Gifted Identification Plan by Mr. Wilhelm

2. DEFINITION OF GIFTEDNESS

mrwilhelm — 2019-03-14 16:30:40 UTC

The three-ring conception of giftedness is outlined below and provides a summary of the major concepts for each.

1. Above Average Ability Domains

· Abstract Thinking

· Verbal and Numerical Reasoning

· Spatial Relations

· Memory

· Word Fluency

2. Creativity Domains

· Arts and Leadership

· Specialized Areas of Knowledge

· Specialized Areas of Performance

3. Task Commitment Areas

· High Interest

· Great Enthusiasm

· Involvement and Fascination

1. INTRODUCTION

mrwilhelm — 2019-03-14 16:31:39 UTC

The following Gifted Identification Plan has been developed to provide a framework by which students can be evaluated for inclusion in a gifted program. The Plan allows for careful consideration of students' gifts as they are nominated, screened, and selected.

Various methods of discernment have been included at each step of the process. The reason for this is to allow for students to exhibit their gifts in a variety of ways. Each student is unique, and students should be afforded opportunities to share their gifts with us.

3. CRITERIA FOR GIFTED

mrwilhelm — 2019-03-14 16:31:56 UTC

Gifted students exhibit characteristics in a wide spectrum of domains. As educators, we are tasked with realizing these gifts and fostering them in our students. We then should provide opportunities for students to flourish in the development of their gifts.

Gagné’s Differentiated Model of Giftedness and Talent provides a framework incorporating areas of giftedness as well as the catalysts which can facilitate or hinder the development of a student’s gifts into talents. Gagné’s Model is concise yet robust in that it outlines multiple ways in which students exhibit their talents and interests.

4. METHOD OF IDENTIFICATION FOR GIFTED STUDENTS

mrwilhelm — 2019-03-14 16:32:15 UTC

1. Nomination

Students who are thought to be gifted by exhibiting some of the characteristics of giftedness can be nominated. The nominations should include information from parents, teachers, and other educators who are in contact with the student. Standardized test scores can be examined as a first step in considering the nomination of a student.

Important considerations:

· nomination should be open to large numbers of students

· teachers should have professional development in gifted characteristics

· nomination instruments should be culturally appropriate

· multiple sources should be used: parents, educators, student, peers

2. Screening

Nominated students can then be screened for further consideration into gifted programs. Careful consideration should take place in discerning those eligible. Qualitative and quantitative methods of screening then take place.

Qualitative Screening

· interviews with students, parents, and peers

· interviews and discussion among teachers and educators

· observations of students in multiple settings in school and other activities

· examination of student work, portfolios, writing samples, journals

Quantitative Screening

· standardized test results (state exams, national assessments)

· classroom test scores

· individually administered assessments by school district

· task and problem-based examinations by school district

3. Selection

An identification committee will convene to examine collected data on those students who were nominated and screened. The committee should be:

· educators who have training in selected gifted students

· objective in its assessment of data from all phases of this process

· flexible in its percentage cut-off for the number of gifted students selected

5. ASSESSMENTS TO IDENTIFY GIFTED STUDENTS

mrwilhelm — 2019-03-14 16:33:54 UTC

After selection by the committee, students are then assessed for possible inclusion into the gifted program. These will include NYS Standardized Exams in Mathematics and ELA, and the Wechsler Intelligence Scale for Children (WISC-IV). Reliability and validity of measures included for the assessments are critical. The key considerations concerning the assessments are listed below.

1. Reliability – Factors which affect the reliability of the tests are:

Content: The items and content on the assessment measure the same construct.

Time: The outcome of the tests will be the same even when administered at different times.

Interscorer: Different scorers will grade the assessment the same way, with the expectation of objectivity.

2. Validity – Factors which affect the validity of the tests are:

Content-Description: The tests cover a representative sample of the behaviors being measured.

Content-Prediction: The tests are effective in predicting a student’s performance.

Content-Identification: The tests measure the concepts and content they purport to measure.

3. Other sources: Committee members will review portfolios, student work, writing samples, journals, essays, and visual art pieces. Interviews with other educators, students, and parents will be conducted to provide additional perspectives.

4. Diversity considerations: Student populations and the school’s location will be taken into as the committee will examine the diversity of the school community and the local populace.

Administration: Training, time, and materials are taken into account. Professional development takes place for educators and test administrators in the form of teacher sessions and webinars. Materials are reviewed well beforehand so that educators can familiarize themselves with assessment instruments and time considerations.

6. EVALUATION OF THE PLAN

mrwilhelm — 2019-03-14 16:34:36 UTC

1. Key Features

· Families and educators are aware of the identification process

· Assessment instruments match student population characteristics

· Qualitative and quantitative assessments are adequate and effective

· Students of all ages and backgrounds have equal access

· Student selection process is valid and reliable

· Educators involved in the process are trained in nomination, screening, selecting gifted students

2. Data Sources and Instrument Review

· Various sources of information are reviewed about gifted students

· Examples include portfolios, educator input, work samples, test results

3. Methods and Measurement Options

· Data is collected and measured

· Data is described qualitatively and quantitatively

4. Data Interpretation

· Quantitative data is studied and compared to performance

· Qualitative data is examined for patterns and themes

5. The Report

· Executive summary provides brief overview

· Background information about identification process in school district

· Key features and questions of the evaluation study

· Results including tables, graphs, scores, summaries, quotations

· Examination of results relating to benefits to students and equal access

1. Recommendations

· List of prioritized recommendations for school district

· Well-written as it is the most read section of the report

7. FLEXIBILITY OF THE PLAN

mrwilhelm — 2019-03-14 16:35:05 UTC

Considerations about Flexibility

· The plan is usable with all stakeholder groups, e.g. administrators, counselors, teachers, parents, students. Members of each of these groups has input into the process of identifying students for gifted programs. During each phase of the plan, these groups provide input, discussion, and review of the aforementioned data in making decisions for nomination, screening, and selection of students.

· The plan is accessible for all stakeholder groups at all times. Members of the groups have access to the plan, and communicate, interact, and coordinate while keeping the best interests of the students in mind. Gifted students are given every opportunity to exhibit their gifts for consideration into the process.

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