The Case for Clifford: A Unique Student with
Gifted Characteristics
Kimberlee Fulbright
Franklin County High School
November 15, 2022
1
Choosing Clifford:
Highly opinionated, insightful, quirky, and imaginative are a few words that describe Clifford
and why he was the perfect candidate for this case study. This is my first time teaching Clifford, so I
have had to get to know him during his first semester of his senior year. Even with such a short
amount of time, he stood out in my Advanced Composition class. Although our Advanced
Composition courses are a mix of abilities, I do not teach any gifted students. With this, I was
searching for a student that may have been overlooked based on the qualities and characteristics of
gifted learners. After some digging, I found that Clifford exhibited many gifted abilities and was placed
in accelerated math and honors classes beginning in middle school; however, he was never referred
for testing. This made me want to focus on Clifford and investigate the reasoning behind why he was
not tested for giftedness.
During my time with Clifford, I have discovered that his ability to think more sagaciously sets
him apart from his classmates. I know peers can tend to view him as “odd” or even have a hard time
connecting with Clifford because his thinking is intricate - so advanced that other students cannot
relate. Thankfully, he is witty and can use that outlet to connect with others his own age. He has few
relationships, but those relationships are strong. He is drawn to people who share his interests of
gaming, boxing, and those who tend to be a bit quirky themselves. It is important to Clifford that he
can have intellectual conversations with others - this is something that he values.
When it comes to comparing Clifford to other students in academics and behaviors, he is not a
student that stands out as a model “gifted student” that most teachers think about. This may be why
he was never tested for giftedness - this, possibly because the teachers were not trained in identifying
the talents and characteristics of gifted learners, and because he is unmotivated. He can be in his
own world a lot of times and does not just offer out information. During discussions, he can tend to
seem off task; however, he is taking in every detail. Since he does not come out and share his
thoughts, it is important to call upon him so he is able to provide deep conversation about whatever
topic we are discussing. If teachers in the past have not tried to pull him into class conversations, they
2
may never have witnessed the profound ideas he can add. All in all, Clifford is a unique individual
who demonstrates many qualities of giftedness.
Connections:
When looking over Clifford’s test scores (Appendix 1), interviews (Appendix 4), Traits,
Aptitudes, and Behaviors (TABs; Appendix 3), rating scales, and student work samples (Appendix 2),
it is apparent that he possesses many gifted abilities. Clifford has been a highly successful student
academically. There was only one “hiccup” in a welding course during his sophomore year (also the
year of COVID) where he scored a 78. Other than this, he has earned A’s and B’s from elementary
into his senior year of high school. To Clifford, school is “easy” and he gives little to no effort to earn
his outstanding grades. What school has not been for Clifford is “challenging.” He gets bored easily.
This is interesting to note because he was placed in advanced courses although he was never tested
for giftedness. This leads me to believe that we need to look at the curriculum and experiences we
are providing to our advanced students and see what adjustments we can make to help push
students, like Clifford, to the next level.
Clifford has support from both parents at home, has no cultural boundaries to overcome, and
has no clear plan for his future at this time. He is experimenting with boxing, enjoys gaming, and is
philosophical in his thinking. He wants to enjoy life and have no regrets. It is interesting to see that he
can not only identify his strengths, but he is very in tune to what his weaknesses are. For instance, he
claims he is selfish and not good at math. I can see some of his selfish tendencies, especially when
asked to work in group situations; however, the weaknesses in math are minimal due to his
accomplishments in math from an early age until now. He has shown success in math. The only
difference is that he views math as more difficult and it takes a little more effort on his part. Anything
that requires effort, he considers a weakness in that area.
Clifford is an underachiever. He is satisfied with doing as little as possible, yet he has found
success with this strategy. He does “just enough” rather than pushing himself beyond his potential.
