1 Dr. Mary M. Frasier, Ph.D. Professor, Educational Psychology Director, Urban Initiatives The College of Education G-4F Aderhold Hall The University.

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<ul><li>Slide 1</li></ul> <p> Slide 2 1 Dr. Mary M. Frasier, Ph.D. Professor, Educational Psychology Director, Urban Initiatives The College of Education G-4F Aderhold Hall The University of Georgia Athens, Georgia 30602-7101 Tel: (706) 542-5106 Fax: (706) 542-0360 e-mail: fras@coe.uga.edu fras@coe.uga.edu Frasier Talent Assessment Profile (F-TAP) and Traits, Aptitudes, and Behaviors (TABs) Referral Form Slide 3 2 A TRIAL WITHIN LCPS WILL ASSESS SELECTED 2 ND GRADE STUDENTS FOR GIFTEDNESS USING THE F- TAP METHOD. Slide 4 3 What Follows is an explanation of what F-TAP is, and why it is important. Slide 5 4 Slide 6 5 Gifted Behaviors There are gifted behaviors and situations in which students need differential treatment due to their advanced abilities, talented, and interests. -- B. N. Parker 5 Slide 7 6 Definition ( National Excellence Report) Children and youth with outstanding talent perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment. Children and youth with outstanding talent perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment. Slide 8 7 Today researchers know that... (National Excellence Report - Ross, 1993) Intelligence takes many forms and therefore requires that many criteria be used to measure it. Slide 9 8 Today researchers know that... (National Excellence Report - Ross, 1993) Educators must identify outstanding talent by observing students in settings that enable them to display their abilities, rather than relying solely on test scores. Slide 10 9 The United States is squandering one of its most precious resources -- the gifts, talents, and high interests of many of its students. In a broad range of intellectual and artistic endeavors, these youngsters are not challenged to do their best work. This problem is especially severe among economically disadvantaged and minority students, who have access to fewer advanced educational opportunities and whose talents often go unnoticed. The United States is squandering one of its most precious resources -- the gifts, talents, and high interests of many of its students. In a broad range of intellectual and artistic endeavors, these youngsters are not challenged to do their best work. This problem is especially severe among economically disadvantaged and minority students, who have access to fewer advanced educational opportunities and whose talents often go unnoticed. Executive Summary: National Excellence Report Slide 11 10 The Mandate Every child deserves the right to be educated to the limits of his or her mind. Slide 12 11 The Challenge Perhaps the most important task we have as educators is to provide a student with the level and type of services that s/he needs to achieve commensurate with his/her potential. Perhaps the most important task we have as educators is to provide a student with the level and type of services that s/he needs to achieve commensurate with his/her potential. Slide 13 12 We will honor this challenge and this mandate for gifted children if we always remember that: The ultimate goal for providing differentiated educational experiences for gifted children is to: provide them with experiences that allow them to EXTEND these gifted behaviors to further levels of development. Slide 14 13 Slide 15 14 THE TABs What are they? Slide 16 15 They are CORE ATTRIBUTES of the Giftedness Construct To serve as the foundation for creating a sufficient knowledge base about relevant traits, aptitudes and behaviors that a student is demonstrating, so that appropriate referrals, placements and programming decisions can be made. To serve as the foundation for creating a sufficient knowledge base about relevant traits, aptitudes and behaviors that a student is demonstrating, so that appropriate referrals, placements and programming decisions can be made. Slide 17 16 TABs: Definitions Trait - A relatively persistent and consistent behavior pattern. Trait - A relatively persistent and consistent behavior pattern. Aptitude - The capacity to perform in the future or some future ability. Aptitude - The capacity to perform in the future or some future ability. Behavior - Any response made by an organism Behavior - Any response made by an organism Slide 18 17 The TABs: Basic Principles Motivation Motivation Interest Interest Communication Communication Skills Problem Problem Solving Ability Memory Memory Inquiry Inquiry Insight Insight Reasoning Reasoning Imagination/Creativity Imagination/Creativity Humor Humor Slide 19 18 Accommodating the TABs and Other Data If we are to consider data on these TABs and consider data from other sources, then we must have a way to use these multiple pieces of information when making decisions regarding a students need for gifted program sources. Slide 20 19 The F-TAP What is it? Slide 21 20 What is the F-TAP? A system designed to facilitate the collection, display, and interpretation of data from a variety of sources when assessing childrens need for gifted programs services. A system designed to facilitate the collection, display, and interpretation of data from a variety of sources when assessing childrens need for gifted programs services. Slide 22 21 Why The F-TAP? To help educators avoid relying on a test score [or a single piece of data] as the primary criterion to document a students need for gifted program services. Slide 23 22 What is the Overall Purpose of The F-TAP? To display a sufficient knowledge base -- using information collected from multiple sources, including information generated by students -- so that appropriate placement and programming decisions can be made. To display a sufficient knowledge base -- using information collected from multiple sources, including information generated by students -- so that appropriate placement and programming decisions can be made. Slide 24 23 Slide 25 24 NEW DIRECTIONS FOR IDENTIFICATION (Treffinger, 1987) Identification is not... Selection; Exclusive - find only the right or truly gifted students; Emphasis on Gate-Keeping; Establishing an index or score; Justifying whos In or Out Slide 26 25 NEW DIRECTIONS FOR IDENTIFICATION (Treffinger, 1987) Identification is... Diagnostic - prepares for improved or enhanced instructional planning; Inclusive - seeks to nurture students best potential; Deliberate, positive - finds strengths; Development or growth oriented Slide 27 26 Remember! Giftedness should be considered to be a set of qualities or potentials that can be recognized and developed in children, not a mere label assigned to a lucky few.. (Dunn, Dunn, &amp; Treffinger, 1992) Giftedness should be considered to be a set of qualities or potentials that can be recognized and developed in children, not a mere label assigned to a lucky few.. (Dunn, Dunn, &amp; Treffinger, 1992) Slide 28 27 REMEMBER When considering the needs of gifted children from diverse backgrounds... When considering the needs of gifted children from diverse backgrounds... The focus should be on their behaviors. Slide 29 28 REMEMBER When considering the needs of gifted children from diverse backgrounds... When considering the needs of gifted children from diverse backgrounds... Diverse groups = diverse expressions = diverse procedures. Slide 30 29 REMEMBER When considering the needs of gifted children from diverse backgrounds... When considering the needs of gifted children from diverse backgrounds... They may manifest school related achievement behaviors differently. achievement behaviors differently. Slide 31 30 ROBERT HALF reminds us that There is something that is much more scarce, something rarer than ability. It is the ability to recognize ability. Slide 32 31 A LAST WORD, BUT NOT THE LAST WORD When considering the needs of gifted children from diverse backgrounds... Assessment and instructional methods can be varied without losing quality. Slide 33 32 Slide 34 33 Frasier Assessment Team Team Members will diagnostically look at the whole student and report data, charting the results in a timely manner. Information from general education instructors are a vital piece of the information generated to complete the assessment. Frasier is a three year evaluation program initiated from the State Department of Education. You may contact in Las Cruces Public Schools for further information: Team Members will diagnostically look at the whole student and report data, charting the results in a timely manner. Information from general education instructors are a vital piece of the information generated to complete the assessment. Frasier is a three year evaluation program initiated from the State Department of Education. You may contact in Las Cruces Public Schools for further information: Erma Brooks Lead 527-9536 Erma Brooks Lead 527-9536 Colleen Blackman 527-9445 X119 Colleen Blackman 527-9445 X119 Amy Himelright 527-9619 Amy Himelright 527-9619 </p>

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