Identification & Assessment

Identification & Assessment

 

3 rings
 The Three-Ring Conception of Giftedness, Joseph S. Renzulli, Ed.D., Director, The National Research Center on the Gifted and Talented, University of Connecticut, Storrs, CT

http://www.gifted.uconn.edu/sem/semart13.html

Student Identification

A Nomination Committee at each school meets to review the multiple criteria Nomination Form used to identify students on an on-going basis as they demonstrate their abilities and needs.

Individual Student Assessment

Planning meetings will be held when necessary to review the specific needs of individual students.

 

Student Consultation

Assist the classroom teacher by meeting with them in small groups or individually to discuss specific students’ needs.

 

 

 

Formal Identification Procedure

Identification of students in grades three through eight for participation in the Quest Program is a multi-criteria process. The information gathered about each candidate is reviewed by a Nomination Committee and a decision is made either to identify the student for Quest participation, or keep the student on “watch” for further consideration at the next review of nominations.

The Nomination Form that is completed by the student’s classroom teacher, or other nominating teacher, requests many kinds of information, including various test scores, report cards, performance data, interests and narrative comments from the nominating teacher. The individual categories of information are not weighted. Each piece of information is carefully discussed about the candidate in order to form a detailed profile of the child as a learner.


Curriculum Development, Modification and Implementation

 

Process/Skills Training

Instruction will be provided in both large and small group settings in the following areas:

  • Creative and Critical Thinking

  • Learning How-To Learn

  • Written, Oral and Visual Communication

  • Advanced Research skills
     

Independent, Self-Directed Learning

Interested students will be allowed to conduct individual or small group in-depth investigations of self-selected topics.

 

Curriculum Compacting

Curriculum compacting, a method of modifying the regular curriculum in order to provide instruction at the correct level of challenge will be implemented by request.

 

Differentiated Curriculum

Teachers use the methodology to differentiate curriculum for all students. This will enable them to:

  • Present content that is related to broad-based issues, themes or problems.

  • Develop integrated or interdisciplinary studies.

  • Allow in-depth learning of self-selected topics within an area of study.

  • Develop higher level thinking skills.

  • Develop research skills and methodology.

  • Integrate basic skills and thinking skills into the curriculum.

  • Encourage the development of ideas and products that challenge existing ones.