3
While completing work, he rushes to be done. He doesn’t appreciate feedback like some students do,
as he tends to dismiss the fact that he can grow and improve, even though he can turn in adequate
work. Clifford may have developed this fixed mindset over time depending on his past experiences.
When asked to go back and further explain his thinking, he is reluctant to do so, as he doesn’t see the
value in it. If Clifford does not see the relevance in something, he does not buy into it - simple as that.
On top of it, he wants to reason his way into completing a task on his own terms rather than on
someone else’s terms. If there is a more efficient, faster, and effective way, that is the route he wants
to take. The issue is that he is finished far sooner than all other students and has too much additional
time on his hands. This is when he gets “bored” in his classes. What I have suggested to Clifford is to
pull in some of his interests with what we are learning to make personal connections or to complete
some research for further investigation. This has helped fill the gap of time and is worthwhile for him
in the long run.
After taking a closer look at Clifford's learning styles and multiple intelligences, it is evident that
he learns best by doing. Incorporating hands on, kinesthetic activities are best for Clifford. He enjoys
using his hands and manipulating concrete objects. His verbal expression is much more advanced
than his written expression. This is especially obvious in his work samples as he can verbalize much
more clearly and concisely than putting it into written words. In my past studies, I had always been
intrigued with learning styles and multiple intelligences and is why I try to build in learning activities
throughout the semester that focus on all areas of learning: presentations, models, projects, etc. I
also provide times where students can choose how to show their knowledge of content. Giving
students a choice is important, as they become more focused and dedicated to their work. This is true
for Clifford. I see him thrive more when he has a choice.
Although Clifford possesses many of the gifted characteristics, some stand out more than
others. He has excellent reasoning abilities and can talk himself out of situations or make others
believe him with ease. While speaking, he can come across as cocky or smug, when he doesn’t
mean to be. He is currently fixated with boxing and talks about it often, which is another common
4
gifted characteristic. When given the choice of what to write and present for his process analysis, he
chose to present his knowledge of a particular boxing move. At the end of class some days, he likes
to act out some moves with fellow classmates. He never gets out of hand, but wants to show off his
new skills. Clifford has a witty personality which allows him to connect easily with his peers. His
humor can be dry and dull at times, but he knows how to turn it on when needed. We had analyzed
some editorial cartoons in class and he was able to quickly create his own editorial and connect it to
the novel we were reading, The Kite Runner. His ability to transfer this knowledge quickly and
accurately enhanced the lesson for all learners. Clifford can reason through complex tasks, yet he
chooses the easy path and lacks motivation. Socially and emotionally, he distances himself and plays
off the fact that he is intelligent. A lot of his withdrawal has to do with trying to fit in with others. He
does not allow this to affect him and has been able to connect with others, which is good to see.
Clifford has also been able to hold a job while attending high school. This is a positive sign.
With the background knowledge from his mother, information about how his friends view him,
and how he views himself, there are some recommendations that would be best for Clifford moving
forward. As he transitions from high school into his future, he would benefit from having connections
with someone who is able to carry on intellectual conversations with him. This is a need for Clifford.
Although he may not admit it, Clifford is validated by these experiences. Clifford has not shown major
interest in college and no definitive plans for his future. He is not much for planning, so speaking with
him about his future seems to get nowhere. Along with the help of our college and career counselor, I
will continue to encourage Clifford to think about what direction he would like to go after high school.
Throughout this case study I have learned a great deal about how I view giftedness, signs to
look for in identifying students, and how I can adjust instruction for my students. Before this course, I
was not quite sure what defined giftedness. In my mind, if someone was highly intelligent only, I
assumed they were considered gifted. Studying Clifford, gifted characteristics, and Mary Frasier’s
work, I see there are far more qualities that make a person gifted. Clearly, there is no one-size-fits all
when it comes to identifying gifted learners, nor is there one approach to help meet the needs of
5
these students. One of my biggest takeaways is the fact that so many students go unnoticed and are
never even considered for testing due to some of the negative characteristics that can accompany
some of these students. For example, Clifford is unmotivated; however, this is only a part of him.
