatively to detect moods, temperaments,
motivations, and intentions of others
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 21
Affective (Social and Emotional) Skills
C
O
M
P
E
T
E
N
C
Y
As a gifted learner, students will develop self-acceptance and awareness and
demonstrate responsibility for personal growth along with awareness of personal and
cultural diversity in others by recognizing forms of bias and stereotypes in order to
respect unique beliefs and experiences in themselves and others by understanding and
embracing giftedness, appropriately coping with stress in order to become healthy,
responsive, contributing, and productive members of classroom communities and
society as a whole.
S E C O N D G R A D E O B J E C T I V E S
AFFECTIVE SKILLS
AS 2.1 Assess individual learning styles, interests,
personality styles, and expression preferences
AS 2.2 Identify feelings and emotions in self
AS 2.3 Develop behavioral strategies appropriate to
the situation
AS 2.4 Identify and assess strengths and weaknesses as
a baseline for improvement
AS 2.5 Analyze, evaluate, and respond appropriately to
various forms of body language (non-verbal cues)
AS 2.6 Participate in community-building skills
AS 2.7 Recognize contributions and achievements of
various cultures
T H I R D G R A D E O B J E C T I V E S
AFFECTIVE SKILLS
AS 3.1 Demonstrate an understanding of personal
asynchronous development
AS 3.2 Understand and analyze feelings and emotions in self
AS 3.3 Express and manage emotions in positive ways
AS 3.4 Accept responsibility for choices made
AS 3.5 Analyze, evaluate, and respond appropriately to
various forms of body language (non-verbal cues)
AS 3.6 Recognize contributions and achievements of
various cultures
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 22
F O U R T H G R A D E O B J E C T I V E S
AFFECTIVE SKILLS
AS 4.1 Demonstrate an understanding of and reflect upon
personal gifted characteristics
AS 4.2 Demonstrate an understanding and assess the social,
emotional and academic implications of giftedness
AS 4.3 Identify sources and possible solutions of stress
and anxiety
AS 4.4 Develop and model self-discipline
AS 4.5 Show evidence of delayed gratification and
impulse control
AS 4.6 Demonstrate respect and empathy for others
F I F T H G R A D E O B J E C T I V E S
AFFECTIVE SKILLS
AS 5.1 Develop and demonstrate appropriate self-efficacy
and self-talk
AS 5.2 Identify and utilize appropriate personal perceptual
filters and defense systems for situations
AS 5.3 Develop and demonstrate a healthy perception of
perfectionism in accomplishing tasks
AS 5.4 Demonstrate an understanding of how attitudes,
attention, and commitment can affect one’s
knowledge and self-control
AS 5.5 Demonstrate the ability to accept failure as a part
of growth
AS 5.6 Differentiate constructive and destructive criticism
M I D D L E S C H O O L O B J E C T I V E S
AFFECTIVE SKILLS
AS MS.1 Demonstrate an understanding of ethical practices
AS MS.2 Develop and demonstrate a healthy response toward
peer pressure and expectations of others
AS MS.3 Demonstrate and understanding of ways in which
attitudes, attention, and commitment can affect one’s
knowledge and self-control
AS MS.4 Set goals for self-improvement and take the necessary
steps to reach them
AS MS.5 Differentiate constructive and destructive criticism
AS MS.6 Recognize and assess various forms of bias in self and
others and demonstrate strategies for addressing bias
in social situations
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 23
Communication Skills
C
O
M
P
E
T
E
N
C
Y
Given the need to retrieve and/or disseminate information, the students will select and
utilize the most appropriate media based upon available resources, technology, audience,
and time available, for the most effective communication of information, ideas, feelings,
and concepts and correctly interpreting those of others.
S E C O N D G R A D E O B J E C T I V E S
SPEAKING CM 2.1 Communicate complete thoughts, give directions and
instructions, participate in informal speaking activities
and storytelling activities
LISTENING CM 2.2 Demonstrate effective listening behaviors in formal
and informal settings
CM 2.3 Give appropriate feedback and contributions of
relevant information
CM 2.4 Follow oral directions with three or more steps
WRITING CM 2.5 Analyze various types of writing (including poetry)
CM 2.6 Create original written products based on real or imagined
circumstances to communicate ideas and feelings
CM 2.7 Write over short time frames (a single sitting or a few
class times)
T H I R D G R A D E O B J E C T I V E S
SPEAKING CM 3.1 Communicate in complete thoughts with clarity to an
audience in formal and informal settings
CM 3.2 Give precise directions and instructions for complex
activities
LISTENING CM 3.3 Demonstrate effective listening behaviors in formal and
informal settings
CM 3.4 Give appropriate feedback and contributions of relevant
information
CM 3.5 Follow oral directions with three or more steps
WRITING CM 3.6 Analyze informal writing styles (essays, journals, diaries,
and blogs)
CM 3.7 Utilize informal writing styles (essays, journals, diaries,
and blogs) to communicate ideas and feelings
CM 3.8 Support opinions with written reasoning based on facts
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 24
F O U R T H G R A D E O B J E C T I V E S
SPEAKING CM 4.1 Communicate complete thoughts and information with
clarity to an appropriate audience
CM 4.2 Give precise instructions for complex tasks and self-
evaluate utilizing preset criteria
CM 4.3 Participate in a variety of formal/ informal speaking
activities and self-evaluate utilizing preset criteria
LISTENING CM 4.4 Demonstrate effective listening behaviors in formal and
informal settings
CM 4.5 Identify the purpose, content, organization, and delivery
of oral communication and evaluate based upon preset
criteria developed by teacher and class
CM 4.6 Listen to oral directions for understanding and organize
directions for complex tasks
WRITING CM 4.7 Analyze the writing style of scripts (commercials,
plays, etc.)
CM 4.8 Create scripts (commercials, plays, etc.) to communicate
ideas and feelings
CM 4.9 Utilize dialog to develop characters
F I F T H G R A D E O B J E C T I V E S
SPEAKING CM 5.1 Use appropriate oral communication for a variety of
purposes, and communicate effectively to establish a
relationship with an audience
CM 5.2 Participate in a variety of formal/ informal speaking
activities, evaluating self and peers on criteria determined
by the student or others
LISTENING CM 5.3 Demonstrate effective listening behaviors (understanding,
organizing, and evaluating information)
CM 5.4 Identify the purpose, content, organization, and delivery of
oral communication, and evaluate based upon preset
criteria developed by teacher and class
CM 5.5 Listen to oral directions for understanding and organize
directions for doing complex tasks
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 25
WRITING CM 5.6 Analyze a variety of written genres (Comedy, Satire,
Thriller, Action, etc.)
CM 5.7 Communicate ideas and feelings through application of a
chosen genre
CM 5.8 Use precise words and phrases, relevant descriptive details,
and sensory language to convey experiences and events
M I D D L E S C H O O L O B J E C T I V E S
SPEAKING CM MS.1 Utilize appropriate oral communication a variety of
purposes and communication effectively to establish, build
and maintain a relationship with audience
CM MS.2 Participates in a variety of formal/ informal speaking
activities evaluating self and peers on criteria determined
by the student or others
CM MS.3 Demonstrate the ability to persuade through oral
expression by assimilating multiple facts and opinions to
support an argument
LISTENING CM MS.4 Demonstrate effective listening skills in formal and
informal settings to facilitate communication
CM MS.5 Identify the purposes, content, organization and delivery
of oral communication and evaluate based on preset
criteria developed by the student
CM MS.6 Listen to oral directions for understanding and organize
directions for doing complex tasks
WRITING CM MS.7 Analyze the writing style of arguments and debates
CM MS.8 Write arguments and debates to support claims with
clear reasons and relevant evidence to communicate
ideas and feelings
CM MS.9 Write over an extended time frame (multiple class times)
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 26
O U T C O M E S
by
Grade Level
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 27
Second Grade
T H I N K I N G S K I L L S
Given a topic/situation, the learner will define and classify the problem(s), make connections, and draw
distinctions, analyze information objectively and critically (reflectively developing a relationship
between facts and values), and differentiate truth and beliefs from his/her understanding of what is
logically and realistically possible.
METACOGNITION
(Abstract Thinking
and Reflection)
TS 2.1 Analyze abstract thinking skills modeled by others
TS 2.2 Compose lower-level questions to develop a foundation
for higher-level inquiry
TS 2.3 Reflect upon learning experiences
CONVERGENT THINKING
(Logical Thinking)
TS 2.4 Apply analogical thinking to identify relationships
between two familiar items or events to identify an
unknown
TS 2.5 Apply deductive reasoning of general to specific
information to analyze and organize sets of limited clues
and reach
logical conclusions
CRITICAL THINKING
(Decision Making)
TS 2.6 Distinguish facts from opinions
TS 2.7 Inventory, compare, and contrast attributes of varying
objects and ideas
TS 2.8 Identify, analyze, and evaluate information in order to
make decisions, solve problems, and establish priorities
TS 2.9 Appraise implications and consequences of personal
actions and decisions
C R E A T I V I T Y
Given a real-life situation, the student will be able to select from divergent thinking, analogical thinking,
visualization, attribute listing, morphological analysis, synectics, intuitive thinking, spontaneous thinking,
creative problem solving, and/or the creative process in an appropriate manner to develop a workable
solution(s).
CREATIVE THINKING
Williams Model: Cognitive
Domain
(Fluency/Flexibility/Originality/
Elaboration/Synthesis)
CR 2.1 Demonstrate fluency by brainstorming to generate
a large quantity of ideas, thoughts, products, or
plans to a given prompt
CR 2.2 Demonstrate flexibility by adapting given ideas,
thoughts, products, or plans for many different
uses
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 28
CR 2.3 Demonstrate originality by using given objects in
ways different from their intended purposes
CR 2.4 Elaborate on given ideas, thoughts, products, or
plans to create new possibilities
CR 2.5 Demonstrate synthesis by combining given ideas,
thoughts, products, or plans in unusual ways
CREATIVE EXPRESSION
Visual and Performing Arts
CR 2.6 Experiment with various materials and tools to
create products related to personal interest or
subject matter
CR 2.7 Identify and explain how and where different
cultures record and illustrate stories and history of
life through art
I N F O R M A T I O N L I T E R A C Y
Given a real situation, the student will identify and define the problem, design a research plan
appropriate to the problem, conduct the investigation, decide on the most appropriate media for
dissemination of the findings/ solutions, and present the results before an authentic audience.
INFORMATION LITERACY
IL 2.1 Identify topics for research based on interests
IL 2.2 Formulate questions for study
IL 2.3 Analyze topics to determine needed research
IL 2.4 Interpret research from teacher-approved
resources
IL 2.5 Assemble information to provide new knowledge or
understanding in a particular area
S U C C E S S S K I L L S
Given a real-life situation, the student will utilize effective organizational, decision making, goal-setting,
project management, and time management skills, including controlling impulses and adapting to
unforeseen circumstances, in order to develop solutions to problems and achieve goals whether
working individually or as a leader or member of a team.
SUCCESS SKILLS SS 2.1 Individually demonstrate the ability to maintain
self-control of emotions and actions in a variety
of situations
SS 2.2 Individually identify and assess the merit and or
importance of personal characteristics, ideas,
interests, preferences, and products
CAREER EXPLORATION SS 2.3 Identify occupational areas of personal interest and
aptitude through classroom experiences
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 29
LIFE SKILLS
SS 2.4 Demonstrate the ability to accept responsibility for
given tasks and consequences for actions in a
variety of situations
SS 2.5 Demonstrate the ability to organize, prioritize, and
complete tasks in a timely manner
COLLABORATION SKILLS
SS 2.6 As a group leader, effectively work with group
members to keep the group on task
SS 2.7 As a group member, demonstrate effective
speaking and listening skills
A F F E C T I V E ( S O C I A L A N D E M O T I O N A L ) S K I L L S
As a gifted learner, students will develop self-acceptance and awareness and demonstrate responsibility
for personal growth along with awareness of personal and cultural diversity in others by recognizing
forms of bias and stereotypes in order to respect unique beliefs and experiences in themselves and
others by understanding and embracing giftedness, appropriately coping with stress in order to become
healthy, responsive, contributing, and productive members of classroom communities and society as a
whole.
AFFECTIVE SKILLS
AS 2.1 Assess individual learning styles, interests,
personality styles, and expression preferences
AS 2.2 Identify feelings and emotions in self
AS 2.3 Develop behavioral strategies appropriate to
the situation
AS 2.4 Identify and assess strengths and weaknesses as
a baseline for improvement
AS 2.5 Analyze, evaluate, and respond appropriately to
various forms of body language (non-verbal cues)
AS 2.6 Participate in community-building skills
AS 2.7 Recognize contributions and achievements of
various cultures
C O M M U N I C A T I O N S K I L L S
Given the need to retrieve and/or disseminate information, the students will select and utilize the most
appropriate media based upon available resources, technology, audience, and time available, for the
most effective communication of information, ideas, feelings, and concepts and correctly interpreting
those of others.
