Comparing and contrasting the relationship of Broward county gifted student identification procedures to the NAGC criteria and the Texas state plan. In children education, identification of the gifted children plays a pivotal role in determining the effectiveness of learning in different groups of students.
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Gifted students vary widely from non gifted students. The way gifted students learn differs to a greater extent from the way through which non-gifted students are viewed. Gifted students can be viewed as those students who display a high level of creativity, intellectual ability, cognitive ability, as well as a high capacity for motivation.
This group of students has a strong inner desire to learn more and does not require intensive attention in training compared to other students. Gifted students are also associated with good performance in class. However, this is not just enough for a gifted student. In most cases, the number of gifted students varies from one place to another. The gifted students are found everywhere in all geographical regions, racial, ethnic, and socioeconomic groups (Barbara, 2002).
As already seen, the way in which giftedness and the way gifted students are identified matters a lot. The world events, people, and trends have significantly influenced how giftedness is defined and how gifted students are identified. However, there are some variations in which giftedness is viewed in different places.
There are certain processes involved in the identification of the gifted students, which are generally required for all the states (National Association for Gifted Children, 2000). This ensures that there are no biases in the identification process. It ensures that all the children have equal ability to get the questions in the assessment test.
This requirement is basic and therefore is applicable in all circumstances. In Texas State, the nomination procedures and forms for assessment used in identification of the gifted students are sent to the families (from which a child comes from) in a language which is understood (National Association for Gifted Children, 2000).
In some cases, a translator is included to interpret for the families in order to have the right information in the identification of the gifted children. At Broward, the schools have a major role in identification of the gifted students. According to NAGC criteria for identification of the gifted students, appropriate staff members must be provided with the necessary information on the characteristics of gifted students every year in order to make the identification process clear to all (National Association for Gifted Children, 2000).
This ensures that there is a uniform method of identifying gifted students. In NAGC selection, the assessment is expected to be culturally fare. This is also the case at Broward. At Broward, we have programs to help the underrepresented groups in talent identification. The method should therefore not be biased.
This ensures that every student is subjected in the same environment in identification of the gifted children. In all assessment criteria including Browards, the assessment profile is used in identification of unique learning characteristics and performance levels (National Association for Gifted Children, 2000).
In other words, every district must include an identification method that identifies top performing students with unique top qualities. Otherwise, the assessment procedure won’t help in distinguishing gifted students from non gifted students.
In every district, the procedures followed in nomination as well as the nomination forms should be available to all. This ensures that every person understands the requirements and the procedures followed in the identification of the gifted students.
In Texas state specification for the gifted students, students are assessed in the language they are conversant with or alternatively application of non-verbal tests (Texas Education Agency, 1996). Non-verbal tests will be of great significance in removing the language barrier in identification of the gifted students.
At Broward district, schools have the obligation of identifying gifted students in their institutions (Anonymous, 2003). The method applied in identification of these children is supposed to be provided appropriate services. At Broward, a student who qualifies for the gifted programs is required to have the quotient of two or more standard deviation above the mean in the intelligence test (Anonymous, 2003).
Unlike in other cases, in Texas State, a minimum of three appropriate criteria is used in the assessment of the areas of intellectual and specific academic field’s grades 1-12 (Texas Education Agency, 1996). In this process, both quantitative and qualitative measures are applied.
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The Texas criteria in identification of the gifted students is also unique from the fact that most of the committee involved in the selection process must have completed thirty hours of training. It is also recommended that advocates and other specialists in gifted children be consulted in the development of the policies to apply in the programs.
This helps in coming up with the most effective method of identifying gifted children in the area. In conclusion, this discussion has clearly shown that the criteria used in the identification of the gifted students through NAGC criteria, Texas state plan and Broward County does not differ with a great extent. They are more closely related to each other in the fact that they are all aimed at identifying the exceptionally performing students.
Anonymous, (2003). Gifted Education Policy. Web.
Barbara, C. (2002). Growing up Gifted. U.S.A: Merrill Prentice Hall.
National Association for Gifted Children. (2000). Pre-K–Grade 12 Gifted Program Standards. 1707 L St. NW, Suite 550, Washington, DC 20036 (202) 785-4268
Texas Education Agency, (1996). Texas State Plan for the Education of Gifted/Talented Students. Web.