2021-22 Survey for GT Screening: Things This Child Has Done
If you are A PARENT, do not fill out this form. If you are a teacher from another district, feel free to verify access with Kristine Milburn, EdD (milburnk@wdmcs.org), GT Coordinator/Lead.

SHORT DIRECTIONS:  Feel free to provide examples for only 3 or 4 of the most significant characteristics.

EXTENDED DIRECTIONS: The following is a list of characteristics of gifted children. The examples after each item are there to help you understand that item. A child may not show all the examples given, and s/he may exhibit the item characteristic in ways not listed. Carefully read each of the descriptions. Each item is followed by a series of examples. Use these examples to help understand the description in the item. Decide how much you agree that the child matches the description. If you feel the child matches the description, provide a personal example about a time the child demonstrated the description. Recall specific incidents or examples about the child. You need not provide an example for every statement. Feel free to provide examples for only 3 or 4 of the most significant characteristics. If you would like to provide more stories or examples to tell us more about the child, please send to wdmelp@gmail.com. (Adapted from Sayler, 1994) Before submitting, please indicate the strategies you've implemented in the Universal and Supplemental tiers of service.
Sign in to Google to save your progress. Learn more
Email *
What is this child's last name? *
What is this child's first name? *
What is your full name? *
What is your school?
What is your current position? *
K, 1st, 2nd, 3rd, 4th, 5th, 6th, 7th, 8th
Required
Has quick recall of information. (For example, good short and long term memory; quick to provide facts, details, or stories related to complex events; learns quickly and recalls accurately words to songs, poems, stories, or conversations; points out connections between ideas and events.) Provide a specific example.
Shows intense curiosity and deeper knowledge than other children. (For example, asks questions incessantly once imagination has been aroused; pays close attention when learning; has an enthusiastic need to know and explore; remembers things in great detail.) Provide a specific example.
Is empathetic, feels more deeply than do other children that age. (For example, exhibits maturity usually associated with older children; shows unusual hurt or pain when s/he displeases someone; displays pride in advanced accomplishments; is sensitive to others' feelings and shows distress at other children's or adult's distress; will subjugate their needs to the needs of others; reads body language.) Provide a specific example.
May not always display their advanced understanding in everyday situations. (For example, becomes cranky or non-compliant when fatigued or stressed; playground behavior may not reflect their verbal reasoning about the same situations; may be frustrated with their ability to meet their own high expectations.) Provide a specific example.
Uses advanced vocabulary. (For example, correctly uses vocabulary and phrasings adults would expect from older children; surprises adults and children with the big words and phrases they use; likes complex communication and conversations.) Provide a specific example.
Reads, writes, or uses numbers in advanced ways. (For example, reads earlier than most children or if learns to read at the same time as most children does so very quickly; likes to read rapidly to get the gist of a story even though some words are skipped or mispronounced; interest in copying or using letters, words, or numbers; uses computational skills earlier than others.) Provide a specific example.
Advanced play interests and behaviors. (For example, exhibits play interests that resemble those of older children; likes to play board games designed for older children, teens, or adults; more apt to be interested in cooperative play, complex play situations, or sophisticated play activities.) Provide a specific example.
Shows unusually intense interest and enjoyment when learning about new things. (For example, spends long periods of time exploring interesting new things; listens for long periods of time to stories and conversations; retells events and stories in great detail; entertains self for long periods of time; shows unwavering attention sometimes to the point of stubbornness; sits patiently when reading or listening to books.) Provide a specific example.
Has an advanced sense of humor or sees incongruities as funny. (For example, is humorous in speech, social interactions, art, or story telling; makes jokes, puns, plays on words; sees humor in situations even one against him/her, and laughs at the situation.) Provide a specific example.
Understands things well enough to teach others. (For example, likes to play school with other children, dolls, or stuffed animals; talks like an "expert," or likes to discuss certain topics a lot; explains ideas to adults when s/he doesn't think the adult understands very well.) Provide a specific example.
Is comfortable around older children and adults. (For example, craves attention from adults; likes to be with older children and adults; listens to or joins in adult conversations; often plays with and is accepted by older children.) Provide a specific example.
Shows leadership abilities. (For example, has a verbal understanding of social situations; sought out by other children for play ideas; adapts his/her own words and expectations to needs or skill level of playmates; may be seen as bossy; uses verbal skills to deal with conflicts or to influence other children.) Provide a specific example.
Is resourceful and improvises well. (For example, makes ingenious or functional things from LEGOs or other building toys; uses toys in unique or nontraditional ways; plays with or carries on conversations with imaginary friends; makes up believable endings to stories.) Provide a specific example.
Shows logical and metacognitive skills in managing own learning. (For example, understands game rules quickly; learns from mistakes in playing games; sees errors or losses as learning experiences rather than failures; monitors difficulty of task to push self to more challenging levels.) Provide a specific example.
Uses imaginative methods to accomplish tasks. (For example, presents unique arguments in order to convince others to allow him/her to do or get things; finds imaginative ways to get out of doing things they don't want to do; curious with a high energy level that is goal directed.) Provide a specific example.
Use the box below to tell us anything you think is important about this child that we have not asked about. Please feel free to add any information you think might be useful in giving us a clearer picture of what the child is like. Be as specific as possible in describing the child's interests and accomplishments. If you can share some copies of this child's creative work, we would be delighted to have them.
Please send any additional information and/or examples to wdmelp@gmail.com OR submit to your building ELP teacher.
To meet the needs of this student, I've collaborated with one or more colleagues: PLC, Core Content Specialists (GT, ESOL, SpEd, Reading), Art/Music/World Language, etc. Specialists, Teacher Leaders, Counselors, Administrators *
Required
To meet the needs of this student, I've implemented the following Universal Tier Strategies. (check all that apply)
Provide anecdotal evidence of what universal strategies have/have not been effective.
To meet the needs of this student, I've implemented the following Supplemental Tier Strategies. (check all that apply)
Provide anecdotal evidence of what supplemental strategies have/have not been effective.
I've exhausted applicable Universal and Supplemental Tier strategies. I believe this student may need more Intensive supports. Please explain. *
Submit
Clear form
Never submit passwords through Google Forms.
This form was created inside of West Des Moines Community Schools. Report Abuse
Google Forms