SPEAKING CM 2.1 Communicate complete thoughts, give directions
and instructions, participate in informal speaking
activities and storytelling activities
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 30
LISTENING CM 2.2 Demonstrate effective listening behaviors in formal
and informal settings
CM 2.3 Give appropriate feedback and contributions of
relevant information
CM 2.4 Follow oral directions with three or more steps
WRITING CM 2.5 Analyze various types of writing (including poetry)
CM 2.6 Create original written products based on real or
imagined circumstances to communicate ideas
and feelings
CM 2.7 Write over short time frames (a single sitting or a
few class times)
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 31
Third Grade
T H I N K I N G S K I L L S
Given a topic/situation, the learner will define and classify the problem(s), make connections, and draw
distinctions, analyze information objectively and critically (reflectively developing a relationship
between facts and values), and differentiate truth and beliefs from his/her understanding of what is
logically and realistically possible.
METACOGNITION
(Abstract Thinking
and Reflection)
TS 3.1 Apply abstract thinking skills modeled by others
TS 3.2 Compose elaborating questions to extend and
stretch learning
TS 3.3 Analyze, reflect upon, and justify learning experiences
TS 3.4 Observe and analyze reflective thinking modeled by
others
CONVERGENT THINKING
(Logical Thinking)
TS 3.5 Apply inductive reasoning from specific to general
information to predict probable conclusions
TS 3.6 Apply abstract reasoning to identify relationships in
figural analogies from possible options
CRITICAL THINKING
(Decision Making)
TS 3.7 Construct questions to deepen understanding
TS 3.8 Classify information into logical categories
TS 3.9 Discuss and analyze events in the news to develop an
awareness of social issues and world cultures
TS 3.10 Identify and analyze relationship between ideas and
data to determine cause and effect of actions and
events
C R E A T I V I T Y
Given a real-life situation, the student will be able to select from divergent thinking, analogical thinking,
visualization, attribute listing, morphological analysis, synectics, intuitive thinking, spontaneous
thinking, creative problem solving, and/or the creative process in an appropriate manner to develop a
workable solution(s).
CREATIVE THINKING
Williams Model:
Cognitive Domain
(Fluency/Flexibility/Originality/
Elaboration/Synthesis)
CR 3.1 Apply fluency by brainstorming to generate a
large quantity of ideas, thoughts, products, or
plans to a selected prompt
CR 3.2 Apply flexibility by adapting selected ideas,
thoughts, products, or plans for many
different uses
CR 3.3 Apply originality by using selected objects in ways
different from their intended purposes
CR 3.4 Apply elaboration to selected ideas, thoughts,
products or plans to create new possibilities
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 32
CR 3.5 Apply synthesis by combining selected ideas,
thoughts, products or plans in unusual ways
(morphological analysis)
CREATIVE THINKING
Williams Model: Affective
Domain
(Curiosity/Risk-Taking/
Complexity/Imagination)
CR 3.6 Demonstrate curiosity by selecting an idea, topic,
product, or plan and based on interests, compile
questions to be answered to gather additional
information in a training activity
CR 3.7 Demonstrate risk-taking by making predictions
and experimenting in an unstructured
training situation
CR 3.8 Demonstrate complexity by organizing logical
steps needed to accomplish selected ideas in a
training activity
CR 3.9 Demonstrate imagination by visualizing ideas, the
process to be followed, possible outcomes, and
consequences of ideas, thoughts, or plans in a
training situation
CR 3.10 Apply methods to overcome creative blocks
(Brainstorm, SCAMPER, etc.)
CREATIVE EXPRESSION
Visual and Performing Arts
CR 3.11 Make, explain, and justify connections between
artists and artwork or artwork and history
CR 3.12 Analyze and utilize the elements of art (line, shape,
value, color, texture) through various materials
and tools to explore personal interests, questions,
and subject matter
I N F O R M A T I O N L I T E R A C Y
Given a real situation, the student will identify and define the problem, design a research plan
appropriate to the problem, conduct the investigation, decide on the most appropriate media for
dissemination of the findings/ solutions, and present the results before an authentic audience.
INFORMATION LITERACY
IL 3.1 Examine a historical event or person by analyzing
and synthesizing historical information
IL 3.2 Assemble information by conducting interviews
related to research topics
IL 3.3 Employ various digital tools, media, and strategies
to locate and collect accurate and reliable
information
IL 3.4 Create and visually organize information using
maps, webs, chronological order, sequence, or
compare/contrast
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 33
IL 3.5 Demonstrate ability to effectively interpret
and evaluate information by distinguishing
between fact and opinion/ point of view in a variety
of situations
S U C C E S S S K I L L S
Given a real-life situation, the student will utilize effective organizational, decision making, goal-setting,
project management, and time management skills, including controlling impulses and adapting to
unforeseen circumstances, in order to develop solutions to problems and achieve goals whether working
individually or as a leader or member of a team.
SUCCESS SKILLS SS 3.1 Individually demonstrate the ability to organize
materials, set priorities, and evaluate progress for
task completion
SS 3.2 Individually demonstrate strategies for managing
stress, coping with difficulties, and effectively
approaching conflict with others
CAREER EXPLORATION SS 3.3 Identify occupational areas of personal interest and
aptitude for possible vocational development
LIFE SKILLS
SS 3.4 Study and apply the accepted rules of etiquette for
interpersonal interaction in a variety of social
situations
SS 3.5 Demonstrate initiative in accepting and successfully
meeting challenges in a variety of situations
COLLABORATION SKILLS
SS 3.6 As a group leader, effectively work with group
members to identify problems, ideas, and solutions
SS 3.7 As a group member, work collaboratively in a group
(know when to speak and know when to listen)
A F F E C T I V E ( S O C I A L A N D E M O T I O N A L ) S K I L L S
As a gifted learner, students will develop self-acceptance and awareness and demonstrate responsibility
for personal growth along with awareness of personal and cultural diversity in others by recognizing
forms of bias and stereotypes in order to respect unique beliefs and experiences in themselves and
others by understanding and embracing giftedness, appropriately coping with stress in order to become
healthy, responsive, contributing, and productive members of classroom communities and society as a
whole.
AFFECTIVE SKILLS
AS 3.1 Demonstrate an understanding of personal
asynchronous development
AS 3.2 Understand and analyze feelings and emotions
in self
AS 3.3 Express and manage emotions in positive ways
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 34
AS 3.4 Accept responsibility for choices made
AS 3.5 Analyze, evaluate, and respond appropriately to
various forms of body language (non-verbal cues)
AS 3.6 Recognize contributions and achievements of
various cultures
C O M M U N I C A T I O N S K I L L S
Given the need to retrieve and/or disseminate information, the students will select and utilize the most
appropriate media based upon available resources, technology, audience, and time available, for the
most effective communication of information, ideas, feelings, and concepts and correctly interpreting
those of others.
SPEAKING CM 3.1 Communicate in complete thoughts with clarity to
an audience in formal and informal settings
CM 3.2 Give precise directions and instructions for complex
activities
LISTENING CM 3.3 Demonstrate effective listening behaviors in formal
and informal settings
CM 3.4 Give appropriate feedback and contributions of
relevant information
CM 3.5 Follow oral directions with three or more steps
WRITING CM 3.6 Analyze informal writing styles (essays, journals,
diaries, and blogs)
CM 3.7 Utilize informal writing styles (essays, journals,
diaries, and blogs) to communicate ideas and
feelings
CM 3.8 Support opinions with written reasoning based on
facts
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 35
Fourth Grade
T H I N K I N G S K I L L S
Given a topic/situation, the learner will define and classify the problem(s), make connections, and draw
distinctions, analyze information objectively and critically (reflectively developing a relationship between
facts and values), and differentiate truth and beliefs from his/her understanding of what is logically and
realistically possible.
METACOGNITION
(Abstract Thinking
and Reflection)
TS 4.1 Observe, analyze, and apply abstract thinking skills
TS 4.2 Develop hypothetical questions to explore possibilities
TS 4.3 Analyze, reflect upon, and justify learning
experiences, identifying what was learned, tasks
completed, skills developed, additional needs, and
value of the experiences
CONVERGENT THINKING
(Logical Thinking)
TS 4.4 Demonstrate an understanding of analogical
reasoning by identifying, explaining, and giving
examples of the forms of analogies
TS 4.5 Utilize analogical reasoning to create analogies using
multiple categories
TS 4.6 Apply deductive reasoning of general to specific
information to analyze and organize multi-faceted
clues and identify data to support logical conclusions
CRITICAL THINKING
(Decision Making)
TS 4.7 Utilize intuitive thinking to deepen understanding and
analyze varying perspectives
TS 4.8 Discuss and analyze events and issues for
problem identification
TS 4.9 Assess the organization, content, value, effectiveness,
and results of actions/decisions.
TS 4.10 Appraise implications and consequences of personal
actions and decisions
C R E A T I V I T Y
Given a real-life situation, the student will be able to select from divergent thinking, analogical thinking,
visualization, attribute listing, morphological analysis, synectics, intuitive thinking, spontaneous thinking,
creative problem solving, and/or the creative process in an appropriate manner to develop a workable
solution(s).
CREATIVE THINKING
Williams Model: Cognitive Domain
(Fluency/Flexibility/Originality/
Elaboration/Synthesis)
CR 4.1 Apply fluency by brainstorming to generate a
large quantity of ideas, thoughts, products, or
plans to solve a given problem
CR 4.2 Apply flexibility by adapting generated ideas,
thoughts, products, or plans for many different
creative uses to solve a given problem
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 36
CR 4.3 Apply originality in generating original ideas or
alternative solutions to given problems
CR 4.4 Elaborate on identified ideas, thoughts, products
or plans to solve a given problem
CREATIVE THINKING
Williams Model: Affective Domain
(Curiosity/Risk-Taking/
Complexity/Imagination)
CR 4.5 Apply curiosity in compiling questions to be
answered to solve a given problem
CR 4.6 Apply risk-taking by making predictions and
experimenting in an unstructured setting to solve
a given problem
CR 4.7 Apply complexity of thought to organize logical
steps needed to solve a given problem
CR 4.8 Apply imagination by visualizing ideas, the
process to be followed, possible outcomes, and
consequences of ideas, thoughts, or plans to
solve a given problem
CR 4.9 Demonstrate the ability to follow the Creative
Problem Solving (CPS) process to solve a
given problem
1. Identify and define a problem
2. Gather ideas and data
3. Brainstorm aspects of the problem
4. Identify underlying problems or
sub-problems
5. Produce alternative solutions
6. Develop criteria for judging solutions
7. Evaluate alternative solutions using
the criteria
8. Select and implement chosen solutions.
CREATIVE EXPRESSION
Visual and Performing Arts
CR 4.10 Interpret art by analyzing the mood suggested
by a work of art and describing relevant
subject matter
CR 4.11 Analyze and utilize principles of design (contrast,
repetition, alignment, proximity) to create
various products based on subject matter or
personal interest
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 37
I N F O R M A T I O N L I T E R A C Y
Given a real situation, the student will identify and define the problem, design a research plan appropriate
to the problem, conduct the investigation, decide on the most appropriate media for dissemination of the
findings/ solutions, and present the results before an authentic audience.
INFORMATION LITERACY
IL 4.1 Conduct experiments and investigations by
effectively utilizing the Scientific Method
IL 4.2 Assemble information by utilizing effective survey
techniques
IL 4.3 Create and visually organize information using
charts, tables, graphs, evidence, or patterns
IL 4.4 Justify conclusions and generalizations based
upon data gathered through research
S U C C E S S S K I L L S
Given a real-life situation, the student will utilize effective organizational, decision making, goal-setting,
project management, and time management skills, including controlling impulses and adapting to
unforeseen circumstances, in order to develop solutions to problems and achieve goals whether working
individually or as a leader or member of a team.
DECISION MAKING AND
PROBLEM SOLVING SKILLS
SS 4.1 Individually identify personal problems, utilize
visualization to weigh the possibilities, make
judgements, and defend decisions
CAREER EXPLORATION SS 4.2 Identify career options through experiences
and interviews with experts in the field and
career counselors
LIFE SKILLS
SS 4.3 Demonstrate the ability to establish budgets and
manage money in a variety of situations
COLLABORATION SKILLS
SS 4.4 As a group leader, effectively work with group
members to establish goals and objectives for
successful collaboration
SS 4.5 As a group member, work collaboratively to
achieve a common goal
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 38
A F F E C T I V E ( S O C I A L A N D E M O T I O N A L ) S K I L L S
As a gifted learner, students will develop self-acceptance and awareness and demonstrate responsibility
for personal growth along with awareness of personal and cultural diversity in others by recognizing forms
of bias and stereotypes in order to respect unique beliefs and experiences in themselves and others by
understanding and embracing giftedness, appropriately coping with stress in order to become healthy,
responsive, contributing, and productive members of classroom communities and society as a whole.
