[ddempsey]

in reply to: 2.1 – Quantitative vs. Qualitative Assessments #2905

Assessments should be tailored to reach each student and this can be done depending on their accommodations or modifications if they have been identified as a gifted student. ELL students I have translated the assessment into their language along with providing it in English. They will orally read the assessment in their language and then I help them read it in English. I believe both assessment forms are beneficial and should be used with the modifications necessary to reach the student’s individual needs.

[ddempsey]

in reply to: 2.1 – Equitable Identification Methods #2904

Not defining gifted by background/language abilities is a great practice. I have had ELL students in my English classroom and they are very gifted in Math and it does not matter that their first language is not English.

[ddempsey]

in reply to: 2.1 – Equitable Identification Methods #2903

Ireay,

Thank you for sharing I teach in a school that is primarily Native American and all other races are the minority. I can definitely relate to your point about not all underserved ethnic groups. Moreover, the effort example can defiantly be an indicator. Still, I have learned in today’s world we also have to look at technology and make sure students find loopholes that make them appear to have the aptitude.

[ddempsey]

in reply to: 2.1 – Equitable Identification Methods #2902

Equitable Identification Methods can begin by establishing a list of norms for identifying gifted students that the district can use. Currently, my school has honors courses but when it comes to identifying gifted we as teachers struggle to know who is gifted and who is not. We have gifted students in different areas and recognizing that is also important. Knowing that giftedness does not just mean intelligence but having a natural gift in a specific area or areas that need to be identified.

[Author]

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