*Yamilet

A Case Study (*name has been changed)

Who she is?

Currently a fifth grader, she can be described as a quiet, sweet, caring, intelligent, and thoughtful young lady. She enjoys math and science. Her favorite color is purple, and she loves spending time with her family and friends. She is currently a member of the kids Rotary Club, which gives her opportunities to participate in a variety of activities. Her strengths include reading and science. Math does not come as natural to her, but she loves the challenge. Her favorite pastime is helping Pre-K students with their letters, numbers, colors, and shapes.

ELL and Low-Socioeconomic background

Qualification

-qualified in 3rd grade based on district assessments

-was tested using logramos (a Spanish achievement test) and CogAt

-she performed better on loggramos

-Received 3 out of 9 superior indicators

-entered GT on provisional status

-her success in GT will determine her continued enrollment in the program

What Others Say

Teachers:

  • She is very sweet and hardworking
  • Never any discipline problems
  • She doesn't talk much
  • She seems happy
  • Quiet
  • Wants to please
  • Smart
  • Helpful
  • Caring
  • Trustworthy


Family:

  • Smart
  • Hard-worker
  • Enjoys helping others
  • Loves school
  • Enjoys her alone time
  • Never any problems with her at home

“I’m not challenged enough in most of my classes”

“I get bored because I do the same work as everyone else”

"Some teachers forget we need to talk"

Frustrations

She loves school and learning; however, she is frustrated with some teachers. Most of the work is not challenging and boredom ensues. She enjoys science because she is given projects to work on and she gets to create different things. She loves GT because she is pushed and challenged. She would like to have more classes that are GT focused. She wants to be challenged!

Pressure is placed on CLED students by peers to conform to cultural group traditions (Hébert, 2011). CLED students may experience abusive remarks and isolation from their cultural group. Yamilet does not feel this pressure and is in fact very proud of her heritage. She is in a school were 98% of the students are Hispanic. The schools population and age group could point to an explanation as to why she currently feels no pressure from her culture group.

“The GT boys are smarter than me”

Gifted girls often doubt their abilities and view themselves as less adept than boys (Reis, 2002). Yamilet is no exception to this finding. She believes that she barely qualified for GT and that hard work is the contributing factor to her success. In her eyes the GT boys are truly gifted and she just got lucky.

Goals and Aspirations

Relationships

School: It was found that exceptionally gifted students played alone and were not very friendly (Hebert, 2011). It is hard for exceptionally gifted students to find like-minded peers, which in turn hinders friendship building. She is not classified as exceptionally gifted and is able to easily form friendships. Yamilet has a best friend who is also GT and is in all her classes. She mentioned it being easy talking to her friend, but she does enjoy other kids even though they are not GT. She is able to get along very well with others and other students really like her.


Home: “11 people live in my 3 bedroom home, and it is hard to find quiet time”


She has a very strong support system; however, it is her sisters that help her with school related issues. She lives with her mother and sisters. Her father lives close by and she sees him regularly. She wants to do well in school to make her family proud and help her mom. Her sisters want her to set her goals higher and see her as a future doctor.

Conceptual Model

Renzulli’s Three-Ring Conception of Giftedness, which includes three traits: above average ability, creativity, and task commitment. Looking through the lens of the model she exhibits above average ability and task commitment. She has lacked the opportunity or liberty to strengthen her creativity muscles. She has had many teachers that want her to color outside the lines. She learns very quickly and performs at an above grade level ability. I can recall when she was asked to build a Rube Goldberg Machine; she was committed to completing the task. She used her recess and stayed after school to finish her machine.

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Interventions

-increase creativity strategies in all content areas

-incorporate projects based on curriculum

-give research projects with strategic check-ins

-provide a mentor as she gets older, which can include an older student or teacher

-allow her to work at her own pace

-provide challenge in the assignments, not more work

-allow able opportunity to partake in discourse

-allow her to find a quiet space to work