AFFECTIVE SKILLS
AS 4.1 Demonstrate an understanding of and reflect
upon personal gifted characteristics
AS 4.2 Demonstrate an understanding and assess the
social, emotional and academic implications
of giftedness
AS 4.3 Identify sources and possible solutions of stress
and anxiety
AS 4.4 Develop and model self-discipline
AS 4.5 Show evidence of delayed gratification and
impulse control
AS 4.6 Demonstrate respect and empathy for others
C O M M U N I C A T I O N S K I L L S
Given the need to retrieve and/or disseminate information, the students will select and utilize the most
appropriate media based upon available resources, technology, audience, and time available, for the most
effective communication of information, ideas, feelings, and concepts and correctly interpreting those of
others.
SPEAKING CM 4.1 Communicate complete thoughts and information
with clarity to an appropriate audience
CM 4.2 Give precise instructions for complex tasks and
self-evaluate utilizing preset criteria
CM 4.3 Participate in a variety of formal/ informal
speaking activities and self-evaluate utilizing
preset criteria
LISTENING CM 4.4 Demonstrate effective listening behaviors in
formal and informal settings
CM 4.5 Identify the purpose, content, organization, and
delivery
of oral communication and evaluate based upon
preset criteria developed by teacher and class
CM 4.6 Listen to oral directions for understanding and
organize directions for complex tasks
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 39
WRITING CM 4.7 Analyze the writing style of scripts (commercials,
plays, etc.)
CM 4.8 Create scripts (commercials, plays, etc.) to
communicate ideas and feelings
CM 4.9 Utilize dialog to develop characters
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 40
Fifth Grade
T H I N K I N G S K I L L S
Given a topic/situation, the learner will define and classify the problem(s), make connections, and draw
distinctions, analyze information objectively and critically (reflectively developing a relationship between
facts and values), and differentiate truth and beliefs from his/her understanding of what is logically and
realistically possible.
METACOGNITION
(Abstract Thinking
and Reflection)
TS 5.1 Develop and ask hypothetical questions to explore
possibilities and test relationships
TS 5.2 Analyze and establish needs for exploration of
chosen topics
CONVERGENT
THINKING
(Logical Thinking)
TS 5.3
Demonstrate depth of thought in deductive reasoning by
evaluating and justifying data that supports logical
conclusions drawn
CRITICAL THINKING
(Decision Making)
TS 5.4 Appraise evaluation techniques for decision making
TS 5.5 Assess and analyze local, national, and world issues and
defend opinions with supporting evidence
TS 5.6 Appraise implications and consequences of local and
national events and decisions
TS 5.7 Prove or disprove ideas by presenting evidence
C R E A T I V I T Y
Given a real-life situation, the student will be able to select from divergent thinking, analogical thinking,
visualization, attribute listing, morphological analysis, synectics, intuitive thinking, spontaneous thinking,
creative problem solving, and/or the creative process in an appropriate manner to develop a workable
solution(s).
CREATIVE THINKING CR 5.1 Apply the CPS process to solve an identified problem
1. Identify and define a problem
2. Gather ideas and data
3. Brainstorm aspects of the problem
4. Identify underlying problems or sub-problems
5. Produce alternative solutions
6. Develop criteria for judging solutions
7. Evaluate alternative solutions using the criteria
8. Select and implement chosen solutions.
CR 5.2 Reframe ideas through various points of view to
enhance meaning
CR 5.3 Examine various meanings, contexts, and points of
view including humor and opportunities for change
CR 5.4 Apply thinking strategies modeled by mentors
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 41
CREATIVE EXPRESSION
Visual and Performing Arts
CR 5.5 Create a product (work of art, design, presentation, or
media) to meet an identified goal based on personal
interest or subject matter
CR 5.6 Develop criteria to analyze a work of art, design, or
media to meet an identified goal
I N F O R M A T I O N L I T E R A C Y
Given a real situation, the student will identify and define the problem, design a research plan appropriate
to the problem, conduct the investigation, decide on the most appropriate media for dissemination of the
findings/ solutions, and present the results before an authentic audience.
INFORMATION
LITERACY
IL 5.1 Analyze the difference between primary and
secondary sources
IL 5.2 Utilize primary and secondary sources to provide new
knowledge or understanding in a particular area
IL 5.3 Define and identify use of propaganda techniques to
clarify ideas, judge information, solve problems, and
evaluate reliability of information
IL 5.4 Assess the validity, reliability, and relevance of the
information collected
IL 5.5 Apply a fundamental understanding of the ethical
and legal issues surrounding the access and use
of information
S U C C E S S S K I L L S
Given a real-life situation, the student will utilize effective organizational, decision making, goal-setting,
project management, and time management skills, including controlling impulses and adapting to
unforeseen circumstances, in order to develop solutions to problems and achieve goals whether working
individually or as a leader or member of a team.
RISK-TAKING SKILLS
SS 5.1 Individually demonstrate the willingness to expose
oneself to failure, take a chance/ risk, function under
conditions devoid of structure, and defend ideas with
regard to identified issues
PERSEVERANCE/TASK
COMMITMENT
SS 5.2 Individually demonstrate the ability to persevere and
successfully complete tasks in a timely manner even
under adverse circumstances
CAREER EXPLORATION SS 5.3 Demonstrate and practice the ability to interact in an
appropriate manner in a variety of social and business
related situations
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 42
LIFE SKILLS
SS 5.4 Examine and apply the accepted rules of business
protocol in a variety of business and social situations
SS 5.5 Adapt to varied roles, job responsibilities, schedules,
and context
COLLABORATION
SKILLS
SS 5.6 As a group leader, effectively work with group members
to identify ethical implications of group processes and
decisions
SS 5.7 As a group member, take a stand for personal
convictions and demonstrate respect/ tolerance for
other points of view
A F F E C T I V E ( S O C I A L A N D E M O T I O N A L ) S K I L L S
As a gifted learner, students will develop self-acceptance and awareness and demonstrate responsibility
for personal growth along with awareness of personal and cultural diversity in others by recognizing forms
of bias and stereotypes in order to respect unique beliefs and experiences in themselves and others by
understanding and embracing giftedness, appropriately coping with stress in order to become healthy,
responsive, contributing, and productive members of classroom communities and society as a whole.
AFFECTIVE SKILLS
AS 5.1 Develop and demonstrate appropriate self-efficacy
and self-talk
AS 5.2 Identify and utilize appropriate personal perceptual
filters and defense systems for situations
AS 5.3 Develop and demonstrate a healthy perception of
perfectionism in accomplishing tasks
AS 5.4 Demonstrate an understanding of how attitudes,
attention, and commitment can affect one’s
knowledge and self-control
AS 5.5 Demonstrate the ability to accept failure as a part
of growth
AS 5.6 Differentiate constructive and destructive criticism
C O M M U N I C A T I O N S K I L L S
Given the need to retrieve and/or disseminate information, the students will select and utilize the most
appropriate media based upon available resources, technology, audience, and time available, for the most
effective communication of information, ideas, feelings, and concepts and correctly interpreting those of
others.
SPEAKING CM 5.1 Use appropriate oral communication for a variety of
purposes, and communicate effectively to establish a
relationship with an audience
CM 5.2 Participate in a variety of formal/ informal speaking
activities, evaluating self and peers on criteria
determined by the student or others
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 43
LISTENING CM 5.3 Demonstrate effective listening behaviors
(understanding, organizing, and evaluating
information)
CM 5.4 Identify the purpose, content, organization, and
delivery of oral communication, and evaluate based
upon preset criteria developed by teacher and class
CM 5.5 Listen to oral directions for understanding and
organize directions for doing complex tasks
WRITING CM 5.6 Analyze a variety of written genres (Comedy, Satire,
Thriller, Action, etc.)
CM 5.7 Communicate ideas and feelings through application of
a chosen genre
CM 5.8 Use precise words and phrases, relevant descriptive
details, and sensory language to convey experiences
and events
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 44
Middle School
T H I N K I N G S K I L L S
Given a topic/situation, the learner will define and classify the problem(s), make connections, and draw
distinctions, analyze information objectively and critically (reflectively developing a relationship between
facts and values), and differentiate truth and beliefs from his/her understanding of what is logically and
realistically possible.
METACOGNITION
(Abstract Thinking
and Reflection)
TS MS.1 Develop and ask higher-level questions to clarify the
coherence and logic of given information
TS MS.2 Reflect upon learning strengths and needs and establish
learning goals for independent thinking and
autonomous learning
CONVERGENT
THINKING
(Logical Thinking)
TS MS.3 Demonstrate an understanding of analogical reasoning
by identifying, explaining, and giving examples of the
forms of analogies to support thoughts/ideas
TS MS.4 Demonstrate depth of thought in deductive reasoning
by creating deductive reasoning problems with multi-
faceted clues and justifying data included to support
logical conclusions
CRITICAL THINKING
(Decision Making)
TS MS.5 Identify, analyze, evaluate, and justify information in
order to make decisions, form beliefs, solve problems,
and set priorities based on evidence
TS MS.6 Appraise global implications and consequences of
historic and current world events
TS MS.7 Recognize and assess hidden agendas
TS MS.8 Assess accuracy and relevance of points used to support
conclusions and make decisions
C R E A T I V I T Y
Given a real-life situation, the student will be able to select from divergent thinking, analogical thinking,
visualization, attribute listing, morphological analysis, synectics, intuitive thinking, spontaneous thinking,
creative problem solving, and/or the creative process in an appropriate manner to develop a workable
solution(s).
CREATIVE THINKING CR MS.1 Apply the CPS process to solve an identified
problem, develop and present a plan of action to an
authentic audience
CR MS.2 Manage creative flow
CR MS.3 Set goals with purpose and meaning
CR MS.4 Adjust the creative process based on feedback
CR MS.5 Focus on the task at hand and long term goal
without distraction
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 45
CREATIVE EXPRESSION
Visual and Performing Arts
CR MS.6 Select and apply principles of design and produce a
product (work of art, design, or media) that clearly
communicates information and ideas
CR MS.7 Apply relevant criteria to examine, reflect upon,
and plan revisions to a product in process
I N F O R M A T I O N L I T E R A C Y
Given a real situation, the student will identify and define the problem, design a research plan
appropriate to the problem, conduct the investigation, decide on the most appropriate media for
dissemination of the findings/ solutions, and present the results before an authentic audience.
INFORMATION
LITERACY
IL MS.1 Identify areas of individual research based upon
intense interest
IL MS.2 Design investigations and defend processes
and findings
IL MS.3 Manage the flow of information by applying the
appropriate research methodology
IL MS.4 Demonstrate an understanding of hidden agendas
by critical analysis and evaluation
of information
IL MS.5 Based upon data gathered through research,
infer future trends, directions, similarities,
and differences
S U C C E S S S K I L L S
Given a real-life situation, the student will utilize effective organizational, decision making, goal-setting,
project management, and time management skills, including controlling impulses and adapting to
unforeseen circumstances, in order to develop solutions to problems and achieve goals whether working
individually or as a leader or member of a team.
GOAL SETTING
SS MS.1 Individually use information gained through self-
evaluation to establish attainable goals and set
priorities for a variety of purposes and projects
ETHICAL AWARENESS
SS MS.2 Individually demonstrate the ability to behave
in an honorable and truthful manner under
adverse circumstances
CAREER EXPLORATION SS MS.3 For chosen or identified career options, identify
high school educational requirements, college
requirements and expectations, scholarship, loan/
grant opportunities, and procedures for college and
workplace applications/resumes
LIFE SKILLS
SS MS.4 Demonstrate the ability to adapt to change in a
climate of changing expectations and priorities
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 46
COLLABORATION
SKILLS
SS MS.5 As a group leader, assure and defend that the
decisions of the group are effective and ethical
SS MS.6 As a group member, demonstrate the ability to
work cooperatively to detect moods,
temperaments, motivations, and intentions of
others
A F F E C T I V E ( S O C I A L A N D E M O T I O N A L ) S K I L L S
As a gifted learner, students will develop self-acceptance and awareness and demonstrate responsibility
for personal growth along with awareness of personal and cultural diversity in others by recognizing
forms of bias and stereotypes in order to respect unique beliefs and experiences in themselves and
others by understanding and embracing giftedness, appropriately coping with stress in order to become
healthy, responsive, contributing, and productive members of classroom communities and society as a
whole.
AFFECTIVE SKILLS
AS MS.1 Demonstrate an understanding of ethical practices
AS MS.2 Develop and demonstrate a healthy response
toward peer pressure and expectations of others
AS MS.3 Demonstrate and understanding of ways in which
attitudes, attention, and commitment can affect
one’s knowledge and self-control
AS MS.4 Set goals for self-improvement and take the
necessary steps to reach them
AS MS.5 Differentiate constructive and destructive criticism
AS MS.6 Recognize and assess various forms of bias in self
and others and demonstrate strategies for
addressing bias in social situations
C O M M U N I C A T I O N S K I L L S
Given the need to retrieve and/or disseminate information, the students will select and utilize the most
appropriate media based upon available resources, technology, audience, and time available, for the
most effective communication of information, ideas, feelings, and concepts and correctly interpreting
those of others.
