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Hope: A Case Study 1

Hope: A Case Study


by
Mollie Bounds
Samford University

Hope: A Case Study 2


Description of Student
Hope Willow is a lively eight year old female enrolled in third grade at Prism
Elementary School in Huntsville, AL. She was born on February 28, 2006 in
Cambridgeshire, England to Mary and Jon Willow. They moved back to the states when
Hope was six years old. Hope lives with her mother, father, and two brothers Jim (age 9)
and Rob (Age 15). Hope is gifted identified and attends a gifted class one time a week
for one and a half hours. Hope voiced that she wished she could spend every day in
the gifted room.
In the first meeting with Hopes mother she stated that it didnt matter if her kids
were smart, she just wanted them to be happy, successful, and well-rounded. She
voiced some concerns about Hope being stubborn and her tendency to defy authority,
particularly during times in which she doesnt want to stop doing what she is currently
doing or doesnt quite understand the concept quickly enough. She also shared Hopes
strengths of being able to understand complex ideas such as systems and that she
shows an intense curiosity about everything and enjoys learning about it. Her mother
also shared her ability to create and that Hope prefers to play with her creations rather
than store bought items. During this process of creationif something were to go
wrong her mom states that her frustration is close to the surface and bubbles over
easily and she can shut down. Also, right on the surface is Hopes ability to share, love,
and be kind. She is a very intuitive young lady that loves a hug and to share a lively
conversation about any topic. She is always the first to notice any change in the room or
on a person.

Hope: A Case Study 3


Hope shows a great propensity for analytical and convergent thinking yet her
preferences lie in divergent and creative thinking products and processes. Her favorite
pastime activities are reading, paper creations, gymnastics, and playing outside. Her
love of the fantastical such as magic, unicorns, and princesses is shown through the
books that she selects and the artwork she creates. This is also evident on her DAP IQ
when she gave less attention to herself and more to the flying unicorn, trees, and
rainbow in the background. She tends to choose books that are read with ease but
have the topics she enjoys. One activity in class shows her ability to think convergently
and divergently at the same time. Her task was to draw something that was furry, big,
with pointy ears, round nose, spooky eyes, and a skinny tail. She drew a siren and then
began to explain how she didnt break the rules because hair is like fur, she is big
compared to fish, and her tail was skinny and long at one point. She continued to
explain that sirens are scary because of their ability to sing and cause a sailor to be
hypnotized. She figured out how to conform the rules to her idea.
In the classroom her teachers agree that Hopes blaring strength is creativity and
that is how she stands out but one teacher commented that she has no doubt she could
ace every reading test for the entire year right now. They do comment that her
organizational skills are lacking and can be found many days surrounded by the
contents of her desk nowhere near ready to switch subjects. When asked to clean it up
she is very respectful and responds immediately. They also have commented about
Hopes inquisitiveness. They spoke about her being keenly interested in any subject
they are talking about and that she contributes to these conversations with questions
and prior knowledge to add. The only aspect that isnt as strong is leadership. Hope

Hope: A Case Study 4


isnt necessarily interested in leading other students or being in charge. She prefers to
work by herself. This is definitely reflected in how high she was rated in her
intrapersonal intelligence and verbal intelligence. She likes to work on products alone,
but loves to talk about anything!

Hope: A Case Study 5


Summary of Test Data
A. Naglieri Nonverbal Ability Test (NNAT)
Total Raw Score

43

Nonverbal Ability Index

132

Percentile Rank

99%

Stanine

B. Slosson Intelligence Test (SIT-R3)


Raw Score

109

Total Standard Score

151

Mean Age Equivalent

13.3

Percentile Rank

99+

C. Draw-a-Person Intellectual Ability Test (DAP IQ)


Raw Score

27

IQ

114

Percentile Rank

82

Note that her background was detailed with a flying unicorn, a rainbow, and some trees.