There are so many other qualities such as his ability to reason, his quick wit, his obsession with all
things boxing, and creativity that make him the perfect candidate for consideration. Going forward, it
is important for me that I not only recognize my gifted learners, but also provide meaningful
experiences for these students. From my position and experiences, gifted teachers assume gifted
learners already know a lot and lack in challenging these learners to go beyond what is typically
expected. I hope that I can not only enhance their dominant characteristics, but also provide
opportunities for these students to experiment in areas that will challenge them outside of their
comfort zone and best prepare them for their futures.
6
Appendix 1
Test Scores
DATE
ASSESSMENT
SUBJECT
SCORE
LEVEL
2020
Milestones End of Course
Biology
611 SS
Distinguished Learner
2018
Scholastic Reading Inventory
Reading
1408L
2017
Milestones End of Grade
ELA
555
Proficient Learner
Milestones End of Grade
Math
574
Proficient Learner
Scholastic Reading Inventory
Reading
1351L
Scholastic Math Inventory
Math
1040
Milestones End of Grade
ELA
536
Proficient Learner
Milestones End of Grade
Math
583
Distinguished Learner
Milestones End of Grade
Science
543
Proficient Learner
Milestones End of Grade
Social Studies
550
Proficient Learner
Scholastic Reading Inventory
Reading
1236L
Scholastic Math Inventory
Math
1000
Milestones End of Grade
ELA
577
Distinguished Learner
Milestones End of Grade
Math
599
Distinguished Learner
Milestones End of Grade
Science
543
Proficient Learner
Milestones End of Grade
Social Studies
550
Proficient Learner
Scholastic Reading Inventory
Reading
1232L
2016
2015
Only data available. Student was never tested for giftedness, but exhibits many characteristics of a gifted
learner.
Scaled Score (SS)
Lexile (L)
English Language Arts (ELA)
7
Appendix 2
Rating scales, works samples, observations
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
Appendix 3
TABs Observation Sheet
Completed by: Kimberlee Fulbright
Grade Level: 12th
School: Franklin County High School
Date: October 24, 2022
Directions: Use the spaces below to identify basic traits, aptitudes, and behaviors (TABs) displayed by your students. Provide specific anecdotal
information in the appropriate areas. See descriptions above.
Motivation
Evidence of desire to learn
- Low motivation
- Must see the relevance in
the work for engagement
- Finishes work in a timely
manner when it is engaging to
student
Inquiry
Questions, experiments,
explores
- Thinks outside of the box
- During discussions,
questions the question
- Uses circular reasoning
when speaking and looking
for someone to challenge him
Interests
Intense (sometimes unusual)
interests
- Boxing bag for boredom
- Gaming online with others
- Listening to rap music
- Working (customer service)
Insight
Quickly grasps new concepts
and makes connections;
senses deeper meaning
- Connects texts to real world
- Notices details others may
miss
- Discusses complex
scenarios and situations
Communication Skills
Highly expressive and
effective use of words,
numbers, symbols
Problem-Solving Ability
Effective, often inventive
strategies for recognizing and
solving problems
Memory
Large storehouse of
information on school or
non-school topics
- Expressive when topics are
of interest to student
- Thrives in socratic seminars
that are related to social
issues and topics of interest
- Sometimes avoids eye
contact when speaking with
others
- Looks for the easiest most
efficient way; does not like to
waste time or feel as though
time is wasted
- Negotiates to get what he
wants
- Speaks using intelligent
language
- Can come across as
disrespectful with tone of
voice (not meaning to)
- Acts as though not paying
attention, but can recall
minute details
- Large vocabulary with
technical words and dealing
with popular culture
Reasoning
Logical approaches to figuring
out solutions
Imagination/Creativity
Produces many ideas; highly
original
Humor
Conveys and picks up on
humor
- Able to logically solve
problems
- When facing group
decisions, will try multiple
tactics to make them go with
his ideas
- Creates original ideas on the
fly
- Devises plans to try to get
out of doing long or detailed
work
- Interested in art
- Dry humor
- When able, tries to pull in
humor to situations
- Sarcastic and enjoys playing
around with words (verbally
more than in written form)
- Quick and witty responses
27
Appendix 4
Interview Questions
Student/Self Interview Questions
What do you do well enough that you could teach someone else?