SPEAKING CM MS.1 Utilize appropriate oral communication a variety
of purposes and communication effectively to
establish, build and maintain a relationship
with audience
CM MS.2 Participates in a variety of formal/ informal
speaking activities evaluating self and peers on
criteria determined by the student or others
CM MS.3 Demonstrate the ability to persuade through oral
expression by assimilating multiple facts and
opinions to support an argument
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 47
LISTENING CM MS.4 Demonstrate effective listening skills in formal and
informal settings to facilitate communication
CM MS.5 Identify the purposes, content, organization and
delivery of oral communication and evaluate based
on preset criteria developed by the student
CM MS.6 Listen to oral directions for understanding and
organize directions for doing complex tasks
WRITING CM MS.7 Analyze the writing style of arguments and debates
CM MS.8 Write arguments and debates to support claims
with clear reasons and relevant evidence to
communicate ideas and feelings
CM MS.9 Write over an extended time frame (multiple
class times)
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 48
R E F E R E N C E S
During the development of the Intellectually Gifted Education Program Outcomes, the
following documents were reviewed by members of the Gifted Education Work Group
and Outcomes Sub-Committee:
Alabama Gifted Education Programs: Standards and Student Outcomes.
Alabama State Department of Education, 2015.
Florida’s Frameworks for K-12 Gifted Learners. Florida Department of
Education Bureau of Exceptional Education and Student Services, 2013.
Gifted and Talented Program Approval Standards. Arkansas Department of
Education, 2009.
Mississippi College and Career Ready Standards. Mississippi Department of
Education, 2016.
NAGC Pre-K to Grade 12 Gifted Programming Standards. National Association
for Gifted Children, 2010.
National Core arts Standards: A Conceptual Framework for Arts Learning.
State Education Agency Directors of Arts Education, 2014.
P21 Common Core Toolkit. Partnership for the 21st Century Skills, 2011.
South Carolina Gifted and Talented Best Practices Manual. South Carolina
Department of Education, 2006.
Suggested Outcomes for Intellectually Gifted Education Programs Grades 2-8 in
Mississippi. Mississippi State Department of Education, 1994.
Twenty-first Century Student Outcomes. Partnership for 21st Century Learning
(P21), 2007.
Thinking Skills
Creativity
Information Literacy
Success Skills
Affective (Social and Emotional) Skills
Communication Skills
Second Grade
Third Grade
Fourth Grade
Fifth Grade
Middle School
Mississippi Department of Education
Office of Curriculum and Instruction
2010 Mississippi Best Practices
Dyslexia Handbook
Tom Burnham, Ed. D., State Superintendent of Education
December 2010
Mississippi Department of Education – 2010
ii
ACKNOWLEDGEMENTS
Denise P. Gibbs, Ed. D. CCC/SLP, Director
Alabama Scottish Rite Foundation Learning Centers, Huntsville, Alabama
Donna Porter, M.S., CCC-SP,
Picayune School District, Picayune, Mississippi
Martha C. Sibley, M. Ed., CALT, Consultant
Grapevine, Texas
Cathy South, M. Ed., CALT, Consultant
Madison, Mississippi
Office of Curriculum and Instruction
Mississippi Department of Education
Mississippi Department of Education – 2010
iii
TABLE OF CONTENTS
ACKNOWLEDGEMENTS ii
TABLE OF CONTENTS iii
PURPOSE v
HANDBOOK COVER PAGE 6
I. DEFINITION OF DYSLEXIA 8
A. Components of Definition 8
B. Secondary Consequences 9
II. CHARACTERISTICS OF DYSLEXIA 9
A. Insufficient Phonological Processing Ability 9
B. Variable Difficulty with the Alphabetic Principle 11
C. Observable Difficulties in Classroom Performance 12
III. TYPICAL AREAS OF DIFFICULTY 12
A. Oral language 12
B. Reading 12
C. Language components 13
IV. TYPICAL BEHAVIORS/PERFORMANCES
OBSERVED AT VARIOUS GRADE LEVELS 13
A. Grades K-2 13
B. Grades 3-4 13
C. Grades 5-6 14
D. Grades 7-8 14
E. Grade 9 and beyond 14
V. COMMON MISCONCEPTIONS ABOUT DYSLEXIA 14
VI. INDENTIFICATION OF CHARACTERISTICS OF DYSLEXIA 17
A. Cumulative Folders/Permanent Records 17
B. Dyslexia Checklist for Teachers 17
C. Parent Interview 17
D. Dyslexia Evaluation 17
VII. INTERVENTIONS 18
A. Specific Instruction for Students with Dyslexia 18
B. Components of Dyslexia-Specific Instruction 19
C. Instructional Approaches/Programs 19
D. Specific Training for Teachers/Interventionists 20
E. Other Training Options 20
Mississippi Department of Education – 2010
iv
VIII. ACCOMMODATIONS/STRATEGIES FOR GENERAL
EDUCATION STUDENTS 21
A. Purpose 21
B. Definitions 21
C. General Accommodations 22
D. Most Commonly Requested Classroom Accommodations 23
E. Types of Accommodations 23
F. Instructional Needs 27
G. Assignments 27
H. Purpose of the Assignment 29
I. Types of Assignments and Areas of Curriculum to 30
Consider Adapting and Accommodating
IX. RESPONSE TO INTERVENTION (RtI) 34
A. Three Tier Instructional Model 34
B. Dyslexia as Noted in the RtI Best Practices Handbook 34
X. APPENDICES 37
A. Dyslexia Checklist for Teachers – Elementary 38
B. Dyslexia Checklist for Teachers – Middle/High School 39
C. Parent Interview Checklist 40
D. Glossary of Terms 41
E. Dyslexia Resources 42
F. References 43
Mississippi Department of Education – 2010
v
PURPOSE OF HANDBOOK
The purpose of the 2010 Mississippi Best Practices Dyslexia Handbook is to provide
Mississippi educators with guidelines for academic instruction for students with
characteristics of dyslexia. This handbook will provide:
current scientific-based information concerning dyslexia,
identification of characteristics of dyslexia,
identification of the specific components for appropriate multisensory, systematic,
explicit, language based reading programs, and
general education classroom accommodations/strategies.
Mississippi Department of Education – 2010
Mississippi Department of Education
Office of Curriculum and Instruction
2010 Mississippi Best Practices
Dyslexia Handbook
Tom Burnham, Ed. D., State Superintendent of Education
Lynn J. House, Ph. D., Deputy State Superintendent
Office of Instructional Enhancement and Internal Operations
Trecina Green, Bureau Director, Office of Curriculum and Instruction
Jackie Mockbee, Dyslexia Coordinator, Office of Curriculum and Instruction
Mississippi Department of Education – 2010
7
Mississippi Department of Education
Office of Instructional Enhancement and Internal Operations
Office of Curriculum and Instruction
359 North West Street
P.O. Box 771
Jackson, MS 39205-0771
Phone: 601-359-2586
Fax: 601-359-2040
http://www.mde.k12.ms.us
The Mississippi State Board of Education, the Mississippi Department of Education, the
Mississippi School for the Arts, the Mississippi School for the Blind, the Mississippi
School for the Deaf, and the Mississippi School for Mathematics and Science do not
discriminate on the basis of race, sex, color, religion, national origin, age, or disability in
the provision of educational programs and services or employment opportunities and
benefits. The following office has been designated to handle inquiries and complaints
regarding the nondiscrimination policies of the above mentioned entities:
Director, Office of Human Resources
Mississippi Department of Education
359 North West Street
Suite 203
Jackson, Mississippi 39205-0771
601-359-3511
http://www.mde.k12.ms.us/
Mississippi Department of Education – 2010
8
I. DEFINITION OF DYSLEXIA
The following definition of dyslexia was endorsed by the Board of Directors of the
International Dyslexia Association on November 12, 2002:
Dyslexia is a specific learning disability that is neurological in origin. It is
characterized by difficulties with accurate and/or fluent word recognition and
by poor spelling and decoding abilities. These difficulties typically result from
a deficit in the phonological component of language that is often unexpected
in relation to other cognitive abilities and the provision of effective classroom
instruction. Secondary consequences may include problems in reading
comprehension and reduced reading experience that can impede growth of
vocabulary and background knowledge.
A. Components of the Definition:
Dyslexia is:
A specific learning disability…
The broad term “learning disability” does not specify the area of difficulty
well enough to determine interventions for students. Dyslexia is specific to
print language.
Neurological in origin …
The student with dyslexia is born with a brain that is structurally and
functionally different from the brain of a student who does not have
dyslexia. Some of these differences negatively impact phonological
processing skills, rapid naming, word recognition, reading fluency, and
comprehension.
A brain difference …
There is a disruption (disconnection) of the brain centers used in reading
which causes scattered activity in the right hemisphere rather than
focused activity in the left hemisphere. The brain function of a dyslexic
student changes with interventions that are designed specifically for
dyslexia. (Shaywitz, 1996)
Characterized by difficulties with accurate and/or fluent word recognition…
The student with dyslexia has difficulty being consistent in identifying sight
words accurately and in reading with appropriate expression and rate.
According to the National Reading Panel (2000), “Fluency is the ability to
read quickly, accurately, and with good understanding.”
A deficit in poor spelling and decoding abilities…
The student with dyslexia usually does not spell or decode words
intuitively nor learn these skills implicitly. Phonics rules governing spelling
and decoding should be taught directly and explicitly for best results.
Mississippi Department of Education – 2010
9
A deficit in the phonological component of language…
Students with dyslexia have a core deficit in phonological processing skills
(phonological awareness, phonological memory, and rapid automatic
naming). Phonological awareness usually has the most pronounced
deficit, particularly in phonemic awareness (recognition, segmentation,
deletion, and manipulation of sounds in spoken words). The student with
dyslexia may also have difficulty with phonological memory and rapid
naming. Phonological memory is the ability to temporarily store bits of
verbal information and retrieve them from short term memory (Shaywitz,
2003). Rapid naming is the ability to quickly retrieve the name of a letter,
number, object, word, picture, etc., from long term memory.
Often unexpected in relation to other cognitive abilities…
Students with dyslexia exhibit reading difficulties in spite of demonstrated
cognitive abilities in other areas. According to Shaywitz (2003), a key
concept in dyslexia is “unexpected difficulty in reading in children and
adults who otherwise possess the intelligence, motivation, and reading
instruction considered necessary for accurate and fluent reading.”
B. Secondary Consequences of Dyslexia:
Dyslexia causes:
difficulties in reading comprehension
reduced reading experiences that can impede growth of vocabulary and
background knowledge
The lack of growth of vocabulary and background knowledge highlights
the “downstream consequences of dyslexia,” according to Reid Lyon
(2002). Because students with dyslexia do not read as much as their
reading peers, their word knowledge and background knowledge does not
keep pace with expectations for their age and grade level. Therefore,
reading comprehension will be impaired without adequate reading
experience, vocabulary, and background knowledge.
II. CHARACTERISTICS OF DYSLEXIA
A. Insufficient Phonological Processing Ability is the most common deficit in
dyslexia. Joseph K. Torgesen (1995) defines phonological awareness as the
“sensitivity to, or an explicit understanding of, the sound structure of spoken words
and the ability to identify, think about, and manipulate the individual sounds.”
Students with characteristics of dyslexia will show deficits in the following
components:
Mississippi Department of Education – 2010
10
1. Phonological Awareness:
The phonological processing skill that has the most impact on the student’s
ability to understand the alphabetic principle is phonological awareness.
Successful readers have well-developed phonological awareness.
These deficits in phonological awareness result in difficulty learning phonics
through traditional teaching strategies and require interventions to develop
these skills.
Phonological awareness skills normally develop in the following order and
should be taught in the following hierarchy:
o Blending
o Segmentation
o Rhyme and Alliteration
o Manipulation
The most complex level of phonological awareness involves the smallest unit
of speech and is referred to as phonemic awareness. This is the ability to
recognize the number of sounds in a word, then isolate and name those
sounds.
Development of this skill progresses in the following order:
o Sound blending (starting with two-phoneme words)
o Sound matching (initial, then final sound in a word)
o Sound isolation (initial, final, then medial sound in a word)
o Sound segmentation (starting with two-phoneme words)
o Sound manipulation (substitution, deletion, addition, reordering of
sounds in words)
Examples of tasks to build phonemic awareness:
Phoneme Isolation: Requires recognizing individual sounds in
words. (Example: “Tell me the first sound in the word cat.”)
Phoneme Identity: Requires recognizing the common sound in
different words. (Example: “Tell me the sound that is the same in
map and pot.”)
Phoneme Categorization: Requires recognizing the word with the
odd sound in a sequence of three or four words. (Example:
“Which word does not belong: bin, bun, rag?”)
Phoneme Segmentation: Requires breaking a word into its
sounds by tapping out or counting the sounds or by pronouncing
or positioning a marker for each sound. (Example: “How many
sounds are in the word tree?”)
Phoneme Deletion: Requires recognizing the word that remains
when a specified phoneme is removed. (Example: “What is smile
without the /s/?”)
