1 dr. mary m. frasier, ph.d. professor, educational psychology director, urban initiatives the...

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1 Dr. Mary M. Frasier, Ph.D. Dr. Mary M. Frasier, Ph.D. Professor, Educational Psychology Professor, Educational Psychology Director, Urban Initiatives Director, Urban Initiatives The College The College of Education of Education G-4F Aderhold Hall G-4F Aderhold Hall The University of The University of Georgia Georgia Athens, Georgia 30602-7101 Athens, Georgia 30602-7101 Tel: (706) 542-5106 Tel: (706) 542-5106 • Fax: (706) 542-0360 • Fax: (706) 542-0360 e-mail: e-mail: [email protected] [email protected] Frasier Talent Assessment Profile Frasier Talent Assessment Profile (F-TAP) (F-TAP) and and Traits, Aptitudes, and Behaviors Traits, Aptitudes, and Behaviors (TABs) Referral Form (TABs) Referral Form

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Page 1: 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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Dr. Mary M. Frasier, Ph.D. Dr. Mary M. Frasier, Ph.D. • Professor, Educational • Professor, Educational PsychologyPsychology

Director, Urban Initiatives Director, Urban Initiatives • The College of Education• The College of Education

G-4F Aderhold Hall G-4F Aderhold Hall • The University of Georgia• The University of Georgia

Athens, Georgia 30602-7101Athens, Georgia 30602-7101

Tel: (706) 542-5106 Tel: (706) 542-5106 • Fax: (706) 542-0360 • Fax: (706) 542-0360

e-mail: e-mail: [email protected]@coe.uga.edu

Frasier Talent Assessment Profile (F-TAP)Frasier Talent Assessment Profile (F-TAP)andand

Traits, Aptitudes, and Behaviors (TABs) Referral Traits, Aptitudes, and Behaviors (TABs) Referral FormForm

Page 2: 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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A TRIAL WITHIN LCPS WILL A TRIAL WITHIN LCPS WILL ASSESS SELECTED 2ASSESS SELECTED 2NDND

GRADE STUDENTS FOR GRADE STUDENTS FOR GIFTEDNESS USING THE F-GIFTEDNESS USING THE F-

TAP METHOD.TAP METHOD.

Page 3: 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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What Follows is an explanation What Follows is an explanation of what F-TAP is, and why it is of what F-TAP is, and why it is

important.important.

Page 4: 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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Gifted BehaviorsGifted Behaviors

““There are gifted behaviors and There are gifted behaviors and situations in which students situations in which students need differential treatment due need differential treatment due to their advanced abilities, to their advanced abilities, talented, and interests.”talented, and interests.” -- B. N. -- B. N. ParkerParker

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Page 6: 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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Definition (Definition (National Excellence Report)National Excellence Report)

Children and youth with outstanding talent Children and youth with outstanding talent perform or show the potential for perform or show the potential for performing at remarkably high levels of performing at remarkably high levels of accomplishment when compared with accomplishment when compared with others of their age, experience, or others of their age, experience, or environment.environment.

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Today researchers know that . . . Today researchers know that . . . (National Excellence Report - Ross, 1993)(National Excellence Report - Ross, 1993)

Intelligence takes many Intelligence takes many forms and therefore forms and therefore requires that many criteria requires that many criteria be used to measure it.be used to measure it.

Page 8: 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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Today researchers know that . . . Today researchers know that . . . (National Excellence Report - Ross, 1993)(National Excellence Report - Ross, 1993)

Educators must identify outstanding Educators must identify outstanding talent by observing students in talent by observing students in settings that enable them to display settings that enable them to display their abilities, rather than relying their abilities, rather than relying solely on test scores.solely on test scores.

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The United States is squandering one of its most The United States is squandering one of its most precious resources -- the gifts, talents, and high precious resources -- the gifts, talents, and high interests of many of its students. In a broad range interests of many of its students. In a broad range of intellectual and artistic endeavors, these of intellectual and artistic endeavors, these youngsters are not challenged to do their best youngsters are not challenged to do their best work. This problem is especially severe among work. This problem is especially severe among economically disadvantaged and minority economically disadvantaged and minority students, who have access to fewer advanced students, who have access to fewer advanced educational opportunities and whose talents often educational opportunities and whose talents often go unnoticed.go unnoticed.

Executive Summary: National Executive Summary: National Excellence ReportExcellence Report

Page 10: 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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The MandateThe Mandate

Every child deserves the right Every child deserves the right to be educated to the limits of to be educated to the limits of

his or her mind.his or her mind.

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The ChallengeThe Challenge

Perhaps the most important task we have as Perhaps the most important task we have as educators is to provide a student with the educators is to provide a student with the

level and type of services that s/he needs to level and type of services that s/he needs to achieve commensurate with his/her achieve commensurate with his/her

potential.potential.

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We will honor this challenge and this We will honor this challenge and this mandate for gifted children if we always mandate for gifted children if we always

remember that:remember that:

The ultimate goal for providing differentiated The ultimate goal for providing differentiated educational experiences for gifted children educational experiences for gifted children is to:is to:

provide them with experiences that allow provide them with experiences that allow them tothem to EXTEND EXTEND these gifted behaviors to these gifted behaviors to further levels of development.further levels of development.

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THE TABsTHE TABs

What are they?What are they?

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They are CORE ATTRIBUTES They are CORE ATTRIBUTES of the Giftedness Constructof the Giftedness Construct

To serve as the foundation for creating a To serve as the foundation for creating a sufficient knowledge base about relevant sufficient knowledge base about relevant traits, aptitudes and behaviors that a student traits, aptitudes and behaviors that a student is demonstrating, so that appropriate is demonstrating, so that appropriate referrals, placements and programming referrals, placements and programming decisions can be made.decisions can be made.