D. Self-Esteem Inventory
General Self

15/26

Medium Esteem

Social Self

8/8

High Esteem

Home/Parents

6/8

Medium Esteem

School/Academic

7/8

High Esteem

TOTAL

36/50

Above Average Esteem

SEI

72

Above Average Esteem

Lie Scale

0/8

Very Honest

Hope: A Case Study 6

E. How Do You Really Feel About Yourself? (Inventory)


Risk Taking

16/26

Curious

10/24

Complex

10/26

Imaginative

10/24

Raw Score

46/100

F. Multiple Intelligences Inventory


Intelligence Area

Score

Intrapersonal

23

Logical/Mathematical

21

Verbal/Linguistic

16

Interpersonal

15

Musical

14

Naturalistic

14

Visual/Spatial

12

Body/Kinesthetic

Hope: A Case Study 7


G. My WayAn Expression Style Inventory
Products

Raw Score

Artistic

25

Dramatization

19

Computer

17

Manipulative

15

Audio/Visual

12

Oral

10

Written

Commercial

Service

Musical

H. The Learning Style Inventory


Instruction Through Technology

30-32

Projects

28-30

Independent Study

24-26

Simulations

22-24

Drill and Recitation

17-19

Direct Instruction

12-15

Peer Teaching

05-06

I. Group Inventory for Finding Creative Talent (GIFT)


Yes

18

No

18

Hope: A Case Study 8


J. My Turn: An Interest Survey
Top 5 Topics

Fashion Design
Light

Maps/Map Making
Tessellations/Symmetry
Comic Strips

Club Choices

Creative Furniture Design


Modern Jewelery Design

The Scientists Research


Save the Dolphins

Book Topic

Fine Arts

Time Machine

Visit family in the past

Lights You Up

Animals
Art
Experiments

Legends/Myths
Kites/Hot Air Balloons/Gliders
Magic

K. Traits, Aptitude, and Behavior (TABs)


Teacher 1

Teacher 2

Comments from Teachers

Motivation

Interests

Communication

Problem-Solving

Humor

Inquiry

Leadership

Reasoning

Imagination/Creativity

5 When Hope is interested in a book she is reading


she will continue reading even after being asked
4
several times to put it up. She will say, Just one
4 more minute. She is very artistic and will draw on
her spelling tests.
5
Hope likes to talk and if she is particularly interested
3 in a subject will interrupt to add what she knows
about a topic.
4
She is very inquisitive. Everything interests her.
4

Insight

43

42

TOTALS

4 Hope is self-motivated. She loves learning and


always shares topics she is learning about as well
5 as new things she has discovered.

Daily, Hope shares imaginative ideas about


numerous topics. She is very creative and finds
everything interesting.
Out of 50

Hope: A Case Study 9


L. Gifted and Talented Evaluation Scales (GATES)
Raw Score

Standard Score

Percentile Rank

Intellectual Ability

77

103

58

Creativity

65

90

25

Artistic Talent

48

81

10

Academic Skills

57

78

Leadership

40

73

M. Otis Lennon School Ability Test (OLSAT)


Verbal

142

Nonverbal

143

TOTAL

147

N. Current 3rd Grade Transcript


Subject

Grade

Math

97

Reading

95

Language Arts

93

Science

Participation Grade

History/Community

Participation Grade

Hope: A Case Study 10


STUDENT PRODUCT ASSESSMENT FORM*
Name: Hope Willow
School: Prism Elementary School
Teacher: NA

Date: 10/15/2014
Grade: 3

Brief Description of the Product:


Hope was asked to represent herself through a tree after reading The First Forest and having a discussion about
being our best selves but not overshadowing others. She brainstormed as many aspects of herself that she could and
then took those characteristics to the drawing. The tree was to reflect them without using words or titles.

Number of Weeks Student Worked on the Product: 5 in 20 min. sessions.


Considering the product as a whole, provide a general rating for each of the following
factors in the space provided to the right of the item. SCALE 5= Outstanding; 4= Above
Average; 3=Average; 2= Below Average; 1= Poor
A. Originality of the idea:

B. Reflects advance familiarity (for age) with the


subject matter:

C. Reflects a level of quality beyond what is


normally expected of a student of this age and
grade:

D. Reflects care, attention to detail, and overall


pride on the part of the student:

E. Reflects a commitment of time, effort, and


energy:

F. Reflects an original contribution for a youngster


of this age/grade level:

Comments:
Hopes tree was shaped as a snowflake and had a trunk made of gems to reflect her favorite season and how much
she loves snowflakes. She talked in depth about snowflakes and how no two are alike. She took great care in
getting her snowflake to be symmetrical and scientifically accurate. The sky was split between day and night to show
her love of stargazing and the outdoors. She has the sun shining through some ice to create a prism of light as well.
When it came to coloring the idea she easily became frustrated with the details that she created and wanted help to
finish coloring in the smaller parts. Hope seemed content that the manifestation of the idea wasnt as important as the
idea itself. She would get frustrated with the boring parts of just coloring everything in. Hope wanted to learn how to
use a compass to make a rainbow but had some difficulty using the tool and asked for help on that as well.

