Assessment+for+Gifted+Students+with+SLD

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**Key Strategies:**
====RTI, as it is currently conceptualized, is best suited for identifying children who are having learning difficulties; however, on its own, RTI is not particularly well suited for identifying gifted children at Tiers 1 and 2.With this population I would most likely use a three-tiered RTI approach. Also, gifted identification should be possible throughout the time children are in school and should not be seen as a one-time qualifying opportunity.  Lastly, children should be monitored for an achievement profile characterized by deteriorating performance over time. These children should be monitored closely and evaluated further. This helps teachers find at risk students that need help. ====


 * Describe what you learned about diagnostic and assessment strategies that fit your target population. (Write a minimum of 50 words for this question.) **

After reading this article, I learned that there are specific diagnostic and assessment strategies that fit my target population of gifted students with SDL. First, gifted identification should be possible throughout the time children are in school and should not be seen as a one-time qualifying opportunity. Nominations can come from teachers, other school staff, parents, attainment of minimum screening criteria on group administered ability and achievement tests, presentation of exceptional products, and so on. Also, using a multi-tiered RTI model is best for dealing with these students.

Describe in what way/s assessment data would determine how you planned your curriculum and lessons for the specific special needs population? (Write a minimum of 50 words for this question.)
Before anything, it should be noted that children should be monitored for an achievement profile characterized by deteriorating performance over time. These children should be monitored closely and evaluated further. This helps teachers find at risk students that need help. Therefore, assessment data that I collect will inform me of the status of a student’s understanding. The whole purpose of assessment is to ASSESS what is learned. If the content is not being learned by a specific population, then I will have to differentiate accordingly. This data would cause me to scaffold my instruction and provide multiple options for assignments for students who struggle with conventional forms of instruction.