Mississippi Department of Education – 2010
11
2. Phonological Memory
Phonological memory is:
remembering a sequence of unfamiliar sounds,
storing sound sequences within words in short-term memory and
effectively recalling words from short-term memory, and
reading and spelling long words.
Strong phonological memory skills are predictive of successful decoding skills,
reading accuracy, and larger vocabularies.
3. Rapid Automatic Naming
Automaticity in naming is learned by first learning the name of something, and
then having to name it under increasing levels of stress and distraction. Rapid
automatic naming is the efficient retrieval from long term memory of phonological
information, such as, individual sounds in words, pronunciations of common word
parts, and pronunciations of whole words.
Strength in rapid automatic naming skill is predictive of continued development of
adequate reading fluency and rate. Graham Nauhaus (2002) considers rapid
automatic naming (RAN) to be an integral part of reading and is highly correlated
with success in reading.
“Although some children will learn to
read in spite of incidental teaching,
others never learn unless they are
taught in an organized, systematic,
efficient way by a knowledgeable
teacher using a well-designed
instructional approach.”
(Louisa Moats, 1999)
NOTE: Research demonstrates that phonological awareness is more closely related to
success in reading than intelligence (Torgesen, 1995).
B. Variable Difficulty with the Alphabetic Principle:
Difficulty naming the letters of the alphabet
Difficulty with letter-sound relationships
Difficulty recognizing and forming letter shapes
Difficulty with directionality when writing
Difficulty with alphabetizing
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C. Observable Difficulties with Classroom Performances in the Following Skills:
Accurate and fluent word recognition
Decoding
Spelling
Reading text
Reading comprehension
Written expression
Short attention span
Handwriting/penmanship
Oral language development
Mathematics
NOTE: Be aware that students with dyslexia possess variable and diverse strengths
and deficiencies. Dr. Sally Shaywitz (2005) stated, “A dyslexic child has a weakness in
decoding, but that weakness is surrounded by a sea of strengths.” In the identification
process, be sure to notice any co-existing complications and/or assets that may either
exacerbate or “mask” the student’s difficulties with print language task.
III. TYPICAL AREAS OF DIFFICULTY
According to the International Dyslexia Association (2003), individuals with dyslexia may
display difficulties with some of the following characteristics:
A. Oral Language
Learning to talk
Pronouncing words
Acquiring vocabulary
Using age appropriate grammar
Following directions
Confusing before/after, right/left, etc.
Learning the alphabet, nursery rhymes, or songs
Understanding concepts and relationships
Retrieving words or naming problems
B. Reading
Learning to read
Identifying or generating rhyming words or counting syllables in words
(Phonological Awareness)
Hearing and manipulating sounds in words (Phonemic Awareness)
Distinguishing different sounds in words (Auditory Discrimination)
Learning the sounds associated with letters
Remembering names and/or shapes of letters
Reversing letters or the order of letters when reading
Misreading or omitting common small words
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Stumbling through longer words
Comprehending during oral or silent reading
Reading slow and laboriously
C. Language Components
Processing printed language
o naming letters
o recognizing letters of the alphabet
o recognizing words as units
o reading words, phrases, sentences
Producing written language
o handwriting (letter shapes)
o spelling
o expressive writing
o proof-reading
o integrating basic written language skills with creative writing and
comprehension tasks
Sequencing
o sounds in words
o letters in words
o series of instructions
o organization
o study skills
IV. TYPICAL BEHAVIORS/PERFORMANCES OBSERVED AT
VARIOUS GRADE LEVELS
A. Grades K-2
Trouble segmenting and blending
Poor letter-sound recall
Poor application of phonics
Inconsistent memory for words and lists
Mispronouncing words
Inability to spell phonetically
B. Grades 3-4
Poor phonetic decoding
Inconsistent word recognition
Over reliance on context and guessing
Difficulty learning new words (spoken)
Confusion about other symbols (math and music)
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C. Grades 5-6
Poor spelling and punctuation
Reverts to manuscript from cursive
Difficulty organizing writing
Decodes laboriously, skips unknown words
Avoids reading, vocabulary declines
D. Grades 7-8
Reads slowly, loses the meaning
Persistent phonological weakness
Poor spelling and writing
Confuses similar words
Responds best with structured, explicit teaching of language
E. Grade 9 and beyond
Difficulty with foreign language study
Persistent writing and spelling difficulties
Slow and laborious reading
Difficulty with larger writing assignments
Louisa Moats (2004)
V. COMMON MISCONCEPTIONS ABOUT DYSLEXIA
A. “Students outgrow dyslexia.”
FACT: Dyslexia is neurological in origin and is a lifelong learning disability.
Students with dyslexia can overcome some of their academic difficulties with
early identification and intervention but they will always have dyslexia.
B. “Students with dyslexia see letters and words backwards.”
FACT: Dyslexia does not cause students to see letters and words backwards.
Some students may confuse similar letters, misread similar words, and have
trouble forming letters due to their lack of phonological skills (Louisa Moats,
1999). “They have difficulty attaching appropriate labels and names to letters
and words; they do not see them backwards.” (Shaywitz, 2003)
C. “Dyslexia is very rare.”
FACT: The prevalence of dyslexia is between 10% and 15% of any population.
D. “There is a test for dyslexia.”
FACT: There is no single test for dyslexia. A comprehensive battery of tests
should be administered. This battery should assess phonological processing,
oral language, alphabet knowledge, decoding, word recognition, reading fluency,
reading comprehension, spelling, written expression, and cognitive functioning.
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A “dyslexia screener” can be used to identify students with characteristics of
dyslexia.
E. “Dyslexia is a medical problem, so only medical doctors can diagnose
dyslexia.”
FACT: The problem is educational; therefore, the diagnosis is educational,
although evaluation may involve pediatricians or other members of the medical
community. Assessment can be administered by educators who are
knowledgeable of the characteristics in dyslexia and also are familiar with the
instruments and procedures for identifying the characteristics of dyslexia.
F. “Dyslexia cannot be identified until 3
rd
grade.”
FACT: Early intervention is critical to the success of students with dyslexia.
Educators need to assess kindergarten students’ phonemic awareness, letter
knowledge, and speed of naming and sound-symbol matching because these
skills predict reading success in first and second grade. Dyslexia can definitely
be identified by the mid-point of first grade after students have been exposed to
effective scientific research-based reading instruction.
G. “Dyslexia is a general, catch-all term.”
FACT: Dyslexia is a specific term for a learning disability that is neurological in
origin and is specific to print language. The research-based definition of dyslexia
adopted by the International Dyslexia Association and supported by the National
Institutes of Health provides clear delineation of the characteristics of dyslexia.
H. “Dyslexia is a newly discovered disorder.”
FACT: The concept of this type of developmental reading disability was first
recognized in 1877 by Adolph Kussmaul and confirmed by J. Pringle Morgan in
1896. The disability was termed “dyslexia” and came into general use in the
1960s.
I. “Students with dyslexia do not understand phonics, so they cannot be taught to
read” and/or “Students with dyslexia do not understand phonics, so they
should be taught using whole word methods that avoid phonics.”
FACT: Although these students may not have natural intuitive ability in phonics,
they can learn decoding and spelling rules if taught directly and explicitly. With
early identification and effective research-based, intensive, systematic, multi-
sensory, structured-language intervention designed specifically for students with
dyslexia, these students can be successful in learning to read and write.
J. “Dyslexia is caused by poor teaching or exposure to whole word methods.”
FACT: Poor instruction does not cause dyslexia but can exacerbate the reading
difficulty. Conversely, effective instruction promotes reading success and
alleviates many difficulties associated with dyslexia. Louisa Moats (1999) states,
“Studies have shown that whole word methods are generally the least successful
for students with reading disabilities. Teaching directly about sounds, letters,
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words, sentences, and discourse is the most effective treatment for dyslexia,
regardless of the student’s apparent learning style.”
K. “If dyslexic students would just try harder they would succeed.”
FACT: Dyslexia is the result of a neurological difference beyond the control of
the student. Motivation is not usually the primary problem for the student with
dyslexia but may become a secondary problem because of continued lack of
success in academic endeavors.
L. “Dyslexia is caused by brain damage.”
FACT: The exact causes of dyslexia are not completely clear, but anatomical
and brain imagery studies show differences in the way the brain of a dyslexic
person develops and functions. The neurological differences associated with
developmental dyslexia are genetic rather than the result of brain injury, damage
or disease.
M. “Dyslexia is a special education issue and should be dealt with through the
special education process.”
FACT: The crucial factor for students with dyslexia is to have early identification
followed by effective, scientific research-based instruction designed for dyslexia.
Dyslexia intervention is most effectively provided within the school’s general
education program as a Tier 2 or Tier 3 intervention. {See Section IX, page 34,
for more information on dyslexia within Response to Intervention (RtI).} The key
to success is to provide students with an educator who has been well trained in a
specialized curriculum designed specifically for dyslexia.
“Teaching matters. You can change a child’s brain
when it comes to reading.”
Dr. Sally Shaywitz (2003)
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VI. IDENTIFICATION OF CHARACTERISTICS OF DYSLEXIA
The following process of identification is suggested as a model or an example.
It provides the framework for identifying a pattern of typical strengths and deficits found
in dyslexia. Implementing this process can effectively identify students with
characteristics of dyslexia who should be matched to a multisensory, systematic, and
explicit reading curriculum developed for dyslexia.
Identification Components:
A. Cumulative Folders/Permanent Records
The following information may be significant in considering causes of academic
difficulties:
attendance
curriculum-based assessments
educational experience
medical information
vision screening
hearing screening
cognitive abilities
nonverbal measures
problem solving/math competence
receptive language
B. Dyslexia Checklist for Teachers (See Appendices A and B)
This is a screening measure for students who are perceived as struggling readers
and/or those who have not made adequate progress in reading.
C. Parent Interview (See Appendix C)
This is an example of questions that can be used with the parent/guardian in an
informal manner to obtain optimal information and insight into pertinent background
information. The teacher will generally serve as the scribe, while the parent answers
the questions orally. The interviewing teacher may expand upon any of the
questions as needed.
D. Dyslexia Evaluation
In addition to the information obtained through the review of cumulative
folders/permanent records, a dyslexia checklist, and/or parent interview, various
other areas of assessment may be considered. The student’s reading difficulties
and characteristics of dyslexia will be reflected or supported by low performance for
the student’s age and educational level in some or all of the following skill areas:
Oral language
Phonological processing skills
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Phonological awareness, with an emphasis on phonemic awareness
Phonological memory
Rapid automatic naming
Letter knowledge (name and write letters in alphabetical order/recognize and
name letters presented in random order)
Reading words in isolation
Reading comprehension
Decoding (real and nonsense words)
Spelling
Fluency/rate and accuracy
Based on the student’s academic difficulties and characteristics, additional areas
that may be considered include vocabulary, written expression, handwriting, and
mathematics.
VII. INTERVENTIONS
Any program that is used for dyslexia intervention should have been originally designed
only for students with dyslexia. Interventions based upon traditional reading
instructional programs and only adapted for students with dyslexia should be avoided
because they will not include all of the components necessary for success.
A. Specific Instruction for Students with Dyslexia
The National Reading Panel (NRP) emphasized the importance of providing
students with reading instruction supported by scientifically-based research
consisting of five key components – phonemic awareness, phonics, vocabulary,
fluency, and comprehension. While students with dyslexia may derive some benefit
from this instruction as described by the NRP for typical developing readers, they
are not likely to overcome reading difficulties without reading instruction specifically
designed for dyslexia.
In order for a student with dyslexia to achieve the goal of reading efficiently,
appropriate dyslexia-specific reading, writing, and spelling instruction should be
offered in a one-on-one or small group setting. Dyslexia intervention strategies
utilize individualized, intensive, explicit and multisensory methods.
“To read efficiently, students must apply letter-sound
correspondences, blend sounds together to read words, and
recognize that some words are irregular. In addition, they must
learn that when they do not understand something they are
reading, they can use comprehension and vocabulary
strategies to construct meaning from the text.”
S. Vaughn and S. Linan-Thompson, 2004
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B. Components of Dyslexia-Specific Instruction
Components of instruction in programs that are specifically designed for dyslexia
include:
Phonemic awareness instruction that enables students to detect, segment, blend,
and manipulate sounds in spoken language;
Systematic phonics instruction that takes advantage of the letter-sound
association in which words that carry meaning are made of sounds and sounds
are written with letters in the right sequence. Students with this understanding
can blend sounds associated with letters into words and can separate words into
component sounds for spelling and writing;
Language structure instruction that encompasses morphology (the study of
meaningful units of language such as prefixes, suffixes, and roots), semantics
(ways that language conveys meaning), syntax (sentence structure), and
pragmatics (how to use language in a particular context);
Linguistics instruction directed toward proficiency and fluency with the patterns
of language so that words and sentences are the carriers of meaning; and
Process-oriented instruction to teach explicitly and directly the procedures or
strategies for decoding, encoding, word recognition, vocabulary, fluency, and
comprehension for skills that students need to become independent readers.