*excerpted from Student Product Assessment form by Joseph S. Renzulli and Sally M. Reis,
Schoolwide Enrichment Model (1985)
(1159/02-04-91)

Hope: A Case Study 11


Analysis of Test Data
Academics
Hope is making straight As in all her regular education classrooms. As mentioned
before, her teacher said that she could ace every reading test right now. What is
interesting is that Hope doesnt appear to be bored. Her teachers report that she stays
very actively engaged in all content conversations and always adds a depth to them.
This seems a little out of sync to the GATES which was filled out by her teacher from
last year that reports her as having high intellectual ability but doesnt necessarily
perform at that level with her academics. Hopes 2nd grade teacher scored her higher in
creativity and artistic talent on the GATES, which are evident in her areas of interests as
seen in the My WayAn Expression Style Inventory where artistic and dramatization
are her preferred expression styles. Hope seems to excel in areas in which her
interests lie and still maintains an above average score in areas of lesser interest.
According to Griggs, S., & Dunn R. (1984) gifted students tend to be independent, self
motivated learners more than teacher-motivated. Runzulli echoes this research with the
fact that they tend to prefer independent studies as well (Renzulli, J.S., & Reis, S.M.
(1985). As evidenced in the Learning Style Survey Hope prefers to learn through
technology, projects, and independent study which proves to be a classic indicator of
giftedness and prefers to express her learning with dramatizations and art. If this were
implemented, you may see Hopes academics rise to her ability and aptitude.
Ability/Aptitude
As evidenced in Hopes aptitude tests she falls in the high end of the gifted range
and possibly borders highly gifted in some areas. Hope shows strength in verbal and

Hope: A Case Study 12


nonverbal aptitude. The OLSAT shows this with her scores of 142 verbal and 143
nonverbal. When tested separately her NNAT score (nonverbal IQ) was 132 and her
Slosson score (verbal IQ) was a 151. According to Rimm, S.B., Gilman, B., &
Silverman, L. (2008), presently used IQ tests do not differentiate well beyond 145-150
and Hopes scores skirt these numbers. Both the above scores put her at the 99+
percentile. These both coincide with the results of her Multiple Intelligences Inventory.
Where interpersonal was her highest score it was followed by logical/mathematical and
verbal/linguisticboth of which validate the high aptitude scores she received in verbal
and nonverbal reasoning. Also used to test her aptitude was the Draw-a-Person IQ test.
Hope scored a 114 (82nd percentile). She was more interested in detailing the
background than focusing on the self-portrait. Her background included trees, flying
unicorns, and rainbows. This indicates that the Torrence Test for Creative Ability may be
good choice to test Hopes creativity.
Creativity
Modern research on creativity, intelligence, and achievement showed that
although students with high IQs obtained good grades both at school and university,
they were consistently outstripped by those with not only a high IQ but also high
creativity (Cropley, A.J. & Urban, K.K. (2000)). Creativity is one area that Hopes
parents and teachers agree that is her area of strength and interest as shown on her
GATES and TABs. What is interesting is that Hopes aptitude is stronger when it comes
to intellect, verbal, and nonverbal reasoning. In the gifted class, during their convergent
thinking unit, Hope has showed a great ability to organize her thoughts and find
answers using a logic grid, a KenKen puzzle, and analogies. She has an uncanny ability

Hope: A Case Study 13


to vocalize her thinking with problem solving. One day, she opened a purple Crayola
marker for the first time and saw that the tip was white. We then just started talking
about why it was white. Through her own questioning and problem solving strategies
we figured out how to pull the sponge tip off to analyze the inside. Once she saw that
she immediately deduced the the tip was not touching the ink inside and it needed
something to connect it. While we were thinking about this she just put the top back on
and jammed it down on the table. She said it would take a while for the ink to show up
because it needed to soak. We left it there for about five minutes and the marker tip
was then purple. This is just an example of how her intellect and natural curiosity leads
to her ability to be a creative problem solver. Because her interests lie in creativityit is
what she has put her effort into, therefore excelling at it. Her teachers refer to her
creativity in how she solves problems and creates stories. Her parents also spoke
about her ability to create with found objects, particularly paper, to create dolls and
scenes which she prefers to play with, instead of store bought items. Hope does show
frustration when the vision in her head does not come out on the paper or into the real
world as she saw it or come fast enough. Her visual/spatial ability is slightly
asynchronous to her ability to envision the product.
Social-Emotional/Affective Traits
According to Davis, G.A. (1999) GT students tend to have high energy and
motivation which can translate to impulsive, persistent, persevering, excitable, etcthey
also believe another noteworthy trait is risk-taking, but not all GT students are risk
takers even though it is a needed component to creativity. In the survey How Do You
Really Feel About Yourself, Hope isnt the greatest risk taker but she also isnt fearful.

