Recommendations for Identifying Gifted and Talented ELLs

21/07/2012

Teresa Moore – P. 237 (Sousa)

* Classroom Observations
* Checklists and rating scales
* Portfolio evaluations
* Teacher nominations
* Problem-solving-based assessments
* Teaching within the testing situation
* Interviews with parents and communities
* Self-identification
* Alternative testing

Harris et al.(2007) has adapted a three-tiered procedure developed by Coleman(2003) for identifying gifted and talented students.

Here is an overview:

Tier I: Conduct a general screening or student search.
1) Implement a school wide screening system.
2) Use multiple criteria to obtain a complete picture of students’talent and potential.
3) Give multiple screening procedures.
4) Implement multifaceted assessment procedures.
5) ALL ASSESSMENTS must be administered in the ELL’s native language as well as in English.
6) Provide information to parents.

TIER II: Review students for eligibility:
1) Consider for the second tier those ELLs with potential from the first tier.
2) Carry out professional development of regular classroom teachers and ESPECIALLY ESL teachers.
3) Review data by a TEAM of school personnel
4) After reviewing the data decide: A) to collection more data or; B) Place the student.

TIER III: Match students to services:
1) Offer appropriate educational services.
2) Individualize specific curricular programming for the ELL’s unique strengths.
3) Consider setting aside a certain number of slots for ELL students to increase their representation in gifted and talented programs.


ESL and Gifted/Talented

18/10/2011

Re: Universal Instructional Design
by Ashley Farno – Tuesday, October 18, 2011, 07:58 AM
  • How can teachers can nurture giftedness in children whose first language is not English and who are limited in their English proficiency?
  • An expanded view of intelligence and giftedness, such as those espoused by Howard Gardner, Robert Sternberg, and Joseph Renzulli, that results in multipronged identification that includes test scores, teacher recommendations, student portfolios, and consideration of special variables such as language, socioeconomic background, and culture
  • Acceptance that students of high ability might also be limited in English proficiency or come from poverty backgrounds
  • A strong parent program and the consistent involvement of parents
  • A commitment to the long-term benefit of redesigning gifted education to include and meet the needs of LEP students
  • Collaboration across programs; a willingness to negotiate and entertain different points of view
  • Willingness to build on strengths and program maturity
  • Establishment of a clear and coherent vision of inclusive gifted education
  • An action plan with realistic timelines
  • Adequate teacher training and inservice, including training in identification procedures for bilingual education teachers.

I thought this website was useful

http://www.hoagiesgifted.org/eric/faq/gt-esl.html


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