Assignments for Identification and Assessments Online Course

Name: ______Campus: ______

Assignments for Identification and Assessments Online Course Your responses for each question (except #4 and #5) should be in paragraph form (no less than 25 words).

Assignment #1 a. Read the definition for a gifted/talented student at http://ritter.tea.state.tx.us/gted/tec29-121.html b. After reading the definition, what can you do in your classroom to provide opportunities for unidentified gifted students to show or develop their talents?

Assignment #2 a. Go to Staff Net; Departments; Instructional Services; Gifted & Talented; Resources and then Teacher Resources and read the questions on the Slocumb Payne Teacher Inventory Sample b. Why would our district want to consider both positive and negative attributes of the gifted?

Assignment #3 a. Go to Staff Net; Departments; Instructional Services; Gifted & Talented; Resources and then Teacher Resources. On the Teacher Resources tab, open and print the Sample Creativity Test b. What did the students draw in activities 1-4? c. What student response surprised you the most and why?

Assignment #4 -This assignment does not require a paragraph response. a. Go to Staff Net; Departments; Instructional Services; Gifted & Talented; Resources and then Teacher Resources. On the Teacher Resources tab, open and print out the Kindergarten Qualifying Matrix or the Qualifying Matrix for 1st – 12th. Review the form and then answer the following questions: b. What minimum percentile (80% or 90%) is needed to qualify a student for abstract abilities on the Raven’s Progressive Matrices? c. At what grade level do we begin using the Standard Progressive Matrices instead of the Coloured Progressive Matrices? d. How many items do we need for the internal subjective data and what is considered for student work? e. To qualify for the SISD gifted program, the student must meet how many criteria (2 out of 4, 3 out of 4, or 4 out of 4)? Name: ______Campus: ______

Assignment #5 a. Go to your Online Student Profile and identify all students who are coded “GT” b. Make a list of your GT Students and access their GT Red Folder in their CUM folder c. Read the GT Red folder and identify their strengths using the appropriate qualifying matrix, Kindergarten or 1st – 12th. d. Complete the table below:

Please complete the following table to identify the strengths of your G/T students. If you do not have a G/T student identified in your classroom, please create at least one example as listed below.

Torrance Test Internal GT Student Abstract Language Reading Mathematics Student ID of Creative Subjective Last, First Abilities Score Arts Score Score Score Thinking Score Data Score 123456 Sample 92% 70% 78% 97% 90% 4

Note: The strengths for student “sample” are abstract abilities, mathematics, and creativity according to the 1st -12th Qualifying Matrix. Highlight the strengths for each of your identified gifted and talented students.

Assignment #6 a. After reviewing the GT folders for your students, please answer the following questions: b. What did you discover in reviewing the folders of your gifted students? c. Given the strengths of your gifted students, how can you meet their needs in your classroom?

Assignment #7 a. After reading the local policy, please answer the following questions: b. When is a student furlough considered? c. What are the exit provisions for a gifted student? d. How often should the district program be evaluated? e. What did you learn after reading the local policy?

Assignment #8 – Please provide your feedback on this course. a. How long did it take you to complete? b. Do you feel it met the state competencies that were stated earlier in the power point? c. Why or Why not?