We all know that ELs are disproportionally underrepresented in G/T programs. Read more in Too Few ELL Students Land in Gifted Classes at http://www.edweek.org/ew/articles/2017/06/21/too-few-ell-students-land-in-gifted.html
Do you know how to plan lessons for gifted English learners? Find information here: http://exclusive.multibriefs.com/content/strategies-for-teaching-gifted-and-talented-english-learners/education
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
* 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.
Re: Universal Instructional Design
by Ashley Farno – Tuesday, October 18, 2011, 07:58 AM
I thought this website was useful