NOTE: Without a curriculum specifically designed for students with dyslexia, these
students will be unlikely to become successful and efficient readers.
C. Instructional Approaches/Programs
The following instructional approaches are components of multisensory, systematic,
specific language-based reading programs that are specifically designed for
dyslexia:
Explicit, direct instruction that is systematic (structured), sequential, and
cumulative. Instruction is organized and presented in a way that follows a logical
sequential plan, fits the nature of language (alphabetic principle) with no
assumption of prior skills or language knowledge, and maximizes student
engagement. This instruction proceeds at a rate commensurate with students’
needs, ability level, and demonstration of progress;
Individualized instruction that meets the specific learning needs of each individual
student in a small group setting using a reading curriculum that matches each
student’s individual ability level;
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Intensive, highly concentrated instruction that maximizes student engagement,
uses specialized methods and materials, and produces results;
Meaning-based instruction that is directed toward purposeful reading and writing,
with an emphasis on comprehension and composition; and
Multisensory instruction that incorporates the simultaneous use of two or more
sensory pathways (auditory, visual, kinesthetic, tactile) during teacher
presentations and student practice.
D. Specific Training for Teachers/Interventionists
There are dyslexia training courses developed specifically to prepare educators to
provide structured language intervention techniques and strategies needed for
students with dyslexia.
These courses should incorporate the following specialized skills:
phonology and decoding skills,
handwriting,
composition,
reading fluency and comprehension,
writing mechanics and spelling, and
learning strategies and study skills.
E. Other Training Options
Since trained, certified Academic Language Therapists are limited in number,
dyslexia intervention is often provided through published programs developed for
dyslexia. These programs are accompanied by specific training supplied by the
publisher, the writer of the program, a certified/qualified trainer, or an accredited
center. To provide successful intervention using one of these programs, teachers
should receive training and implement the strategies as designed.
All multisensory, systematic, specific language-based instructional programs will
require specific and intensive training for the teacher or facilitator(s). Consult the
vendor for training, materials, or other components necessary for the success of
each program or curriculum.
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“Students come to us as they are. We cannot change them
to fit rigid instructional models. Focus on removing barriers in
curriculum rather than on lack of ability of students. Remove
barriers that ‘lock students out’!”
Bart Pisha, Research Center for Applied Technology
VIII. ACCOMMODATIONS/STRATEGIES FOR GENERAL
EDUCATION STUDENTS
A. Purpose
Teaching students with dyslexia across settings is challenging. It is important to
identify accommodations that are reasonable to ask of general education teachers in
all classroom settings. These accommodations can provide a framework for helping
students with learning deficits to achieve in a class of heterogeneous learners.
Effective, specialized reading instruction has already been discussed (See page 18).
This section will discuss the importance of classroom accommodations/strategies in
the education of students with dyslexia. Some types of accommodations/strategies
include suggestions for successful implementation in the classroom. Employing
accommodations/strategies properly and routinely will be of great benefit to
everyone involved – teachers, students with dyslexia, and other students in the
classroom.
Accommodations/strategies may make learning more efficient in the content areas
for some students. Their disability may make it very difficult (or even impossible) to
complete traditional assignments within the usual time frames and/or use print
language modality.
B. Definitions
modify – to alternate or change
strategy – a plan of action, especially for attaining a goal
accommodate – to do a service for
accommodating – willing to help
accommodation – to meet a need
Webster’s II Dictionary
Fairness is not everyone getting the same thing,
but everyone getting what they need. Rick Lavoie
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C. General Accommodations
In the book, Overcoming Dyslexia, (2003), Sally Shaywitz, M.D., makes the following
general suggestions for accommodating the disabling difficulties of dyslexia:
1. When the dyslexic student’s reading is slow and laborious:
Allow extra time for completing tests.
Shorten assignments.
Provide books on tape.
Provide screen readers which allow standard texts, eBooks, and other
information to be “read aloud” to the student by computers with words
highlighted as they are read.
Initially, encourage students to find alternatives to reading an original work.
Suggestions include: movies, comics, streamlined Shakespeare, and
modified classics.
Encourage students to preview reading to identify words they cannot
pronounce.
Encourage students to discuss material with someone to enhance their
comprehension.
Avoid multiple-choice tests, and utilize short answer responses.
2. When students with dyslexia have a basic language problem:
Encourage them to visualize the material and/or provide images, charts,
maps, diagrams, etc.
Allow for oral testing.
Do not require a foreign language when possible (Consider requirements for
Institutes of Higher Learning.)
3. When the student with dyslexia has handwriting that is laborious and
barely legible:
Allow student to use a computer for assignments in and out of class.
Provide student with a copy of the notes.
Allow student to record lectures.
Grade written work on content rather than form.
Provide time and guidance for proof reading, editing, and correcting.
4. When the student’s ability to give oral responses “on the spot” is slow and
labored:
Allow prepared, short oral reports in class rather than instant, oral responses.
Do not penalize student for phonological errors.
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D. Most Commonly Requested Classroom Accommodations
According to Susan Barton (1998) the most commonly requested classroom
accommodations that will allow students to demonstrate knowledge even though not
yet reading, writing, or spelling at grade level are as follows:
Oral testing
Untimed tests
Elimination of or reduced spelling tests
Oral reading only when prepared
Dictated homework
Reduced homework load
Grade on content, not spelling nor handwriting
Reduced copying tasks
Alternate assignments
Avoidance or reduction of using essay tests
Avoidance of multiple-choice questions due to the volume of reading required
Class review sessions before tests
Discovery of how students learn best
E. Types of Accommodations
In the classroom, accommodations to instruction are typically changes that make learning
more efficient for certain students. These changes are often termed “accommodations”,
particularly when the changes are to “accommodate” a student’s disability.
For example, a person with a physical disability may need a wheelchair, brace, or some
other type of device to “accommodate” a lack of mobility. This allows the student to
participate in many of the same activities as students who do not need such devices.
Likewise, a student with dyslexia may need changes in the modality of an assignment to
“accommodate” the lack of natural reading ability and allow the student to participate in
the assignments along with others in the class. This accommodation may need to stay in
place long-term, even life-long, or only temporarily until the student has received
adequate reading instruction and practice to become efficient in such skills.
It is important to note that, although accommodations in the design of the lesson or
assignment may be needed, the mental challenge and level of the assignment should not
be diluted. The purpose of accommodations is to provide a way for students with a
disability to master the same content and level of assignment as other students, but
through another modality.
Typical accommodations in the classroom might be changes that are made in lesson or
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assignment design, such as the following:
1. The Approach or Method of Instruction
Reading instruction needs to be an appropriate match for the student’s disability
provided by a teacher who is well trained in that specialized instruction. Simply
placing the student in a small group, giving instruction at a slower pace, or
providing more of the curriculum instruction that has not been effective, will not
lead to success for students with dyslexia. The method of instruction should be
changed. The appropriate approach or method of instruction for those with
dyslexia has been fully discussed in Section VII on page 18.
2. The Format of the Assignment
In general, the most common formatting change is to revise worksheets,
workbook pages, or other paper and pencil assignments into an activity that
requires less reading and writing. Usually, this will involve a manipulative activity
that requires the student to move an answer on a card or tab to match a question
or problem, instead of copying a word into a blank or writing an answer to a
question.
3. How the Lesson is Presented
There are several typical ways teachers present lessons to a class, including:
Lecture
Discussion
Reading Assignment
Experiments and Demonstrations
Audio-visual
Each presentation style requires certain student skills for success. Thus, the
teacher using any particular style of presentation might make assumptions about
the students’ skills and abilities unless he/she has carefully analyzed the
students’ spectrum of skills and has planned accordingly. However, with
appropriate accommodations for those students who have deficits in these skills,
the presentation style can remain essentially the same.
For example, one of the most common presentation styles is lecture (oral
presentation). This instructional style requires the following student skills for
success:
Understanding material
Selecting and retaining pertinent information
Taking notes from material
Working with a lot of information at one time
Having an appropriate vocabulary level
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Therefore, for a student who does not have all those skills, some appropriate
accommodations might include:
Providing an outline of the lecture
Conducting a vocabulary preview
Providing a one-page summary with major concepts and vocabulary
Providing a list/preview/review of important facts
4. The Quantity of Reading, Practice Items, Expressive Writing or Other Such
Components
Reducing the quantity of reading, practice items, expressive writing, or other
such components within an assignment may help under certain circumstances
and with some types of assignments, but may be ineffective in other situations.
Reducing quantity may be beneficial, and still provide essentially the same
mental challenge, when….
a. The purpose of the assignment is to practice a skill that has already been
presented and practiced in class.
“Adaptations simply take varying learning
styles into account and give more students
the chance to succeed.” (P.L. Vail, 1989)
Example:
If mathematics is a strength for a student with reading, writing,
and copying skill deficiencies, it would be beneficial for the student
to practice a limited number of items to show understanding of
a concept or to prove competency in a skill. Completing a large
quantity of copying and working many problems may overtax the
student’s copying, sequencing, and writing abilities, resulting in a
product that does not reflect the students’ true aptitude or
understanding of the concept.
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b. Too much reading and writing inhibit the learning/comprehension process.
If the assignment is to answer questions at the end of the chapter, the
quantity of questions may be reduced with the teacher indicating the most
crucial ones to be answered. An alternative is to assign all the questions, but
reduce the amount of writing involved by accepting short answers.
c. Directions are too complex and lengthy.
NOTE: Accommodations may be needed permanently or at least until the student
receives enough remediation and effective reading instruction to become an efficient,
independent reader.
Example:
In content area subjects where there is typically a large quantity of reading
for comprehension, the student with dyslexia may be given the text on
tape, or have it read to him by a parent or tutor. Study aids that can
enhance comprehension in this type of assignment are:
Survey study sheets to help the student focus on the most
important information.
Preview sheets prepared by the teacher to give clues to the most
pertinent chapter sections.
Highlight text for later review.
Provide vocabulary lists to help the student focus on major concept
words.
Example:
When designing assignments, consider using the following strategies:
Reduce the number of words in the directions to a minimum.
Use the same words as consistently as appropriate to limit
vocabulary needed to read the directions before beginning the
actual work.
Write directions in sequential, numbered steps.
Write short, succinct statements.
Provide graphic assistance when possible.
If directions include “circle the word that…”
help the student draw a circle around the word “circle” in the
directions as a graphic reminder.
Follow this pattern with such instructions as “underline the word
that… (underline the word “underline”), and “put a box around….”
(box the word “box”), etc.
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F. Instructional Needs
Students with dyslexia need to:
o learn in ways that challenge their strengths for academic success,
o learn in ways that do not constantly use their area of disability for
assignments,
o concentrate on content and comprehension without being overwhelmed by
information presented in an inefficient modality,
o avoid investing inordinate mental effort and concentration on the basics of
reading, spelling, and writing at the expense of comprehension, and
o use technology for efficiency in completing tasks.
Students with dyslexia need educators to:
o provide a vehicle for learning that is more efficient than print language for
the transfer of information,
o guide students, as early as possible, to discover the best personal
learning strategies for them to use in completing certain types of tasks,
assignments, or projects,
o provide options and strategies for thinking and communicating,
o emphasize development of strengths, interests, and abilities rather than
focusing mainly on remediation of weaknesses and deficits,
o plan appropriate remediation without making it the only and/or major focus
of the school day,
o provide students with the gift of time to develop talents and abilities,
o connect teaching style to students’ learning capabilities,
o respect and accept individual differences in learning modalities,
o provide opportunities for success in learning for students who learn
differently,
o give students a way to express what has been learned,
o prevent frustration and despair, and
o help students prepare for college and adulthood by discovering his/her
most efficient learning pathways.
G. Assignments
Teachers should answer four questions when determining assignments:
1. What is the purpose of the assignment?
If the purpose is to teach the student how to read, write, or spell, then print
modality is the only option.
Is the class designed for this type of student to be able to learn such
basic skills?
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Does this student need to be placed in a class with specialized
instruction?
If the purpose is to acquire, express, or practice conceptual knowledge in a
content area of instruction, another modality other than print can be used.
Instead of worksheets, the lesson might be presented orally through
discussion, on tape, or by having another person read the material to
the student.
Testing can be done orally.
Practice activities can be done individually, using manipulatives to
bypass the writing process.
As an alternative, practice activities can be done in a small group
setting with students working cooperatively, with each student working
in his/her area of strength.
2. What is the best format for presenting a topic, concept, lesson, etc.?
Will the “traditional” or “favorite” way of presenting this lesson be a barrier to a
student who has great difficulty with some of its requirements? For example:
Does it require note-taking, or a good deal of reading, or expressive
writing in a restricted time frame?
If note-taking is necessary, can the student be given a copy of the
outline?
If the student is able to take limited notes, can the outline have some
key blanks for the student to fill in as the class progresses?
Is there a way the lesson can be presented that will be compatible with
the limited skills of a student who has deficits in print language?
3. What are the steps required to complete the assignment successfully?
Can the steps be stated in a succinct way to provide clear sequential
instructions?
Can the steps be modeled or demonstrated?