Hope: A Case Study 14


This is evident with her Me Tree in that she didnt feel the need to look at others
representations and was not afraid to do something a little different. While Hope is
willing to take moderate risks, if they dont pay off she becomes easily frustrated. As her
mother states, Her frustration is close to the surface and can boil over suddenly. It can
get scary-emotional. This will be Hopes biggest learning curve as she learns to bridge
the gap between what she is capable of thinking and understanding to application.
Hope also prefers to work alone, as many gifted kids do. She becomes
frustrated when another student doesnt quite come to the same conclusion as she does
or doesnt understand something that is clear to her. She is good at explaining it but
can become impatient quickly. She ranked very high in the intrapersonal category on
the Multiple Intelligences Survey, which coincides with her classroom behavior.
Behavior Characteristics
Hope is a very honest, straight forward, and inquisitive child. She displays all of
the characteristics indicative of a gifted child such as listed on the TABs survey. The
lowest ranking category was leadership, which Hope has little interest in doing. This
coincides with the fact that she is more interpersonal and doesnt adjust well to others
speed in learning or clashing of ideas. She is fairly confident in herself but not so much
so that she brags or becomes offensive. She is extremely observant and as her mother
states, She notices changes in a person or room that other people dont even register.
Combined with a natural curiosity and an urge to learn, the precocious child can
be forever asking questions, wanting to know, and wanting to know Why? Their beartrap logic may not accept an abrupt Because! or any other incomplete or illegal
response (Davis, G.A., Rimm, S.B., & Siegle, D. (2011). This is a very accurate

Hope: A Case Study 15


description of Hope. Along with her developmentally advanced language and thought
feeds need to converse with adults and shut out other kids. Although she can do this
during intellectual conversations, I have seen Hope converse on an age appropriate
level with other students her age in the gifted room.
Performance Indicators
Several items were taken into consideration for Hope as performance indicators:
a creativity indicator (Me Tree), a work sample (Logic Puzzle), and a 2nd Grade Child
Find Figural Analogy. In an attempt to get a well rounded snap-shot of Hope,each
indicator represents a strength: creativity, logical thinking and problem solving, and
seeing relationships among things. Hope scored a 5 on her Me Tree. See the Student
Product Assessment Form on pg. 10 for a more detailed analysis. She scored a 4 on
her logic puzzle planner because she was able to craft a clue that gave an elimination
x in three of the matrices and also included dummy clues to throw the reader/solver
off. Lastly, on her 2nd grade figural analogy she received a score of a 4 because she
only missed one, which put her in the top 5% of her class.
Summary
Based on the states eligibility matrix Hope Willow qualifies for the gifted program
in Alabama, scoring an 18 out of 20 possible points. At her current school
differentiation, cluster grouping, and a gifted pull-out program are provided for gifted
students. Davis, G.A., Rimm, S.B., & Siegle, D. (2011) state that appropriate curriculum
activities for gifted students cut across these area: cognitive (e.g.,their precocity),
affective (e.g., their motivational intensity), and social (e.g., their need for intellectual
peers). It is recommended that she receive opportunities to compact out of units that

Hope: A Case Study 16


she may have mastered, receive differentiated lessons that provide her with more
challenging and in depth curricula with intellectual peers, have access to learning
centers that give her chances to explore answers to questions she may have in an
independent study format, and to attend gifted pull out classes with intellectual peers in
order to reach the three areas mentioned above. Because the motivation, urge to learn,
curiosity, advanced comprehension, and logical abilities lead to surprisingly advanced
accomplishments (Davis, G.A., Rimm, S.B., & Siegle, D. (2011) it is imperative that we
foster these attributes in Hope.

