Using Multiple Data Points to Identify Gifted and Highly Able Learners
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This document discusses the identification process for gifted and highly able learners. It outlines the goals of gifted education programs and the purpose of formal identification. It describes the elementary identification process, including screening options, talent pools, and core groups. It provides details on achievement tests, ability tests, and aptitude tests. It also outlines secondary identification services, including high performance classes and advanced offering classes.
Using Multiple Data Points to Identify Gifted and Highly Able Learners
- 1. Using Multiple Data Points to Identify Gifted and Highly Able Learners August 5, 2010 Assessment Conference
- 2. Gifted Education Goals Identify academically talented students Develop creative, cognitive and productive thinking skills Develop ‘How to Learn Skills’ Research skills Communication skills: written, oral, visual Support classroom teachers in providing appropriate challenge Encourage academic excellence
- 3. Formal Identification Purpose:Formal Identification Purpose: To ensure that academically advanced students are not overlooked No one is ever excluded from participating in opportunities due to identification status Identified groups determine order of opportunity offerings
- 4. Test Terminology Information Percentile: a value on a scale of one hundred that indicates whether a distribution is above or below it (i.e. 99th percentile? Your student scored higher than 99 out of 100 students taking the test) 96-99 percentile = 9th Stanine 89-95 percentile = 8th Stanine 77-88 percentile= 7th Stanine
- 5. Elementary Identification Process Spring results are applied to fall placement Screening Options: Pathway 1: SAGES-2: Screening Assessment for Gifted Elementary and Middle School Students, Second Edition (WE DO NOT RECOMMEND TESTING TWO YEARS IN A ROW) Alternative Pathways: ITBS/MAP data, Individual Profile (Full Scale IQ score from a licensed psychologist)
- 6. Elementary Identification Process Talent Pool (typically <10%)-Talent Pool (typically <10%)- --SAGES-2 Math/Science subtest and Language/Social Studies in the 8th or 9th Stanine & Reasoning Subtest in the 7th Stanine or higher --Achievement Test Scores (ITBS) Both total math & total reading in 8th or 9th Stanine --Individual Profile (Private IQ testing) Full Scale score of 120-129
- 7. Elementary Levels of Identification Core Group (typically <5%)- affective unit beginning and end of year, choose seminars first (identified until end of 5th grade) Talent Pool (typically up to 10%)- teachers asked to consider first when openings to seminars exist (identified until end of 5th--must retest for placement into the Core Group) General Population- Selected by teaching staff when openings to enrichment opportunities exist
- 8. “9-9” Core Group Core Group (typically <5%)- affective unit beginning and end of year, choose seminars first (identified until end of 5th grade) SAGES-2 Math/Science Subtest and Language/Social Studies Subtest in the 9th Stanine & Reasoning Subtest in the 7th Stanine or higher Achievement Test Scores (ITBS) Both total math & total reading in 9th Stanine Individual Profile (Private IQ testing Full Scale score of 130 and above
- 9. “8-9” Talent Pool Talent Pool (typically up to 10%)- teachers asked to consider first when openings to seminars exist (identified until end of 5th--must retest for placement into the Core Group) SAGES-2 Math/Science subtest and Language/Social Studies in the 8th or 9th Stanine & Reasoning Subtest in the 7th Stanine or higher Achievement Test Scores MAP Both total math & total reading in 8th or 9th Stanine Individual Profile (Private IQ testing) Full Scale score of 120-129
- 10. General Population General Population- Selected by teaching staff when openings to enrichment opportunities exist Becomes a key group in secondary programming
- 11. Elementary Services : •Pullout group every two weeks •Lunch-Bunch (Social Emotional) •Continental Math League •Junior Great Books •Knowledge Bowl •Math Masters…. •Etc.
- 12. Secondary Services : High Performance Classes: • Four Core Classes • English • Math • Science • Social Studies • Grade 6-10 • Open Application Process
- 13. Secondary Services : High Performance Classes: Data used on application: • Application question answers • Attendance • Grades • MAP data, longitudinal (Student Progress Report) • Teacher Recommendation • Student interview if needed
- 14. Secondary Services : High Performance Classes: Data used on application: • Application question answers • Attendance • Grades • MAP data, longitudinal (Student Progress Report) • Teacher Recommendation • Student interview if needed
- 15. Secondary Services : High Performance Classes: Data used on application: • Application question answers • Attendance • Grades • MAP data, longitudinal (Student Progress Report) • Teacher Recommendation • Student interview if needed
- 16. Secondary Services : High Performance Classes: Data used on application: • Application question answers • Attendance • Grades • MAP data, longitudinal (Student Progress Report) • Teacher Recommendation • Student interview if needed
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- 19. Secondary Services : Advanced Offering Classes: • AP Classes • CIC courses • PSEO • Self select
- 20. The “A’s” Have It!!!! : Test Types: •Ability •Aptitude •Achievement
- 21. AbilityTests: Ability tests evaluate: Student’s general ability to succeed in a school setting Tests referred to as intelligence, or IQ tests
- 22. • Cognitive Abilities Test • WISC-IV • Woodcock-Johnson Cognitive Ability Scale Ability (IQ)Tests
- 23. AptitudeTests: Aptitude tests indicate: Student’s potential to learn new material in a specific subject, typically which has not been taught in the school setting (ie. 8th grade science content— test taken by a 5th grader), in a specific content area.ç
- 24. • EXPLORE • ACT • CAT • PLUS • ITBS • MAP Testing--- using out of grade level norms** Aptitude
- 25. AchievementTests: Achievement tests represent: The degree to which a student has learned specific subject matter content. Provide a comparison to grade level peers, if norm referenced.
- 26. AchievementTests: Individually Administered • Stanford Diagnostic Mathematics • Stanford Diagnostic Reading • Woodcock Johnson III- Achievement • Other Group Administered • California • ITBS • MAP- Measure of Academic Progress, Northwest Evaluation Association
- 27. • Assouline et al., Iowa Acceleration Scale, 2nd Edition Manual, A Guide for Whole-Grade Acceleration K-8, Great Potential Press, 2003 • Colengelo et al, A Nation Deceived: How Schools Hold Back America’s Brightest, The Connie Belin & Jacqueline N. Blank Int’l Center for Gifted Education and Talent Development, 2004 References:
- 28. Kris Happe