Transcript Frasier Talent Assessment Profile (F

Frasier Talent Assessment Profile (F-TAP)
and
Traits, Aptitudes, and Behaviors (TABs) Referral
Form
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: [email protected]
1
A TRIAL WITHIN LCPS WILL
ASSESS SELECTED 2ND
GRADE STUDENTS FOR
GIFTEDNESS USING THE FTAP METHOD.
2
What Follows is an explanation
of what F-TAP is, and why it is
important.
3
4
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
5
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.
6
Today researchers know that . . .
(National Excellence Report - Ross, 1993)
Intelligence takes many
forms and therefore
requires that many criteria
be used to measure it.
7
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.
8
Executive Summary: National
Excellence Report

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.
9
The Mandate
Every child deserves the right
to be educated to the limits of
his or her mind.
10
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.
11
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.
12
13
THE TABs
What are they?
14
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.
15
TABs: Definitions
Trait - A relatively persistent and consistent
behavior pattern.
 Aptitude - The capacity to perform in the
future or some future ability.
 Behavior - Any response made by an
organism

16
The TABs: Basic Principles










Motivation
Interest
Communication Skills
Problem Solving Ability
Memory
Inquiry
Insight
Reasoning
Imagination/Creativity
Humor
17
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 student’s need for
gifted program sources.
18
The F-TAP
What is it?
19
What is the F-TAP?

A system designed to facilitate the
collection, display, and interpretation of
data from a variety of sources when
assessing children’s need for gifted
programs services.
20
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 student’s need for
gifted program services.
21
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.
22
23
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 who’s “In” or “Out”
24
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
25
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, & Treffinger, 1992)
26
REMEMBER

When considering the needs of gifted
children from diverse backgrounds . . .
“ The focus should be on their
behaviors.”
27
REMEMBER
 When
considering the needs of gifted
children from diverse backgrounds . . .
“Diverse groups = diverse expressions = diverse
procedures.”
28
REMEMBER

When considering the needs of gifted
children from diverse backgrounds . . .
“They may manifest school related
achievement behaviors differently.”
29
ROBERT HALF reminds us that
“There
is something that is
much more scarce,
something rarer than ability.
It is the ability to recognize
ability.”
30
“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.”
31
32
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:

Erma Brooks Lead 527-9536
Colleen Blackman 527-9445 X119
Amy Himelright 527-9619


33