Hope: A Case Study 17


Madison City Schools

Rainbow Elementary School

Page 1 Of 1

GIFTED ELIGIBILITY/SCREENING DETERMINATION FORM


Hope Willow
Name: Chelsea McFarland

xxx
DOB: 10/06/2005

SSID#:

xxx
1970915664

Grade: 03

Section I Automatic Eligibility

Aptitude Tests Administered

A student is automatically eligible if the total/composite score on an aptitude test


(required to be administered by a psychometrist) is 130+, or the national percentile
score of the Torrance Test of Creative Thinking is at or above the 97th national
percentile.
Test Administered

Score

Section II Matrix Eligibility

OLSAT
Instrument

CHARACTERISTICS
Any subscale score may
be used

TABs

Points Earned =
Rounded Points
15
=
14
=
13
=
12
=
11
=
10
=
09
=
08
=
07
=

10
09
09
08
07
07
06
05
05

OLSAT

E
Yes

S1
142

Subscale

SCORE

POINTS
EARNED

S2

S3

S4

S5

S6

S7

S8

143

147

Slosson

151

NNAT-2

132

APTITUDE

Individual Test or
OLSAT/NNAT

129+-127

126-124

123-121

120-118

117-115

<115

43

K-BIT, Slosson

145+

144-141

140-137

136-133

132-129

<129

Torrance Test

96-5%ile

94-2%ile

91-0%ile

89-7%ile

86-5%ile

<85%ile

Hawthorne (GES)

15+

14

13

12

11

<11

GATES

121+

120-111

110-90

89-80

79-70

<70

96-94

93-91

90-88

87-85

< 85

National

%ile

Scores

POINTS
5

ROUNDED
POINTS:*

(W) WORK SAMPLES

Second
GradeTransformation
Figural Analogy
Second Grade

If behavior rating scale scores are


used choose any scores except
Intellectual and Academic Aptitude.

POINTS
EARNED:*

TOTAL
POINTS
EARNED

13

18

Referral Source:

CHARACTERISTICS

Renzulli
TABs

Referral Date:

ACHIEVEMENT

Total Reading, Math,


Science, Language,
Social Studies, or
Total Battery.

99-97

Date of Eligibility Meeting:


(Do not use this box for Screening. Return to Referral Form to sign and date.)

YES

NO

(For systems that screen only)

ELIGIBILITY DECISION

Signatures of Team Members


(Three signatures required)

YES

Position

NO

(Student is eligible with a total of 17 points OR by meeting Automatic Eligibility criteria. A


student may not be determined ineligible with an aptitude assessment that is considered
a screener )

AL0031005 11/16/2014

S10

147

(C) CREATIVITY

SCREENING DECISION

S9

TABs Total

INDICATORS

PERFORMANCE
*Point Conversion Chart:

TESTS USED

Points Chart
TEST/SUBSCALE/
ITEM

APTITUDE

Race: W

09/01/2009

STI

Hope: A Case Study 18


Madison City Schools

Rainbow Elementary School

Page 1 Of 1

GIFTED EDUCATION PLAN


NAME

Faith Williams

IMPLEMENTATION GRADES

GRADE 03

FROM:

SCHOOL Rainbow Elementary School

TO:

Transportation

Are transportation services needed for this student to receive gifted services?

Placement Options for Gifted Services

No

Yes

(check any that apply)

general education classroom

resource room pull out program

(see curricular options)

(see program description)

cluster grouping in the general education classroom

content area class taught by gifted


specialist (see program description)

(see curricular options)

advanced class(es) taught by general education teacher(s)


(see curricular options)

Number of hours of service provided


outside the general education
classroom

Number of advanced classes taught by general education teacher(s)


Curricular Options For General Education Classroom If ApplicableIf items are checked, attach Accommodations Page with General Education teacher's signature each year.

subject acceleration

advanced regular curriculum

compacting

independent study

other:

contract

center activities (higher order thinking skills)

Program Description For Gifted Classroom If Applicable


(For example: Units or topics of study including essential understandings and guiding questions when applicable.)
The following units will be covered during Hope's 3rd grade year in the gifted classroom and a new GEP will be written as she enters into 4th
grade. Hope will be pulled once a week from her regular education classroom for one and a half hours. The following units will be covered in
the gifted education classroom:
Convergent Thinking (deductive and analytical):
-What is deductive thinking?
-What is analytical thinking?
-How does deductive and analytical thinking help me solve problems?
-How does deductive and analytical thinking help me make sense of a problem?
-How will this type of thinking help me with the future I want to have?
During this unit Hope will learn how to use convergent thinking to solve elimination logic grids, write a logic puzzle and creating her own double
elimination logic grid using Microsoft Word, solve figural analogies, sort items and ideas by attributes, etc...Along with these skills Hope will
learn strategies that come with convergent thinking such as patience, perseverance, organization, and problem solving.
Divergent Thinking (creative)
-What is divergent thinking?
-What is creativity?
-Why do we need creativity?
-How can I learn to be more creative?
-How will creativity help me with the future I want to have?