Can all students do these steps?
Is there a way to “streamline” the assignment without diluting its
content?
Can the steps of the assignment that require a quantity of reading or
writing be changed to another modality?
4. What are other strategies to help ALL STUDENTS be successful?
Can students be given a CHOICE of ways to complete the
assignment?
Can a variety of activities be provided, with each student assigned the
modality or type of activity that is the best match for his/her abilities
and strengths?
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Can assignments be designed on “multiple levels” to address each
student’s strengths and deficits without changing the mental challenge
of the material?
Can “accommodations” be built-in rather than “contrived” so that no
one appears to be “wrong?”
Can someone else be asked to read the information aloud?
Can the text be recorded?
Can the worksheets be adapted to become a manipulative activity or
changed to an auditory/oral modality?
Can the student be given copies of notes?
Can tests be given orally or in some other format?
H. Purpose of the Assignment
The purpose of a lesson or assignment may be to:
learn content
practice a specific skill
learn a process or strategy
prepare for a test
After the main purpose of the assignment has been determined, teachers can
decide which modality, method, or strategy is the best match. The following five
questions may be used to guide teachers in these decisions:
1. Is print language necessary?
If so, what accommodations can be made to make the use of print
language more efficient?
Can the assignment be accomplished by recording information?
Can it be read to the student?
Is there another way it can be adjusted?
2. What other modalities might be used?
Perhaps discussion could take the place of independent reading.
Is there a way to complete this assignment in a group so each student’s
strength is used? Many times, the student with dyslexia is excellent at
problem solving. The skilled readers and note-takers can manage the
reading and writing parts of the task.
Could the student summarize thoughts gained from a discussion by
recording ideas, reporting orally, drawing illustrations, sequencing “story-
boards,” or designing a diorama rather than writing a report?
3. How can the student accomplish this assignment with the most
success?
By observing and talking with the student, teachers can learn which strategies
and modalities are usually the most successful for each student. Many
Mississippi Department of Education – 2010
30
assignments can be prepared with choices for completion, suggesting a
variety of modalities. See the sample assignment below:
4. What strategies may be needed?
There may be some specific procedures or strategies that the teacher can
instruct the student to use for the particular assignment.
The teacher may model highlighting techniques.
The teacher may guide sequence of tasks within the assignment by
modeling and talking through the steps: “First, I would…Next I
would…Then, I would… Finally I would………”
5. How can the “gift of time” assist students?
develop and demonstrate their abilities
learn and use strategies that compensate for their difficulties
complete assignments
produce good quality work
I. Types of Assignments and Areas of Curriculum to Consider Adapting and
Accommodating
1. Class Work Assignments
For assignments to be completed during class time, consider that the student
may need additional time for certain types of tasks and plan the amount of
work accordingly. If the student is overwhelmed by the enormity of an
assignment, he/she may have difficulty knowing how to begin.
Break assignments into small tasks.
Talk students through sequential steps for each task.
Give clear oral directions, checking frequently for understanding.
Provide a print or graphic copy of the instructions when possible for
reinforcement.
After oral directions are given, read through print instructions, pointing to
each step.
Read the story on pages 28-50.
Choose one of these methods to read the story:
Read the story silently.
Read the story aloud to someone else.
Listen to the recorded.
Choose one of these methods to summarize the story:
Write the summary in 100 words or less.
Record your summary.
Give an oral summary.
Draw pictures to show your summary.
Mississippi Department of Education – 2010
31
Provide desk copies of study helps and guides, such as:
o Multiplication facts grid
o Vocabulary list
o Alphabetical order strip
o Charts, maps, graphics, etc.
o Typed outline of lesson, prior to discussion
o Clock face
Limit amount of copying from the board.
Provide a desk copy of information from the board, math problems,
definitions, etc.
Use computers for some writing assignments.
2. Reading Assignments in Content Areas
Provide recorded text.
Ask parents to read homework to student.
Allow student to follow on the printed page while others read appropriate
materials.
Arrange to have assignments, text, and literature read to student, or
provide recorded readings.
Provide survey sheets for preview, study, and review.
Provide a succinct, one-page outline of the chapter, including major
concepts, vocabulary words, and graphics when appropriate.
Teach and model proper highlighting techniques.
Devise a graphic symbol marking system for emphasizing points in text.
Use the same symbols consistently and routinely.
Teach students to use “flags” as they read to mark important information
for efficient access later.
Use graphic organizers to retain essential ideas from text, organize them
in sequence or hierarchy, compare/contrast concepts or persons in the
text, etc.
3. Expressive Writing Assignments
Avoid the time pressure of completing an assignment in a single class
period. (Allow longer time as needed and appropriate.)
Encourage use of the computer. This releases mental effort for forming
ideas, rather than for producing handwriting and other mechanics.
Use strategies to direct mental effort toward maintaining “train of thought”
instead of being “side-tracked” by mechanics:
o Teach students to draw a line through errors instead of taking time to
erase.
o Allow students to underline words that may be misspelled instead of
looking them up while ideas are flowing. Students may go back later
and write in the correct spelling.
Mississippi Department of Education – 2010
32
Use graphic organizers to brainstorm ideas, organize thoughts, and
provide a framework for written reports.
Help students plan a timeline for the
assignment.
o Provide a syllabus for the entire grading period to alert students to all
writing assignment due dates.
o Plan a starting date for each assignment.
o Plan deadlines for each step of the writing process for each
assignment.
Help students plan preparation/research.
Demonstrate sequential composing process.
o Gather information.
o Think about ideas.
o Determine resources.
o Flag pertinent information in sources.
Record ideas or dictate ideas to a person who acts as a scribe.
Transcribe (or have adult transcribe) assignments when needed.
Organize and format compositions when needed.
o Organize thoughts into paragraphs.
o Organize ideas within paragraphs in sentences with proper syntax.
o Arrange sentences in desired sequence within paragraphs.
Edit.
o Check for correct spelling of each word.
o Check for correct punctuation and capitalization.
o Check each sentence for correct grammar.
4. Spelling:
For students with dyslexia, spelling is learned through a logical, scientific
process that should be directly taught as a set of spelling rules, sound-symbol
correspondences, and other reliable facets of the structure of English.
Students do not readily memorize whole word units, but should understand
the sound-symbol correspondences in words in order to spell them correctly.
Asking students to memorize word lists is not an efficient way for them to
learn how to spell. In fact, according to Barbara Bateman, students who have
difficulties with reading could need between 500-1500 repetitions of a word as
a unit before it becomes a part of their long-term memory and can be
produced from memory.
Since memorized spelling is not typically successful for these students,
reducing the number of words can be helpful, but one of the best
accommodations for spelling is to change the method by which it is taught
and tested.
Mississippi Department of Education – 2010
33
5. Testing
The purpose of testing is to accurately measure knowledge in a specific skill
or content area. “Tricky” questions do not produce an accurate assessment
of knowledge. The major goal of testing is to provide a successful learning
experience for the student while measuring progress. Testing should always
be approached with a positive attitude and deliberate, thoughtful preparation.
Carefully plan all aspects of the testing process:
6. Time, space, tools
Plan for an un-timed schedule whenever possible.
o Build in additional time as needed for students whose reading skills will
slow them down.
o The anxiety of taking tests is heightened by the stress of time
constraints.
Arrange for a distraction-free, clutter free space.
Testing language
o Make sure testing language is consistent with classroom presentation.
o Adjust the readability level where possible without simplifying the
concepts.
Giving directions
o Make instructions clear, concise, and direct.
o Break complex directions into small steps.
o Record directions for those who need auditory input.
o Encourage the student to use a highlighter.
Test format
o Prioritize items.
• Place key questions first.
• Flag items to be given priority time and effort.
o Arrange items on page in clear manner.
• Double space when possible.
• List items vertically instead of horizontally.
o Use a large, clear font.
o On matching tests:
• Use upper case. (There is less risk of confusion or reversals
than with lower case letters.)
• Provide printed answers on small cards to enable the student to
place the answers next to the questions.
o On multiple choice tests, list answer choices vertically rather than
horizontally.
o For essay questions, allow some answers to be expressed in symbols,
illustrations, a series of pictures, etc.
Mississippi Department of Education – 2010
34
IX. RESPONSE TO INTERVENTION (RtI)
A. Three Tier Instructional Model
The Three Tier Instructional Model was adopted by the State Board of Education (SBE
Policy 4300) on January 21, 2005. It is designed to meet the needs of every student
and consists of three tiers of instruction:
Tier 1: Quality classroom instruction based on MS Curriculum Frameworks
Tier 2: Focused supplemental instruction.
Tier 3: Intensive interventions specifically designed to meet the Individual needs of
students.
If strategies at Tiers 1 & 2 are unsuccessful, students must be referred to the Teacher
Support Team (TST). The TST is the problem-solving unit responsible for interventions
developed at Tier 3. Each school must have a Teacher Support Team implemented in
accordance with the process developed by the Mississippi Department of Education.
Following is the web address for detailed information concerning RtI:
http://www.mde.k12.ms.us/RtI/index.html
B. Dyslexia as Noted in the RtI Best Practices Handbook (2010)
Following is the RtI Best Practice Handbook Section “Other Considerations” located at
the end of Tier 1 on pages 80-82:
Other Considerations
Other considerations may need to be examined when making decisions about what type
of services a student should have in Tier 2 or 3 and/or decisions about what type of
additional guidance may be needed from other specialized staff (i.e., Section 504
coordinator, speech/language pathologist, occupational/physical therapist, school
psychologist, etc.). The three broad areas that will be discussed further are Section
504, Speech/Language Concerns, and Dyslexia. The overview is to provide some
general considerations and guidance. These areas are not discussed in depth. The
district/school should consult with other education professionals and related documents
for further guidance.
Section 504
A student (preschool to 12
th
grade) may qualify or be deemed eligible for Section 504 if
he or she is displaying or has a physical or mental impairment which substantially limits
one or more life activities. In addition, the child has a record of such impairment and is
regarded as having such impairment. It is important to note that a disability must be the
reason that the student cannot equally access or receive benefit from the school’s
programs or services. There are three prongs of the criteria: (a) physical or mental
impairment, major life activity, and substantial limitation; (b) record of impairment; and
(c) regarded as having such impairment. Section 504 is a civil rights statute NOT a
special education statute. Therefore, it is the responsibility of general education staff
http://www.mde.k12.ms.us/RtI/index.html
Mississippi Department of Education – 2010
35
and administration to implement those practices and procedures necessary for a school
to fulfill this law’s requirements.
A student may not need tiered interventions (i.e., remediation) or special education to
access and receive general education programs and services successfully. In addition,
a student may not be eligible for special education services and may only need
accommodations or modifications to be successful. For example, a student may have a
documented disability of attention deficit hyperactivity disorder (ADHD) and be regarded
as having ADHD. In addition, the student, after further evaluation (i.e., not an
evaluation for special education eligibility), demonstrated that the disability limited the
student’s life activities and had a substantial impairment. However, the student is
successful with accommodations within the general education environment. This
example meets all the requirements of Section 504. However, a student who has
human immunodeficiency virus (HIV) may not have impacts to major life activities or
substantial limitations; thus, may not be eligible for Section 504. For further guidance
on policies and procedures, please contact and consult the district’s Section 504
coordinator.
Speech/Language Considerations
Students who may be displaying speech and/or language difficulties may be considered
under multiple areas for remediation. If the student is experiencing speech and/or
language difficulties, the teacher or the TST should consult the speech/language
pathologist to determine if a referral to the multidisciplinary evaluation team (MET) is
warranted for an evaluation for special education.
A language disorder is a neurologically-based condition that consists of impaired
comprehension and/or use of spoken, written, and/or other symbol systems. The
disorder may involve (a) the form of language (phonology, morphology, syntax), (b) the
content of language (semantics), and/or (c) the function of language in communication
(pragmatics) in any combination [American Speech-Language-Hearing Association
(ASHA)].
When a parent, district personnel, another agency, or TST suspects that a student has
a communication (language) disability, a request should be made to the MET for an
evaluation. Interventions for communication, including language, are not required for
MET referral or eligibility determination.
Dyslexia
If a student is displaying a dual discrepancy through universal screening or other
measures, the teacher or the TST may consider if the student is displaying
characteristics that may indicate dyslexia. According to the International Dyslexia
Association (IDA), dyslexia is a specific learning disability that is neurological in origin.
It is characterized by difficulties with accurate and/or fluent word recognition and by
poor spelling and decoding abilities. Difficulties typically result from a deficit in the
phonological component of language that is often unexpected in relation to other
Mississippi Department of Education – 2010
36
cognitive abilities and effective classroom instruction. Other consequences may include
problems in reading comprehension and reduced reading experience that can impede
the growth of vocabulary and background knowledge. These students showing
difficulties in reading, writing, spelling, and handwriting may also have difficulties in
mathematics.
Dyslexia is not the result of lack of motivation, sensory impairment, inadequate
instructional or environmental opportunities, or other limiting conditions, but may occur
together with these conditions. If these difficulties in language and mathematics are not
successfully remedied, the students’ self image and positive behavior may be affected.