Money management.
What is the most important thing you would like to accomplish in your life?
That’s a big question so it’s subject to change but right now i’d say I want to be content with my life at the
end of it. Like if I was forced to relive my life forever I want to be happy to do that.
If you could change the world, what would you change?
Nothing.
List 5 words that best describe you.
Creative, unique, brown, weird, and selfish.
What are your strengths and weaknesses?
I’m typically better with situations that force me to innovate instead of push through it. So i’m good at making
solutions but the executions usually aren’t quite what was planned.
What is your favorite subject in school & WHY?
English because it’s the easiest.
What is your least favorite subject in school & WHY?
Math because i’m bad at it.
Imagine some day you would write a book. What would it be about?
Probably about something i’m passionate about. For example lately I’ve been getting into MMA and boxing
so I could probably write a book on that if I had to right now. Or i’ve always liked philosophical books. If I a
made philosophy focused book though I would rather show than tell so i’d probably tell stories with heavy
philosophical dilemmas in them.
28
29
30
31
Teacher Interview Questions
Thank you for taking the time to complete this interview. Please answer the questions based on your experiences with this
student.
How long have you known this student?
I have actually known him for several years since he was a child playing soccer but only through observation.
Which subject(s) did you teach to this student?
Honors Geometry and Honors Precalculus
How would you describe this student’s work ethic?
Clifford does not have a great work ethic. I did notice that at times his competitive nature will come out and he likes to
have a challenge to beat others or figure things out that he believes is difficult but then it fades. He definitely is not
consistently driven.
As a teacher, what stands out to you about this student?
His personality! This student is very intelligent but doesn’t always apply himself, I know, but his humor is wonderful. I
always enjoyed teaching him although he might not realize that because I fussed at him a lot to try to push him to his
potential.
What are some of this student’s strengths?
As I said earlier, his personality and wit. He is firm in who he is and what he believes even if, I for one, didn’t agree with
him. He was always respectful and left room for your opinion even if it wasn’t his. He is very quick witted.
What are some of this student’s weaknesses?
He has days where he absolutely does not care. He is just not driven.
When this student makes mistakes, how does he respond?
He doesn’t seem to be too concerned. He just says “oh well” and moves on.
How does this student handle negative feedback?
Sometimes he gets frustrated. Sometimes he doesn’t seem bothered. It really depends on the day.
How does this student handle positive feedback?
He loves praise. Clifford has a very kind heart hidden by a rough exterior. You just have to look hard some days to see
it in there.
What, if anything, makes this student stand out?
He is an original! Clifford is unapologetically Clifford!! He doesn’t really fit the mold of most honors kids. He could be
anything, academically speaking, that he chooses but he just will never push himself to that point. He just wants to
have joy and no stress in his life from what I have seen so he fades away from things that cause difficulty or might
produce failure.
32
Appendix 5
Self Evaluation
Candidate Name Kimberlee Fulbright
Cohort #2 - Franklin
Circle or highlight the point value for your case study. Include any notes you think are needed for explanation, but
these are not required.
InTASC Standards
Basic
Information:
Standardized
Test Scores,
Rating Scales,
& Work
Samples
Background
Information:
Interviews &
Observations
Standard #1: Learner Development
The teacher understands how
learners grow and develop,
recognizing that patterns of learning
and development vary individually
within and across the cognitive,
linguistic, social, emotional, and
physical areas, and designs and
implements developmentally
appropriate and challenging learning
experiences.
