Panning for Gold – Recommendation Form Directions: According to your professional opinion and those of others you involved in the process, select the Group (highlight) to which this student best belongs based on your extensive data collection Student Code ______DP______ Group I This child shows real strength, but, in my best judgment, he/she is not a member of one of the target populations—economically disadvantaged or of limited English proficiency. II This child is a member of one of the target groups, and I feel very strongly that he/she is potentially gifted. Group III This child is a member of one of the target groups, and I have seen some indicators of high potential, but I am just not sure if gifted placement would be in his/her best interest. Group IV This is a member of one of the target groups, and he/she occasionally shows some real “sparks of potential,” but overall he/she is probably not a good candidate for referral. Summary Notes: Below, identify the professionals and other(s) who helped determine the above-identified recommendation—then relate specifics of your final recommendation process and results: Kim Sanders Carol Nikin Assessment Summary Page
Student Code ________ZP___________ Directions: In the spaces below the blocks, jot comments on your perceptions of student characteristics/ ability/performance. FORMS TO BE USED IN ASSIGNMENT TABS Observation Panning for Gold Observation Student Code: ____________ Directions: Use the boxes below the definitions and descriptions of the basic traits, aptitudes, and behaviors (TABs) associated with the giftedness construct to record examples of TABs displayed by the student(s). Use the scale in the box to summarize your evaluation. Motivation Evidence of desire to learn. Description: Forces that initiate, direct and sustain individual or group behavior in order to satisfy a need or attain a goal. Student may: • aspire to be somebody, do something. • be an enthusiastic learner. • demonstrate persistence in pursuing or completing self- selected tasks (may be culturally influenced; evident in school or activities). Interests Intense (often unusual) interests Description: Activities, avocations, objects, etc., that have special worth or significance and are given special attention. Student may: • demonstrate unusual or advanced interests in a topic or activity. • be a self-starter. • be beyond age-group. • pursue activity unceasingly. Communication Skills Highly expressive; effective use of words, numbers, symbols. Description: Transmission and reception of signals or meanings through a system of symbols (codes, gestures, language, numbers). Student may: • demonstrate unusual ability to communicate (verbally, physically, artistically, symbolically). • use particularly apt examples, illustrations or elaborations. Problem-Solving Ability Effective, often inventive, strategies for recognizing and solving problems. Description: Process of determining a correct sequence of alternatives leading to a desired goal or successful task completion. Student may: • demonstrate unusual ability to devise or a systematic strategy for solving problems and to change the strategy if it is not working. • create new designs, invent. Memory Large storehouse of information on school or non-school topics. Description: Exceptional ability to retain and retrieve information. Student may: • already know information. • need only 1-2 repetitions for mastery. • have a wealth of information school or non-school topics. • pay attention to details. • manipulate information. • be highly curious.
Motivation Evidence of desire to learn. ZP is always talking about is aspirations to be a senator, soccer player, or own his own business. He frequently discusses his goals to make “millions.” As far as his persistence, ZP likes to make up math problems that are difficult to solve and checks them until correct for a game. 5 4 3 2 1 Strong Moderate Weak Interests Intense (sometimes unusual) interests. ZP is the definition of a and is constantly pursuing new and creative activities. He frequently makes up PowerPoints about talking points to the principal about fixing our school. He also makes different economies in the classroom like friendship bucks designed by him. 5 4 3 2 1 Strong Moderate Weak Communication Skills Highly expressive and effective use of words, numbers, and symbols. ZP can communicate verbally, but he struggles to get all of his out in other forms. He enjoys to draw at times. 5 4 3 2 1 Strong Moderate Weak Problem Solving Ability Effective, inventive, strategies for recognizing and solving problems. As stated earlier, ZP is constantly making up new math challenges, games, or independent studies. 5 4 3 2 1 Strong Moderate Weak Memory Large storehouse of information on school or non-school topics. ZP is meticulous with his handwriting and at he enjoys. He pays attention to details, however is very unorganized. 5 4 3 2 1 Strong Moderate Weak © 1994. Torrance Center for Creative Studies, The University of Georgia. All rights reserved. Reproduced by permission.