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TABs: DefinitionsTABs: Definitions

Trait - A relatively persistent and consistent Trait - A relatively persistent and consistent behavior pattern.behavior pattern.

Aptitude - The capacity to perform in the Aptitude - The capacity to perform in the future or some future ability.future or some future ability.

Behavior - Any response made by an Behavior - Any response made by an organismorganism

Page 17: 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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The TABs: Basic PrinciplesThe TABs: Basic Principles MotivationMotivation InterestInterest Communication SkillsCommunication Skills Problem Solving AbilityProblem Solving Ability MemoryMemory InquiryInquiry InsightInsight ReasoningReasoning Imagination/CreativityImagination/Creativity HumorHumor

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Accommodating the TABs and Accommodating the TABs and Other DataOther Data

If we are to consider data on these TABs and If we are to consider data on these TABs and consider data from other sources, then we consider data from other sources, then we must have a way to use these multiple must have a way to use these multiple pieces of information when making pieces of information when making decisions regarding a student’s need for decisions regarding a student’s need for gifted program sources. gifted program sources.

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The F-TAPThe F-TAP

What is it?What is it?

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What is the F-TAP?What is the F-TAP?

A system designed to facilitate the A system designed to facilitate the collection, display, and interpretation of collection, display, and interpretation of data from a variety of sources when data from a variety of sources when assessing children’s need for gifted assessing children’s need for gifted programs services.programs services.

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Why The F-TAP?Why The F-TAP?

To help educators avoid relying on a To help educators avoid relying on a test score [or a single piece of data] test score [or a single piece of data]

as the primary criterion to as the primary criterion to document a student’s need for document a student’s need for

gifted program services.gifted program services.

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What is the Overall Purpose of What is the Overall Purpose of The F-TAP?The F-TAP?

To display a sufficient knowledge base -- To display a sufficient knowledge base -- using information collected from multiple using information collected from multiple sources, including information generated by sources, including information generated by students -- so that appropriate placement students -- so that appropriate placement and programming decisions can be made.and programming decisions can be made.

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NEW DIRECTIONS FOR NEW DIRECTIONS FOR IDENTIFICATION IDENTIFICATION (Treffinger, 1987)(Treffinger, 1987)

Identification is not . . . Identification is not . . .

Selection;Selection;

Exclusive - find only the “right” or “truly Exclusive - find only the “right” or “truly gifted” students;gifted” students;

Emphasis on “Gate-Keeping”;Emphasis on “Gate-Keeping”;

Establishing an index or score;Establishing an index or score;

Justifying who’s “In” or “Out”Justifying who’s “In” or “Out”

Page 25: 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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NEW DIRECTIONS FOR NEW DIRECTIONS FOR IDENTIFICATION IDENTIFICATION (Treffinger, 1987)(Treffinger, 1987)

Identification is . . .Identification is . . .

Diagnostic - prepares for improved or enhanced Diagnostic - prepares for improved or enhanced instructional planning;instructional planning;

Inclusive - seeks to nurture students’ best Inclusive - seeks to nurture students’ best potential;potential;

Deliberate, positive - finds strengths;Deliberate, positive - finds strengths;

Development or growth orientedDevelopment or growth oriented

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Remember!Remember!

Giftedness should be considered Giftedness should be considered to be a set of qualities or to be a set of qualities or potentials that can be recognized potentials that can be recognized and developed in children, not a and developed in children, not a mere label assigned to a lucky mere label assigned to a lucky few.. few.. (Dunn, Dunn, & Treffinger, 1992)(Dunn, Dunn, & Treffinger, 1992)

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REMEMBERREMEMBER

When considering the needs of gifted When considering the needs of gifted children from diverse backgrounds . . .children from diverse backgrounds . . .

“ “ The focus should be on their The focus should be on their behaviors.”behaviors.”

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REMEMBERREMEMBER

When considering the needs of gifted When considering the needs of gifted children from diverse backgrounds . . .children from diverse backgrounds . . .

““Diverse groups = diverse expressions = diverse Diverse groups = diverse expressions = diverse procedures.”procedures.”

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REMEMBERREMEMBER

When considering the needs of gifted When considering the needs of gifted children from diverse backgrounds . . .children from diverse backgrounds . . .

““They may manifest school related They may manifest school related

achievement behaviors differently.”achievement behaviors differently.”

Page 30: 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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ROBERT HALF reminds us thatROBERT HALF reminds us that

““There is something that is There is something that is much more scarce, much more scarce, something rarer than ability. something rarer than ability. It is the ability to recognize It is the ability to recognize ability.”ability.”

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““A” LAST WORD, BUT NOT A” LAST WORD, BUT NOT “THE” LAST WORD“THE” LAST WORD

When considering the needs of When considering the needs of gifted children from diverse gifted children from diverse

backgrounds . . .backgrounds . . .“Assessment and instructional “Assessment and instructional

methodsmethodscan be varied without losing can be varied without losing

quality.”quality.”

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Frasier Assessment TeamFrasier Assessment Team Team Members will diagnostically look at the whole Team Members will diagnostically look at the whole

student and report data, charting the results in a timely student and report data, charting the results in a timely manner. Information from general education manner. Information from general education instructors are a vital piece of the information instructors are a vital piece of the information generated to complete the assessment. Frasier is a generated to complete the assessment. Frasier is a three year evaluation program initiated from the State three year evaluation program initiated from the State Department of Education. You may contact in Las Department of Education. You may contact in Las Cruces Public Schools for further information:Cruces Public Schools for further information:

Erma Brooks Lead 527-9536Erma Brooks Lead 527-9536 Colleen Blackman 527-9445 X119Colleen Blackman 527-9445 X119 Amy Himelright 527-9619Amy Himelright 527-9619