1 / 33

Dr. Mary M. Frasier, Ph.D. • Professor, Educational Psychology

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

mala
Download Presentation

Dr. Mary M. Frasier, Ph.D. • Professor, Educational Psychology

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Frasier Talent Assessment Profile (F-TAP)andTraits, 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: fras@coe.uga.edu

  2. A TRIAL WITHIN LCPS WILL ASSESS SELECTED 2ND GRADE STUDENTS FOR GIFTEDNESS USING THE F-TAP METHOD.

  3. What Follows is an explanation of what F-TAP is, and why it is important.

  4. THE WHYS

  5. 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

  6. 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.

  7. Today researchers know that . . . (National Excellence Report - Ross, 1993) Intelligence takes many forms and therefore requires that many criteria be used to measure it.

  8. 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.

  9. 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.

  10. The Mandate Every child deserves the right to be educated to the limits of his or her mind.

  11. 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.

  12. 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.

  13. THE WHATS

  14. THE TABs What are they?

  15. 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.

  16. 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

  17. The TABs: Basic Principles • Motivation • Interest • Communication Skills • Problem Solving Ability • Memory • Inquiry • Insight • Reasoning • Imagination/Creativity • Humor

  18. 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.

  19. The F-TAP What is it?

  20. 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.

  21. 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.

  22. 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.

  23. INSPIRATION

  24. 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”

  25. 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

  26. 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)

  27. REMEMBER • When considering the needs of gifted children from diverse backgrounds . . . “ The focus should be on their behaviors.”

  28. REMEMBER • When considering the needs of gifted children from diverse backgrounds . . . “Diverse groups = diverse expressions = diverse procedures.”

  29. REMEMBER • When considering the needs of gifted children from diverse backgrounds . . . “They may manifest school related achievement behaviors differently.”

  30. ROBERT HALF reminds us that “There is something that is much more scarce, something rarer than ability. It is the ability to recognize ability.”

  31. “A” LAST WORD, BUT NOT “THE” LAST WORDWhen considering the needs of gifted children from diverse backgrounds . . .“Assessment and instructional methodscan be varied without losing quality.”

  32. CONTACT US

  33. 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

More Related