Standard #2: Learning Differences
The teacher uses understanding of
individual differences and diverse
cultures and communities to ensure
inclusive learning environments that
enable each learner to meet high
standards.
TABs Chart
Standard #2: Learning Differences
The teacher uses understanding of
individual differences and diverse
cultures and communities to ensure
inclusive learning environments that
enable each learner to meet high
standards.
Synthesis of
Information
Standard #2: Learning Differences
The teacher uses understanding of
individual differences and diverse
cultures and communities to ensure
inclusive learning environments that
enable each learner to meet high
standards.
Summary of
Learning
Standard #6: Assessment
The teacher understands and uses
multiple methods of assessment to
Meets Standard
2 Points
Includes all three
required types of
basic information
Teacher
understanding of
Learner Development
is evident in Synthesis
Exceeds Standard
3 Points
Includes multiple sets of
standardized test scores,
rating scales, and student
work samples
Teacher understanding of
Learner Development is
clearly evident in Synthesis
Interviewed each of
the four required
people and provided
evidence of
observation of the
gifted student and or
student work
Teacher
understanding of
individual differences
and cultures is evident
in Synthesis
Interviewed more than the
four required people,
provided evidence of
observation, and presented
connections between
interviews and observations
of the gifted student,
including the samples that
demonstrate gifted level
student work
Teacher understanding of
individual differences and
cultures is clearly evident in
Synthesis
Accurate and specific
descriptions in each of the
TABs categories, including
examples of the
characteristics described.
Teacher understanding of
individual differences and
cultures is clearly evident in
Synthesis
Presents connections based
on basic and background
information from varying
points of view into a clear
illustration of the student
Teacher understanding of
individual differences and
cultures is clearly evident in
Synthesis
- Interviewed teacher,
parent, student, two
peers
- Provided information
about student
mannerisms, unique
characteristics, and
interests observed
Depth of personal learning is
evident, revealing transfer to
future use of case studies of
- Shows understanding
of identification of
characteristics (both
Accurate descriptions
in each TABs
categories, with some
being very specific
Teacher
understanding of
individual differences
and cultures is evident
in Synthesis
Describes various
aspects and associates
the student’s gifted
behaviors to needs
based on basic and
background
information
Teacher
understanding of
individual differences
and cultures is evident
in Synthesis
Identifies benefits and
makes connections
from doing a case
Notes
- Milestones, Reading
Inventories, Math
Inventories (this was all
that was available)
- Teacher & student
rating scales
- 6 work samples to
show a variety of areas
in ELA class
- At least 3 or more
descriptions per TAB
category
- Discussed some of
these characteristics in
detail in connections
summary
- Was able to give a
clear picture and
insights into student;
both positive & negative
33
engage learners in their own growth,
to monitor learner progress, and to
guide the teacher’s and learner’s
decision making.
Presentation
of Case Study
Standard #2: Learning Differences
The teacher uses understanding of
individual differences and diverse
cultures and communities to ensure
inclusive learning environments that
enable each learner to meet high
standards.
study
Teacher
understanding of
multiple methods of
assessment is evident
Presentation
elaborated on
observed
characteristics, and
the written
presentation had no
errors
Teacher
understanding of
individual differences
and cultures is evident
in Synthesis
Podcast is engaging
and paints a clear
picture of student.
students
Teacher understanding of
multiple methods of
assessment is clearly evident
Paper went beyond basic
information, showing the
“heart and soul” of the
student, demonstrated
understanding of gifted
student with special skills
and needs, engaging.
Written report is highest
quality.
Teacher understanding of
individual differences and
cultures is clearly evident in
Synthesis
Podcast is engaging and
paints a clear picture of
student.
positive and negative);
explains how the
findings can help with
identification in the
future
- Was able to show deep
understanding of the
student (inside and
outside of the
classroom); clearly
shows student’s skills
and traits