During this unit Hope will learn how to use divergent (creative thinking) to create new ideas and improve existing ideas. She will
learn
brainstorming
rules,
SCAMPER, Skedoodles, and the importance of: fluency, flexibility, originality, and elaboration of thought.
GEP
Committee
Members
Signatures of those in attendance at this meeting held on

11/16/2014

Date

Visual Thinking (a mixture of deductive, creative, and visual problem solving)


-What
is visual thinking?
TEACHER
STUDENT
-Why do we need to think visually?
-HowPARENT
will thinking and problem solving visually help me with the future OTHER
I want to have?

During this unit Hope will learn the steps needed to plan, implement, and solve a problem visuallyDuring this unit Hope will learn the
steps needed to plan, implement, and solve a problem visually.
During this unit Hope will learn the steps needed to plan, implement, and solve a problem visually.
AL0033003 11/16/2014

09/01/2009

STI

Hope: A Case Study 19


Evaluative Thinking (judgement)
-What is evaluative thinking?
-How can I structure evaluative thinking?
-Why do we need to think evaluatively?
-How will thinking evaluatively help me with the future I want to have?
During this unit Hope will learn how to use a problem solving matrix to solve problems around the school, home, and with the
environment. Hope will learn how to determine criteria, organize solutions, and evaluate the best solution.
All throughout the year Hope will also take part in some affective activities from, "The Gifted Kid Survival Guide."

Hope: A Case Study 20


References
Carpenter, B.O., Christensen, J.R., & Gilliam, J.E. (1996). Gifted and Talented
Evaluation Scales (GATES). Austin, TX: Pro-Ed.
Coopersmith, S. (1968). Self-Esteem Inventory (SEI).
Cropley, A.J., & Urban, K.K. (2000). Programs and strategies for nurturing creativity. In
K.A. Heller, F.J. Mnks, R.J. Sternberg, & R.F. Subotinik (Eds.), International handbook
of giftedness and talent (2nd ed.) New York: Elsevier.
Davis, G.A., (1999). Barriers to creativity and creative attitudes. In M.A. Runco and
S.R. Pritzker (Eds), Encyclopedia of creativity (Vol. 1, pp. 165-174). New York:
Academic Press.
Davis, G.A., Rimm, S.B., & Siegle, D. (2011). Education of the Gifted and Talented.
Upper Saddle River, New Jersey: Pearson.
Frasier, M.M. Traits, Aptitudes, Behaviors (TABs) Observation Form. The University of
Georgia.
Griggs, S., & Dunn, R. (1984). Selected case studies of the learning style preferences
of gifted students. Gifted Child Quarterly, 24, 115-129.
Hickman, J. A., & Reynolds, C.R. (2004) Draw-a-Person Intellectual Ability Test for
Children, Adolescents, and Adults (DAP:IQ). Austin, TX: Pro-Ed.
Kettle, K.E., Renzulli, J.S., Rizza, M.G. My WayAn Expression Styes Inventory.
University of Connecticut.
Multiple Intelligences Checklist
Naglieri, J.A. (1986). Naglieri Nonverbal Ability Test (NNAT). Harcourt, Inc.
Otis-Lennon School Ability Test, Eighth Edition (OLSAT). Harcourt, Inc.
Parent Permission Form
Parent Questionnaire
Renzulli, J.S. (1997). Interest-A-Lyzer. University of Connecticut.
Renzulli, J.S., & Reis, S.M. (1985). The school-wide enrichment model: A
comprehensive plan for educational excellence. Mansfield Center, CT: Creative
Learning Press.

Hope: A Case Study 21

Renzulli, J.S., Smith, L.H., Rizza M.G. (1978). Learning Styles Inventory. Mansfield
Center, CT: Creative Learning Press.
Rimm, S.B. (1976). Group Inventory for Finding Creative Talent (GIFT). Watertown WI;
Educational Assessment Service, Inc.
Rimm, S.B., Gilman, B., & Silverman.L. (2008). Non-traditional testing. In J. VanTasselBaska (Ed.), Critical issues in equity and excellence in gifted education series:
Alternative assessments with gifted and talented students (pp. 175-202). Waco, TX:
Prufrock Press.
Slosson, R.L. (2002). Slosson Intelligence Test (SIT-R3). Est Aurora, NY: Slosson
Educational Publications.
Student Product Assessment Form
Williams, F.E. How do you really feel about yourself? Inventory. Educational
Technology Publications, Inc.

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