1. State program goals for a school and then identify the student characteristics which align with those goals

 

2. Designate the way to first identify a pool of students who have potential to fit intot he High Ability classification

 

3. Designate the items which would be used to narrow/refine the pool and procedures for using them

 

4. Specify personnel and rules for those to be on a selection committee

 

5. Designate steps which could be used in a school to determine those students who fit the High Ability classification

 

INTASC Standards for this module:

STANDARD 3: DIVERSE LEARNERS

 The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

 

STANDARD 8: ASSESSMENT

 The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

 

CEC-NAGC [NCATE] Initial Knowledge and Skill Standards for Gifted and Talented Education

Assessment is integral to the decision-making and teaching of educators of the gifted as

multiple types of assessment information are required for both identification and learning

progress decisions. Educators of the gifted use the results of such assessments to adjust

instruction and to enhance ongoing learning progress. Educators of the gifted understand the process of identification, legal policies, and ethical principles of measurement and assessment related to referral, eligibility, program planning, instruction, and placement for individuals with gifts and talents, including those from culturally and linguistically diverse backgrounds. They understand measurement theory and practices for addressing the interpretation of assessment results. In addition, educators of the gifted understand the appropriate use and limitations of various types of assessments. To ensure the use of nonbiased and equitable identification and learning progress models, educators of the gifted employ alternative assessments such as performance-based assessment, portfolios, and computer simulations.

K1 Processes and procedures for the identification of individuals with gifts and talents.

K2 Uses, limitations, and interpretation of multiple assessments in different domains for

      identifying individuals with exceptional learning needs, including those from diverse

      backgrounds.

K3 Uses and limitations of assessments documenting academic growth of individuals

      with gifts and talents.

S1 Use non-biased and equitable approaches for identifying individuals with gifts and

     talents, including those from diverse backgrounds.

S2 Use technically adequate qualitative and quantitative assessments for identifying and

      placing individuals with gifts and talents.

S3 Develop differentiated curriculum-based assessments for use in instructional planning

     and delivery for individuals with gifts and talents.

S4 Use alternative assessments and technologies to evaluate learning of individuals with

     gifts and talents.

 

II. Establish wide-net pool. Designate the way you would do this for your school. If you would establish this pool by using test scores, what would those be? If you would do this by identifying characteristics, what would those characteristics be, and how would you identify them?

 

III. Narrow the Pool. Describe the way you would inform personnel and parents, the information you would collect from them, and any training that would need to be provided so that you feel information could knowledgably be collected.

     

IV. Selection committee. Who would be on this committee? What would their roles be?

 

V. Determine “High Ability” students for your school. What, do you think, would be the most meaningful way for synthesizing and analyzing all this information to make a final determination?