0.4+AIM+Identification

//Wiki Space is under construction. Not all pages are complete at this stage.//

** Suggested Procedure for the Identification of Gifted and Talented Students **

The procedure below outlines a process that may be followed to identify gifted and talented students. There are eight possible steps involved in this process.

__**Overview of identification and profiling procedures.** __

1. **Identification:** select subjective and objective measures of achievement.

 2. ** Analysis of data collected: ** classify students into invisible underachievers, underachievers and achieving students. (Identify level of underachievement- mild/moderate/high)

 3. ** Create class profile: ** refer to the ‘Class Profile’ proforma. List students under the following headings; gifted achiever, mainstream achiever, ESL achiever, gifted non-producer (selective consumer), gifted underachiever, mainstream underachiever, ESL underachiever, academically challenged. Adjust these headings to suit your school community, eg; indigenous underachiever or invisible underachiever, are two other possible headings.

 4. ** Screen for Specific Learning Disabilities: ** screen all underachieving students for specific learning disabilities or socio-emotional issues before making a student’s underachievement the primary focus of attention.

 5. ** Create student profiles: ** select checklists or activities from the ‘Student Profiling Table’ to assist in gathering information about the underachieving students.

 6. ** Initial discussion with parents: ** provide parents with a nomination form or checklist. Gather additional information about the underachieving student’s interests, ability and possible causes of underachievement.

 7. ** Group students according to their needs and plan interventions ** : Refer to the ‘Underachievement Intervention Strategies’ table. (Plan group or individual interventions based on needs/causes of underachievement that were identified when student/class profiles were created.)  - Select interventions focusing on one problem or area at a time.  - Involve the student/s in the planning process.  - Have reasonable expectations.  - Provide opportunities to be successful.  - Establish incentives and/or recognition for change. (Diane Heacox )  - Utilise strategies for enhancing academic self-efficacy in the teaching program.

<span style="font-family: Arial,Helvetica,sans-serif;">** 8. ** ** Parent/ Teacher conference (optional) ** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">Explain the student action plan and provide interventions (where needed) for school and home. Discuss realistic expectations for the underachieving student with the parent or carer.

<span style="font-family: Arial,Helvetica,sans-serif;">** 9. ** ** Monitoring and Evaluation of Action Plan ** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">Teachers, parents and student reflect on the effectiveness of the implemented action plan and modify where necessary.

<span style="font-family: Arial,Helvetica,sans-serif;">__** STEP 1: ** **Identification- Subjective Measures** __ <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">Complete any of the following checklists;
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">Bright Child vs Gifted Child
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">Primary & Secondary Teacher Nomination Form (Gifted Professional Development Package for Teachers)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">Gifted and Talented Checklist for Teachers: Things that This Child Has Done (Michael Sayler Checklist)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">If you suspect a student to be underachieving use: Whitmore’s Checklist of Underachievement and refer to the ‘Procedures for profiling underachieving students’ document.

<span style="font-family: Arial,Helvetica,sans-serif;">** Identification- Objective Measures **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">Gather previous assessment data on the student, for example:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">Standardised Testing Results
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">NSW University Competition Results
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">National Testing Results
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">Mathematics Interview Results

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">Administer other identification tools to gather further information about the student’s ability as required. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">(For more identification measures refer to Merrick,C., Targett,R (2004) GAT Professional Development Package for Teachers, Module 2, UNSW Gerric, Dept. of Ed Science and Training.)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">Coolabah Dynamic Assessment (CDA)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">Ravens Standard Progressive Matrices
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">Kaufman Ability and Achievement Tests
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">Other off-level tests.