| Introduction Educational provisions which would allow gifted children to maximize their potential constitute a serious gap in our educational system. | Just as no two people are exactly alike, every gifted child has a special, unique blend of talents and abilities. G.A.T.E.S. serves individual children, their schools, and their parents and teachers, providing expertise to assist gifted children to develop their special attributes, talents, and individuality. We provide customized intervention to help develop your child's individual potential. |
| G.A.T.E.S. (Gifted And Talented Education Services) Research & Evaluation, was formed for the purpose of filling this gap with an array of services that enable gifted children to fulfill their promise. | Services described in this page include:
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| The initial interview and Interview Analysis | The initial interview is usually conducted with one
or both parents present. The interview consists of a
combination of discussion, observation,
problem-solving, drawing, and age-appropriate
manipulatives, such as blocks, coins, and puzzles.
The parent is usually requested to provide
background material to facilitate the procedure. The
interview may be videotaped so that a thorough
analysis can be made. The interview analysis report follows the initial interview. The analysis report includes reviews of extant records such as test results and medical history, as well as an anecdotal record of the child's development. Recommendations for further assessment are then made. These recommendations usually consist of an array of educational assessment tools which give insight into learning style, strengths and weaknesses, and special areas of giftedness. |
Assessment, Evaluation And Learning Profile | G.A.T.E.S. Research & Evaluation provides a
comprehensive assessment and evaluation profile of
the individual child's blend of gifts and talents through
the use of validated assessment instruments
combined with behavioral observation. The extant
records, such as medical information, school records
and tests, and anecdotal information of early
development are further examined. This establishes a
basis for determining the scope and depth for the
individually designed curricular intervention. The learning profile presents a detailed assessment analysis derived from the instrumentation and personal observation combined with examination of all available information, including the initial interview. The analysis in the learning profile report is directed to the child's blend of personality, type(s) of giftedness, and special characteristics and interests and includes recommendations for intervention. |
| Customized curricular Intervention | G.A.T.E.S. Research & Evaluation specializes in
the design of curricula customized for the individual
gifted child and derived from the information in the
assessment and evaluation profile. The curricula
usually consist of a series of interdisciplinary units,
each with a central focus, customized for the ability,
skill level, and learning style of the individual child.
These units can be implemented within the school
setting, and also provide activities for individual
instruction at home. Teachers are usually receptive to
the curriculum design and are generally cooperative.
The parent should be prepared to participate in some
of the curricular implementation. Research and evaluation of materials enhance the curricular application and allow ease of preparation for implementation. This optional service consists of listings of materials, including books, learning kits, and models. A listing of sources for materials is also provided, but many materials can be ordered from local stores, borrowed from the library, or even found around the house. |
| Mentoring | Depending on the degree of expertise of the parent and the situation, parents may also opt to utilize a mentor or mentors to help provide assistance, enrichment, and skill development as the child goes through the interdisciplinary curriculum units. G.A.T.E.S. Research & Evaluation then institutes a mentor search. A mentor with the appropriate skills and personality is matched with the needs of the child. All mentors are interviewed and a background check is instituted. The parent and the mentor then design their own contract. G.A.T.E.S. Research & Evaluation does not enter into renumeration negotiations between the mentor and the family, but scheduling advisement is offered as needed. |
| The Assessment Conference | The purpose of the assessment conference is to explain the significance of the assessment results in terms of the giftedness manifested by the individual child. The assessment conference and initial curricular implementation conference may be combined into one parent conference, if desired. In order to encourage school liaison, parents also have the option of inviting the child's teacher to the assessment conference. |
| Curricular Implementation Modeling | Sometimes parents. caretakers, and teachers need assistance in implementing the curricular approach and/or individual unit segments. A parent, for instance. may expect a young child with undeveloped small motor skills to complete detailed crafts work when sewing, cutting, and pasting skills have not yet been established. A teacher may need assistance in explaining research skills to an underachieving high school student, or a middle school child may need supervision to carry out a special experiment. G.A.T.E.S. Research & Evaluation can provide implementation modeling for individual parts of the curriculum. Implementation modeling is a practical demonstration of effective pedagogical approaches and procedures that maximize the intervention. The modeling is videotaped for the parent so that it can be used as a guide as needed. |
| Curricular Implementation Training Sessions | These are instructional training sessions for parents and/or teachers. The sessions are largely informational and directed to specific techniques for teaching gifted children. The focus is on problem-finding, problem-solving, and critical thinking, with a view to utilization of methods approaches for gifted children. The training sessions may involve questioning techniques, clarification of directions, building organizational skills and learning habits, or approaches to teaching subject areas such as language arts and mathematics differentiated and blended for the gifted. |
| Progress Analysis | The curricular intervention can be monitored, if desired. Here, the intervention process is observed and a report given. Student products are examined with a view to attainment of excellence and improvement of instructional techniques in curricular implementation. Further research and evaluation of materials for curricular implementation may be provided, if indicated. |
| Individual and Group Educational Counseling | Parents in need of guidance with specific problems can turn to G.A.T.E.S. Research & Evaluation for confidential educational counseling with particular problems. The sessions are directed to parenting in applied practice for the individual gifted child. Group sessions give parents and/or children the opportunity to air concerns by creating a forum for interchange of ideas. They also provide an opportunity for networking and connecting with others who have similar concerns. |
| Liaison With Public and Private Schools | G.A.T.E.S. Research & Evaluation can assist
parents and teachers to implement individualized
curriculum units by providing liaison with public and
private schools. Conferences with teachers and
administrators are held with a view to assisting
teachers with pedagogical approaches appropriate
for the gifted, with lesson planning, classroom
management, organizational details, design and timing
of student study contracts, and parent, administration
and peer interface. Monitoring of progress during intervention can be provided, if desired by the parent, and/or if required by the school administrator. Supervision can include analysis of implementation, observation, and instruction in any combination with liaison. programming, conferences, and workshops. |
| Examples of Background Information for Anecdotal Record Includes Developmental stages and approximate ages of: | 1. Talking 2. Walking 3. Reading 4. Numbers 5. Manipulatives 6. Sociability 7. Artistic tendencies 8. Musical tendencies 9. Experimentation 10. Athletics 11. Inventiveness 12. Curiosity 13. Personality traits 14. Sensitivity 15. Sense of fairness 16. Responsibility 17. Abstract thinking 18. Advanced vocabulary Anecdotes, or examples of the above, assist in accuracy of assessment and intervention. |
| Examples of Records for background Information | 1. Medical (allergies, vision, etc.) 2. School tests-report cards 3. Psychological tests 4. Achievement tests 5. Creativity tests 6. Pre-school personality profiles |
| Products such as | 1. Drawings 2. Photographs of art work 3. Tapes of musical performance 4. Creative writing |
| Preferences such as | 1. Lists of books read and enjoyed 2. Types of books-biography, science fiction, etc. 3. Computer-related activities 4. Athletics 5. Performing arts 6. Writing stories or poems 7. Games 8. Music 9. Foods 10. Hobbies 11. Collections Records, products, and other information assist analysis by providing insight and a fuller picture for the assessment profile and subsequent intervention. |
| DR Carole Ruth Harris |
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