Individuals with dyslexia frequently respond successfully to timely and appropriate
interventions in reading, writing, and language with a multisensory, systematic, explicit
language based reading program designed for dyslexic students. Thus, the teacher or
TST should consider screening for dyslexia by reviewing cumulative records, the
Dyslexia Teacher Checklist, and various other data. The reader should refer to the
MDE Dyslexia Handbook for complete guidance on assessment and intervention.”
http://www.mde.k12.ms.us/RtI/Best_Practice_Handbook.html
http://www.mde.k12.ms.us/RtI/Best_Practice_Handbook.html
Mississippi Department of Education – 2010
37
X. APPENDICES
Appendix A: Dyslexia Checklist for Teachers – Elementary 38
Appendix B: Dyslexia Checklist for Teachers – Middle/High School 39
Appendix C: Parent Interview Checklist 40
Appendix D: Glossary of Terms 41
Appendix E: Dyslexia Resources 42
Appendix F: References 43
Mississippi Department of Education – 2010
38
APPENDIX A
DYSLEXIA CHECKLIST FOR TEACHERS
Elementary School
Name of student: Date:
Age: Grade:
Checklist completed by:
YES NO
PERCEIVED ACADEMIC POTENTIAL
____ ____ 1. Does the student seem to have the intellectual ability or
academic potential to develop reading, writing, and
spelling skills?
____ ____ 2. Is the student’s reading, spelling, or writing skills below
what you would expect in view of perceived intellectual
ability or academic potential?
READING SKILLS
____ ____ 3. Does the student have difficulty identifying basic sight
words?
____ ____ 4. Does the student have difficulty sounding out words using
phonics skills?
____ ____ 5. Does the student comprehend text read aloud by others?
____ ____ 6. Is the student’s oral reading slow and laborious?
ALPHABET AND SPELLING SKILLS
____ ____ 7. Does the student have difficulty writing the letters of the
alphabet in sequence without a model?
____ ____ 8. Does the student have difficulty naming the vowels?
____ ____ 9. Does the student have difficulty using the correct short
vowels in spelling words?
____ ____ 10. Does the student have difficulty with spelling?
____ ____ 11. Does the student frequently make spelling errors that
involve changing the order of the letters within the word
(e.g., left/felt or spelt/slept)?
HANDWRITING SKILLS
____ ____ 12. Is handwriting often illegible or messy?
____ ____ 13. Is pencil grip awkward, tight, or fist-like?
OTHER SKILLS
____ ____ 14. Does the student have problems with organization or
memory?
____ ____ 15. Does the student have problems with spatial orientation
(e.g., before/after, left/right)?
____ ____ 16. Does the student have difficulty “finding the right word” or
seem to hesitate when trying to answer direct questions?
Alabama Scottish Rite Foundation Learning Centers (2004) Dr. Denise P. Gibbs, Director
Mississippi Department of Education – 2010
39
APPENDIX B
DYSLEXIA CHECKLIST FOR TEACHERS
Middle and High School
Name of student: Date:
Age: Grade:
Checklist completed by:
YES NO
PERCEIVED ACADEMIC POTENTIAL
____ ____ 1. Does the student seem to have the intellectual ability or
academic potential to develop reading, writing, and
spelling skills?
____ ____ 2. Is the student’s reading, spelling, or writing skills below
what you would expect in view of perceived intellectual
ability or academic potential?
READING SKILLS
____ ____ 3. Does the student have difficulty identifying basic sight
words?
____ ____ 4. Does the student have difficulty sounding out words using
phonics skills?
____ ____ 5. Does the student comprehend text read aloud by others?
____ ____ 6. Does the student read slowly with many inaccuracies?
ALPHABET AND SPELLING SKILLS
____ ____ 7. Does the student have difficulty with spelling?
____ ____ 8. Does the student often spell the same word differently in a
single writing task?
____ ____ 9. Does the student frequently make spelling errors that
involve changing the order of the letters within the word
(e.g., left/felt or spelt/slept)?
HANDWRITING SKILLS
____ ____ 10. Is handwriting often illegible or messy?
____ ____ 11. Is pencil grip awkward, tight, or fist-like?
____ ____ 12. Does the student procrastinate or avoid writing?
____ ____ 13. Does the student have difficulty summarizing or outlining?
OTHER SKILLS
____ ____ 14. Does the student have problems with organization or
memory?
____ ____ 15. Does the student have problems with spatial orientation
(e.g., before/after, left/right)?
____ ____ 16. Does the student have difficulty “finding the right word” or
seem to hesitate when trying to answer direct questions?
Alabama Scottish Rite Foundation Learning Centers (2004) Dr. Denise P. Gibbs, Director
Mississippi Department of Education – 2010
40
APPENDIX C
PARENT INTERVIEW
Name of student: Date:
Age: Grade:
Checklist completed by:
YES NO
____ ____ Has any other member of the family had learning problems?
If yes, explain: ____________________________________
____ ____ Do you have any concerns about your child’s work at school?
If yes, explain: ____________________________________
____ ____ Has your child received any special instruction at school?
If yes, explain: ____________________________________
____ ____ Has your child repeated a grade?
If yes, explain: _____________________________________
____ ____ Does your child seem to have difficulty following directions?
If yes, explain: _____________________________________
____ ____ Has your child had a speech or language problem?
____ ____ Does your child need an extraordinary amount of help with
homework?
____ ____ Does your child seem to have more difficulty in reading, writing,
and spelling than in most other subjects?
____ ____ Does your child seem to enjoy being read to by adults?
____ ____ Does your child hesitate to read to you?
____ ____ Has your child ever been critically or chronically ill?
If yes, explain: _____________________________________
____ ____ Does your child have any physical problems that you feel may
cause difficulty in learning?
If yes, explain: _____________________________________
____ ____ Is your child currently taking medication?
If yes, explain: _____________________________________
Alabama Scottish Rite Foundation Learning Centers (2004) Dr. Denise P. Gibbs, Director
Mississippi Department of Education – 2010
41
APPENDIX D
GLOSSARY OF TERMS
Alphabetic principle: The understanding that the sequence of letters in written words
represents the sequence of sounds (or phonemes) in spoken words.
Developmental dysgraphia: A severe difficulty in producing handwriting that is legible
and written at an age-appropriate speed.
Developmental spelling disorder: Significant difficulty learning to spell. This occurs in
the absence of reading or other written language difficulties.
Dyscalculia: Difficulty performing mathematical tasks. The individual’s performance is
below the standard expected of him/her on the basis of I.Q., age level, or grade level.
Dyslexia: (See Section I, page 8)
Dysnomia: Difficulty with word retrieval.
Dysphasia: A severe difficulty with expressive and receptive oral language.
Dyspraxia: Difficulty planning and coordinating body movements; coordinating facial
muscles to produce sounds.
Explicit direct instruction: Instruction that is systematic (structured), sequential, and
cumulative. Instruction is organized and presented in a way that follows a logical
sequential plan, fits the nature of language (alphabetic principle) with no assumption of
prior skills or language knowledge, and maximizes student engagement.
Language-based Instruction: Language arts curriculum, which relates all aspects of
language, oral and written, into meaningful settings.
Multisensory instruction: Instruction that incorporates the simultaneous use of two or
more sensory pathways (auditory, visual, kinesthetic, tactile) during teacher
presentation and student practice.
Phoneme: The smallest segment of sound in a word.
Phonemic Awareness: The insight that spoken words can be conceived as a sequence
of sounds; the ability to focus on and manipulate phonemes (sounds) in spoken works
(e.g., segmenting or blending).
Mississippi Department of Education – 2010
42
APPENDIX E
DYSLEXIA RESOURCES
Mississippi Department of Education (MDE)
Office of Curriculum and Instruction
Jackie Mockbee, Dyslexia Coordinator
Central High School Building
Mailing Address:
P.O. Box 771
Jackson, MS 39205-0771
Physical Address:
359 North West Street
Jackson, MS 39201
Phone: 601.359.2586
www.mde.k12.ms.us
International Dyslexia Association (IDA)
Chester Building, Suite 382
8600 LaSalle Road
Baltimore, Maryland 21286-2044 USA
Ph: 410.296.0232
Voice Message Requests for Information: 1-800.ABC.D123
www.interdys.org
Learning Disabilities Association of America
4156 Library Road
Pittsburgh, PA 15234-1349
Ph: 412.341.1515
www.ldaamerica.org
Mississippi Library Commission
Library for the Blind & Physically Handicapped
Cindy Nugent, Outreach Coordinator
3881 Eastwood Drive
Jackson, MS 39211-6473
Ph: 601.432.4093 or 1.800.446.0892
www.mlc.lib.ms.us
National Center for Learning Disabilities (NCLD)
381 Park Avenue South Suite 1401
New York, NY 10016
Ph: 212.545.7510
Toll-free: 888.575.7373
www.ncld.org
Reading Rockets
WETA Public Television
Funded by a grant from the U.S. Department of Education
2775 S. Quincy Street
Arlington, VA 22206
Ph: 703.998.2001
www.readingrockets.org
http://www.mde.k12.ms.us/
http://www.interdys.org/
http://www.ldaamerica.org/
http://www.mlc.lib.ms.us/
http://www.readingrockets.org/
Mississippi Department of Education – 2010
43
APPENDIX F
REFERENCES
Adams, M.J. (1990). Beginning to Read: Thinking and learning about print. Cambridge,
MA: MIT Press.
Bateman, Barbara (2001). Multisensory Teaching System for Reading. 5
th
British
Dyslexia Association International Conference. University of York, UK.
Birsh, J.R., (Ed.) (2005). Multisensory Teaching of Basic Language Skills. (2
nd
ed.).
Baltimore MD: Paul Brookes Publishing.
Chall, J. (1996). Stages of Reading Development. (2
nd
ed.). Orlando: Harcourt Brace.
Uhry, J. K., & Clark, D. B. (2004). Dyslexia: Theory & practice of instruction (3rd ed.).
Austin, TX: Pro-Ed.
Dyslexia and Related Disorders: Fact Sheet #63. (2003). International Dyslexia
Association. www.interdys.org.
Hall, S.L., & Moats, L.C. (1999). Straight talk about reading. Chicago: Contemporary.
International Dyslexia Association, Fact Sheet #63,”Characteristics of Dyslexia” (2003)
www.interdys.org.
Korf, M. & Sullivan, B. (producers). (2002) Misunderstood Minds [Television Broadcast]
Kirk Documentary Group, Ltd. and WGBH Boston, WGBH Educational Foundation.
Levine, M. E. (1994). Educational care: A system for understanding and helping children
with learning problems at home and in school (2nd ed.). Cambridge, MA: Educators
Publishing Service.
Lyon, G.R. (1995). Toward a Definition of Dyslexia. Annals of Dyslexia, 45, 3-27.
Lyon, G.R., Shaywitz, S.E., & Shaywitz, B.A. (2003). Defining dyslexia, comorbidity,
teachers’ knowledge of language and reading. Annals of Dyslexia, 53, 1-14.
Moats, Louisa C. Basic Facts about Dyslexia Part II: What Every Professional Ought to
Know. The Orton Emeritus Series. Baltimore: International Dyslexia Association.
Moats, L. (1999) Teaching Reading Is Rocket Science: “Early Interventions for Children
with Reading Problems.” (Item No. 39-0372). Washington, DC: American Federation of
Teachers.
http://www.interdys.org/
http://www.interdys.org/
Mississippi Department of Education – 2010
44
Moats, L. (2004) “Treating Dyslexia and Other Reading Disabilities” Alabama State
Department of Education Dyslexia Conference.
National Institute of Child Health and Human Development. (2000). Report of the
National Reading Panel. Teaching children to read: An evidence-based assessment of
the scientific research literature on reading and its implications for reading instruction
(NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
Pisha, B. Center for Applied Technology (CAST)
http://www.cast.org/publications/bycast
Shaywitz, S.E. (1996). “Dyslexia.” Scientific American, 275(5), 98-104.
Shaywitz, S. E. (1998). Dyslexia. New England Journal of Medicine, 338(5), 307-311.
Shaywitz, S.E. (2003), Overcoming Dyslexia: A New and Complete Science-Based
Program for Reading Problems at Any Level, 145-146. New York: Alfred A Knopf.
Shaywitz, Sally (2005). Overcoming Reading Problems: An Interview. Scholastic
Parent and Child (February/March).
http://content.scholastic.com/browse/article.jsp?id=1493
Torgesen, Joseph K. (1995). Phonological Awareness: A critical factor in dyslexia.
Orton Emeritus Series, Baltimore, MD: Orton Dyslexia Society.
Vail, P. (1989). Smart Kids with School Problems: Things to Know and Ways to Help.
New American Library: New York.
Vaughn, S. and Linan-Thompson, S. (2004) Research-Based Methods of Reading
Instruction: Grades K–3. Association for Supervision and Curriculum Development,
Alexandria, VA.
http://content.scholastic.com/browse/article.jsp?id=1493
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