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Posted on January 28 at 2:46 p.m.
Some ideas to consider, from the perspective of a highly trained and experienced school psychologist: 1) Using the CogAT or any other single assessment in a systematic way to assess eligibility for "gifted" programming will result in a high proportion of errors of both inclusion and exclusion. 2) In most cases, the educational needs of the "intellectually gifted" can be met by providing relatively routine opportunities for enrichment and/or acceleration. The needs of the "severely" gifted (e.g., like Mozart or Einstein and other extremely creative, divergent thinking true geniuses) will not be met by a program such as GATE. These students need individual mentors to proceed and find a way to fit in with the rest of their peers and society. 3) With all due respect, if the article is correct, if the Director of the GATE program actually "stumbled" upon some research to guide her recommendations, that is not a research strategy to be endorsed or upon which to make decisions. I highly recommend that the District obtain consultation from a School Psychologist or Educational Psychologist from an assessment specialist/expert at a nearby California university regarding the use of standardized tests (such as the CogAT, Otis-Lennon, WISC-IV, DAS-2, Stanford-Binet, etc.) as part of the model to identify "gifted" students as well as recommendations based on research-based strategies to meet the needs of these students.
On Gifted, Talented, and White
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